Try using these memorisation techniques with your knowledge organisers

Try using these memorisation techniques with your knowledge organisers Create knowledge cards (you need a set of small blank cards, or paper cut up into squares) Using your knowledge organiser write a keyword on the front of each card Write the definition of each word on the other side of the card Put the cards in a pile with the keywords facing up Either on your own or with a partner go through each card to see if you can recall the definition If you get the definition correct put the card to one side If you get the definition wrong put the card back to the bottom of the pile Keep going until you have got rid of all your cards You can adapt this method by writing keywords and definitions on separate cards, mixing them up that trying to match them. Some people like to add pictures or symbols to their cards too. Highlighting and note-making (you need blank paper and a small piece of card) Read through your knowledge organiser, highlighting the information you think is the most important Use what you have highlighted to write out you own notes about the information you have learned try to organise it into sections, under headings Read through your own notes, highlighting the information that you think is most important Re-write your notes using what you ve highlighted, aiming to make it shorter and more focused than before Keep going until you have reduced your notes to fit on a single, small card (index card size) All of these ideas require: Practice repeat them again and again Persistence don t be put off by mistakes, or when it s hard Planning Put 20-30 minutes aside regularly, and mix it up so you re not doing the same activity over and over Create mind maps (you need A4 or A3 paper) Read through your knowledge organiser, highlighting the information you think is the most important Group together the information you have highlighted into different categories based on what they have in common Write the title of the overall topic in the middle of a blank page and draw branches from it to represent the different categories you chose ideally use different colours for the different categories Extend the branches adding in the information you highlighted from your knowledge organiser showing how it all links together. If you want to, add pictures or symbols to represent the important pieces of information on your diagram You can go further with this technique by using your diagram to help you explain the topic to a relative or a friend, or you can display your diagram somewhere you will see it often. Self-testing (you need blank paper or an exercise book) Choose 10 keywords and definitions from your knowledge organiser Copy those words and definitions on to the left hand side of a page Fold the paper over lengthways, covering the left hand side where you copied the words and definitions Try to write the 10 keywords and definitions again from memory on the folded over paper Check your answers, correcting any mistakes in a different colour Repeat until you can do recall all 10 words and definitions correctly from memory

KNOWLEDGE ORGANISER Year 11 ART - Autumn Half Term 1 Coursework/Mock Exam Prep Each assessment objective (AO) is worth 25%. Have you done enough for each? Do your pages look as full and exciting as the examples below? Search the internet for example sketchbook pages (Google: art GCSE A01 for example) MOCK EXAM PREPARATION A01 is - The artists, designers, you look at. (at least 3) A02 is Experimenting with different materials (paint, pencil, clay, crayons, ink, fabric) - References to film, music, TV, video games, fashion. - Any exhibition/museums you have visited. - Any other cultural visits (zoo, circus, festival) A03 is Use a variety of different processes (printmaking, painting, drawing, sculpture, collage) Think about scale; think big, think small, move out of your sketchbook. Move out of your comfort zone and be creative! A04 FINAL PIECE! What can you realistically make in 10 hours? REMEMBER! The final piece is only a small aspect of A04. Have you made mock-up versions of your final piece? Have you tested materials? Does your sketchbook flow like a journey?

KNOWLEDGE ORGANISER Year 11 Computer Science, Autumn Half Term 1: Preparation for NEA: Use this guide to help you understand the structure and evidence required to write the report required for the NEA. General Layout and Organisation Your evidence should follow the following basic format: 1. Analysis What is the problem to be solved (break problem down into parts and explain how each part will be solved)? What does the final system need to be able to do to be successful? Create a list of success criteria! 2. Design Create screen designs to show how your solution will look Explain which variables you will need to use Explain what validation rules you will need to use Create a Flow Chart/pseudocode to show how your system will work Describe how you will test your solution (create a test plan!) (Link tests back to success criteria and include tests to be used to try and destruct code). Reference any sources used 3. Development Show how you have developed your solution Show errors that you had when writing your code Explain how you fixed them Describe how you arrived at your solution Reference any sources used 4. Testing Test your system using your test plan Record the results If it didn t work, find out why, explain how you fixed it and re-test it Try to break your system! 5. Evaluation Explain what went well, what worked, what didn t & why. Are there any limitations to your solution? Did you meet all of the success criteria? If so, how? If not, why not?

