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2023

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ISBN: 9781398369924 ISBN: 9781398385214

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New and bestselling resources from Hodder Education An official Cambridge Assessment International Education endorsement partner Thanks to our 30 year partnership, we have been able to get to the heart of how best to support teachers and learners to maximise their potential. From research projects to visiting Cambridge schools worldwide, our priority has been to publish the best resources for the international classroom.

We offer free bespoke and tailored training sessions to individuals and institutions ranging from resource-based to curriculumbased development. Available online, face-to-face and through a blended approach.

Throughout this time our resources have benefited from a rigorous quality-assurance process to ensure they are internationally appropriate for Cambridge schools and our range caters for almost all subjects and levels along the Cambridge Pathway.

CAMBRIDGE PRIMARY 5 to 11 years* • English • Mathematics • Science • Computing See pages 6-14

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14 to 16 years* A wide choice of subjects at • Cambridge IGCSE™ • Cambridge O Level See pages 21-42

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Hodder Education publishes textbooks endorsed by Cambridge Assessment International Education for a wide range of their syllabuses and curriculum frameworks. Endorsed resources have been through a rigorous and independent review process to assure the syllabus coverage and quality standards of the materials. Hodder Education endorsed resources are used with confidence by Cambridge students around the world.

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⊲ Face-to-Face Workshops and Webinars For more information about upcoming sessions, booking your place and accessing recordings visit hoddereducation.com/international-workshops ⊲ Interested in working with Hodder Education?

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CAMBRIDGE PRIMARY

CONTENTS CAMBRIDGE PRIMARY

CAMBRIDGE UPPER SECONDARY

CAMBRIDGE LOWER SECONDARY

English Foundation stage Mathematics Foundation stage Science Foundation stage English World English Mathematics Science Computing NEW Ready To Go Lessons NEW Revise for Cambridge Primary Checkpoint Global Perspectives for Primary

CAMBRIDGE LOWER SECONDARY

CAMBRIDGE ADVANCED

Global Perspectives for Lower Secondary Checkpoint English Checkpoint World English Checkpoint Mathematics Checkpoint Science Lower Secondary Computing

4

CAMBRIDGE UPPER SECONDARY 6 6 7 7 8 9 10 11 12 13 13 14

14 14 15 16 17 18 19

O Level English Language O Level Mathematics NEW O Level Biology O Level Chemistry O Level Physics O Level Commerce IGCSE™ and O Level Computer Science IGCSE™ Information and Communication Technology IGCSE™ Core and Extended Mathematics NEW IGCSE™ and O Level Additional Mathematics NEW IGCSE™ International Mathematics NEW IGCSE™ Biology IGCSE™ Chemistry IGCSE™ Physics IGCSE™ and O Level Business Studies IGCSE™ and O Level Economics IGCSE™ and O Level Accounting IGCSE™ and O Level History NEW IGCSE™ and O Level Geography IGCSE™ and O Level Literature in English IGCSE™ First Language Spanish IGCSE™ First Language English IGCSE™ English as a Second Language IGCSE™ French IGCSE™ Spanish IGCSE™ German IGCSE™ Italian IGCSE™ Mandarin

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21 21 21 22 22 22 22 23 24 27 28 29 30 30 30 32 33 34 35 36 37 38 39 40 41 41 41 41 41

CAMBRIDGE ADVANCED AS & A LEVEL

43

Mathematics and Further Mathematics Biology Chemistry Physics Business Economics Accounting Computer Science NEW Information Technology NEW History Geography Psychology Thinking Skills Law

43 44 44 44 45 46 47 48 49 50 51 52 53 53

Professional Development Workshops

55

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CAMBRIDGE PRIMARY

CAMBRIDGE PRIMARY English Foundation Stage Author: Ruth Price

Teacher’s Pack

Reading Books Fiction

PRINT

Link across all resources in the series with ease, using references to the relevant pages in the Activity and Reading Books, with concise teaching notes and practical activity suggestions based on a mastery approach.

PRINT

Explore, support and consolidate key language and literacy skills with colourful stories for ages 4-5, while encouraging learners to reflect on what they have learned with write-in activities at the back of the book.

Reading Book A Fiction 9781510457270 Reading Book B Fiction 9781510457294 Reading Book C Fiction 9781510457300

Outside play Outside play What can you do with a sack today?

Reading Books Non-fiction PRINT

9781510457379

Reinforce and practise key language and literacy skills with question prompts in the footnotes and inspire students with additional poems and rhymes linked to the Activity Book units.

Draw what you would put in each.

I can win in my sack!

Reading Book A Non-fiction 9781510457287 Reading Book B Non-fiction 9781510457331 Reading Book C Non-fiction 9781510457348

Colour the pots red. Colour the buckets blue.

Colour the sacks green. Colour the boxes yellow.

PRINT

Inspire learners with fun writein Activity Books, to consolidate learning and concepts covered in the Reading Books and the Teacher’s Pack, and provide practice of language and literacy skills.

Activity Book A 9781510457249 Activity Book B 9781510457256 Activity Book C 9781510457263

This series has not been through the Cambridge International endorsement process.

Talk about the big photo.

Point to the sack. What are the children doing? How do you think the children feel? Do you think it is easy to jump along in a sack?

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Activity Books

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457287_HCPE_READING_BOOK_A_NON_FICTION.indd 16

2018/11/14 19:26

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Science Foundation Stage

Authors: Paul Broadbent and Ann Broadbent

Author: Rosemary Feasey

CAMBRIDGE PRIMARY

Maths Foundation Stage

Story Books

Story Books PRINT

PRINT

Explore, support and consolidate Early Years mathematics with colourful stories for ages 4-5, containing key mathematical concepts and practice opportunities, with space to record and reflect on ideas.

Reinforce and practise key science concepts with simple question prompts and encourage students to reflect on what they have learned with write-in activities.

Story Book A 9781510431850 Story Book B 9781510431874 Story Book C 9781510431881

Story Book A 9781510448636 Story Book B 9781510448643 Story Book C 9781510448650

Activity Books

Activity Books

PRINT

PRINT

Provide extra support at home or in the Early Years setting, with activities to help students fully cover the EYFS Early Learning Goals in science.

Consolidate learning and provide practice of key mathematical concepts with fun write-in Activity Books.

Activity Book A 9781510448605 Activity Book B 9781510448612 Activity Book C 9781510448629

Activity Book A 9781510431829 Activity Book B 9781510431836 Activity Book C 9781510431843

Teacher’s Pack

Teacher’s Pack

PRINT

PRINT

Gain clarity on the science mastery approach and link across all resources in the series with ease using references to the relevant pages in the Activity and Story Books.

Introduce, practise and consolidate the objectives covered in the Activity Books and Story Books with practical activities, including success criteria linked to the Early Learning Goals that they cover.

9781510448667

9781510431867

Maths and Science have not been through the Cambridge International endorsement process.

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CAMBRIDGE PRIMARY

Cambridge Primary English Authors: Sarah Snashall and Mare Lallaway

Learner’s Books PRINT

ENDORSED

DIGITAL

Inspire learners to build, strengthen and extend their skills.

• Boost confidence and extend understanding: Tasks are built in a three-step approach with ‘Learn’, ‘Get started!’ and ‘Go further’, plus ‘Challenge yourself’ activities support differentiation and higher order thinking skills.

Workbooks

• Develop key concepts and skills: A variety of practice material to build reading, writing, speaking and listening skills.

PRINT

ENDORSED

Reinforce learning and deepen understanding of the key concepts.

• Motivate learners with an international approach: Offer a variety of engaging extracts from diverse international authors covering fiction genres, non-fiction text types, poetry and plays.

• Provide extra practice and self-assessment: Each Workbook is intended to be used by the learner for practice and homework.

• Boost: All available as eBooks on the Boost platform.

For Learner’s Book ISBNs 1-6 see order form

1-year access For Boost eBook ISBNs 1-6 see order form

For Workbook ISBNs 1-6 see order form Unit 2: Non-fiction: recount texts

Teacher’s Guides with Boost Subscription PRINT

DIGITAL

ENDORSED

Guides include: • Course plans • Teacher’s notes • Presentations • Flashcards • Audio • Worksheets • Answers • Knowledge tests for stages 5 & 6

Unit 2: Non-fiction: recount texts

Get started!

Newspaper reports

1 Read this newspaper report from the moon.

Do you remember?

where a letter is missing. For example: Apostrophes for omission show you • We do not becomes We don’t.

• I am becomes I’m.

• They would becomes They’d.

• She will not becomes She won’t. or that something belongs to someone show to used also are s Apostrophe for possession. something. This is called apostrophe For example: • The cat’s claws were sharp.

• Bella’s new bike was shiny blue.

• James’ bike and the twins’ bikes

Learn

are green.

THE DAILY NEWS

News reports can be found in ! newspapers and online. After 1 MAN RESCUED FROM CLIFFTOP an introduction, which gives a man’s life 2 Amazing rescue operation saves summary of the news, they recount events in chronological order. News reports usually include: headline 3 sub-headings photographs introduction – briefly tells you 6 SCRS save the day the most important news, usually cliffs, a landslide caused esterday, 21-year-old tells you what has happened, 4 the cliff to crumble away Victor Ansart was when and where it happened and he was left stranded. winched to safety by being after helicoper After two hours, a 5 columns trapped on a crumbling helicopter arrived from 6 captions clifftop.

