2024 End of Year Extended Test Preparation - Religious Studies PDF

**2024 END OF YEAR EXTENDED TEST PREPARATION** **TERM 1 RELEVANT CONTENT: THE HUMAN SEARCH FOR TRUTH** **Chapter 1: The human need to question** **Explain what human heart questions are.** \[Topic sentence\] There are human heart questions. \[Elaborate\] When people grow and change, they seek to...

**2024 END OF YEAR EXTENDED TEST PREPARATION** **TERM 1 RELEVANT CONTENT: THE HUMAN SEARCH FOR TRUTH** **Chapter 1: The human need to question** **Explain what human heart questions are.** \[Topic sentence\] There are human heart questions. \[Elaborate\] When people grow and change, they seek to understand through questions, and the more they understand the more they ask. \[Explain\] These questions are called human heart questions because they stir within people's hearts and continue throughout life. Furthermore, they tend to keep coming back because situations in people's life change. \[Example\] For example when teenagers become more aware of themselves as individuals they ask questions like, 'how can I understand my feelings?' or 'what should I do when I leave school?'. \[Link/conclude\] Therefore human heart questions are an important part of understanding the world around them. \*Only God can fulfil these questions. **List the four types of human heart questions.** *1. Personal questions* *2. Relationship questions* *3. Questions about the future* 4\. Questions about God **Describe each of the four types of human heart questions.** *There are four basic human heart questions. **Personal questions** are concerned with what people need to understand about themselves in order to achieve true happiness. An example of a question is* 'What's life all about?'. ***Relationship questions*** are those concerned with how a person can relate with others in ways. An example is 'Who will always love and accept me, no matter what?'*. **Questions about the future*** are concerned with what is best for oneself, for the world and for creation if true happiness is to be found. One example of a question is 'What difference can I make to the future of the earth?'. Finally, **questions about God** are through human experiences that lead people to wonder about God. Many people sense the presence of God as they experience creation and the more aware people become of God, the more they wonder at religious questions such as: 'Who is God?'. **List examples of human heart questions for each of the four types.** ***Personal questions*** 'What's life all about?' How can I become more independent ***Relationship questions*** 'Who will always love and accept me, no matter what?' 'How can I make good friends?' ***Questions about the future*** 'What difference can I make to the future of the earth?' 'How can we create a more peaceful future with less crime and fewer wars?' **Questions about God** 'Who is God?' 'Why does God allow suffering ?' **Outline two reasons why people fail to recognise their 'human heart' questions.** There are two reasons why people fail to recognise their 'human heart' questions. Firstly, people may try to avoid these questions and resist spending quiet time to find out what is going on within them. Secondly they may try to find happiness in other ways, such as gaining greater wealth, success, social status and possessions. However, this only leads to short term happiness. **Chapter 3: The spirit guides the church's magisterium** **Define 'pope', 'archbishop', 'bishop', 'cardinal'.** *[Pope ]* *The Pope is the leader of the Catholic church, who has the gifts and authority passed down from St. Peter is called the Pope. Popes are elected by cardinals.* *[Bishop]* *A Bishop is in charge of churches and other bishops in a diocese. He is also responsible for administering the sacraments.* *[Archbishop ]* *A Bishop who is in charge of a larger diocese called an archdiocese.* *[Cardinal ]* A cardinal are special bishops who elect the Pope. The gathering during which they elect a new Pope is called a 'conclave'. A Cardinal is a higher rank than a bishop and archbishop. He is also an advisor to the pope. **Describe the role of the magisterium in serving the church.** *The Magisterium plays a crucial role in serving the church. They consist of the Pope and the bishops, who are guided by the Holy Spirit, throughout the world, working within their dioceses. They make up the Ecumenical council. It is their role to interpret in a decisive way both Sacred scripture and Sacred Tradition. They can only teach, explain and apply the teachings of Jesus and they cannot go against a teaching of Jesus. This guidance ensures that the authentic teachings and beliefs of Jesus are maintained.* **Describe the catholic understanding of 'tradition'.** *Tradition is a special word and is always spelt with a capital 'T', which refers to the handing on of the teachings of the Apostles under the Holy Spirit's guidance. Catholics believe that Tradition includes both the teachings handed on by the Apostles, such as the Creed and the moral teachings of Christ and the way these teachings are handed on. Tradition protects the Church from losing or misrepresenting the teaching of Jesus. Through Tradition, the Holy Spirit guides the Pope and bishops to interpret and govern the Church.* **Chapter 5: The spirit of truth inspired the new testament** **Investigate the story of Paul.** As a young Jew, Saul found the teachings of the Apostles to be blasphemous. He became a leader and was involved with the persecution of Christians. When he was leading a group who would persecute Christians in Damascus, he was visited by Jesus who appeared to him. This marked his conversion to Christianity. After Jesus appeared to him, Paul realised that he was called by God to preach -- especially to those who were not Jews (gentiles). He then went on three missionary journeys to preach and convert people to Christianity. Paul was eventually imprisoned and executed in Rome sometime before 67AD. **Recount Paul's missionary journeys** Around 45AD, Paul began three missionary journeys. He did this to convert people to Christianity and to spread the Gospel. Paul embarked on his first missionary journey around 45-49AD, travelling to other countries and preaching in major cities. He completed two more missionary journeys between 49-53AD and 53-58AD, during which he preached and made converts. After Paul's three journeys, he returned to Jerusalem in 58AD. Upon return, he was arrested by Jewish authorities. Paul was taken into custody by the Roman army and sent to Caesarea for safety reasons. It was there that he was kept in prison for 2 years. After exercising the right to a trial, Paul went back to Rome in 61AD and continued to be held in prison for another 2 years. After his trial, he was freed, possibly for lack of evidence against him. It is uncertain about what happened after 63AD. Eventually he was imprisoned again and then executed in Rome some time before 67AD. **TERM 2 RELEVANT CONTENT: PEOPLE GROW STRONGER SPIRITUALLY** **Chapter 1: Young people discover new spiritual experiences** **Define virtue.** *A virtue is a habit of doing what is good. Some of the 'Christian virtues' are faith, hope and love, compassion, honesty, humility, respect and loyalty.* **Define cardinal.** The word 'cardinal' comes from the Latin word for 'hinge'. The development of all other human virtues hinges on the cardinal virtues. **List and describe each of the four cardinal virtues.** [Fortitude] is the virtue of continuing to try to do what is right. Fortitude is shown when people keep trying in the face of difficulties (e.g. temptations) and try to overcome habits that need changing (e.g. laziness). Even if they fail, people of fortitude never give up; they try again. [Justice] is the virtue making people willing to be fair in their dealings with God and with others, giving to each what is due to them. Justice to God requires prayer, worship and trying to live as God taught. Justice to others involves respecting the rights of others. [Prudence] is the virtue enabling people to decide what is truly best for them in each particular situation in life, and to choose the right means of achieving it. [Temperance] is the virtue of moderation, governing our emotions and desires so that they do not lead us to sin. **Chapter 2: People can develop spiritual relationships** **Define Heaven, Purgatory and Hell** [Heaven] God created people to live forever with God in a happiness that is beyond human imagination. This happiness is called 'heaven'. God is perfect love and goodness. To live forever with God, people need to have lived lives of love and goodness. [Purgatory] People who have traces of selfishness, human weakness and wrongdoing when they die, have an experience of final purification called 'purgatory' before they can experience heaven. [Hell ] Is a place of eternal punishment that has no escape. It is a place with eternal absence of God. It's a place one goes when they die in unresolved mortal sin. **Explain how 'free will' (not God) ultimately determines a whether a person goes to Heaven or Hell.