KNOWLEDGE ORGANISER Year 11 Creative imedia, Autumn Half Term 1: R091 Designing a game concept This unit will involve you exploring a range of gaming platforms, identify core features of digital games and design a concept proposal for a client. Key Terms used within this unit Key Terms used within this unit 2D/3D In game terms, this refers to whether the gameplay screen is 2 dimensional or 3 dimensional. For example, an overhead view of a maze would be a 2D game whereas a walkthrough first person shooter game would be 3D. Characters Game Characteristics Game Components Game Console Game Environment Game Platform Genre These are the characters that are found within the game. Examples would include the player character(s) and any nonplayer characters, which are controlled by the game programming. This covers elements such as main theme, number and type of players, player characters, style of game play, type of environment, genre etc. In combination, they define the characteristics of the game. Contrasting examples would be a first person shooter game versus a quiz or simulation game. The game components include clearly defined goals, rules, challenges and interactions. These would need to be developed as part of the game creation process, which is different to the descriptive nature of the game characteristics. A dedicated piece of hardware used for playing digital games. Examples include Nintendo 64, Sega Dreamcast, Microsoft Xbox, Sony PlayStation, Nintendo Wii. This is the setting for the gameplay and may be the 2D background or the 3D room. This is sometimes referred to as the game world. The players character is positioned in the environment or room. This term should not be confused with the game development environment, which would be the same as game engine. The platforms are the hardware that the game is played on, which might be different to the hardware that is used for the development. Examples of games platforms would include a PC, Xbox, PS4, Wii and Smartphone. The style of game. Examples would be arcade, FPS (first person shooter), role playing, adventure, MMORPG (massively multiplayer online role playing game). Generations 1-8 Legislation Narrative PEGI Scoring System Visual Style Visualisation Diagram Game consoles have been categorised using this system since the early 1970s. The generations 1 through to 8 represent periods of time when consoles have evolved. For example, Atari Pong arcade game is generation 1, the original Xbox is generation 6 along with PlayStation 2, whereas the Xbox One and PS4 are generation 8. In game design terms, this applies to the use of any intellectual property and copyrighted material that is planned within the content of the game. For example, the use of established and well known characters such as Mario, Harry Potter or any Marvel superheroes in a new game would not be allowed. In terms of copyrighted material, this may restrict the use of some assets eg images, graphics, sounds and background music. This refers to the storyline that the game is based upon. Not all games have a narrative such as a basic racing game. However, as soon as there are multiple levels or strategies as part of the game then this becomes part of the storyline. PEGI is the Pan European Gaming Information who provide age ratings for games based on their content. The age ratings are 3, 7, 12, 16 and 18. These are a way of measuring progress and achievement in a game. They can be based on points that are accumulated through gameplay or alternatively, based on timing systems (where a faster time to achieve an objective equates to a higher performance by the player). This is related to the genre and refers to what is shown on the game screen. Stylisation can also refer to colours, brightness and the overall visual content, which may be dark and moody to give a sinister feel for example. A visualisation diagram is a drawing or sketch that illustrates what is to be produced and/or what the final product will look like. This would be a rough version and used either for approval purposes by the client or potentially by a designer when creating the actual product. The diagram could be created either digitally or drawn by hand for example.

KNOWLEDGE ORGANISER Year 11 Drama Autumn Half Term 1: Acting Skills/Production Skills Course work Unit Key concepts, events, people or processes Unit 3: Acting Skills You will be required to develop your skills in the following areas: use and control of your voice, use and control of movement, use of dramatic technique and interpretation of characters by taking part in workshops. In this unit you will be assessed in a monologue and duologue performance as well as your participation in the workshop activities. Unit 7: Production Skills You will select a design, technical or construction role and develop skills and techniques associated with your production role as well as demonstrating safe working practices linked to the work that you are doing. The aim of this unit is to develop a specialisation in one of the following theatrical support areas: stage design, props, makeup design, costume design, lighting or sound. KEYWORDS Interpretation Safe Practice SMART Targets Technique Workshop The way in which you show a personal understanding of an idea. The ability to recognize and manage elements of risk whilst working. A target set that is Specific, Measurable, Achievable, relevant and time based A specialized way of carrying out a task, through the selection of appropriate method of demonstrating an ide or concept. A collaborative practical session where ideas or techniques are explored to develop practice. In this unit you will be exploring key skills in your chosen area acting or production and refining your specialism by conducting research, taking part in activities and demonstrating your work to show your new skills in practice. This will be part of your BTEC assessment 25% of the final awarded grade.

