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English • What inference means • SHAAMPPOOS • AFORREST • How to use short quotations to support the points they make • Persuasive devices and techniques

French Self, family and friends:

• Greetings and feelings • Days of the week • Numbers to 100 • Age • Birthday inc. months • Items in a schoolbag • Understanding m/f nouns • French connectives • Colours and adjectival agreement • Saying where I live and which languages I speak • Describing physical appearance and personality • Family members • Spanish question words • Opinion phrases and reasons

Free-time activities:

• General hobbies; going out with friends, playing video games • Using a computer • Music • TV • Cinema • Sports • Time phrases • Present tense verbs (1st person) • Morning/afternoon/evenin

Holidays:

• Countries • Seasons • Types of holidays • Holiday activities • Present tense verbs (3rd person) • Transport • Places in a town • Comparative language • Narrative language

Geography Mapskills and data interpretation Restless Earth

• Distribution of plates; contrasts between continental and oceanic plates. • Destructive, constructive and conservative plate margins • Location and formation of fold mountains, ocean trenches, composite volcanoes and

shield volcanoes • A case study of one range of fold mountains. The ways in which they are used –

farming, Hydro Electric Power, mining, tourism and how people adapt to limited communications, steep relief, poor soils

• Characteristics of different types of volcanoes. • A case study of a volcanic eruption – its cause; primary and secondary effects;

positive and negative impacts; immediate and long term responses. Monitoring and predicting volcanic eruptions

• The characteristics of a supervolcano and the likely effects of an eruption. • Location and causes of earthquakes. Features of earthquakes – epicentre, focus, shock

waves and the measurement of earthquakes using the Richter and Mercalli Scales • A case study of an earthquake in a rich part of the world and one from a poorer area –

their specific causes; primary and secondary effects; immediate and long term responses – the need to predict, protect and prepare. Contrasts in effects and responses will be clear.

• A case study of a tsunami – its cause, effects and responses. Water on the land

• Processes of erosion – hydraulic action, abrasion, attrition, solution; vertical and lateral erosion.

• Processes of transportation – traction, saltation, suspension and solution. Deposition and reasons for it. Long profile and changing cross profile.

• Landforms resulting from erosion – waterfalls and gorges; landforms resulting from erosion and deposition - meanders and ox-bow lakes; landforms resulting from deposition – levees and flood plains.

• Factors affecting river discharge – amount and type of rainfall, temperature, previous weather conditions, relief, rock type (impermeable, porous and pervious) and land use.

• The causes of flooding: physical – prolonged rain, heavy rain, snowmeltrelief; and human - deforestation, building, construction.

• The frequency and location of flood events – in the UK in the last 20 years. • A case study of flooding in a rich part of the world and one from a poorer area – the

different effects of and responses to flooding. • Hard engineering strategies – dams and reservoirs, straightening. • Soft engineering – flood warnings, preparation, flood plain zoning, ‘do nothing’. The

costs and benefits of these. • The UK – increasing demand for water; areas of deficit and areas of surplus; the need

for transfer. A case study of a dam/reservoir to consider resulting economic, social and environmental issues and the need for sustainable supplies.

Coastal Zone • Weathering processes – mechanical, chemical. • Mass movement – sliding and slumping. Constructive and destructive waves. • Processes of erosion – hydraulic power, abrasion, attrition, corrosion, and solution. • Processes of transportation – longshore drift, traction, saltation, suspension and

solution. • Deposition and the reasons for it. • Landforms resulting from erosion – characteristics and formation of headlands and

bays, cliffs and wave cut platforms, caves, arches and stacks. • Landforms resulting from deposition - characteristics and formation of beaches, spits

and bars. • Reasons for rising sea level. A case study to illustrate the economic, social,

environmental and political impact of coastal flooding. • A case study of an area of recent or threatened cliff collapse – rates of coastal erosion;

reasons why some areas are susceptible to undercutting by the sea and collapse; how people may worsen the situation; the impact on people’s lives and the environment.

• Management strategies. Hard engineering – sea walls, groynes, rock armour. • Soft engineering – beach nourishment, dune regeneration, and marsh creation.

Managed retreat. • A case study of coastal management to assess the costs and benefits of strategies

adopted. • A case study of a coastal habitat – its environmental characteristics; the resulting

habitat and species that inhabit it and reasons why. Strategies to ensure the environment is conserved, but also allow sustainable use of the area.