** Free will ultimately determines whether a person goes to Heaven or Hell. This is because God created everyone with 'free will'. Therefore, people can choose not to relate with God. They can choose not to by refusing to live the commandments of God. They will therefore go to Hell. Conversely, people who use their free will to try to do good and follow the commandments will end up in heaven. Thus, 'free will' determines whether a person goes to Heaven or Hell. **Chapter 5: God the father and Jesus sent the holy spirit** **Describe some of the key information learned about Jesus through the gospel of mark.** Son of God: Mark introduces Jesus as the Son of God, emphasising his divinity through miracles, teachings, and God's acknowledgement of him as his beloved son Kingdom of God: Jesus establishes the kingdom of God, calling people to repent, believe and witness its power through his teachings and miracles Suffering servant: Jesus fulfils the role of the suffering servant, willingly enduring suffering and death to accomplish God's will and save humanity Power over evil: Jesus demonstrates divine authority over evil and suffering, healing the sick, casting out demons, and performing miracles. Call to discipleship Resurrection **Chapter 6: Jesus revealed how to draw on the strength of the holy spirit** **Explain the meaning of the Death of Jesus.** The death of Jesus is central event in Christianity, viewed as a sacrifice for humanity's sins. His death fulfills Old Testament prophecies of a Suffering servant who would bear humanity's transgressions. Through his crucifixion, Jesus took upon himself the punishment humanity deserved, reconciling people with God and opening the way to salvation. This act demonstrates the depth of God's love, as Jesus willingly offered himself as a ransom for all. His death is not the end by a step toward resurrection, symbolising victory over death and the promise of eternal life for believers. **Explain the meaning of the resurrection of Jesus.** The resurrection of Jesus is the most important sign of the power of God. It signifies that death is not the end for those who believe in Jesus, as they too will be raised from the dead by the power of the Spirit. Because Jesus rose from the dead, Christians can share in his risen life and see the cross not as a symbol of death, but as a symbol of God's power to overcome death and bring fullness of life with God. **List Jewish religious authorities at the time of Jesus.** - Pharisees - Sadducees - Herodians - Chief priests - Scribes - Elders **TERM 3 RELEVANT CONTENT: PEOPLE CAN ACHIEVE EMOTIONAL PEACE** **Chapter 1: Emotions move people** **Define the term 'emotion'** The word 'emotion' comes from the Latin word movere, which means 'to move'. Emotions are strong feelings that move people to behave in certain ways. **Name the most fundamental emotion and explain why it is considered the most fundamental emotion** The most fundamental emotion is love, which seeks out what is good. It causes people to hope that good can be achieved, even when facing bad situations. Love is the most basic emotion needed for someone to flourish, involving choosing to do what is good for themselves and others. A person who recognises that they feel love for themselves and others, even those they don't know personally, will be prepared to make lifegiving choices. **Explain the difference between an emotion and a behaviour** Emotions are inner feelings or sensations that "move people to behave in certain ways", but they are not the behaviours themselves. Behaviours are the outward actions or reactions that result from the choice people make in response **Name and explain why the three steps of developing emotionally are important** The development of an emotion requires three steps: 1. Recognising the emotion 2. Accepting the emotion 3. Making a choice to direct an emotion. Developing emotionally or learning to direct emotions so that they help rather than hinder people from doing what is right, involves three steps: recognising, accepting and choosing how to direct the emotion. Recognising the emotion means being aware of its effects on the body and naming it. It's important because ignoring emotions can cause them to build up, leading to tension, stress, and potentially harmful, uncontrollable outbursts, Accepting the emotion means understanding its cause and whether **Chapter 2: The emotions function best when directed by the will** **Explain what is meant by the 'will' and why it is important to a person's emotional development** Sometimes people find it difficult to direct their emotions. Instead of being under control, they can take over people's lives, confusing them about how to behave in ways that are appropriate to the situation. Emotions function best in a person's life when they are directed by the will. The ability to use the will to appropriately direct emotions leads a person to do what is in the best interests of self and others. They can achieve a real harmony between what they feel and how they choose to act or direct those feelings. Where people let their emotions dominate, their emotions can take over, leading them to say and do what they might later regret. Not recognising or accepting their emotions may confuse people with so many thoughts that working out right and wrong becomes impossible. There can be many reasons why people become confused about their emotions and fail to direct them appropriately. The will enables people to make decisions and control their actions, choosing between good and evil. It's important for emotional development because it allows individuals to direct their emotions in positive, life-giving ways, rather than letting their emotions control them. When emotions dominate, people might say or do things that are bad. **Explain how failure to direct emotions in life-giving ways can result in emotional stress** When people don't understand how to direct their emotions in life-giving ways, they're likely to experience emotional stress. For instance, anxiety about failing **Explain why people need to respect their emotions** Emotions are part of human nature, created by God, and therefore deserve respect. Ignoring or suppressing emotions only amplifies their power. Respecting emotions involves acknowledging them, understanding their causes, and choosing how to express them in healthy ways, integrating them with other personal gifts like intellect and spirit. Failure to do so can lead to stress, conflict and confusion. **Chapter 3: Jesus promises salvation** **Outline the meaning of "people are created in the image of god'.** Being created in the image of God means that humans have the potential to reflect God's qualities, such as love, goodness and truthfulness. This doesn't mean people physically resemble God, but that they have the capacity for spiritual growth and development, becoming more like God through their thoughts, words and actions. Males and females reflect God equally but in distinct masculine and feminine ways. **State** **what the greatest sign of god's love is** The greatest example of God's love was the coming of Jesus Christ his Son into the world. God sent Jesus to redeem humanity from sin and offer the girft of salvation through his death and resurrection. This selfless act demonstrates the depth and extent of God's love for humanity. **Use examples to describe how Jesus' emotions always reflected god's love** The emotions of Jesus show his love The Gospels tell many stories of Jesus expressing emotions. He always did so in ways that were consistent with his basic choice to love. Jesus showed how people can direct emotions in life-giving ways. Jesus, as both God and human, possessed emotions like any other person. However, his emotions consistently reflected God's love, For example, jesus' love for children moved him to blessthem despite being tired. His compassion led him to raise the widow's son from the dead. He wept over Jerusalem's fate when people refused to listen, demonstrating his deep care and concern. And even in the face of death, Jesus overcame fear to continue showing love and forgiveness \...