Leaving Cert - Work (Up to 29th March)...German–Ms.Heavin* * 6th Year German study plan C.Heavin...

Leaving Cert

Construction St – Mr. Doonan

LC Construction Studies_CovidStudyPlan Work given to students will be revision of the theory aspect

of our course. To assist students with their revision, I have uploaded Chapter Powerpoints to the class materials section on “Teams“. This will help answer questions and I will send on Marking schemes also. This is a great opportunity for students to revise over 2-‐3 topics of their theory course

(worth 50% of final grade). Project work-‐ As of now, we are awaiting information regarding a revised deadline for LC projects (including the project booklet), I have re-‐opened the online template for students to finish their project booklet that students were doing throughout the month of January. I

will cover the “experiments” aspect of the booklet when we return to school. Please check Microsoft “Teams” for more info regarding the breakdown of work over the following 2weeks

English – Ms. Daly (Higher Level)

Wednesday 18th March Some of you completed steps 1 and 2 in-‐class on Wednesday.

1. Plan an answer to option 1 on page 149 (as it's a part B this should take approximately 5-‐10 mins). 2. Prepare relevant research/suitable quotes to support your work. 3. Set a timer, 35-‐40 mins max. 4. Aim to write 500-‐750 words (approx 2-‐2 1/2 A4 pages).

Please turn your work in through the assignments section by Thursday, 11:00 am. You can send an image/PDF or Word doc. If you have time for revision, why not focus on Hamlet? Here's some excellent revision resources to add to your collection:

5. The Ten Best Hamlets. 6. Radio documentary by 'This American Life' called 'Act V' on a prison production of the play. 7. An excellent resource: the BBC Archive Hamlet. 8. A recording of the 1993 BBC radio version with Kenneth Branagh. 9. The whole text of Hamlet as a Wordle (click on the image for a bigger view). 10. A series of 15 video/audio analyses of moments, using the ShowMe app for iPad. 11. The whole text of the play: put it on your own computer. 12. 10 Characters in Hamlet: our 5-‐minute podcasts on 'lesser' characters: Fortinbras, Horatio, Laertes, Rosencrantz and Guildenstern, Polonius, Ophelia, The First Player, Osric, The First Gravedigger. 13. SCC English revision podcasts are here, on 'The first soliloquy','The first scene', and two ones which gather the 10 Characters series (below). 14. 6 Hamlet quotation Quizlet retrieval practice tasks.

All links have been added to the Hamlet conversation space so you can refer to them at a later date.

Thursday 19th March

15. Read Critical Essay Guidelines pages 149/150. 16. Then read the sample essay, pages 151-‐153. 17. Complete relevant annotations -‐ strengths, weaknesses, useful vocabulary. (allow 20-‐minutes for this task) 18. Choose one title from page 153. Take 20 mins to plan. Tomorrow, you should set aside 55-‐60 mins to write the essay. 19. Submit your plan through the assignments section. I can mark images/PDFs/Word docs.

If time allows, why not revise Poetry Techniques? 20. The Patterns of Poetry: 15 five-‐minute podcasts on poetry techniques (useful for both the unseen and the prescribed sections). Podcasts 1-‐8 here (including alliteration and personification) and 9-‐15 here (including rhyme and metaphor).

Links will appear in the 'Poetry Essays -‐ How to Write them' conversation space so you have access to them after this task closes. Friday 20th March

21. Page 153. Use your 20 min plan from yesterday. 22. Set aside 55-‐60 mins, write a response in your portfolio (minimum word count 750). 23. Don't forget to upload it through the assignments feature. I can mark PDF/JPEGs/Word docs.

Revising Poetry this weekend? Try these podcasts on Boland, designed by LC students for LC students.

24. Eavan Boland: a summary of some resources. 25. From SCC: a podcast on 'This Moment'. 26. Boland in the excellent site 'A Poet's Dublin', including readings of the poems.

Monday 23rd March Chapter 8 -‐ Film

27. The beauty of this chapter is the film terminology. Set a 40-‐minute timer. 28. Use 20-‐mins to read pages 154-‐158. 29. Then use the remaining 20-‐mins to create revision flashcards of the key terms. 30. These terms are useful for both Paper 1 and Paper 2.

Tuesday 24th March

31. Set a ten-‐minute timer (this is roughly the amount of time you will have under exam conditions to read a comprehension.) 32. Read and, more importantly, annotate Stories We Tell on pages 159/160. 33. Set another timer, 30 minutes. Slowly read through and identify strengths/weaknesses of the sample answers on pages 160-‐165

Wednesday 25th March 34. Set a 35/40 minute timer (this is roughly the amount of time you will have under exam conditions to write your response to a comprehension.) 35. Find the relevant pages to answer these questions into your Portfolio copy. 36. Answer questions 1 and 2 in under 12 minutes (see pages 162 and 163) 37. Answer question 2 in under 16 minutes (see page 164). 38. Re-‐read and edit your answer. 39. Upload your responses through the assignments section of Teams.

Thursday 26th March 40. Set a twenty-‐minute timer 41. Read and, more importantly, annotate the proposal exemplar on pages 167/168. 42. Set another timer, 20 minutes. Plan a response to the proposal on page 169. 43. As usual, upload your plan through the assignments section on Teams.

Friday 27th March

44. Set a 35-‐40 minute timer 45. Write your response. 46. Aim for 500-‐750 words. 47. As usual, upload your plan through the assignments section on Teams.

Study Plan for 6th year English Ordinary Level-‐ Ms Johnston Week 1 Day 1Revise the comparative modes p186-‐189 Excellence in English Watch The Great Gatsby (on teams) make notes on key moment which highlight the modes of hero heroine villain, social setting and theme while watching it Day 2 Read p192-‐194 Hero , Heroine , Villain of the Great Gatsby. Complete Q 2 (a) & (b) p.204 Day 3 Read p205-‐206 Theme in The Great Gatsby complete p212 Q1 (a) Day 4 Read p214-‐ 215 (social setting) The Great Gatsby complete. P 226 complete Q a(I) & Q2 (I) Day 5 Read p198-‐203 ( Notes on the Great Gatsby). Read p 210-‐212 Theme notes on the Great Gatsby. Read p221-‐225 Notes on Social Setting in the Great Gatsby Week 2 Day 1 – Watch Brooklyn on Teams Day 2-‐ Read p 196-‐ 197 Heroine / Villain in Brooklyn p. 204 completeQ2. A (I) Day 3-‐ Read p 208-‐209 Theme – Brooklyn p 204 Complete Q1 (a) for Brooklyn Day 4 – Read p218 –221 Social Setting in Brooklyn P complete. P 226 complete Q a(I) & Q2 (I) for Brooklyn Day 5 – p 226 Q 2 B-‐ complete for Brooklyn and The great Gatsby

German – Ms. Heavin

6th Year German study plan C.Heavin

Week One Days 1, 3, 5 – oral work Day 2 – listening comp Day 4 – exam paper Oral topics to cover in week one Section 1: General conversation Self-introduction / Family / Where you live / Hobbies Section 2: Project Practise the presentation part of the project Section 3: Roleplays 1 – Hund verloren 2 – Anruf bei der Redaktion 3 – Interview fürs Fernsehen Week Two Days 1, 3, 5 – oral work Day 2 – listening comp Day 4 – exam paper Oral topics to cover in week two Section 1: General conversation School / learning languages Plans for after the LC / LC holidays / travelling abroad Future plans (study / work / live abroad) & part time jobs Section 2: Project Go over possible questions that could arise from your presentation. Make sure you have all the facts and vocabulary needed to answer those questions. (Clarification and explanation) Revise the Q&A based on the process of doing a project. PAST TENSE Compare topic to Ireland Section 3: Roleplays 4 – Einladung zum Festival in Irland 5 – Problemen mit Touristen Rather than doing a separate oral section each day, it would be advisable to do a little from each section each day.