Southlea Coastal Rescue quotations – speech Station. A Coastguard was 7 direct Ansart, an experienced winched down from the about the event from people climber, became trapped chopper to attach Ansart on the coastal cliff at who were there, or who 5 and take him back up to Porthampton. As he have an opinion about what safety. neared the top of the happened.

1

2

3

4

Y

1969 about the first person to step

onto

For Teacher’s Guides ISBNs 1-6 see order form

MEN ARE ON THE MOON At 3.56 this morning, Neil Armstrong stepped from the lunar module and set foot on the moon. It was the dream which humans have shared since the beginning of recorded history coming true. Aldrin followed his commander down the steps of the ladder 19 minutes later.

Hours earlier the lunar module, Eagle, p.m. had made a perfect landing at 9.17 clear The spacecraft had to be steered to field a crater about the size of a football a that was covered in large rocks. It was moment of extraordinary tension and the of voices the silence even though astronauts and the mission controller back on Earth were calm.

Neil Armstrong

Armstrong’s first words on the moon were: ‘That’s one small step for man.

One giant leap for mankind.’ The first television view millions on Earth saw was Armstrong’s foot descending slowly.

Then there was his full figure.

2 Write the answers to these questions. a What happened? b When did it happen? c Where did it happen? in 3 With a partner, find these features the news report: • photograph • headline • direct speech • caption

• column.

• introduction 4 What does the newspaper report include that the letter or diary entry do not?

Glossary lunar module: the spacecraft that landed on the moon commander: the person in charge crater: a hole on the surface of the moon tension: excitement and fear mission controller: the person on earth who was in charge of the moon landing

Scan me...

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32

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This series has been endorsed by Cambridge International to support the curriculum framework 0058 from 2020.

Download order form at hoddereducation.com/international-catalogues

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PRINT

Authors: Gill Budgell, Rena Basak and Rachel Kirsch

DIGITAL

ENDORSED

Build on what has taken place in the lesson: Challenge learners to develop their understanding further with ready-to-go write in exercises.

Learner’s Books PRINT

Workbooks

CAMBRIDGE PRIMARY

Cambridge Primary World English

ENDORSED

Engage and inspire learners with an international and interconnected approach developed by experienced teachers and language specialists.

For Workbook ISBNs 1-6 see order form

Teacher’s Guides with Boost Subscription

• Stimulate learners: Model texts and activities throughout are engaging for classrooms.

PRINT

• Clearly address the key objectives: Reading, writing, speaking, listening and use of English.

DIGITAL

ENDORSED

• Boost: All available as eBooks on the Boost platform.

Guides include: • Course plans • Worksheets • Teacher’s notes • Answers • Presentations • Knowledge tests for stages • Flashcards 5&6 • Audio

For Learner’s Book ISBNs 1-6 see order form

For Teacher’s Guides ISBNs 1-6 see order form

• Teach with confidence: This series is mapped to the Common European Framework of Reference.

1-year access For Boost eBook ISBNs 1-6 see order form

Unit 3

This series has been endorsed by Cambridge International to support the curriculum framework 0057 from 2020.

Listening and speaking

Bugs big and small!

Listening and speaking Bug names Learn There are many different types of bugs.

a spider

a beetle

a bee

Listen and point. Say each word in the Learn box. Then point to it on page 38.

These are the names of the body parts of bugs.

Incy Wincy Spider Incy Wincy Spider Is climbing up the spout.

Down comes the rain And washes the spider out.

Out comes the sunshine And dries up all the rain.

So, Incy Wincey Spider Climbs up the spout again.

Scan me to access an exclusive webinar on our World English range

teeth feelers eyes head wings

body

legs

Practise

hoddereducation.com/cp-worldenglish

Draw a bug and label its body parts.

39

38

9781510467903_HCP_English_SL_LB2.indb 38

a ladybird

Learn

Learn this poem and the actions.

Teach it to a friend or family member who is younger than you.

Look at the picture. How many bugs do you know? Can you name them? Which bug is your favourite? Why?

a butterfly

Practise

Let’s talk

Let’s talk

a centipede

11/30/20 9:12 PM

9781510467903_HCP_English_SL_LB2.indb 39

11/30/20 9:12 PM

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CAMBRIDGE PRIMARY

Cambridge Primary Mathematics

This series has been endorsed by Cambridge International to support the curriculum framework 0096 from 2020.

Authors: Catherine Casey, Josh Lury, Mike Askew, Paul Broadbent, and Steph King

Learner’s Books PRINT

ENDORSED

DIGITAL

Master the essential mathematical concepts of each unit, with specifically signposted tasks and activities rooted in the mastery approach.

• Get learners thinking mathematically: Engaging activities are designed to focus on key skills and principles.

• Embed knowledge: Enable students to make connections between different areas of mathematics across all areas of learning.

• Develop vocabulary: Probing questions throughout are designed to encourage learners to use accurate language to describe how they solve particular problems.

• Boost: All available as eBooks on the Boost platform.

For Learner’s Book ISBNs 1-6 see order form

1-year access

Addition and subtraction

Unit 2 Addition and subtraction

One more, one less

1 Look at the shapes on this number line.

Explore

0

? ?

1 more

2

3

5

c

6

2

3

4

5

6

6

5 4 3 2 1 0 There are 5 parrots left. We say: 1 less than 6 is 5.

6

3

4

10

?

1 less

d

1 less

b

Save time planning: Ready made homework and extension activities.

DIGITAL

ENDORSED

Guides include: • Course plans • Teacher’s notes • Presentations • Flashcards • Audio • Worksheets • Answers • Knowledge tests for stages 5 & 6

8

9 e 1

PRINT

For Teacher’s Guides ISBNs 1-6 see order form

1 more

1 more

4

Tell a partner how you know.

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hoddereducation.com/cp-maths

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9

David thinks of a number but says the number that is 1 less.

Maris thinks of a number but says the number that is 1 more.

Both David and Maris say the same number.

What number are they both thinking of?

14

9781398300903_HCP_MATH_S1_LB.indb 14

ENDORSED

Teacher’s Guides with Boost Subscription

Try this

5

2

1 less

3

There are now 4 monkeys. We say: 1 more than 3 is 4.

There are 6 parrots on this number line.

1 0 1 parrot flies away.

a 6

5 4

1 more monkey climbs on.

1

8

7

6

2 Find the missing numbers to show 1 more or 1 less.

There are 3 monkeys on this number line.

0

5

b Which number is 1 less than the

Learn 1

4

3

2

1

a Which number is 1 less than the c Which number is 1 more than the d Which shape is 1 less than 6?

Maths words more more than less than

0

Maths word less

Practise

Look at this tree.

Say what you see.

PRINT

For Workbook ISBNs 1-6 see order form

For Boost eBook ISBNs 1-6 see order form

2

Workbooks

2020/12/05 15:04

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Authors: Deborah Herridge, Tara Lievesley, Hellen Ward, Andrea Mapplebeck, Rosemary Feasey and Judith Amery

Learner’s Books PRINT

ENDORSED

DIGITAL

Encourage reflection and selfassessment: Each Workbook has space to record results, create tables and draw diagrams.

PRINT

• Focus on key concepts and principles: Starter activities at the beginning of each unit allow teachers to establish current knowledge and plan future lessons.

• Boost: All available as eBooks on the Boost platform.

For Learner’s Book ISBNs 1-6 see order form

1-year access For Boost eBook ISBNs 1-6 see order form

DIGITAL

ENDORSED

Guides include: • Course plans • Teacher’s notes • Presentations • Flashcards • Audio • Worksheets • Answers • Knowledge tests for stages 5 & 6 For Teacher’s Guides ISBNs 1-6 see order form

This series has been endorsed by Cambridge International to support the curriculum framework 0097 from 2020.

How to use this book

How to use this book This book will help you learn about Science in different ways What do you remember about the Earth and space?

The Earth is our home planet travelling through space. Space begins where the Earth’s atmosphere ends. Not even scientists know where space ends! You will now learn more about the planets and the star closest to us, the Sun. The Earth with other planets and the Sun make up the Solar System.

Jupiter Mercury

ENDORSED

Teacher’s Guides with Boost Subscription

• Get learners thinking scientifically: Engaging activities show Science in Context, including topics on how science is used in the home and the impact it has on our environment.

2

PRINT

For Workbook ISBNs 1-6 see order form

Master the essential scientific concepts of each unit, with specifically signposted tasks, activities and investigations rooted in the mastery approach.

Talk about what you remember or know about a topic.

Workbooks

CAMBRIDGE PRIMARY

Cambridge Primary Science

Uranus

Earth

Scientific words repeat reliable evidence

Understand new words. The Scientific dictionary at the back of the book can also help you.

What can you do?

Challenge yourself!

Find out what a prosthetic arm is.

How would someone making one use the science of skeletons and muscles?

Try something new.

You have learnt about Earth in space. You can: ✔ name the planets in our Solar System. ✔ describe what is in space, including the planets. ✔ recognise where the Sun is in our Solar System. ✔ use models to demonstrate and describe how we have day and night. ✔ explain what you have found out from your modelling activities.

Work safely!

