May 2017

Dear Parents/Carers,

Please find attached the finalised timetable for the forthcoming Year 7 & 8 exam period.

The exams will take place the week beginning Monday 19th June 2017 and these exams will be in

classrooms with a mixture of Year 7 and Year 8 students. Students will be notified of which specific

rooms they are in nearer the time of the exam.

Students will be expected to attend registration first unless otherwise stated and then make their way

to the relevant room when they have an exam. All writing equipment must be in a clear, see-through

pencil case or plastic bag and any water bottles must have their labels removed.

This session will be the first experience of doing exams for Year 7 students and some Year 8 students

and they must be taken very seriously. There must be silence upon entering and leaving the exam

room as well as during the exam and exam regulations must be strictly adhered to. This will be an

excellent learning experience for them and will get them used to how exams work well before any

external exams they sit later on in school.

There are opportunities for revision before most of the exams, details of which can be seen on the

attached timetable. Students should come prepared for this with relevant revision materials each day.

The revision session will be stopped in time to begin the exam with a view to it being finished just

before the bell for break, lunch or the end of the day. Those students who are entitled to extra time

due to access arrangements will have slightly less revision time to enable them to have the

appropriate additional time.

Normal lessons will begin again from lesson 4 on Thursday 22nd June and students must come

prepared with the correct equipment for this.

Ms Moore and Mrs Bennett have produced some really useful revision advice which is also attached

with this email, along with information from each subject area on the topics they need to be revising.

We hope this will help to focus students in their revision and preparation for exams.

If you have any further questions please contact either the relevant Year Manager or the Exams

Office.

Good luck to all.

Mrs Moat Mr Prager

Deputy Headteacher Examinations Office & Data Manager

Year 7 Maths (Non-Calc) CR 1hr Year 7 History CR 50min Year 7 Maths (Calc) CR 1hr Year 7 Religious Studies CR 50min

Year 8 Maths (Non-Calc) CR 1hr Year 8 History CR 50min Year 8 Maths (Calc) CR 1hr Year 8 Religious Studies CR 50min

Year 9 French Writing CR 40mins Year 9 German Writing SH 40mins Year 9 Geography CR 1hr

Year 9 Italian Writing SH 40mins

Year 9 Spanish Writing SH 40mins

Year 7 Design & Technology CR 1hr

Year 7 German Writing CR 40mins Year 7 Science CR 1hr Year 7 French Writing CR 40min Year 8 Design & Technology CR 1hr

Year 7 Spanish Writing CR 40mins Year 8 Science CR 1hr 15min Year 8 French Writing CR 40mins

Year 8 German Writing CR 40mins

Year 8 Spanish Writing CR 40mins Year 9 Religious Studies CR 1hr 30minsYear 9 Science - GCSE

Progress Exam F/HCR 1hr 30mins

Year 9 History CR 50min

Year 7 Geography CR 1hr Yr 7 English CR 1hr YEAR 9 English SH 45mins

Year 8 Geography CR 1hr Yr 8 English CR 1hr

Maths Paper J/K Non Calc CR 1hr Maths Paper L/M Calc SH 1hr

Sess

ion

3Se

ssio

n 2

Sess

ion

1

KS3

9:00am

KS3

11:10am

KS3

1:45pm

Y7-9 END OF YEAR EXAM TIMETABLEThursday 22/06Monday 19/06 Tuesday 20/06 Wednesday 21/06

CR = Classrooms

SH = Sports Hall

Y7 & 8 Back in normal lessons from P4

Normal lessons for Y7-9

Revision time P1 before exam Revision time P1 before exam Revision time P1 before exam

Y9 back in normal lessons

Revision time P1 before exam

Revision time P1 before exam Revision time P1 before exam (Y7&8)

No revision time Y9 No revision time Y9

Revision time P1 before exam (Y7&8)

Break

Lunch

Y7 & 8 Big Picture Lessons as normal P5 & early finish

22/05/2017 Yr7 to Yr9 End of Year Exam Timetable - Student version.xlsx Y7-9 End of year Exam Timetable

SECTION ONE

Handy Hints

To keep up your interest, it is

better to revise a variety of

topics each day.

Revise in short periods,

20 - 30 minutes.

Then give yourself a treat.

HOW TO REVISE

PLANNING YOUR REVISION

Ensure you have your exam timetable handy on your

iPad.

Make a list of all the topics you need to revise for each

subject. If you are not sure ask the Teacher.

Work out how many hours you have available and how

much time you are going to give to each subject.

Decide on the order in which you are going to tackle

your subjects and the topics within them.

Use the revision timetable to record which subjects

and topics you plan to revise each day.

Leave a few revision slots blank so that you can use

them for extra revision of something difficult, or to

have an extra break.

Handy Hints

Be confident!

Ask for help at

home!

TAKE A TOPIC AND REVISE IT

HOW TO REVISE

Think about how you best remember things -

by reading aloud, writing things down or

drawing diagrams and charts.

If you study by reading aloud, write notes and

leave gaps. Read the notes aloud and fill in

the gaps. Read aloud definitions of key

words.

If you study by writing things down, make a

list of key facts and key words. Remember

how many. Big topics write down and learn

the facts. Draw diagrams without labels.

Step 1: Read through your work - particularly notes you may have.

Step 2: Make revision cards or have a separate book for revision -

you could even do this on the computer. Choose whichever

suits YOU.

Step 3: Learn it! Make sure you choose a method that suits

YOU not your friend - YOU!

Or, you could remember a particular number of points. For example, try to remember how many Safety points there are to remember in a Science or a list of how many causes there were for an event in History.

Test Yourself

A STEP-BY-STEP REVISION GUIDE

M is Movement

R is Respiration

S is Sensitivity

G is Growth and Repair

R is Reproduction

E is Excretion

N is Nutrition

R is …..

N is …..

M is …..

You could use a MNEMONIC. This is a word or phrase made from a set of letters, based on a list. Here’s an example from Science. For the

Signs of Life, the Mnemonic would be MRS GREN:

SECTION TWO

Remember!

Year 11, Year 13 and

other exams will be going on.

So…

Be considerate as you go around

the school.

During the exam itself, you

must be quiet at all times.

You may be asked by your teacher to sit in alphabetical

order.

Subject teachers will give you more detail about when

and what it involves.

Remember, you must be quiet when you leave your

room as other people may be doing exams.

