English Animal Farm

Year 9 Term 6

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 1: Key Ideas Protagonists – The main characters

The animals, as a group, are the protagonists of Animal Farm.

Their goal is to achieve the vision set out by Old Major: equality and freedom for all animals.

This goal brings them into conflict with the reality of political power. First they must confront power by rebelling against Mr. Jones. Later they must confront power in a more subtle and dangerous form: the manipulation and deceit of the pigs.

While the animals defeat Mr. Jones easily, they are completely fooled by the pigs. By the time the animals recognize that the pigs are stopping them achieving their goal, it is too late. The pigs are in a position to kill any animals who continue to fight for their goal.

In the story’s last moments, the animals finally realize what they have been up against. By defeating their human farmer, they have not defeated the reality of political power. They have only exchanged one set of rulers for another, identical set.

Setting:

The Manor Farm—later called Animal Farm—is a small, independent farm somewhere in the English countryside.

The name “Manor Farm” tells us that it was once owned by a local aristocrat, the lord of the manor. However, the farm has since come into the hands of Mr. Jones, an unsuccessful, lazy, drunken farmer.

Within the novella’s allegory, the Manor Farm represents Russia and also the countries of Europe more generally: places once ruled by aristocrats, now ruled by capitalists, and ripe for a Communist revolution.

However, the Englishness of the Manor Farm is also important because small, independent farms are a treasured part of the British national self-image. What does the ending mean? At the end of Animal Farm, Pilkington and other human farmers come to eat dinner with the pigs at the farmhouse. As the other animals watch through the window, they find they are unable to tell pigs and humans apart. The pigs have started to dress and behave exactly like humans. The book’s final image expresses the animals’ realization that the pigs have become as cruel and oppressive as human farmers. The ending also makes the argument that political power is always the same, whoever has it and whatever ideology is used to justify it. Powerful people are cruel and selfish whether they’re pigs or humans, Communists or capitalists. Rather, the ending posits that the corrupting nature of power dooms all political systems to failure.

English Animal Farm

Year 9 Term 6

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 2: Plot summary: the beginning Chapter 4: The news of Animal Farm spreads to neighbouring farms. Jones and other farmers launch an attack on the animals but are easily beaten. Boxer and Snowball fight heroically and are awarded medals. Chapter 5: Mollie is tempted away from the farm. Snowball announces plan for a new windmill but Napoleon unleashes his dogs, which chase Snowball off the farm. Squealer defends Napoleon’s actions as it is in their best interests. Chapter 6: The animals work hard to build the windmill and their rations are cut. The pigs start to amend the commandments to suit their best interests. A storm destroys the windmill yet Napoleon blames it on the “traitor” Snowball. Chapter 7: Snowball is blamed for more and more failures. The hens rebel after their eggs are sold. Napoleon holds a meeting and has several animals executed for their apparent treason against the farm. Chapter 8: More commandments begin to change but Squealer persuades the animals that this isn’t the case. Napoleon is now called ‘Leader’. The humans destroy the second windmill and several animals are killed. The pigs begin drinking alcohol. Chapter 9: Animal Farm is named a republic with Napoleon the president. Moses returns with tales of Sugarcandy Mountain. Boxer collapses. He is taken away in a van to the slaughterhouse but Squealer says that this wasn’t the case and he died on his way to the hospital. Chapter 10: Years pass by. Only a few animals remain alive who can remember the rebellion. Only the pigs seem richer but the animals are still proud of Animal Farm. The pigs begin walking on two legs. Humans come over for a meeting and the animals find it hard to differentiate between the pigs and people.

English Animal Farm

Year 9 Term 6

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 3: Old Major’s Character Old Major is Mr Jones' prize boar. He gathers all the animals together in the big barn to make a speech. He tells the animals that mankind and Mr Jones are the 'enemy', it is their fault that the animals' lives are miserable. He points out how cruel the men are to the animals - consuming without producing. He says that one day a rebellion will come - the animals will overthrow mankind and live in harmony. Old Major is very intelligent, well-respected, an excellent speaker and an inspiration to the animals. He ends his speech by teaching the animals a song called Beasts of England. It is about a time when animals are free and humans are overthrown. He dies shortly after giving his speech and the other pigs take what they learnt from him and create 'Animalism', a set of rules for animals to live by.

How is Old Major like this? Evidence from the text Analysis

Well-respected

Every other animal is willing to go out of their way to hear Old Major's speech.

[Old Major] was so highly regarded on the farm that everyone was quite ready to lose an hour's sleep in order to hear what he had to say.

It is clear that the others respect Old Major. So much so that they will even lose some sleep to hear his thoughts. Rest time must have been very precious during Mr Jones' rule.

Good speaker

During his speech, Old Major uses a range linguistic techniques such as part of rhetoric to persuade and inspire the other animals.

"Why then do we continue in this miserable condition? Because nearly the whole of the produce of our labour is stolen from us by human beings. There, comrades, is the answer to all our problems."

Old Major persuades the animals that he is right by using emotive words like 'miserable' to pull on the animals' heartstrings. He also uses questions and inclusive pronouns like 'comrades' and 'our' to involve them in his ideas.

Link to context Old Major is partly based on Karl Marx and Vladimir Lenin. Karl Marx was a German philosopher who lived during the 19th-century. His ideas formed the basis of communism - his ideas are collectively known as 'Marxism', like 'Animalism' in the novel. He developed theories on how power structures in society keep people under control. Vladimir Lenin was a Russian revolutionary who established a form of Marxism in Russia in the early 20th-century.