Check that the place where you exercise is clear and safe. Remember to breathe when you exercise!

Sun

a Look carefully at the overall shape of a skeleton. What is balanced on the top? b What do you notice about the shape of the skeleton from the feet to the head? c How is this shape like the Eiffel Tower?

The Eiffel Tower is a very tall tower with a metal skeleton.

Let’s talk Talk about what each part of your model represents. Are there any parts in a real arm that are not in your model? Explain why.

Venus

Mars

Neptune

Saturn

Do activities to learn more.

Work like a scientist.

Learn new ideas about Science.

Talk about your ideas.

A savanna is tropical grassland.

The weather is warm all year, with a dry season and a wet season. The largest savanna is in Africa. Below are a few of the plants and animals that live in the African savanna and what they feed on.

lion – eats giraffes and impalas

leopard – eats impalas and baboons

impala – eats grass

grasshopper – eats grass

baboon – eats grasshoppers

giraffe – eats acacia leaves

grass

acacia tree

Did you know?

Learn about interesting facts and information.

You use more than 200 muscles when you walk! That is a lot of work for your muscles!

Model icon Shows you are making a model of something in the real world.

Star icon Shows you need to think and work like a scientist.

Link icon Shows you are learning things that link to another subject.

Progression icon Shows you are building on things you learnt in other stages.

Learn how we all use Science every day in our lives.

Unit 7 Light

2020/10/27 16:52 9781398301696_HCP_Science_LB4.indb 5

Scan me to access an exclusive training webinar on our Science range

Science in context Reflective animals Scientists make observations. Sometimes it is what they do not observe that helps them. For example, look at the lemur’s eyes in the picture.

They appear to glow or to shine light. But, the lemur’s eyes are reflecting the light that shines on them. They do not give out light. Eyes are not a light source.

A road worker called Percy Shaw was driving home on a foggy night in 1934. He could not see much, even with his car headlights on. He had travelled the road many times before. Normally there were shiny tram lines in the road. They reflected the light from his car headlights. On this night they were missing. He then noticed two eyes appearing to shine from the side of the road. A cat was facing his car.

He used this observation to invent ‘cat’s eye' reflectors to use on roads. They are now used all over the world to make drivers safer.

Shaw's invention has changed as scientists have invented new materials. We now use a small light source powered by the Sun and a reflector. These small reflectors can be seen from further away and make driving even safer.

1 a Draw a cartoon strip to illustrate the story of Percy Shaw's drive home. b Find out more about the different types and colours of cat’s eyes used on roads. c What is used to mark the roads in the area where you live?

Which image do you think shows the original cat’s eyes? Why?

Challenge yourself!

Can you see cat's eye reflectors on your journeys with your family? Share what you notice with your family and friends.

5

4

9781398301696_HCP_Science_LB4.indb 4

Always work safely.

Find out how much you have learnt and what you can do.

Think like a scientist!

99

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Unit 2: Be a data controller

Practise

What is the difference?

Learn

Data can be in the form of numbers, letters, symbols, images and sounds.

For example, if you collect the height of everyone in your class, you have collected data.

Data on its own has no meaning or context. It is unorganised.

This raw data needs to be processed to produce information.

When a computer performs a task using data, such as a sort or calculation, you get information.

For example, if the heights of students in a class are processed by a computer, we can get information such as: • the tallest student in class • the shortest student in class • the average height of the students in the class.

Information is useful because it is organised and has some context and meaning.

Some other examples of data and information are: Data Information Cost of items The most expensive item Marks of students The student who scored the lowest mark in the test Daily temperature The coldest day in the month of January The first image below shows raw data.

We do not know what the numbers mean.

Guides include: • Activities • Worksheets • ESL support • Answers • Audio • Knowledge tests for stages 5 & 6

Unit 2: Be a data controller

Data vs Information

Keywords raw data: not processed information: processed data

The second image shows the average monthly temperature in London. Now we know what the numbers mean. This is an example of information.

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1 State which of the following is data and which is information. a The weight of each student in class. b The average rainfall for the month of July. c The flavour of ice-cream each person chose at the ice-cream parlour. d The least favourite flavour ice-cream. e The most popular sport at school.

Choose the correct answer in each case: 2 Raw data is _______________. a processed b unprocessed c organised 3 Information is _______________ data. a processed b unprocessed c raw 4 Data is _______________. a meaningful b meaningless 5 Information is _______________. a useless b useful 6 Data is _______________. a organised letters and numbers b unorganised letters and numbers 7 Information is _______________. a organised letters and numbers b unorganised letters and numbers

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Sample pages taken from Cambridge Primary Computing Learner’s Book 4.

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Develop your students’ ability to think critically about issues on a local, national and global level with a selection of 16 bundles of resources, each linked to a Challenge, plus a bundle of resources to support the Individual Report.

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Activity 5.1

Speaking and listening

★ folk tales ★ Ballads

★ Listening to a folk tale ★ Retelling traditional tales ★ Listening to a ballad ★ Delivering a presentation on an interesting person

1 Work in a group. Tell your group your favourite (or least favourite) folk tale. Briefly say what the folk tale is about and why you like it or don’t like it.

2 Skim-read the following extract and discuss what it is about.

KEY WORDS folk tales stories that are handed down from generation to generation, usually in spoken form genre a particular type of literature or other art form, e.g. novel, poetry, science fiction oral storytelling a story in spoken form onomatopoeia when the sound of a word echoes its meaning, e.g. boom

It’s tradition!

Writing

★ A folk tale ★ Using direct speech in your writing

Key skills

★ Revise hyphens and compound sentences ★ Rhythm

■ Which folk tales do you know?

■ how are folk tales passed down through generations? What features made them easy to pass down this way?

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Revision Guide has not been through the endorsement process.

Extract: Traditional folk tales How old are folk tales?

Folk tales are one of the earliest genres of story-telling. Many of them were originally made up centuries ago before writing and printing were in common use. The stories were handed down from generation to generation, usually in spoken form. Over the years, the different tellers of the original stories added their own details and adapted the stories to their particular listeners. Eventually, many of these traditional stories were collected into books by folklorists (people who study the traditions and culture of the past) and preserved for future readers.

In some parts of the world, the tradition of oral storytelling continues today.

Some stories are long forgotten but many stories have survived.

Nature Many folk tales use nature to tell a story, for example, about the relationship between humans and nature, or people’s negative or positive behaviour towards nature, or to try to explain natural phenomena (like why the moon is in the sky or why a leopard has spots).

Morals and lessons

LET’S TALK

Many of the original folk tales contain a moral or a lesson and many of these early stories form the basis of the plots of more sophisticated stories and novels nowadays. Folklorists have found that many of the basic plots are common to more than one culture and can be found in the tales of countries from different continents.

■ how do folk tales differ from short stories or novels?

■ What makes a good storyteller?

They use characters that the audience can easily relate to, who are either good or bad. Very often the characters are animals. They usually end with good triumphing over evil.

Oral tradition A story that is told orally is spoken out loud. Stories that are part of the oral tradition usually contain quite a lot of repeated details and vocabulary. This is a deliberate attempt on the storyteller’s part to make sure that the listeners can remember what has happened as they do not have printed copies of the story in which they can turn back a few pages to check details. These stories often use dialogue (direct speech) as well as literary devices such as onomatopoeia, similes and metaphors to keep the attention of listeners.

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Reading Folk tales

Reading

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Cambridge Checkpoint World English Authors: Fiona Macgregor and Daphne Paizee

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1 FRIENDS

Do you remember?

Pronouns

Look at the verbs in these two sentences: I was named after my grandmother.

Do you remember?

I name you Paul, after your grandfather.

Can you identify all the pronouns in the following sentences?

1 This is my friend Mara. She is called Super-Mara by her friends. She has long hair. I sit next to her in class. We enjoy ourselves.

2 Who is he? Is he your cousin?

l What is the difference?

• Are they both in the same tense?

• If not, what tense are they? Present or past? l Are the verbs formed in the same way?

• Does the auxiliary ‘was’ make a difference?

• Which sentence is in the passive voice?

Discuss why pronouns are useful and when we can use them.

Passive voice

They name him after his father.

He is named after his father.

They book the students into a new school.

The students are booked into a new school.

1 Work in pairs. Complete this sentence about how we form the passive: ’ To form the passive voice, we use a form of the verb ‘to participle. with the 2 Use the verb in each sentence in the present passive voice and say the sentence aloud. a I (name) after my mother. b He (call) ‘the thinker’ by his friends. c The students (call) to a meeting. d They (sign up) at the football club. e The concert (enjoy) by all our parents and friends. f The meal (share) between the friends.

Try this Read this dialogue aloud. Use pronouns instead of the underlined nouns.

Malik: Hi Tyrone. Can Tyrone show Malik where the computer room is?

Tyrone: Hiya. Of course Tyrone can. The computer room is next to the office, on the right.

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Active voice

Malik: Thanks. Can Malik and Tyrone walk there together?

Tyrone: Yes. Let Tyrone get Tyrone’s books and Malik and Tyrone can go.

8311411__Cam CP Lower Sec World English L7_.indb 14

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• Audio • Knowledge tests

Revision Guide for the Secondary 1 Test

PRACTISE Choose the correct pronoun to complete each sentence.

