HANAAN HUSSAIN REVISION

CHALLENGE

YEAR 9 HISTORY
Writing Assessment:

Learning Question: 
 
'… was the most important reason for the outbreak of WWI.' How far do you agree? Explain your answer. 
 
Militarism was an important factor in the growth and increase in tensions for the outbreak of WWI. An important
strong navy at the time was Britain as they had manufactured Dreadnoughts in order to strengthen their navy and
increase their military power. By WWI, Britain had the largest and strongest navy out of all the European powers.
Germany also had substantial power and had the second strongest navy however they only had half the Naval size
of Britain. As a result, this had led to increased rivalry and competition among the countries as they ran an arms
race. In response to Britain's Dreadnought, Germany had developed their own military boat and this made both
countries more distrustful of each other. The fact that they kept competing with each other over military resources
suggests that they were encouraging hostility and possible war. This therefore explains why militarism played a key
role in the outbreak of WWI. 
 
 
Furthermore, another important reason for the outbreak of WWI was nationalism. Serbia wanted to unite all Slavic
people and release them from the Austro-Hungarian empire as they all wanted their own independence which
would cause tension amongst the Serbians and Austro-Hungarian empire. This distrust and aggression could cause
a war mostly because of the Balkan states and they were ready to rebel. This had led to larger powers and navies
feeling more cautious and doubtful about their strength. This caused tension and they began to get ready for war
in case they needed to keep their large navies. 
 
 
Moreover, alliances was an important reason as it acted as a catalyst for increasing tensions for the outbreak of
WWI. In 1907, France, Russia and Britain signed the Triple Entente, which stated they would help each other if
attacked. Additionally, Britain signed an agreement with Belgium promising to help if Belgium was attacked by
Germany. This consequently lead to rising tensions and conflict between many of the powers. Furthermore, in
1882 Germany, Italy and Austria-Hungary formed a military alliance called the Triple Alliance which had made the
countries more suspicious of each other. Alliances had caused more uncertainty and doubt between each powers
and made the chance of war much higher. This therefore strengthens my idea of why alliances where such a
political catalyst when it came to the outbreak of WWI. 
 
Overall, I believe that Militarism was the most important cause of WWI when it came to uprising tensions and
competition. This is because each power kept competing with each other made every power more sceptical about
each other and more focused on strengthening their own navy. An example of this could be shown when Britain
launched the Dreadnought in 1906 and in 1907, Germany kept up with them by producing their own warship
fortifying my idea of Militarism being the main cause of WWI. I understand Alliances and Nationalism had a large
impact on the outbreak of WWI due to more rivalries between more navies but I feel that the fact the powers kept
trying to revolutionise their ideas and weapons makes the Militarism factor overpower any of the other M.A.I.N
factors therefore concluding my idea of Militarism being the key reason of the outbreak of WWI. 
 
 
 

Knowledge assessment: 
 
Lesson 1 – Alphonse 

 
Keywords:  
 
Causation: What leads to something happening 
Consequence: What happens as a result of something. 
 
 

 
Lesson 2 – Alliance 
 
 
Keywords: 
 
Alliance: An agreement between 2 or more people/groups 
First World War: Global conflict between 1914-1918 
Empire: A nation/group controlling other nations. 
 

2
 
Lesson 3 – How did a murder trigger the outbreak of the war? 
 
 
Keywords: 
 
Assassination: Murder by sudden or secret attack, often for political reasons. 
Conspiracy: A secret plan to do something illegal/harmful. 
Imperial: Relating to an empire. 
 

 
Lesson 4 – Main reasons for war 
 

3
 
Keywords: 
 
Militarism: Building up armed forces and getting ready for war. 
Alliances: Agreements or promises to defend and help another country. 
Imperialism: When a powerful country controls several less powerful countries. 
Nationalism: Having pride in your country and being ready to defend it. 
 

 
 
Lesson 5 – Was Germany to blame for starting WW1? 
 
 
Keywords: 
 
Kaiser: Emperor/leader of Germany 
Foreign secretary: Role in government, dealing with other nations. 
Catastrophe: Disaster 
 

4
 
Lesson 6 and 7  – Assessment Prep 
 
 
Keywords: 
 
Inevitable: Certain to happen, unavoidable 
Review: Going back and assessing what has been learnt 
 

5
 

6
Learning Question: 
 
'… was the most important reason for the outbreak of WWI.' How far do you
agree? Explain your answer. 
 
Militarism was an important factor in the growth and increase in tensions for the
outbreak of WWI. An important strong navy at the time was Britain as they had
manufactured Dreadnoughts in order to strengthen their navy and increase their
military power. By WWI, Britain had the largest and strongest navy out of all the
European powers. Germany also had substantial power and had the second
strongest navy however they only had half the Naval size of Britain. As a result, this
had led to increased rivalry and competition among the countries as they ran an
arms race. In response to Britain's Dreadnought, Germany had developed their own
military boat and this made both countries more distrustful of each other. The fact
that they kept competing with each other over military resources suggests that they
were encouraging hostility and possible war. This therefore explains why militarism
played a key role in the outbreak of WWI. 
 
 
Furthermore, another important reason for the outbreak of WWI was nationalism.
Serbia wanted to unite all Slavic people and release them from the Austro-
Hungarian empire as they all wanted their own independence which would cause
tension amongst the Serbians and Austro-Hungarian empire. This distrust and
aggression could cause a war mostly because of the Balkan states and they were
ready to rebel. This had led to larger powers and navies feeling more cautious and
doubtful about their strength. This caused tension and they began to get ready for
war in case they needed to keep their large navies. 
 
 
Moreover, alliances was an important reason as it acted as a catalyst for increasing
tensions for the outbreak of WWI. In 1907, France, Russia and Britain signed the
Triple Entente, which stated they would help each other if attacked. Additionally,
Britain signed an agreement with Belgium promising to help if Belgium was attacked
by Germany. This consequently lead to rising tensions and conflict between many of
the powers. Furthermore, in 1882 Germany, Italy and Austria-Hungary formed a
military alliance called the Triple Alliance which had made the countries more
suspicious of each other. Alliances had caused more uncertainty and doubt between
each powers and made the chance of war much higher. This therefore strengthens
my idea of why alliances where such a political catalyst when it came to the
outbreak of WWI. 
 
Overall, I believe that Militarism was the most important cause of WWI when it
came to uprising tensions and competition. This is because each power kept
7
competing with each other made every power more sceptical about each other and
more focused on strengthening their own navy. An example of this could be shown
when Britain launched the Dreadnought in 1906 and in 1907, Germany kept up with
them by producing their own warship fortifying my idea of Militarism being the main
cause of WWI. I understand Alliances and Nationalism had a large impact on the
outbreak of WWI due to more rivalries between more navies but I feel that the fact
the powers kept trying to revolutionise their ideas and weapons makes the
Militarism factor overpower any of the other M.A.I.N factors therefore concluding
my idea of Militarism being the key reason of the outbreak of WWI. 
 

8
9
 
I disagree with Maddox. According to Maddox, Truman had to use the atomic bomb to put an end to the Pacific
War. I disagree though, as the American blockade made the Japanese eager to surrender. As US bombers
continued to attack ships entering Japan, the population of that country was on the verge of starvation. The
emperor would have been compelled to submit as a result of this. Additionally, I don't agree with the statement
that a bloodier battle would have resulted. This is because the atomic bomb's effects—the destruction and
radiation it unleashed in Hiroshima and Nagasaki, killing 250,000—were bloodier than the conflict itself. Therefore,
I don't agree with Maddox as he believes the atomic bomb was the better way to end the war, implying that it was
morally necessary to do so as soon as possible. However, in my opinion, the damage that the bomb inflicted
surpasses the lives that were saved by ending the war. 
 
I agree with Interpretation 2. Interpretation 2 states that Truman had to use the atom bomb to put an end to the
Pacific War. Due to the saving of more American lives, I agree. The atomic bomb's detonation would have
accelerated Japan's capitulation and spared more American deaths. Although some may disagree and some may
say it would not be just, at the time, it would be possible to view the dropping of the atomic bomb as a way for the
United States to demonstrate to Russia that it is not a country to be trifled with. The United States would have
gained the upper hand and grown into a more powerful nation as a result. If we consider this argument from the
standpoint of the United States, the Japanese attacked the American military post at Pearl Harbour, dropping the
bomb on Hiroshima would have been morally permissible at the moment and would have also given America a
chance to exact their revenge. Therefore, I agree with Interpretation 2 that dropping the American bomb was the
best course of action since it would save many American lives and it would be crucial to end the war swiftly
because the bomb's effects would have improved the U.S.'s standing and given it greater power. 
 
I disagree with Maddox, to sum up. The reason for this is that it was not morally right to do so. I may elaborate on
this further by saying that blockading Japan was sufficient and that eventually they would have surrendered
because they were already on the edge of doing so due to famine. More so than before, I disagree with Maddox's
opinion because he claims that it would have spared the lives of many American soldiers. However, even if this
were true, the deaths of nearly 250,000 innocent Japanese people would not have been worth it. This explains

10
why, in my opinion, the harm caused by the bomb outweighed the lives that were saved as a result of the war's
end. 

Source A shows a picture of an ID card that Belgians made all the Rwandan's carry. It suggests that each person in
Rwanda would carry a card that made it plain whether they were a Hutu or a Tutsi. This implied that these
differences would be highlighted and that everyone would be able to identify as either Hutu or Tutsi. This
illustrates the differences between Hutus and Tutsis, which is important for understanding the causes of the
Rwandan genocide. I am aware that, prior to the introduction of these ID cards, Hutus and Tutsis coexisted
peacefully and were permitted to marry, allowing Hutus to turn into Tutsis. However, once these cards were
introduced, they were no longer permitted to do so, supporting the source in demonstrating that these cards were
no longer permitted to do this, so demonstrating that these cards increased the gap between the groups. The
image of one of the ID cards in the source is helpful since it shows that persons were clearly identifiable and
categorised by the Belgians, but it is limiting because it does not indicate the full extent of the division.  
 
Source B conveys quotes from a Radio Broadcast in July 1993 from a radio station controlled by the Hutu
government. The fact that the Tutsis are depicted in this broadcast as "killers" who will be "killed by rats" implies
that the Hutus and Tutsis had a wide divide between them. Given that the Hutus believe the Tutsis are preparing to
kill them, this implies that the Hutus will murder the Tutsis. This illustrates the differences between Hutus and
Tutsis since, based on my own knowledge, I am aware that the Hutu militia used to kill Tutsis during the genocide,
supporting the evidence from the source that the Tutsis would perish. This radio broadcast is somewhat beneficial
because it foreshadows the Rwandan genocide, but its usefulness is restricted by the fact that it is a biased source
that only portrays the Hutu government's viewpoint and not the Tutsi government.  
Source A: Title: "The UN and the Bosnia Crisis: A Case of Institutional Failure" Author: David Chandler Source:
International Affairs, Vol. 71, No. 2 (Apr., 1995), pp. 297-315 
Excerpt: "The United Nations condemned the conflict in Bosnia in 1992 and called for an immediate ceasefire, but
it failed to take effective action to stop the violence. The Security Council authorized the deployment of UN
peacekeeping forces to the region, but the UN was unable to provide enough soldiers to carry out its mandate. The
failure of the UN to take decisive action in Bosnia highlights the institutional limitations of the organization and
raises questions about its ability to prevent and resolve conflicts in the post-Cold War era." 
 