History Mr Liddle’s and Miss Robert’s classes Part 1: The Origins of the First World War Key issue: Why were there two armed camps in Europe in 1914?

• Development of the Triple Alliance, Entente Cordiale and Anglo-Russian Agreement: Britain’s emergence from splendid isolation

• Kaiser Wilhelm II’s aims in foreign policy: Weltpolitik; ‘a place in the sun’; attitudes towards Great Britain; development of the Navy

• The Moroccan Crises of 1905 and 1911 and their effects on the alliances • The Bosnian Crisis 1908–1909 and its effect on the alliances • The arms race – military and naval: why did countries increase the size of their

armies? The Anglo-German Naval Race Key issue: Why did war break out in 1914?

• Aims of Austria-Hungary and Serbia in the Balkans: the role of the Black Hand • The assassination at Sarajevo: Gavrilo Princip; the response of Austria-Hungary; the

ultimatum and Serbia’s response • The events leading to war; the role of the alliances in 1914 • The Schlieffen Plan and its effects on the outbreak of war; its part in bringing about

Great Britain’s declaration of war on Germany • Responsibility for the outbreak of war and the escalation of the conflict

Part 2: Peacemaking 1918–1919 and the League of Nations Key issue: How did the Treaty of Versailles establish peace?

• The Paris Peace Conference: the aims of Clemenceau, Lloyd George and Woodrow Wilson: the Fourteen Points

• The main terms of the Treaty of Versailles: Diktat; territorial changes; military restrictions, war guilt and reparations

• The strengths and weaknesses of the Treaty of Versailles: why Germany objected to it Key issue: Why did the League of Nations fail in its aim to keep peace?

• Membership 1919–1939: why/how it changed; implications for the League of Nations • Organisation, powers and peace keeping role: the Assembly; the Council; the

Permanent Court of Justice; military and economic sanctions • The Manchurian Crisis 1931–1933: events; action taken by the League; effect on the

League as a peace keeping force • The Abyssinian Crisis 1935–1936: events; action taken by the League; effect on the

League as a peacekeeping force • The reasons for the collapse of the League

Part 3: Hitler’s foreign policy and the origins of the Second World War Key issue: How did Hitler challenge and exploit the Treaty of Versailles 1933–March 1938?

• Hitler’s aims in foreign policy • The return of the Saar, 1935 • The beginning of rearmament in Germany: withdrawal from the Disarmament

Conference 1933; non-aggression Pact with Poland 1934; reintroduction of conscription from 1935; Anglo-German Naval Agreement 1935

• The remilitarisation of the Rhineland 1936 • The Anschluss with Austria 1938

Key issue: Why did Chamberlain’s policy of appeasement fail to prevent the outbreak of war in 1939?

• Reasons for and against appeasement • The Sudeten Crisis and Munich Agreement, 1938 • The collapse of Czechoslovakia, March 1939 • The role of the USSR 1938–1939: the Nazi-Soviet Pact • Poland and the outbreak of war • Responsibility for the outbreak of war

Mrs Dorner’s class: The Roaring 20s: USA, 1918–1929 Key issue: How and why did the USA achieve prosperity in the 1920s?

• Isolationism and its effects: American rejection of the Treaty of Versailles and refusal to join the League of Nations; the consequences for the USA

• Tariff policy: Fordney-McCumber Tariff of 1922 • Mass production (e.g. Ford and the motor industry); consumer industries and

advertising • Hire Purchase; purchase of shares; the stock market boom; Republican Government

policies • Developments in the entertainment industries, e.g. the cinema, jazz.

Key issue: How far was the USA a divided society in the 1920s? • Rich versus poor: continuation of poverty for some – e.g. farmers • Race: immigration controls; the quota system of 1921; National Origins Act of 1924;

the Ku Klux Klan and its activities

• Prohibition: groups for and against it; organised crime; the impact on society • Young people: fashions, flappers.

Key issue: Why did the US Stock Exchange collapse in 1929? • The problems of the 1920s: over-production, lack of credit control; the effects of tariff

policy; unequal distribution of wealth • The Wall Street Crash: events and immediate consequences.

Hitler’s Germany, 1929–1945 Key issue: How and why was Hitler able to become Chancellor in January 1933?

• The impact of the Wall Street Crash and Depression in Germany; growth in support for the Nazis and other extremist parties

• The Weimar system of government and the failure of democracy; the elections of 1930 and 1932; invitation to lead a coalition government, 1933

Key issue: How did Hitler change Germany from a democracy to a Nazi dictatorship, 1933–1934, and then reinforce this?