\... **Chapter 4: Jesus shares his power to love: sacraments and commandments** **Name and explain the four spiritual gifts of the sacrament of baptism** The four spiritual gifts of the sacrament of baptism are the power to live a new life in Christ, to become part of the family of the church, to share the mission of Jesus and to receive God's help to love this mission. The power to live a new life in Christ includes the gift of faith, the desire for God and a sense of God's call to live a new kind of life as a follower of Jesus. People who are baptised are enabled to act on the desire to belong to the church and to develop good relationships with other Christians in the church community. **Name and explain the seven gifts of the holy spirit received through the sacrament of confirmation** The seven gifts of the Holy Spirit received through the sacrament of confirmation, strengthen the gits received in baptism. These are the gifts if wisdom, understanding, right judgment, courage, knowledge, reverence, wonder and awe in god's presence. These gifts help Christians to respond to human heart questions and to love the answers. If people draw on the graces of Baptism \.....help people to resist temptation, exercise self-control over powerful desires, and develop Chasity as they draw closer to Jesus **Define the term 'charity'** Charity is the name of the divine power to love as God does. It helps people to relate with God, as Charity is the share in God's power to love, which is received in Baptism and strengthened in Confirmation. Charity makes it possible to love God with no ulterior motive and to love others, even enemies, as Jesus loves them. Charity is nourished by receiving Jesus in Holy communion, praying daily, and striving to live Jesus' two great commandments. **Explain the two ways charity empowers Christians** Charity empowers Christians in two ways: - to love God for God's own sake - to love every human person for God's sake. Charity empowers Christians in two ways: two love God for God's own sake, and to love every human person for God's sake, Charity empowers Christians to love God with no ulterior motive, Only God can empower Christians to love others as Jesus does... The share in God's power to love, a gift **List five things that Christians need to do to grow in charity** To grow in charity, Christians need to: 1\. Nourish this gift by receiving Jesus in Holy Communion 2\. Practise loving God for God's own sake, especially through daily prayer 3\. Practise praying for others 4\. Pray to God for help to love others, especially those it is hard to like and forgive 5\. Make a genuine effort to behave towards others in selflessly loving ways. **State the two great commandments of Jesus** 'You must love the Lord your God with all your heart, with all your soul, with all your strength and with all your mind\...'. (Luke 10:27) 'You must love your neighbour as yourself.' (Matthew 22:39) **Chapter 5: Sin and how god helps people overcome it** **Define the term 'sin'** Sin is any deliberate thought, word or deed against the law of God. 'Deliberate' means knowing that the thought, word or deed is against a law of God and the person still does it on purpose. Sin, therefore, is disobedience against God by deliberately thinking, speaking or acting in an 'unholy' or 'ungodly' way. For an act to be a sin, three conditions must be met. **Name and explain the three conditions for sin** People can determine whether or not they have sinned by asking themselves three questions. These are:\ 1. Was the thought word or action against God's law?\ 2. Did I know that it was against a law of God? 3\. Did I freely choose to go against God's law? People always need to have these questions in mind so that when they: - feel guilty about something, they reflect on the first question - realise they have done wrong, they reflect on the second and third questions. The 1^st^ condition is that the thought, word or action must disobey one of God's laws. The 2^nd^ condition is that the person must know beforehand that is was against God's law. The third and final condition is that the person must have committed the thought, word, or deed on purpose. It is always wrong to break a law of God, but a person must know that their behaviour will break God's law for the behaviour to be a sin. **Identify the two sacraments of healing** Reconciliation, Anointing of the Sick **List three ways people can overcome sinful habits by drawing on the power of god** The power of God will help people to overcome sinful habits. People draw on this power by: - Praying daily to God, asking for help to understand and to overcome the sinful habit - Seeking spiritual strength from Jesus by receiving him in Holy Communion - Seeking God\'s forgiveness for times when the habit was given into. **Describe the three conditions necessary for people to commit mortal sin** Mortal sin breaks a person's relationship with God and destroys the state of grace in the soul. For an action to be considered a mortal sin, three conditions must be met. First, the person must have full knowledge that the action is a grave matter and is seriously wrong. Secondly, the person must give their complete consent and freely and deliberately choose to commit the act. Third the act itself must be of grave matter, meaning it must be a serious violation of God's law. Mortal sins can only be forgiven through the sacrament of Penance. If even one of these three conditions is not met then the sin is considered a venial sin 1\. Grave matter - Grave matter is specified by the Ten Commandments. Within the Ten Commandments, some of God's laws are more serious than others. For example: murder is more serious than swearing at someone in anger (fifth commandment) 2\. Full knowledge - Full knowledge means knowing that the word or action is against a grave law of God or 'grave matter'. 3\. Deliberate consent - Deliberate consent means a deliberate and fully conscious choice. **Chapter 6: Penance -- sacrament of healing** **Explain how Jesus came to heal people's relationship with god** Jesus came to heal people's relationships with God by restoring the state of original justice (which was broken by sin). He achieved this through his life, death, and resurrection\....This empowers people to live as God intended. Though his teachings and examples, Jesus showed humanity \... **Explain what the gifts of the sacrament of penance helps people to do** The gifts of the sacrament of penance help people reconcile with God and repair the hamr cause by sin **Name and describe the four elements of the Sacrament of Penance** **Describe what an 'examination of conscience' is and why it is important in the preparation for Penance** An examination of conscience is a process of reflecting on one's thoughts, words and actions to identify any sins committed, It is important in preparing for the sacrament of penance because it helps people's recognise their sins, leading to genuine contrition and a desire for reconciliation with God. By examining their conscience, individuals can acknowledge their wrongdoings and prepare to \_\_\_ them sincerely enabling them to confess their \_\_\_\_ **Chapter 7: Anointing -- a sacrament of healing** **Identify the three sacraments that comprise the last rites** The Last Rites consist of three sacraments which together, prepare a person to pass from this world to God. Through Reconciliation, through which Jesus forgives the person's sins and gives them all the gifts of the sacrament. Though, Anointing, through which Jesus gives the gifts of this sacrament. Through Holy Communion, through which Jesus unites the person with himself, nourishing them for the journey he took when he passed 'from this world to the Father' (John 13:1). **Name and describe the two elements of the sacrament of anointing** There are several parts to celebrating the sacrament of Anointing. The two main parts are: 1. The priest laying his hands in silence on the head of the one receiving the sacrament as a reminder of the hand of God, from whom all love and other gifts come 2. The essential part, when the priest anoints the sick person on the forehead and the hands The two main pats of the sacrament of a are the laying of hands and the anointing with oil. The priest laws his hands silently on the hand of the sick person, signifying that all love and gifts come from God. The priest then anoints the person's forehand and hands with oil while saying a prayer asking for God's mercy, grace and salvation. **Explain what the gifts of the sacrament of anointing helps people to do** Though the sacrament of Anointing is for all who are seriously ill, or who suffer physical frailty such as the elderly, it is also celebrated as one of the Last Rites when a person is dying. The gifts of the sacrament of anointing **TERM 4 RELEVANT CONTENT -- CHRISTIAN LOVE AND SEXUALITY** **Chapter 1: Adolescence is a time of change, challenge and growth** **Define the term 'adolescence'** Adolescence is a period of rapid change in the lives of young people and is a time of preparation for adult life and relationships. In this period they experience changes in all areas of their personal growth and development -- physically, intellectually, socially and spiritually. They also question attitudes and beliefs that they had accepted from various sources -- parents, the media, teachers and even their childhood friends **Identify the five areas in which adolescents