Week One Day 1: Oral practise

Section 1 – self introduction & family (incl. how you get on together and what you do together)

Practise project presentation Roleplay number 1 – Hund verloren Day 2: Listening practise

2014 – Parts one and two. Use the SEC website to access the sound files Make a list of new vocab then translate and learn it

Day 3: Oral practise

Section 1 – where you live (facilities, local jobs etc.) Practise project presentation Roleplay number 2 – Anruf bei der Redaktion Day 4: Exam paper practise

HL & OL 2014 Text 1. Answer all questions. Make a list of unknown vocab, then translate and learn it. Do the accompanying Grammar section.

Day 5: Oral practise Section 1 - Hobbies

Practise project presentation Roleplay number 3 – Interview fürs Fernsehen ** On days 2 and 4, when you have completed your work from the exam papers take a photo of it and send it to me on Teams as evidence of completion of work


Week Two Day 1: Oral practise

Section 1 – school & learning languages Questions arising from project presentation / clarification Roleplay number 4 – Einladung zum Festival in Irland Day 2: Listening practise

2014 – Parts three and four Use the SEC website to access the sound files Make a list of new vocab, then translate and learn it


Section 1 – Plans for after the LC / LC holidays / travelling abroad Q&A based on project process (PAST TENSE)

Roleplay number 5 – Problemen mit Touristen Day 4: Exam paper practise

HL & OL 2014 Written comprehension (letter) Answer all questions. Tick each one as you go ** HL, please remember to make a plan first with useful vocab / verbs / phrases / idioms


Section 1 – future plans / part time job Compare project topic to Ireland Choose the one roleplay that you still don’t know (!) and revise it ** On days 2 and 4, when you have completed your work from the exam papers take a photo of it and send it to me on Teams as evidence of completion of work.

English – Mr. Connolly

The Social Setting is the society or kind of world that the text is set in. The Spinning heart is set in the Irish midlands in the aftermath of the 2008 recession. It is set in a small town where everyone knows each other’s business and has an opinion (right or wrong) on other people’s lives. This is why the same story is told from twenty one narrative points of view.

The economic situation of the society has a huge effect on the characters and influences their actions as a result. (Pokey owes too much money and leaves the country which has a detrimental effect on all the characters. Denis is owed €100,000 and is driven to killing Frank Mahon as a result. Bobby has to pick up work where he can to support his family and Brian intends to emigrate).

There is a drinking culture which also influences people’s decisions. Frank Mahon decided to drink out the farm to spite his father as his father believed this was the one thing he would not do. Bobby is admired by his co-workers for going straight home and not going to the pub after work. When Mikey Briars got mad and started asking about his pension he became violent and hit Timmy over the head with a shovel. To calm the situation down they brought him to the pub and drank for the evening. Josie Burke went on a drinking binge for a few months in order to appear tough. He tried to seduce a woman (Lily) while drunk .The drinking culture also affects the characters in the novel.

Parenting within the novel also influences the characters. Both Frank Mahon and Denis had violent fathers which caused them to perpetrate further violence. Frank shut down emotionally and became verbally abusive. Denis murdered Frank because he felt Frank was laughing at him just like his father used to. Josie spoils Pokey because he is overcompensating because he loves his other son (Eamonn) more. This has the knock on effect that Pokey is selfish and doesn’t do things properly….he didn’t pay his employees PRSI payments which resulted in them not being able to get social welfare. Trevor hates his mother and wants to murder her. Bobby also hates his father and calls every day to check to see if he is dead and every day he lets him down.

There is evidence of religious influence within the novel. Brian’s mum is afraid that he won’t go to Mass if he emigrates to Australia. Bobby’s mum used to be mortified going to Mass because she knew that everyone knew how badly Frank was treating her. Bridie blames god for taking her son and lashes out at the priest and religion. Frank believes that he will be judged for his wrong doings and will be left to haunt his cottage until they know what to do with him (whether he will be sent to heaven or hell). Sergeant Jim Gildea prays that he will find Dylan and return him to his mother.

Overall society, particularly family relationships, poverty, religion and unemployment, has a detrimental effect on the characters. Vasya, a Russian immigrant is left financially stranded because Pokey didn’t pay the proper tax payments for him. Many of the characters have to emigrate or find alternative ways of earning money. Even Trevor works at a reduced rate as a Montessori teacher

because of the recession. The social setting shapes the story and characters of this novel.

Theme - Identity

Theme is the main message of the story. There are many themes in “The Spinning Heart” by Donal Ryan. The theme of Identity is predominant and flows right throughout the novel. Identity refers to the identity of the characters. On one level they present themselves to the world as one type of person but as the story progresses through the different narratives their true identity is revealed. The theme is presented in a slow manner as we are drip fed information from the different characters’ points of view.

Bobby Mahon- Bobby sees himself as a coward and blames himself for not recognising that Pokey wasn’t paying the correct taxes. He blames himself for the fact that the characters are now unemployed and poor as a result of not getting their social welfare. It is rumoured that he is having an affair, however in reality this is not true. Despite this rumour everyone else sees Bobby as a hero. This is very evident through the narratives of the other characters and through the key moment of the Community Awards ceremony.

Trevor-This character’s outward appearance is seen as a respectable, quiet Montessori teacher. His true identity could not be more of a contrast. Inwardly he is a psychopathic hypochondriac with murderous thoughts. He uses dark glasses to look at women. He dreams of killing his mother and her friend Dorothy and he wants to kidnap Dylan. He is a paranoid hypochondriac and believes he has cancer and is sick.

Timmy – appears “slow” or “dim” however his information about Llyod and Trevor helps Jim Gildea to solve the case and find Dylan.

Seanie Shaper- presents himself as a womaniser. He is concerned about his appearance. Inwardly he is depressed. He has depressing thoughts and would like to be the man everyone thinks he is.

Frank –comes across as a cold, abusive, nasty, evil man. There are many key moments which show this (his treatment of his wife and Bobby, the fact that he broke up the furniture, drinking out the farm and people’s opinions of him in their narratives). Through his story however we get an insight into his childhood and realise that his father was physically abusive towards him which caused him to be shut down to all the relationships he had with others. His true identity could be regarded as a lonely victim.