• The Wall Street Crash: events and immediate consequences. The Reichstag Fire; the election of March 1933; the Enabling Act

• The elimination of political opposition: political parties, trade unions; the Night of the Long Knives; the death of Hindenburg; Hitler becomes Führer

• One party law and order: SS and Gestapo; concentration camps; propaganda; censorship; the media; control of education; youth movements; control of the churches.

• The nature of continuing opposition and resistance in the Third Reich: the White Rose Movement, the Edelweiss Pirates, the Kreisau Circle, 1939–1944, the Stauffenberg bomb plot, 1944

Key issue: To what extent did Germans benefit from Nazi rule? • Economic policy: increased employment through public works programmes,

rearmament and conscription; self-sufficiency • Social policy: standards of living; promises to the German people; effects of Nazi

policy on the lives of women; effects on culture • Racial persecution: the Jews and other groups, e.g. gypsies; the Final Solution • the effect of the war on the civilian population: bombing, rationing and propaganda • the impact of the Second World War on the German economy

War in Vietnam, 1954–1975 Key issue: How effective were guerrilla tactics during the Vietnam War?

• The French defeat at Dien Bien Phu and its consequences • US policy and intervention following French defeat • The theory of guerrilla warfare • Guerrilla tactics, 1964–1968 • The US response to guerrilla tactics: Operation Rolling Thunder; ‘Hearts and Minds’;

Agent Orange and napalm; Search and Destroy • The My Lai Massacre, 1968

Key issue: How did the coverage of the Vietnam War in the USA lead to demands for peace? • TV and media coverage of the war, from the Gulf of Tonkin to the evacuation of Saigon • Protest movements in the USA, 1968–1973 • The public reaction to the My Lai Massacre, the trial of Lieutenant Calley • The Kent State University protest, 1970 • The Fulbright hearings, 1971.

Key issue: Why were the US actions to end the Vietnam War unsuccessful?

• The Tet Offensive and its impact on the war, 1968 • Attacks on Laos and Cambodia, 1970 • US bombing of the North and attacks on Laos and Cambodia, 1970 –1972 • The Paris Peace Conference and US withdrawal • The fall of Saigon, 1975.

ICT • Mobile Phones • Cameras/camcorders and removable storage devices • Games Consoles and online gaming • Home entertainment systems • Media Players • Navigation aids • Personal computers & laptops • WiFi • GPS and GPS tagging • Music downloads and copyright law • Internet security & privacy policies • Password security • Social networks and user forums • Broadband internet connection • The health, wellbeing & environmental impact of ICT on society

Maths - Foundation • Perimeter, Area and Volume • Formulae • Scatter Graphs • Isometric Drawing • Lines and Angles • Factors, Multiples and Primes • Fractions, Percentages and Ratio

• 3D Shapes, symmetry and tessellation • Averages and data • Algebraic Manipulation • Straight Line Graphs and quadratics • Operations, Estimating and Rounding • Sequences • Inequalities • Measures and directions • Probability • Trial and improvement • Transformations • Calculations

Maths – Higher • Factors Multiple and primes • Fractions Percentages and ratio • Operations, estimating and rounding • Standard Form • Algebraic Manipulation • Straight Line Graphs • Solving linear equations and inequalities • Formulae • Sequences • Simultaneous Equations • Real Life Graphs • Lines and angles • 3D Shapes, symmetry and tessellations • Area and volume • Scale Drawing • Circle Geometry • Pythagoras and Trigonometry • Transformations • Averages and Cumulative Frequency • Data and sampling • Histograms • Scatter graphs • Probability

Media Studies Promotion of Music, includes:

• Representation • BBFC ratings • Types of music video • Types of artwork • Synergy • Richard Dyer’s Star Theory • Intertextuality

Pupils have also been issued with the Examination Preliminary Material

Music • Handel ‘And the Glory of the Lord’ • Schoenberg ‘Peripetie’ • Chopin ‘Prelude No.15 in Db’ • Mozart ‘1st Movement form Symphony No.40’

PE Please refer to unit front sheets for additional information

• Section 1A - The range of physical activities - National Curriculum • Section 1B - The role of the active participant – performer, official, coach, organiser • Section 1C - Individual differences • Section 1D - The demands of performance – fatigue and stress, injury, the differences

between aerobic and anaerobic exercise, the characteristics and benefits of leisure and recreation