Never enter an area which is ‘out of bounds’: there may

be a notice or chairs blocking a corridor to show that

there is an exam nearby.

Avoid: Main Hall/Sports Hall and Gym upstairs & Gym

2 during exam time. Be aware of exams along the top

corridor A39-51 and A25 & A26

If you have PE/Games, the boys should enter the Sports

Hall from the ground floor.

The girls must go into the changing rooms and come out

of the changing rooms IN SILENCE!

Please ensure you read the room changes emailed out to

you every morning.

EXAMINATIONS IN YEAR 8

THE EXAM DAYS

It is your responsibility to make sure you have everything you

need - with spares - just in case!

As soon as the teacher starts to hand out the paper and the exams,

you MUST be QUIET!!

From that point, you must not talk until you are told you may by your

teacher. This will be when all the papers have been handed in and the

exams in other rooms nearby have finished.

Obviously, you are not allowed to eat during the exams.

During the exam, look at your own paper. DO NOT look at anyone

else’s work.

Do not signal to anyone else during the exam.

If you have a problem or want to ask something, put

your hand up as you would normally do in lessons.

EQUIPMENT

DURING THE EXAM: DO’S AND DON’T’S

You will need

Pens (perhaps cartridges), pencils,

ruler, eraser, calculator (spare

batteries) and Mathematical

instruments. You may also need

colour pencils for some exams.

Remember

You should write in pen, unless you are told not to. If you have

forgotten anything, tell the teacher before the exam starts.

WHAT TO WRITE IN THE EXAM

Write your full name, form and your Subject Teacher’s name at the

start of your answers, or on the cover of the answer booklet

Write your name on every separate sheet you use.

Check that you have all the questions.

Start to read the questions. DON’T panic. Think about what your

teacher has told you.

Follow instructions carefully.

You will probably find that the number of marks available for each

question is shown in brackets at the end of the questions. Therefore,

make sure you write twice as much for 4 marks as you do for 2 marks.

Write neatly and clearly.

Draw diagrams in pencil and rub out any mistakes carefully.

If you change an answer, make sure it is clear what the new answer is.

If you have done something wrong, draw a line right through it.

Try to answer all the questions. Try not to leave gaps.

If you have time at the end, check your answers carefully.

ALWAYS DO YOUR BEST

WE CAN’T ASK ANY MORE OF YOU

THAN THAT

GOOD LUCK

Mrs Bennett

Day 30 minutes 30 minutes 30 minutes 30 minutes 30 minutes 30 minutes

Monday

Tuesday

Wednesday

Thursday

Friday

Revision Timetable

MATHS

YR8 topics

The topics that YR8 have covered this year are:

Term 1 Term 2 Term 3 Expanding and Factorising Formulae and Equations

Graphs Fractions

Prime Factors Angles on Parallel Lines Area and Surface Area Mensuration of Circles

Constructions

Probability Scatter Diagrams and Correlation

Percentages Decimals and Approximation

Ratio Algebra and Shapes

Number Patterns Continuous Data Displaying Data Transformations

Pythagoras Volume of Prisms

Scale Drawings and Bearings

The tests are written to assess your understanding of topics taught throughout year 8, but also mathematical

concepts that you will have worked on in previous years.

Ensure you are familiar with using your scientific calculator, as it is permitted in one of the papers, and Ipads must not

be used.

Possible Revision Websites, logins and passwords

www.mymaths.co.uk http://www.bbc.co.uk/schools/gcsebitesize/

school login: harrogategs www.sumdog.com

school password: graph6

ENGLISH

ENGLISH REVISION SUMMARY – YEAR 8

There will be one English exam, lasting one hour. You will have to read two pieces of non

fiction writing and answer four comprehension style questions including

selecting facts

comparing the content of two passages

some understanding of how language is used.

The exact question style will have been modelled and practised in class.

For revision, you should try to read some non fiction for example, newspapers, magazines

(not comics), biographies and autobiographies.

Think about the words the writer chooses. Are they

Powerful

Emotive

Factual

Offering opinion?

Think back to the work you have done previously about verbs, nouns, adjectives and other

parts of speech. Can you identify each type of word in a sentence?

Can you explain how it makes the reader feel?

GEOGRAPHY

A guide to your Y8 end of year geography test

The purpose of the end of year test is to assess the skills and knowledge that

you’ve gained throughout the course of the year in your geography lessons.

What units will you be examined on?

1. Who wants to be a billionaire?: How is wealth spread across the world?

Why is the distribution of wealth so uneven?

2. Living World: Key terms associated with ecosystems and issues affecting

tropical rainforests.

3. Powerful Planet: What happens at plate boundaries and how do

volcanoes erupt? What are the effects of tsunamis?

4. Coasts: Identify coastal landforms and consider issues associated with

coastal defences.

How will you be examined?

There will be a mixture of short answers based on resources given in the exam,

and one longer levelled answer with level descriptors given to help you

succeed. You will not be examined on anything that you have not studied in

class.

HISTORY

Year 8 Assessment: causes of Indian independence

Assessment structure

This is a 2 part assessment. Part one contains short answer knowledge

questions based on the British rule in India and Gandhi. Part two involves

writing 2 PEEL paragraphs explaining why India gained independence from

Britain.

Key content

A brief history of India

Mahatma Gandhi

Was born in India in 1869. His parents were rich and sent him to England to

study law. He lived a life designed to be a model of simplicity and non-

violence. He abandoned Western clothes in 1906 – preferring instead to dress in a

simple cloth wrapped around his body. He was a strict vegetarian and ate only fruit

and nuts.

Gandhi believed in Satyagraha which translates as ‘firmness in a righteous cause’.

It was a non-violent way of resisting injustice. It involved organising large numbers

of people in a non-violent campaign of non-cooperation.

In 1915 Gandhi complained that the British were allowing peasants in India

to starve because taxes were too high. He told the peasants to stop paying

taxes.

The Mughal Empire ruled most of what are now

India and Pakistan during the 16th and 17

th

centuries. The Mughals were Muslims, although a large

majority of those who lived in the Empire were Hindu.

By the mid – 1700s, many local Hindu landowners were in rebellion against the Mughal Empire, which eventually collapsed.