Tríona: Outwardly Tríona appears to be struggling with the idea that Bobby had an affair with Realtín (Key moment – Bridie seeing her in the post office) However inwardly she does not believe that Bobby cheated on her and she said that she would perjure herself for him even if he had murdered his father.

Denis appears to be a quiet, subdued husband. Inwardly he is in turmoil. He is under pressure because he is owed €100,000. He becomes unbalanced and goes around trying to get his money and machinery back. He even contemplates running over a security guard. He thinks about physically abusing his wife. He also snaps mentally when he goes to visit Frank and ends up murdering him. After this he curls up in a foetal position.

Home Econ – Mr. Walsh • Week beginning 16th March

o From textbook, read Pages 243 -‐ 247(OL) / 250(HL) of your textbook o Read and learn the notes placed on TEAMS for you called “Food Safety &

HACCP” o HL -‐ Answer Section B Q3 on your PRE exam and 2012 Section B Q3 (a) and

(b) o OL -‐ Answer 2010 Section B Q3 (all) o If you would like to type / take pictures of the long questions and send them

to me via the TEAMS app, you may do so and I will correct them.

• Week beginning 23rd March o From textbook, read Pages 251 -‐ 252(OL) / 255(HL) o Read and learn the notes placed on TEAMS for you called “Food Legislation" o HL -‐ Answer 2012 Section B Q3 (c) o Revise Nutrition, in particular but not only Protein, Carbohydrate and Lipids o Answer the following:

! HL -‐ 2011 Section B Q1, paying particular attention to part (d) ! OL -‐ 2013 Section B Q1 and 2016 Section B Q1

o If you would like to type / take pictures of the long questions and send them to me via the TEAMS app, you may do so and I will correct them.

• Week beginning 30th March o Please take this week to revise the entirety of the Food Studies section of the

course as this is now complete. Use a combination of your handwritten notes, the book and printed notes given by me to ensure that you have notes for the entire section. If you are missing notes from any section, please say this on the “group chat” section of TEAMS and either your fellow student or I will direction you to notes. This is extremely important.

o To aid both your study of the Food Studies section of the course and your ability to answer short questions, you need to now attempt to answer 3 years worth of short questions (2018, 2017 and 2016) for Food Studies only. You will find these difficult. You need to look up your study notes and unlike Junior Cert, even though these are short questions they required detail and examples.

o Revise Food Groups (meat, milk, fats and oils, etc) o Answer the following:

! HL 2015 Section B Q 2 ! OL 2016 Section B Q 2

o If you would like to type / take pictures of the long questions and send them to me via the TEAMS app, you may do so and I will correct them.

History – Mr. Walsh ALL: Week 1 -‐ 1) Update and transfer RSR projects into official booklets. Refer to Teams for guidance. **Project booklets are to be returned to school office by April 24th. (Arrangements for drop-‐off will be confirmed via Teams closer to the date). HONS: 2) IRELAND TOPIC 3: Prepare an essay answer on 2017 Q4 -‐ What was the impact of World War II on Ireland, North and South? Refer to textbook pp. 211-‐219 (South) and pp. 235-‐245 (North). PASS: 2) 2017 Full Paper -‐ ie. all of A (1-‐5), B (1-‐4) and C (1-‐4) in each of Ireland Topic 2, Ireland Topic 3 and Europe Topic 3. ALL: Week 2 -‐ Europe Topic 6: The Moon Landing (Possible DBQ). Hons and Pass students should read chapter 11 (pp. 594-‐610) of European Textbook. Also refer to uploaded resources on Teams. Then, HONS: Write a two page essay on: How did America achieve a successful moon landing in 1969 and what was its importance for the US? PASS: Write a one page account on each of the following: 1) How was it possible for the US to achieve a moon landing in 1969? 2) What was the importance of the 1969 moon landing? Continue to revise key history topics. ***REFER TO TEAMS ON A DAILY BASIS FOR UPDATES ON RESOURCES, DETAILS OF PROJECT BOOKLETS AND ARRANGEMENTS FOR ASSESSMENT OF THE ABOVE WORK

Irish – Ms. Ormond Update following Cancellation of Orals

23 Márta-‐ : Achoimre ar an litríocht

Date Ábhar/ Obair/Acmhainní Tasc

23-‐24/3/20

Gearrscéal Gnáthrud

Lch 128-‐134

https://www.mccgaeilge.com/page3

This story has never appeared on LC Paper

( reason unknown)

Is teideal mheafarach é an Gnáthrud den saol foréigeanach I mBéal feiriste. An ráiteas seo a phlé.

25-‐26/3/20

Hurlamaboc-‐

Lch105-‐122


Ar an bpáipéar 2017 (Lisín)

Déan :Papers-‐Ceist 2-‐2012

27/3/20 Cáca Milis

Lch


Ar an bpáipéar 2018

Déan-‐Papers Ceist 2 -‐2015

28-‐29/3/20

Spailpín Fánach


Ar an bpáipéar 2018

Déan Papers Ceist 3 2018

30-‐31/3/20

An tEarrach Thiar


Ar an bPáipéar 2019

Déan Papers Ceist 3 2016

1/4/20 Mo Ghrása(idir lúibíní)


Ar an bPáipéar 2013

Déan Ceist 3 2013

Dul Siar na Cásca! Easter Revision

Gearrscéal : Oisín I dTír na n-‐Óg

Filíocht: Colscaradh, Níl mo Ghrása; Géibheann

Prós Breise: A Thig ná Tit orm ( Scoil, Ceol/caitheamh aimsire, Saol na Tuaithe

Fócas I ndiaidh na Cásca: Focus after Easter

Aiste a scríobh

Léamhthuiscint

Cluastuiscint

English - Mrs Murtagh Poetry

Using Textbook “Verse” and class note material complete checklist for the following poets.

Emily Dickinson

Paul Durcan.

Eilis Ni Chuilleanain.

Eavan Boland.

Adrienne Rich.

Overview. Compile lists of 10 adjectives which best describe your overview of each of the poets.

Themes. List key themes explores in at least 5 key poems of each poet liked.

Techniques. What are the key aspects of poetic technique of each poet. Refer to distinctive use of language, imagery, symbolism, punctuation. ( Use notes in “Verse”)

Quotations. Can I quote to support theme and technique discussion? Now is the final opportunity to consolidate learning of quotes.

Plan and prepare the following assignment:

“Dickinson’s exploration of profound life experiences is effectively conveyed through her innovative style”. Discuss, supporting your answer with reference to the poetry of Emily Dickinson.

Plan.

Underline key tasks.

Take a stance.

“Dickinson’s exploration of profound life experiences” (loneliness, mental anguish, response to the world of nature, awareness of and curiosity about death). Themes

……..”is conveyed through her innovative style (innovative syntax, punctuation, dynamic verbs, unusual imagery, dramatic personification etc. Techniques.

FRENCH – Ms. Murphy Oral exams commencing MARCH 30TH, therefore focus is on REVISING AND LEARNING OFF all topics covered.