1 I have a new friend. (His/Her) name is David.

2 Who is that? Is she (you/your) new friend?

3 We need to prepare (myself/ourselves) for the new year at school.

4 We can help (each other/some other) with this project.

5 Where are my trainers? Has anyone seen (them/they)?

6 Look at all of these books. These are (my/mine). Are the other books (you/yours)?

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We can use the active voice or the passive voice to describe present actions. For example:

PRACTISE Work in pairs. Read the following sentences aloud and identify the pronouns.

1 How do I make new friends? Do I just go up and say, ‘Hello. I’m Mary. I want to be your friend’?

2 I have a new friend – I think? Her name is Alice. She is named after her grandmother, just like me!

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Passive voice

Use of English

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Cambridge Checkpoint Mathematics Authors: Ric Pimentel, Frankie Pimentel and Terry Wall

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Data collection and sampling methods

LET’S TALK Although the students are randomly placed, hair colour and eye colours do not appear to be random. Discuss why this might be the case.

predictions for a set of related statistical questions, considering what data to collect (categorical, discrete and continuous data). l Understand the advantages and disadvantages of different sampling methods.

Sampling methods

They include the following data as shown in the example: l First name Isabel l Gender Gender: l Hair colour Hair: l Eye colour l Height Eyes: Height: The 30 students have been arranged randomly on the sheet.

Exercise 3.1

Continuous data

Black Brown

Another type of data considered was categorical data.

Blonde Ginger

LET’S TALK Can you name at least two examples of data for each of the three types mentioned?

Total b

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When data are collected, it is unlikely that a whole population will be included. Usually a sample of the population is used. The important thing is that the sample should be representative of the whole population. A representative sample should give similar results to the whole population.

Blue

Green

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Total

Brown Ginger Total

3 The data types mentioned are either discrete, continuous or categorical. Which type of data is: a gender b hair colour c eye colour d height?

Justify your answer.

To do this several different types of sampling have been developed.

In this section, you will trial some of these methods and decide whether they are representative. You will need the resource sheet containing details for 30 students from your teacher.

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Blonde

2 Calculate the mean height of the girls and boys.

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Eye colour Brown Black Hair colour

KEY INFORMATION The word population in data collection does not mean everybody in the country.

Depending on the context, the whole population could mean all the children of a particular age group, or just all the children in a particular class.

Collecting accurate data is an important area of mathematics and is used a lot in the modern world. Data for medical research can tell doctors how effective a cancer treatment is. Data for the masses of children at different stages of growth can identify children who might be under- or overweight. Data for CO2 emissions can help scientists model the effects of climate change in the future.

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Revision Guide for the Secondary 1 Test

11 For the whole population of 30 students, copy and complete the following frequency tables. a Hair colour Girls Boys Total

Quantitative

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Girl Brown Blue 152 cm

In order to investigate different sampling methods, we will compare their results to that of the whole population of 30 students.

In Stage 7, you studied the different types of data which could be collected. These included quantitative data, which itself can be divided into discrete data and continuous data.

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SECTION 1

l Select, trial and justify data collection and sampling methods to investigate

Discrete data

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Remember, categorical data are data which can be put into groups or categories.

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Remember, quantitative data are data that can be measured.

Discrete data takes specific values, while continuous data can take any value, usually within a range.

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Cambridge Checkpoint Science Author: Peter Riley

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This process of rocky pieces coming together and sticking by the force of gravity continues, and, in time, a planet is formed. The force of gravity between the planet and the gases around it bring the gases closer to the planet, and they form an atmosphere over its surface.

In this chapter you will learn: ● how planets are formed from dust and gas, pulled together by gravity ● that gravity is the force that holds components of the solar system in orbit around the Sun ● that tidal forces on earth are a result of the gravitational attraction between the Earth, Moon and Sun ● how solar and lunar eclipses happen.

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Modelling planet formation

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You will need: a small lump of modelling clay for each person in the class (this small lump represents a piece of dust in the cloud around a star) and a video camera (optional).

Do you remember? ● Name the planets of the solar system. ● What else is in the solar system besides the planets? ● Describe how the Earth moves through the solar system.

Plan 1 Look at Figure 15.1 and read again the text about planet formation.

2 Think about how the people in the class could be a model of the cloud of gas and dust, and how the pieces of dust could be drawn together, to represent how dust in a gas cloud is drawn together to make a planet.

3 Discuss your idea with your class and your teacher, and work out a way you might model the formation of a planet.

4 When you have a plan, arrange for someone to video how your class makes a model planet.

Gravity and planet formation

There is a force of attraction between any two objects in the universe, called gravity. The objects may be small, such as an ant and a pebble, or they may be very large, such as a star and a planet.

Revision Guide for the Secondary 1 Test

Examining the results What are the strengths and limitations of your model?

When a star forms, a cloud of gas and dust also forms around it. The objects in the gas and dust clouds are very, very small, but the force of gravity exists between them and, in time, pulls them together. Dust particles are pulled together by gravity and, when they touch, they stick together to form larger rocky particles. These rocky particles are pulled together by gravity and form larger pieces of rock. These large pieces are pulled together by gravity to make even larger pieces.

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The formation of the solar system

Scientists believe that about 4.6 billion years ago, the Sun and the solar system formed from a huge cloud of gas and dust. They think an exploding star nearby made the cloud begin to rotate. As the cloud turned, it formed a disc. The force of gravity between hydrogen and helium atoms pulled them together, and they collected at the centre of the disc and formed a star – our Sun.

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The force of gravity between the dust particles in the disc brought them together and, when they touched, they stuck together and formed rocky particles. In time, the force of gravity between the dust and rocky particles in the cloud produced the first four planets that move around the Sun. Other dust and rocky particles produced the centres of the next four planets, known as the gas giants. Gravity acts between any two objects in the universe and is related to the masses of the two objects. This means that the smaller planets orbit the much more massive Sun and this is why smaller objects, such as the moon, orbit the Earth. Therefore, it is this gravity that keeps the components of the solar system in orbit around the Sun. However, this fact was not understood for a long time.

 Figure 15.1 The early stages of the formation of the solar system.

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15 The Earth in space

The Earth in space

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Cambridge Lower Secondary Computing Authors: Ben Barnes, Lorne Pearcey, Margaret Debbadi, Pam Jones and Tristan Kirkpatrick

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Unit 8.4

Testing conditions: Developing games

Unit 8.4 Testing conditions: Developing games

SCENARIO

Younger children need to understand the importance of secure passwords. Your school wishes to promote online safety and, as a programmer, you have been asked to create a text adventure game for young children aged 8–10 years old. The game should provide the children with some different pathways to follow as they progress through a story.

The child will play the main character in the game.

They need to find the Chocolate Room in a sweet shop. They will meet a robot and the sweet-shop owner on their journey.

When they find and enter the Chocolate Room, there will be two questions. If the child answers the questions correctly, they will be given three letters from a four-letter password. They then have to guess the password, after being given a clue. If they guess game. the password correctly, they open a digital treasure chest and win the it does, correct errors in Your challenge is to examine existing program code and find out what the code and complete the game. teacher. your by provided code sample different the use to need You to make sure that it You will add new code, edit code and test any changes made to the code

Get started!

Have you ever played a game where you had to make choices?

Discuss the following with a partner: l What sort of decisions did you make in the last game you played? l Did you notice that the game progresses differently, depending on which choices you made? l Have you every played a game that contained bugs?

Computer programs need to be able to check user choices and other conditions. They also need to be tested to make sure that the program runs correctly for everyone. that run different In this unit, you will use Python to develop and test computer games sections of code, depending on the user’s input.

Learning outcomes In this unit, you will learn to: statements l create and follow a flowchart that uses conditional statements l develop programs in Python that use conditional algorithms l understand how AND, OR and NOT can be used in NOT l develop programs in Python that use AND, OR and types l develop programs in Python using different data l develop programs using an iterative process l develop and apply a test plan l understand the need for using a range of test data l test a program using suitable test data.

works correctly.

KEYWORDS

DID YOU KNOW?

text adventure game: a game in which the player types in commands to control the main character could display. program code: the Python code created in the IDLE CAMBRIDGE LOWER SECONDARY COMPUTING 7 TEACHER’S GUIDE operators: Do you remember? arithmetic +, – , *, / and other symbols that can be to: should be able Before starting this unit, you Answers used for arithmetic This was because The first adventure games for computers were text adventure games.

A famous example the computers were not powerful enough to display good graphics. of the early for one 369337_U7.1_CLS_Comp today. SearchPage uting7 TG_010-051.indd you can still play online 44 25/08/22 6:13 PM user is the game Zork, which that time of Zork games online to find out the quality of the graphics computers

Warm up

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7.1 Block it out: Moving from blocks to text

Differentiation Differentiation Go further Stretch: Some students may be able to add options to their flowchart, e.g. area of a square, perimeter of a rectangle, etc. to add further complexity to the flowchart solution, e.g. an extension of the flowchart could be as follows:

INPUT seconds

“Welcome to the and outputs random questions game.” use variables in Python use arithmetic operators in Python to debug a program.