English Support and application

Year 9 Term 6

Vocabulary Wider Research Apply 1. Propaganda 2. Scapegoat 3. Tyrant 4. Allegory 5. Novella 6. Symbolism 7. Omniscient 8. Narrator 9. Fable 10. Tragedy 11. Leadership 12. Corruption 13. Control 14. Deceit 15. Violence 16. Pride 17. Ceremony 18. Dreams 19. Hope 20. Future 21. Capitalism 22. Communism 23. Marxist 24. Rebellion 25. Conquer 26. Resolution 27. Unity 28. Succession 29. Victorious 30. Benevolent

Context of ‘Animal Farm’: https://www.bl.uk/20th-century-literature/articles/an-introduction-to-animal-farm Review of ‘Animal Farm’: https://www.newyorker.com/magazine/2003/01/27/honest-decent-wrong Sparknotes: https://www.sparknotes.com/lit/animalfarm/ Cliffnotes: https://www.cliffsnotes.com/search?q=animal%20farm&sp_cs=UTF-8 Quizlet: https://quizlet.com/269094554/animal-farm-flash-cards/

1. Research the Russian Revolution and find information regarding what happened, who was involved, why it happened and the consequences of it

2. Create a Venn-diagram that compares the humans and the

animals in Animal Farm. What are the key differences and similarities? You could then write a paragraph summarising this, using connectives.

3. Create a series of flash-cards that summarise the plot of ‘Animal

Farm’. What happens in each chapter? What are the most important plot points? Which characters are we introduced to?

4. Design a propaganda poster for Animal Farm. To be able to this, we recommend that you research World War propaganda posters and use similar vocabulary and images.

5. Create a revision sheet of the key quotations from the novel. You should focus on 5 quotations per character and 5 quotations per theme.

6. Transform a chapter of ‘Animal Farm’ into a play. Think about what the characters would say to each other and the actions that that would do – these will be your stage directions.

7. Find an image of a typical British countryside. Describe this image by focusing on the weather, the animals, the surroundings and the nature that could appear.

8. Research the writer George Orwell. What were his views and beliefs? Why do you think he wrote the novel ‘Animal Farm’?

Maths Algebra: Linear Equations

Year 9F Term 6

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 1: Algebra: Linear Equations How do I solve a linear equation? There are different methods to solve an equation, try them all and pick the method that you prefer. Method 1: Using inverse operations. Inverse operations are opposite to the ones used in the equation. The inverse of addition is subtraction, the inverse of multiplication is division. Example: Solve 𝒘 + 𝟕 = 𝟗. The inverse operation to +𝟕 is −𝟕, so the solution is 𝟗 − 𝟕 = 𝟐. Check: 𝟐 + 𝟕 = 𝟗.

Example: Solve 𝒙

𝟓= 𝟑. The inverse operation to ÷ 𝟓 is × 𝟓, so the solution is 𝟑 × 𝟓 = 𝟏𝟓. Check: 𝟏𝟓 ÷ 𝟓 = 𝟑.

Method 2: Inverse flow diagrams. Flow diagrams can represent the instructions given by an equation. We can use an inverse flow diagram to reverse the instructions. Example: Solve 𝟑𝒙 − 𝟒 = 𝟏𝟏. The flow diagram for this equation is: Example: Solve3𝑥 − 4 = 11. The inverse flow diagram will be:

Put the value on the right hand side of the equals sign through the inverse flow diagram. So, the answer is 𝒙 = 𝟓. Method 3: Balancing. This involves performing the same operation on both sides of the equals sign.

Example: Solve 𝒙

𝟐+ 𝟐 = 𝟏𝟎. Subtract 2 from both sides:

𝒙

𝟐+ 𝟐 − 𝟐 = 𝟏𝟎 − 𝟐, or

𝒙

𝟐= 𝟖. Multiply both sides by 2:

𝒙

𝟐× 𝟐 = 𝟖 × 𝟐, or 𝒙 = 𝟏𝟔.

How do I solve fractional equations? To solve equations with fractions, you will need to multiply both sides of the equation by the denominator at some stage. It is important to do the inverse operations in the right order. Sometimes the whole left hand side will be part of a fraction, in which case you need to multiply first, and other times it is just the unknown value that is part of the fraction (e.g. x or y), then you will need to add or subtract first.

Example: Solve 𝒙

𝟑+ 𝟏 = 𝟓. Subtract 1, then multiply by 3. 5 – 1 = 4, 4 × 3 = 12.

Example: Solve𝒙−𝟐

𝟓= 𝟑. Multiply by 5, then add 2. 3 × 5 = 15, 15 + 2 = 17.

How do I solve equations involving brackets? When you have an equation that contains brackets, first multiply out the brackets and then solve the equation as before. Example: Solve 𝟓(𝒙 + 𝟑) = 𝟐𝟓. First, multiply out the brackets. 𝟓𝒙 + 𝟏𝟓 = 𝟐𝟓. To solve, subtract 15, then divide by 5. 𝟐𝟓 − 𝟏𝟓 = 𝟏𝟎, 𝟏𝟎 ÷ 𝟓 = 𝟐. Therefore, 𝒙 = 𝟐. How do I solve equations involving a variable on both sides? When a letter (or variable) appears on both sides of an equation, you can use the balancing method to collect all the terms containing the variable on the left hand side of the equation. Example: Solve 𝟓𝒙 + 𝟒 = 𝟑𝒙 + 𝟏𝟎. First, subtract 𝟑𝒙 from both sides to get 2𝒙 + 𝟒 = 𝟏𝟎. Now solve by inverse operations, subtract 4, and then divide by 2. 𝟏𝟎 − 𝟒 = 𝟔, 𝟔 ÷ 𝟐 = 𝟑.