KNOWLEDGE ORGANISER Year 11 ENGLISH - Autumn Half Term 1: An Inspector Calls English Literature Paper Two: Section A: Post - 1914 Drama An Inspector Calls (theme or character question) Use the printed extract and your knowledge of the whole text. Refer to the extract and the text as a whole. Show your understanding of characters and events in the text. How to build an analytical paragraph: POINT: Make a point about the play (The character is presented as ) EVIDENCE: Use a quote (the author uses the sentence ) EXPLANATION1: What the quote means (this is saying ) EXPLANATION2: Language analysis (the word suggests ) EXPLANATION3: Effect (this makes the reader think/feel ) Layering: Repeat E2 and E3 to show different suggestions of meaning for the quote you have selected. ASSESSMENT OBJECTIVES: AO1: Identify and interpret explicit and implicit information and ideas. Select and synthesise evidence from different texts. AO2 Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers Use relevant subject terminology to support views. AO4: Evaluate texts critically and support this with appropriate textual references. An Inspector Calls is a play written by English dramatist J. B. Priestley, first performed in 1945 in the Soviet Union and in 1946 in the UK. It is one of Priestley's best known works for the stage, and is considered to be one of the classics of mid-20th century English theatre. The play is a three-act drama, which takes place on a single night in April 1912, focusing on the prosperous upper middleclass Birling family, who live in a comfortable home in the fictional town of Brumley, "an industrial city in the north Midlands". The family is visited by a man calling himself Inspector Goole, who questions the family about the suicide of a young working-class woman, Eva Smith (also known as Daisy Renton). The family is interrogated and revealed to have been responsible for the young woman's exploitation, abandonment and social ruin, effectively leading to her death. Key words:

KNOWLEDGE ORGANISER Year 11 FRENCH Autumn Half Term 1: Key Question: How do I use high frequency verbs in French? A THE MAGIC TOP 10 B AWESOME 10 FAIRE C AWESOME 10 ALLER 1 I went je suis allé (2.4.4) 1 I do je fais 1 I go/i am going je vais 2 I m going to je vais aller (2.4.5) 2 I did/i ve done j ai fait 2 I went/ I am gone je suis allé 3 I did/i ve done j ai fait (1 2.4) 3 Having done ayant fait 3 Having gone étant allé 4 I m going to do je vais faire (2.4.5) 4 After having done après avoir fait 4 After having gone après être allé 5 I/I ve payed j ai joué (1 2.4) 5 I am going to do je vais faire 5 I am going to go je vais aller 6 I m going to play je vais jouer (2.4.5) 6 I like to do j aime faire 6 I like to go j aime aller 7 I would like je voudrais ( 2.8) 7 I would like to do je voudrais faire 7 I would like to go je voudrais aller 8 It was c était (1 5) 8 Before doing avant de faire 8 Before going avant d aller 9 It will be ce sera (2.4) 9 Whilst doing en faisant 9 Whilst going en allant 10 because parce que (5.3) 10 I must do il faut que je fasse 10 I must go il faut que j aille D AWESOME 10 JOUER E TO BE ÊTRE F TO HAVE AVOIR 1 I play je joue 1 I am je suis (2.4) 1 I have j ai (1 2) 2 I/I ve played j ai joué 2 you are tu es (2.2) 2 You have tu as (2.2) 3 Having played ayant joué 3 He is il est (2.3) 3 He has il a (2.1) 4 After having played après avoir joué 4 She is elle est (4.3) 4 She has elle a (4.1) 5 I am going to play je vais jouer 5 One is on est (2.3) 5 One has on a (2.1) 6 I like to play j aime jouer 6 We are nous sommes (4.6) 6 We have nous avons (4.5) 7 I would like to play je voudrais jouer 7 You are vous êtes (4.4) 7 You have vous avez (4.4) 8 Before playing avant de jouer 8 They are ils sont (3.4) 8 They have ils ont (3.3) 9 Whilst playing en jouant 9 They are elles sont (5.4) 9 They have elles ont (4.3) 10 I must play il faut que je joue 10 I was/i used to be j étais (1 5) 10 There is/there are il y a (2.1.1) G TO GO ALLER H Its EASY to be NEGATIVE 1 I go/i am going je vais (2,4) 1 I am not je ne suis pas 2 you go/are going tu vas (2,3) 2 I don t have je n ai pas 3 he goes/is going il va (2,2) 3 I don t like je n aime pas 4 she goes /is going elle va (4,2) 4 I don t go je ne vais pas 5 one goes/is going on va (2,2) 5 I don t do je ne fais pas 6 we go/are going nous allons (4,5) 6 I don t know je ne sais pas 7 you (lot) go/are going vous allez (4,5) 7 I don t understand je ne comprends pas 8 they go/are going (m) ils vont (3,4) 8 I don t need (of) je n ai pas besoin de 9 they go/are going (f) elles vont (5, 4) 9 I don t want je ne veux pas 10 I used to go j allais (1 6) 10 I can t je ne peux pas