Source B: Title: "Silent No More: The Resistance Poetry of Dietrich Bonhoeffer" Author: Rebecca McLaughlin
Source: The Gospel Coalition, 2019 
Excerpt: "Dietrich Bonhoeffer, a German Lutheran pastor and theologian, initially supported Hitler's rise to power
but eventually became a vocal critic of the regime and its control over the Christian Church. He was arrested by the

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Nazis and eventually executed in a concentration camp. During his imprisonment, Bonhoeffer wrote several poems
that reflect his resistance to the regime, including 'First They Came,' 
First, they came for the socialists, and I did not speak out— Because I was not a socialist. 
Then they came for the trade unionists, and I did not speak out— Because I was not a trade unionist. 
Then they came for the Jews, and I did not speak out— Because I was not a Jew. 
Then they came for me—and there was no one left to speak for me. 
 
Source A shows an extract of the UN and the Bosnia crisis, a case of institutional failure as supported in the
provenance. This implied the US nation did not do enough to stop the violence and call for a ceasefire. This
illustrates that the UN tried to stop the violence in the Bosnia however failed to take effective actions as they could
not provide enough soldiers. From my own knowledge, I know that the Bosnian War had been going on for over 2
years with many atrocities committed from both sides and I know that the UN Protection Force had tried to stop
the violence but were largely ineffective as they did not have enough soldiers however they did expand to allow to
protect safe areas however, this did not prevent the Serbian massacre, where over 8,000 Bosnian men and boys
were killed by the Bosnian Serb forces. The source is useful as it highlights the role those international institutions,
such as the United Nations, play in responding to genocides, in this case, not providing enough soldiers. This source
is also useful as it discusses the UN's failure to take effective action in Bosnia despite condemning the conflict and
authorising peacekeeping forces to the region. 
 
Source B represents a poem written by a German Lutheran pastor and theologian who had, in the beginning,
supported Hitler's gain of power however later spoke out against Hitler's management and his control over the
Christian Church. This suggests that during the Nazi regime in Germany, many groups of people were targeted and
persecuted, starting with socialists and trade unionists, then Jews, and eventually others as well. This poem implies
that many people remained silent and did not speak out against Hitler as either, they did not feel personally
affected or because they feared the retribution. This source is useful because it highlights the danger of silence and
inaction in the fact of oppression and injustice implying that the failure to speak out against injustice can enable a
genocidal regime to become more powerful and entrenched. Furthermore, this source is helpful as it illustrates the
difficulties faced by individuals and societies during times of crisis and the fear of punishment if they tried to speak
out. Overall, the poem is useful for an enquiry into why genocides happen because it demonstrates how failure to
speak out and resist can lead to large wars and make these types of regimes more powerful and dominant and
potentially more frequent. 
 
In conclusion, I believe the Sources are useful into an enquiry into why genocides happen. This is because, in
source A we get an important reason into why genocides happen, and this reason is the lack of effective aid. What
this means is that due to the lack of soldiers that the UN were not able to provide, it led to the Serbian Massacre,
and it led to the death of 8,000 Bosnian men and boys. This reveals how useful the Source is because it talks about
the UN's failure to take effective action and shows how the failure to protect can lead to the deaths of many.
Furthermore, Source B is useful into an enquiry into why genocides happen as it sheds light on the fear of
retribution. This source shows how the failure of speaking out can make the regime more powerful and compelling.
It also gives us an insight on the difficulties faced by the individuals of those who went through these types of
crises. Therefore, I believe Sources A and B are useful into an enquiry into why genocides happen. 
 
 

YEAR 8 HISTORY

Was the experiences of the British empire the

same across the colonies? 
 
 
 

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On the one hand, the experiences of the colonies were
similar particularly linking to the experience of war and
violence during colonial control over their area. This
could be identified in Africa during the
Mau Mau rebellion where groups of innocent people
were brutally murdered because of protesting and some
of these people were also little children which describes
the brutal violence and torture of the people in order to
gain control of the territories. Furthermore, this could
also be seen in India during the Amritsar Massacre where
the British murdered countless people in order to gain
control. There were many casualties, most were just
ordinary people and this includes children under 12
months old displaying the murder and torture had taken
place across the colony. In addition, violence and assault
has taken place in Ireland at the event called the Easter
Rising where all the rebels had taken hold of the Dublin
Post Office and the British mercilessly and brutally
murdered those who took part in the rebellion. This
conveys that the experience of the colonies was the
same because of how much violence, assault and murder
took place in order to gain control of the colonies.
Despite the enormousness of the colonies, violence and
murder played a key similarity across all the colonies. 
 

On the other hand, the experiences of the colonies were

different across the colonies particularly linking to the
differences in the local affairs of the colonies. This could
13
be recognized in India as they were not allowed self-
governance as the British had practically taken control of
the whole colony, the locals could get jobs in the
government however they were quite low and didn’t
allow them to get a say. Moreover, the experiences of
the colonies were also different because Australia had
more governing control. Due to many white people's
descent, the new Australian settlers were able to get
positions in the government as well however, they were
allowed to govern themselves and have their own
Parliments, although they were still under British rule,
they had more governing freedom. This reveals that the
experiences in the British Empire were different due to
some colonies having more governing freedom while
others are less at liberty and more under British rule. 
 

To summarize everything that has been stated so far, I

believe that the experiences of the colonies was similar.
The reason for this is because of violence and murder.
Violence and murder played a significant role in gaining
control over all the colonies and despite there being a
governing difference, I believe violence and murder was
more important as this also happened in the Harrying of
the North which allowed William to take control. This
states why I believe the experiences of the colonies was
similar. 

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Henry's religious changes were by far the most significant. To what
extent is this true? 

On one side, Henry's religious changes were somewhat, highly significant as they had changed many things that
played an important role to everyday life in England. For instance, Henry VIII closed down all Monasteries in 1536
which was rolled as the 'Dissolution of the Monasteries'. He confiscated and sold all the land. In addition to this,
Henry also broke from the Catholic Church making himself head of the church instead of the Pope, this was written
as the "Act of Supremacy". This shows that Henry's religious changes were the most significant because he was the
first monarch to break from the Catholic church and he also produced a huge change for everyday life in England as
the Monasteries were not able to supply the people of England with the proper things they needed. 
 
However, on another side, Edward VI's religious were also highly significant as he changed England's way of praying
to God and going to church. For example, Edward the VI was the first protestant monarch even though every
monarch before him was a Catholic. He also changed all church services into English rather than Latin and also
made a new protestant prayer book which was written in English rather than Latin. In addition to this, he now
allowed priests to marry. This signifies that Edward's religious changes were the most significant as he broke
hundreds of years of tradition and also being the first monarch to become protestant. 
 
Lastly, on another side, Mary I's religious changes were also highly significant as she had created the fear of death
inside the people of England for being protestant. For example, Mary I burned over 300 protestants leading to
protestants being afraid and scared of Mary I. Mary I had made it a crime to be Protestant and she restored all
church services, from English, back to Latin. This shows that Mary I's religious changes were the most significant as
she had formed the rivalry between protestants and Catholics by burning over 300 protestants and by restoring all
church services to Latin. This is also shown as she had made England Catholic again after 6 years. 
 
In my opinion, I think that, Henry VIII's religious changes were the most  significant because he had been the first
monarch to break from the Catholic Church and had made himself the head of the Church. Moreover, he had
closed down all Monasteries and he had sold them all to people who sympathized with his break from the Catholic.
This signifies why Henry's religious changes were the most significant out of all the other monarchs. 

 
 
In Source A it shows people congregated in a town, and there is an advertisement for a slave auction. We can also
see slaves on a platform and there is a fancy looking man holding a huge flag in his hand which is most likely
advertising the slaves to try and attract people to buy them. This suggests that the slaves are being sold to rich
people as a part of a traditional slave auction and are being treated as if they are toys that people can just play
with. This is useful for finding about slave auctions because it shows the process in which people come to look at
the slaves and potentially bid for them. During slave auctions, slaves would be placed on the platform and the
bidder that bids the highest amount would get to buy that slave and use them as their property. This was often
done in a town square or a public place but been advertised beforehand. Therefore, this supports what is shown in
the source because the depiction can be considered a typical scene of what usually went on during slave auctions. 
 

15
 
In source B it displays people congregating on a plantation, with a small building in the background. We can also
see a windmill and some people carrying sugar cane being displayed to have been harvesting the sugar cane. This
suggests that the slaves are farming on this plantation for sugar cane to send to the small building which from my
own knowledge know that it is a jinn house so that the sugar cane can be processed. This is useful because it tells
us about the harsh and sweaty working conditions slaves would go through in their everyday lives as slave, this is
also useful because it conveys the process that the slaves harvest the sugar cane and send off to the jinn house so
that it can be processed. When a slave was sent off to a plantation to harvest crops they would usually be set a
certain amount of sugar cane they had to harvest each day, and if they were beneath or above that target they
would be severely punished describing why the slaves were always in constant fear. Therefore this challenges what
is suggested in the source because the depiction can be seen as a happy crowd of people working on a farm which
isn't what slaves on plantations typically looked like when harvesting crops on a plantation. 
 

YEAR 7 HISTORY

Firstly, force in the form of rebellion or war was effective in restricting the power of a medieval king. This is shown
when King John made his barons so angry through defeats in war, quarrels with the church, high taxation and his
personality that they rebelled against him. This resulted in John being made to sign the Magna Carta which
increased the power of the barons and decreased the power of the king. This is also shown when King Henry the III
got the threat of rebellions from the barons and this led to him signing the Provisions of Oxford. After failing to
follow the Provisions of Oxford, the barons launched a rebellion against him. This shows that force in the form of
rebellion or war was efficacious in restraining the power of a medieval king. 
 
Furthermore, legal charters or laws were also effective in restricting the power of a medieval king. This is shown
when King John signed the Magna Carta in 1215. This meant the King could not demand taxes without agreement
of the barons or bishops, this also meant he could not interfere with the church and if he broke the laws of the
charter, he will have a group of 25 barons take his land. This is also shown when King Henry signed the Provisions
of Oxford in 1256, This meant the King could not make decisions without the Great Councils agreement, also only
the Great Council could choose the King's main advisors. Additionally, a parliament of 15 members plus 12 barons

16
had to meet at least 3 times a year to discuss how England should be run. This shows that legal charters or laws
were efficacious in restraining the power of a medieval king. 
 
Lastly, the Church was effective in restricting the power of a medieval king. This is shown when King John and the
Pope came to so many disagreements that they led to an interdict. This meant all Church service was stopped and
no marriages or funerals could take place in Church. The Pope also excommunicated John. These two actions
meant John and everyone in England would go to hell when they died. This angered the barons and was part of the
reason they rebelled against John. This is also shown when King Henry II tried to pass laws increasing his control
over the Church, Henry II also had to humiliate himself and agree to be whipped by monks in Canterbury Cathedral
to show how sorry he was for his role in the death of Thomas Becket, he agreed so he would get the support of the
Pope to help him defeat a rebellion against him. This shows that the Church was efficacious in restraining the
power of a medieval King. 
The Magna Carta was issued in 1215 and was the first document put in writing the principle that the king and his
government was not above the law. It was written to prevent the king from exploiting his power and it placed limits
of royal author by establishing law as a power in itself.  
 
 
Chapter 61 of the the Magna Carta stipulates that 25 barons should be selected to ensure that the king upholds all
of the provisions of the charter. When the king is not doing this, the barons have the authority to seize the King’s
properties by military force or distrain him until he complies. 
 