× 3 −4

+ 4 ÷ 3

+ 4 ÷ 3 11 15

5

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 2: Algebra: Linear Graphs How do I find the equation of horizontal and vertical lines?

The equation of any perfectly horizontal line always takes the form of y = k where k is the y-intercept of the line. For example, in the graph to the right, the horizontal line has the equation y = 1, as it cuts the y axis at y = 1. The value for the y-coordinate will always be 1. The equation of a vertical line always takes the form x = k, where k is any number and k is also the x-intercept. For example, in the graph to the left, the vertical line has the equation x = 2. The value for the x-coordinate will always be 2.

How do I find the midpoint of a line segment? The midpoint of a line segment is halfway between the two end points: Its x value is halfway between the two x values, and its y value is halfway between the two y values. To calculate it: Add both "x" coordinates and divide the result by 2, then add both "y" coordinates and divide the result by 2.

We can write this as (𝟏

𝟐(𝒙𝟏 + 𝒙𝟐),

𝟏

𝟐(𝒚𝟏 + 𝒚𝟐)). For example, the midpoint of the line that starts at (-1, 2) and ends at (-3, -4) would be (

𝟏

𝟐(−𝟏 + (−𝟑)),

𝟏

𝟐(𝟐 + (−𝟒))),

which simplifies to (-2, -1). How do I draw a linear graph by finding points? Example: Draw the graph of 𝑦 = 4𝑥 − 5, for values of 𝑥 from 0 to 5 (0 ≤ 𝑥 ≤ 5). Plot at least three points, including both endpoints (these will be the highest and lowest values of 𝑥. To get the coordinates, substitute values of 𝑥 into the equation, then, by solving, you will obtain the 𝑦 values. Our values for 𝑥 in this case will be 0 and 5, as these are the endpoints, and 3, as this is in between. When 𝒙 = 𝟎, 𝒚 = 𝟒(𝟎) − 𝟓) = −𝟓. When 𝒙 = 𝟑, 𝒚 = 𝟒(𝟑) − 𝟓) = 𝟕. When 𝒙 = 𝟓, 𝒚 = 𝟒(𝟓) − 𝟓) = 𝟏𝟓. You have already been given the range of the 𝑥-axis, but you need to decide the range for the 𝑦 axis. Use the smallest and largest value of 𝑦 to decide how large (or small) to draw your axis. Our 𝑥-axis will run from 0 to 5, and our 𝑦-axis will run from -5 to 15. Once the axis is drawn, plot the coordinates and join with a single, straight line. How do I find the gradient of a straight line? The slope of a line is called its gradient. The steeper the slope of the line, the further the value of the gradient is from zero. This can be calculated by drawing a right angled triangle on a line segment, using the line segment as the longest side. The gradient is the calculated by the length of the vertical side divided by the horizontal side. On the graph of 𝑦 = 4𝑥 − 5, (0 ≤ 𝑥 ≤ 5), to the right, it has been shown that a movement of 1 along the 𝑥-axis results in a movement of 4 along the

𝑦-axis. This is written as: gradient = difference on y-axis

difference on x-axis=

𝟒

𝟏= 𝟒.

𝒙 0 3 5

𝒚 -5 7 15

Maths Algebra: Linear Graphs

Year 9F Term 6

𝑦 = 4𝑥 − 5, (0 ≤ 𝑥 ≤ 5)

Maths Algebra: Linear Graphs

Year 9F Term 6

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 3: Algebra: Linear Graphs How do I find the equation of a line from its graph? If you know the gradient of a graph, and its 𝑦-intercept (where the line crosses the 𝑦-axis), then you can find the equation. All linear graphs can be written in the form 𝒚 = 𝒎𝒙 + 𝒄, where 𝒎 is the gradient and 𝒄 is its 𝑦-intercept. Example: If the gradient of a linear graph is 2, and the line cuts the 𝑦-axis at (0, 4), then the equation of the line is 𝒚 = 𝟐𝒙 + 𝟒. How do I find the equation of a parallel line? If two lines are parallel, then their gradients are equal. Any line parallel to the linear graph 𝒚 = 𝟑𝒙 − 𝟓, as shown to the right, will also have gradient 3, so can be written in the form 𝒚 = 𝟑𝒙 + 𝒄, where c is the 𝒚 intercept. Example: Write down the equation of the line that is parallel to 𝒚 = 𝟑𝒙 + 𝟐 and passes through the points (2, 9). As the lines are parallel, we know they have the same gradient. So the equation of the parallel line will be in the form 𝒚 = 𝟑𝒙 + 𝒄. To find c, we substitute 𝒙 = 𝟐 and 𝒚 = 𝟗 into the equation to get 𝟗 = 𝟑 × 𝟐 + 𝒄, ⇒ 𝟗 = 𝟔 + 𝒄 ⇒ 𝟗 − 𝟔 = 𝒄 ⇒ 𝒄 = 𝟑 So the equation of the line parallel to 𝒚 = 𝟑𝒙 + 𝟐 and passing through the points (2,9) is 𝒚 = 𝟑𝒙 + 𝟑. How do I use a conversion graph? Conversion graphs help to convert from one unit to another, by finding a value on one axis and following it through to the other axis.

The equation of this line is

𝒚 = 𝟑𝒙 − 𝟓, as it has a

gradient of 3 and the graph

cuts the y axis at -5.

This graph shows the cost of petrol. It shows that 20 litres will cost £23 or £15 will buy 13 litres.

Gradient = 𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑦

𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑥

Using the points (0, 0) and (20, 23), the gradient = = 1.15. The units of the axes help give the gradient a meaning.