KNOWLEDGE ORGANISER Year 11 GEOGRAPHY, Autumn Half Term 1: How are rivers formed? Key concepts, events, people or processes V shaped valley formation Waterfall formation Meanders Waterfalls form in areas of mixed geology As water flows over the rock, the less resistant rock will erode quicker than the more resistant rock. As water flows over the more resistant rock, it falls with gravity into a pool of water called a plunge pool. As the softer rock at the base recedes, an overhang is created which will collapse as it is unsupported. The plunge pool becomes deeper as a result of hydraulic action and the weight of water falling from a higher position. As this process repeats the waterfall retreats and forms a gorge. Water moves faster round the outside of the bend due to less friction. This increases erosion on the outside of the curve caused by hydraulic action. There will also be greater abrasion. Slower moving water on the inside deposits it s material causing sediment to build up on the inside and form new river bank. Oxbow lakes Floodplains and Levees Water moves faster round the outside of the bend due to less friction. Slower moving water on the inside deposits it s material causing sediment to build up on the inside. The fast flowing water tries to find a more direct route into the river and forms new channel. Floodplains are flat land either side of the river bed that can absorb water during a flood event. As the water escapes its banks, it loses the power to carry it s sediment load. Sediment is deposited on the taller banks as it over flows. This sediment builds up over time creating levees.

KNOWLEDGE ORGANISER YEAR 11 HOSPITALITY Autumn Half Term 1 Areas of Study 1. The hospitality industry 2. Types of service provided and the related client groups Content: Area of Study 1 Content: Area of Study 2 Key Words Past Papers and Mark Schemes Understanding of the structure of the hospitality industry: Hotels, Guest Houses and other establishments providing residential accommodation Knowledge of the industry in relation to: National employment provider Benefit to the local economy The importance of links between hospitality and leisure, travel and tourism Identify a range of different types of service including: Accommodation. Full meals. Snacks, including tea/coffee. Conference and function facilities. Identify the major client groups that use these services: Business. Private. Different age groups. The main organisations (make sure you know what each organisation stands for): HCIMA Hotel and Catering International Management Association. RIPH Royal Institute of Public Health CIEH Chartered Institute of Environmental Health SSC Sector Skills council BHA British Hospitality Association BII British Institute of In-keeping RSPH Royal Society for the Promotion of Health. http://www.wjec.co.uk/qualifications/qualificationresources.html?subject=hospitalityandcatering&level=gcse&pastpape r=true

