Education Reform: Contextualised Content

EDUCATION REFORM CONTEXTUALISED CONTENT

Education Reform Who We Are: Cambridge University Press Cambridge University Press has a strong track record of successful collaboration with a number of Ministries of Education and educational organisations, offering education reform support on diverse initiatives surrounding curricula, publishing, teacher training and capacity development.

We work as strategic partners with Ministries and educational organisations to develop context-specific long-term projects that embed sustainable infrastructures.

What We Do: Education Reform Teaching and learning materials play a vital role in the process of education reform – this has been proven by rigorous and independent studies of high-quality education systems and high-performing jurisdictions.

We believe that teaching and learning resources should not be seen as an afterthought; there must be careful deliberation over their content and use. Resources play a key role in the process of renewal and change, which means they must be planned in conjunction with other elements of reform to ensure systemic coherence.

Our Approach: Contextualised Content The process of learning is, by definition, an act of doing something new; but for many learners (and teachers) around the world, doing something new can sometimes be scary.

At Cambridge, we believe that one way to mitigate the risks that arise from fear-avoidance is to change the environment in which the learning is taking place. Better learning takes place when the learner is in a space that feels safe and familiar, and while we can’t always change the classroom, we can change the resource. If the resource contains familiar locations, local currencies, and common situations, then learners are more likely to engage with the content and achieve their academic goals.

Cambridge believes in contextualised content, where high-quality teaching and learning resources are tailored and customised for specific people and places. This type of adaptation is not simply a revision of existing materials, it’s a bespoke service that takes into account complex pedagogical and lexical variations.

Example: Arabisation The following pages contain a series of spreads from titles which were originally published for the International market. To contextualise this content for a client in the Middle East, we arranged for pedagogical, linguistic, and regional experts to review the materials and amend the content so that it is most suitable for a specific region.

By keeping the learner in mind at all times, we’ve been able to blend our existing high-quality resources with localised requirements, resulting in the best possible materials for teaching and learning.

Contextualisation The Process Whilst every project is different and designed to meet unique circumstances, the following is an outline of the processes involved in contextualisation. Note that the client’s perspective and needs are taken into consideration at every stage in the workflow.

1

A detailed user-needs analysis is conducted to identify the requirements of the content and establish any specific parameters.

2

Content is carefully examined and analysed by local experts to ensure that coherence is maintained, while alterations are suggested to ensure local sensitivities are accounted for.

3

Pedagogical experts cross-check all revisions to ensure that the constructs, scope and sequencing remain accurate.

4

The client appraises the suggested alterations to ensure it meets with their approval.

5

Expert authors, artists, and editors adapt and modify the content as necessary.

6

When appropriate, new content is created in a way that is sensitive to the original materials while still meeting the requirements of the original brief.

7

Best-practice publishing and production practices are followed throughout the life-cycle of the content to ensure the creation of high-quality materials.

Cambridge SCIENCE Primary Science Learner’s Book 2, Jon Board and Alan Cross: Original Content

Primary 2

Careful lexical selection of translated Amendment of artwork to reflect By calling out specific vocabulary, the materials encourage the ability to use complex language. items country or region of interest, attention to detail

11 Going Goingoutside outside

Activity 1.1

Activity 1.1

Compare two different places

Compare two different places

Go outside. Look for two places that

1.11.1 Different places to live Different places to live

By immediately beginning with a question, learners are exposed to new concepts in an engaging way.

What do animals and plants need What do animals and plants need to live? to live?

Words to learn

Words to learn different measure different measure minibeasts record minibeasts

record

Go outside. Look for two places that are different, like a wet place and a are different, like a wet place and a dry place. dry place.

Measurethe thetwo twoplaces. places.Make Make sure Measure sure they are the same size. they are the same size.

Depiction of young boys in culturally specific clothing (such as the guthra and kandura) and environment

‫تﺎﻧاوﯾﺣﻟاو تﺎﺗﺎﺑﻧﻟا‬.

You will need:

You will need: a clipboard a clipboard a stopwatch or watch a stopwatch or watch something to measure something measure camera with • atodigital with • a digital camera

This place is

By asking students to record their activities, they are engaging in production, which plays a significant role in deep learning.

This place is sunny. sunny.

Whatcan canyou youfind? find?Can Canyou you find What find anyminibeasts? minibeasts? any Recordthe theanimals animalsand andplants plants you Record you findinineach eachplace. place.Compare Comparethem. them. find What Whathave haveyou youfound foundout? out?

It’s shady It’s shady over over there. there.

What in in these environments?

Whatanimals animalsand andplants plantslive live these environments?

Selection of images specific to region or country

‫روﺻ رﺎﯾﺗﺧا‬

Look at the pictures. Which animals and plants live in each Lookenvironment? at the pictures. animals WhatWhich differences canand youplants see? live in each

environment? What differences can you see?

6

6

5 Going 1 Pushing outside and pulling

5 Going 1 Pushing outside and pulling

Illustrations used that reflect surroundings to capture interest and motivate learners both in the margin and in the Vocabulary is highlighted main text to ‫ﻲﺗﻟا‬ provide for language skills.

‫روﺻﻟا رﺎﯾﺗ‬ ‫ﺔﺋﯾﺑﻟا سﻛﻌﺗ‬context ‫لﻛﺷﺑ ﺔّﯾﻠﺣﻣﻟا‬ ‫ّﻔﺣﯾ‬advanced ‫ز‬

W hat you have learnt

W hat you have learnt

Environments can be different or similar.

Environments can be different or similar.

Different plants and animals live in different environments.

Different plants and animals live in different environments.

5 Pushing 1 Going andoutside pulling

5 Pushing 1 Going andoutside pulling

7

7

Use of locations that are known to the learners This summary section encourages learners to engage with the learning constructs, and makes the objectives of

‫رﯾﺛﯾو‬the ‫مﺎﻣﺗھا‬lesson ‫ﺔﺑﻠطﻟا‬. concrete.

Cambridge Primary Science Learner’s Book 2, Jon Board and Alan Cross: Contextualised Content Highlighted terms have been selected carefully, which allows learners to improve their vocabulary.

‫ملف مز ّود بمقطع خشبي‬

‫ملف مقطع خشبي‬ ‫ساعة عدّ اد ٔاو ساعة عادية‬ ‫ٔاداة للقياس • كاميرا رقم ّية‬ .‫هذا المكان مشمس‬

The depiction of young boys in culturally specific clothing (such as the guthra and kandura) makes the learning environment familiar to young pupils.

.‫ٔارى ظلا ً هناك‬

Artwork has been amended to reflect the specific flora and fauna of the region.

‫ماذا في الخارج؟‬

١,١ ‫النشاط‬ :‫قارن بين مكانين‬ .‫اذهب للخارج واختر مكانين مختلفين‬ .ً‫ مكاناً جافاً وآخراً رطبا‬:ً ‫مثلا‬ ‫ ٔتاكّد ٔبانهما بنفس‬.‫قم بقياس المكانين‬ .‫القياسات‬ ‫ماذا وجدت فيها؟ هل وجدت ٔاي نوع من‬ ‫مفصليات الأرجل )الحشرات(؟‬ ‫سجل ٔاسماء الحيوانات والنباتات التي‬ .‫وجدتها في كل مكان‬ .‫قارن ما وجدت بالنسبة للمكانين‬

‫مفردات الدرس‬

‫قياس‬ ‫مفصل ّيات الأرجل‬ (‫)الحشرات‬

‫مختلف‬ ‫تسجيل‬

‫ ٔاماكن مختلفة للعيش‬١,١

‫ماذا تحتاج النباتات والحيوانات لتعيش؟‬

The vocabulary is maintained, while being carefully translated, so that the learning constructs are achieved.

‫توصلت؟‬ ّ ‫إلى ماذا‬

:‫سم الحيوانات والنباتات التي تعيش في كل بيئة مما يلي‬ ِّ

‫ماذا تعلمت؟‬

.‫هناك بيئات متشابهة ٔواخرى مختلفة‬ .‫تعيش الحيوانات والنباتات المختلفة في بيئات مختلفة‬ ٧

5 Pushing ush‫ماذا في‬an and pulling ‫الخارج؟‬

By changing images to depict locations that are known to the learners, the content encourages greater engagement.

١

‫ ما هي الحيوانات والنباتات التي تعيش في كل بيئة؟‬.ً‫ٔانظر إلى الصور جيدا‬ .‫ما هي الفروقات التي يمكنك ملاحظتها‬ 5P Pushing ushing and ‫الخارج؟‬pulling ‫ماذا في‬

٦7

Western experiences have been replaced with cultural representations that are specific to the cultural contexts of the learner.

Cambridge Checkpoint Science Coursebook 8, Mary Jones, Diane Fellowes-Freeman and David Sang: Original Content

9.2

Burning

9.2

Burning is a chemical reaction.

When something burns, it reacts with the oxygen in the air.

Sometimes, ashes are formed. The ashes contain new substances.

The new substances in the ashes are oxides.

When magnesium metal is burnt a white powder is formed.

This powder is magnesium oxide. A new substance has been formed from magnesium and oxygen.

Magnesium and oxygen are the reactants. Magnesium oxide is the product.

In higher level materials, initial exposure takes a more complex form.

magnesium

+

oxygen

→

Burning

Looking at the reactants and products

The table compares the properties of the reactants and product when you burn magnesium. You can see that the properties of the product are different from those of the reactants.

Element or compound?

When charcoal burns, ash is left behind.