      

17
Firstly, force in the form of rebellion or war was effective in restricting the power of a medieval king. Evidence for
this is when King John made his barons so angry through defeats in war, quarrels with the church, high taxation
and his personality, that they rebelled against him. Due to this, King John was made to sign the Magna Carta which
increased the power of the barons and decreased the power of a medieval king. This shows that rebellion and wars
was efficacious in restraining the power of a medieval king. 

Furthermore, legal charters and laws where effective in restricting the power of a medieval king. Evidence for this
is when Henry the III signed the Provisions of Oxford. This meant that the King could not make decisions without
the Great Council’s agreement nor could the King choose his own main advisors, the only people who could choose
his advisors are the Great Council. Also, a parliament of 15 members, plus the 12 other barons had to meet at least
3 times a year. This shows that legal charters and laws where efficacious in restricting the power of a medieval
king. 
Lastly, the Church was effective in restricting the power of a medieval king. Evidence for this is when John and the
Pope came to so many disagreements that this led to an interdict. This meant all church service were stopped and
no marriages or funerals could take place in the church. The Pope also excommunicated John. This meant that John
and everyone in England would go to hell when they died. This angered the barons and the people of England very
much and this caused the all of them to rebel against John. This shows that the Church was efficacious in
restraining the power of a medieval king. 

YEAR 8 ENGLISH
Analysis 10 marks – 15 minutes 
 
Mulligan uses the extended metaphors of 'garbage' and 'crap' to convey that the police are aggressive and
prejudiced towards Rapheal. The dehumanizing quote 'What is the point of you?', suggests the police view Raphael
as futile and pointless. This idea is further reinforced by the animalistic verb 'breeding' in 'Why do these people
keep breeding?', suggests the police refuse to acknowledge that Raphael is a real human and instead view him as a
vile, vicious, violent creature along with those in poverty contrasting them as filthy animals and consequently
evoking sympathy and compassion from the audience.  
 
In addition, Mulligan uses the language technique of foreshadowing in 'waited to be hit' indicates that Rapheal
anticipates for the police to hit him as he has been beaten again and again which demonstrates the police's violent
nature. The use of the verb 'waited' suggests Raphael is under constant fear of what might happen to him. This is
further supported when Mulligan uses the verb 'wasting' in 'wasting our time with crap', suggesting that Raphael
18
doesn't matter and that he is a hopeless piece of trash. This reveals the police's violent and aggressive nature and
shows they have no compassion or sympathy for him demonstrating their abuse of power. 
 
Analyzing themes 20 marks – 30 minutes 
 
In Trash, Mulligan represents the police and the justice system as corrupt and prejudiced consistently throughout
the novel with most services favoring towards the rich and powerful resulting in those who suffer from poverty
taking action and turning to vigilantism and handling injustice outside of the law's restriction. 
 
Mulligan continually displays how poverty and prejudice is the main cause of great suffering for the people of
Behala. The workers are stuck in a never-ending cycle of looking for food, money and things to sell. However, there
is a Mission school run by Father Julliard and Sister Olivia and they supply the children of Behala with
opportunities, however even they realize that education will not aid them in the future or get them out of this
dumpsite. Mulligan had taken inspiration from the scenes he had experienced when he watched the children
working through the trash at Manilla in the Philippines and now Mulligan wants to spread awareness about society
and how these children work in extreme heat and poverty, causing the audience to evoke 'love' with places such as
Manilla. 
 
Mulligan also proves how poverty may be the cause of inequality and bias for the people of Behala. Young children
are abhorred by the police and the justice system and are seen as nasty creatures making them the common prey
for the police to abuse and beat. Furthermore, the police are shown to be prejudiced, when they are stunned that
Raphael can read and write. Mulligan took inspiration from a lot of police cases involving police corruption, abuse
of power and brutality such as an article talking about how a lawyer was killed during police interrogation. Mulligan
aims to raise awareness on police brutality and how corrupt governments abuse their power. 
 
In addition, Mulligan shows how justice system and governments are often biased against those In poverty. He
presents the character of Senator Zapanta, who siphoned $30 million dollars in aid money as the corrupt politicians
do not care about the people of their country. Also, Raphael is awfully beaten and abused by the police which
displays how the corrupt police and government do not care about such an innocent member of society and
instead compare him to a piece of garbage which shows how prejudiced and unjustified the police really are and
the fact that the guilty, corrupt politicians are not getting any retribution or getting jailed but instead vulnerable
and innocent members of society get abused and punished.  
 
All the characters of Beowulf and who they are: 
 
Grendel, he is the monster who killed Hrothgar's men whenever the opportunity came and for. 12 long years it
stayed like this, he invaded Hrothgar's mead hall countless times. 
 
Wiglaf is one of Beowulf's kinsmen and thanes and is the only warrior brave enough to help Beowulf in his fight
against the fire-drake. 
 
Hrothgar is the king of the Danes, he enjoys military success and prosperity until Grendel terrorizes his realm. A
wise and aged ruler, Hrothgar represents a different kind of leadership from that exhibited by the youthful warrior
Beowulf. 
 
Grendel's mother is the Grendel's mother who seeks revenge and seeks blood for her dead son she is lso known as
the Sea-Hag. She also kills Ascher one of Hrothgar's best friends. 
 
Unferth is a servant. 
 
Aschere is Hrothgar's best friend and most trusted advisor who is killed by Grendel's mother. 
 
Hygelac is the king of the Geats. 
 

19
Beowulf is the brave warrior who defeats the Grendel, Sea-hag and the firedrake and he is the nephew
of Hygelac king of the Geats. 
 
Edgetheow is Beowulf's father. 
 
Analysis: 
 Analysis 
 
Grendel is presented as a dangerous and powerful monster. Verbs such as 'snarling' and 'stalking' convey the
aggression and stealth of the beast. The writer also creates an impression of intimidation with the phrase 'two eyes
filled with a waverish greenish flame.' 
Portraying the fearsomeness' and rage of the Grendel. Later on in the chapter, the phrase 'the ghastly corpse-light
of his own eyes' shows the lifelessness of the beast and shows creates the sense of an horror. The word 'flame'
suggests not only that it is vicious, but that it is ruthless and atrocious. 
 
Evaluation 
 
I largely disagree that Beowulf showed his heroic acts throughout the middle but did not at the end. This is because
the writer portrays Beowulf as a bold and wise character. Beowulf decides to fight the fire-drake as a gift to his
people and to stop them from worrying about the terror the fire-drake may bring upon them. He shows a range of
leadership skills including combat skills. This shows how loyal and noble Beowulf is. However, some might agree
that Beowulf showed his heroic acts throughout the middle but not at the end as Beowulf wasn’t the one who
actually defeated the fire-drake but only wounded the fire-drake and Wiglaf was the one who ultimately killed the
fire-drake. However, in the end Beowulf died protecting his people which I believe is more heroic and brave than
winning every battle. 
Key words: 
 
Epic hero: A brave and noble character in an epic Peom admired for great achievements or affected by grand
events. 
 
Kennings are like riddles and are a type of a poem. Them are commonly used in poetry for effect. Each line in a
Kenning only has two words. 
 
Foreshadowing a warning or indication of a future event. 
A student said 'It is fair to take someone's life if you weren't the one intending to cause harm in the first place.'
To what extent do you agree? 
 
 
Is intention really everything? Some say yes, however some say no. We must look at the outcomes and
consequences; If an individual were to break into someone's house and the resident were to strike the thief in self-
defence leading to death, who is in the wrong in this situation?  
 
I don’t agree with the student at all while the retribution for manslaughter is based around a system of intent to do
harm and accident, we cannot stop these incidents from occurring. However we can learn how to avoid them, for
instance, if someone has been killed due to a drunk driver crashing into them. On the one hand, the driver could
not realise where they were headed in time because of the impact of the alcohol, causing the incident to be
considered as an accident, however, on the other hand the drunk driver still drove and didn’t recognize the fact
that he could cause an accident and injure someone, potentially murdering them. Although the driver did not
intend to kill him he still should've owned up to his actions and realise the consequences that may have occurred if
he drove when he was drunk. This circumstance isn't just a small bump into someone with a car, this is
manslaughter. These murderers need face the punishment and get sentenced due to their carelessness and
impetuous actions.  
 
Another reason I do not agree with the student is because you could be completely demolishing someone's life and
you don’t get any punishment for doing so as it could've been in an act of self-defence. If one were to burn a
building down and brutally killed someone, they knew that it could result in injury or death however they did this
20
anyway. I understand they did not mean to hurt or injure anyone but they should still receive some type of
retribution. This is because if we look at this from another perspective, we see someone who has destroyed and
carelessly ended someone's life because of their inattentive and heedless acts. I understand that the individual
wouldn't want to harm anyone in any way however they didn't acknowledge the consequences that could take
place if he burned the building down, should this brutal individual be imprisoned? 
 
Finally, I do not agree with the student at all because Pistorius had killed his girlfriend even though he didn’t know
he didn’t know who was behind the door. I understand that he was doing this in an act of self-defence however he
knew that if he shot the 4 bullets through that door he knew that it may kill someone and as he didn’t know it was,
his careless, heedless actions led straight to his girlfriend's death and his 18 year sentence in prison. The result of
your negligent acts can lead to leaving marks in someone else's life I.e. his girlfriend's family. I understand that
some things happen because of someone's irresponsible and careless actions however they need to own up to
their actions and this isn't a trivial incident, this is a murder, and the man with the cold blood on his hands, is
Pistorius. Does he deserve to be free? 
 
To summarise everything that has been stated so far, I completely disagree with the student. The particular reason
for this is because of people's careless and heedless actions. I understand that in some cases these things happen
due to someone's impetuous actions however we must learn to own up to our actions and realize the facts. This
establishes the main reason on why I believe the student is wrong. 
 
 
 
A student said ‘Vigilante crime is not wrong. People should be able to act depending on the situation’. To what
extent do you agree? 
 
Is vigilante crime really wrong? Some say yes however some say no. We must look at the outcomes and
consequences; if an individual were to break into someone’s house and the resident were to strike the thief in self-
defence leading to death, who is in the wrong? 
 
I do not agree with the student at all while the retribution for manslaughter is based around a system of intent to
do harm and accident, we cannot stop these incidents from occurring. However we can learn to avoid them, for
instance, if one were to burn a building down and brutally killed someone, they knew that it could result in injury
or death however they did this anyway. I understand they did not mean to hurt or injure anyone but they should
still receive some type of retribution. This is because if we look at this from another perspective, we see someone
who has destroyed and carelessly ended someone's life because of their inattentive and heedless acts. I
understand that the individual wouldn't want to harm anyone in any way however they didn't acknowledge the
consequences that could take place if he burned the building down, should this brutal individual be imprisoned? 
 
To add on to this argument, I do not agree with the student at all because you could be completely destroying
someone's life and not receive any punishment for doing so as it could have been in an act of 'self-defence'. For
example, if an individual thought that they were being robbed and the robber was thought to be hiding in the
bathroom, then the individual decided to shoot the bathroom door 10 times but it was actually his mother who he
killed. The individual knew that shooting the bathroom door 10 times would lead to some injury or death but due
to his careless, heedless actions, they led straight to his mother's death. The result of your negligent actions can
lead to leaving marks in someone's, even your own, life. If we look at this from another perspective, I understand
that these things happen because of someone else's irresponsible actions however you need to own up to your
actions. This isn't just a trivial incident, this would be a murder. 
 