• Section 2A – Health fitness and a healthy lifestyle

RE Four out of the following six topics:

• Religion and planet earth • Religion and animal rights • Religion, war and peace • Religion and prejudice • Religion and early life • Religion and young people

Science Biology Unit 1 Diet and Exercise

• Balanced diet & exercise • Developing world (deficiency diseases, irregular periods, infection) • Developed world (cholesterol, arthritis, diabetes, high blood pressure, heart

disease) • The effect of excess salt & processed foods

How our bodies defend themselves against infectious disease

• Treatment (painkillers, antibiotics, MRSA, Semmelweiss) • Vaccination (MMR, pros, cons, epidemics, pandemics, immunity) • Natural defences (ingesting, antibodies, white blood cells, antitoxins) • Growth of Microbe cultures

Nerves and Hormones • Receptors • Nervous System (reflex pathways) • Synapses

Control in the human body • Homeostasis (control of internal conditions) • Fertility hormones • Use of hormones in contraceptives • Use of hormones in fertility drugs and IVF

Control in plants • Plant hormones and tropisms • The use of plant hormones

Drugs • Drug development (trials, thalidomide) • Recreational drug use (effect of nicotine, alcohol, cannabis, withdrawal, addiction) • Medical drugs (statins) • Performance enhancing drugs

Adaptations • How animals and plants can be adapted for a particular habitat (extremophiles) • Adaptations to deter predators • What animals and plants compete for?

Environmental change • Indicators of air and water pollution

Energy in Biomass • Draw & interpret pyramids of biomass • Energy flow through food chains

Decay process • Recycling substances in the environment (death, decay, microbes) • Conditions needed for microbes to decay at optimum rate (warm, moist, lots

of oxygen linked to rate of respiration, reproduction & metabolism The Carbon Cycle

• Carbon Cycle (photosynthesis, respiration, combustions, decay, death, feeding) Why organisms are different

• Know what is meant by, chromosome, gene, DNA gamete, mutation • Genetic variation • Be able to judge in terms of economic, social and ethical issues

Reproduction • Differences between asexual and sexual reproduction • Cloning including tissue culture and cuttings, fusion cell and embryo transplant • Genetic engineering

Evolution • Natural selection • How fossils provide evidence for evolution • Know reasons why animals and plants have become extinct • Suggest reasons why Darwin’s theory was gradually accepted

Biology Unit 2 Cells and simple transport

• Label plant & animal cells. • Know the function of each part (nucleus, cytoplasm, cell membrane, ribosomes,

mitochondria, cell wall. chloroplasts, vacuole). • Specialised cells. • Diffusion (high to low concentration).

Tissues, organs and organ systems

• Know link between cells, tissues and organ systems • Know examples of tissues (muscular, glandular and epithelial) • Role of organ systems and example of digestive system • Plant organs and examples of tissues (epidermal, mesophyll, xylem and phloem)

Photosynthesis • Photosynthesis (equation, rate, limiting factors). • Uses of glucose • Mineral salts/ions (nitrates, magnesium, deficiency symptoms.

What are enzymes & what are some of their functions?

• Biological catalysts (proteins, can be denatured, specific, affected by temp & pH). • Role in digestion (amylase, protease, lipase, stomach, liver, bile) • Uses at home (biological detergents). • Uses in industry (baby food, sugar syrup, fructose syrup)

Chemistry Unit 1 Atoms

• Atoms, elements and the periodic table • Symbols of elements • Structure of atoms • Atomic number and mass number • Electronic structure

The periodic Table • The properties of elements in the same group • The structure and properties of Group O

Chemical Reactions • Compounds are formed when atoms join together (ionic and covalent compounds) • Word and symbol equations • Conservation of mass

Limestone and building materials • Limestone - environment, social and economic factors • Evaluation of building materials

Calcium Carbonate • Limestone is quarried • Thermal decomposition of calcium carbonate and other carbonates • Production of calcium hydroxide and neutralisation • Limewater and its uses • Reaction of carbonates with acids and acid rain • Manufacture of cement and its use in mortar and concrete

Metals and their uses • Metal ore extraction and recycling metals - environment, social and economic factors

Extracting metals • Ores, viability, concentration and purification • Unreactive metals such as gold • Extraction by reduction using carbon (blast furnace) • Electrolysis for the extraction of metals such as aluminium • Purification of copper by electrolysis • Phytomining and bioleaching • Copper can be obtained by electrolysis or displacement • Extraction of Aluminium and titanium is expensive • The reasons for the recycling of metals