Oxygen (reactant)

element

element

State at room temperature solid Appearance soft, shiny, malleable Conducts electricity?

Melting point / °C

magnesium oxide

Magnesium (reactant)

yes 651

gas colourless, has no smell no −214

Magnesium oxide (product) compound solid white, powdery

Clear and engaging tasks are presented to help learners practice the constructs.

no 2800

Questions

Activity 9.2 Burning magnesium SE

1 Set up a Bunsen burner on a heat-proof mat. Wear safety glasses.

2 Take a small piece of magnesium ribbon and place it in some tongs.

3 Hold the tongs at arm’s length and place the magnesium ribbon in the Bunsen flame.

4 Once the magnesium ribbon has caught fire remove it from the flame.

Whilst the magnesium is burning do not look directly at the flame. Magnesium burns very brightly and the light could harm your eyes.

Magnesium ribbon.

1 Compare the melting points of magnesium, oxygen and magnesium oxide.

2 Find one similarity between magnesium oxide and one of the reactants.

3 For each of the photographs below, say if it is a physical change or a chemical reaction and explain why you think this.

a Making toast.

b Melting chocolate.

c Fireworks going off.

d Ice melting.

e Coal burning.

f Copper roof turning green.

Burning magnesium ribbon.

Questions

A1 A2 A3 A4

Describe what happens to the magnesium ribbon.

Describe what has been formed.

Name the reactants in this chemical reaction.

List all the safety precautions you need to take while carrying out this experiment.

Magnesium oxide.

110

Summary • Burning is a chemical reaction. The substance that is burnt combines with oxygen.

• The products formed in a chemical reaction have different properties from the reactants.

9 Material changes

9 Material changes

The scope and sequencing of the formative assessment questions are carefully scaffolded to increase in complexity.

111

‫‪Cambridge Checkpoint Science Coursebook 8, Mary Jones, Diane Fellowes-Freeman and David Sang:‬‬ ‫‪Contextualised Content‬‬ ‫‪Customised content presents information that is culturally specific‬‬ ‫‪so that learners see principals at work in their own location.‬‬

‫‪ ٩,٢‬الاحتراق‬

‫‪٩,٢‬‬

‫يقوم البدو في الصورة المحاذية بحرق الفحم للطهي والتدفئة‪ .‬الاحتراق تفاعلٌ‬ ‫كيميائي‪.‬‬ ‫ٌ‬ ‫تحترق المواد عبر تفاعلها مع الأوكسيجين الموجود في الهواء‪ٔ .‬احياناً ينتُج عن‬ ‫ذلك الرماد الذي هو مادة جديدة بحدّ ذاتها‪ .‬هذه المادة الجديدة هي عبارة عن ٔاوكسيد‪.‬‬ ‫ينتج عن إحراق قطعة معدنية من الماغنيسيوم بودرة بيضاء‪ .‬تُس ّمى هذه البودرة‬ ‫ٔ‬ ‫”اوكسيد الماغنيسيوم“‪ .‬لقد ٔتالفت مادة جديدة من الماغنيسيوم والأوكسيجين‪.‬‬ ‫تُس ّمى مواد الماغنيسيوم والأوكسيجين المتفاعلات‪ٔ .‬اما ٔاوكسيد الماغنيسيوم‬ ‫فيُس ّمى النواتج‪.‬‬

‫‪The coherence‬‬ ‫‪of the content‬‬ ‫‪is carefully‬‬ ‫‪maintained.‬‬

‫‪‬‬

‫ماغنيسيوم‬

‫‪+‬‬

‫ٔاوكسيجين‬

‫المتفاعلات والنواتج الكيميائية‬

‫يُقدّ م الجدول التالي مقارنة بين المتفاعلات والنواتج ٔاثناء التفاعل الكيميائي الخاص باحتراق الماغنيسيوم‪ .‬يمكنك ملاحظة‬ ‫الفروقات في خصائص كل من المتفاعلات والنواتج‪.‬‬

‫يُنتج احتراق الفحم الرماد‬

‫شريط ماغنيسيوم‬

‫‪١‬‬ ‫‪٢‬‬ ‫‪٣‬‬ ‫‪٤‬‬

‫‪١١٠‬‬

‫نعم‬

‫كلا‬

‫كلا‬

‫‪-٢١٤‬‬

‫‪٢٨٠٠‬‬

‫الذوبان )‪(OC‬‬

‫‪٦٥١‬‬

‫‪ ١‬قارن بين درجات الذوبان لكل من الماغنيسيوم والأوكسيجين ٔواوكسيد الماغنيسيوم‪.‬‬ ‫‪ ٢‬جِد شبهاً واحداً بين ٔاوكسيد الماغنيسيوم ٔواحد المتفاعلات الكيميائية‪.‬‬ ‫‪ ٣‬لكل من الصور التالية‪ :‬حدد نوع التغ ّير‪ .‬هل هو تغ ُّير فيزيائي ٔام كيميائي؟‬

‫ب طهو الحلى العماني‬

‫ج مفرقعات الاحتفال بايوم‬ ‫الوطني العماني‬

‫احتراق شريط الماغنيسيوم‬

‫د ذوبان الثلج‬

‫ٔاوكسيد الماغنيسيوم‬ ‫تغييرات المادة‬

‫المظهر‬

‫ناعم‪ ،‬ل ّماع‪ ،‬مطواع‬

‫لا لون ولا رائحة له‬

‫ٔا إعداد خبز الرخال‬

‫الأسئلة‬

‫صف ما تراه عند احتراق قطعة الماغنيسيوم‪.‬‬ ‫صف المادة الناتجة عن الاحتراق‪.‬‬ ‫سم المتفاعلات في هذا التفاعل الكيميائي‪.‬‬ ‫ّ‬ ‫عدد كافة إجراءات السلامة التي يجب اتخاذها عند القيام بهذه التجربة‪.‬‬

‫الحالة ضمن حرارة الغرفة‬

‫صلب‬

‫غاز‬

‫صلب‬ ‫بودرة بيضاء‬

‫الأسئلة‬

‫النشاط ‪٩,٢‬‬

‫‪SE‬‬

‫عنصر ٔاو مركّب؟‬

‫عنصر‬

‫عنصر‬

‫مركّب‬

‫درجة‬

‫احتراق الماغنيسيوم‬ ‫‪١‬‬ ‫‪٢‬‬ ‫‪٣‬‬ ‫‪٤‬‬

‫الماغنيسوم )متفعال(‬

‫الأوكسيجين )متفاعل(‬

‫ٔاوكسيد الماغنيسيوم )ناتج(‬

‫موصل للكهرباء؟‬

‫ٔاوكسيد الماغنيسيوم‬

‫ضع موقد بنسن على سطح غير قابل للاشتعال‪ِ .‬‬ ‫ارتد نظارات الحماية‪.‬‬ ‫بواسطة ملقط‪ ،‬احمل قطعة صغيرة من شريط الماغنيسيوم‪.‬‬ ‫قف على بعد مسافة اليد من الموقد وضع قطعة الماغنيسيوم في اللهب‪.‬‬ ‫عندما ٔ‬ ‫تبدا قطعة الماغنيسيوم بالاشتعال‪ ,‬قم ب ٕازالتها فوراً عن النار‪.‬‬ ‫ٔ‬ ‫لا تنظر إلى قطعة الماغنيسيوم بشكل مباشر اثناء احتراقها‪ .‬يُصدر‬ ‫الماغنيسيوم ضوءاً شديد الوهج عند الاحتراق‪.‬‬

‫ال ٕاحتراق‬

‫هـ احتراق الفحم عند‬ ‫اعداد المشاوي‬

‫ٔ‬ ‫الصدا في مركب في‬ ‫و‬ ‫منطقة راس مدركة‬

‫ملخّص‬ ‫• الاحتراق تفاعل كيميائي‪ .‬تتحد المادة المحترقة مع الأوكسيجين‪.‬‬ ‫• تتم ّيز المواد الناتجة عن التفاعل الكيميائي بخصائص مختلفة عن تلك التي تم ّيز المتفاعلات‪.‬‬ ‫تغييرات المادة‬

‫‪١١١‬‬

‫‪By replacing some images, the content becomes more accessible to learners.‬‬

Cambridge IGCSE Chemistry Coursebook, Richard Harwood and Ian Lodge: Original Content

Skills-based activities support learners to elaborate on the learning A constructs.

A

Activity 3.4 Modelling metallic crystal structure

Typical composition

Alloy

fitted with a bent pipette to create an extensive layer of air bubbles on the surface.

Skills AO3.1 Demonstrate knowledge of how to safely use techniques, apparatus and materials (including following a sequence of instructions where appropriate) AO3.3 Make and record observations, measurements and estimates AO3.4 Interpret and evaluate experimental observations and data

A surface layer of small air bubbles floating on water can be used to model the grain boundaries present in metallic crystals. Fill a shallow Petri dish with water and add a few drops of detergent. Use a gas syringe

copper

brass bent pipette

gas syringe

bubbles detergent solution

Petri dish

In this model, each bubble represents a metal atom.

The bubbles are seen to arrange themselves regularly but in some places there are ‘grain boundaries’ where the direction of the bubbles in the layer changes.

bronze Figure 3.37 Many different coins are made from cupro-nickel alloys.

a

force applied here

A worksheet is included on the CD-ROM.

mild steel

stainless steel

pure metal b

Figure 3.35 A photograph of zinc grains on a galvanised post.

COOLING

Atoms are moving in the molten metal.