The calculation was: 𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑦

𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑥=

𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑐𝑜𝑠𝑡

𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑙𝑖𝑡𝑟𝑒𝑠= £/𝑙

The gradient shows the cost per litre. Petrol costs £1.15 per litre. The graph crosses the vertical axis at (0, 0). This is the 𝑦 intercept. It shows that if you buy 0 litres, it will cost £0. How do I solve simultaneous equations using graphs?

Two straight lines that are not parallel intersect at a point. This point is the solution of the equations of the lines. These are simultaneous equations represented by the lines. To find the solution, you must plot and draw both lines on the same set of axis and find the coordinates of the point where they intersect. Example: Draw graphs to work out the solution of the simultaneous equations 𝑦 = 𝑥 + 1 and 𝑦 = 7 − 𝑥. Plot the graphs using the methods learnt in topic 1, then find the point of intersection. The lines cross at (3, 4), so the solution is 𝑥 = 3, 𝑦 = 4, as shown in the graph above.

Maths Support and application

Year 9F Term 6

Vocabulary Wider Research Apply

1) Balancing 2) Inverse 3) Flow diagram 4) Inverse flow

diagram 5) Linear Equation 6) Solve 7) Solution 8) Variable 9) Bracket 10) Fraction 11) Line segment 12) Midpoint 13) Output 14) Coordinate 15) X values 16) Y values 17) Gradient 18) Slope 19) Axis 20) Function 21) Parallel 22) Intercept 23) Conversion 24) Convert 25) X axis 26) Y axis 27) Point 28) Intersect 29) Simultaneous 30) Plot

Solving linear equations:

https://corbettmaths.com/wp-content/uploads/2013/02/equations-pdf.pdf

https://corbettmaths.com/2012/08/24/solving-equations/

https://www.mathsgenie.co.uk/forming-and-solving-equations.html

Drawing linear graphs:

https://corbettmaths.com/2019/09/02/drawing-linear-graphs-practice-questions/

https://corbettmaths.com/2012/12/23/drawing-graphs-using-xy-tables/

Finding the gradient of a straight line:

https://corbettmaths.com/wp-content/uploads/2013/02/gradient-pdf.pdf

https://corbettmaths.com/2019/12/31/gradient-video/

Finding the equation of a line from its graph:

https://corbettmaths.com/2019/08/29/equation-of-a-line-practice-questions/

Equations of parallel lines:

https://www.bbc.co.uk/bitesize/guides/z9387p3/revision/4

Using conversion graphs:

https://corbettmaths.com/2019/09/02/conversion-graphs-practice-questions/

Solving simultaneous equations graphically:

https://www.mathsgenie.co.uk/resources/67_solving-simultaneous-equations-graphically.pdf

1. Solve 4𝑥 + 9 = 33

2. Solve 5𝑥 − 13 = 32

3. Solve 𝑥

6− 7 = 5

4. A boy is 𝑦 years old. His Father is 25 years older than he is. The sum of their ages is 31. How old is the boy?

5. Solve 7𝑥 − 4 = 2𝑥 − 19

6. Solve 6(𝑥 + 5) = 12

7. Solve 3𝑥+17

4= 2

8. Draw the graph of 𝑦 = 3𝑥 + 4 for 0 ≤ 𝑥 ≤ 5.

9. Draw the graph of 𝑦 = 𝑥

2− 3 for 0 ≤ 𝑥 ≤ 10.

10. Match each line with a point it passes through.

Line Point

𝑦 = 𝑥 + 10 (6, 8)

𝑦 = 7𝑥 − 8 (2, 12)

𝑦 = 14 − 𝑥 (8, 9)

𝑦 = 4𝑥 + 1 (3, 13)

𝑦 =1

2𝑥 + 5

(2, 6)

11. Draw the graphs to work out the solution of these simultaneous equations: 𝑦 = 𝑥 𝑥 + 𝑦 = 10

Maths Geometry and Measures

Year 9H Term 6

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 1: Pythagoras Pythagoras Theorem: Pythagoras, born in 580 BC, was a Philosopher and Mathematician, whom discovered a link between the three sides of any right angled triangle. Pythagoras found the the hypotenuse of a triangle, the longest side which is always opposite the right angle, has a relationship with the two shorter sides. If we were to draw three squares on each side of a right angled triangle, we would find the area of the two smaller triangles sum,add, to the area of the larger square. Pythagoras Theorem is normally written as the formula: c2 = a2 + b2 It is important to remember that when you use this formula to find the hypotenuse you calculate this length squared so you will need to square root the answer to find the actual length. If trying to find one of the two shorter sides of a right angled triangle, you must remember to start with the hypotenuse squared and subtract a shorter side squared. Again this will give a value that will require square rooting in order to find the fianl length. Pythagoras Theorem and isosceles triangles Every isosceles triangle has a line of symmetry that divides the triangle into two congruent (identical) right angled triangles. If you are faced with a problem such as trying to find the area of an isosceles triangle and only have the slanted height and base, you will need to use Pythagoras in order to calculate the perpendicular height of the triangle. Follow the steps below:

Pythagoras Theorem in 3D You can use Pythagoras Theorem in 3D shapes, either by looking at individual faces of shapes and calculating their diagonals or you can use a 3D version of the formula in order to calculate the longest diagonal within a cuboid, see image on the right. Here to find the longest diagonal of the cuboid we can calculate that: d2 = a2 + b2 + c2 (d represents the longest diagonal and a, b and c the length, width and depth of the cuboid)

Maths Geometry and Measures

Year 9H Term 6

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

Trigonometry allows you to calculate side lengths and angles within triangles. Within this unit we will be looking at trigonometry within right angled triangles using sine, cosine and tangent. These ratios are defined in terms of the sides of a right angled traingle and the angle within which isnt the right angle. This angle is often defined as theta, which is written as the Greek letter θ. In a right angled triangle it is always important to start by labelling the two sides that you will use. See image on the right for how to label each side.