Finally, I do not agree with the student because the outcomes are very significant as  
 
To summarise everything that has been stated so far, I completely disagree with the student, The particular reason
for this is because of people careless and heedless actions. We must acknowledge the other side of view and
understand that they weren't the ones intending to cause harm in the first place however we must learn to own up
to our actions and face the retribution for our unimaginable deeds. This argument establishes the main reason on
why I believe the student is wrong. 

21
I don’t agree with the student at all while the retribution for manslaughter is based around a system of intent to do
harm and accident, we cannot stop these incidents from occurring. However we can learn how to avoid them, for
instance, if someone has been killed due to a drunk driver crashing into them. On the one hand, the driver could
not realise where they were headed in time because of the impact of the alcohol, causing the incident to be
considered as an accident, however, on the other hand the drunk driver still drove and didn’t recognize the fact
that he could cause an accident and injure someone, potentially murdering them. Although the driver did not
intend to kill him he still should've owned up to his actions and realise the consequences that may have occurred if
he drove when he was drunk. This circumstance isn't just a small bump into someone with a car, this is
manslaughter. These murderers need face the punishment and get sentenced due to their carelessness and
impetuous actions.  
 
I don’t agree with the student at all while the retribution for manslaughter is based around a system of intent to do
harm and accident, we cannot stop these incidents from occurring. However we can learn how to avoid them, for
instance, if someone has been killed due to a drunk driver crashing into them. On the one hand, the driver could
not realise where they were headed in time because of the impact of the alcohol, causing the incident to be
considered as an accident, however, on the other hand the drunk driver still drove and didn’t recognize the fact
that he could cause an accident and injure someone, potentially murdering them. Although the driver did not
intend to kill him he still should've owned up to his actions and realise the consequences that may have occurred if
he drove when he was drunk. This circumstance isn't just a small bump into someone with a car, this is
manslaughter. These murderers need face the punishment and get sentenced due to their carelessness and
impetuous actions.  
 
To summarise everything that has been stated so far, I completely disagree with the student, The particular reason
for this is because of people careless and heedless actions. We must acknowledge the other side of view and
understand that they weren't the ones intending to cause harm in the first place however we must learn to own up
to our actions and face the retribution for our unimaginable deeds. This argument establishes the main reason on
why I believe the student is wrong. 
 

22
23
A student said "Prospero only abuses his power and treats other characters unfairly." To what extent do you
agree?            
 
On the one hand, I agree with the student because Prospero and Ariel's character development depicts a very
selfish and controlling relationship. Ariel has been promised its liberty however Prospero abuses his power and
continues to treat him in an unjust way. He constantly reminds Ariel about how he saved it from 'the torment'
of Sycorax and continually degrades Ariel by naming him a 'malignant thing'. This conveys how cruel and callous
Prospero had become towards Ariel. 
 
This domineering nature from Prospero is a continuous scheme throughout the play and we further see this
with Ferdinand. Prospero intends for Miranda to marry Ferdinand by arranging their meeting at the beginning of
the story with Ariel invisible so he could spy on them. This reveals his selfishness as their marriage would benefit
his own social position as Duke of Milan. We find Prospero being harsh and commanding towards Ferdinand by
making him conduct several tasks including carrying logs. 
 
Nonetheless, we can look at this argument in another perspective, where we see a perfect father-daughter
relationship. Prospero made Ferdinand carry logs to test Ferdinand's love for Miranda in order to make sure he
would keep her safe and happy, we find Prospero be kind and loving towards his only daughter. He provides a deep
sense of empathy towards her, show causing his never ending love. A quote to display this would be ' I have done
nothing but in care of thee.' This describes how compassionate and kind-hearted he is towards Miranda. 
 
Furthermore, I disagree with the student because Prospero's character develops into a more likeable and
sympathetic figure in the last Act of the play. He forgives the noblemen such as Alonso and Antonio and ends up
giving his magic, the one thing that made his so much more powerful than the other characters he would treat
unfairly. This suggests that overtime Prospero starts to understand the difference between good and bad and this
conveys him as becoming a wiser, more thoughtful man in comparison to the beginning of the play. 
 
The students statement does not account for the maturing of Prospero's initial dictator like character into the
honorable Duke of Milan we see at the end of the play. 
 
Shakespear presents Prospero as abusing his power over Ariel in this extract. Ariel believes Prospero is not acting
honorably because he is breaking his word. Ariel desires his 'liberty', which also shows that Prospero is keeping
Ariel against his will. However, Ariel still treats Prospero like his master, as the word 'prithee' begging Prospero
with a degree of respect. 
 
Prospero's response to Ariel shows his authority over his servant – the phrase 'no more!' Conveys he his unwillingly
going to consider Ariels feelings. Furthermore, Prospero verbally abuses Ariel when saying 'thou liest malignant
thing'. Through the word malignant, Prospero suggests that Ariel is evil or malicious. Prospero could be
manipulating Ariel by making him believe what he wants is unreasonable. 
 
 
 
 

YEAR 9 ENGLISH

Northern Lights Character Summary 

 
How is Lyra presented throughout the extract? 

24
Lyra is introduced at the start of the book as a curious and naughty character. ‘Don't be silly’, I want to look
around’ is a phrase that describes Lyra's curious and wicked disposition. Additionally, Lyra's drive to always have
what she wants is indicated by the modal verb "want," which also characterises Lyra as a cheeky youngster. Lyra is
a cunning and vicious girl who isn't hesitant to breach the law in order to achieve her desires, as Pullman intended
to demonstrate to the reader. As a reader, I may deduce that Pan wanted Lyra to avoid entering the retiring room,
but she does so anyway, displaying her uncertainty and concern about getting into trouble because, as we all know,
a daemon is a person's soul in animal form which also conveys Lyra's uncertainty to go into the retiring room. 
Lyra has been portrayed as a bold and devoted girl for the whole of the middle novel. The quote "Don't you dare
laugh!, I'll pull your lungs out if you laugh at him!" lends credence to this. Which demonstrates Lyra's love for Tony
Makarios. Additionally, Lyra is shown as being enraged by the use of the irregular verb "tear," yet this also raises
questions about her loyalty to Tony Makarios. Pullman wanted the reader to see Lyra as a sympathetic yet
powerful character. As a reader, I believe Lyra to be a nice and sincere person who is kind and devoted to Tony
Makarios and who will go above and beyond for the ones she loves. 
Lyra is shown as brave and wise towards the book's end. This is furthered by Lyra referring to herself as "Lizzie
Brooks." This encapsulates her wisdom and maturity. This is because Lyra couldn't risk revealing her identity, and in
doing so, she stood up to Mrs. Coulter, demonstrating her courage and strength. Furthermore, the remark "We will
get out here" reinforces my idea by highlighting Lyra's bravery in defying Mrs. Coulter and rescuing the children
at Bolvangar. The modal verb "will" shows how strongly Lyra believes she can escape Bolvangar. Pullman wanted to
convey to the reader Lyra's conviction that she could save the kids and escape from Bolvangar and he did this to
comment on her perseverant nature. As the reader I feel that Lyra isn't afraid to defy everyone until she gets what
she wants.  
In the beginning of the novel, Lyra is presented as a curious and mischievous character. The quote 'don’t be silly, I
want to look around' reveals Lyra's personality as inquisitive and naughty. Furthermore, the use of the verb 'want'
describes her desire to always get what she wants and this also judges Lyra's personality as a cheeky child.
Pullman's intention was to show the reader Lyra is smart and savage character who isn't afraid to break the rules in
order to do what she wants. As the reader, I can infer that Pan wanted Lyra to not go into the retiring room
however Lyra does it anyways which also displays her doubt and fear of getting in trouble as we know a daemon is
a person's soul in animal form which also conveys Lyra uncertainty to go into the retiring room. 
 
                                                                                                                                                                                           
Throughout the middle novel Lyra has been presented as a brave and loyal character. This is supported by the
quote 'Don't you dare laugh!,  I'll tear your lungs out if you laugh at him!' Which conveys Lyra's devotion to Tony
Makarios. Additionally, the use of the irregular verb 'tear' describes Lyra as a furious character however this also
comments on her faith to Tony Makarios. Pullman's intention towards the reader was to show Lyra is a caring yet
strong character. As the reader I feel Lyra is a warm and true-hearted character who is loyal and kind towards Tony
Makarios and will do anything for the people she loves. 
 
Towards the end of the novel, Lyra is presented as courageous and intelligent. This is reinforced when Lyra calls
herself 'Lizzie Brooks.' Which describes her maturity and intelligence. This is due to the fact that Lyra couldn't risk
giving up her identity , as she did this, she stood up to Mrs. Coulter which furthermore comments on her bravery
and strength. Moreover, my point is also supported by the quote 'We will get out here.' indicating Lyra's courage to
defy Mrs. Coulter and save the children at Bolvangar. The use of the modal verb 'will' exhibits the strength of Lyra's
belief to get out of Bolvangar. Pullman's intention was to show the reader Lyra's strong belief of her saving the
children and getting out of Bolvangar and he did this to comment on her perseverant nature. As the reader I
feel that Lyra isn't afraid to defy everyone until she gets what she wants. 
Lady Macbeth Character Analysis 
In Act 1 Scene 5 of "Macbeth," Shakespeare presents Lady Macbeth as a forceful and manipulative character who is
determined to make her husband king. Her ambition and desire for power are evident in her soliloquy, where she
calls upon the spirits to "unsex" her and fill her with "direst cruelty." This quote shows Lady Macbeth's
determination to shed her femininity and become more masculine, which is a reflection of the gender norms of the
time. Shakespeare's intention here is to highlight the extent to which Lady Macbeth is willing to go to achieve her
goals, and the audience's reaction may be one of shock and discomfort at her disregard for societal expectations.
Overall, we can see Lady Macbeths character to be vastly different from the portrayal of women in the Jacobean era

25
as during this time, women were expected to be subservient to men and fill traditional roles such as wives, mothers,
and homemakers. 
 
Shakespeare also uses Lady Macbeth's language to demonstrate her manipulative nature. For example, when she
says, "look like the innocent flower, but be the serpent under it," she is urging Macbeth to appear harmless while
secretly planning to commit regicide. This metaphor is designed to make Macbeth feel as though he is in control,
while Lady Macbeth is actually pulling the strings. Shakespeare's intention is to show how Lady Macbeth's
manipulation can be seen as a form of power, and the audience's reaction may be one of awe at her ability to control
the situation. This demonstrates how Lady Macbeth is shown to be a strong, independent woman who is not afraid to
challenge the patriarchal hierarchy. 
 
Furthermore, Lady Macbeth's character is portrayed as being morally corrupt. She tells Macbeth that he must "look
like th' innocent flower, but be the serpent under 't" and "leave all the rest to me," which indicates that she is willing
to take on the responsibility of the murder. Shakespeare's intention here is to show how Lady Macbeth's desire for
power has led her to abandon her moral compass, and the audience's reaction may be one of disgust at her
willingness to commit such a heinous crime. Additionally, Lady Macbeth's character is a reflection of the changing
attitudes towards gender roles and power dynamics in Shakespeare's time and her portrayal would have been seen as
highly controversial by Jacobean audiences. 
Hero's Fatal Flaw: 
Not killing his uncle as soon as he realised he killed his father. 
 