Atoms are in random positions.

Some atoms group together. A small cluster with a regular pattern is formed.

The clusters have become bigger. More clusters form as the metal cools down.

The clusters grow even more. Grains are formed.

Figure 3.36 The process of formation of grains as a molten metal cools.

80

Making alloys with other metals is one of the commonest ways of changing the properties of metals. Alloys are formed by mixing the molten metals together thoroughly and then allowing them to cool and form a solid.

Alloying often results in a metal that is stronger than the original individual metals. ‘Silver’ coins are minted from cupro-nickel alloy, which is much harder than copper itself (Figure 3.37). Aluminium is a lowdensity metal that is not very strong. When mixed with 4% copper and smaller amounts of other elements, it gives a metal (duralumin) that combines strength and lightness and is ideal for aircraft building. Other examples of alloys and their properties are given in Table 3.7.

Figure 3.38 shows how the presence of the ‘impurity’ atoms makes it more difficult for the metal ions to slip over each other. This makes the alloy stronger but more brittle than the metals it is made from.

Strength is not the only property to think about when designing an alloy. For example, solder is an alloy of tin and lead.

It is useful for making electrical connections because its melting point is lower than that of either The grains meet as the metal becomes of the two separate metals. Also, solid. Grain boundaries are present between steel, which rusts when in contact the grains. with oxygen and water, can be prevented from doing so when

solder c Table 3.7

force applied here alloy Figure 3.38 a The positions of atoms in a pure metal crystal before a force is applied. b After the force is applied, slippage has taken place.

The layers in a pure metal can slide over each other. c In an alloy, slippage is prevented because the atoms of different size cannot slide over each other.

alloyed with chromium and nickel. This forms stainless steel (see Table 3.7).

Study tip It is important that you learn which elements are present in certain alloys, such as brass, bronze, mild steel and stainless steel, and you should be familiar with certain key uses for each alloy. The syllabus gives uses for mild steel (car bodies and machinery) and stainless steel (chemical plant and cutlery) – make sure you are aware of these.

70%

zinc

30%

copper

90%

tin

10%

iron

99.7%

carbon

0.3%

iron

74%

chromium

18%

nickel

Alloys

Particular properties harder than pure copper; ‘gold’ coloured harder than pure copper stronger and harder than pure iron

8%

tin

50%

lead

50%

lower melting point than either tin or lead

Some important alloys.

A

Activity 3.5 Intriguing alloys!

Skills AO3.1 Demonstrate knowledge of how to safely use techniques, apparatus and materials (including following a sequence of instructions where appropriate) AO3.3 Make and record observations, measurements and estimates AO3.4 Interpret and evaluate experimental observations and data

This activity consists of three sections, each of which illustrates how the combination of metal elements into an alloy results in useful and novel properties. The alloys investigated are solder, Field’s metal and nitinol.

A worksheet is included on the CD-ROM. Chapter 3: Elements and compounds

Cambridge IGCSE Chemistry

Opportunities for revision allow students to consolidate their learning.

Advanced activities encourage both practice and production, key elements of deep learning.

harder than pure iron; does not rust

81

‫‪Cambridge IGCSE Chemistry Coursebook, Richard Harwood and Ian Lodge: Contextualised Content‬‬ ‫‪Expert translation is given to ensure correct scientific‬‬ ‫‪terms and precise scientific vocabulary is used.‬‬

‫ٔا‬

‫‪Local coinage is used to ensure that students‬‬ ‫‪can fully relate to the learning constructs.‬‬

‫ٔا‬

‫النشاط ‪٣,٤‬‬ ‫نمذجة الهيكل الب ّلوري المعدني‬

‫حقنة غاز‬

‫مقوسة‬ ‫ّ‬ ‫ماصة ّ‬

‫المهارات‬

‫ٔا ‪ ٠٣,١‬إظهار المعرفة بالاستخدام الا ٓمن لتقنيات ٔواجهزة ومواد‬ ‫)بما في ذلك تسلسل التعليمات عند الامكان(‬ ‫ٔا ‪ ٠٣,٣‬تسجيل الملاحظات والقياسات والتقديرات‬ ‫ٔا ‪ ٠٣,٤‬تفسير وتقييم الملاحظات التجريبية والبيانات‬

‫إن سطحاً من فقاعات الهواء الصغيرة يمكن استخدامه لنمذجة حدود‬ ‫البلورات المعدن ّية‪ .‬املأ الطبق المخبري بالماء ٔواضف بعض قطرات‬ ‫مقوسة لانتاج طبقة‬ ‫من ّظف الجلي‪ .‬استخدم حقنة غاز م ّتصلة ّ‬ ‫بماصة ّ‬ ‫كثيفة من فقاعات الهواء‪.‬‬

‫طبق مخبري‬

‫فقاعات‬ ‫سائل جلي‬

‫في هذا النموذج‪ ،‬كل فقاعة تمثل ذ ّرة معدن ّية‪ .‬يُلاحظ‬ ‫ٔان الفقاعات ترتّب نفسها باستمرار إلا ٔان هناك بعض الأماكن‬ ‫”الأطراف“ حيث تتغ ّير وجهة الفقّعات في الطبقة‪.‬‬ ‫ملاحظة‪ :‬توجد ورقة عمل مرتبطة بهذا الموضوع في القرص‬ ‫المدمج المرافق للكتاب‪.‬‬

‫السبائك المعدنية‬

‫تعرض للجلفنة الكهربائية‪.‬‬ ‫الترسيمة ‪ ٣,٣٥‬صورة لحبيبات الزنك على سطح ّ‬

‫عملية التبريد‬

‫تمشي الذ ّرات بشكل‬ ‫عشوائي في المعدن‬ ‫السائل‪.‬‬

‫تتج ّمع بعض الذ ّرات‬ ‫سوياً‪ .‬ينجم عن ذلك‬ ‫كتل بشكل نمطي‬ ‫منتظم‪.‬‬

‫يكبر حجم التج ّمعات ويتم‬ ‫تشكيل المزيد من الكتل‬ ‫كلما برد السائل‪.‬‬

‫تكون الحبيبات عند تبريد المعدن السائل‪.‬‬ ‫الترسيمة ‪ ٣,٣٦‬عملية ّ‬

‫‪٨٠‬‬

‫تنمو الكتل ٔاكثر‬ ‫مشكل ًة حبيبات‪.‬‬

‫خليط‬ ‫النحاس‬ ‫)البراس(‬

‫النحاس‬

‫‪%٧٠‬‬

‫الفولاذ‬ ‫الخفيف‬

‫الترسيمة ‪ ٣,٣٧‬النقود المعدن ّية المص ّنعة من خليط معدني النيكل والنحاس‪.‬‬ ‫أ‬

‫يتم تطبيق‬ ‫القوة هنا‬ ‫ّ‬

‫تدخل السبائك المعدن ّية في صناعة الكثير من الأدوات التي نستخدمها‬ ‫يومياً مثل الخنجر العماني الذي هو الشعار الوطني للسلطنة‪ٔ .‬امثلة ٔاخرى‬ ‫تشمل ٔاباريق القهوة التراثية وحلي النساء‪.‬‬ ‫إن صناعة السبائك المعدنية من ٔ‬ ‫شانها تغيير خصائص المعادن التي‬ ‫تُستخدم في إعدادها‪ .‬يتم إعداد السبائك المعدنية من خلال خلط المعادن‬ ‫لتتحول إلى مادة صلبة‪.‬‬ ‫السائلة بشكل تام‪ ،‬ومن ّثم تركها لتبرد‬ ‫ّ‬ ‫إن السبائك المعدنية عادة ٔاصلب من المعادن الأساسية التي تدخل‬ ‫”الفض ّية“ من خلال خلط النحاس مع‬ ‫في تصنيعها‪ .‬يتم إعداد النقود‬ ‫ّ‬ ‫النيكل‪ .‬إن المادة المنتجة هي ٔاصلب بكثير من النحاس بحد ذاته )ترسيمة‬ ‫‪ .(٣,٣٧‬ويتم ّيز الألمنيوم بثقل متدني وهو معدن ليس بالصلب جداً‪ .‬عندما‬ ‫يتم خلط الألمنيوم مع ‪ %٤‬من النحاس وكميات ضئيلة من معادن ٔاخرى؛‬ ‫والقوة في ا ٓ ٍن معاً‬ ‫يتم انتاج مادة معدن ّية )دورالومين( تتم ّيز بخفّة الوزن ّ‬ ‫مما يجعلها مثالية للاستخدام في تصميم الطائرات‪ٔ .‬امثلة ٔاخرى عن‬ ‫السبائك المعدنية وخصائصها موجودة في الجدول رقم ‪.٣,٧‬‬ ‫الترسيمة ‪ ٣,٣٨‬تّظهر كيف تمنع ذ ّرات الشوائب الأيونات المعدن ّية من‬ ‫الانزلاق فوق بعضها البعض‪ .‬هذا من ٔ‬ ‫شانه ٔان يجعل المادة المعدن ّية ٔاكثر‬ ‫صلابة ولكن ٔاكثر قابلية للكسر مقارنة بالمعدن الذي تم إعداده منه‪.‬‬ ‫الصلابة ليسة وحدها ما يتم التفكير به‬ ‫عند إعداد السبائك المعدن ّية‪ .‬فمثلا ً‪ ،‬يتم‬ ‫انتاج خليط معدني اسمه ”سولدر“ من خلال‬ ‫خلط معدني القصدير والرصاص‪ .‬هذا المعدن‬ ‫ذو ٔاهمية كبيرة لأنه يستعمل في صناعة‬ ‫التوصيلات الكهربائية لأن درجة ذوبانها ٔاقل‬ ‫من درجة ذوبان ٔاي من المعدنين المذكورين‪.‬‬ ‫تلتقي الحبيبات عندما‬ ‫يتحول السائل لصلب‪.‬‬ ‫ّ‬ ‫بال ٕاضافة إلى ذلك يمكن حماية الفولاذ الذي‬ ‫تتشكل ٔاطراف بين‬ ‫ٔ‬ ‫ٔ‬ ‫تعرضه للاوكسجين والماء‪ ،‬من‬ ‫يصدا عند ّ‬ ‫الحبيبات‪.‬‬ ‫خلال خلطه مع الكروم والنيكل‪ .‬هذا يُنتج‬ ‫ٔ‬ ‫للصدا )الجدول ‪.(٣,٧‬‬ ‫الفولاذ المقاوم‬