INPUT

No

INPUT hobby

name INPUT year

INPUT colour

4

Pages taken from Cambridge Lower Secondary Computing Student’s Book 8

/102/HO02593/work/indd

flowchart symbols create an algorithm using 1 For example: understand the logic of AND, OR and NOT Start integer, real and string understand the difference between data types in Python with inputs know how to develop programs OUTPUT

did you or your In pairs, think about your journey to school this morning. What conditions parents have to check before leaving home? For example: l Have you brushed your teeth? l Have you eaten any food? l Are the doors locked? l Is your schoolbag packed?

Make a list of all the conditions you can both think of. as they are running. The conditions depend conditions check also Most computer programs in Python, checks on what the program does. In this unit, you will see how a game, written important it is to test the conditions to allow a player to move through it. You will also see how choice. possible every for correctly works it that so game,

Comp_L_Sec_Sample.indd 4

Interactive flashcards

8/12/21 2:07 PM

star = days + seconds + year

INPUT days

Comp_L_Sec_Sample.indd 5

5

area

area

total = number1 * number1

No OUTPUT “Enter a valid number”

OUTPUT “The area is” + area

Stop

Support: Ask these students to focus just on creating the sub-routines Start

for multiplication and division, e.g.

multiply

OUTPUT “The star number that has been generated based on your answers was”, star

INPUT number1 number2 operation

total = number1 * number2

Stop

2 See 7.1.7 ChallengeYourself(Teacher).py for a possible solution.

Review

Provide 7.1.7 Worksheet 20. Ask students identify the output based on the values given using the flowchart. The flowchart has sub-routines and can be used to check understanding of flowcharts with sub-routines. l For answers, refer to 7.1.7 Worksheet 20 Answers. l

Expert author guidance on the learning models and approach to delivering the curriculum framework.

Yes

8/12/21 2:07 PM

OUTPUT “Hello”, name, “it has been nice to meet you, thank you for telling me your favourite colour is”, colour,” and your favourite hobby is”, hobby

Develop computational thinking throughout the activities.

operation = 5?

operation = 1?

l

Provide 7.1.7 Worksheet 21 electronically, if possible. Students are asked to create a flowchart for the scenario given using sub-routines.

See 7.1.7 Worksheet 21 Answers for a solution.

multiply

OUTPUT “The numbers multiplied are” + total

divide

No

operation = 2?

Homework l

Yes

No OUTPUT “Enter a valid number”

Yes

divide

total = number1 / number2

OUTPUT “The numbers divided are” + total

Stop

44 45

Pages taken from Cambridge Lower Secondary Computing Teacher's Guide 7

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Think!

LEARNING LINK

1

Imagine you are watching some of the video recordings made during Hassett et al.’s study.

Can you think of any problems you might encounter when deciding how to code the monkey’s behaviour using the behavioural checklist? How could you overcome these problems?

1 the bIologICal aPProaCh

Look at Figure 1.12 which shows one of the monkeys from the study by Hassett et al.

What sex do you think this monkey is? If your first thought was male, take another look at Hassett et al.’s findings; males and females were equally likely to interact with the wheeled toys, although the females did not play with them for as long as the males. This said, we have it on good authority from Professor Wallen that the monkey is actually male!

STUDY TIP Hassett et al. were investigating the nature versus nurture debate in terms of whether sex differences in play and toy preferences are influenced more by socialisation or hormones.

Make sure you understand some of the research that inspired them including studies of congenital adrenal hyperplasia (CAH) and/or any of the previous research with monkeys (e.g. Alexander and Hines, 2002).

▲ Figure 1.12 One of the monkeys from the study by Hassett et al., kindly contributed by Professor Kim Wallen, who supervised the study and took the original photographs

AIMS TEST YOURSELF 1 2 3 4

5

6

METHODOLOGY experiment observation behavioural checklist

Describe the psychology that is being investigated in the study by Hassett et al.

Outline what is meant by male and female stereotypical toy preferences with reference to examples from this study.

Explain one way in which hormones affect play. You must refer to research evidence in your answer.

When researching the role of hormones, psychologists sometimes use case studies. Explain one advantage of case studies as a way of investigating the effect of hormones on behaviour.

Ashley is investigating gender differences in children’s play. He decides to conduct a naturalistic observation. Suggest one way Ashley could ensure that his observations are reliable.

For her dependent variable, Bethan asks a group of parents to rate the likelihood that they would give various toys as gifts to a fictional male child. The scale is numbered 0–5, where 0 is very unlikely and 5 is very likely. a State one weakness of the way Bethan has operationalised her dependent variable. b State an appropriate measure of central tendency for analysing the data.

1 [4]

2

To test if sex differences in children’s toy preferences result from biological factors – for example, from prenatal hormone exposure rather than through socialisation.

To investigate if male and female rhesus monkeys have similar toy preferences to human infants, despite no socialisation experience with human toys.

[3] [3]

RESEARCH METHODOLOGY Hassett et al. is an experiment as the researchers were looking for a causal relationship between the monkeys’ sex and their toy preferences. The monkeys were observed in their normal enclosure. This was a natural environment for them, as they had all been living together at the research centre for 25 years. However, the researchers were able to control this environment, by keeping the monkeys indoors while positioning the toys.

The data was collected using observation, through analysis of video recordings of the monkeys in their outdoor enclosure.

[2]

[2]

The design was independent measures as two groups of monkeys were compared: males and females. Sex is a naturally occurring independent variable, determined by the appearance of the external sex organs. The dependent variable was whether the monkeys interacted more with the plush toys or the wheeled toys. Seven trials were completed, each with a different pair of toys. When the monkeys interacted with the toys, their social rank and age were recorded. Social rank had already been determined by observing grooming behaviour; the monkey doing the grooming is always subordinate (has less social status) than the monkey being groomed.

1.2.2 Describing Hassett et al. (monkey toy preferences) Think!

Sample The sample was a troop of 135 monkeys at the Yerkes National Primate Research Center Field Station. The troop included both infant (juvenile) and adult monkeys. Fourteen of the monkeys had previously participated in research on prenatal hormones so they were not included in the current study. Thirty-nine babies (≤3 months) were not included as it was very hard to tell them apart, making it difficult to know which sex they were. Of the remaining monkeys (61 females and 21 males), 34 interacted with the toys on more than five occasions (23 females and 11 males) and were included in the analysis.

Think!

In the culture where you live, are there different expectations for how female and male children should behave? Do you think people’s views are becoming more or less fixed regarding what is seen as appropriate for people of different genders?

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Design and variables

[1] [2]

Hassett et al. used a behavioural checklist in their observation of the toy preferences of rhesus monkeys. Can you name three behaviours from the checklist?

9781398353008.indb 20

1

1.2 Hassett et al. (monkey toy preferences)

When you study the learning approach, which is about how environmental experiences affect our behaviour, you will learn about a famous study by Albert Bandura and colleagues where young children observed an adult playing aggressively with a toy (page 90). The researchers then covertly observed the children as they played with a similar style of toy. They found that the boys were more likely to imitate the physical aggression they had observed than the girls. This suggests that the observed aggression may have been seen as more socially acceptable by the male than the female children. The study by Hassett et al. also seems to indicate that boys are more likely to show ‘sex-typed’ behaviour than girls – that is, boys are more likely to show stereotypically masculine behaviours even when they do not know they are being observed, whereas girls are less consistent with regard to sex-typed feminine behaviour, both privately and in public.

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1 StateS of matter

1 States of matter

A solid, at a given temperature, has a definite volume and shape which may be affected by changes in temperature. Solids usually increase slightly in size when heated, called expansion (Figure 1.2), and usually decrease in size if cooled, called contraction.

A liquid, at a given temperature, has a fixed volume and will take the shape of any container into which it is poured. Like a solid, a liquid’s volume is slightly affected by changes in temperature.

A gas, at a given temperature, has neither a definite shape nor a definite volume. It will take the shape of any container into which it is placed and will spread evenly within it. Unlike solids and liquids, the volumes of gases are affected greatly by changes in temperature.

Liquids and gases, unlike solids, are compressible.

This means that their volume can be reduced by the application of pressure. Gases are much more compressible than liquids.

FOCUS POINTS ★ What is the structure of matter? ★ What are the three states of matter? ★ How does kinetic particle theory help us understand how matter behaves?

In this first chapter you will look at the three states of matter: solids, liquids and gases. The structure of these states of matter and how the structures can be changed from one to another is key to understanding the states of matter.

You will use the kinetic particle theory to help explain how matter behaves, so you can understand the difference in the properties of the three states of matter and how the properties are linked to the strength of bonds between the particles they contain. Why, for example, can you compress gases but cannot compress a solid? By the end of this chapter you should be able to answer this question, and use the ideas involved to help you to understand many everyday observations, such as why car windows mist up on a cold morning or why dew forms on grass at night.

1.1 Solids, liquids and gases Chemistry is about what matter is like and how it behaves, and our explanations and predictions of its behaviour. What is matter? This word is used to cover all the substances and materials from which the physical universe is composed. There are many millions of different substances known, and all of them can be categorised as solids, liquids or gases (Figure 1.1). These are what we call the three states of matter. b

In a solid the particles attract one another. There are attractive forces between the particles which hold them close together. The particles have little freedom of movement and can only vibrate about a fixed position. They are arranged in a regular manner, which explains why many solids form crystals.