In 1600, during the reign of Elizabeth I, the British East India Company was set up to carry out trade between Britain and the East Indies (roughly south – east Asia, from India to Thailand)

Over the next 150 years, it grew in power until, by 1757, it was effectively ruling India in the name of Britain – it even had its own army and currency

In 1858, the British government took over the functions of the company and India officially became part of the British Empire

Queen Victoria was declared Empress of India in 1876

India became so important to the British Empire that it started to be known as the ‘jewel in the crown’

Actions of Gandhi

In 1917 Gandhi helped the British to get Indian people to join the army to

fight in WW1. Indian people were promised a greater say in how their country

was run.

Gandhi told the Indian people that everyone should be wanting to freedom

for India. This meant governing themselves (self-rule)

In 1922 Gandhi was sent to prison by the British. When he was released in

1924 he tried to get all the different religions in India to work together.

Gandhi sent back all his British war medals. He told people not to work with

the British. He encouraged Indians to not buy British goods like cloth and to

make their own cotton goods instead. This meant many British factories went

out of business. Thousands of Indians took part in peaceful protests.

In March 1930 Gandhi led a march for 24 days and 241 miles against British

taxes. At the end of this Gandhi was arrested. In a short time 100,000

Indians had been arrested for the same thing.

Actions of others

Actions of other Indians:

In April 1919 people in the Indian city of Amritsar ignored the law against

protesting and began a large, peaceful protest against British rule. The British

Army led by General Dyer opened fire.

Other important Indians in the government, such as Nehru, joined Gandhi in

telling the Indian people that everyone should be wanting to freedom for

India. This meant governing themselves (self-rule)

In 1930 the president of the Indian government, Nehru, made Gandhi’s idea

of self-rule for India a main policy. The whole country was now officially

looking to end British rule. Nehru made a brave speech saying that the

British had taken Indian freedom and he showed the new Indian flag for the

first time.

Indians grew more confident in their protest and held more marches against

high taxes. In a short time 100,000 Indians had been arrested for the

same thing. But space in prison was running out – Britain could not arrest

every Indian.

Mistakes by the British:

During WW1 free speech or protest was not allowed. However after WW1

Britain gave these rights back to the British but the Indians were not

allowed to speak freely or protest.

In 1935 Gandhi visited England. The British government offered the Indians a

deal. They said that in 1937 local governments could be elected by Indians.

The police in 14 years and the army by 1952 (17 years later). Gandhi and the

Indian government were not impressed with the British deal, it was not

enough.

The British response to peaceful Indian protest caused more anger towards

British rule. The British Army led by General Dyer opened fire killing 379

men, women and children and injuring 1200 more at a protest in 1919.

General Dyer said he was not sorry.

Impact of World War Two:

In 1939 the Indian was forced to fight with Britain against Germany.

Nobody in India was asked about this. The Indian government were very

angry. Many Indians felt that Britain was acting arrogantly.

To keep the Japanese out of India in 1942, the British needed the Indians

to stay on their side. In August 1942 the Indian government and Gandhi

asked the British to promise that they would “Quit India” if the Indian army

kept fighting against the Japanese. The British were angry at the demands

and they arrested the leaders of the Indian government as well as Gandhi and

Nehru.

By the end of the war in 1945 Britain was nearly bankrupt. The USA who

were loaning Britain money did not like the British having an empire at all.

The USA encouraged the British to end their empire. In 1947 the

British started to make plans to get out of India.

RELIGIOUS STUDIES

Year 8 Religious Studies Revision List

You will need to revise:

The key features of Judaism. Christianity and Islam

How different religions believers interpret texts differently.

The difference between Literal and Symbolic interpretations of religious ideas.

Different beliefs about God, creation and making ethical decisions.

Your assessment will involve some short answer questions and a question where

you will need to use the PEEL paragraphs that you have been practicing all year.

Use the resources in Showbie and on FireFly to help you.

SCIENCE

Year 8 Summary List for Revision – Summer 2017 The end of year exam for Year 8 will be synoptic, which means you could be tested on anything you have studied in Year 8 (and even some skills you learned in Year 7). There will be topics you have already been asked about in previous iPad CAT tests, but also things that have been learnt more recently in the summer term.

The topics you have studied this year:

Breaking it Down, including nutrition, diet, health, digestion and enzymes

Staying Alive, including the skeletal, muscular and respiratory systems, and smoking

It’s Elementary, including elements and compounds, the Periodic Table, metals, changes of state, and chemical reactions

Rocking all Over the World, including the rock cycle and weathering

Energy Propagates, including sound, light and energy transfers

Rise of the Machines, including gravity, forces, moments, mass and weight, and pressure

Use your notes and the following summary sheets to revise. You could also look at useful websites like BBC Bitesize: http://www.bbc.co.uk/education/subjects/zng4d2p and Educake: https://www.educake.co.uk/ …where you can set yourself questions and test your knowledge. If you don’t have your Educake username and password, ask your teacher!

Good luck!

Nutrition, Diet and Digestion We need to eat a wide variety of foods to provide our bodies with all the substances that are needed. When we do this, we are said to have a balanced diet.

Substance needed Examples Why it’s needed Good sources

carbohydrate starch, sugars for respiration to release energy pasta, bread

protein for growth and repair meat, beans

vitamins vitamin C for health fruits and vegetables – oranges contain a lot vitamin C

minerals calcium for health fruits, vegetables and dairy products – milk contains a lot of calcium

fibre for health; helps to keep our intestines clean stop them getting blocked up (constipation)

wholemeal bread

water for health; water is important solvent in the body

We can do tests to find out which substances are in foods. For example, starch makes iodine solution go a blue–black colour. Nutrition information labels on foods tell us what the food contains. The labels also tell us how much chemical energy is stored in the food. The amount of energy is measured in kilojoules (kJ). A balanced diet is essential to health. It is made up of the correct amounts of the following seven food substances: carbohydrates, fats, proteins, vitamins, minerals, water and fibre. A shortage of a particular substance can cause a specific deficiency disease. Eating too much of a particular substance can also cause problems. Too much fat can cause obesity and heart disease. To make use of the food, our bodies need to break it up into smaller sized molecules. This is called digestion. Digestion turns large insoluble substances into small soluble ones. The organs of the digestive system help us digest food. Many of them produce enzymes (chemicals that break up food).

To help absorb the digested food, the small intestine is covered with villi. These increase the surface area.

The digested food substances are carried around the body in the blood. The blood travels through blood vessels. Arteries carry blood away from the heart and veins carry blood towards the heart. The smallest blood vessels are capillaries. Substances enter and leave the blood through capillaries. Cells get the substances they need from the blood in capillaries. Cells need food substances to: • release energy

• make new substances.