Malvolio 
 
Rain lashed against stone roofs, the aroma of damp grass permeated the air, and a pitch-black night sky blanketed
the town. The Misfit Palace's tower guards are terrified of another appearance of a Ghost that they have claimed
resembles Malvolio's father exactly, Ovid, the newly assassinated King. Perdix, Malvolio's cousin and Hamnet's son,
decides to inform Malvolio about the predicament at that point when the Ghost of Ovid reappears. Then Malvolio
visits his father's ghost and converses with him. Then, the ghost of King Ovid explains to Malvolio how his uncle,
Hamnet, murdered King Ovid in order to usurp his reign and wed his widow, whom he secretly loved. Malvolio
laments and vows vengeance, but he decides against telling his brother Romeo since he doesn't want him to suffer
the same fate. 
 
Malvolio then decides to hide behind a tapestry and observe his Uncle and his mother, Nerissa. Malvolio then
hears his Uncle and Nerissa talking about how Malvolio is grieving too much and should be sent to a university in
Spain to study. Malvolio, who is furious, tells his mother about what happened after Hamnet has left, and she
immediately enters a state of sorrow right calling a banquet. 
 
Malvolio later adds wine to Hamnet's drink, during the dinner and offers it to his uncle, who declines and offers it
to Malvolio's brother Romeo. Malvolio delivered the wine to Romeo after Romeo agreed, for fear of being
discovered for poisoning the wine. Nerissa, Malvolio's mother, killed herself after Romeo died because she was
depressed and heartbroken. Malvolio meets Hamnet in a furious manner, and Malvolio intends to engage Hamnet
in combat with a poisoned sword. 
 
Malvolio is warned by Perdix and told that he is becoming overly paranoid, yet he still chooses to fight him.
Malvolio finally prevails in a gruelling battle and murders Hamnet to get revenge on his murdered parents. Perdix,
however, is angry and wants to exact revenge on his father. Despite Malvolio telling Perdix what his father's ghost
had spoken to him, Perdix still engages in combat with him. When Malvolio ultimately prevails in this bloody
conflict and exacts his family's retribution, he is left alone since Perdix has abandoned him. 
 
Malvolio decides to take his own life after informing the residents of his town about what had happened and
realising that he had been burdened with the responsibility of killing his Uncle and his Cousin and that his desire for
vengeance had resulted in the deaths of those closest to him so he decided to drown himself in a river. The world
soon came to a complete stop as if in grief as the Misfit palace guards conducted a military burial for Malvolio. 
 

26
YEAR 8 SCIENCE

8B3 PLC 
Name the different food groups in our diet: 
 Fibre 
 Carbohydrates 
 Protein 
 Vitamins 
 Water 
 Minerals 
 Fats and Oils 

Explain what each of the food groups is needed

for: 
 Fibre is needed for an effective bowel function and healthy digestion. Nuts, Potato, Dried fruits, Apples,
Whole grain, Popcorn, Avocadoes, Berries, Broccoli, Beans. 
 Carbohydrates is needed to provide quick and efficient energy for movement. Bread beans milk, potato,
spaghetti, corn. 
 Proteins are for repairs and growth and efficient working of all body tissues. Fish, Seafood, Beef, Eggs. 
 Vitamins are vital for the production of energy and the working of the metabolism. Need small amounts
only. Oranges, Grapefruit, red and green peppers, broccoli, Brussel sprouts, berries: strawberries,
blackberries and blueberries. 
 Water is the main component of blood and cells and it helps carry nutrients and remove waste products, it
also helps regulate the body temperature. 
 Minerals are needed for bone growth, strength, nervous system, red blood cells and immune system, only
small amounts are needed. Bread, meat, milk, fish, dried fruit and vegetables. 
 Fats and oils provide energy very slowly however they protect vital organs and help prevent heat loss.
Butter, margarine, coconut oil, palm oil. 

Describe how to test foods for starch,

sugars/glucose, protein and fat: 

27
 

Recall the meaning of malnutrition: 

Malnutrition is a condition that occurs when a person's diet doesn't contain the right amount of nutrients. 

Describe the physical effects of eating too much,

eating too little, obesity and starvation: 

Fatigue: The body is easily tired due to the large mass being carried around. 
Joint pain: carrying the large mass puts tremendous pressure on the hips and knees. 

28
 Hunger is a need or desire for food while starvation is a condition of
suffering due to a lack of nutrition. 

Organs of the digestive system 

 

29
What happens in digestion including the roles of
the oesophagus, stomach, small intestine, large
intestine and pancreas. 
Mouth mechanically breaks down food by teeth into smaller pieces. Oesophagus is the tube that connects stomach
and mouth and when it moves down the oesophagus it reaches the stomach that contains acid to kill bacteria and
break down the food. The pancreas makes enzymes. The small intestine absorbs the broken down molecules,
glucose, amino acids. The large intestine absorbs water into blood. The rectum stores faeces and the anus lets it
out. 
How is food broken down into substances? 
Carbohydrates are broken down into glucose/sugar. 
Proteins are broken down into amino acids. 
Fats and Oils/Lipids are broken down into fatty acids. 
What enzymes break up what? 
Starch/Carbohydrates is broken down into sugar by amylase. 
Protein is broken down into amino acids by protease. 
Fats and Oils/Lipids are broken down into fatty acids and glycerol by lipase. 

30
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32
33
34
35
 Describe the changes that happen to boys and girls during puberty 
 
Girls  Boys  Both 
Hips widen  Hair under arms and pubic areas  Hair under arms and pubic areas    acne   
Acne  Acne  Voice deepens     
Hair grows under arms and pubic areas  Penis grows 
Breasts develop  Testes grow 
Voice deepens 
 
Identify the parts of the male and female reproductive system 
 

36
 

 
 
Describe the stages of the menstrual cycle 
 
Day 1 – the lining of the uterus breaks down and is lost through the vagina. Menstruation. 
Day 4 or 5 – Bleeding usually stops (varies for different women) and the lining of the uterus starts to build up or
grow again. An egg cell will start to mature in one of the ovaries. 
Day 14 – At about day 14, an egg cell is released from one of the ovaries, this is called ovulation. The egg cell starts
to travel the oviduct towards the uterus. The lining of the uterus stays thick ready to receive a fertilised egg. 
Day 28 - If the egg cell is not fertilised by a sperm cell while it is in the oviduct, the lining of the uterus breaks down
again and the cycle repeats, day 1 starts again. 
 
State how long the menstrual cycle is and how often a woman menstruates 
 
The menstrual cycle is about 28 days and a woman menstruates usually for about 3 – 5 days. 
 
State where sperm is produced 
 
Sperm is produced in the testes. 
 
State where ova (egg cells) are produced 
 
The egg cells are produced in the ovaries. 
 

37
The egg cells are adapted for their function because the presence of the cytoplasm increases the surface area
which makes it easier in the development of the embryo within it. The sperm cells are adapted for their functions
because they carry genetic info to the egg and has a stream lined body to help it move quickly and contain a large
number of mitochondria in the mid region so it is able to move quickly and produce a lot of energy to reach the
egg. 
 
Describe how a sperm cell reaches an egg cell 
 
When a man ejaculates, a small amount of semen is deposited in the vagina through the cervix and uterus to meet
the egg in the fallopian tube. 
 
Describe what happens in fertilisation 
 
When a sperm cell enters an egg cell, the nucleus with the sperm cell fuses with the nucleus of the egg cell to form
a zygote. Fertilisation is when the 2 nuclei fuse together. 
 
State where fertilisation takes place 
 
Fertilisation takes place in the fallopian tube/oviduct, which connects the ovaries to the uterus. 
 
State what happens to an ovum after it has been fertilised 
 
After the egg has fertilised, the egg and sperm very quickly merge and divide to become an embryo and chemicals
are released to stop other sperm from entering. 
 
Describe the stages in the development of a foetus 
 
The first 2 weeks are known as the germinal stage, the third stage through the eighth week is known as the
embryonic period and the time from the ninth week until birth is known as the foetal period. 
 
Explain how the foetus gets the oxygen and nutrients that it needs and gets rid of waste products 
 
There is an organ in the uterus that develops when the woman is pregnant and its function is to provide the foetus
with nutrients and oxygen and remove waste products like urea and carbon dioxide. 
 
Describe how a baby is born 
 
When the mother's cervix is fully dilated, she can start to push the baby out the vagina, she does this when she is
having a contraction. 
 
Explain what happens to the muscles in the uterus wall during child birth 
 
The walls of the uterus contract to push the baby down into the right position to be born and to open up the
cervix. 
 
Name some substances that can affect the development of the foetus and explain the effects that they have 
 
Drugs such as cocaine and meth and alcohol and smoking can affect a baby, mothers who smoke while pregnant
are at risk of a still born baby, having weaker lungs and having an unhealthy low birth weight. 
 
Describe how identical and non-identical twins are formed 
 
Identical twins are formed when 2 eggs are released at the same time and they share the same placenta and uterus
however non identical are also 2 eggs released at the same time but they each have a different placenta. The
difference is that one shares the same placenta and the other doesn’t. 
 
38
Describe what conjoined twins are 
 
Conjoined twins are very rare, they are formed in the same way as identical twins but when the zygote splits apart,
a little bit remains attached so when the twins develop, they are attached. 
 
Describe 4 functions for the skeleton 
 
Protect vital organs, support and shape so we aren't a blob on the floor, movement so the bones work with
muscles to help us move and producing red blood cells to carry oxygen and white blood cells to protect us from
infection. 
 
Describe the structure of the femur 
 
The head forms a ball and socket joint with the hip being held in place by a ligament. 
 
Describe the 4 types of joint we have in a skeleton 
 
Hinge joint 
Ball and socket joint 
Gliding joint 
Fixed joints 
 
Hinge joint example is the finger which only moves one direction back and forth. 
Ball and socket joint is a joint where you have movement in all directions such as the shoulders. 
Gliding joint is a joint where there is only a gliding motion such as the wrist. 
Fixed joint is a joint where there is little or no movement for example the cranium is made of several different
bones and the little cracks are the fixed joints. 
 
Explain the roles of tendons, ligaments, muscles, cartilage and synovial fluid 
 
The role of tendons is to join muscle to bone so that the bone will move when the muscle contracts, they do not
stretch. Ligaments are strong and stretchy tissue that hold the bones together. Muscles provide the tug on bones
needed to bend straighten and support joints. Muscles can pull on bones but can't push them back to their original
position. Cartilage is a tough smooth substance that covers the end of bones. The cartilage removes friction so the
bones don't get damaged when rubbing against each other. Synovial fluid is a liquid that lubricates the joint
(reduces friction) so that the bones can move smoothly. 
 
Describe some medical problems that may occur in the skeletal system and suggest how they might be treated 
 
Osteoporosis is a disease in which the bones become fragile and prone to fracture, you have to absorb enough
vitamin D, avoid smoking and alcohol consumption.  
 
Name the 3 types of muscles found in the human body 
 
Smooth, skeletal, cardiac. 
 
Smooth muscles are found in the walls of hollow organs, they are involuntary muscles so we can control when they
relax and contract. 
Cardiac muscles is the type of muscle that makes up the heart, it is not found anywhere else in the body. Works
constantly and automatically to pump blood from the heart all around the body. Skeletal muscle is the type of
muscle that is attached to out skeleton by tendons. They are voluntary muscles so we control when they contract
and relax s that we can move different parts of our body. 
 
Explain how antagonistic muscle pairs work together to bring about movement 
 
They work together to create movement, when one contracts the other relaxes. 
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Identify the parts of the respiratory system 
 

 
 
Describe how we breathe in and out 
 
When we breather in, our diaphragm contracts. Our chest also expands as a result of intercostal muscles in
between the ribs contracting. When we breathe out, our diaphragm relaxes. The intercostal muscles relax when we
exhale. 
 