It is possible to model such crystals by using spheres to represent the particles. For example, Figure 1.3a shows spheres built in a regular way to represent the structure of a chrome alum crystal.

The shape is very similar to that of a part of an actual chrome alum crystal (Figure 1.3b).

1.2 The kinetic particle theory of matter

a

Solid

c

The kinetic particle theory helps to explain the way that matter behaves. It is based on the idea that all matter is composed of tiny particles. This theory explains the physical properties of matter in terms of the movement of the particles from which it is made.

Gas

▲ Figure 1.1 Water in three different states 1

Book 1.indb 1

05/04/21 6:14 PM

a

A model of a chrome alum crystal

2

Book 1.indb 2

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Explaining the states of matter

▲ Figure 1.2 Without expansion gaps between the rails, the track would bend when it expanded in hot weather

Pages taken from Cambridge O Level Chemistry

22

The kinetic particle theory can be used as a scientific model to explain how the arrangement of particles relates to the properties of the three states of matter.

Liquid

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2.1 Types and methods of data transmission 2 Data transmission

Computer ‘B’ will now have to reassemble the packets into the original

sequence.

Activity 2.1

in two different 1 Suppose a video conference is taking place between delegates data countries. Packet switching is being used to send video and sound between the delegates:

Computer ‘B’ Computer ‘A’

Video and sound sent between delegates using packet switching

R3 R4

Router ‘B’

R5 Router ‘A’

▲ Figure 2.7

Describe: i any potential problems with sound and video quality ii how these problems could be caused. web page 2 Explain how packet switching could be used to download a large from a website.

3 a The trailer in a packet will use one form of error checking. check. redundancy Explain what is meant by a cyclic b The payload contains the following data:

R7 R6

R10 R8 R9

▲ Figure 2.5 Typical network showing possible paths taken by

Find out more Another method of sending packets is called circuit switching.

Find out how this differs to packet switching, and then re-draw Figure 2.5 showing the route the packets take when using circuit switching.

each packet

The benefits of packet switching are: » there is no need to tie up a single communication line » it is possible to overcome failed, busy or faulty lines by simply re-routing

11110000 10000011 00110011 00111111 11111110 11100011

packets » it is relatively easy to expand package usage » a high data transmission rate is possible.

the Use this data to show how the receiving computer can verify that received payload was error-free. transmission 4 a Explain how it is possible for packets to be lost during their across a network. and b Describe how it is possible for a system to deal with lost packets prevent them from slowing down the transmission process. c Explain why you think packet switching might improve data security.

The drawbacks of packet switching include: » packets can be lost and need to be re-sent a » the method is more prone to errors with real-time streaming (for example, live sporting event being transmitted over the internet) » there is a delay at the destination whilst the packets are being re-ordered.

2.1.2 Data transmission

around Sometimes it is possible for packets to get lost because they keep ‘bouncing’ the from router to router and never actually reach their destination. Eventually up, network would just grind to a halt as the number of lost packets mount A used. is hopping clogging up the system. To overcome this, a method called reduced hop number is added to the header of each packet, and this number is by 1 every time it leaves a router (Figure 2.6).

Hop number:

Router 3

Router 5

Router 8

Router 11

Router 15

Router 21

10

9

8

7

6

5

Data transmission can be either over a short distance (for example, computer another to printer) or over longer distances (for example, from one computer to in a global network). Essentially, three factors need to be considered when transmitting data: one » the direction of data transmission (for example, can data transmit in direction only, or in both directions) at the » the method of transmission (for example, how many bits can be sent same time) data is » how will data be synchronised (that is, how to make sure the received in the correct order).

▲ Figure 2.6 Hop numbers between routers

Advice Hopping is not included on the syllabus but is included here for completeness (to help understand how packets can get lost).

Delegate 2 in India

Delegate 1 in USA

R1 R2

These factors are usually considered by a communication protocol.

Each packet has a maximum hop number to start with. Once a hop number is reaches zero, and the packet hasn’t reached its destination, then the packet be flagged deleted when it reaches the next router. The missing packets will then be made. by the receiving computer and a request to re-send these packets will

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7

7 The sysTems lIfe cycle

The systems life cycle

Once a new system is agreed and it has been fully tested, it is then installed.

It then needs to be fully evaluated and any changes made where necessary.

Therefore, a cycle of events take place until a fully-working system is signed off and handed over to the management team. This whole process is called the systems life cycle.

In this chapter you will learn about the: ★ analysis stage: – methods of analysing the current system – identifying the inputs, outputs and processing in the current system – hardware and software requirements for the new system ★ design stage: – file structures, input and output formats – use of data capture forms – screen and report layouts – validation routines ★ development and testing stage: – test strategies and test plans – use of test data (including live data) ★ implementation stage: – direct changeover – parallel running – pilot running – phased implementation ★ documentation stage: – technical documentation – user documentation ★ evaluation stage: – evaluation of new solution – compare solution to original system.

There are many stages in the systems life cycle, which have been summarised in Figure 7.1.

ANALYSIS EVALUATION

DESIGN

DOCUMENTATION

DEVELOPMENT/ TESTING

This is a two-way process, since development and testing may uncover a need to redesign the solution several times

IMPLEMENTATION

▲ figure 7.1 Systems life cycle

7.1 Analysis

The first stage in the process is the analysis of the current system. Figure 7.2 shows the stages in analysis.

Research the current system

Identification of input and output

In this chapter we will consider the stages and processes involved when replacing computer systems, from analysis of an existing system right through to evaluation of the new system.

What processing takes place?

ANALYSIS

Suppose a company has been using an existing computer system for a number of years. They have decided to replace the current system with a new one. After a number of years of successful operation, what would initiate this need to upgrade?

Problems with the current system

User requirements for the new system

What are the information requirements?

» The existing computer equipment is now obsolete (it cannot be repaired anymore). » Changes to laws or taxes requiring radical overhaul of software. » More suitable hardware is now available to improve efficiency and reliability. » There is a need to expand the company.

There could be many more reasons.

Identify hardware and software for the new system

▲ figure 7.2 Analysis stage

7.1.1 Analyse the current system

The changes will involve an ICT solution, which means a systems analyst needs to be brought in to oversee the whole upgrade process. Their first task will be to analyse the existing (current) system, and then suggest a number of improvements that can be made. All these improvements need to be costed and their advantages over the current system need to be reported back to the company’s management team.

There are four methods used to research the current system. The four methods used are: » observation » questionnaires » interviews » examination of existing documents.

169

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Solve the inequality 3(x + 2)(x − 1)(x − 7)  −100 graphically.

Cubic graphs have distinctive shapes determined by the coefficient of x³.

Solution

Worked example

Because you are solving the inequality graphically, you will need to draw the curve as accurately as possible on graph paper, so start by drawing up a table of values.

Negative x3 term

y = 3(x + 2)(x − 1)(x − 7)

The centre part of each of these curves may not have two distinct turning points like those shown above, but may instead ‘flatten out’ to give a point of inflection. When the modulus of a cubic function is required, any part of the curve below the x-axis is reflected in that axis.

x

−3

−2

−1

7

8

(x + 2)

−1

0

1

2

3

4

5

6

7

8

9

10

(x − 1)

−4

−3

−2

−1

0

1

2

3

4

5

6

7

(x − 7)

−10

−9

−8

−7

−6

−5

−4

−3

−2

−1

0

1

x

−120

0

48

42

0

−60

−120

−162

−168

−120

0

210

Worked example You are asked for a sketch graph, so although it must show the main features, it does not need to be absolutely accurate. You may find it easier to draw the curve first, with the positive x³ term determining the shape of the curve, and then position the x-axis so that the distance between the first and second intersections is about half that between the second and third, since these are 3 and 6 units, respectively.

• Demonstrate full understanding of mathematical principles with clear graphs, diagrams and illustrations to support theory.

• Prepare for assessment with worked examples and practice questions with noncalculator tasks clearly sign posted throughout.

Using graphs to solve cubic inequalities Positive x3 term

• Facilitate engagement with mathematical concepts using discussion points to prompt deeper thinking.

• Provide plenty of opportunities for students to practice solving problems with activities which use real world examples.

Using graphs to solve cubic inequalities

a

Sketch the graph of y = 3(x + 2)(x − 1)(x − 7). Identify the points where the curve cuts the axes.

b

Sketch the graph of y = |3(x + 2)(x − 1)(x − 7)|.

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4

–7 –6 –5 –4 –3 –2

The curve crosses the x-axis at −2, 1 and 7. Notice that the distance between consecutive points is 3 and 6 units, respectively, so the y-axis is between the points −2 and 1 on the x-axis, but closer to the 1.

y = – 100

y

2.6

7

–1 O

1

2

3

6.2 4

5

6

7

8 x

–100

y = 3(x + 2) (x – 1) (x – 7)

42 1

6

–50

The curve crosses the y-axis when x = 0, i.e. when y = 3(2)(−1)(−7) = 42.

–2

5

y

–150

x

–200

y = 3(x + 2) (x – 1) (x – 7)

From the graph, the solution is x  −2.9 or 2.6  x  6.2. b

To obtain a sketch of the modulus curve, reflect any part of the curve that is below the x-axis in the x-axis.