Choose 3-4 topics per day: study, learn off, and practice each topic. Try to practice speaking without hesitation. Record yourself and pinpoint difficulties and areas to improve on.

LINK WORDS P.164-165

TOPICS:

1. Myself*

2. My family*

3. My house*

4. My town*

5. A typical day*

6. School*

7. The weekend(typical/last/next)

8. My friends*

9. Holidays

10. Sport and pastimes*

11. TV

12. Money/job etc.

13. French/France

14. Music*

15. Cinema*

16. The future/college etc

17. Que feriez-vous?

*Essential areas to cover for OL ----must be able to speak for at least 1 minute on each of these.

Extra topics (Higher Level): Brexit, the environment, COVID 19 ----I will send notes on this via Teams

Maths – Ms. Wills 1. Trapezoidal Rule:

Classwork: Homework:

· In your notes:

Pg1-6, Eg1-5

· Section 6.4: Q1, 2, 3, 4, 6

2. 2-Dimensional Shapes:


· Pg7-18, Eg1-10 · Section 6.1: Q3, 5, 6, 10, 12, 14,15 · Section 6.2: Q1, 2, 3, 6, 9, 12, 13, 14

3. 3-Dimensional Shapes:


· Pg19-24, Eg1-3 · Section 6.3: ü Look through 3D Homework solution to Q1 & 2 Q5, 8, 12, 13

A.P.V. Exam Questions on List as discussed

Geography – Mr. Barry Week 9th - -13th > Fieldwork preparation - 16th -20th > Fieldwork write up – students will have this information from fieldwork activity [online support] 23rd-27th > Fieldwork write up 30th – 3rd April > Elective Section > Chapter 4, Settlement P 62 > Topics to be covered, Site, Situation and function P 63-5 Historic Settlement P 66- 71 ( Case Study for examples P 72) Rural Settlement Patterns p 72 County and National Development Plans P 74 Central Place Theory p74-6 (See case Study p 770m Higher and Ordinary Level Student Should practice answering pass exam questions on chapter topics. P 87-88

Irish – Ms. Sheehan – Bliain 6 Complete the following questions & submit them to me, as a photograph, by

4pm on the date mentioned.

Monday, 23rd Colscaradh Páipéir Scrúdaithe, pg 89, [i], [ii] agus Cad is meon an fhile ann? What is the poet's attitude?

Wednesday, 25th Géibheann Páipéir Scrúdaithe, pg 51, [i], [ii] agus Scríobh nóta ar mheadaracht is friotal an dáin.

Friday, 27th Mo Ghrá-sa i. Tosnaíonn an dán mar dán magúil ach i ndáiríre is

dán grá é seo. Pléigh an ráiteas seo. ii. Cén fáth go raibh Shakespeare tábhachtach sa dán

seo? iii. Cén éífeacht a bhaineann le húsáid lúibíní sa dán seo?

[Tabhair dhá phointe eolais]. Consult the Scéim Mharcála that you received with your Pre script & result before you answer this question.

These exam questions are based on the poems that you should have studied

from 13th - 20th March. I suggest that you do the questions above under exam

conditions. You can have a copy of the poem in front of you. Allow yourself 30

mins.

Study for this week

" Hurlamaboc

" An Gnáthrud

" Oisín i dTír na nÓg

Exam questions for this titles will be forwarded by the end of the week. Study

them & be ready to answer the questions under exam conditions.

English – Ms. Johnston Study Plan for 6th year English Ordinary Level-‐ Ms Johnston

Week 1 Day 1Revise the comparative modes p186-‐189 Excellence in English Watch The Great Gatsby (on teams) make notes on key moment which highlight the modes of hero heroine villain, social setting and theme while watching it Day 2 Read p192-‐194 Hero , Heroine , Villain of the Great Gatsby. Complete Q 2 (a) & (b) p.204 Day 3 Read p205-‐206 Theme in The Great Gatsby complete p212 Q1 (a) Day 4 Read p214-‐ 215 (social setting) The Great Gatsby complete. P 226 complete Q a(I) & Q2 (I) Day 5 Read p198-‐203 ( Notes on the Great Gatsby). Read p 210-‐212 Theme notes on the Great Gatsby. Read p221-‐225 Notes on Social Setting in the Great Gatsby Week 2 Day 1 – Watch Brooklyn on Teams Day 2-‐ Read p 196-‐ 197 Heroine / Villain in Brooklyn p. 204 completeQ2. A (I) Day 3-‐ Read p 208-‐209 Theme – Brooklyn p 204 Complete Q1 (a) for Brooklyn Day 4 – Read p218 –221 Social Setting in Brooklyn P complete. P 226 complete Q a(I) & Q2 (I) for Brooklyn Day 5 – p 226 Q 2 B-‐ complete for Brooklyn and The great Gatsby

DCG – Mr. Uhl Leaving Cert DCG students are to complete the exam Questions posted on "Teams" on a daily bases. The HL and OL questions will be posted in the morning and the solution will be posted in the evening. Do the question during the day and in the evening look at the solution and make any changes required. All questions need to be handed up to Mr Uhl on your return to school. 5th Year DCG students are to complete the following revision questions from your book

Question Topic New book

Page Question

Old book Page

Question

1 Auxiliaries 22 6 57 7 2 Sections of Solids 37 2 78 3 3 Solids in Contact 49 9 96 11

4 Rotations of Solids 59 Green Object

110 Green Object

5 Axonometric 84 1 152 1 6 Perspective 98 4 171 7 7 Sections of Solids 159 6 248 10 8 Dihedral Angles 171 1 264 1 9 Intersecting Solids 188 3 290 4 10 Developments 216 Example 328 Example

Once these are completed staple them together and hand them up to Mr Uhl on your return.

Irish – Mrs. Stafford Plean Staidéir don Ardteistiméireacht 2020

Gnáthleibhéal – Rang Mrs. Stafford

An Cheapadóireacht An Chluastuiscint Litríocht

Seachtain 1 Déan staidéar ar na sraitheanna go léir 1-20 chun cabhrú leis an aiste /scéal /litir / comhrá (revise the sraith Pictiúr which will help you with your essay/story/letter/conversation) Remember to use your handouts with deal with verbs/ useful phrases / fillers!!! Éist leis na CDanna ar do phaipéir scrúduithe agus freagair na ceisteanna. ( using your exam papers prepare the listening comprehensions for the following years) Déan staidéar ar an bhfilíocht ag díriú ar (study the poetry focusing on) (a) Na hÍomhánna (images) (b) Na

mothúcháin(emotions) (c) Téama an dáin (theme) (d) Na cúiseanna (reasons) gur maith leat an dán?