Explain why air enters and leaves our lungs in terms of change in pressure and volume 
 
When we breathe in our lung volume, or capacity increases as we take in more oxygen and pressure inside our
lungs decreases. When we exhale, our lung capacity decreases and pressure increases. 
 
Describe what gas exchange is and where it happens 
 
Gas exchange is the exchange of oxygen and carbon dioxide in the lungs specifically in the alveoli. 
 
Explain how the lungs are adapted for gas exchange, including the role of the alveoli 
 
The lungs are adapted for gas exchange as the walls of the alveoli are one cell thick and are lined with capillaries
which makes it easier for gas exchange to occur as thin walls allow for oxygen to pass into the blood easier 
 
Describe how smoking affects the respiratory system 
 

40
Smoking affects the respiratory system as it contains nicotine which causes you to become addicted to smoking,
carbon monoxide which from the smoke reduces red blood cells ability to carry oxygen so the circulatory system
has to work harder. Tar can get stuck in the cilia that lines the trachea and the bronchi which causes lung disease. 
 
 
 
 
 
Name some substances that are acidic, alkaline and neutral 
 
Acidic: Sulphur, hydrochloric, phosphoric 
Alkaline: Barium, sodium, ammonium, calcium, lithium, potassium hydroxides 
Neutral: Water, table salt, sugar solution, cooking oil 
 
Recall the colour changes for the universal indicator in acidic, alkaline and neutral solutions 
 
In an acid, the universal indicator changes to a red colour. 
In an alkaline the universal indicator changes to a dark purple 
In a neutral solution the universal indicator changes to a green colour. 
 
Identify whether a substance is a strong or weak acid, strong or weak alkali or neutral from its pH 
 

 
Describe how to make a vegetable indicator  
 
Equipment 
Apparatus 
 Eye protection 
 Beaker, 250 cm3 
 Bunsen burner 
 Tripod 
 Gauze 
 Heat resistant mat 
 Test tubes, x3 (small test tubes of about 10 cm3 are ideal) 
41
  Test tube rack 
 Dropper pipette 
 Several pieces of red cabbage 
Chemicals 
Students will need access to: 
 Dilute hydrochloric acid, 0.01 M 
 Sodium hydroxide solution, 0.01 M 
 Deionised or distilled water 

Procedure 
1. Boil about 50 cm3 of water in a beaker. 
2. Add 3 or 4 small (5 cm) pieces of red cabbage to the boiling water. 
3. Continue to boil the red cabbage in the water for about 5 minutes. The water should turn blue or
green. 
4. Turn off the Bunsen burner and allow the beaker to cool for a few minutes. 
5. Place 3 test tubes in a test tube rack. Half-fill one of the test tubes with acid, one with alkali, and one
with distilled or deionised water. Label the test tubes. 
6. Use a dropper pipette to add a few drops of the cabbage solution to each test tube. Note the colour of
the cabbage solution in each of the three test tubes. 
 
Describe what happens when an acid is mixed with an alkali or base 
 
When you mix an acid with an alkali, a chemical reaction takes place, and a new substance is formed. If you mix the
exact amounts of acid with Alkali, you will end up with a neutral solution which is known as a neutralisation
reaction. 
 
When an acid and base are placed together, they react to neutralise the acid and base properties, producing a salt. 

42
 
Name the salt made in a neutralisation reaction from the names of the acid and alkali/base used 
 
When an acid alkali neutralisation reaction happens, like when adding sodium hydroxide to sulphuric acid, it
produce sodium sulphate and water. The name of the salt is taken by the first part from the alkali, sodium and the
second part. From the acid, sulphuric. Sodium sulphate. 
 
Acid + alkali → a salt + water 
 
Sodium hydroxide and sulphuric acid → sodium sulphate + water  
 
Potassium hydroxide and sulphuric acid → Potassium sulphate + water 
 
Potassium hydroxide and nitric acid → Potassium nitrate + water 
 
Write word and symbol equations for neutralisation reactions 
 
Sodium sulphate + water = NaSO 
Potassium sulphate + water = KSO 
Potassium nitrate + water = KNO 
 
Ate is the oxygen as O 
 
Give some examples of useful neutralisation reactions 
 
Shampoo and conditioner, soil treatment, formation of table salt, antacids. 
 
Explain how a base and an alkali are similar and how they are different 
 
Difference   Similarities 
Not all bases are alkalis  All alkalis are bases 
Alkali compounds are types of bases that dissolve in water  Base neutralises acids 
Base is used for metals of group 1 whereas base is a compound have OH ions.  
 
Name some metals that react with acid 
 
Magnesium, zinc, sodium 
 
Describe what happens when a metal reacts with an acid 
 
When a metal reacts with an acid, the products formed are a salt and hydrogen. 
 
Name the gas produced when a metal reacts with an acid and describe the test used to identify it 
 
The gas produced when a metal reacts with acid is hydrogen gas and the test used to identify it is the squeaky pop.
Use a lit splint to test the gas, if it is hydrogen, it will burn with a squeaky pop. 
 
Explain how you can tell which metals are most reactive from their reaction with the acid 
 
You can tell which metals are most reactive from their reaction with the acid because of a higher change in temp
change in colour change in fizzing or bubbling. 
 
Name the products of a reaction of an acid and a carbonate 
 

43
When an acid reacts with carbonates such as calcium carbonate, salt water and carbon dioxide are formed 
 
Acid + Metal carbonate → Salt + water + carbon dioxide 
 
Name the gas produced when a carbonate reacts with an acid and describe the test used to identify it 
 
The gas produced is carbon dioxide and to test for it you use limewater and if it turns milky or cloudy it contains
carbon dioxide if it doesn't then it isn't co2. 
 
Give a use for a gas that is produced in this reaction 
 
It is used to make cakes rise in baking. 
 
Name the products of an acid and a carbonate 
 
The products are a salt, CO2 and water. 
 
Write word and symbol equations for the reaction of an acid and a metal 
 
Metal + acid → salt + hydrogen 
Magnesium + sulphuric acid = Magnesium sulphate + hydrogen  
Calcium + hydrochloric acid = calcium chloride + hydrogen 
 
 
List the observations you might make if a chemical reaction happened 
 
If a chemical reaction happened, I could feel, a change in temp, a change in colour, bubbling. 
 
Give examples of chemical reactions 
 
Photosynthesis, rusting, baking, digestion, combustion and chemical batteries. 
 
Give examples of physical reactions 
 
Boiling or freezing water, salt dissolving in water, water evaporating into air. 
 
Explain the difference between a chemical reaction and a physical change in terms of particles 
 
The difference between a chemical reaction and a physical reaction is that physical reactions are reversible and
chemical reactions are irreversible and in a chemical reaction, the bonds between the atoms are broken and the
atoms rearrange and form new bonds to make the products. In physical change the particles do not change apart
from gaining or losing energy.
Recall the meaning of the terms atom, element, compound, mixture 
 
Atom: 
 
An atom is the basic building block for all matter in the universe. Atoms are extremely small and are made up of
even smaller particles. 
 
Element: 
 
An element is a pure substance that is made from a single type of atom. 
 
Compound: 
 
44
A compound is two or more different elements chemically bonded together. 
 
Mixture: 
 
A mixture is when two or more substances are combined, but they are not combined chemically. 
 
Identify the elements, compounds and mixtures from particle
diagram and justify your choices. 
 

 
 
Identify the correct chemical symbol for an element 
 

45
Deduce information about an element from its position on the
periodic table, is it a metal or non metal, what group is it in? 
 

 
Draw particle diagrams for elements that are solids, liquids and
gases. Monatomic and diatomic. 
 
Monatomic means they only have one atom in a molecule but diatomic means the elements have 2 atoms in each
molecule. 
Draw particle diagrams for elements that are solids, liquids and
gases. Monatomic and diatomic. 
 
Monatomic means they only have one atom in a molecule but diatomic means the elements have 2 atoms in each
molecule. 

46
Explain why a mixture can be separated easier than a compound 
 
Each substance in a mixture is easily separated from the mixture because they are not chemically combined but
separating a compound requires a chemical reaction as they are bonded chemically. 
 
Name the processes used to split up the elements in a compound 

47
48
49
Describe the energy changes in a battery 
 
When energy is used up in a battery to power an electronic device, chemical energy is transformed into electrical
energy which moves along the wires. 
 
Draw the correct circuit symbols for different components 
 

50
 
Tell the difference between series and parallel circuits 
 
A series circuit only has one branch for the current to flow however a parallel circuit has multiple branches for the
current to flow. 
 
Define current 
 
Current is how much charge passes at any point in the circuit per second. 
 
State the unit for current 
 
Amps or A 
 
Describe what happens to current in a series circuit 
 
In a series circuit, the current goes through every component in the circuit, therefore all the components carry the
same current, a series circuit has only one path through which its current can flow. 
 
Describe what happens to current in parallel circuit 
 
The current in a parallel circuit splits into different branches then combines again before it goes back into the
supply. 
 
State the measuring instrument used to measure current 
 
The measuring instrument used to measure current is an Ammeter. 
 
State where to put the meter that measures current in a circuit 
 
In a series circuit, the ammeter is placed in the branch of the circuit being measured so that it adds resistance to
the branch. 
 
Define voltage (potential difference) 
 

51
Voltage is the name for the electrical force that causes electrons to flow. 
 
State the unit for volts 
 
The unit for volts is V 
 
Describe what happens to voltage in a series circuit 
 
The voltage in a series circuit would be divided across all of the loads 
 
Describe what happens to voltage in a parallel circuit 
 
In a parallel circuit, the voltage is the same across each branch and is equal to the supply voltage. 
 
State where to put the meter that measures voltage in a circuit 
 
A voltmeter is placed in parallel with the voltage source to receive full voltage and must have a large  
 
Define resistance 
 
Resistance is a property of a component which makes it difficult for change to pass through. Resistance is
measured in ohms by an ohmmeter in the Greek letter Ω. 
 
Compare the resistance of different materials 
 
The lower the resistance, the better the conductor, for example copper has a low resistance of 1.72 as it is a better
conductor than iron which has a conductor of 9.71. 
 
Calculate the resistance of components and wires 
 
Firstly you need to find the current for example 3A and then find the voltage for example 240V so the resistance is
240 / 3 which is 80Ω. To find the resistance of wires you find the voltage and the current and divide the voltage by
the current. 
 
Recall the shape of the field lines around a magnet 
 
The field lines of a magnet go from the north seeking pole to the south seeking pole. 
 
Recall a current carrying wire that has a magnetic field 
 
A solenoid consists of wire coiled into a spiral shape. 
 
State what happens to the magnetic field around a wire if there is no current 
 
The electromagnet loses its strength. 
 
Describe what an electromagnet is 
 
A non-permanent magnet turned on and off by controlling the current through it. 
 
Describe how an electromagnet works 
 
An electromagnet works by using a good conductor of electricity as the core and uses a solenoid to strengthen the
magnetic field and it uses current to go through the wire to strengthen the magnetic field. 
 
Identify the factors that affect the strength of an electromagnet 
52
 
The four main factors that affect the strength of an electromagnet are the loop count, the current, the wire size,
and the presence of an iron core. 
 