Exercise 4.3 Remember: ( x ) means the positive square root of x.

y y = | 3(x + 2) (x – 1) (x – 7) |

42 –2

1

7

x

1 Where possible, use the substitution x = u ² to solve the following equations: b x+2 x =8 a x − 4 x = −4 d x + 6 x = −5 c x − 2 x = 15 2

1

4

2

2 Use the substitution x = u 3 to solve the equation x 3 + 3 x 3 = 4 .

3

3 Use the substitution x = u 2 to solve the equation x 3 − 10 x 3 = −9.

4 Using a suitable substitution, solve the following equations: a x − 7 x = −12 c

2

1

b x −2 x +1= 0

x 3 + 3 x 3 = 10 5

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–2.9

4

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1

The solution is given by the values of x that correspond to the parts of the curve on or below the line y = −100.

Solution a

0

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11 THE SECRET RIVER : FOCUS ON LANGUAGE AND MEANING

11.3 Finding evidence

11.2 First impressions

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Language device

Quotation

Exercise 1

Effect

a ‘no one could move an elbow without hitting the wall or the table or a sister or a brother’

How can writers create layers of meaning? a Compare the two images. As a class, think of as many words as you can to describe the feelings you associate with each image.

b ‘Light struggled in through small panes of cracked glass’

personification

This quotation tells us that William’s home is very dark and suggests that his family cannot afford big windows or to keep them repaired.

Grenville’s use of personification in her description of the struggling light adds to the feeling that life is very difficult for William’s family.

c ‘the soot from the smoking fireplace veiled the walls’

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d ‘mouldering planks where old whitewash marked the grain’ e ‘low-browed houses hunched down on themselves, growing out of the very dirt’ f ‘turnips and beets struggled in damp sour fields’

Exercise 3 Look at the descriptions of the churches in the second half of the extract, and in particular the description of Christ Church. a What are William’s general feelings towards these buildings? Identify phrases from the text to support your ideas. b Working with a partner, write each phrase onto a separate sticky note. c Arrange the notes into an order that shows the effectiveness of each phrase in creating this impression. d Write a short paragraph explaining how one of the phrases creates a particular effect. e How is Christ Church different from William’s home? For each of the quotations in Exercise 2, find another that describes Christ Church. Discuss with your partner how the quotations in each pair contrast with each other.

b Which image would you expect to make you feel: – hope – fear? c Now read the extract. As you read, make a note of the adjectives Grenville uses to describe the different settings. How do they compare with the words you listed above? Is there anything surprising about the language that Grenville uses?

MAKING CONNECTIONS For more information about language devices such as personification, metaphor and imagery, look at ‘Thistles’ by Ted Hughes in Unit 6.

Take a look inside our Teacher's Guide

11.3 Finding evidence

MAKING CONNECTIONS

Exercise 2 Read the first three paragraphs of the extract again. Copy and complete the following table, identifying the language devices used (consider hyperbole, imagery, metaphor, personification and sibilance). Then add one or two sentences about each quotation, explaining how Grenville’s use of language helps to convey meaning. One answer has been written for you.

Key term Setting: The time, place and culture in which a text takes place

Much of the passage from the beginning of The Secret River is devoted to describing two contrasting places: William Thornhill’s family home and the church that he attends. For a more in-depth exploration of the ways in which writers use settings to create effects, see Unit 16 on Ba�o Ninh’s The Sorrow of War.

104

317512 Cambridge iGCSE and O Level Literature in English.indb 104

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Cambridge International ha respaldado este recurso apoya plenamente este programa de estudios que fue examinado por primera vez en 2022.

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5

Punto por punto

1 Introducción

1 Introducción

a Explicación del tema

a Explicación del tema, incluyendo un resumen del argumento de la otra parte

b Tesis (o idea principal)

b Tesis (o idea principal) 2 Demostración

2 Demostración Bloque 1 a Resumen de los argumentos de la otra parte

Términos clave texto discursivo que presenta y debate asuntos y opiniones presentando las dos caras de un argumento; los textos discursivos generalmente presentan argumentos a favor y en contra de un asunto, comparan y contrastan dos o más cosas, presentan un problema y sugieren soluciones, etc. argumento razonamiento que se emplea para probar o demostrar una posición, o para convencer al otro de aquello que se afirma o se niega / trama de una película o relato texto argumentativo que persuade al receptor de una idea, siempre proporcionando razones respecto a la forma de alcanzar dicha idea

• Ayuda a los estudiantes a prepararse para el examen con el programa de estudios más reciente utilizando exámenes de práctica modelo de Lectura y Escritura, además de guías de puntuación.

La información y las ideas en un argumento equilibrado se pueden organizar de dos maneras: en forma de bloque, o punto por punto. El siguiente cuadro ilustra ambos métodos: Bloque

b Refutación al primer argumento

Observa las fotos y en grupo comenta acerca de lo siguiente: 1 ¿Quiénes son las personas que están en las fotos y qué están haciendo?

2 ¿De qué asuntos tratan las fotos?

3 ¿Somos los seres humanos iguales, sin importar género, nacionalidad o raza? ¿Son verdaderos los estereotipos?

4 ¿Crees que es importante abogar por la igualdad de género?

5 ¿Qué hacemos los seres humanos para conservar el medio ambiente?

6 ¿Qué soluciones podemos encontrar a la pobreza?

Bloque 2

Informa al resto de la clase acerca de las conclusiones que sacaron de la conversación grupal.

3 Conclusión

c Refutación al segundo argumento d Refutación al tercer argumento

l l

b Segundo argumento de la otra parte y refutación con tu propio contraargumento c Tercer argumento de la otra parte y refutación con tu propio contraargumento

f Tu segundo argumento

9781510479227

g Tu tercer argumento 3 Conclusión

Resumen de tu punto de vista

Término clave argumentación acción de argumentar; serie de conceptos encaminados a demostrar algo o a persuadir o mover a oyentes o lectores

El texto discursivo presenta y debate asuntos y opiniones. Un texto discursivo se puede escribir con el objetivo de convencer o persuadir a alguien de que es importante o necesario tomar tales o cuales medidas o seguir ciertos procedimientos, o simplemente para presentar las dos caras de un argumento.

Los textos discursivos generalmente se usan para: l

a Primer argumento de la otra parte y refutación con tu propio contraargumento

e Tu primer argumento

Qué es el texto discursivo

l

Ahorra tiempo e imparte el curso con toda confianza gracias a herramientas de apoyo imprescindibles para el profesor y una guía con el programa de estudios.

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5 Cuestiones globales

Comenta sobre estas fotos

ENDORSED

Resumen de tu punto de vista

El método de argumentación que uses dependerá del tema, ya que hay veces cuando un método es preferible. Lo importante en tener en cuenta es presentar tu argumento y refutar el argumento de la otra parte en una forma lógica y organizada.

Lee el siguiente artículo que apareció en la revista Educación Mundial.

Mientras lees, presta atención a cómo está estructurado el argumento.

Educación diferenciada o mixta: ¿cuál es mejor?

tratar argumentos a favor y en contra de un tema presentar causas y efectos, y sugerir soluciones comparar o contrastar dos o más cosas o situaciones hablar de ventajas y desventajas de ciertos asuntos o situaciones

Argumento equilibrado En la Unidad 3 aprendimos a escribir un texto argumentativo presentando un solo punto de vista. En esta unidad, veremos algunas técnicas de cómo presentar un argumento en forma equilibrada, es decir, teniendo en cuenta ambas partes del argumento.

En primer lugar, veremos cómo crear un argumento balanceado a favor y en contra de un problema, y luego explicaremos como presentar causas y efectos acerca de un problema y sugerir posibles soluciones.

5

A pesar de que las escuelas mixtas son desde hace años aceptadas por todos, desde hace un tiempo están volviendo a resurgir las escuelas diferenciadas por sexos. El modelo mixto es el más implantado y el único que existe en las escuelas públicas. Son pocas las escuelas que escogen la educación diferenciada, y casi todas suelen ser religiosas. Aunque algunos educadores promueven las clases segregadas, no hay duda de que la escuela coeducativa es el modelo por seguir.

Los defensores de la educación diferenciada argumentan que el cerebro del hombre y de la mujer es diferente. Por ejemplo, los hombres tienen mejores

Argumento a favor y en contra

10 habilidades motoras y espaciales y las mujeres mejor memoria y habilidades

Quizás los artículos que versan sobre ideas a favor o en contra de un tema sean los más comunes cuando hablamos de textos argumentativos. En este tipo de artículos el autor muestra que está de acuerdo o en desacuerdo con un asunto dando razones lógicas para apoyar su argumento.

emocionales y mejor cognición social. Esta diferencia natural es una de las razones principales para individualizar la educación por sexos. Así los alumnos están “más tranquilos” y hay “menos distracciones” en las aulas, menos tensiones y más naturalidad al sentirse menos observados. Si bien es evidente

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2 OUr BEAUTIFUL wOrLD

Topic 2 Animal migrations

Vocabulary

11 Read the texts.

13 Read the texts again and find these words. Look in a dictionary to find out their meanings and write them in your notebook.

How to see migratory animals

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Life can be tough for Mali’s African elephant population. It might be small by comparison to other populations around the world, but there is still not enough water for them, so they continually walk to find something to drink and somewhere to cool themselves. It’s quite a sight to see herds of these majestic animals following each other through the Saharan desert.