Cells use a chemical reaction called respiration to release energy from a sugar called glucose.

Health and Respiration Being fit means that your body can cope with the activities that you need to do. To stay fit you should eat a balanced diet, exercise regularly, avoid smoking and avoid alcohol and drug abuse. If you follow these rules your heart will stay healthy and you will be less likely to suffer from high blood pressure and other circulatory problems like heart disease (when heart muscle cells start to die). During exercise muscle cells need more energy. This is obtained from a sugar called glucose by the process of aerobic respiration. This is the word equation:

oxygen + glucose carbon dioxide + water (+ energy) All living cells need to respire to release energy. Energy is needed by organisms to help them move, grow and make new substances to help them stay alive. Glucose and oxygen are the reactants. Carbon dioxide and water are the products. Energy is released but it is not a chemical substance so we can either miss it out of the equation or put it in brackets. Glucose is supplied by the digestion of carbohydrates. It is carried around the body dissolved in the plasma of the blood. The blood travels through blood vessels and is pumped by the heart. The heart and the blood vessels form the circulatory system.

The oxygen is absorbed from the air by the lungs. The lungs are part of the breathing system.

The alveoli give the lungs a large surface area so that oxygen can quickly diffuse from the air inside the lungs into the blood contained in capillaries. The walls of the alveoli and the walls of the capillaries are only one cell thick which also makes it easy for oxygen to diffuse into the blood. The oxygen is carried by the red blood cells. In the lungs the dissolved carbon dioxide diffuses out of the blood and into the air in the lungs. That is why we breathe out (exhale) more carbon dioxide than we breathe in (inhale). The carbon dioxide is excreted by the lungs. Carbon dioxide can be tested for by using limewater which turns from clear to cloudy. Oxygen diffusing into the blood and carbon dioxide diffusing out of the blood is called gas exchange.

Inhaled air Exhaled air

nitrogen gas 78% 78%

oxygen gas 21% 16%

carbon dioxide gas 0.03% 4%

water vapour variable more

Composition of inhaled and exhaled air.

In some diseases or when there is little air (e.g. at the top of a mountain) the body cannot get enough oxygen. People in these situations often feel short of breath and tired. If too little oxygen gets to cells, the cells cannot release energy from food and so they die.

Breathing There are several organ systems involved to allow respiration to occur in muscle cells. • The respiratory (or breathing) system supplies the oxygen and removes the carbon dioxide.

• The digestive system provides the glucose.

• The circulatory system carries the glucose and oxygen to the muscle cells, and carries the carbon dioxide away to the lungs.

When you exercise your breathing rate (number of breaths in one minute) and your pulse rate (number of times your heart beats in one minute) increase. This is because your cells need more oxygen and glucose for respiration. Breathing is carried out by two sets of muscles, the diaphragm and the rib muscles (found between the ribs). These change the volume of the chest. Breathing ventilates (moves air into and out of) the lungs.

Breathing in (inhalation)

Breathing out (exhalation)

• Diaphragm contracts and moves downwards.

• Rib muscles contract and lift ribs up and outwards.

• The volume of the chest increases.

• Air flows into the lungs.

• Diaphragm relaxes and moves upwards.

• Rib muscles relax and move ribs down and inwards.

• The volume of the chest decreases.

• Air flows out of the lungs.

Smoking Drugs are chemicals that affect how the body works. Cigarettes contain a drug called nicotine which is addictive (you feel that you cannot do without it). The chemicals in cigarette smoke can cause diseases.

Poison in cigarette smoke

Harm it causes

nicotine Makes arteries narrower, causes heart disease.

tar Clogs up the lungs and stops the cilia working, causes cancer and bronchitis.

carbon monoxide Stops red blood cells carrying so much oxygen.

The Skeletal System

Our skeleton is made of more than 200 bones. Calcium and other minerals make the bone strong but slightly flexible. Bone is a living tissue with a blood supply. It is constantly being dissolved and formed, and it can repair itself if a bone is broken.

Function of the skeleton The skeleton has four main functions:

to support the body

to protect some of the vital organs of the body

to help the body move

to make blood cells

Support The skeleton supports the body. For example, without a backbone we would not be able to stay upright.

Protection

Here are some examples of what the skeleton protects:

the skull protects the brain

the ribcage protects the heart and lungs

the backbone protects the spinal cord

Movement

An X-ray image of the chest. The ribs form a cage-like structure that protects the organs inside.

Some bones in the skeleton are joined rigidly together and cannot move against each other. Bones in the skull are joined like this. Other bones are joined to each other by flexible joints. Muscles are needed to move bones attached by joints.

Joints

Bones are linked together by joints. Most joints allow different parts of the skeleton to move. The human skeleton has joints called synovial joints.

The synovial joint If two bones just moved against each other, they would eventually wear away. This can happen in people who have a condition called arthritis. To stop this happening, the ends of the bones in a joint are covered with a tough, smooth substance called cartilage. This is kept slippery by a liquid called synovial fluid. Tough ligaments join the two bones in the joint and stop the joint falling apart.

Movement Different types of synovial joint allow different types of movement. The table describes two types of joint:

Type of joint Examples Movement allowed

Hinge joint Knee, elbow The same as opening and closing a door, with no rotation (turning)

Ball and socket Hip, shoulder Back and forth in all directions, and rotation

The bones cannot move on their own - they need muscles for this to happen.

The Muscular System

Muscles move bones at joints. Muscles are attached to bones by strong tendons.

Muscles cannot push and so joints need pairs of muscles (antagonistic pairs) to pull in opposite directions. One muscle contracts and gets shorter and fatter, to pull a bone. At the same time the other muscle in the pair relaxes and gets longer and thinner.

The main features of a synovial joint

For example, your elbow joint has two muscles that move your forearm up or down. These are the biceps on the front of the upper arm and the triceps on the back of the upper arm:

to raise the forearm, the biceps contracts and the triceps relaxes

to lower the forearm again, the triceps contracts and the biceps relaxes

The elbow joint

Another example of a pair of antagonistic muscles is found in your legs. Here your quadriceps and hamstrings work together.

Muscles exert a force on bones when they contract. This happens for example when you lift or hold an object, or when you move a part of your body. If you hold an object weighing 10 N, keeping it still and with your forearm horizontal and your upper arm vertical, you would be exerting an upwards force of 10 N on the object. You could work out the force exerted by the biceps muscle to do this using the idea of moments. The way in which muscles and bones work together to exert forces is called biomechanics.