Sraith 1-5 2019 An tEarrach Thiar

Sraith 6-10 2018 Géibheann

Sraith 11-15 Colscaradh

Sraith 16-20 Mo Ghrá-sa (Idir Lúibíní)

An Spailpín Fánach

Seachtain 2 Scéalta eile! Déan staidéar ar an bprós ag díriú ar (study the prose focusing on ) (a) Achoimre an scéil (summary of story) (b) Na carachtair ( the characters)

Mo bhreithlá 2017 Dís

Cluiche ag a raibh mé 2016 Oisín i dTír na nÓg

Ceolchoirm ag a raibh mé An Gnáthrud

Timpist4e a bhí agam Cáca Milis

Beidh scrúdú ranga agaibh ar gach ceann de na haonaid seo de scrúdú na Gaeilge. You will have a class test on each of these 3 sections of the Irish exam.

Plean Staidéir don Sraith Shóisearach 2020 –

Gnáthleibhéal – Rang Mrs. Stafford

Beidh scrúdú ranga agaibh ar gach ceann de na 4 haonaid seo. You will have a class test on each of these 4 units

Seachtain 1 Cúntas / Blag a scríobh Ríomhphost a scríobh Write an email Cuireadh a scríobh Write an invitation

Topaicí An Scoil Déan staidéar ar fhoclóir don ríomhphost-study the vocab for the email Déan staidéar ar fhoclóir don chuireadh-study the vocab for the invitation

Na hábhair scoile – subjects Dean staidéar ar an leagan amach don ríomhphost- study the layout for email Dean staidéar ar an leagan amach don chuireadh - study the layout for the invitation

Mo Ghnáthlá scoile – My typical day Scríobh cuireadh chuig do chara ag iarraidh air / uirthi dul chuig ceolchoirm a bheidh ar siúl I do scoil- write an invitation to your friend inviting him/her to go to a concert in your school

An éide scoile- The uniform

Rudaí a thaitníonn /Nach dtaitníonn liom faoin scoil -Things I do / don’t like about school

Mo Theach

Cur síos ar mo theach – Description of my house Scríobh ríomhphost chuig do chara ag insint dó/di faoi do theach nua-write an email to your friend telling him/her about your new house

Faoin áit ina bhfuil mo theach suite – about where my house is situated

Na seomraí – the rooms

Na cúiseanna (reasons)gur /nach maith liom mo theach – why I Like/ don’t like my house

Obair a dhéanaim sa teach- work I do in the house

Gramadach An Aimsir Laithreach

Seachtain 2 Cúntas / Blag a scríobh Ríomhphost a scríobh Cuireadh a scríobh

Mo cheantar

Na háiseanna / seirbhísí / clubanna Scríobh cuireadh chuig do chara ag iarraidh air / uirthi teach tar saoire go dtí do theach- write an invitation to your friend inviting him/her to come on holidays to your house

An áit ina bhfuil na seirbhísí suite- where the services are situated

Na cúiseanna gur maith liom / nach maith liom mo cheantar

Laethanta Saoire

Mo laethanta saoire- my holidays Scríobh ríomhphost chuig do chara ag insint dó/di faoi do laethanta saoire – write an email to your friend telling them of your holidays

Ag campáil- camping

Saoire thar lear – a holiday abroad

Sa Ghaelteacht – in the Gaeltacht

Gramadach An Aimsir Chaite

Art – Ms. Kiely 6th year:

1. As you are unable to continue with project work at home, it is expected that you continue with your revision for Art History. Revision timetable is available to view on Teams. 2. Continue on with Renaissance chapter 19; 15th Century painting: study pages 236 (The Trinity) and pg 237 (Uccello, Battle of San Romano) Google the “Sir John Hawkwood Memorial” and study this image. Notes will be available for this work via Teams. 3. Pg. 240-‐243 (Botticelli, Primavera, Birth of Venus) PPT uploaded onto Teams titled “Late 15th C painting, under Renaissance” 4. Sample essays uploaded to teams on Botticelli-‐read these. 5. Attempt 2 essay questions. Pg 250 (HL or OL) AND pg 239 (OL or HL 2008 qs) Email on or have to hand up when we return 6. Advisable to use this time to practice life drawing as well

Mr D FINN - GEOGRAPHY

Topics to cover up to 29th March: Human Elective Chapters

Chapter on Migration

• Migration and Donor/Host regions • Changing Migration patterns in Ireland • Rural to Urban Migration in the Developed World • Rural to Urban Migration in the Developing World • European Migration and the Issues (policies/Asylum Seekers/issues that arise)

Chapter on Settlement

• Mapwork – Identifying settlement

Please refer to ‘Teams’ for the Handouts/Notes and Instructions.

Also: we will commence our write up of the Geographical Investigation Fieldwork Report Practice Booklet so I will upload this information through Teams also.

Remember to keep working just as if we are in class and also doing our normal homework and Revision.

GAEILGE - Ms D CULHANE

Plean Staidéir don Ardteistiméireacht 2020

AN LITRÍOCHT

1. An t-Earrach Thiar Try questions on poem in PAPER 2:2017 & 2015 2. Mo Ghrása Try questions on poem in PAPER 2; 2018 & 2015

Déan staidéar ar an bhfilíocht ag díriú ar (study the poetry focusing on)

1. (a) Na hÍomhánna (images) 2. (b) Na mothúcháin(emotions) 3. (c) Téama an dáin (theme) 4. (d) Na cúiseanna (reasons) gur maith leat an dán?

Déan staidéir ar an bprós ag díriú ar achoimre, na carachtair agus ansan sonraí an scéil.

1. Dís Try question PAPER 2 2018 & 2016

2. Oisín i dTír na Nóg Try question PAPER 2 2018 & 2015

CLUASTUISCINT

Listen to the CD or sound file on www.examinations.ie Try 2019 & 2018 You will find the answers in the script in the solutions on www.examinations.ie also but try the listening for real first, as if you are in the exam & you just have to keep going & trying. It will take 25-30 minutes. Leave no blanks.

CEAPADÓIREACHT Paper 1

Rudaí a chuireann áthas orm Scríobh 1.25 A4 pages

( bring in you caitheamh aimsire & keep repeating the title)

CHEMISTRY – Ms S FEEHAN

6th Year Revision Plan – 2 weeks Higher Level Chemistry

• Revise Section A. This includes Q1, 2 and 3 on the paper and examines all of your practical work

• The table below outlines all the experiments within this section. • Over the 14 day period revise one section per day, as indicated on the table, and do

the associated exam questions indicated in the last column. The exam questions are typed out for you and are labelled with topic and the day, so there should be no confusion.