Describe some uses of an electromagnet 
 
You could use an electromagnet such as the thing that lifts up cars in a scrapyard so you can turn it off to drop it as
well and you can use electromagnets for loudspeakers and headphones. 
 
Label a diagram of a motor 
 

 
Identify 2 different sources of magnetic fields in a motor 
 
Magnetic fields created by a current carrying wire, when the wire experiences the force. 
 
Describe how to reverse the movement of a motor 
 
To reverse the movement of a motor you can switch the magnet around and you can switch the 2 power leads. 
 
Describe ways to change speed of motors 
 
You can change the voltage supply to make it faster or slower. 
 

53
 
To find voltage you need to do current x resistance and to find current you do voltage divided by resistance and to
find resistance you do voltage divided by current. 
Electrical Currents: 
 
Describe the energy changes in a battery 
 
When energy in a battery is used to power an electronic device, chemical energy is transformed into electrical
energy. 
 
Draw the correct circuit symbols for different components 
 

 
 
LDR or Light Dependent Resistor 
 

54
 
Thermostat 
 

 
Voltmeter 
 

55
 
Fuse 
 

 
Variable Resistor 
 

 
Open Switch 
56
 

 
Speaker 
 

57
 
Bulb 

 
LED 
 

58
 
Cell 
 

 
Battery 
 

59
 
Resistor 
 
Tell the difference between Series and Parallel circuits 
 
In a series circuit, there is only one branch for the current to flow however in a parallel circuit there are multiple
branches for the current to flow through. 
What is a magnet? 
 
A magnet is an object that will attract magnetic materials, it may also repel. 
 
State which materials are magnetic 
 
Iron (Fe) Cobalt (Co) 
Nickel (Ni) 
Steel is also a magnetic material but it doesn't count as it isn't an element and it is a mix of 2 metals and it is an
alloy. 
 
Describe how to magnetise an iron nail 
 
First you need to grab your iron nail and you need your magnet and then rub the magnet on the iron nail, stroke it
gently and after 20-30 seconds stop and put your iron nail down. Then hover your iron nail a little bit above your
paper clips and you will see that your paperclips will attract. 
 
Describe the field lines around a magnet 
 

60
 
The description of the field lines around a magnet is north to south. 
 
What is a compass 
 
A compass is an instrument for finding the direction of a magnetic field. A compass consists of a small metal needle
which is magnetised itself, which is free to turn in any direction. Therefore, when in the presence of a magnetic
field, the needle is able to line up in the same direction as the field. 
 
Identify the North and South Pole of a compass 
 
The needle of a compass always points towards North so we know where the North and South Pole is. 
 
Draw the magnetic field around the earth 
 
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Explain why the Earth has a magnetic field 
 
It keeps the living things alive here on Earth and keeps us all safe from harmful gases and solar radiation. 
 
Describe ways that Earth's magnetic field is useful 
 
It keeps living things safe from radiation and all of us safe from harmful gases and solar radiation, it also allows us
to navigate by using compasses. 
 
Explain the difference between weight and gravity 
 
The difference is that weight is the total force applied by gravity on an object but gravity is the force applied on a
mass due to another mass. 
 
Equation to calculate weight 
 
Weight = Mass X Gravitational Strength 
 
Use the right units for weight and mass 
 
Weight = Newtons Mass = KG, kilograms. 
 
Calculate the weight of something on different planets 
 
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Error! Filename not specified.
 
The formula for Weight is W = M x G. 
So if I wanted to find my weight on Earth's Moon, because my Mass is 52KG, I would times that by 1.6 N/kg
because that's it's gravitational field strength so it would be 52KG x 1.6 = 83.2N. 
 
Draw an arrow to show which way weight acts 
 
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The boys weight is acting in a downwards direction. 
 
Describe how mass and distance affects the force of gravity between 2 things 
 
Distance has a different effect. If two masses are further apart, the gravitational force will be weaker. If I bring the
2 masses closer together, the force of gravity will be stronger. 
 
Define weight 
 
Weight is the total force applied by gravity on an object. 
 
Define gravity 
 
The force applied on a mass due to another mass. 
 
Compare mass and weight on different planets 
 
Mass stays the same regardless of location and gravity, you would have the same mass on Mars or Jupiter as you
do here on Earth but your weight is different on other planets due to their gravitational strength. 
 
Describe what happens when something becomes charged with static electricity 
 
When something becomes charged with static electricity there is a build-up of electrons on something giving it an
electric charge.  
 
Describe some problems with static electricity and their solutions 
 
Some problems with static electricity are that there are risks for shock. A solution is you can be more safe with
static electricity so you won't get hurt. It is dangerous when there are flammable gases or a high concentration of
oxygen, A spark could ignite the gases. A solution is that you could use static electricity in places where there are
less flammable gases even none or places with low concentration of oxygen. 
 
List some uses of static electricity 
 
Some uses of static electricity are that it is used in printers to distribute ink and it is a major component in making
copiers and laser printers work. 
 
Explain how static electricity useful in spray painting, the electrostatic smoke precipitator and the photocopier 
 
The negative charge of the workpiece attracts the positive charge of the paint particles across its full surface. The
negative charge attracts the positive charge allowing it to be attracted. The paper is projected on a positively
charged drum so the drum could conduct electricity when light hits it. 
 
Describe the effects of charged objects on each other 
 
2 charged objects will repel each other if they have like charges and they will attract if they have opposite charges. 
 

62
Define pressure 
 
The force applied over a certain area. 
 
Remember the formula to calculate pressure 
 
Pressure = Force / Area 
 
Work out what units to use to calculate pressure 
 
1cm2 or 1m2 
 
Calculate pressure 
 
Pressure = Force / Area 
 
Use the idea of force, area and pressure to explain everyday things 
 
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If a man with a weight of 600N stepped on me foot with the trainers and the high heels, the high heels would hurt
more because although they are both exerting a weight of 600N, the high heels have a smaller surface area so the
weight isn't spread out and instead the weight is exerted onto one point. 
 
Describe how air and liquids exert a pressure on your body 
 
Air exerts a pressure on your body because the air around you is continuously pushing inwards to crush your body
but your body is also exerting a pressure outwards which is the same as the pressure being exerted inwards making
your body stay dormant and not crushed. Liquid exerts a pressure on your body because the deeper you are in the
water the more the pressure of the water pushing you inwards which is the reason your ears hurt when you go too
deep under water. The reason for this is because of the column of water above you is getting heavier and heavier
because it is deeper making the pressure more. 
 
Explain how the pressure of water changes with depth 
 
The pressure of water changes with depth because the deeper you go, the more column of water there is above
you which is why the pressure becomes more and more the deeper that you go. 
 
Explain how the pressure of air changes with height 
 
The higher you are the less dense the air is, the less dense the air is, it produces less air pressure. So if you go into
space without a space suit, you would explode because the air isn't dense at all (there isn't any air) which is would
be the reason you need a space suit or you will explode. If you took a packet of crisps on top of Mount Everest it
would look like it is full of air because the air pressure being exerted outwards on the inside is greater than the air
pressure on the outside because the air is less dense on the outside. 
 
Explain how a cartesian diver works 
 
If you've never seen a cartesian diver before, it's basically a little dropper (or other material- there's so many
options) floating in a bottle of water. When you squeeze the bottle of water, the diver drops down through the
water. It then floats back up when you release the sides of the bottle. 
 

63
 YEAR 9 SCIENCE
Understanding Waves 
 
Waves are one of the ways in which energy may be transferred between stores. Waves can be described as
oscillations, or vibrations about a rest position. For example, sound waves can cause air particles to vibrate back
and forth, ripples cause water particles to vibrate up and down. 
 

Rest position - the undisturbed position of particles or fields when they are not vibrating. 
Displacement - the distance that a certain point in the medium has moved from its rest position. 
Peak - the highest point above the rest position. 
Trough - the lowest point below the rest position. 
Amplitude - the maximum displacement of a point of a wave from its rest position. 
Wavelength - distance covered by a full cycle of the wave. Usually measured from peak to peak, or trough to
trough. 
Time period - the time taken for a full cycle of the wave. Usually measured from peak to peak, or trough to trough. 
Frequency - the number of waves passing a point each second. 
 
All waves transfer energy but they do not transfer matter. 
 
 
Light 
 
Light is a type of electromagnetic radiation that can be detected by the eye. It travels as a transverse wave. Unlike
sound waves, light waves do not need mediums to pass through, they can travel through a vacuum. Light from the
Sun reaches Earth through the vacuum of Space. 
 
Luminous objects are objects which emit light on their own. 
 
Ray model of light: 
 
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The law of reflection: 
 
When light reaches a mirror, it reflects off the surface of the mirror: 
the incident ray is the light going towards the mirror 
the reflected ray is the light coming away from the mirror 
64
 
In the ray diagram: 
the hatched vertical line on the right represents the mirror 
the dashed line is called the normal, drawn at 90° to the surface of the mirror 
the angle of incidence, i, is the angle between the normal and incident ray 
the angle of reflection, r, is the angle between the normal and reflected ray 
The law of reflection states that the angle of incidence equals the angle of reflection, i = r. It works for any angle.
For example: 
the angle of reflection is 30° if the angle of incidence is 30° 
the angle of reflection is 90° if the angle of incidence is 90° 
 
 
 
White light is a mixture of many different colors, each with a different frequency. 
The 7 colors of the spectrum are, red, orange, yellow, green, blue, indigo, violet. 
 
We see color because when ;light hits a surface, some of it is absorbed and some of it is reflected. The light that is
reflected is the color of the object in that light. For example, a blue object absorbs all the colors of the spectrum
except blue, it reflects blue. 
 
A filter is a transparent material that absorbs some colors and allows others to pass through. 
 
Filters transmit some colors of light and absorb other colors of light. 
 Colors which are transmitted pass through the filter and come out the other side. 
 Colors which are absorbed do not pass through the filter. 
The colors which are absorbed by the filter are subtracted from the light. 
 
Heat 
 
Heat is a form of energy measured in joules. It relates to kinetic energy which causes the particles in an object or
substance to vibrate. 
 
Thermal energy (also called heat energy) is produced when a rise in temperature causes atoms and molecules to
move faster and collide with each other. Thermal energy can be transferred through conduction, convection and
radiation. 
 
The factors which an object affects the rate of heat transfer is the surface area, volume and material of the object
and the nature of the surface with which the object is in contact. 
 
Conduction his how thermal energy passes through solids. Conduction occurs more readily in solids as the particles
are more tightly packed however in liquids the particles are more random and in gases the particles are far apart. 
 
Metals conduct electricity by allowing free electrons to move between the atoms. 
 
 
Convection is when the particles in a liquid and gas can move from place to place and it occurs when particles with
a lot of thermal energy in a liquid or gas move and take the place of particles with less thermal energy. Thermal
energy is transferred from hot places to cold places by convection. 
 
Convection works by areas of a liquid or gas heating or cooling greater than their surroundings, causing differences
in temperature which eventually comes to an equilibrium.  
 
The color black is the best for absorbing Infared radiation. This means black is also a good emitter of Infared
radiation. 
 

65
Dark, matter surfaces are good absorbers and good emitters of infrared radiation. Light shiny surfaces are poor
absorbers and poor emitters of infrared radiation, they are good reflectors. Rough surfaces are also good absorbers
and emitters and reflectors. 
Variation 
 
Variation can be caused genetically or environmentally. For example when the sperm and egg cell's nucleus fuse
together, each sex cell contains half the amount of normal chromosomes. When the chromosomes fuse during
fertilization, a new cell is formed known as a zygote. It has all the genetic information needed for an individual
which is known as a diploid and has the full number of chromosomes. Enviromental variation could because of
factors such as climate, diet, accidents, culture and lifestyle. 
 