Knowledge organiser: Year 11 History: Autumn half term 1 GCSE Paper 1, Medicine in Britain c.1250-present day Part A: Historic Environment - Surgery on the Western Front 1914-1918 Western Front- The zone of fighting in western Europe in the First World War, in which the German army engaged the armies to its west, i.e. France, the UK Trench - a long, narrow hole that is dug in the ground Offensive - and attacking military campaign Artillery - large-calibre guns used in warfare on land. Dugouts - a trench that is dug and roofed over as a shelter for troops. Shell-shock - mental illness caused by experiences of war: Shrapnel - fragments of a bomb, shell, or other object thrown out by an explosion Trench Foot - a painful condition of the feet caused by long immersion in cold water or mud Gas gangrene - rapidly spreading gangrene affecting injured tissue infected by a soil bacterium RAMC - Royal Army Medical Corps FANY - First Aid Nursing Yeomanry Regimental Aid Post - front line military medical establishment Field Ambulance - a mobile medical unit that accepts casualties from forward units Dressing Stations - a place for giving emergency treatment to troops injured in battle Base hospitals - a military hospital some distance from the area active during a war. Thomas Splint - a metal splint for fractures of the arm or leg How to use sources http://www.stchistory.com/ewexternalfi les/91arthur.pdf Usefulness: You must know what question you are asking? What is the enquiry? Content - What information is in the source> Provenance - Nature: the type of source it is, Origins: Who produced it and when, Purpose: the reason the source was created Context - Is the information in the source accurate compared with what you know? How would you follow up mean? - investigate something further The Western Front Types of sources National army records Newspapers Government reports Medical reports Hospital records Photographs Personal accounts Statistics Can you? Explain three ways in which there was an attempt to prevent illness and injury on the Western Front Describe two features of each of the four stages in the chain of evacuation Give one way in which each would be useful in treating injuries during a war: x-rays, blood transfusions, aseptic surgery Describe how the following problems were treated by medical staff: wound infections; blood loss; broken legs; removing shrapnel and bullets Online resources http://www.vlib.us/medical/ http://www.bbc.co.uk/schools/0/w w1/25403864

KNOWLEDGE ORGANISER Year 11 Foundation Math Autumn Half Term 1

KNOWLEDGE ORGANISER Year 11 Higher Math Autumn Half Term 1

Knowledge Organiser Year 11 Music, Autumn Half Term 1: Working towards your performance Key Concepts and Processes Warming up Technical exercises Working on particular bars Dress rehearsal Self assessment of dress rehearsal An important part of practice as it ensures that the voice isn t damaged and that fingers are moving freely Technical exercises are usually repetitive and are used to help a particular technique It is useful to identify which sections of music need the most practice and work on them in isolation A final rehearsal in the performance venue which allows the performer to identify any final preparations Viewing a recording of your own dress rehearsal can be useful to identify any final improvements Outcomes Work during the first half term of Year 11 will be split between two areas; composition and performance. Students will complete their final composition, extending one of their developed ideas to at least 32 bars. Preparations will also start for their final performances. Students will complete a baseline assessment, identifying areas for development and then begin preparing a minimum of 2 contrasting pieces for performance towards the end of the term. Keywords Practice Checklist Practice Log Self Assessment Baseline Skills Audit Consistency SMART targets A list to identify the skills and techniques you have practiced in a particular session A detailed account of what has been practiced including targets for next practice session Reviewing a performance by watching a recording of it and identifying areas to develop Identifying the starting level of skills relevant to your chosen instrument/voice Being able to achieve something at the same level time after time Targets that are Specific, Measurable, Achievable, Relevant and Timely

KNOWLEDGE ORGANISER Year 11 BTEC PE, Autumn Half Term 1: Unit 6 Key concepts, events, people or processes Unit 6: Leading Sports Activities Level 1 and 2 KEYWORDS Learning aim A: Know the attributes associated with successful sports leadership Topic A.1 Sports leaders: For example, sports coaches, fitness instructors, school/college coaches, local club coaches, national club coaches, amateur coaches. Topic A.2 Attributes: - Skills (communication, organisation of equipment, knowledge) - Advanced skills (activity structure, target setting, use of language, evaluation) - Qualities (appearance, enthusiasm, confidence) - Additional qualities (leadership style, motivation, humour, personality). Topic A.3 Responsibilities: - Core responsibilities (professional conduct, health and safety, equality) - Wider responsibilities (insurance, child protection, legal obligations, ethics and values, rules and regulations). Learning aim B: Undertake the planning and leading of sports activities Topic B.1 Sports activities: - Individual sports - Team sports - Fitness activities. Topic B.2 Components of sports activity session: - warm-up - main component (skill introduction, development, conditioned game) - final activity - cool down. Topic B.3 Plan: - participants, e.g. age, ability, gender, numbers, medical, specific needs - aims and objectives, e.g. target setting, expected outcomes - resources, e.g. equipment, time, environment - health and safety considerations (risk assessment and informed consent). Topic B.4 Lead: - demonstration of attributes (skills, advanced skills, attributes, additional qualities) - completion of core responsibilities - completion of wider responsibilities. Topic B.5 Measures of success - coverage of planned components - meeting set aims and objectives organised - safe. Learning aim C: Review the planning and leading of sports activities Topic C.1 Review: - feedback for review, e.g. from participants, supervisor, Topic C.2 Targets for development: observers, self-analysis - SMARTER targets (specific, measurable, achievable, realistic, time-related, exciting, recorded) - methods, e.g. questionnaires, comment cards, observation - development plan (aims and objectives, goals, SMARTER targets, activities and opportunities, records, direct verbal feedback e.g. training, courses, qualifications o possible barriers). - strengths and areas for improvement