‫السبيكة‬

‫المكونات‬

‫البرونز‬

‫معدن خام‬ ‫ب‬

‫الفولاذ‬ ‫غير القابل‬ ‫ٔ‬ ‫للصدا‬

‫سولدر‬ ‫ج‬

‫الخصائص‬ ‫ٔاكثر صلابة من النحاس‬ ‫الخام ولونه ذهبي‬

‫الزنك‬

‫‪%٣٠‬‬

‫النحاس‬

‫‪%٩٠‬‬

‫القصدير‬

‫‪%١٠‬‬

‫ٔاكثر صلابة من النحاس‬ ‫الخام‬

‫الحديد‬

‫‪%٩٩,٧‬‬

‫الكربون‬

‫‪%٠,٣‬‬

‫ٔاكثر صلابة ٔواقوى من‬ ‫الحديد الخام‬

‫الحديد‬

‫‪%٧٤‬‬

‫ٔاكثر صلابة من الحديد‬ ‫ٔ‬ ‫يصدا‬ ‫الخام ولا‬

‫الكروم‬

‫‪%١٨‬‬

‫النيكل‬

‫‪%٨‬‬

‫القصدير‬

‫‪%٥٠‬‬

‫الرصاص‬

‫‪%٥٠‬‬

‫درجة حرارة ذوبانه ٔاقل من‬ ‫كل من القصدير والرصاص‬

‫جدول ‪ ٣٫٧‬بعض السبائك المعدن ّية الهامة‪.‬‬

‫يتم تطبيق‬ ‫القوة هنا‬ ‫ّ‬ ‫سبيكة معدنية‬ ‫القوة‪.‬‬ ‫الترسيمة ‪ ٔ ) ٣,٣٨‬ا ( مواقع الذ ّرات في بلورات المعدن الخام قبل تطبيق ّ‬ ‫القوة تحدث الانزلاقات‪ .‬تنزلق طبقات المعدن فوق بعضها البعض‪.‬‬ ‫)ب( بعد تطبيق ّ‬ ‫)ج( يتوقف الانزلاق في السبيكة المعدن ّية لأن الذ ّرات من ٔاحجام مختلفة لا يمكنها‬ ‫ال ٕانزلاق فوق بعضها البعض‪.‬‬

‫ملاحظة للدراسة‬ ‫من الضروري ٔان تعرف ٔاي عناص موجودة في بعض السبائك‬ ‫المعدن ّية مثل سبائك النحاس )البراس( والبرونز والفولاذ الخفيف‪.‬‬ ‫كما يجب ٔان تعرف بعض استخدامات السبائك المعدنية ٔ)اجسام‬ ‫ٔ‬ ‫للصدا )المعامل الكيميائية‬ ‫السيارات والآلات( والفولاذ غير القابل‬ ‫والأواني المطبخية( ‪ٔ -‬تاكد من تمكّنك من ذلك‪.‬‬

‫ٔا‬

‫النشاط ‪٣,٥‬‬ ‫سبائك معدنية مثيرة للاهتمام‬ ‫المهارات‬

‫ٔا ‪ ٠٣,١‬إظهار المعرفة بالاستخدام الا ٓمن لتقنيات ٔواجهزة ومواد‬ ‫)بما في ذلك تسلسل التعليمات عند الامكان(‬ ‫ٔا ‪ ٠٣,٣‬تسجيل الملاحظات والقياسات والتقديرات‬ ‫ٔا ‪ ٠٣,٤‬تفسير وتقييم الملاحظات التجريبية والبيانات‬

‫ٔ‬ ‫فسر كيف تندمج‬ ‫يتالف هذا النشاط من ‪ ٣‬مقاطع‪ .‬كل مقطع ي ُ ّ‬ ‫العناصر المعدن ّية لانتاج السبائك المعدن ّية بطرائق مفيدة وفريدة‪.‬‬ ‫التحري عنها هي‪” :‬السولدر“ و ”معدن‬ ‫إن السبائك التي سيتم ّ‬ ‫فيلدز“ و ”نيتينول“‪.‬‬ ‫ملاحظة‪ :‬توجد ورقة عمل مرتبطة بهذا الموضوع في القرص‬ ‫المدمج المرافق للكتاب‪.‬‬

‫كامبريدج‪-‬الشهادة الثانوية العامة الدولية‪-‬الكيمياء‬

‫كامبريدج‪-‬الشهادة الثانوية العامة الدولية‪-‬الكيمياء‬

‫‪Experts in local culture and contexts ensure that the correct vocabulary is being used.‬‬

‫‪٨١‬‬

Cambridge Primary Mathematics Learner’s Book 6, Emma Low: Original Content Active learning pedagogy ensures that pupils are exposed to new constructs in an engaging way.

Hints are provided for learners who need a bit more help with visualising the construct.

Varied practice activities are vital LB6-U3-1670 p113 for successful Poland Ireland United learning. Repeated Kingdom Use your table from question 1 to help you calculate the day and time in : Germany practice allowed (a) Cape Town if it is 08:13 on Wednesday in Lima learners to Ukraine (b) Karachi if it is 10:37 pm on Saturday in Cape Town ‘externalise’ their (c) Sao Paulo if it is 17:28 France on Tuesday in Tokyo thinking, making (d) Lima if it is 9:09 am on Friday in Adelaide.

Romania it visible to to Italy This is a Flight Timetable. Use the information in the timetable teachers. (and the timeSpain differences) to work out the length of time, in Belarus

Time zones (2)

2

Vocabulary

Belgium

These children have different birth months, but were all born in the same year before May. Find out who was born in each month.

1 Meena was born before Jess.

You could write the names on 2 Jess was born two months after Adam. separate pieces of paper and then 3 Adam was born after Josh but before Meena. rearrange them against the months Lima (05:51)

11 12 1 102223 24 1314 2 15 3 9 21 16 20 8 19 1817 4 7 6 5

12

Karachi 101123 24 131 2 14 22 (15:21) 9 2120 1615 3 8

19 1817

7 6 5

4

Sao Paulo (07:51)

Tokyo (19:51)

11 12 1 102223 24 1314 2 15 3 9 21 16 20 8 19 1817 4 7 6 5

11 12 1 102223 24 1314 2 15 3 9 21 16 20 8 19 1817 4 7 6 5

Cape Town 11 12 1 (12:51) 10 23 24 13 2 14

22

15 3 9 21 16 20 8 19 1817 4 7 6 5

12

Adelaide 101123 24 131 2 14 22 15 3 9 21 (20:21) 16 20 8

19 1817

7 6 5

4

This is a table to show the time difference between cities. The table shows that there is a 14 hour time difference between Lima and Tokyo.

Lima

Moldova

Hungary

Geneva

Slovenia

Zagreb

Croatia

Bosnia and Herzegovina

3

Serbia

Montenegro Kosovo

200 mi 200 km

Rome

Barcelona

Bulgaria

Macedonia (FYROM)

Albania

Portugal

Turkey

Greece

hours and minutes, of each journey (a) to (e).

Departure city

Destination city

Arrival time at destination city

Departure time at departure city

(a) Lima

Sao Paulo

13:45 (Mon)

20:35 (Mon)

(b) Adelaide

Tokyo

17:35 (Weds)

06:05 (Thurs)

(c) Sao Paulo

Karachi

01:25 (Tues)

04:30 (Weds)

(d) Cape Town Adelaide

18:05 (Fri)

22:25 (Sat)

(e) Adelaide

09:30 (Sat)

LB6-U3-1430 00:20 (Sun)

Lima

For example, for part (a) you need to calculate how long the journey is from Lima to Sao Paulo.

The departure time in Lima is 13:45, so the time in Sao Paulo at that time would be 15:45 because it is 2 hours ahead of Lima. Draw a time line: 12 11 10 9

8

7

6

5

4

3

2

1

0

1

2

3

First work out what the time is in the arrival city at the time when the plane leaves the departure city, and then work out the time interval between this time and the arrival time.

4

5

6

7

8

9

10

11

12

Tokyo Karachi

Lima St Paulo Adelaide

Cape Town

4 hours + 30 min + 20 min

Cape Town

12 11 10 9

15:45

Karachi

19:45

8

7

6

5

4

3

2

1

0

1

2

3

4

5

6

7

8

9

10

11

12

20:15 20:35

So the journey takes 4 hours and 50 minutes.

Tokyo Adelaide

Copy and complete this table showing the time difference between the different cities using the clocks above.