In trigonometry, the three ratios of sine, cosine and tangent can be represented within working out triangles to help us decide which one to use in order to solve a problem. Sometimes we remember these as SOH, CAH, TOA or a mnemonic such as Some Old Hens Cackle All Hours Til Old Age can be used to remember the order of these.

Calculating a Side Length When presented with a triangle where you are being asked to find a missing side length and you know one length and one angle follow these steps:

It is important to note that S in SOH means sin(angle), C is CAH means cos(angle) and T in TOA means tan(angle). When identiying the trigonometric ratio to use, remember to look for the working triangle that contains both the letters you have labelled on your triangle from the question.

Calculating an Angle When presented with a triangle where you are being asked to find a missing angle and you know two lengths follow these steps:

When calculating a missing angle you will need to apply the inverse functions of sin, cosine or tangent. On a scientific calculator these can be found by pressing shift and then the sine, cosine or tangent button. The inverse is represented in your calculations by what looks like a negative power of 1. eg sin-1.

Maths Algebra

Year 9H Term 6

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 3: Applying Trigonometry Angles of Elevation and Depression When you look up at an aircraft in the sky, the angle through which your line of sight turns from looking straight ahead (the horizontal) is called the angle of elevation. When you are standing on a high point and looking down, the angle through which your line of sight turns from looking straight ahead (the horizontal) is called the angle of depression. Due to these two facts we can apply trigonometry when solving problems involving elevation and depression. If you are given a worded problem the first step would be to sketch what this would look like as a triangle and then label the relevant side lengths. E.g. Tom is standing at the stop of a vertical cliff, 100m high, he can see a boat out at sea. The angle of depression from Tom to the boat is 42o. How far away from the base of the cliff is the boat?

Trigonometry and Bearings Bearings are numerical directions given from one position to another, they are always written as three digits and as angles around a point measuring clockwise from North. Trigonometry problems with bearings can be difficult when given angles bigger than 90o. To avoid this you have to find a right-angled triangle that you can easily use. E.g. A ship sails on a bearing of 120o for 50km. How far east has it travelled?

Maths Support and application

Year 9H Term 6

Vocabulary Wider Research Apply

1) Pythagoras 2) Theorem 3) Hypotenuse 4) Pythagorean

triple 5) Isosceles 6) Perpendicular 7) Diagonal 8) Adjacent 9) Opposite 10) Cosine 11) Sine 12) Tangent 13) Theta 14) Trigonometry 15) Ratio 16) Inverse 17) Functions 18) Depression 19) Elevation 20) Horizontal 21) Vertical 22) Bearing 23) Approximate 24) Trajectory 25) Relative 26) Equilateral 27) Accuracy

Pythagoras: https://www.mathsisfun.com/pythagoras.html

Pythagoras in 3D: https://www.bbc.co.uk/bitesize/guides/ztf9jty/revision/7

Area of isosceles triangle - Pythagoras: https://www.khanacademy.org/math/basic-geo/basic-geometry-pythagorean-theorem/geo-pythagorean-theorem/v/area-of-an-isosceles-triangle

Trigonometric Ratios: https://www.bbc.co.uk/bitesize/guides/zsq39j6/revision/1 Calculating a missing length - trigonometry: https://www.bbc.co.uk/bitesize/guides/zsgjxfr/revision/2 Calculating a missing angle - trigonometry: https://www.mathsisfun.com/algebra/trig-finding-angle-right-triangle.html Angles of elevation and depression: https://www.bbc.co.uk/bitesize/guides/z98jtv4/revision/4

Trigonometry and bearings: https://www.bbc.co.uk/bitesize/guides/zqwhjty/revision/1

3. Calculate the area of an isosceles triangle whose sides are 8cm, 8cm & 6cm 4. Would a 30cm ruler fit in a rectangular box measuring 24cm by 12cm by 15cm? 5. Find the size of the lengths marked in each triangle.

6. An aircraft is flying at an altitude of 3000m and is 15km from the airport. If a passenger can see the airport from his window, what is the angle of depression? 7. The supermarket is 4.6km west of my house and at a bearing of 205o, how far South of my house is the supermarket? 8. Calculate the area of an equilateral triangle with side lengths of 7cm.

Science - Chemistry The Periodic Table

Year 9 Term 6

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 1: The Periodic Table Development of the Periodic Table

The development of the modern Periodic Table was influenced by the work of Mendeleev.

Mendeleev arranged the elements known at the time in order of atomic mass.

Mendeleev observed similarities in the physical and chemical properties of certain elements and arranged the elements in vertical columns known as groups.

Mendeleev’s table left many gaps along the horizontal rows (periods) which he attributed to there being elements yet to be discovered.

Mendeleev used this periodic table to make predictions about the properties and mass of these unknown elements and as they were discovered.

Trends of the Periodic Table

The elements of the periodic table are arranged in groups and each group number represents the number of electrons in the outer shell of the element.

This also links to the reactivity of elements in the periodic table, as those with a single electron in their outer shell or only require one more electron to have a full outer shell are very reactive.

Group 7 is the opposite in which reactivity decreases down the group.

Group 8 elements are known as the noble gases because they are incredibly unreactive (inert). Each element in Group 8 has eight electrons in its outer shell. Groups of the Periodic Table

Group 1 elements are known as the alkali metals.

They share similar properties in that they are soft, have low melting points and low densities.

They share similar chemical properties because they have one electron in their outer shell.

Alkali metals can react with water to produce a metal hydroxide and hydrogen gas.

This is represented by the word equation: Alkali Metal + Water -> Metal Hydroxide + Hydrogen Gas.