Alloys • Blast furnace iron • The making of steels, the types of steels and their main properties • The reason why most everyday metals are alloys

Properties and uses of metals • Transition metals their properties and uses • The specific properties that make copper, aluminium and titanium useful

Crude oil • Crude oil is a mixture that can be separated by fractional distillation • Crude oil is made up of saturated hydrocarbons (alkanes – general formula)

Hydrocarbons • Alkanes, general formula, details of fractional distillation, size of molecules and uses

as fuels Useful substances from crude oil

• Cracking and alkenes. Know ethene and propene. Recognise == is a double bond • General formula and structural formula • Alkenes react with bromine water – change from orange to colourless

Polymers • Polymerisation. Monomers to polymers. Poly(ethene) and poly(propene) • New uses of polymers • The reasons why most polymers are not biodegradable and the developments of

cornstarch polymers Ethanol

• Hydration of ethene, fermentation and word equation for fermentation Vegetable oils

• Extraction from seeds and nuts. Used as food, fuels and the supply of energy and nutrients

• The high boiling point of oil and the use of oils in cooking Emulsions

• Emulsions: their properties and uses • Hydrophilic/Hydrophobic….HT

Saturated and unsaturated oils • Contain carbon - carbon double bonds and detected by adding bromine water • Unsaturated oils can be hardened by hydrogenation, Conditions and advantages

Earths crust • Structure, plates, convection currents, radioactive decay and speed of movement • Earthquakes and volcanoes – sudden movements - difficult to predict

Earths Atmosphere • Atmosphere for the last 200million years • First billion years, the gases, formation of oceans • The different theories of atmospheric change • Theories of how life was formed, including the hydrocarbon/ammonia/lightning idea • Plants produce atmospheric oxygen • Carbon was trapped in sedimentary rocks as carbonate rocks and fossil fuels

Seawater as a store of carbon dioxide • Fossil fuels and global warming • Fractional distillation of air….HT

Chemistry Unit 2 Ionic Bonding

• Know that Metal elements react together with non-metal elements to form ionic compounds by gaining or losing electrons (ionic bonding).

• Describe ionic bonding in terms of strong electrostatic forces of attraction between oppositely charged ions.

• Explain why ionic substance has high mpt and bpt/conduct electricity when dissolve or molten based on the bonding.

• Construct dot and cross diagrams for ionic compounds (magnesium oxide and calcium chloride.

• Be able to write the formula of an ionic compound from its ions. Covalent Bonding

• Define covalent bonding as a shared pair of electrons between atoms. • Draw dot and cross diagrams for simple covalent compounds (H2, Cl2, HCl and

H2O). • Describe covalent bonds as very strong. • Explain that in simple covalent compounds the molecules are held together by weak

intermolecular forces and leads to them having low melting/boiling points. • Giant covalent structures such as diamond, graphite, fullerenes and silicon dioxide

are made lots of strong covalent bonds and have high melting/boiling points. • Know why diamond is hard and graphite is slippery. • Describe why graphite can conduct electricity but other macromolecules can’t. • Recall structures of fullerenes (large hexagonal ring structures of carbon atoms) • Be prepared to describe their uses based on above info- comprehension type

questions where much info is given in the question. Metals

• Know that the atoms in metals are closely packed together and arranged in layers this causes them to be malleable.

• Describe how the positively charged ions are held by the electrons from the outermost shell of each metal atom.

• Delocalised electrons are free to move throughout the giant metallic structure and allow metals to conduct electricity.

• Define shape memory alloys. Polymers

• Know that the monomers and the reaction conditions can change the properties of the polymers made.

• Recognise diagrams of thermosetting and thermo-softening polymers and describe properties in relation to cross links.

Nanoscience

• Define nanoscience as the study of small particles (1-100nm in size) • Identify some uses of nanoscience. • Relate the properties to the fact that they have high surface area to volume ratio. • Evaluate the development and application of nanoparticles – be able to identify

benefits and risks of using nanoparticles.