112

Slovakia

Austria

Switzerland

Sao Paulo

14 hours

Czech Republic

Paris

until all three statements are true.

1

Prague

Luxembourg

time zones: regions on the earth surface that share a common time.

Let’s investigate

Berlin

Netherlands

(f) Dawn flew from Cape Town to Adelaide, then Adelaide to Tokyo.

How long did she spend travelling? (g) Patrick flew from Adelaide to Lima, then from Lima to Sao Paulo, then Sao Paulo to Karachi. How long did he spend travelling?

113

Unit 3B: Core activity 31.1 Time zones

Learners must synthesise their newly-acquired knowledge which encourages deep learning.

‫‪Cambridge Primary Mathematics Learner’s Book 6, Emma Low: Contextualised Content‬‬ ‫‪Content has been carefully scaffolded to maintain progression between grades.‬‬

‫المناطق الزمن ّية )‪(٢‬‬

‫مفردات الدرس‬

‫لنتحرى‬ ‫ّ‬ ‫إن الأطفال التالية ٔاسماؤهم تواريخ ميلاد مختلفة‪ ،‬إلا ٔانّهم جميعاً قد ُولدوا‬ ‫في نفس العام قبل شهر مايو‪ .‬استنتج الشهر الذي ُولد فيه كل طفل‪:‬‬ ‫‪ ١‬ولدت سلمى قبل ريم‪.‬‬ ‫فارس‪.‬‬ ‫ولادة‬ ‫من‬ ‫‪ ٢‬ولدت ريم بعد شهرين‬ ‫يمكنك ٔان تكتب اسم كل طفل على ورقة وتقوم‬ ‫ريم‪.‬‬ ‫قبل‬ ‫ولكن‬ ‫يعقوب‬ ‫‪ُ ٣‬ولد فارس بعد‬ ‫ب ٕاعادة ترتيبها وفق الشهور حتى تصبح الجمل الثلاثة‬ ‫المناطق الزمن ّية‪ :‬المساحات‬ ‫على الأرض التي تتشارك‬ ‫الوقت نفسه‪.‬‬

‫كلها صحيحة‪.‬‬

‫‪ ١‬شيكاغو‬ ‫)‪(٠٥:٥١‬‬ ‫‪Some locations‬‬ ‫‪have been‬‬ ‫‪changed, in‬‬ ‫‪keeping with‬‬ ‫‪local culture, but‬كراتشي‬ ‫‪(١٥:٢١the‬‬ ‫‪) international‬‬ ‫‪nature of the‬‬ ‫‪lesson remains‬‬ ‫‪the same.‬‬

‫بوسطن‬ ‫)‪(٠٧:٥١‬‬

‫مسقط‬ ‫)‪(١٣:٥١‬‬

‫طوكيو‬ ‫)‪(١٩:٥١‬‬

‫ٔاديلايد‬ ‫)‪(٢٠:٢١‬‬

‫شيكاغو‬

‫حول فرق‬ ‫‪ ٣‬يقدم الجدول التالي مواعيد السفريات بين بعض المدن‪ .‬استخدم المعلومات الواردة فيه مع معلوماتك ل‬ ‫التوقيت لاحتساب مدة السفر بالساعات والدقائق لكل من الرحلات ) ٔا( إلى )هـ(‪.‬‬ ‫مدينة المغادرة‬

‫مدينة الوصول‬

‫) ٔا (‬ ‫)ب(‬

‫شيكاغو‬ ‫ٔاديلايد‬

‫بوسطن‬

‫)ج(‬ ‫)د(‬

‫بوسطن‬ ‫ُمسقط‬ ‫ٔاديلايد‬

‫طوكيو‬

‫توقيت المغادرة في‬ ‫مدينة المغادرة‬ ‫‪) ١٣,٤٥‬الاثنين(‬ ‫‪) ١٧,٣٥‬الأربعاء(‬

‫‪١٩,٤٥‬‬

‫توقيت الوصول في‬ ‫مدينة الوصول‬ ‫‪) ٢٠,٣٥‬الاثنين(‬

‫كاراتشي‬ ‫ٔاديلايد‬

‫‪) ١٨,٠٥‬الجمعة(‬

‫شيكاغو‬

‫‪) ٩,٣٠‬السبت(‬

‫‪٢٠,٣٥ ٢٠,١٥‬‬

‫‪٩ ١٠ ١١‬‬

‫باحتساب الوقت‬ ‫ب‬ ‫ٔاولا ً قم‬ ‫في مدينة الوصول عندما‬ ‫تغادر الطائرة مدينة‬ ‫المغادرة‪ .‬ثم قم باحتساب‬ ‫المدة الزمن ّية بين هذا‬ ‫الوقت ووقت الوصول‪.‬‬

‫‪) ٦,٠٥‬الخميس(‬ ‫‪) ٤,٣٠‬الأربعاء(‬

‫‪) ١,٢٥‬الثلاثاء(‬

‫على سبيل المثال‪ ،‬بالنسبة للرحلة ) ٔا( ينبغي عليك‬ ‫احتساب المدة الزمنية بين شيكاغو وبوسطن‪.‬‬ ‫إن وقت المغادرة في شيكاغو إلى بوسطن هو‬ ‫‪ .١٣,٤٥‬بالتالي ف ٕان الوقت في بوسطن عندها‬ ‫متقدمة بالوقت ساعتين عن‬ ‫يكون ‪ ١٥,٤٥‬لأنها ّ‬ ‫شيكاغو‪ٔ .‬ارسم خطاً زمنياً‪:‬‬

‫‪١٥,٤٥‬‬

‫مسقط‬

‫‪) ٢٢,٢٥‬السبت(‬ ‫‪) ٠٠,٢٠‬الأحد(‬ ‫‪٨‬‬

‫‪٧‬‬

‫‪٦‬‬

‫‪٥‬‬

‫‪٤‬‬

‫‪٣‬‬

‫‪٢‬‬

‫‪١‬‬

‫‪٠‬‬

‫‪-٦ -٥ -٤ -٣ -٢ -١‬‬

‫بوسطن‬ ‫طوكيو‬

‫شيكاغو‬

‫كراتشي‬ ‫مسقط‬

‫ٔاديلايد‬

‫‪٩ ١٠ ١١‬‬

‫‪٨‬‬

‫‪٧‬‬

‫‪٦‬‬

‫‪٥‬‬

‫‪٤‬‬

‫‪٣‬‬

‫‪٢‬‬

‫‪١‬‬

‫‪٠‬‬

‫‪-٦ -٥ -٤ -٣ -٢ -١‬‬

‫نستنتج ٔان الرحلة تستغرق ‪ ٤‬ساعات و ‪ ٥٠‬دقيقة‪.‬‬

‫كراتشي‬ ‫طوكيو‬

‫انسخ الجدول ٔواكمله مظهراً فرق التوقيت بين المدن مستخدماً الساعات ٔاعلاه‪.‬‬

‫‪١١٢‬‬

‫)ج( بوسطن‪ :‬إذا كان اليوم الثلاثاء‪ ،‬الساعاة ‪ ١٧,٢٨‬في طوكيو‪.‬‬ ‫)د( شيكاغو‪ :‬إذا كان اليوم الجمعة‪ ،‬الساعة ‪ ٩,٠٩‬ق‪.‬ظ‪ .‬في ٔاديلايد‪.‬‬

‫‪ ٤‬ساعات ‪ ٣٠+‬دقيقة ‪ ٢٠+‬دقيقة‬

‫بوسطن‬

‫الوحدة ‪٣‬ب‪ :‬النشاط ‪ - ٣١,٣‬المناطق الزمن ّية‬

‫)ب( كاراتشي‪ :‬إذا كان الوقت اليوم السبت‪ ،‬الساعة ‪ ١٠,٣٧‬ب‪.‬ظ‪ .‬في ُمسقط‪.‬‬

‫)هـ(‬

‫قدم الفروقات الزمن ّية بين المدن ٔاعلاه‪ .‬يُظهر الجدول فرقاً مقداره ‪ ١٤‬ساعة بين شيكاغو و طوكيو‪.‬‬ ‫فيما يلي جدول ي ُ ّ‬

‫‪ ١٤‬ساعة‬

‫‪ ٢‬استعمل الجدول من السؤال الأول لاحتساب اليوم والوقت في‪:‬‬ ‫) ٔا ( مسقط‪ :‬إذا كان اليوم الأربعاء‪ ،‬الساعة ‪ ٨,١٥‬في شيكاغو‪.‬‬

‫ٔاديلايد‬

‫)و( ارسم مسار الطائرة من ُمسقط إلى ٔاديلايد‪ ،‬ثم من ٔاديلايد إلى طوكيو‪ .‬ما هي المسافة التي قطعتها‬ ‫ٔاثناء السفر؟‬ ‫)ز( سافر عمر من ٔاديلايد إلى شيكاغو؛ ثم من شيكاغو إلى بوسطن؛ ثم من بوسطن إلى كاراتشي‪.‬‬ ‫ما هي المدة الزمنية التي قضاها ٔاثناء السفر‪.‬‬

‫‪١١٣‬‬

‫‪While the learning construct remains the same, the locations have been amended to places that might be familiar to students.‬‬

Cambridge IGCSE Mathematics Core and Extended Coursebook, Karen Morrison and Nick Hamshaw: Original Content Elements are included to direct learners to previous materials should they need opportunities for revision.

Technical language is used with precision, introducing learners to the meaning, application and use of language intrinsic to effective working in the discipline.