This reaction will produce an alkaline solution, any pH greater than 7.

Group 7 elements are known as the halogens; they are non-metal elements that exist as diatomic molecules.

As you go down the group, the melting point and boiling points of group 7 increase, resulting in the halogens existing as different states.

At room temperature (Approx. 18°C), chlorine exists as a pale green gas, bromine exists as a brown liquid and iodine exists as a purple/black solid.

The melting and boiling points increase down the group because the size of the molecules is increasing and the intermolecular forces between the molecules increases, requiring more energy to overcome forces.

Science - Biology Plants and Photosynthesis

Year 9 Term 6

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 2: Plants and Photosynthesis Specialised Plant Cells, Tissues and Organs

Plants have cells specialised for specific functions for example, root hair cells allow for the transport of water and mineral ions from the environment into a plant.

The xylem is a specialised vessel in the plant, transporting water from the roots to the leaves, a process known as transpiration. The water transported to the leaves is evaporated and leaves the plant through the stoma (singular – stomata), tiny holes on a leaf.

Guard cells cause the stomata to open or close in response to the rate of transpiration, a higher rate causes them to open and lower rate close. The rate of transpiration is affected by light intensity, wind intensity and temperature.

The phloem is a specialised vessel in the plant which transports sugars around the plant for either immediate use in respiration or for storage. The movement of sugar in a plant is known as translocation.

Meristems

Meristems are parts of the plant containing undifferentiated cells. These cells can divide and specialise to become any cell type in the plant.

Meristems are located at root or shoot tips to allow for growth. Photosynthesis

Photosynthesis is an endothermic reaction that produces glucose and oxygen from carbon dioxide and water, using the energy transferred by light absorbed by chlorophyll in chloroplasts. Photosynthesis is represented by the following word and chemical equations:

Carbon dioxide + Water -> Glucose + Oxygen 6CO2 + 6H2O -> C6H12O6 -> 6O2

The glucose produced in photosynthesis can be used in respiration to release energy, stored as starch, used to form cellulose cell walls or help produce proteins with nitrate ions taken in by the root hair cells.

The rate of photosynthesis is affected by the light intensity, carbon dioxide concentration and temperature. Plant Diseases

Tobacco Mosaic Virus (TMV) gives leaves a mosaic discolouration which affects the level of photosynthesis that can occur, impacting plant growth.

Control methods of TMV include removing the infected plants from the area and cleaning gardening tools in between uses.

Rose Black Spot is a fungal disease that causes black/purple spots to appear on leaves. These spots affect the rate of photosynthesis, impacting plant growth.

Control methods of Rose Black Spot include not planting roses close together and removing fallen infected leaves that could release fungal spores.

Science- Core Practical Rate of Photosynthesis

Year 9 Term 6

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 3: Rate of photosynthesis Practical Background

The rate of photosynthesis can be investigated using the aquatic plant Elodea.

As the plants undergo photosynthesis, they release oxygen into the solution forming bubbles.

The rate of photosynthesis can be investigated by counting the number of oxygen bubbles produced within a specific time frame.

The independent variable (what is changed in an investigation) will be the distance of the light source from the Elodea plant (simulating light intensity).

The dependent variable (what is measured in an investigation) will be the number of bubbles seen.

An LED light is used to not increase the temperature of the Elodea plant; this means temperature is a controlled variable as it will be constant throughout the investigation.

Sodium hydrogen carbonate is added to the water to ensure there is plenty of carbon dioxide to take place.

Practical Method

A boiling tube containing a 45cm3 of a 1% sodium hydrogen carbonate solution is set up and an 8cm piece of Elodea is added into the tube.

Place the boiling tube 10cm from the light source and allow to stand for a few minutes. Count the number of bubbles being produced by the Elodea for one minute, repeating this at least three times.

Repeat this process, placing the light source at different distances from the Elodea. Risks

This practical uses electrical equipment so care must be taken to keep the equipment dry.

Ensure hands are not wet when handling the light source and moving it closer/further from the Elodea.

Science Support and application

Year 9 Term 6

Vocabulary Wider Research Apply

1. Group 2. Period 3. Reactivity 4. Trend 5. Halogen 6. Alkali 7. Inert 8. Displacement 9. Electron 10. Arrangement 11. Chlorophyll 12. Chloroplast 13. Xylem 14. Phloem 15. Meristem 16. Specialised 17. Transpiration 18. Stomata 19. Photosynthesis 20. Limiting 21. Measurement 22. Control 23. Dependent 24. Independent 25. Variable 26. Constant 27. Absorption 28. Repetition 29. Anomalous 30. Average

Development of the Periodic Table – https://www.youtube.com/watch?v=fPnwBITSmgU The Periodic Table – https://www.bbc.co.uk/bitesize/guides/z8b3h39/revision/1 Photosynthesis – https://www.bbc.co.uk/bitesize/guides/zcphqhv/revision/8 Core Practical: Photosynthesis – https://www.bbc.co.uk/bitesize/guides/zs4mk2p/revision/5 Core Practical: Photosynthesis – https://www.youtube.com/watch?v=id0aO_OdFwA

The Periodic Table: 1. Print this periodic table

https://filestore.aqa.org.uk/resources/science/AQA-8462-8464-8465-INS-PT.PDF On your Periodic Table annotate each group with the trend in their reactivity, melting point and boiling point.

2. Create a Key to show the distinction between these groups: The Halogens, Alkali Metals, Noble Gases and Alkali Earth Metals.

3. Add a staircase to show the separation of metals and non-metals on the Periodic Table.

Plants and Photosynthesis: 1. Create three graphs to show the limiting factors of

photosynthesis: Temperature, Carbon Dioxide Concentration and Light Intensity.