develop** Physical -- Anything a teen goes through in adolescence (taller) Intellectual -- improve emotional intelligence, become more aware Emotional -- become more intense in an emotion Social -- Change friends Spiritual -- become closer or more distanced from God **Chapter 2: The gift of sexuality** **Define the term 'sexuality' and explain how sexuality is different to 'sex'** Many people today confuse 'sex' and 'sexuality'. Sexuality does not have the same meaning as sex. Sexuality refers to how one perceives oneself and relates to others as male or female. Each person's sexuality has an influence on them from their infancy to old age. It affects and influences all aspects of his or her personal development. This includes their intellectual, emotional, spiritual and physical development. Conversely a sex is an observable physical difference between males and females and is the act of sexual intercourse. **Name and describe the three different types of love** [Romantic love] - Romantic love refers to the love flowing from psychological and physical attraction. - People can express romantic love by doing acts of service such as helping their partner with their work. This demonstrates love because they are prioritising their loved one without expecting anything in return. [Altruistic love] - Altruistic love enables people to show genuine concern and care for others whether they who them or not - A young person can express altruistic love by giving their time to the elderly (who are often forgotten about and neglected). The young person would do this without expecting anything in return. [Familial love ] - Familial love is the love between family members. It moves family members to be concerned and care for each other. For example, when a parent gets sick, their child might take on more responsibilities in the home. They may do this because it supports their parent. **Explain why adolescents should be wary of sexual experimentation** Sexuality permeates the identity and personality of every person and it can take a long time to develop a healthy sexuality. There are no short cuts to reaching the level of maturity and a healthy sexuality that will enable a person to find the happiness and fulfilment that married life offers. This means being wary of engaging in sexual experimentation as this is not 'love' at all and can harm the development of a person's sexuality in ways that affect them for the rest of their lives. Sexual experimentation often results in: physical, emotional, social and spiritual harm [Textbook answer:] Young people need to be particularly wary of engaging in sexual experimentation. Because experimentation takes place in short-term or casual relationships lacking commitment or even concern for the other person, such 'love' is not authentic. In fact, it is not 'love' at all. Sexual experimentation, because it is *self-centred* rather than *other- centred*, can harm the development of a person's sexuality in ways that affect them for the rest of their lives. Habits can be formed that are very difficult to break, even once a person is married. **Explain each of the four possible consequences of engaging in sexual experimentation** Young people need to be aware of the possible consequences of engaging in sexual experimentation which may include: Physical harm, such as contracting sexually transmitted infections. These infections affect persons who engage in sexual experimentation far more than anyone else. Emotional harm, such as the distress resulting from an unplanned pregnancy. Social harm, such as focussing so much on sexual encounters that other aspects of forming balanced relationships are neglected. Spiritual harm, as sexual experimentation often results in a self-centredness that leaves little room for God and committed love of others. Therefore young people should be wary of sexual experimentation. **Chapter 3: Developing a healthy sexuality** **Explain the concept that males and females are equal in dignity** Each was created in God's image and likeness, and each was created to reflect God in different ways. Males have been created to reflect God in masculine ways and females have been created to reflect God in feminine ways. For example, males do not reflect God better than females, nor do females better reflect God than males. Created in God's image and likeness, male and female are also equal in dignity. Each respects their own dignity and that of others when they treat each other with respect. Neither should treat the other as less equal than themselves. **Identify the catholic teaching of the two purposes of sexual intercourse** God revealed sexual intercourse as a special means for expressing married love before relating it to having children. Catholic teaching speaks of the two purposes of intercourse, without prioritising them. Neither is more important than the other. **Chapter 4: The challenge of developing a healthy sexuality** **Explain the concept of 'genuine love'** Genuine love for family members, friends and husband or wife is required to develop a healthy sexuality. Although different kinds of love are needed for different relationships, the common characteristic of all forms of genuine love is commitment to the good of the person being loved. The common characteristic of genuine love in every human relationship is 'to will the good of the other' (mutual). Authentic love commits to the good of the other person. It is a form of love which upholds the best intentions of doing what is best for the other person. Commitment and genuine love: Genuine love for family members, friends and husband or wife is required to develop a healthy sexuality. Although different types of love are needed for different relationships, the common characteristic of all forms of genuine love is commitment to the good of the person being loved. **Chapter 5: Jesus promises the power of divine love** **Explain why, in terms of the two commandments of Jesus, 'love for god' is first** Jesus described these as the two greatest commandments. The order in which they are presented is very important. Love for God is first because only by loving God are Christians empowered to love their neighbour as Jesus did. The power of charity cannot grow by trying to love others without first loving God and receiving this power to love from him. **Define the term 'chastity'** Through Charity people are moved to love others as God loves them. This ability to harmonise sexual thoughts, feelings and desires is called chastity. It is the growing ability to see others as God sees them. This means seeing beyond an individual's sexuality, wonderful as that gift is, to the whole person God loves. **Identify four ways in which chastity is developed** Two requirements are needed to develop chastity. In a similar way to charity, the first requirement is to develop a close relationship with God through: 1\. Daily prayer 2\. Receiving the spiritual nourishment of Holy Communion 3\. Receiving God's forgiveness in the Sacrament of Penance 4\. Accepting God's grace in the Sacrament of Penance to amend one's life and do better in future. Explain how modesty is a key element to living a chaste life **Define the term 'celibacy'** - The special love Jesus demonstrated is called celibate love, or simply 'celibacy' - Religious brothers, sisters and priests are called in a special way to celibate love and like Jesus they are called to celibacy for their whole lives. **Chapter 6: God empowers people to live chaste lives** Describe the ways the sacraments of (a) baptism (b) confirmation (c) eucharist and (d) penance empower people to live chaste lives b\. One of the graces or gifts received from the sacrament of B is f **1. Define the following key terms:** **a. Industrial Revolution** -\> Industrial revolution (1750-1914) **b. Agrarian Revolution** Agrarian Revolution 17^th^ century (1650-1800) **c. Cottage Industry** -\> The cottage industry was a system where goods, like textiles, were made by hand in people's homes rather than in factories.  -\> Families worked together to produce items on a small scale before the rise of large-scale industrial factories. -\> Local trades and crafts people such as blacksmiths, used their skills, muscle power or water power to largely hand-make items. **d. Mechanisation** Machines like mechanical reapers helped speed up harvesting, reducing the need for manual labour on farms and increasing overall productivity. **e. Factory System** In contrast, the factory system brought together large numbers of workers in a single site or factory. Few of these workers were skilled because most of the manufacturing was done by machines. Instead, the many workers performed tasks that were repetitive and required little skill. The machines were powered at first by water with waterwheels, then by steam and next by electricity. The factory system itself was made possible by a combination of the technological innovations and knowledge that emerged during this period. **2. Outline developments in the Agricultural (Agrarian Revolution) that improved farming methods** **a. Enclosures** The enclosure acts consolidated small farms into larger, more efficient plots. This increased farmland by 30% in Britain but displaced many small farmers. **b. Crop rotation system** Charles Townshend introduced the four-field system, rotating crops like wheat, barley, root vegetables, and clover, eliminating the need for leaving fields fallow and improving soil fertility. **c. Machinery** By the early 1800s, new machines like seed drills, reaping machines, and threshers made farming faster and more efficient, allowing farmers to harvest larger areas of land in less time. **c. Seed drill** Jethro Tull's invention of the seed drill improved the accuracy of planting, leading to better crop yields and less seed wastage. **e. Rotherham Plough** Joseph Foljambe from Rotherham (around 1730) **g. Stock breeding** Along with improvements in crop production came improvements in animal breeding and rearing. From the late 1700s onwards, the agriculturalist Robert Bakewell began selective breeding of livestock on his property. He developed a new breed of quick-fattening sheep with finer wool and tastier meat, called the New Leicester. Bakewell also bred cattle for beef production. His ideas produced stronger animals that were noted for their larger size and better quality. **3. Explain how the following made improvements in transport** **a. Steam Engine** The invention of the steam engine revolutionised manufacturing and transport, and was later used to generate electricity. Coal supplies were vital to fuel the Industrial Revolution, and the ever-increasing demand for coal led to the opening of new mines and the deepening of older mines. The digging of deeper mines in turn required better pumping systems to keep water from flooding lower levels. Two inventors, Thomas Savery (around 1698) and Thomas Newcomen (around 1710) developed early steam engines to pump water from mines. Made steam locomotives, steamships -\> made travel more efficient and easier **b. Roads and bridges** In the early 1700s, most roads in Britain were built and maintained by local inhabitants who carried out repairs only when absolutely necessary. This meant that most roads outside London were in very poor condition. A few roads were managed by turnpike trusts - agencies that collected fees from travellers in return for keeping the roads in good condition (see Source 7). By the early 1800s, pressure from industrialists led to a dramatic increase in the number of turnpike trusts. By the 1830s there were more than 1000 such trusts. As a result, roads improved and travel times decreased. As roads improved, demand for more reliable and convenient ways of crossing rivers grew. In 1779, Abraham Darby began building the world\'s first cast-iron bridge to link a small mining town with nearby factories in the town of Coal Brookdale. A toll was charged for using the bridge which became known as the Iron Bridge (see Source 5). The bridge became famous in 1795 when it remained standing after a major flood. After that, many more bridges were built using iron rather than stone. **c. Trains and railways** The world\'s first railway line was built in between the coalfields in Darlington and the seaport of Stockton in north-east England. It combined two innovations - the steam engine and rail-mounted mining trucks (formerly pulled by horses). Railways added a whole new phase to the Industrial Revolution. In 1830, a new track linking the Manchester cotton industry to the port of Liverpool opened to transport goods for export. This was the first railway to link two major cities. Throughout the 1830s and 1840s, the building of rail tracks and strong, iron bridges for new train routes meant that iron production doubled at this time. **4. Outline the short-term impacts of the Industrial Revolution on:** **a. Population growth** In 1750, the population of England and Wales was around 5.5 million people. By 1900, this figure was around 32.5 million. An increase of workers looking for jobs, increase in life expectancy and natural population growth through births. **b. Changes in lifestyle** As the Industrial Revolution gathered pace, housing was needed for more and more workers. Some landlords seized the opportunity to exploit this situation. They made their profits by cramming as many poorly built houses into as small a space as possible. Such cramped, squalid living conditions proved the perfect breeding ground for disease. **c. Disparity between the rich and poor** The rise of urbanisation and factory work contributed to the emergence of new social classes and movements like socialism, which advocated for workers\' rights and equality. Those who owned the means of production became disproportionately rich, resulting in wider income inequality. Workers were forced to migrate to urban areas in search of jobs. They worked long hours, were poorly nourished, and lived in overcrowded conditions, leading to disease and stress. **d. Working conditions** -  Men, women, and children often worked long hours in harsh, unsafe conditions in factories. - Wages were low, and child labour was common, with little regulation at the start of the Industrial Revolution. **e. Child labour** When the Industrial Revolution began, children were seen as ideal employees. They were small enough to fit between the new machinery, they were cheap to employ and their families were grateful for the extra income. At the time, there was no real concern about their education being affected as education was not compulsory. Most working-class families could not afford to send their children to school anyway. Children often started work at the age of four or five. Their jobs were often simple, but physically demanding and dangerous. They included collecting dropped fluff from underneath the weaving machines or acting as helpers in coalmines. In many cases, child workers were orphans provided to the factories or mills by the local authorities. **5. Outline long term impacts of the Industrial Revolution on:** **a. The environment**  One of the most significant long-term impacts of the Industrial Revolution is related to the environment. New sources of [air] and [water pollution] were introduced that we are only now beginning to acknowledge as directly linked to 19th-century industrial processes. Coal burnt in the production of steam power produced heavy layers of smog that hung over the factory towns and cities. Evidence of the effects of this pollution was found when modern scientists tested hair samples from famous people such as Isaac Newton and Napoleon Bonaparte. They discovered high concentrations of lead and mercury. Today, not much has changed. The modern world is still heavily dependent on [fossil fuels] such as coal and oil. Not only do we use petroleum products in our cars, ships and planes, we also use them in the manufacture of our tablets, smartphones, computers and similar devices. The only difference is that these fuels we burn to maintain our affluent lifestyles are running out. **b. Living and working conditions** -\> Men, women, and children often worked long hours in harsh, unsafe conditions in factories. -\> Wages were low, and child labour was common, with little regulation at the start of the Industrial Revolution. -\> Rapid urbanisation led to overcrowded, unsanitary housing in growing cities. Diseases like cholera were rampant due to poor public health conditions. -\> Over time, trade unions emerged, advocating for workers\' rights. Laws like the Factory Acts 1833 were passed to limit working hours and improve safety, particularly for women and children -\> Global inequality **The Industrial Revolution in Britain** p.246-247 1\. Approximately what percentage of Britain\'s population lived in the countryside (rural areas) before 1750? 2\. Provide a brief description on the manufacturing and mining industries prior to 1750.. 3\. Outline what towns and villages were like before the industrial revolution. 4\. Comment on the length of the working day before the Industrial Revolution. 5\. Explain why the average life expectancy in Britain was low prior to the Industrial Revolution. 6\. What determined the social class you belonged to in Britain. 7\. Define the term aristocracy. 8\. What percentage of the population was made up by the aristocracy? How much of Britain\'s wealth did they control. 9\. Which industries first experienced the Industrial Revolution. 10\. By how much did Britain\'s population increase between 1750 and 1900? Explain why this was the case. 11\. Study Source 2 on page 247.
 (a)
Between which years was the death rate in Britain higher than the birth rate?
 (b)
In which year (or decade) was the birth rate highest in Britain?