• Please complete all of the questions on A4 sheets, ensuring all questions are correctly numbered, staple sheets together and submit to me on our return to school

Exam Questions

Day 1 – Acid Base Titrations

Question 1

To determine the concentration of ethanoic acid (CH3COOH) in a sample of vinegar, the vinegar was first diluted and then titrated against 25cm3 portions of previously standardised 0.1M solution of

sodium hydroxide, NaOH. One rough and two accurate titrations were carried out. The three titration figures recorded were 26.9, 26.6 and 26.7cm3 respectively

a) Why was the vinegar diluted (5) b) Describe the correct procedure for measuring exactly 25.0cm3 of vinegar and diluting

it to 500cm3, using deionised water (15)

The balanced equation for the reaction is:

CH3COOH + NaOH # CH3COONa + H2O

c) Name an indicator suitable for this titration. Justify your choice of indicator. State the colour change at the end point (12)

d) Calculate the concentration of the diluted solution of ethanoic acid in (i) moles per litre and (ii) grams per litre State the concentration of the ethanoic acid in the original vinegar sample in grams per litre Express this concentration in terms of %(w/v) (15)

e) Ethanoic acid is a carboxylic acid. Name the aromatic carboxylic acid used as a food preservative (3)

Question 2

In an experiment 4.69grams of hydrated sodium carbonate (Na2CO3.XH2O) were weighed out and

dissolved in deionised water. The solution was then made up to 250cm3 in a volumetric flask. 20cm3 of this solution was then transferred to a conical flask and titrated against a standard 0.13M hydrochloric acid solution using a suitable indicator

a) Describe the procedure for dissolving the hydrated salt and making up the solution to 250cm3 in the volumetric flask (15)

b) Name a suitable indicator for the titration and state the colour change observed in the conical flask at the end point (6) Explain why not more than 1-‐2 drops of indicator should be used (5)

c) After carrying out a number of accurate titrations using the 20cm3 of sodium carbonate solution the mean titration figure was found to be 20.17cm3 of the 0.13M hydrochloric acid solution The equation for the reaction is Na2CO3 + 2HCl # 2NaCl + H2O + CO2 Calculate the concentration of the sodium carbonate solution in (i) moles per litre and (ii) grams per litre (9)

d) Calculate the weight of the water in the original sample and hence the percentage of water crystallisation in the hydrated sodium carbonate. Calculate the degree of hydration i.e. the value of X of the original crystals (15)

Day 2 -‐ Redox Titrations -‐ Iron

Question 3

In an experiment to determine the mass of iron in an iron tablet, four iron tablets of mass 1.28g

were dissolved and made up to 250cm3 of solution in a volumetric flask using dilute sulphuric acid and deionised water. About 10cm3 of dilute sulphuric acid was added to 20cm3 portions of this iron (II) solution and the mixture was then titrated with a 0.005M solution of potassium manganate (VII),

(KMnO4). The average titration value was 27.4cm3 of potassium manganite (VII), KMnO4

a) Describe in detail the procedure for making up the 250cm3 solution from the tablets (15)

b) Why was it important to use the dilute sulphuric acid in making up the solution from the tablets (5)

c) Why was more dilute sulphuric acid added before the titrations were commenced (3) d) How was the end point detected (3) e) Explain why nitric acid could not be used to provide acidic conditions for this

reaction (3)

The titration reaction is described by the equation:

MnO4-‐ + 5Fe2+ + 8H+ # Mn2+ + 5Fe3+ + 4H2O

f) Calculate: (i) The number of moles in 27.4cm3 of the potassium manganate solution (ii) The number of moles of the iron (II) solution required to reduce this quantity

of potassium manganate (iii) The concentration of the iron (II) solution in moles per litre, given that 20cm3

were required to reduce 27.4cm3 of potassium manganate (iv) The a) mass and b) percentage of iron (II) in each tablet (21)

Question 4

A solution of ammonium iron (II) sulphate, (NH4)2SO4.FeSO4.6H20, used as a primary standard, was prepared by dissolving 8.82g of the crystals in dilute sulphuric acid and making the solution up to

exactly 250cm3 with deionised water. This standard solution was titrated in 25cm3 portions, to which some more dilute sulphuric acid had been added, with a solution of potassium manganate (IV), KMnO4. On average, 20.45cm

3 of the potassium manganate (IV) solution were required for the

complete oxidation of the Fe2+ ions. The equation for the reaction is:

MnO4-‐ + 5Fe2+ + 8H+ # Mn2+ + 5Fe3+ + 4H2O

a (i) Explain the underlined term

(ii) Give two essential properties of a primary standard for volumetric analysis (11)

b. Explain why it is necessary to

(i) Use dilute sulphuric when making up the standard solution from hydrated ammonium iron (II)

sulphate

(ii) Add dilute sulphuric acid to each of the 25cm3 portions of the iron solution used in the

titrations (9)

c. (i) Describe fully, the procedure used during the titration, to ensure accuracy of the end point

(ii) What observation indicates the correct end point has been reached (15)

d. Calculate:

(i) The number of moles of Fe2+ in each of the 25cm3 portions of the solution

(ii) The number of moles of potassium manganate (IV) required to oxidise this quantity of Fe2+ ions completely

(iii) The molarity of the potassium manganate (IV) solution in moles per litre (15)

Day 3 -‐ Redox Titrations – Iodine/Thiosulphate

Question 5

A student carried out an experiment in order to determine the concentration of sodium hypochlorite (NaClO) in a sample of domestic bleach. A 50.0cm3 sample of the bleach was diluted to 500cm3 using deionised water. A 25cm3 sample of the diluted bleach was placed in a conical flask to which

approximately 20cm3 of dilute sulphuric acid and 10cm3 of 0.5M potassium iodide were also added. This was then titrated against a standard 0.2M sodium thiosulphate solution. One rough and two accurate titrations were carried out. The three titration figures recorded were 20.9, 20.6 and

20.7cm3 respectively.

The equations for the reaction are: ClO-‐ + 2I-‐ + 2H+ # Cl-‐ + I2 + H2O

2S2O3-‐2 + I2 # S4O6

-‐2 + 2I-‐

a) Briefly describe the procedure for accurately diluting the 50cm3 sample of the bleach to 500cm3 (8)

b) Describe clearly the procedure for using a pipette to measure exactly 25cm3 portions of the

diluted bleach into the titration flask (9) c) The acidified potassium iodide was in excess. Why was excess necessary (3) d) What colour change was observed in the conical flask when the acidified potassium iodide

was added to the bleach (3) e) What indicator is used in this titration? State when the indicator should be added to the

titration flask and describe the colour change at the end (9) f) For every mole of sodium hypochlorite (NaClO) in the bleach, 1 mole of iodine (I2) is

liberated. Hence calculate the concentration of the sodium hypochlorite in the undiluted

bleach in (i) Moles per litre (ii) Grams per litre (iii) % w/v (15)

Question 6

Day 4 -‐ Water Titrations

Question 7

In an experiment to determine the total hardness of a water sample containing both calcium and

magnesium ions, the disodium salt of EDTA (ethylenediaminetetraacetic acid) was used to titrate a water sample using a suitable indicator. The reaction between the ions (M2+) in the hard water and the EDTA reagent (H2Y

-‐2) may be represented as:

M+2 + H2Y

-‐2 # MY-‐2 + 2H+

a) Name the indicator used in this titration and state the colour change at the end point (6) b) Describe the correct procedure for rinsing the pipette and transferring the solution to the

conical flask (12)

c) A small quantity of another substance is added before the titration proceeds. What is the solution and what is its purpose (6)

d) During the titration, some of the solution in the conical flask got splashed high up on the

side of the conical flask. What should be done to rectify this situation? Why does this not affect the overall result of the experiment? (6)

e) In the experiment it was found that 100cm3 portions of the water sample requires and

average titre of 7.8cm3 of 0.01M EDTA solution. Calculate the total hardness in (i) Moles per litre (ii) Grams per litre expressed in terms of CaCO3 and