Exercise strengthens bones and muscles. Too much exercise can damage muscles and joints.

Atoms and Elements

Elements An element is a simple substance that cannot be split into anything simpler by chemical reactions. Atoms are the smallest particles of an element that can exist. Atoms of one element are all the same, and are different from atoms of all the other elements. There are over 100 different elements. All the elements are shown in the Periodic Table. Each element has a chemical symbol, which is usually one or two letters. A symbol is written with the first letter as a capital, and the second letter is small.

carbon C oxygen O

nitrogen N hydrogen H

gold Au silver Ag

copper Cu aluminium Al

Metals and non-metals The properties of a substance are the words that we use to describe it, or measurements that we can make on it. Metals and non-metals have different properties.

Metals Non-metals

good conductors of heat and electricity poor conductors of heat and electricity

shiny dull

solids with a high melting point (except for mercury) most are solids or gases

found on the left-hand side of the Periodic Table found on the right-hand side of the Periodic Table

three metals are magnetic no non-metals are magnetic

metals can burn to form alkaline oxides non-metals can burn to form acidic oxides

flexible brittle

Compounds Elements can join together to make compounds. The name of the compound tells you the elements that are in it. Compounds made from two elements always have a name which ends in ‘-ide’.

These elements join together … … to make these compounds

carbon, oxygen carbon dioxide

sodium, chlorine sodium chloride

magnesium, oxygen magnesium oxide

A chemical formula tells you the name and number of atoms in a compound. The smallest particle of many compounds is called a molecule. Molecules are made up of atoms. Some elements are also made of molecules. For example, a molecule of oxygen contains two oxygen atoms joined together. The formula is O2.

Elements Compounds Mixtures

atoms of helium (He)

molecules of carbon dioxide (CO2)

a mixture of helium and oxygen

molecules of oxygen (O2)

molecules of water (H2O)

a mixture of carbon dioxide and oxygen

a lump of carbon (C)

a lump of sodium chloride (NaCl)

a lump of bronze (an alloy of copper and tin)

Compounds and Mixtures Elements are simple substances which cannot be split up in chemical reactions. Atoms are the smallest particles of an element that can exist. Atoms of an element are all the same. Each element has its own chemical symbol. For example, the chemical symbol for oxygen is O. Some elements have their atoms joined to each other in small groups called molecules. Oxygen is an example.

A molecule of oxygen consists of two oxygen atoms joined together.

Compounds Elements can join together to make compounds. A compound contains two or more elements joined together. The name of the compound tells you the elements that are in it. Compounds made from two elements always have a name which ends in ‘-ide’. Many compounds exist as atoms attached to each other in small groups – molecules.

A molecule of water.

The chemical formula tells you the numbers of atoms of each element in a compound. Each element in the chemical formula is shown by its chemical symbol. For example:

A compound always contains the same elements in the same ratio. The properties of a compound are different from the elements that make it up. For example, hydrogen is an explosive gas and oxygen will relight a glowing splint but water is a liquid which will put fires out.

Chemical reactions Compounds can react chemically by mixing them with other chemicals, or by using heat or electricity. You can tell that a chemical reaction has occurred if there is a colour change or when a gas is given off. Most chemical reactions also involve an energy change. This is usually in the form of heat, but can also involve light being given off, for example, in burning (combustion). In a chemical reaction a new substance is always formed. Most chemical reactions are not easily reversed (they are irreversible). Some chemical reactions take place just by mixing. When you make a solid by mixing two liquids, the solid is called a precipitate. Other chemical reactions need energy to start them off. This energy can be in the form of heat, light or electricity. When you use energy to split up compounds they are decomposed. We can write word equations to show a chemical reaction. The chemicals that you start with are called the reactants. The chemicals at the end are called the products. For example: magnesium + oxygen magnesium oxide reactants product

Physical changes In a physical change no new substance is formed. Melting, evaporating, condensing and freezing are all examples of physical changes. For example:

Mixtures Elements and compounds can also be mixed together. A mixture is easier to separate than the elements in a compound. Soil, river water and sea water are examples of mixtures that occur naturally. Elements and compounds melt and boil at a fixed temperature. Mixtures do not have definite melting points and boiling points. Air is a mixture of gases – most of the air is nitrogen and oxygen. The gases in the air can be separated by fractional distillation.

Reactions of Metals and Metal Compounds The properties of a substance are the words that we use to describe it, or measurements that we can make on it. Metals and non-metals have different properties.

Metals … Non-metals …

are good conductors of heat and electricity are poor conductors of heat and electricity (except for carbon in the form of graphite which conducts electricity)

are shiny are dull

are solids, often with high melting points (except for mercury)

are mostly solids or gases

are found on the left-hand side of the Periodic Table are found on the right-hand side of the Periodic Table

are sometimes magnetic – three metals are magnetic (iron, cobalt and nickel)

are never magnetic

form basic oxides form acidic oxides

are rigid when thick and bendy when thin are brittle

can be hammered into shape cannot be hammered into shape – the solid ones break

Using metals Metals and non-metals have different uses because of their different properties.

Aluminium is used for power lines because it is light and it is a good conductor of electricity.

Iron and steel are used for bridges because they are strong and cheap.

Gold is used for jewellery because it does not corrode and looks nice.

Metals and acids Many metals react with acids. Some unreactive metals will only react very slowly with strong acids, some will not react at all. Some metals are more reactive and explode when added to acid. When a metal reacts with an acid, hydrogen gas is given off. The reaction also produces a compound called a salt. There are three main types of salt: Chlorides are made when hydrochloric acid is used. Sulphates are made when sulphuric acid is used. Nitrates are made when nitric acid is used. The general equation is: acid + metal salt + hydrogen For example: hydrochloric acid + zinc zinc chloride + hydrogen We can test for hydrogen by putting a burning splint into a test tube of gas. If hydrogen is present, it will explode with a squeaky ‘pop’.

Metal oxides and hydroxides and acids A metal oxide or a metal hydroxide reacts with an acid to form water and a salt. This reaction is called neutralisation. The general equation is: acid + metal oxide salt + water (or hydroxide) For example: hydrochloric acid + potassium hydroxide potassium chloride + water sulphuric acid + copper oxide copper sulphate + water We can check to see if neutralisation has occurred using universal indicator. The pH of the solution gets closer to neutral (pH7).