KNOWLEDGE ORGANISER Year 11 GCSE PE, Autumn Half Term 1 Key concepts, events, people or processes Non-Exam Assessment Objectives; 1) Students to write an analysis (15 marks) and evaluation (10 marks) of a chosen sport 2) Students to draft work first then type up using specified template in the specified controlled conditions and time frame. 3) Students are required to analyse a performance in one activity from the specification in order to identify and justify suitable strengths and weaknesses in that performance Strengths One strength should be a fitness component (relevant to their chosen activity) and how has it developed a performance One strength should be a specific skill/technique or tactic how did this benefit the performance? Justify your choices what impact and benefit they provided in the game? Tasks: Watch a performance on Youtube or at school and complete the above for practice JUSTIFY EACH ONE AND WHAT EFFECT IT HAD ON THEIR PERFORMANCE Weaknesses Identify two weaknesses. One weakness should be a fitness component (relevant to their chosen activity) where improvement is needed. Why was this negative (justify how it has negatively affected performance)? One weakness should be a specific skill and how that technique hindered performance. How has a competitive performance has been negatively affected? Task: Watch a sport of your choice on Youtube and focus on ONE player 1) write a weakness in their fitness components 2) Write a weakness in their skill components JUSTIFY EACH ONE AND WHAT EFFECT IT HAD ON THEIR PERFORMANCE Grading You will be marked out of 15 and below is how to achieve that!! 1) The student has an excellent knowledge and appreciation of the demands of their chosen activity. 2) He/she 3) The 4) Able 5) All 6) The is fully conversant with the specific movements and terminology used when referring to the activity. student fully appreciates their own strengths and weaknesses. to provide a clear, in-depth self-analysis for both strengths and weaknesses. of the strengths and weaknesses are fully justified with detailed reference to appropriate competitive/performance situations. student s chosen fitness strength and weakness are fully relevant to the activity (and positional role if relevant) and he/she is able to provide strong justification of how they have impacted upon their performance(s).

KNOWLEDGE ORGANISER Year 11 PHILOSOPHY Autumn half term 1: Questions of Life + Death Key questions: Be aware of the views of others, including religions, along with your OWN views. What are beliefs about the origins of the universe? How valuable is the world? How do humans use and abuse the world? What are different beliefs about the use and abuse of animals? What are different beliefs about the origins of human life? What are different beliefs about abortion? What are different beliefs about euthanasia? KEYWORDS and TERMS Christians believe that the God is the cause of the universe. Fundamentalist Christians believe that God created the earth in six days and rested on the seventh. Some Christians believe God caused the Big Bang Many people, especially religious believes, have a sense of awe and wonder about the world. It is seen as valuable and that God has given humans dominion over it, but also stewardship to look after God s creation. Humans use and abuse the world s resources through deforestation, pollution and use of non-renewable energy. People are trying to save the world by recycling, holding world meetings and by using more renewable energy. There are many different beliefs about how animals should be used. Thinks about your views on animal experimentation and eating meat. Christians believe we should care (stewardship) for animals. Fundamental Christians believe that God created humans as Adam and Eve and that they were created in his image. However, Charles Darwin s Theory of Evolution suggested that humans have evolved from pes. Abortion in Britain is allowed under certain circumstances, but there are many argument for and against. Some Christians say abortions should never be allowed, because this is against the Sanctity of Life. Euthanasia is illegal in Britain. Christians have different views about euthanasia, because of how they interpret Christian teachings. Some believe that taking a human life is like playing God and is against the Sanctity of Life. Awe A feeling of devout respect mixed with fear or wonder Non-renewable resources Natural things that we ll eventually run out of. Eg Coal, oil and gas. Adaptation A process of change where an organism becomes better suited to where it lives. Responsibility A duty to care for or have control over something Deforestation Cutting down large amounts of forest Sanctity of Life Life is holy, sacred and a gift from God and should be respected Stewardship The belief that God has given humans responsibility to care Renewable Energy Energy that comes from a source that doesn t run out. Quality of Life The wellbeing of a person, based on happiness and health Dominion Being in charge, ruling or dominating something Pollution Making something dirty or contaminated Euthanasia Painless killing of a person who is suffering from an incurable illness Environment The natural world or surroundings where we live Vegetarian A person who doesn t eat meat of fish Eternity Something that never ends, linking to belief in life after death. Natural Resources Materials found in nature that we can use to help us Vegan A person who does not eat or use any animal products Abuse Misuse of the world and environment Sustainable Development Reducing our impact on the natural world by creating new ways to progress. Evolution A long process where organisms have gradually changed and adapted over time. Wonder Being amazed by the complexity and beauty of the universe