Physics Unit 1 The Transfer of Energy by heat & Factors that Affect the Rate of Transfer

• Compare Conduction, Convection, and Radiation – know how to ‘spot’ when heat travels in these ways

• Know how the vacuum flask stops/limits Conduction, Convection & Radiation • Understand how everyday appliances may lose/gain energy by Conduction, Convectio

or Radiation • Be able to compare the effectiveness of insulation

(including ‘U’-Values: Smaller ‘U’ Value the better insulator is it) • Be able to consider cost effectiveness of materials to insulate in terms of ‘payback tim• OPTION ONLY: Be able to evaluate different materials in terms of their ‘specific

heat capacity’ (e.g. oil-filled radiators/energy storage heaters) Infra red Radiation

• Understand Infra-Red (radiant heat energy) does NOT require particles – it is a ‘wave’ of energy

• Know that the Sun’s heat energy gets to us by Infra-Red (radiant heat) through Space • Absorption • Reflection • Emission • Examples of where this occurs • How temp difference affect the rate of emission/absorption

Kinetic Theory • Using Kinetic theory to explain different states of matter • Knowing how to use Kinetic theory to explain how matter changes form one state

to the next: What happens to particles when they ‘gain energy’? • Be able to recognise simple diagrams of a particle model of Solids/Liquids/Gases

Energy transfer by Heating • Understand that Conduction & Convection require ‘particles’ • Be able to explain Conduction & Convection using particles & Kinetic theory • Understand (be able to explain) that metals are good ‘conductors’ of heat because

they move heat by ‘mobile (or free) electrons as well as transfer by vibrating particles• Be able to use Kinetic Theory to explain evaporation • Know the factors that can affect the ‘rate’ of heat transfer including: temperature

difference/surface area & volume/material from which the object is made/the nature of the surface with which the object is in contact with (e.g. fluid or solid)

• Be able to explain how the design (or make/shape) of an object can affect how good itat transferring heat (e.g. elephant ears/cooling fins on the back of a fridge)

Heating & Insulating Buildings • Be able to compare the effectiveness of insulation

(including ‘U’-Values: Smaller ‘U’ Value the better insulator is it) • Solar panels can be used to heat water for a building • OPTION: Know what Specific Heat Capacity is & how it is calculated (E=mcΘ)

Appliance transferring Energy • Compare efficiency & cost effectiveness • Know about methods to reduce energy ‘consumption’ • Be able to describe energy transfer & spot ‘wasted’ energy

(particularly with common electrical appliances) • Interpret & draw a Sankey Diagram

Energy Transfer & Efficiency • Know that Energy Cannot be created or destroyed – it is only transferred usefully,

stored or dissipated • Understand that when energy is not usefully transferred it is ‘wasted’ • Know that wasted energy is transferred to the surroundings (environment) and

becomes spread out & therefore less useful • Be able to calculate the efficiency of an energy transformation (as a % or decimal)

The usefulness of Electrical Appliances • Be able to compare advantages & disadvantages of different electrical appliances • Be able to consider the implication of ‘no electricity’

Transferring Electrical Energy • Know examples of transfers from everyday electrical appliances (e.g. a kettle/radio/TV)

& be able to explain which energy changes to what & what is ‘wasted’ • Know that an appliance transfers more energy the longer it is switched on • Be able to calculate the amount of energy an appliance transfers using the

equation E = P x t • Understand that the ‘costing’ of electricity involves the same equation as above

to find ‘energy’, only kWh are calculated (where 1 kWh=1 unit of electricity) • Know how to calculate ‘cost’ of electricity transferred (by appliance & by

reading a ‘meter’) Methods we use to generate Electricity

• Be able to evaluate different methods of electricity generation • Have an understanding of costs/start-up times/decommissioning/reliability of

different methods of electricity production • Be able to evaluate ways of matching supply with demand (pumped–storage power stations) • Be able to compare adv & disadv of overhead and underground power

Generating Electricity • Understand that most electrical energy generation involves spinning a generator &

that (in most cases) this is done with steam driving a turbine • Know which energy sources that can be employed to generate heat to adv/disadv. of

each (e.g. burning fossil fuels/burning bio-fuels/ uranium & plutonium (nuclear fission) • Understand that wind & water can drive turbine directly & adv/disadv. of different

methods of this (e.g. Hydrolelectric/Tidal/Wind farms) • Understand & be able to explain the effects on the environment of these methods of

electricity production (e.g. pollution/waste/noise & visual/destruction of habitats) • Know that CO2 release (burning) can increase the greenhouse effect & understand

what ‘carbon capture’ is The National Grid

• Understand what the National Grid is, and its function • Be able to label the essential parts of the National Grid • Understand why transformers are used in the National Grid (stepping UP voltage reduces