 c\) When did the death rate reach its lowest point. **12. Explain the terms factory and textile mill. How did the number of these establishments change during the Industrial Revolution.** **13. Name two major industrial cities in Britain.** London and Manchester **14. Define industrialisation. How did this impact on the percentage of the population that lived in Britain\'s cities.** Industrialisation is a process in which a society transforms from an economy based primarily on agriculture and farming into one based on manufacturing and industry. 15\. What two sources of power transformed the manufacturing, agricultural and communication industries? Which fossil fuel was important for these sources of power. 16\. Provide examples of transport links that joined the industrial centres of Britain. 17\. What type of people made up the middle class? How did the middle class impact upon life in Britain? **WORLD WAR ONE**: **1. When did World War I start and conclude?** 1914-1918 **2. What does the term \"armistice\" mean?** A formal agreement between two countries or groups at war to stop fighting for a particular time. **3. Identify the major alliances that existed at the outbreak of war using the following headings, Triple Alliance and Triple Entente.** Triple Alliance -- Ottoman Empire, Germany, Austria-Hungary, Italy Triple Entente -- Russia, Japan, France, Britain (Belgium), Australia, - Serbia - 1882: Triple Alliance = Germany, Austria - Hungary and Italy formed an alliance. - 1907: Triple Entente = Britain, France and Russia formed           an alliance. **4. Why did so many countries join the conflict on each side.** Colonies and alliances **5. Identify and describe the 4 M.A.I.N long term causes of World War One** **Alliance** -- an agreement or friendship between two or more parties where both parties are supposed to benefit **Imperialism** -- one country extending its territory to create an empire, usually for financial or strategic reasons **Militarism** -- the process of preparing for war by building up stores of weapons and tanks and training troops **Nationalism** -- Is a sense of pride in and love of one's nation. It can either unite or divide people \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-- Militarism - Countries showed their power with strong armed forces. - General feeling / belief that war was coming. - Led to a European 'arms race'. - Germany and Britain increased the size of their navies. - USSR was building railways to get to Germany. - Once armies and weapons built---use them! Alliances - Before 1914 Europe had divided into 2 'teams'. - 1882: Triple Alliance = Germany, Austria - Hungary and Italy formed an alliance. - 1907: Triple Entente = Britain, France and Russia formed an alliance. - Any smaller conflict likely to create a much larger war. Imperialism - Larger European countries had built empires. - Britain and France had taken over many lands in Africa. - Germany wanted to increase its own African empire.            'The Scramble for Africa' 1880. - This led to increasing rivalry and competition for lands and            resources - raw materials for the Industrial Revolution. Nationalism - An increasing idea of pride, love and patriotism for ones               country and flag. Also an intolerance towards other               people and races. Smaller nations no longer willing to               accept being part of another's empire. - E.g. Serbia resisting control from Austria. - Provided a ripe environment for outbreaks of violence. **6. Describe the short-term trigger to World War One involving Serbia.** A Serbian man killed the heir to the Austrian throne called Franz Ferdinand in Sarajevo. Assassination of archduke Franz Ferdinand. **7. Outline three reasons why men enlisted to fight in the early stages of WW1** - Make a name for themselves (not be seen as a coward) - See Europe - Have a stable job **8. How was war/conflict viewed differently by many people at the start of the war compared to towards the end of the war?** Young people, especially boys, were brought up on military stories and were taught military drills in school. In these stories, the heroes were rarely wounded or killed; they won their battles effortlessly, and the drills taught them to obey orders and work together. This idealistic outlook on war and military involvement encouraged a romantic view of military action. However, this changed at the end of the long war. **9. Identify the main reasons for Australia\'s involvement in WW1?** Being a colony of Britain **10. Where were the main theatres of war located?** Western Front, Gallipoli **11. Name three major battles that were fought during World War 1** Somme, Amiens, Tannenberg **12. In what regions did Australians fight during World War 1?** Mostly on the Western Front and Gallipoli **13. What were some of the hardships experienced by the Australian soldiers?** Heat (heat exhaustion, short supply of water, contaminated water, water diseases, diseases) Exhaustion Water (unhygienic) Dysentery/typhoid Trenches -\> spread disease Mental health ⬇️ moral Soldiers faced harsh conditions, including rough terrain, extreme weather, and inadequate supplies. The Turkish forces were well-prepared and defended the peninsula fiercely. **14. What were some of the achievements experienced by the Australian soldiers?** -\> most successful was actually evacuating Gallipoli (pretty much no one died) **15. Using Gallipoli as the case study, answer the following questions:** **a. When did the Australians first land at Gallipoli?** 25^th^ April 1915 **b. What were two reasons for the Gallipoli Campaign?** -\> Allow Allied ships to pass through the Dardanelles, capture Constantinople and ultimately knock Ottoman Turkey out of the war -\> Get supplies to Russia quickly **c. What does the term ANZAC refer to?** Australian and New Zealand Army **d. What was the first problem experienced by the ANZACs?** The main force landed on too narrow a front and became intermixed, making it difficult for the troops to regroup. The troops had to scale treacherously steep ground with little understanding of the terrain. A few Australians almost reached their objectives for that first day but were forced back. (They basically landed in the wrong spot, somewhere with high and steep cliffs). **e. Who were the Australians fighting against?** Ottoman Empire (Turkey) **f. What were the living conditions like for the ANZACs?** Troops on Gallipoli found themselves dirty, thirsty, constantly digging and tunnelling, and living in cramped dug-outs **g. What were the fighting conditions like for the ANZACs?** Trench warfare quickly took hold at Gallipoli, mirroring the fighting of the Western Front. At Anzac Cove it was particularly intensive. Casualties in both locations mounted heavily, and in the summer heat conditions rapidly deteriorated. **16. Outline some of the weapons/ strategies used in WW1** World War I popularized the use of the machine gun---capable of bringing down row after row of soldiers from a distance on the battlefield. This weapon, along with barbed wire and mines, made movement across open land both difficult and dangerous. Thus trench warfare was born. **17. How was propaganda used during the war?** Propaganda posters were designed to give people a glorified image of what was war like. It appealed to people's duty to their country and to men's sense of honour,  adventure and masculinity. However, they failed to include important facts about the realities of war. **18. What is conscription?** The compulsory enlistment of people to serve in the armed forces. **19. Describe the structure of the trenches** The trenches along the Western Front were approximately 700 kilometres long, stretching from the coast of Belgium to the border of Switzerland (see Source 2 on page 311). In most cases, trenches were 2 metres deep by 2 metres wide. - The Allies used four types of trenches. The [\'front-line\'] trench was usually about a kilometre from the German\'s front trench. - Further behind this front-line trench was the \'[suppor]t\' trench, with men and supplies to assist those on the front line. - Further behind again was the \'[reserve]\' trench, with more emergency supplies and men. - Smaller \'[communication]\' trenches connected all the trenches and allowed for the movement of messages, supplies and men. Soldiers took turns being in the frontline trenches. Sometimes they would be there for eight days, then have four days in the support trenches. However, during major battles, soldiers could be in the front line for much longer. Soldiers were aware that conditions could change at any time. Artillery from the enemies meant that death and injury could come at any time, leaving smashed and dismembered bodies and wrecked trenches. **20. Describe the conditions the soldiers faced in the trenches** Life in the trenches was difficult, with soldiers facing mud, cold, disease, and a lack of food and clean water. It was also very packed and crowded. **Primary and Secondary sources** **21. What is the difference between a Primary Source and a Secondary Source?** [Historical source] -- A historical source is an original document or item that holds important information about the past. [Primary source] -- a source that existed or was made at the time being studied [Secondary source] -- a source created after the time being studied **22. List in order the three sections that you need to write for a message source analysis question** **23. Practise answering \"Outline the message of Source\...\" using sources from the textbook** **a. List what you will need to do when you answer an historical context source analysis question** **b. Practise answering \"explain the historical context of Source\...\" using sources from your textbook**  \-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-- **1. Which European power took control over Bosnia-Herzegovina in 1908?** Austria-Hungary **2. Which Balkan state believed that Bosnia-Herzegovina should break away from Austria-Hungary and join it? Why did Russia support this move?** The Russian Empire supported the Serbian nationalists because they wanted Bosnia-Herzegovina to become part of Serbia. **3. Why did Archduke Franz Ferdinand and his wife tour Sarajevo?** The emperor of Austria-Hungary was aware of this growing tension in the Balkans. Believing that the people of Bosnia-Herzegovina would be charmed and won over by a royal visit, he sent his nephew, Archduke Franz Ferdinand, and the Archduke\'s wife Sophie, on a goodwill visit to the city of Sarajevo. **4. Why did Serbia refuse to comply with the last of 10 demands issued by Austria-Hungary after the assassination?** The Austrians issued a series of 10 harsh demands to Serbia. Serbia agreed to nine of the demands, but to accept all would have meant that Serbia lost any real independence, so negotiations broke down. 28 June 1914 Archduke Franz Ferdinand is assassinated ----------------- -------------------------------------------------------- 23 July 1914 Austria-Hungary presents 10 demands to Serbia 25 July 1914 Serbia agrees to only 9 of the 10 demands 28 July 1914 Austria-Hungary declares war on Serbia 29 July 1914 Russia promises support for Serbia 1 August 1914 Germany declares war on Russia 3 August 1914 Germany declares war on France and invades Belgium 4 August 1914 Britain declares war on Germany (Australia involved) 6 August 1914 Austria-Hungary declares war on Russia 23 August 1914 Japan (ally of Britain) declares war on Germany 29 October 1914 Turkey enters the war on Germany's side 23 May 1915 Italy enters the war on the side of the triple entente **Term Three 2024 - BIOLOGICAL SCIENCES** **Nervous System** 1\. Humans use their nervous system to respond to stimuli in different ways. **2. Describe how the nervous system is used as a communication system.** The nervous system uses tiny cells called neurons to send messages back and forth from the brain, through the spinal cord, to the nerves throughout the body. Billions of neurons work together to create a communication network. **3. Identify the two main divisions of the nervous system.