Metal carbonates and acids A metal carbonate will also neutralise an acid. This time the products are a salt, carbon dioxide and water. The general equation is: acid + metal carbonate salt + carbon dioxide + water For example: sulphuric acid + copper carbonate copper sulphate + carbon dioxide + water We can test for carbon dioxide using limewater. Limewater goes milky if carbon dioxide is bubbled through it.

Patterns of reactivity Metals may react with substances around them in the environment such as air, water and acids. Some metals react very easily or quickly. They are reactive. Other metals do not react very easily and are described as unreactive. The most reactive metals are found on the left-hand side of the Periodic Table. Less reactive metals are found in the centre of the Periodic Table. Some gases are more reactive than others. In the air, oxygen is the most reactive gas. Nitrogen is not very reactive. When metals react with the oxygen in the air they form oxides.

metal + oxygen metal oxide The metals that react quickly with air also tend to react with water. When metals react with water they form hydrogen gas and a metal hydroxide.

metal + water metal hydroxide + hydrogen The metals that react with water also react very quickly with acids. Some metals that don’t react with water do react with acids. When metals react with acids, they produce hydrogen and a salt. Reactivity Series Metals can be arranged in a Reactivity Series. The most reactive metals are placed at the top of the table. More reactive metals can displace less reactive metals from their compounds. In a displacement reaction, the more reactive metal will form a compound, and the less reactive metal is left on its own as the pure element. For example, iron is more reactive than copper, so it will displace copper from a compound.

iron + copper chloride iron chloride + copper Zinc is more reactive than iron, so iron will not displace zinc from a compound.

iron + zinc chloride no reaction You can use displacement reactions to work out the position of a metal in the Reactivity Series. For instance, zinc will displace lead from a compound, so we know that zinc is more reactive than lead. The Reactivity Series can also be used to predict whether reactions will occur.

The reactivity of metals can be linked to their uses. Metals used for construction need to have a low reactivity, otherwise they will corrode away. Some metals, such as aluminium, have a natural protective oxide layer. Others, such as iron, have to be protected from corrosion, e.g. by painting.

Rocks and weathering Rock textures Rocks are made of grains. Each grain is made of a chemical called a mineral. The texture of a rock depends on the size and shape of the grains.

Sandstone has rounded grains. Sandstone is porous, because water can get into gaps between the grains.

Granite has interlocking grains. The interlocking grains are sometimes called crystals. Rocks with interlocking grains are not porous.

Weathering Rocks can be worn away by water or by changes in temperature. Chemical weathering happens when rainwater reacts with minerals in the rock. Rainwater is slightly acidic, because it contains dissolved gases.

Physical weathering can happen in different ways. The minerals in a rock expand if it gets hot, and contract if it cools. These changes in size can produce strong forces. If the rock is heated and cooled over and over again the forces can make cracks in the rock.

Physical weathering can also happen if water gets into a crack in the rock and freezes. Water expands when it turns into ice, and makes the crack wider. This kind of physical weathering is called freeze–thaw action.

Biological weathering is when rocks are broken up or worn away by plants and animals. For example, plant roots can grow into cracks in rocks and make the cracks bigger.

Erosion and transport Weathered pieces of rock fall to the bottom of cliffs. This movement of bits of rock is called erosion. The bits of rock can be transported away by streams and rivers. Pieces of rock bump into each other while they are being transported, and bits get knocked off them. This is called abrasion. The bits of rock carried by a river are called sediment.

Fast moving water can move larger pieces of rock than slow moving water. Rivers slow down when they flow into a lake or the sea. The slow moving water cannot carry all of the sediment, so some of it is deposited on the bottom. Sediments often form layers. Layers of sediment can also form when sea water evaporates and leaves salts behind.

Sometimes dead plants or animals fall to the bottom of the sea. If their remains get covered by other sediments they may form fossils. When a dead organism forms a fossil, its form can still be seen because either it has not rotted away or its hard parts have been turned into stone. Fossils can help geologists find out how rocks were formed.

If a lot of plant material is buried at once, it may turn into coal. When tiny sea plants and animals get buried they sometimes turn into oil or natural gas. These are all fossil fuels.

The Rock Cycle Rocks are made from a mixture of minerals. The shape of rocks can be changed by weathering and erosion. Weathering can occur because of chemical, physical or biological processes.

Sedimentary rocks Rock fragments, formed as a result of weathering and erosion, are transported by rivers, and the fragments get worn down. Small rock fragments are called grains. When the water slows down, some of the grains are deposited at the bottom of rivers, lakes or seas, and form sediment. Layers of sediment collect on the sea bed, and the bottom layers get squashed. The grains of sediment are forced closer together (compacted) and the water is squeezed out from between the grains. Minerals in the sediment ‘glue’ the grains of rock together (cementation). Eventually, sedimentary rock is formed. The composition of sedimentary rocks varies and depends on the way they were formed. For example, there are different types of limestone – chalk is formed from the shells of microscopic animals, coquina is formed from larger shell fragments and oolite is formed from sediments deposited when sea water evaporated.

If any animals or plants get trapped in the sediment, they may form fossils.

Igneous rocks

Molten rock is called magma. If the molten rock flows out of volcanoes it is called lava. Igneous rocks are formed when magma cools down. Lava cools down quite quickly, and forms igneous rocks with small crystals (like basalt). Magma underground cools down much more slowly and forms rocks, like granite, with bigger crystals.

Metamorphic rocks Sedimentary or igneous rocks can be changed by heat or pressure into new kinds of rock, called metamorphic rocks. Metamorphic rocks have different properties from the sedimentary or igneous rocks they were made from.

Type of rock sedimentary igneous metamorphic

Examples limestone, sandstone, mudstone, chalk

basalt, granite marble, quartzite, slate, gneiss

Grains or crystals? separate grains crystals crystals – often in bands of different colour

Hard or soft? often soft or crumbly hard hard

Porous? often not usually not usually

The rock cycle The Earth is continually changing. Rocks are weathered and eroded and new rocks are being formed. The processes which make rocks, weather them and change them are linked together in the rock cycle.

Light Objects which create light are luminous sources. Light travels in straight lines. Light waves travel through transparent objects but not through opaque objects. Shadows are made because light cannot travel through opaque objects. Translucent objects show a glow of light through them.