2. Compare the reactions of Photosynthesis and Respiration. Create a Venn diagram to help visualise your comparison.

Photosynthesis Core Practical: 1. Suggest what needs to be controlled in the

investigation, justify your answer. 2. How could the investigation be adapted to measure

the amount of oxygen produced?

Geography Ecosystems

Year 9 Term 6

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 1: Parts of an Ecosystem The world is a diverse and beautiful place. It is broken down into different areas called biomes.

An ecosystem is the interaction of living and non-living things in an environment. A biome is a specific geographic area notable for the species living there. A biome can be made up of many ecosystems. For example, an aquatic biome can contain ecosystems such as coral reefs and kelp forests.

The range of plants and animals is called biodiversity and is made up of flora (plants) and fauna (animals). Different parts of the ecosystem can be divided into 2 further categories called biotic (living things) and abiotic (non-living things e.g. rainfall).

Each ecosystem has its own challenges in terms of temperature and rainfall – or a lack of rainfall

Geography Ecosystems

Year 9 Term 6

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

Tropical Rainforest

The tropical rainforest biome has four main characteristics: very high annual rainfall, high average temperatures, nutrient-poor soil,

and high levels of biodiversity (species richness). Rainfall: The word “rainforest” implies that these are the some of the world's

wettest ecosystems

Only a thin layer of decaying (rotting) organic matter is found. Most tropical rainforest soil is relatively poor in nutrients. Millions of

years of weathering and torrential rains have washed most of the nutrients out of the soil. More recent volcanic soils, however, can

be very fertile. As a result, roots from trees will run across the land in the soil to get the most nutrients and water that it can.

The Rainforest has 4 main layers, each layer has a different characteristics in terms of light and shade, available food and water, size of animals living there.

Plants and animals adapt to live in these layers this is by changing their physical appearance and structure or through changing behavior.

They can be buttress roots, emergent trees to get most light, drip tips, large leaves to collect water, becoming nocturnal to avoid the heat of the day and when the big

predators are around during the day.

Deserts

The characteristics of hot deserts include high temperatures in summer; greater evaporation than precipitation, usually made worse

by high temperatures, strong winds and lack of cloud cover; considerable variation in the occurrence of precipitation, its intensity and

distribution; and low humidity. You can also get ice deserts.

Plants adapt to the climate to prevent evaporation of water from its stem so it can survive. It has spines on its skin to prevent

animals eating it dying.

The smaller animals and insects use the sun to orientate themselves to save time so they are not out in the blistering sun for longer

than is necessary.

Deserts are very difficult places to live in which is why the Bedouin are nomadic and move from place to place to have the smallest impact on the ecosystem.

Geography Ecosystems

Year 9 Term 6

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

Forests still cover 30% of the world’s land area, but they are disappearing at an alarming rate. Between 1990 and 2016, the world lost 502,000 square miles (1.3 million square kilometres) of forest—an area larger than South Africa. 46% of trees have been felled, according to a 2015 study. About 17% of the Amazonian rainforest has been destroyed over the past 50 years.

We need trees for a variety of reasons, not least of which is that they absorb not only the carbon dioxide that we exhale, but also the heat-trapping greenhouse gases that human activities emit. Tropical trees cover, can alone provide 23 percent of the climate mitigation needed over the next decade to meet goals set in the Paris Agreement in 2015, according to one estimate.

Causes of deforestation

Farming, grazing of livestock, mining, and drilling combined account for more than half of all deforestation. Forestry practices and wildfires account for the rest. In Malaysia and Indonesia, forests are cut down to make way for producing palm oil, which can be found in everything from shampoo to saltines. In the Amazon, cattle ranching and farms to rear beef cattle for major fast food retailers. Logging operations, which provide the world’s wood and paper products, also fell countless trees each year. Loggers, some of them acting illegally, also build roads to access more and more remote forests—which leads to further deforestation.

Effects of Deforestation

The effects of deforestation reach much farther. The South American rainforest, for example, influences regional and perhaps even global water cycles, and it's key to the water supply in Brazilian cities and neighbouring countries. The Amazon actually helps provide water to some of the soy farmers and beef ranchers who are clearing the forest. The loss of clean water and biodiversity from all forests could have many other effects we can’t foresee.

In terms of climate change, cutting trees both adds carbon dioxide to the air and removes the ability to absorb existing carbon dioxide. If tropical deforestation were a country, according to the World Resources Institute, it would rank third in carbon dioxide-equivalent emissions, behind China and the U.S.

Geography Ecosystems

Year 9 Term 6

Vocabulary Wider Research Apply

Biome

Ecosystem

Food chain

Desert

Tundra

Savanna

Abiotic

Biotic

Climate

Rainfall

Polar

Adaptation

Behaviour

Physical

Extreme

Temperature

Interdependent

Tourism

Sustainable

BBC Bitesize Food chains Conservation Blue Planet on BBC iPlayer Further Reading: BBC article: Rainforest on fire 2019 WWF article: WWF Encyclopaedia Britannica : Amazon Rainforest Desertification: Desertification causes and effects IAATO: Responsible Arctic Tourism

Get creative

Create a fact sheet about the Amazon Rainforest.

Create a video documentary about the Sahara and the different cultures that use the area.

Decorate biscuits to show the main characteristics of different biomes.

Create a climate graph for a place you may have visited and let me know which biome it is located in.

Exam Style Questions: 1) For flora or fauna, explain how a species have adapted to survive in the hostile desert climate. (5 marks) 2) Assess the extent to which rainforests can be managed sustainably (6 marks) 3) With reference to a case study (place) outline the threats to a coral reef ecosystem. (4 marks)

History Holocaust

Year 9 Term 6

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

Anti-Semitism, which is the hatred of Jewish people, had been common in Europe since the Middle Ages, and was especially strong in the 19th century.