** Central and Peripheral nervous system **4.Identify the main components of the Central Nervous System (CNS)** - Brain: The organ inside the head that controls all body functions of a human being - Spinal cord: Your spinal cord is a tube of tissue. It runs from your brain to your lower back. Your spinal cord carries nerve signals from your brain to the rest of your body and back. These signals help you feel sensations, move your body and keep breathing. **5. Describe the structure and function of the three main parts of the brain - cerebrum, cerebellum, brain stem.** Brain Stem -- controls automatic functions like breathing or digesting, and receives and processes sensory information from the PNS Cerebellum -- responsible for movement, balance and coordination Cerebrum -- everything else, split into 2 hemispheres and 4 lobes (frontal, parietal, occipital, temporal) **6. Identify receptors in the body and describe how they detect stimuli.** Stimulus is any information that the body receives that causes the body to respond. Receptor is a structure that detects a stimuli or change in the normal functioning of the body. (describe) **7. Identify the neuron as the basic unit of the nervous system.** **8. Identify the main components of a neuron - cell body, axon, myelin sheath, dendrites and describe the function of each.** Cell Body -- performs all the functions of a usual cell to keep it alive Axon -- carries the electrical message from the cell body to the next neuron Dendrite -- receives the electrical message from the receptor or previous neuron Myelin sheath -- speeds up the movement of the electrical signal **9. Describe the structure and function of the three types of neurons-sensory, motor, interneuron/connector/association.** Sensory -- receives messages from receptor cells and sends them towards the CNS Motor -- receives messages from the CNS and sends them to effector cells Interneuron -- connect sensory and motor neurons, are responsible for processing storing, receiving and transmitting information via electrical impulses **10. Using a diagram, describe the passage of information through a neuron, across the synapse and to the next neuron**. **11. Define \'reflex\' and differentiate between a \'reflex\' and a reaction.** Reflex is involuntary, nearly instant movement in response to a stimulus. It bypasses the conscious part of the control centre, usually to a relay neuron in the spinal cord. Whereas a response takes longer. (expand) **Endocrine System** **1. Describe how the endocrine system is used as a communication system within the body.** **2. Identify the different endocrine glands of the human body - pituitary gland, thyroid gland, pancreas, adrenal glands, ovaries, testes.** **3. Research one of the following hormones produced in the body and identify the function and effect on target cells:** \- pituitary gland - FSH, LH, Growth Hormone, TSH, ADH \- thyroid gland - thyroxine o pancreas - insulin, glucagon \- adrenal glands - adrenaline, noradrenaline, cortisol \- ovaries - oestrogen, progesterone, testes - testosterone **Homeostasis** **1. Define homeostasis and describe the importance of homeostasis.** Homeostasis is the process of regulating a constant internal conditions in the body. An example of a homeostatic response is to increase or decrease body temperature or blood glucose levels. WHY IS IT IMPORTANT? **2. Describe a negative feedback system.** A Negative-feedback model is the body's response to counteract the effect of a stimulus. Most homeostatic responses are negative-feedback loops. (expand) 3\. Identify the components of a stimulus-response model (stimulus, receptor, modulator, effector, response) **4. Describe the effect insulin and glucagon have on the human body.** Insulin breaks down glucose from the sugar you eat. Glucagon triggers the liver to release stored glucose. (expand) 5\. Using the negative feedback model, describe how the body regulates blood glucose levels 6\. Using the negative feedback model, describe how the body regulates temperature **Immune System** **1. Define what a disease is.** A disease is an ongoing disorder or condition that interrupts the normal functioning of an organism. **2. Classify diseases as infectious (pathogenic) or non-infectious**  There are two types: infectious and non-infectious. Infectious diseases are external pathogens. Whereas non-Infectious diseases are internal such as genetics, anatomical differences, getting older. (expand) **3. Describe the four different types of pathogens (bacteria, viruses, prions & microparasites)** A Pathogen is anything that causes a disease. There are 6 types of pathogens. - Bacteria (Prokaryote) - Protozoa (Eukaryote) - Fungi - Microparasites - Viruses - Prions **4. Outline the transmission methods for diseases** - Direct contact - Airborne - Vectors - Waterborne - Blood **5. Outline the body\'s three lines of defence** 1\. [External Barriers] -- skin, mucus, earwax, tears 2\. [Internal Responses] -- inflammation, fever, white blood cells, phagocytosis \- Fever: some pathogens cannot survive at high temperatures \- Inflammation increases amount of blood going to the infected area\ - White blood cells are cells designed to destroy pathogens \- Phagocytosis absorb and destroy pathogens 3[. Immunity] -- B Cells, T Cells, vaccinations B Cells -- produce antibodies which stop pathogens from invading T Cells -- recognise, attack and kill pathogens [A Vaccination] is an inactive or artificial pathogen that results in the individual becoming immune to the disease [Memory cells] contain the memory for how to defeat the pathogen **6. Research COVID, polio, influenza vaccinations and their role in immunity** Vaccines work by imitating an infection to engage the body\'s natural defences. Vaccines help the body learn how to defend itself from disease without the dangers of a full-blown infection.  **Ecosystems - Interactions of Organisms** **1. There are different interactions between biotic and abiotic factors in ecosystems.** For example, plants (biotic factor) need sunlight and water (abiotic factors) for photosynthesis. **2. Define ecosystem.** An ecosystem is a community of living organisms (biotic) and their non-living surroundings (abiotic). **3. Differentiate between biotic and abiotic factors.** Abiotic factors are non-living components of an ecosystem. Biotic factors are living organisms in an ecosystem. **4. Identify the main biotic and biotic factors in an ecosystem.** Biotic: Plants, animals, bacteria Abiotic: water, soil, atmosphere **5. Define key terms in ecosystems -species, habitat, population, community.** [Species]: a group of organisms that can reproduce with one another in nature and produce fertile offspring. [Habitat]: Is the place where a population of an organism lives [Population]: Is a group of living organisms that are the same species, living in the same place at the same time. [Community]: When different populations interact with each other, they are called a community **6. Differentiate between symbiotic and non-symbiotic relationships.** Symbiosis is a close physical and long-term relationship between two organisms of different species. Mutualism, commensalism and parasitism are all examples of symbiosis. Two non-symbiotic relationships are predator-prey relationships and competition. - In a predator-prey relationship, one organism (predator) eats another (prey). Therefore, one benefits and the other is harmed. It is not symbiotic because the relationship between the organisms is not long term, and it only happens when a predator has the opportunity. **7. Define: mutualism, commensalism, parasitism and give examples of each**. - Mutualism is a relationship between two organisms in which both organisms benefit. (bees and flowers) - Commensalism is a relationship in which one organism benefits and the other organism is not affected. (tree frogs use trees as a source of protection) - Parasitism is a relationship in which one organism (the parasite) lives in or on the body of another (the host). The parasite benefits but the host is harmed. (ticks) **8. Differentiate between predator-prey relationships and competition and give examples of each.