(iii) Ppm expressed in terms of CaCO3 (15)

f) If the water sample had been boiled, would the titre value be bigger, smaller or remain the same? Explain your answer (5)

Question 8

Day 5 – Ethene and Ethyne

Question 9

Question 10

Day 6 – Steam distillation and Soap

Question 11

The diagram below shows the apparatus needed to extract clove oil from cloves

a) (i) What is the term used to describe this arrangement (5)

(ii) Explain why clove oil is extracted in this way (6)

(iii) Explain why it is preferable to use whole cloves instead of ground cloves in the pear shaped

flask (3) (iv) State the purpose of the tube marked X (6)

(v) Describe the appearance of the product and give the correct name for such a substance (6) b) (i) Name a process that could be used to isolate and collect a pure sample of the oil (3)

(ii) Name the organic substance used to isolate clove oil and draw its structure (6)

(iii) Outline the procedure to isolate and dry the clove oil (9) (iv) What safety procedure must be carried out during this process (3)

(v) Name the main constituent of oil of cloves (3)

X

Question 12

A sample of soap was prepared in the lab by refluxing 4g of glyceryl tristearate (obtained from animal fat), 2g of sodium hydroxide pellets and 25cm3 of ethanol for approx. 30mins. Following

reflux, the apparatus was allowed to cool and then rearranged for distillation

a) State two safety precautions which should be taken when carrying out this experiment (6) b) Complete and balance the equation for the reaction between glyceryl tristearste and sodium

hydroxide (9)

c) Why was the reaction mixture refluxed? Name the type of reaction that occurred during the reflux (9)

d) What was the purpose of the ethanol? Why was the ethanol removed after the reflux (6)

e) What is brine (3) f) Describe how a pure sample of soap was obtained (8) g) How was the soap dried (3)

h) What observations would be made if the soap prepared above was tested with a test tube containing (i) distilled water and (ii) water from a limestone area (6)

Day 7 – Oxidation of phenyl methanol to benzoic acid

Question 13

A student carried out the preparation of benzoic acid by oxidising 1cm3 of phenyl methanol (benzyl alcohol, C6H5CH2OH). The oxidation was carried out in alkaline conditions using sodium carbonate

(Na2CO3) and an excess potassium manganate (VII) solution in a conical flask.

After heating the solution for 20 mins it was cooled by running cold water over the outside of the conical flask. It was then acidified with concentrated hydrochloric acid and a brown precipitate formed.

Sodium sulphite was then added until the precipitate disappeared and the white crystals of the benzoic acid became visible. The flask was placed in ice and the crystals were filtered off by vacuum filtration. The crystals were

dried and weighed. It was found that 0.58g of benzoic acid was obtained The balanced equation for the reaction is:

3C6H5CH2OH + 4KMnO4 # 3C6H5COOH + 4MnO2 + H2O + 4KOH

a) Why was an excess solution of potassium manganate (VII) used in this reaction (6)

b) Identify the brown precipitate formed in the reaction (6)

c) Give two reasons why the solution was acidified with concentrated hydrochloric acid (8)

d) How would you test the solution to find out if enough acid had been added (3)

e) What reaction occurred when the sodium sulphite was added (6)

f) Why was the flask placed in ice before filtration (3)

g) How would the crystals have been dried (3)

h) The penylmethanol was the limiting factor in this reaction. Using the fact that the student

used 1cm3 of phenylmethanol (density = 1.04g/cm3), calculate:

(i) The theoretical yield (12) (ii) The percentage yield if 0.58g of benzoic acid was obtained (3)

Day 8 – Rate of evolution of O2 from H2O2

Question 14

Hydrogen peroxide decomposes rapidly in the presence of a manganese (IV) oxide (MnO2) catalyst

a) Write a balanced equation for the decomposition of hydrogen peroxide (5) b) Draw a labelled diagram of an apparatus a student could assemble to measure the

rate of decomposition of hydrogen peroxide in the presence of a manganese (IV) oxide catalyst. Indicate clearly how the reaction could be started at a time known exactly, and how the gas produced is collected and its volume measured (12)

c) The table shows the volumes of gas (at room temperature and pressure) produced at intervals over 10mins

Time (min) 0 1 2 3 4 6 8 10 Vol of oxygen (cm3)

0 29 38 42 44 46 48 48

Plot a graph to illustrate the volume of oxygen produced versus time (12)

d) Use the graph to determine (i) The percentage of oxygen produced after 2.5mins (ii) The total mass of oxygen produced in this experiment (iii) The instantaneous rate of the reaction after 3 mins (Molar volume at RTP =

24.0l) (15) e) Explain why the rate of reaction gets slower as the reaction proceeds (6)

Question 15

Day 9 – Effect of Concentration and Temp on ROR

Question 16

To investigate the effect of temperature on the rate of a chemical reaction, a group of students measured 100cm3 of a sodium thiosulphate solution into a conical flask and placed the flask on top

of a cross drawn on a sheet of white paper. They placed a thermometer in the solution. They added 10cm3 of hydrochloric acid solution, swirled the mixture and started a stop clock. The experiment was repeated a number of times varying the temperature. At each temperature they calculated the

reaction rate and obtained the results given in the table below

Temperature (oC) Reaction rate (sec-‐1)

20 0.005

30 0.008

40 0.020

50 0.035

a) How could the students change the temperature of the reaction (5) b) Describe how the students measured the rate of reaction (12) c) Name one factor that had to be kept constant each time they measured the reaction

rate. How could they make sure this factor was kept constant (6) d) Plot a graph to show the relationship between the temperature and the reaction

rate State two reasons why the temperature has this relationship to the rate of reaction (18)

e) Use you graph to (i) Measure the reaction rate at 45oC (ii) Calculate how long the reaction took at that temperature (9)

Question 17

60 0.080

Day 10 – Relative molecular mass of a volatile liquid

Question 18

In an experiment to determine the relative molecular mass of a volatile liquid, a sample of the liquid is vaporised at a given temperature and pressure and its volume measured. The mass of the sample is also measured

The number of moles of liquid is then calculated using the formula PV=nRT and from this the relative molecular mass is calculated

a) Explained the underlined term (8) b) Describe, with the aid of a labelled diagram, how you would carry out this

experiment in a school laboratory. From your description it should be clear how the mass, volume and temperature of the sample are measured (21)

c) How may the pressure be measured (3)

In an experiment to measure the relative molecular mass of a volatile liquid, 0.25g of the liquid was vaporised at 97oC. The volume occupied was found to be 132cm3. The pressure was 1 x 105Pa

d) Calculate the number of moles of the volatile liquid vaporised (12) e) Calculate the relative molecular mass of the volatile liquid (6)

Day 11 – Anions and flame tests

Question 19

The following are a list of reagents used to identify the presence of anions in aqueous solutions