Examples of genetic variation in humans include blood group, skin color and natural eye color. 
Examples of environmental variation in humans could be scars, language and accent, hair color and weight.  
 
The importance of variation is that it helps species to survive, it helps us to determine who is who and it helps and
it helps organisms to adapt to their environment. 
 
DNA, chromosomes and genes 
 
The difference between chromosomes and DNA is that a chromosome is a long chain of DNA that contains the
genetic material of an organism which is just packaged DNA. DNA is a fundamental molecule that carries the
genetic instruction of all living organisms. 
 
Characteristics are inherited by parents. Parents pass on their traits or characteristics such as eye color and blood
type, to their children through their genes. Some health conditions or diseases are passed on too. 
 
If a gamete has too many chromosomes, it could lead to birth defects or death. The condition is called aneuploidy. 
 
If a gamete has too few chromosomes, it could result in impulse control problems, above average height,
intellectual disability, short stature, increased risk of certain medical conditions and a shortened life expectancy. 
 

 
 
Adaptions 
 
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Plants often compete with each other for light, space, water and mineral ions form the soil. Animals often compete
with each other for food, mates and territory. 
 
Variation helps some species to survive because, as a result of their genes, some individuals of a species might have
better camouflage or be able to fly or run faster. Variation might kill some species as they might not be able to
have as good camouflage or they may not be able to run away or fly away fast enough. 
Animals could become extinct due to habitat loss, lack of food, hunting, pollution, climate change and over
consumption or even lack of genetic diversity. 
 
Characteristics which help species survive in different habitats: 
 
Larger ears help an animal keep cool as there is a wide surface for heat to be released and not trapped while
smaller ears help to keep an animal warm as heat can be trapped and make it harder to release. 
 
Long thick fur helps an animal stay warm as fur traps dead air next to an animal's body and creates a blanket of
insulation. As air is an insulator, fur keeps animals warm in cold weather conditions. It also absorbs the heat. While
short thin fur does the opposite and absorbs less heat from the air and can easily release heat. 
 
Small ears can keep an animal warm due to the absorbing of heat easier through the ears while big eyes can
release more heat and prevent heat from entering the eyes. 
 
Charles Darwin, Natural Selection and Evolution 
 
Selective breeding 
 
.1. Select your desired characteristic. 2. Choose two parents that show most of the desired characteristic. 3. Breed
them together4. Out of the offspring, choose two parents that show the most desired characteristic. 4. Breed them
together and REPEAT over many generations. 
 
The environmental conditions in a habitat could include high temperatures, hot sand, low temperatures snow and
high amounts of prey or predators. A solution for this could be aire, water or temperature. 
 
Living things area adapted to their environments through natural selection and genetic variation and they have
features and behaviors that help them survive and reproduce in their environment. 
 
The different theories on how organisms changed was through evolution, common descent, gradualism,
multiplication of species and natural selection. 
 
Habitat: the place where an organism lives. a community is two or more populations of organisms. 
The different types of Habitats are:- 
(1) Deserts 
(2) Forests 
(3) Grasslands 
(4) Islands 
(5) Mountains 
(6) Oceans 
(7) Wetlands. 
  
Different Factors which influence different habitats: 
The environment is the sum of all biotic (living) and abiotic (non-living) factors that surround and practically
influence the organism. 
All components are interlinked and interdependent. 
Biotic factors include different organisms. 

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Abiotic factors are non-living factors required for the survival, form, function, behavior, and reproduction of
organisms. 
There are many abiotic factors. The four major abiotic factors that determine differences in the environmental
conditions of different habitats are temperature, water, light, and soil. 
Factors like climate, geography, availability of water, and interactions with other plants and animals determine the
number and types of organisms living in a habitat. 
Air, water, climatic conditions, temperature, plants, animals living in that area all affect the habitat. For example:
Organisms living in a desert are adapted with specific characteristic like the plants have leaves modified into spines
to prevent excessive loss of water. 
How are different organisms adapted to their environment? 
Living organisms are adapted to their environment. This means that the way they look, the way they behave, how
they are built, or their way of life makes them suited to surviving and reproducing in their habitats. For example,
giraffes have very long necks so that they can eat tall vegetation, which other animals cannot reach. 
In biology, an ecological niche refers to the overall role of a species in its environment. Most environments have
many niches. If a niche is "empty" (no organisms are occupying it), new species are likely to evolve to occupy it.
This happens by the process of natural selection. By natural selection, the nature of the species gradually changes
to become adapted to the niche. If a species becomes very well adapted to its environment, and if the environment
does not change, species can exist for a very long time before they become extinct. 
Different theories of evolution 
(1) evolution as such, (2) common descent, (3) gradualism, (4) multiplication of species, and (5) natural selection. 
Scientists believed that simple life forms would gradually grow into more complex life forms and over time
organisms would change their lifestyle depending on their surroundings. 
Charles Darwin’s theory of evolution by natural selection 
There are four principles at work in evolution—variation, inheritance, selection and time. 
The mechanism that Darwin proposed for evolution is natural selection. Because resources are limited in nature,
organisms with heritable traits that favor survival and reproduction will tend to leave more offspring than their
peers, causing the traits to increase in frequency over generations. 
--> The basic idea of biological evolution is that populations and species of organisms change over time. 
Why some people didn’t accept Charles Darwin’s theory of evolution 
While many scientists defended Darwin, religious leaders and others immediately rejected his theory, not only
because it directly contradicted the creation story in the biblical book of Genesis, but also because – on a broader
level – it implied that life had developed due to natural processes rather than as the creation of a loving God. 
The three limitations of Darwin's theory concern the origin of DNA, the irreducible complexity of the cell, and the
paucity of transitional species. Because of these limitations, the author predicts a paradigm shift away from
evolution to an alternative  explanation. 
What are fossils and how are they considered important for evolution 
Fossils are the preserved remains or traces of animals, plants, and other organisms from the past. Fossils are
important evidence for evolution because they show that life on earth was once different from life found on earth
today. 
-->Fossil evidence provides a record of how creatures evolved and how this process can be represented by a 'tree of
life', showing that all species are related to each other. 
What is selective breeding 
Selective breeding or artificial selection is when humans breed plants and animals for particular genetic
characteristics. Humans have bred food crops from wild plants and domesticated animals for thousands of years. 
how Darwin used selective breeding to explain natural selection 
From artificial selection, Darwin knew that some offspring have chance variations that can be inherited. In nature,
offspring with certain variations might be more likely to survive the “struggle for existence” and reproduce. If so,
they would pass their favorable variations to their offspring. 
By choosing which animals to reproduce, breeders could achieve remarkable changes and diversity in a relatively
short time. Variations in traits were clearly abundant and heritable. 
--> this would relate to the idea of natural selection as some species were better adapted to survive making them a
profound choice to selectively breed with the opposite gender to create more off springs with that desired
characteristic. 
Breeding pigeons was a popular hobby in England in Darwin's time. By selecting which pigeons were allowed to
mate, people had a profound effect on their appearance, such as the shape and size of their beaks and the color of
their feathers. Dog breeding is another prime example of artificial selection. 
--> selective breeding is why we have so many breeds of dogs with different appearances and characteristics 
Energy Changes in Reactions 
 
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Endothermic and Exothermic 
 
Endothermic reactions are chemical reactions in which the reactants absorb heat energy from the surroundings to
form products. 
An exothermic reaction is a reaction in which energy is released in the form of heat or light. The energy is absorbed
from the surrounding into the reaction. 
 
How to identify Endothermic and Endothermic Reactions 
 
When energy is released in an exothermic reaction, the temperature of the reaction mixture increases. When energy
is absorbed in an endothermic reaction, the temperature decreases. You can monitor changes in temperature by
placing a thermometer in the reaction mixture. 
 
Reactions of Metals - Oxidation 
 
Products formed when metal reacts with oxygen 
 
Metals being burnt in air, react with oxygen to form Metal Oxides. 
 
Metal Oxides acidic or basic? 
 
Metal Oxides are basic and non-metal oxides are acidic. 
 
What happens to mass of metal when it is heated in air/oxygen, why? 
 
In the reaction, the metal gains mass because it has incorporated oxygen atoms. 
 
Why are some metals shinier than others? 
 
This is because some metals do not react much with the air such as gold which is why it's used in jewelry however
iron reacts with the air a lot which is why it rusts easily. 
 
Word Equations for Metal Oxide Reactions 
 
Metal + Oxygen → Metal Oxide 
 
Particle Diagram representing these reactions 
 

 
Reaction of Metals with Acids 
 
Metal that react quickly, slowly and not at all with acid 
 
Quickly: Potassium, Sodium, Calcium, Magnesium 
Slowly: Iron, Tin, Lead, Copper 
No Reaction: Silver, Gold, Platinum 
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Products formed when metal reacts with acid 
 
Salt and Hydrogen 
 
How to identify gas that is formed when a metal reacts with an acid 
This can be proven using a burning splint because hydrogen is flammable. When the burning splint is put into the
test tube containing hydrogen gas, a small explosion occurs, making a squeaky pop sound. This shows that hydrogen
is present. 
The gas is Hydrogen. 
 
Word Equation for Metal Acid Reactions 
 
Metal + Acid → Salt + Hydrogen 
 
Particle Diagram representing these reactions 
 

 
Reaction of Metals with Water 
 
Name metals that react quickly, slowly and not at all with water 
 
Quickly: Potassium, Sodium, Calcium 
Slowly: Magnesium, Aluminum, Zinc 
No Reaction: Copper, Silver, Gold 
 
Products formed when metal reacts with water 
 
Metal Hydroxide and Hydrogen 
 
How to identify gas and solution formed when metal reacts with water 
This can be proven using a burning splint because hydrogen is flammable. When the burning splint is put into the
test tube containing hydrogen gas, a small explosion occurs, making a squeaky pop sound. This shows that hydrogen
is present. 
The gas is Hydrogen. 
 
Word Equation for Metal Water Reactions 
 
Metal + Water → Metal Hydroxide + Hydrogen 
 
Reactivity Series of Metal and Displacement Reactions 
 
Sort the Metals into a reactivity series 
 

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Describe what happens in a displacement reaction 
 
A more reactive element displaces a less reactive element in a chemical reaction. 
 
Why does a displacement happen between a given metal or salt of another metal using the reactivity series 
 
A displacement reaction happens when a more reactive metal (one that forms positive ions more easily) displaces a
less reactive metal from a compound. Example: Magnesium is more reactive than copper, so magnesium can
displace copper from a copper sulfate solution to create magnesium sulfate. 
 
Extracting Metals 
 
Recall the meaning of the term metal ore 
 
Ores are naturally occurring rocks that contain metals or metal compounds in sufficient amounts to make it
worthwhile extracting them. 
 
How are metals obtained from metal ores? 
 
Smelting or Electrolysis, smelting uses heat to separate the valuable metal from the rest of the ore. Electrolysis is a
process that uses the power of electricity to split elements and compounds. 
 
Name the type of reaction that occurs when a metal is extracted from metal oxide by heating with carbon 
 
Carbon Reduction Reactions 
 
Explain why it is important to reuse or recycle metals 
 
The benefits are that recycling metals Reduces pollution, saves resources, reduces waste going of landfills and
prevents the destruction of habitats from mining new ore. 

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