** - Predators and their prey have a balanced relationship with each other. If all the prey are eaten, then the predator will starve. E.g. a lion and a mouse - Competition may also exist between members of different species that share a resource such as food. E.g. the periwinkle and limpet **9. Describe how scientists can measure the population of organisms through the quadrats and capture-recapture.** - The number counted on the first capture is N1. The animals are then released and it is assumed that they disperse evenly throughout the population. - Another capture (recapture) is made one or two days (or nights) later. The number of animals in this second capture that are marked are counted (M2,), as well as the total number caught in the second sample (N2,). An estimate of the population is then obtained using the following formula: Total number of animals = N1, x N2 ÷ M2 Capture-recapture is a suitable technique for estimating the population size of small Australian mammals such as the common bush rat. **Ecosystems - Energy and Matter Flow** **1. Energy and matter flows through ecosystems.** A food chains' energy is transferred in sequence. For example, energy comes from the sun, to green plants, to animals that eat plants, and to animals that eat other animals. Green plants use the sun's energy directly to make food. When animals eat green plants and other animals eat those animals, the energy moves from one living thing to another along the food chain. Animals that eat plants are called herbivores, animals that eat both plants and animals are called omnivores, and animals that eat only other animals are called carnivores. Ultimately, all members of a food chain depend on the energy from the sun that green plants transform into food energy. **2. Define producer, consumer and decomposers.** [Decomposer]: Some living organisms, called decomposers, get the food they need by feeding on the dead. Decomposers not only prevent dead organisms from piling up, they also take the nutrients from the dead body to use when building their own bodies. [Consumers], or heterotrophs, are organisms that consume other organisms to obtain their energy.  [Producers] are organisms that can make their food, such as trees, shrubs, grass, algae, lichen, seaweed, and some bacteria. **3. Outline the basic processes of photosynthesis and cellular respiration.**  4\. Discuss the importance of photosynthesis and cellular respiration in the movement of energy within an ecosystem. 5\. Describe the flow of matter in a food web. 6\. Describe the flow of energy in a food web. 7\. Discuss the structure and reasons for the shape of an energy pyramid. **Ecosystems-Human Impact** **1. Ecosystems can be impacted by human activity causing them to change in different ways.** Humans impact the physical environment in many ways: overpopulation, pollution, burning fossil fuels, and deforestation. Changes like these have triggered climate change, soil erosion, poor air quality, and undrinkable water. **2. Predict and discuss the importance and implications of humans on ecosystems.** Climate change, ocean acidification, permafrost melting, habitat loss, eutrophication, stormwater runoff, air pollution, contaminants, and invasive species are among many problems facing ecosystems. However, Humans provide various ecosystem services, including pollination, seed dispersal, nutrient cycling, and habitat creation. For example, traditional agricultural practices, such as crop cultivation and livestock grazing, have shaped landscapes and provided habitats for a range of species. **Impact of natural events/disasters on Ecosystems** **1. Factors that affect population size** \- Predation \- Food \- Migration ---------------- ------------------- -------------- \- Temperature \- Density \- Disease \- Ecosystems \- Overpopulation \- Soil **2. Seasonal Change** Changes in the seasonal rhythm affect our entire ecosystem: plants are more vulnerable to drought and disease, and this threatens biodiversity. Some tree species have already migrated to higher latitudes in search of more suitable climatic conditions **3. Destruction of Habitats** Wildlife reliant on these habitats face dire consequences, including loss of shelter, food sources, and breeding grounds. The destruction of key habitats contributes significantly to the decline of species populations, pushing many towards the brink of extinction. **4. Introduced Species** Invasive species threaten biodiversity, cause environmental degradation and reduce the diversity and abundance of native species. Invasive species are capable of causing extinctions of native plants and animals, reducing biodiversity, competing with native organisms for limited resources, and altering habitats.  **5. Fire and its impact on an Ecosystem** The fires can kill mature trees, rob ecosystems of their vegetation diversity, and reduce food resources for wildlife. The loss of healthy mature woodlands and grasslands has been implicated in the decline of goannas, snakes, seed-eating birds such as the Gouldian finch, and some mammals. **REVISION - PHYSICAL SCIENCES** **Mechanical Waves & Sound** 1\. State that when atoms \'collide\' energy is transferred mechanically 2\. State that a wave is a disturbance of energy that moves through time and space, carrying energy. 3\. Describe and identify the anatomy of a wave in terms of; amplitude, wavelength, crest, trough, frequency and period. 4\. Explain the difference between transverse and longitudinal waves and state examples for each 5\. Draw diagrams to illustrate a transverse wave and label the direction of displacement of the medium. 6\. Identify that water and sound waves are examples of mechanical waves 7\. Describe how sound waves are generated by vibrations **Light** 1\. Describe media as being opaque, transparent and translucent to light. 2\. Describe the behaviour of light as it passes between media. This includes reflection and refraction for plane mirrors and plane surfaces. 3\. Draw labelled ray diagrams of reflected and refracted light. 4\. Describe white light as being composed of all the visible spectrum. 5\. Describe the dispersion of white light into the visible spectrum of colours. 6\. Describe why objects are coloured. 7\. Describe how colour is made. 8\. Describe the nature of coloured objects in terms of light absorbed and reflected. **Science Inquiry Skills (SIS)** 1\. Outline the Scientific Method Process. 2\. Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge. 3\. Write hypotheses predicting the relationship between the independent and dependent variables within an investigation - if/then statement 4\. Identify, measure and control independent, dependent and controlled variables during and experiment
 Independent = experimental variable that is deliberately changed
 Dependent = measured variable that affected by changes to the IV
 Controlled = kept the same throughout to ensure fair testing 5\. Define variables as quantities or qualities that can be observed and/or measured 6\. Construct and use tables and graphs to summaries and analyse data from investigations; Titles include independent and dependent variables, Including units and suitable scale 7. Use data to draw conclusions and apply findings to scientific concepts