17 Managing money

17.1 Earning money When you are employed you earn money (get paid) for the work you do. Earnings can be worked out in different ways. Make sure you understand these terms: Wages – pay based on a fixed number of hours worked, usually paid weekly. Extra hours of work are called overtime and these are paid at a higher rate.

Salary – pay based on a fixed yearly amount, usually paid monthly. Overtime may be paid, or workers may be given time off in exchange.

Piece work – pay based on the number of items produced.

Commission – pay is based on a percentage of sales made; sometimes a low wage, called a retainer, is paid as well as commission.

• • • •

Key words

• • • • • • • • • • • • • • • • • •

Earnings Wages Salary Commission Gross income Deductions Net income Tax threshold Interest Simple interest Interest rate Principal Compound interest

Worked example 1 Emmanuel makes beaded necklaces for a curio stand. He is paid in South African rand at a rate of R14.50 per completed necklace. He is able to supply 55 necklaces per week. Calculate his weekly income.

Income = 55 x 14.50 = R797.50

Cost price Selling price

Worked example 2 Sanjay works as a sales representative for a company that sells mobile phones in the United Arab Emirates. He is paid a retainer of 800 dirhams (Dhs) per week plus a commission of 4.5% of all sales.

Profit Loss Discount

(a) How much would he earn in a week if he made no sales? (b) How much would he earn if he sold four phones at Dhs3299 each in a week?

In this chapter you will learn how to:

• • • • • • 358

calculate earnings (wages and salaries) in different situations

REWIND

The decimal equivalents of percentage were covered in chapter 5. 

use and manipulate a formula to calculate simple interest payable and due on a range of loans and investments solve problems related to simple and compound interest apply what you already know about percentages to work out discounts, profit and loss in everyday contexts use a calculator effectively to perform financial calculations read and interpret financial data provided in tables and charts.

Multiply items produced by the rate paid.

(a)

Dhs800

If he made no sales, he would earn no commission, only his retainer.

(b)

Commission = 4.5% of (3299 x 4) = 0.045 x 13 196 = 593.82 Earnings = retainer + commission = Dhs800 + Dhs593.82 = Dhs1393.82

Calculate 4.5% of the total sales Sanjay made.

Add this to the retainer of Dhs 800.

Knowing how to work well with money is an important skill that you will use again and again throughout your life.

During your life so far, you will have solved problems relating to money on a daily basis. You will continue to do this as you get older but the problems you have to solve may become more complicated as you start earning and spending money, borrowing money and saving money.

In this chapter you will apply some of the maths skills you have already learned to solve real world problems. You will use your calculator to find the answers quickly and efficiently.

Unit 5: Number

Key constructs are expressed clearly and reinforced by strong graphic design elements.

Worked example 3 Josh’s hourly rate of pay is $12.50. He is paid ‘time-and-a-half’ for work after hours and on Saturdays and ‘double-time’ for Sundays and Public Holidays.

One week he worked 5.5 hours on Saturday and 3 hours on Sunday. How much overtime pay would he earn?

Unit 5: Number

359

Worked examples include supportive and detailed explanations help ensure that learners are practicing the constructs correctly.

‫‪Cambridge IGCSE Mathematics Core and Extended Coursebook, Karen Morrison and Nick Hamshaw:‬‬ ‫‪Contextualised Content‬‬

‫‪Image shows local‬‬ ‫‪currency to ensure context.‬‬

‫‪١٧‬‬

‫‪Worked examples are adapted to include names‬‬ ‫‪and references that are culturally appropriate.‬‬

‫‪ ١٧,١‬كسب المال‬

‫إدارة المال‬

‫عندما تتو ّظف ستكسب المال مقابل عملك‪ .‬تتخذ المكاسب عدّ ة ٔاشكال‪:‬‬ ‫• الأجور‪ :‬يتم دفعها وفق عدد ساعات عمل محدد‪ ،‬وهي غالب ًا ما تُدفع بشكل ٔاسبوعي‪ .‬إن ساعات العمل ال ٕاضافية‬ ‫عادة ً ما تؤجر بقيمة ٔاعلى مقابل الساعة مقارنة بساعات العمل النظام ّية‪.‬‬ ‫• الرواتب‪ :‬تُحدد وفق عمل سنوي وغالب ًا ما تُدفع بشكل شهري‪ .‬يمكن ٔان يتم دفع مبالغ إضاف ّية مقابل ساعات‬ ‫العمل ال ٕاضافية ٔاو يمكن إعفاء الموظفين من ساعات عمل لقاء العمل ال ٕاضافي‪.‬‬

‫مفردات الدرس‬

‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬

‫• قطع من العمل‪ :‬يتم دفع مبالغ لقاء إنجاز عمل محدد‪.‬‬ ‫• العمولة‪ :‬الدفع يتم وفق نسب المبيعات‪ٔ .‬احيان ًا يتم دفع ٔاجر قليل يس ّمى ٔ‬ ‫”اتعاب“ إضافة إلى العمولة‪.‬‬

‫الأرباح‬ ‫الأجور‬ ‫الرواتب‬ ‫العمولة‬ ‫الدخل ال ٕاجمالي‬ ‫الحسومات‬ ‫الدخل الصافي‬ ‫الضرائب‬ ‫الفوائد‬ ‫الفائدة البسيطة‬ ‫ٔاسعار الفائدة‬ ‫ٔراس المال‬

‫نموذج تطبيقي ‪١‬‬ ‫يبيع ناصر التمر يومياً في سوق البحر للتموربسعر ‪ ٣٥‬ريالا ً عمانياً للكيلو الواحد‪ .‬إذا كان ناصر يبيع حوالي ‪ ٦١‬كيلو‬ ‫تمر ٔاسبوعياً‪ ،‬فكم يكون مدخوله الأسبوعي؟‬ ‫المدخول = ‪٣٥ x ٦١‬‬ ‫= ‪ ٢,١٣٥‬ريال عماني‬

‫نموذج تطبيقي ‪٢‬‬

‫الفائدة المركبة‬ ‫سعر الكلفة‬ ‫سعر المبيع‬ ‫الربح‬ ‫الخسارة‬ ‫الحسم‬

‫يعمل سالم مندوب مبيعات لشركة جوالات في دولة ال ٕامارات العربية المتحدة‪ .‬يتلقى سالم ٔاجراً ٔاساسياً قيمته‬ ‫‪ ٨٠٠‬درهم إماراتي ٔاسبوعياً إلى جانب عمولة ‪ ٪٤,٥‬على مبيعاته‪.‬‬ ‫) ٔ ا ( كم سيجني سالم ٔاسبوعياً لو ٔانّه لم يبِع شيئاً؟‬ ‫جوالة بقيمة ‪ ٣٢٩٩‬درهم إماراتي خلال ٔاسبوع؟‬ ‫)ب( كم سيجني سالم لو ٔانّه باع ٔاربعة هواتف ّ‬

‫في هذا الدرس سوف تتعرف إلى‪:‬‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬

‫‪٣٥٧‬‬

‫حساب الأرباح )الأجور والرواتب(‬ ‫في مواقف مختلفة‪.‬‬ ‫استخدام القواعد لحساب الفوائد‬ ‫البسيطة المترتبة على عدد من‬ ‫القروض والاستثمارات‪.‬‬ ‫حل مسائل مرتبطة بالفوائد البسيطة‬ ‫والمركّبة‪.‬‬ ‫تطبيق ما تعرفه عن النسب لحساب‬ ‫ٔ‬ ‫الحسومات والارباح والخسارة في‬ ‫مواقف حيات ّية يوم ّية‪.‬‬ ‫استخدام الآلة الحاسبة بفعالية للقيام‬ ‫بالعمليات الحسابية‪.‬‬ ‫قراءة وتفسير البيانات المالية‬ ‫المقدّ مة من خلال جداول وترسيمات‪.‬‬

‫يتم ضرب عدد الكيلوجرامات بسعر الكيلوجرام الواحد‪.‬‬

‫تذكّر‬

‫ت ّمت تغطية المعادلات العشريّة للنسب‬ ‫المئويّة في الدرس الخامس ‪‬‬ ‫إن التعامل مع الأموال هي إحدى المهارات التي ستستعملها دائماً في حياتك اليومية‬

‫تقوم يومياً بالتعاطي مع المال وستستمر بالقيام بذلك طيلة حياتك‪ .‬إلا ٔان المسائل التي ستواجهها ستصبح ٔاكثر تعقيداً‬ ‫ٔ‬ ‫ستبدا بجني الأموال وإنفاقها واستدانتها ٔاو إدخارها‪.‬‬ ‫من تلك التي تواجهها حالياً وذلك عندما‬ ‫في هذا الدرس سوف ستطبق بعض المهارات الحسابية التي تعلمتها سابقاً لحل المسائل المال ّية الواقع ّية‪ .‬ستستعمل‬ ‫ٔايضاً الآلة الحسابية للحصول على إجابات سريعة ودقيقة في آ ٍن معاً‪.‬‬

‫)ب(‬

‫العمولة = ‪(٤ x ٣٢٩٩) x ٪٤,٥‬‬ ‫= ‪١٣١٩٦ x ٠,٠٤٥‬‬ ‫= ‪٥٩٣,٨٢‬‬ ‫المكسب = الراتب الأساسي ‪ +‬العمولة‬ ‫= ‪٥٩٣,٨٢ + ٨٠٠‬‬ ‫= ‪ ١٣٩٣,٨٢‬درهم‬