Transmission and absorption Transparent materials let light pass straight through. We say they transmit light. Opaque surfaces can absorb light. Black surfaces absorb light very well and reflect very little. This is why they look so dark.

Reflection Light rays are scattered by rough surfaces, and a reflection cannot be seen.

A plane mirror is a flat mirror. Light is reflected evenly by a plane mirror.

The angle of incidence is equal to the angle of reflection.

When light shines on to an object viewed in a mirror, the rays are reflected into the eye. They seem to come from a position behind the mirror. The image is the same size as the object and the same distance from the mirror. In the image left is right and right becomes left.

Refraction When light hits something transparent it changes direction. This is called refraction. Refraction takes place at the interface between two substances. When light is transmitted through glass it slows down and bends towards the normal. When it travels back out it speeds up again and bends away from the normal.

Colour White light is a mixture of colours. White light can be split up using a prism to give a spectrum of seven colours (red, orange, yellow, green, blue, indigo, violet). The splitting of colour into a spectrum is called dispersion.

A rainbow is produced when water droplets in the air refract sunlight. Different colours can be made by mixing light of the three primary colours (red, green and blue). Coloured light can be made using a filter. A red filter lets red light through, but absorbs all the other colours. We are able to see colours because objects do not reflect all the colours in light: White objects reflect all the colours. A red object only reflects red and all other colours are absorbed. This idea applies to all colours except black. Black objects absorb all colours.

Sound and Hearing Sound vibrations and waves Sound is a form of energy. Sounds are made when things vibrate. The vibrations are passed on by particles in solids, liquids or gases. Sound needs a substance to pass on the vibrations, so it can travel through solids, liquids and gases but not through a vacuum.

The speed of sound is faster through solids than liquids, and slowest through gases. This is because the particles are very close together in solids and so the energy is more likely to be passed from one particle to the next. The sound travels in all directions because the particles move in all directions unless something stops them.

Sound waves can be shown on an oscilloscope.

The frequency of a wave is the number of vibrations each second. The unit for frequency is hertz (Hz). If you listen to a sound with a frequency of 100 Hz, one hundred waves reach your ear every second. High pitched sounds have a high frequency, and low pitched sounds have a low frequency. The distance between the waves is called the wavelength. It can be measured between any point on a wave and the same point of the next wave. It is often more convenient to measure it between the top of one wave and the next.

Half the height of the wave is called the amplitude. The loudness of a sound depends on the amplitude. Louder notes have more energy and the wave has a bigger amplitude.

Hearing and the ear

Sound waves travel through the air and into the ear. They cause the eardrum to vibrate. The vibrations are passed on to the cochlea in the inner ear, where they are changed to electrical signals called impulses. A nerve takes this message to the brain. When the message reaches the brain we hear the sound.

Sound can damage the ears if it is too loud or goes on for too long. Loud sounds can damage the eardrum or the cochlea. Unpleasant sound is often called noise. We can measure how loud a sound is by using a sound intensity meter. This is an instrument which measures the loudness of a sound in decibels (dB). The threshold of hearing is the quietest sound we can hear and we say this is 0 dB. Soft materials can absorb sound. Soft materials are used in soundproofing and for making ear protectors. Double glazed windows and soft materials like curtains help to reduce sound levels. Sound and light One major difference between light and sound energy is that light can travel through space (a vacuum) but sound cannot. Light also travels much faster than sound. It is nearly a million times faster. Light travels at 300 million metres per second (or 300 000 km/s) and sound travels at about 330 metres per second. Both light waves and sound waves can be reflected. We hear a reflected sound wave as an echo.

Gravity

Mass and weight The mass of something is the amount of substance or ‘matter’ it contains. It is measured in kilograms (kg). Weight is the force of gravity pulling on a mass. It is a force, so it is measured in Newtons (N). Gravity is the force of attraction between two masses. The force of gravity is stronger if: • the objects have large masses

• the objects are close together

On Earth, the gravity pulls on every kilogram of mass with a force of 10 N. Gravity is not as strong on the Moon, because the Moon has a much smaller mass than the Earth. If you went to the Moon your mass would not change, but your weight would be less than on Earth because the Moon’s gravity is weaker.

If a rocket travels away from the Earth, the force of gravity gets less and less as it gets further from Earth. If it is heading for the Moon, it will eventually reach a place where the Earth’s gravity is cancelled out by the Moon’s gravity. After that, the Moon’s gravity will be pulling it towards the Moon. The Sun’s gravity keeps all the planets moving in elliptical orbits around it. If there was no gravity from the Sun, the planets would all fly off into space. The Earth’s gravity keeps the Moon in orbit around the Earth.

Pressure and Moments Pressure on solids

A

The thumb is putting a force onto the head of the pin. The force is transferred to the point of the pin. This is a very small area, so there is a very large pressure on the board, and the pin goes in.

B

The thumb is putting a force on the board. The area of the thumb is much larger than the area of the pin point, so there is only a small pressure on the board. The thumb does not go into the board.

Examples of a small area giving a large pressure:

Sharp knife. Ice skates.

Examples of a large area giving a small pressure:

Snow shoes. Camel on sand.

We can work out the pressure on something by using this formula:

pressure = force ÷ area Pressure can be measured in: • Newtons per square metre (N/m2)

• Newtons per square centimetre (N/cm2)

• pascals (Pa).

1 Pa = 1 N/m2

Pressure in liquids and gases Both gases and liquids are fluids. Fluids can flow. Pressure in fluids acts in all directions. The particles in fluids are moving all the time and hitting the walls of containers or other things they come into contact with. The force of the collisions causes pressure which acts in all directions.

The swimmer is floating because pressure in the water provides a force called upthrust, which balances the force of gravity. As you go deeper into the sea, pressure increases because there is more water above you pressing down. Dams are made with thicker walls at the bottom to withstand the pressure.

Uses of pressure in liquids and gases Gases can be compressed. The pressure in a compressed gas is higher because there are more molecules moving around and hitting the walls of the container. Pneumatic tyres contain compressed air and this keeps the tyre inflated and helps to soften a bumpy ride.

Liquids cannot be compressed. Liquids are used in hydraulic systems which can be used to increase the size of a force. Hydraulics are used in car braking systems. Example Pressure = force / area The pressure on the water is 25 N . 5 cm2 This is 5 N/cm2. The area at the end of the other syringe is 12 cm2. Force = pressure / area The output force is 5 N/cm2 / 12 cm2 = 60 N.