KNOWLEDGE ORGANISER Year 11 PRODUCT DESIGN, Autumn Half Term 1: Do you know everything needed to make your final product to the highest of standards? What does a fully detailed and justified product/manufacturing specification include? Three Dimensional Drawing Constructional Drawing A technical drawing that shows what the product should look like once fully manufactured and assembled. This is likely to be an Isometric drawing but could be an Orthographic. A drawing which shows exactly how the product will be assembled. This will likely be an Exploded drawing or a Net, in some cases you may consider a Sectional drawing which is like a slice of the product showing what is going on underneath the outer surface. Component List Recommended Drawing Types This is a very important element of the manufacturing specification as it makes clear exactly what is needed to make the product. Where you are cutting a number of components out of a larger sheet of material, drawing the way that you would tessellate them to avoid waste is best. Isometric A drawing viewpoint used as industry standard to show three-dimensions Vertical lines remain vertical at 90 from the base line All horizontal lines are drown at 30 from the baseline Orthographic A method of drawing where the object is depicted using parallel lines to project its outline on to a plane. The three views commonly depicted are front, side and top. Exploded This drawing style tends to sit at the same angle as Isometric but importantly shows the components of the object slightly separated by distance as a way of clarifying their assembly Net A drawing that if cut and folded would be possible to form into a three-dimensional shape. Boxes and packaging are common examples of these

KNOWLEDGE ORGANISER Year 11 Science, Autumn Half Term 1 Physics Waves & Forces Key concepts, events, people or processes Waves Waves can either be transverse or longitudinal. Waves transfer energy. Electromagnetic waves can travel in a vacuum (space) as they don t require particles to transfer energy. Mechanical waves (sound, earthquakes and water) require particles. Forces The resultant force of a stationary object is 0N. The resultant force of an object moving at a constant speed is 0N. If the forces acting on an object are unbalanced then the object will move. A change in momentum happens when a force is applied to an object that is moving or is able to move. The total momentum in an explosion or collision stays the same. Units and key words Friction A force that causes and object to slow down. Air and water resistance are examples of friction forces. Terminal velocity The constant speed that a freely falling object eventually reaches when the resistance of the medium through which it is falling prevents further acceleration. Wave equations 1. Period (s) = 1 frequency (Hz) 2. Wave speed (m/s) = frequency (Hz) x Wavelength (m) 3. Magnification = image height object height Frequency (Hz) Period (s) Wave speed (m/s) The number of waves that pass a point every second. The time it takes for 1 complete oscillation to occur. The speed at which a wave travels is always the same unless the media it is travelling through changes Resultant force (N) Weight (N) Wavelength (m) Total force acting on an object. The amount of gravity (N/kg) that is acting on a given mass (kg). Distance between the crest of one wave and the crest of another. Oscillation One complete wave. Echo An echo occurs when sound is reflected Force equations 1. Weight (N) = Mass (kg) x Gravity (N/kg) 2. Word done (J) = Force (N) x Distance (m) 3. Force (N) = Spring Constant (N/m) x extension (m) 4. Elastic potential energy (J) = 0.5 x spring constant (N/m) x extension 2 (m) 5. Moment of force (Nm) 6. Pressure (pa) = height of the column (m) density of the liquid gravitational field strength (N/kg) 7. Velocity (m/s) = Distance (m) time (s) 8. Force (N) = Mass (kg) x Acceleration (m/s 2 ) 9. Momentum (kg m/s) = mass (kg) x velocity (m/s)