Iron (II) sulphate (FeSO4) Barium Chloride (BaCl2) Concentrated sulphuric

acid (H2SO4)

Hydrochloric acid (HCl) Silver Nitrate (AgNO3) Ammonium molybdate

Dilute ammonia solution (NH3) Magnesium sulphate (MgSO4)

a. Describe, using the necessary reagents from the list above, how you could carry out a test to confirm the presence in aqueous solution of (i) The sulphate ion (9) (ii) The nitrate ion (9) (iii) The chloride ion (9)

b. In the case of (i) and (iii) give the molecular formula of the precipitate formed (6)

c. Describe how a flame test may be carried out to determine the presence of a metal

in a salt (12)

d. In such a flame test, state the flame colour which indicates the presence of (i) the copper cation and (ii) the potassium cation, in solution

Day 12 – Water: Colourimetry and dissolved and suspended solids

Question 20

Question 21

Day 13 – Heat of neutralisation

Question 22

To calculate the heat of reaction (ΔH) for the reaction between hydrochloric acid (HCl) and a solution of sodium hydroxide (NaOH), the following experiment was carried out in a school laboratory, using

the apparatus shown below

a. What is meant by the term Heat of Reaction (5)

b. Very accurate values for the heats of combustion may be found in industry using another piece of apparatus. Name this piece of apparatus (6)

c. Name a suitable material for the container. Explain your choice of material (6)

d. What precautions must be taken in order to obtain an accurate value for the final temperature reached when the two solutions are mixed (6)

e. In the experiment, 25cm3 of 1M hydrochloric acid (HCl) and 25cm3 of 1M sodium hydroxide (NaOH) were mixed The temperature rise was recorded as 6.8K. Assuming the densities and the heat capacities of both solutions are the same as that of water, calculate the heat produced by the reaction (Density of water = 1g/cm3, specific heat capacity of water = 4.2kJ kg-‐1K-‐1) (9)

f. How many moles of hydrochloric acid were used in this experiment Calculate the heat of reaction (ΔH) when 1mole of each solution is used (12)

g. Name or draw the chemical hazard symbol found on bottles of hydrochloric acid and sodium hydroxide (6)

MATHS – Ms Z POWER / Mr T WHELAN

GAEILGE – Ms S ORMOND

Plean Oibre Covid Rang Ardteiste Ms Ormond

Dátaí: Suas go dtí 27ú Márta

Béim/Measúnú: Scrúdú Cainte na hArdteiste

Tasc: Ní mór do na scoláirí píosa áirithe in aghaidh an lae a dhéanmah ar gach cuid den scrúdú: Record work and send via Chat.

Sraith pictiúr

Dán a léamh

Ceisteanna don chomhrá a ullmhú dóibh féin.

Nótaí ar TEAMS faoi FILES :

Na dánta

Leabhrán don chomhrá

Cuireadh chun cainte: Frásaí don SP

Additional SP 1-10 essential foclóir

Litríocht https://www.mccgaeilge.com/page3

Lá 1 SP 1,2 Dán An Spailpín Fánach Comhrá: AL

Mé Féin/ Mo Theaghlach/ Mo chairde Tréithe Cur síos Post/Staidéar

Lá 2 SP 3,4 Dán Colscaradh Comhrá: AF

Mo Scoil/ Staidéar Post sa Todhcaí Tar éis na hArdteistiméireachta Laethanta Saoire

Lá 3 SP 5,6 Dán an tEarrach Thiar Comhrá: AC

Mo Chaitheamh Aimsire An samhradh seo caite Cóisir/Ceolchoirm Teilifís/Pictiúrlann/Netflix/Leabhair

Lá 4 SP 7,8 Dán Géibheann Comhrá

Saol an duine óig Teicneolaíocht/Fón cliste Siopadóireacht Alcól/Drugaí Tiomáint

18/3

SP 9,10 Dán Níl mo Ghrása Comhrá:

Spórt agus an duine óg Sláinte/Meabhair Shláinte Na hospidéil

19-20/3

SP 11,12 Dán Coscaradh Comhrá

An Cóbh Turasóireacht Oidhreacht Taisteal

https://www.mccgaeilge.com/page3 Read up Gearrscéal Gnáthrud- Jimmy main character. Never been ón exam paper

23/3

SP 13,14 Dán Géibheann Comhrá MC

Cad a dhéanfá dá mbeifeá? I do phríomhoide I d’aire sláinte I d’aire tithíochta Dá mbuafá airgead/crannchur náisiúnta?

https://www.mccgaeilge.com/page3 Read up Gearrscéal-Hurlamaboc- Papers-Ceist 2-2012

24/3

SP 15, 16 Dán Níl mo Ghrása Comhrá

Fadhbanna ár linne: Coróin Víreas Athrú Aeráide Bochtanas/Dídeanas Breatimeacht

https://www.mccgaeilge.com/page3 Scannán Cáca Milis Papers Ceist 2 -2015

25/3

SP 17,18 Dán An tEarrach Thiar Comhrá

An Ghaeilge Do thaithí féin Gaeltacht/ Seachtain Na Gaeilge

https://www.mccgaeilge.com/page3 Dán-Spailpín Fánach Papers Ceist 3 2018

26/3

SP 19,20 Dán: An Spailpín Fánach Comhrá

Aon rud ar Leith fút féin: Comórtas Ceoldráma na hIdirbhliana Turas thar lear

https://www.mccgaeilge.com/page3 Dán an t-Earrach Thiar Papers Ceist 3 2016

SPANISH – Ms J MANSON

Despite the Orals being postponed by the State Exam Commission, it is important that you keep practicing your role plays & general conversation. You will still have to do them!

You could also do some work on exam papers-‐ higher level focus on opinion pieces & dialogue construction. Feel free to send me any work for correction.

All students should be revising verbs tenses (I gave you a handout on Monday for this purpose) as well as vocab from every section you have studied.

Log onto Quizlet & do some practice tests!

Ask brothers & sisters to test you!

BIOLOGY – Mrs Coleman & Mr O’Sullivan

MATHS (Foundation Level) – Ms C O’CALLAGHAN

Week 1

Day 1

Revise and learn notes on the Arithmetic Complete the following questions in exam papers

2019 exampaper-‐Q1

2018 exam paper-‐ Q4


Day 2

Revise and learn notes on the Arithmetic Complete the following questions in exam papers


2015 exam paper -‐Q3


Day 3

Complete questions 1-‐6 on the 2013 exam paper.

Day 4

Revise and learn notes on the Area and Volume

Complete the following questions in exam papers

2018-‐Q2

2018-‐Q8

2016-‐Q10

2015-‐Q10

Day 5


Week 2

Day 1

Revise and learn notes on the Co-‐ordinate Geometry

Complete the following questions in exam papers

2019-‐Q10

2018-‐Q9

Day 2


Day 3

Complete the first six questions of the 2015 exam paper

Day 4

Complete and finish the rest of the 2015 exam paper

Day 5

Exam papers-‐ make sure you have answered all questions in the 2016 exam paper

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