Levers Forces can be used to turn objects around pivots. A pivot is also known as a fulcrum. Levers work by magnifying the force that is put in or the distance it moves.

The hammer is acting as a force multiplier.

Moments A turning force is called a moment. Moments are measured in Newton centimetres (N cm) or Newton metres (N m).

Small moment. Big moment.

The longer the distance the greater the moment. It is easier to turn the long spanner than the short one. When an object is balanced, the anticlockwise moment = the clockwise moment.

In the example above: the anticlockwise moment = 300 N / 2 m = 600 Nm the clockwise moment = 400N / 1.5 m = 600 Nm The clockwise and anticlockwise moments are the same, so the seesaw is balanced or in equilibrium.

Cranes use the principle of moments. The moment from the load is balanced by the moment from the concrete blocks to stop the crane toppling over.

MODERN

FOREIGN

LANGUAGES

YEAR 8 GERMAN If you go to www.quizlet.com and find the set called “STIPETIC Year 8 German Revision Top 100” you will find a list of 100 words and phrases that are handy to revise. This could be a good starting point to your revision. However, this is your full checklist of what you need to revise. You should know… - how to say which hobbies you do, using the following verbs correctly in the present tense: spielen, hören, machen, gehen, fahren, lesen, sehen. - how to make a question to ask someone about their hobbies. - how to use “gern”/”sehr gern”/”nicht gern” for giving opinions. - that you use “es ist…” for “it is…” but as an exception “es macht Spaß” = “it is fun” - how to give a justified opinion. - the difference between using “denn” and “weil” and be able to use both effectively. - the words for a broad range of adjectives. - the words for a broad range of qualifiers. - the words for a broad range of connectives. - how to say how often you do something, using a range of time phrases. - the verb second idea rule and be able to apply it properly. - how to make a past tense using “ich habe … ge_” / “ich bin … ge_” - how to give an opinion on a past tense event, using “es war …” or “ich habe es … gefunden” - the words for the different school subjects - how to give justified opinions on your school subjects, including using a range of qualifiers, connectives and adjectives - the words for all numbers up to 100. - how to tell the time. - how to say what you learn and do at different parts of the school day. - how to use a reflexive verbs correctly in the present tense. - how to say what you do as part of your usual daily routine including times. - how to say what you do to help around the house. - how to use a reflexive verb effectively. - how to use “ich werde” correctly in a sentence and be able to give information on future events. - the words for different countries. - the words for different forms of transport. - how to say what the weather is like and was like. - how to give an account of a past holiday. - the words for different places in a town. - how to describe what there is in a town. - how to ask for and give directions.

Year 8 French Students should use their resources in the exercise books, as well as on Showbie. They will also be directed by their teacher to particular lists of vocabulary on quizlet. This is your full checklist of what you need to revise. You should know…

How to recite the alphabet and recognise common letter strings.

How to describe yourself and others using accurate pronunciation.

How to use common irregular verbs (avoir and être) along with regular er, ir

and re verbs

How to talk about jobs and to form questions about someone’s occupation

How to use depuis with the present tense

How to link sentences with quand and si

How to recognise and use a variety of weather related phrases

How to incorporate adverbs of frequency

How to use several opinion verbs to express what activities you like to do,

with a justifiable reason.

How to use the perfect tense with avoir and être to describe activities in the

past (focussing on the use of Je)

How to incorporate connectives and opinions into their work.

How to use vocabulary related to types of TV shows and discuss what they

have watched recently

How to use modal verbs to suggest activities and respond positively and

negatively to requests.

How to name food items and express a personal response.

How to give details about their eating habits, employing the use of the

partitive article and extending work with negatives and/ or opinions.

How to use higher numbers

How to name countries where French is spoken.

To state where they like to go on holiday and why and describe a previous

holiday giving details about the weather, what they did and their opinion.

How to talk about where they are going to go and where they would like to

go.

YEAR 8 SPANISH

Below is an outline of the main topics and grammar that have been covered this year. Revise these areas by using notes from your exercise book, relevant Quizlet sets and Showbie:

Topics Grammar

Describing yourself, your family and free time activities

- Words for family members, physical and personality descriptions, comparatives, sports and free time activities, giving opinions on them and saying when/how often you do them.

Food

- Words for types of food and drink, adjectives to give opinions, quantities and large numbers.

Clothes

- Words for clothes and uniform items, adjectives to give opinions.

Going out in town

- Words for places in town and different types of shops, weather phrases and giving excuses.

Holidays

- Words for transport, countries, holiday activities, directions and adjectives to give opinions.

Present Tense - Regular and Irregular verbs in different persons e.g. juego (I play), hago (I do/make), vivo (I live), compro (I buy), bebo (I drink), come (he eats), bebemos (we drink), juegan (they play)

Preterite (Past) tense – e.g. jugué (I played), comí (I ate), bebí (I drank), fui (I went), fuimos (we went), comieron (they ate)

Future tense - e.g. voy a jugar (I’m going to play), voy a comer (I’m going to eat), vamos a bailar (we are going to dance), va a ir (he is going to go), van a visitar (they are going to visit)

Adjectives - describing words e.g. emocionante (exciting), aburrido (boring), genial (awesome), divertido (fun),

Qualifiers – e.g. bastante (quite), muy (very), verdaderamente (really), un poco (a bit), tan (so)

Opinion Phrases followed by infinitives – e.g. odio jugar (I hate playing), me gusta ir (I like going), no me gusta ver (I don’t like watching)

Opinions over three tenses – es... (it is...), fue... (it was...), será.. (it will be...).

Justified opinions – porque / dado que / ... (because ...)

Connecting words e.g. y (and), sin embargo (however), pero (but), aunque (however) también (also/too)

Negatives - e.g. no juego (I don’t play), nunca como (I never eat)

Time Phrases - e.g. a menudo (often), a veces (sometimes), de vez en cuando (from time to time), el fin de semana pasado (last weekend), mañana (tomorrow), en el futuro (in the future), el año pasado (last year), el año que viene/el año próximo (next year), normalmente (normally)

Sequencing events – e.g. por la mañana (in the morning), por la tarde (in the afternoon/evening), por la noche (at night), luego (then), después (after)

Possessives – e.g. mi hermano (my brother), mi madre (my mum), mis amigos (my Friends), mi familia y yo (my family and I)