Current & therefore less energy is ‘wasted’ in the power lines as heat) The use of waves for communication and to provide evidence that the Universe is expanding

• Be able to consider the use of different types of waves (sound/light/microwaves/radio & infra red waves) for communication

• Be able to evaluate the possible risks involving the use of mobile phones • Be able to consider the limitations of the model that scientists use to explain how the

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Physics Unit 2 Resultant Forces

• Know the effect of a non-zero resultant force on an object in motion. • Know the effect on an object at rest if the resultant force is zero. • Be able to calculate resultant force if 2 forces are acting in a straight line. • Know that forces are measured in newtons (N). • Know that whenever two bodies interact, the forces they exert on each other are equal

and opposite. • Know that a number of forces acting on a body may be replaced by a single force

which has the same effect on the body as the original forces all acting together. This is called the resultant force.

• Know that if the resultant force acting on a stationary object is zero it will remain stationary. All forces must be balanced.

• Know that if the resultant force acting on a moving object is zero it will continue to move at the same speed in the same direction. The forces must be balanced.

• Know that if the resultant force acting on a stationary object is not zero the object will accelerate in the direction of the resultant force. The forces are unbalanced.

• Know that if the resultant force acting on a moving object is not zero the object will accelerate in the direction of the resultant force. The forces are unbalanced.

Forces & Motion

• Be able to calculate the acceleration of an object using • Resultant Force (N) =mass (Kg) x acceleration (m/s^2) • Or F=m × a • Be able to recognise when an object is stationary or travelling at a steady speed from a

distance-time graph. • Know that the slope of a distance-time graph

represents speed. (The steeper the graph the faster the speed!)

• Higher: Be able to calculate the speed of an object from the slope of a distance-time graph (in other words, calculate the gradient of the graph).

• Know that velocity is speed with direction. • Be able to use the equation: acceleration (m/s^2) =

(change in velocity (m/s))/(time (s)) • Or a = (v - u)/t • Be able to recognise when an object is accelerating or travelling at a steady speed

from a velocity-time graph • Higher: Be able to calculate the acceleration of an object from the slope of a velocity-

time graph (in other words, calculate the gradient of the graph).

• Higher: Be able to calculate the distance travelled by an object by calculating the area under a velocity time graph.

Forces & Terminal Velocity • Know that the faster an object moves through a fluid (e.g. air or water) the greater the

frictional force which acts on it. • Know that a body falling through a fluid (e.g. air or water) will initially accelerate due

to the force of gravity. Eventually the resultant force on the body will become zero and it will fall at terminal velocity. (Think sky divers!)

• Understand why the use of a parachute reduces the parachutist’s terminal velocity. • Be able to interpret velocity-time graphs for objects falling at terminal velocity,

including a consideration of the forces acting on the object. Forces and Elasticity

• Know that a force applied to an elastic object such as a spring will result in the object stretching and storing Elastic Potential ener

Spanish Self, family and friends

• Greetings and feelings • Days of the week • Numbers to 100 • Age • Birthday inc. months • Items in a schoolbag • Understanding m/f nouns • Spanish connectives • Colours and adjectival agreement • Saying where I live and which languages I speak • Describing physical appearance and personality • Family members • Spanish question words • Opinion phrases and reasons

Free-time activities • General hobbies; going out with friends, playing video games • Using a computer • Music • TV • Cinema • Sports • Time phrases • Present tense verbs (1st person) inc • jugar/ tocar and practicar • Soler paradigm • Morning/afternoon/evening

Holidays • Countries • Seasons • Types of holidays • Holiday activities • Present tense verbs (3rd person) • Transport

• ‘lo’ • Key structures (hay, tiene, se puede) • Places in a town • Comparative language • Narrative language

Technology Food Technology Section A:

• Decorated cakes Section B:

• Analysis of food products: sensory and nutritional • Sauce making • Standard components • Cooking temperatures • Testing and profiling products • Ensuring a quality finish • Food labelling • Safe use of equipment • Environmental issues related to food

Systems and Control Section A:

• Robots in the Classroom Section B:

• INPUT / PROCESS / OUTPUTS • Block diagrams and feedback loops • Flow diagrams • Component names and symbols • Potential dividers formula • Materials • Testing circuits / prototypes • CAD CAM • PCB production • Logic gates • Solenoids • Health and Safety