‫احتسب ‪ ٪٤,٥‬من مجمل المبيعات التي ٔابرمها سالم‪.‬‬ ‫ٔاضف لهذه القيمة الراتب الأساسي‪.‬‬

‫نموذج تطبيقي ‪٣‬‬ ‫إن تسعيرة ساعة العمل لأنس هي ‪ ٨,٥‬ريال عماني‪ .‬ويجني ٔانس ٔاجر ”ساعة ونصف“ مقابل كل ساعة عمل إضاف ّية خارج‬ ‫ساعات الدوام العادي يوم السبت و ٔاجر ”ساعتين“ مقابل الساعات ال ٕاضافية يوم الجمعة‪.‬‬ ‫خلال ٔاسبوع بلغ عدد ساعات العمل ال ٕاضاف ّية لأنس ‪ ٥,٥‬ساعات يوم السبت و‪ ٣‬ساعات عمل يوم الجمعة‪ .‬كم جنى‬ ‫ٔانس مقابل سعات العمل ال ٕاضافية ٔاثناء ذلك الأسبوع؟‬

‫الوحدة الخامسة‪ :‬الرقم ‪٣٥٨‬‬

‫الوحدة الخامسة‪ :‬الرقم‬

‫‪Expert translation to ensure correct‬‬ ‫‪terms and vocabulary used.‬‬

‫) ٔا (‬

‫‪ ٨٠٠‬درهم إماراتي‬

‫جوال فهو لن يحصل على العمولة‬ ‫إذا لم يقم ببيع ٔاي ّ‬ ‫ولكنه سيحصل على راتبه الأساسي‪.‬‬

‫‪Sensitivity to the days of‬‬ ‫‪the week used in the text.‬‬

‫‪Real-life situations are included to ensure‬‬ ‫‪that students engage with the content.‬‬

CAMBRIDGE

CAMBRIDGE

Global English

Nine richly-illustrated units, each with six lessons, cover phonics, vocabulary, use of English, reading and writing, listening and speaking, critical thinking and values.

Learner’s book with Audio CD.

All units end with an engaging project and light-touch self-assessment opportunity.

Teacher’s Resource book with comprehensive teaching notes and additional resources.

Activity book with skills-building activities for consolidation and practice.

Provides support as part of a set of resources for the Cambridge Primary English as a Second Language curriculum framework from 2011 Has passed Cambridge’s rigorous quality-assurance process

A colourful Picture dictionary helps learners to build and practise their vocabulary.

Developed by subject experts

Written by experienced authors who are experts in young learner teaching methodology.

For Cambridge schools worldwide

CEFR Level: towards A .

2

For our full range of Cambridge Global English titles, including Primary levels -6 and Secondary visit education.cambridge.org/globalenglish

Workbook with skills-building activities for consolidation and practice.

Teacher’s Resource CD-ROM with comprehensive teaching notes and additional resources.

literature spreads, featuring authentic prose and poetry from around the English-speaking world An accompanying Audio CD contains the listening material for the Coursebook.

Supports the Cambridge Secondary 1 English as a Second Language curriculum framework from 2011

Written by experienced authors who are experts in learner teaching methodology.

Emphasis is placed on developing listening, speaking, reading and writing skills, as well as vocabulary development and language awareness.

Has passed Cambridge’s rigorous quality-assurance process Developed by subject experts

CEFR Level: towards B .

Coursebook

7

For Cambridge schools worldwide

7

Greg Byrd, Lynn Byrd and Chris Pearce Science

CambridgeLearner’s Checkpoint Book

Mathematics

Answers to the questions are included on the Teacher’s Resource 7 CD-ROM.

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Donec pede justo, fringilla vel, aliquet nec, vulputate eget, arcu. In enim justo, rhoncus ut, imperdiet a, venenatis vitae, justo. Nullam dictum felis eu pede mollis pretium. Integer tincidunt. Cras dapibus.

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Cambridge University Press works closely with Cambridge International Examinations as parts of the University of Cambridge. We enable thousands of students to pass their Cambridge exams by providing comprehensive, high-quality, endorsed resources.

To find out more about Cambridge International Examinations visit www.cie.org.uk Visit education.cambridge.org/cie for information on our full range of Cambridge Checkpoint titles including e-book versions and mobile apps.

Challenge Activity Book 2 consists of: This resource is endorsed for learner support

by Cambridge International Examinations

✓ Provides learner support as part of a set of

resources for the Cambridge Primary Mathematics curriculum framework from 2011

✓ Has passed Cambridge’s rigorous quality-assurance process

✓ Developed by subject experts ✓ For Cambridge schools worldwide

Cambridge University Press works with Cambridge International Examinations and experienced authors, to produce high-quality endorsed textbooks and software that support Cambridge teachers and encourage Cambridge learners.

Visit education.cambridge.org/cambridgeprimary for information on our full range of Cambridge Primary titles.

2

9781316611142: BOARD AND CROSS: CAMBRIDGE PRIMARY SCIENCE CHALLENGE 2 C M Y K

The Challenge Activity Books are carefully designed to provide extension activities for high-achieving children who need more challenging activities to stretch their skills beyond the standard required for success in the Cambridge Primary Mathematics curriculum framework.

7

ISBN 000 0000 00000 0

ISBN 000 0000 00000 0

CAMBRIDGE PRIMARY

Science

CAMBRIDGE PRIMARY Challenge 2 Challenge

Cambridge Primary Science Challenge Activity Books are the latest addition to the Cambridge Primary Science course. This is a flexible and engaging course written specifically for the Cambridge Primary Science curriculum framework from Cambridge International Examinations. The course is based on an enquiry-led approach focussed on encouraging learners to think and work scientifically, understanding key concepts and using scientific research methods to find answers to questions. The language throughout the course is pitched to EAL / ESL learners with illustrations and diagrams supporting visual understanding and learning.

2

The Challenge Activity Books are carefully designed to provide extension activities for high-achieving learners who need more challenging activities to stretch their skills above and beyond the standard for success expected of them in order to meet the Cambridge Primary Science curriculum framework.

Challenge Activity Book 2 consists of: A full range of activities which support the Cambridge Primary Science curriculum at Stage 2 Carefully levelled activities which help stretch and deepen a learner’s scientific understanding and performance beyond the standard expected by the framework.

Helpful guidance and tips to help teachers or parents explain key scientific methods and concepts before each exercise.

This flexible resource will help parents to support and motivate their child to learn science at home, offering activities that complement the classroom approach.

This resource is endorsed for learner support

by Cambridge International Examinations

✓ Provides learner support as part of a set of

resources for the Cambridge Primary Science curriculum framework from 2011

✓ Has passed Cambridge’s rigorous quality-assurance process

✓ Developed by subject experts ✓ For Cambridge schools worldwide

Cambridge University Press works with Cambridge International Examinations and experienced authors, to produce high-quality endorsed textbooks and software that support Cambridge teachers and encourage Cambridge learners.

Visit education.cambridge.org/cambridgeprimary for information on our full range of Cambridge Primary titles.

Cherri Moseley and Janet Rees

Mathematics

Learner’s Book

Cambridge Primary Maths offers teachers a website that maps resources and materials to specific areas of the curriculum. The resources include engaging online activities, Cambridge Primary textbooks and ebooks, best-practice guidance and examples of Cambridge Primary Maths in action.

2

To get involved visit www.cie.org.uk/cambridgeprimarymaths

Cambridge Primary Mathematics is a flexible and engaging course written specifically for the Cambridge Primary mathematics curriculum framework (Stage –6). The course offers a discussion-led approach, with problem-solving integrated throughout to encourage learners to think and talk about mathematics, in favour of rote learning and drill practice. Practical activities form the basis for each session, and come complete with ideas for support and extension. Pair, group and class work is integrated with individual work and learners are encouraged to explain and reason their choices. The language level is carefully pitched to be accessible to EAL/ESL learners, with concepts illustrated using diagrams (where possible) to allow visual understanding and learning.

2

This Learner’s Book for Stage 2 is a supplementary resource that consolidates and reinforces mathematical learning in an engaging, visually stimulating manner.

The Learner’s Book contains: visual support for activities in Teacher’s Resource 2, or points for discussion to develop problem-solving skills and support learning through discovery and discussion illustrations to explain new vocabulary and concepts, to help visual learners and those with lower literacy levels hints and tips, to provide support for more difficult concepts

Other components of Cambridge Primary Mathematics 2: Teacher’s Resource 2 ISBN: 78- - 07-640773 Games Book 2 ISBN: 78- - 07-6234 For our full range of Cambridge Primary titles, including Science, English and Global English, visit education.cambridge.org/cambridgeprimary Caroline Linse & Elly Schottman

CAMBRIDGE PRIMARY

CAMBRIDGE PRIMARY

Science

English

Learner’s Book

CAMBRIDGE

Learner’s Book

Global English Learner’s Book

2

2

2

an engaging, learner-friendly design.

Jon Board B d and d Alan Al Cross C

Gill Budgell and Kate Ruttle

with Audio CD

2

Cambridge University Press works with Cambridge International Examinations and experienced authors, to produce high-quality endorsed textbooks and software that support Cambridge Teachers and encourage Cambridge Learners.

Visit education.cambridge.org/cambridgeprimary for information on our full range of Cambridge Primary titles.

Cherri Moseley and Janet Rees

Jon Board and Alan Cross

ISBN 000 0000 00000 0

Mathematics

Learner’s Book

CAMBRIDGE PRIMARY

Cambridge Checkpoint Science Teacher’s Resource 7 Mary Jones, Diane Fellowes-Freeman and David Sang Cambridge Checkpoint Science 7 matches the requirements of stage 7 of the revised Cambridge Secondary 1 curriculum framework. It is endorsed by Cambridge International Examinations for use with their programme.