An anti-Semitic movement in Germany in the 1890s failed. In the 1920s, Germany was one of the countries in Europe where Jewish people were free.

German Jewish people:

Were few in number - 1% of the population.

Were often wealthy and successful in business.

Were prominent in politics and the arts (theatre and film).

Had married Germans ‒ in some cases they had converted to Christianity.

Many had fought for Germany in the First World War.

Most (80%) were German citizens.

However, German-Jewish success and wealth made many non-Jewish Germans envious.

After the First World War, right-wing politicians looked for a scapegoat to blame for Germany's defeat. Hitler blamed the Jewish people – he said they had stabbed the German army in the back. He believed that the Jewish people had no ambition but greed. He thought that they were selfish and not truly German and saw them as enemies of Germany.

History Holocaust

Year 9 Term 6

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

As soon as Adolf Hitler came to power in Germany in 1933, he began to persecute the Jewish people:

1933 Hitler's 'brownshirts' stood outside Jewish shops and persuaded Germans to boycott them.

September 1935

The Nuremberg Laws deprived Jewish people of their civil rights. They were forbidden to vote and they were not allowed to marry Germans. Other laws were passed forbidding them to go out at night or own a bicycle, among other things.

9 November 1938

Kristallnacht was when Jewish businesses, synagogues and homes were destroyed. Many Jewish men were killed or put in concentration camps.

January 1939 Hitler accused the Jewish people of stirring up other countries against Germany. He threatened them with annihilation if a war broke out.

1940 In many towns, Jewish people were forced to leave their homes and go to live in Jewish areas, or 'ghettos', where they were forbidden to earn a wage. Many starved to death.

1941 All Jewish people were forced to wear a yellow Star of David.

1941 In eastern Europe, Nazi Einsatzgruppen rounded up and murdered over a million Jewish people.

1942 Wannsee Conference: In January, the decision was taken for a 'Final Solution to the Jewish Problem' – to exterminate all the Jewish people in Europe. Camps were built at places such as Auschwitz and Jewish people were rounded up and sent there to be gassed.

Winter 1944‒1945

The 'Death Marches'. As the Russians advanced, the SS guards marched the Jewish people to concentration camps in the west. Many Jewish people died on the marches. Many were killed because they could not keep up. When they reached camps such as Bergen-Belsen in West Germany, they were crammed in in such numbers that they died of starvation or disease.

History Holocaust

Year 9 Term 6

Your teacher will tell you which topic you should revise. Read and learn all the information in the topic, ready for a Quiz in lesson. Topic 3: Consequences of Holocaust Jewish people call the Holocaust the 'Shoah', which means 'destruction' or 'catastrophe'. It's estimated that 6 million Jewish people died. The Nazis also:

Exterminated half a million Roma gypsies.

Put a quarter of a million mentally ill and disabled people to death.

Sterilised deaf people.

Imprisoned homosexuals.

Considered that Slavic people were sub-human and intended to starve up to 30 million Soviet civilians and prisoners of war.

Jewish people reacted in different ways:

In some places, the Jewish people resisted, e.g. the Warsaw Uprising of 1943.

Some of them fled from Germany and other countries such as Poland.

Some put their children on Kindertransport trains, which took them to Great Britain, where they were fostered.

Some hid.

In some places, the Jewish people accepted their fate and even cooperated with the Nazis.

Some survived the concentration camps, often against all odds.

After the war, Nazi leaders were put on trial at the Nuremberg War Crimes trials (1945‒1946). Many were sentenced to death.

In 1948, the nation of Israel was established as a state for Jewish people.

27 January is Holocaust Memorial Day (HMD). The date was chosen as the anniversary of the liberation of Auschwitz-Birkenau. Holocaust Memorial Day is an international day of remembrance – not only for the Jewish Holocaust, but for subsequent genocides in places like Cambodia, Bosnia and Rwanda. All over the world, people honour the survivors and reflect on the consequences.

History Support and application

Year 9 Term 6

Vocabulary Wider Research Apply

1) Germany 2) Nazis 3) SS 4) Hitler 5) Holocaust 6) Shoah 7) Jewish 8) Jews 9) Concentration

Camps 10) Genocide 11) Death 12) Superior 13) Race 14) Memorial 15) Persecution 16) Ghettos 17) Final Solution 18) Europe 19) Israel 20) Nuremberg Trials 21) Guards 22) Auschwitz 23) Brownshirts 24) Kristallnacht 25) Anti-Semitic 26) Germans 27) Execution

Holocaust Links:

https://www.bbc.co.uk/bitesize/guides/zkfk7ty/revision/1 https://www.bbc.co.uk/bitesize/guides/zkfk7ty/revision/2 https://www.bbc.co.uk/bitesize/guides/zkfk7ty/revision/3 https://www.bbc.co.uk/bitesize/guides/zkfk7ty/revision/4 https://www.bbc.co.uk/bitesize/guides/zkfk7ty/revision/5

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

Key Word Definition Use the word in a sentence

2. Make some revision notes on the Holocaust. You need to

know what it was, where and when it occurred, why the Nazis carried it out and what the consequences were.

3. Remember, the Jews in Germany had been treated very

poorly by the Nazis long before WW2 and the actual Holocaust. Create a timeline of Jewish persecution during the 1930s in Nazi Germany.

4. Write a newspaper article explaining the severity of the

Holocaust, Make sure you include lots of facts and figures to demonstrate how terrible this period of history was. Include locations, key motives & key events.