CAMBRIDGE PRIMARY

Science

This Teacher’s Resource is intended to be used alongside the Cambridge Checkpoint Science Coursebook 7 and Workbook 7.

The Teacher’s Resource CD-ROM contains: • answers to questions from the Coursebook • answers to exercises from the Workbook • teaching ideas • notes on practical activities • worksheets • animations to illustrate key concepts.

Challenge

Other components of Cambridge Checkpoint Science 7: Coursebook 7 Workbook 7

ISBN 978-1-107-61333-1 ISBN 978-1-107-62285-2

Completely Cambridge – Cambridge resources for Cambridge qualifications Cambridge University Press works closely with Cambridge International Examinations as parts of the University of Cambridge. We enable thousands of students to pass their Cambridge exams by providing comprehensive, highquality, endorsed resources.

To find out more about Cambridge International Examinations visit www.cie.org.uk Visit education.cambridge.org/cie for information on our full range of Cambridge Checkpoint titles.

Jon Board and Alan Cross

2

Cambridge Checkpoint Science Teacher’s Resource 7 Jones, Fellowes-Freeman and Sang

Cambridge Primary Mathematics Challenge Activity Books are the latest addition to the Cambridge Primary Mathematics course. This is a flexible and engaging course written specifically for the Cambridge Primary Mathematics curriculum framework Stages 1 to 6. The course offers a discussion-led approach with problem-solving integrated throughout to encourage learners to think and talk about mathematics in place of rote learning and drill practice. The language throughout the course is pitched to EAL / ESL learners with illustrations supporting visual understanding and learning.

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2

Cambridge Primary Maths brings together the world-class Cambridge Primary curriculum from Cambridge International Examinations, pedagogically-led publishing from Cambridge University Press and engaging enrichment materials from the internationally renowned online NRICH project (based at the University of Cambridge).

Moseley and Rees

Teaching and learning materials play a vital role in the process of education reform – this has been proven by rigorous and independent studies of high-quality education systems and high-performing jurisdictions.

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Maecenas tempus, tellus eget condim entum rhoncus, sem quam semper libero, sit amet adipiscing sem neque sed ipsum.

Nam quam nunc, blandit vel, luctus pulvinar, hendrerit id, lorem. Maecenas nec odio et ante tincidunt tempus. Donec vitae sapien ut libero venenatis faucibus.

Nullam quis ante. Etiam sit amet orci eget eros faucibus tincidunt. Duis leo.

Sed fringilla mauris sit amet nibh. Donec sodales sagittis magna. Sed consequat, leo eget bibendum sodales, augue velit cursus nunc,

Author name

Byrd, Byrd and Pearce

ISBN 978-1-107-69540-5 ISBN 978-1-107-69380-7

Coursebook

imperdiet. Etiam ultricies nisi vel augue. Curabitur ullamcorper ultricies nisi.

Science Part of

Heading to go here

Other components of Cambridge Checkpoint Mathematics 7:

Completely Cambridge – Cambridge resources for Cambridge qualifications

2

CAMBRIDGE PRIMARY

Mathematics CAMBRIDGE PRIMARYLearner’s Book

ISBN 13: 9781107615823 PRIMARY MATHS LEARNERS BOOK 2 C M Y K

CAMBRIDGE PRIMARY

Coursebook 7

The role of teaching and learning resources

We believe that teaching and learning resources should not be seen as an afterthought: there must be careful deliberation over their content and use. Resources play a key CAMBRIDGE role inPRIMARY the Mathematics process of renewal and change, which means they must be Challenge planned in conjunction with other elements of reform to ensure systemic coherence.

with Audio CD

Learner’s Book

The Coursebook contains: • language accessible to students of a wide range of abilities • coverage of the Problem Solving section of the syllabus integrated throughout the text • practice exercises at the end of every topic • end of unit review exercises, designed to bring all the topics within the unit together • extensive guidance to help students work through questions, including worked examples and helpful hints.

ISBN 9781316509210 Moseley and Rees: Cambridge Primary Mathematics Challenge 2 Cover. C M Y K

Coursebook with Audio CD.

review spreads to consolidate what has been learned.

Learner’s Book

9781107641112 Greg Byrd, Lynn Byrd and Chris Pearce: Cambridge Checkpoint Mathematics Coursebook 7 Cover. C M Y K

The Coursebook is divided into content areas and then into units and topics, for easy navigation. Mathematical concepts are clearly explained with worked examples and followed by exercises, allowing students to apply their newfound knowledge.

For the first time, this flexible resource offers motivational parents the Cambridge way for Maths work at home.

2

Each stage has three components:

8 thematic units mapped to the Cambridge International Examinations framework, presenting English in an international context.

for Cambridge Secondary English as a Second Language

Cambridge Primary Mathematics

This engaging Coursebook provides coverage of stage 7 of the revised Cambridge Secondary 1 curriculum framework. It is endorsed by Cambridge International Examinations for use with their programme. The series is written by an author team with extensive experience of both teaching and writing for secondary mathematics.

Helpful guidance and tips to help explain either to the learner or the teacher / parent the key mathematical methods and concepts underpinning each exercise.

Key features of Stage 7 Coursebook (for learners aged to 2):

Cambridge Global English

Cambridge Checkpoint Mathematics

Greg Byrd, Lynn Byrd and Chris Pearce

Carefully levelled activities which help stretch and deepen a child’s mathematical understanding and performance beyond the standard expected by the framework.

Learner’s Book

The course follows the Cambridge Primary and Secondary English as a Second Language (ESL) Curriculum Framework, part of a world-class teaching programme developed by Cambridge English Language Assessment and Cambridge International Examinations. Stages 7 and 8 lay the foundations for learners who may choose to prepare for IGCSE ESL. Learners explore a range of topics across the curriculum. They develop critical thinking skills and build their English language literacy by engaging in a variety of activities.

Global English

Series Editor: Peter Lucantoni

Cambridge Checkpoint Mathematics Coursebook 7

A full range of activities which support the breadth of the Cambridge Primary Mathematics curriculum framework at Grade 2.

teaches learners to communicate clearly and fluently in English.

www.education.cambridge.org/cie with Audio CDs

Series Editor: Kathryn Harper www.education.cambridge.org/cie

We work closely with colleagues at the Faculty of Education to determine the best pedagogical approaches for the contextual environment, and the belief that best-fit should inform programme design is core to our approach.

Practice Book 7 Teacher’s Resource 7

7

Cambridge Global English is an exciting, eight-stage, language-rich English course. It has been developed to provide comprehensive support for primary and lower secondary learners of English as a Second Language (ESL)

worldwide. The course takes an active, creative, ‘learning to learn’ approach that for Cambridge Primary English as a Second Language

9781107694583 Jones, Fellowes-Freeman and Sang: Cambridge Checkpoint Science Teacher’s Resource 7 Cover. C M Y K

The Cambridge academic community is skilled in researching teaching and learning, both in theory and practice.

Words to remember, Writing tip and Language detective features focus on vocabulary development and language awareness.

Coursebook

Global English

Barker and Mitchell

This resource is endorsed by Cambridge International Examinations

Authentic listening and reading texts include factual and fictional extracts, dialogue and poetry from around the world.

Linse and Schottman

ISBN 13: 9781107613805 GLOBAL ENGLISH LEARNERS BOOK 2 C M Y K

Each stage has three components:

Two accompanying Audio CDs contain the listening material for Stage 2 Learner’s and Activity Books, including songs, story texts and poems.

Chris Barker and Libby Mitchell

CAMBRIDGE

Coursebook

Research and development

The Learner’s Book (for learners aged 6 to 7) contains:

Learner’s Book

Learners explore a fascinating range of cross-curricular topics, develop critical thinking skills and build their English language literacy through a wide variety of curriculum-based activities.

The course follows the Cambridge Primary and Secondary English as a Second Language (ESL) Curriculum Frameworks: part of a world-class teaching programme developed by Cambridge English Language Assessment and Cambridge International Examinations.

9781107678071 Barker and Mitchell: GLOBAL ENGLISH COURSEBOOK 7 C M Y K

2

Cambridge Global English is an exciting, nine-stage, language-rich English course. It has been developed to provide comprehensive support for primary and lower secondary learners of English as a Second Language (ESL) worldwide. The course takes an active, creative, ‘learning to learn’ approach that teaches learners to communicate clearly and fluently in English.

CAMBRIDGE

for Cambridge Secondary English as a Second Language

Cambridge Global English

Learner’s Book

Cambridge Global English

Education Reform

Global English

Caroline Linse and Elly Schottman

for Cambridge Primary English as a Second Language

Mary Jones, Diane Fellowes-Freeman and David Sang

Cambridge Checkpoint

Science

Teacher’s Resource

7

OurPrinciples Principles Our All education reform programmes are aligned with the core principles of Cambridge University Press. We use these principles to guide our mission: to provide individuals with accessible and inspirational learning resources that lead them to a lifetime of achievement.

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These principles inform all our activities, and our behaviours, and are deeply embedded in our ways of working. We draw on our expertise to act with high integrity and clear accountability, while fostering collaboration and embracing change. This approach enables us to act as genuine strategic partners to Ministry teams, concerned with and focused on the success of entire programmes, no matter which part we are involved with.

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