Practise, perfect and assess essential practical language skills with thematically relevant reading, writing, speaking, and grammatical tasks across each unit.

When to visit: Between February and May How to see the elephants: a number of local companies organise short trips to see the elephants.

There are hotels located along the route where you will stay overnight. The companies are passionate about the wellbeing of the elephants in Mali, and unlike some safari parks, the expert guides make sure to stay at a respectful, and safe, distance. There are specially designed underground viewing huts where you can see the animals right in front of you without interfering with their truly natural habitat.

When to visit: June and July How to see the turtles: green turtles are an endangered species, so it is important to join an organised tour. Groups are limited to eight so as not to disturb the turtles. There are no lights allowed on the beach, so it is important to stay close to your guide. There are several eco trips to choose from and all include educational talks about turtle conservation, and night patrols to see the turtles digging nests. All profits made from the trips are donated to turtle conservation projects.

Do you remember? l The ‘gh’ in ‘-ough’

words can sound like ‘f’ in English.

l ‘gh’ is silent in words

like though and through.

Challenge

Choose a migrating bird, animal or insect not covered in this topic and do some research.

Make a few notes, look for pictures on the internet and then give a presentation to your class about this creature’s migration.

Whale sharks look tough, at roughly 12 to 18 metres long and with their wide mouths. In fact, though, they are completely harmless and feed only on plankton.

They are also not averse to people swimming right alongside them. Large numbers of whale shark get together to feed every summer where the Gulf of Mexico meets the Caribbean Sea.

9781398352728

SELF-CHECK ✔ Did you include

When to visit: May to September Every year, thousands of green sea turtles return to where they were born on a remote Costa Rican beach to lay eggs and hatch young of their own. The turtles come ashore at night to complete the strenuous job of digging nests in the sand where they deposit their eggs, before going straight back to the sea. Each female turtle lays about 110 eggs, which hatch after two months. When they leave the nesting area, the turtles return to their favourite feeding places.

HINT Texts are written for different purposes. The texts above have several purposes, including to give facts, advice, recommendations and to express feelings.

How to visit: tour operators run daily boat trips to see the whale sharks up close.

12 Answer these questions to explore how the writer expresses the different purposes. a What is the writer’s attitude towards elephants? b How does the text suggest responsible ways to view elephants? c What advice is given when visiting the green turtles? d How does the writer describe the true character of whale sharks?

some of the language features you have practised in this topic such as expressing facts and opinions? ✔ Did you use some of the key vocabulary you have learned so far? ✔ Did your paragraph include compact adjectives and demonstrative pronouns?

majestic

interfering

strenuous

conservation

respectful

remote

deposit

averse

14 Work with a partner. Try using each word in a sentence of your own.

Practise

Look at the underlined words in the text about migratory animals. Can you pronounce these words? Practise with a partner. tough

though

1 Work in groups of three or four. Find two migrating animals (from this topic or from other sources). Discuss the animals using the following questions to guide you.

– Which animal do you prefer? Why? – How would you describe the animal?

– What is being done to protect migrating animals?

– Do you think more research should be done to understand migration? Give a reason for your opinion.

2 Work alone. Write a paragraph describing one of the migrating animals.

Review and reflection

1 Read the texts about animal migration again carefully. What is the difference between ideas, opinions and attitudes? Write your answer in your notebook.

2 Look back at the reading texts in the unit and list some examples of each in a table.

3 What are the different purposes of reading used in this topic?

4 There are many different types of texts, for example, magazine articles, blogs, reviews, reports and instructions. Look again at the two texts in this topic. a What type of text is the first text on migratory animals? b What type of text is the second text on how to see migratory animals?

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C Adverbs C1

3 Complétez les phrases en choisissant un adverbe dans la liste.

vite

1 Oh là, j’ai .............................. mangé ; je ne peux même pas bouger.

232

gentiment

3 Ma sœur, elle, elle chante .............................. , par contre.

Adverbs can tell you how, when, where or how often something is done. In English, they usually end in -ly. In French, they are usually formed by adding -ment to the feminine singular form of an adjective, e.g. doux – douce – doucement.

assez mal

2 Vraiment, je chante .............................. . Je suis nul !

GRAMMAR SECTION

Formation of adverbs

beaucoup

4 Elle va surement gagner car elle court très ...............................

bien

5 Tu as .............................. étudié pour réussir, à ton avis ?

6 Parle-lui .............................. parce qu’il a peur.

1 Complétez le tableau. Regardez la section de grammaire de votre livre de l’élève si vous en avez besoin.

Adjective (m s)

Adjective (f s)

Adverb

1

lent

lente

lentement

2

exact

3

soudain

4

clair

5

heureux

STUDENT BOOK

C2 Position of adverbs

91

GRAMMAR SECTION

232

In a sentence in the present, future or conditional, the adverb is usually placed after the verb. In sentences in the perfect or pluperfect tense, long adverbs, adverbs of place and some common adverbs of time follow the past participle. However, short common adverbs come before the past participle.

Adverbs can also be placed at the beginning or at the end of a sentence.

Where the adverb is placed can subtly change the emphasis of a sentence.

1 Soulignez les adverbes. Ensuite, traduisez les phrases dans votre langue sur une feuille à part.

6

certain

7

sérieux

1 Tout le monde chante fort.

8

sûr

2 Mes petits cousins jouent toujours joyeusement.

3 Elles sont arrivées hier.

4 Je me suis bien amusé.

The formation of some adverbs is slightly irregular: Some feminine adjectives change their e to é and then add -ment. l Adjectives that already end with a vowel in the masculine add -ment to the masculine form. l Masculine adjectives ending in -ant or -ent add -amment and -emment respectively. l

5 Tranquillement, nous avons regardé le film.

6 Nous aimons énormément le français.

beaucoup trop

7 Les enfants sont entrés bruyamment.

passionnément

8 J’ai mal entendu ce qu’il disait.

mal

2 Choisissez les bons adverbes dans la liste pour compléter les phrases.

2 Transformez les adjectifs suivants en adverbes.

1 poli .........................................

5 facile ......................................

1 Mon séjour chez mon correspondant m’a .............................. plu.

2 vrai .........................................

6 énorme ....................................

2 Je vais .............................. au supermarché avec ma mère, ce que

3 précis ......................................

7 évident ...................................

4 fréquent ..................................

8 bruyant ...................................

je déteste ............................... .

3 On m’a expliqué .............................. ce que je devais faire.

régulièrement couramment énormément longuement et patiemment très bien

Some adverbs are very irregular and must be learnt by heart. These include vite, bien, mal, gentiment, assez, fort etc.

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2 Cost and management accounting (AS Level)

Costs and cost behaviour Learning outcomes By the end of this chapter, you will have an understanding of: l how to account for the cost of labour and raw materials l how to identify and calculate fixed costs, variable costs, semi-variable costs and stepped costs l how to identify and calculate the elements of direct and indirect costs l how to calculate the value of closing inventory using the first-in first-out (FIFO) and weighted average cost (AVCO) methods (perpetual and periodic) l the principles of just-in-time (JIT) management of inventory.

Practise defining terms on a regular basis. When you have a spare moment between lessons, or waiting for a friend, go over definitions in your head. Remember that a definition is an explanation of a term; it is not an example.

However, an example may help to clarify your thoughts and persuade the reader or listener that you know exactly what the term means.

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Fixed costs Fixed costs do not change with levels of business activity. Examples would include supervisors’ wages, factory rent, etc. In the long run, fixed costs may change: supervisory staff may get a pay rise; the landlord may increase the rent to be paid for the use of the factory.

2.1

Total fixed costs $

Fixed costs

0

• Practise key skills and accounting concepts with write-in space to keep track of answers.

Activity level (units of output)

▲ Figure 2.1.1 Total fixed costs

Introduction Remember Cost refers to the amount a business spends in its operations.

Price refers to the value the product is sold for to customers. Do not mix up cost and price.

• Enable students to regularly identify and address gaps in learning.

Unit fixed costs $

Businesses aiming to improve performance often focus on the costs incurred by their activities. Controlling these costs is often a key aspect of improving business performance. In order to control them more efficiently the nature of business costs, and how they are affected by changes in the level of output, must be understood. Knowing how to value any inventory, and how to manage inventory in general, are also ways of improving business efficiency – which can also help contribute towards better business performance.

STUDY TIP Do not state that fixed costs never change.

In the long term they may.

2.1.1 Materials and labour Accounting for material and labour costs

• Encourage students to learn at home by set targeted homework assignments.

Fixed costs 0

When we examine the costs incurred by a business, it is normal to classify the costs according to the type of cost and also to its relationship with output. For service sector businesses, a major cost (as a proportion of overall costs) is likely to be wages paid to the employees of the business. For trading business, there is also the cost of purchasing goods to be sold.

Activity level (units of output)

▲ Figure 2.1.2 Unit fixed costs

Variable costs Variable costs vary in direct proportion to levels of activity. For example, if production is 10 000 units and each unit of direct material costs $8.50, the total variable material costs would be $85 000. If production rises to 11 000 units, the total variable material costs would rise to $93 500. If production fell to 9000 units, the total variable material costs would fall to $76 500.

For a business that manufactures its own output, there is likely to be a significant cost incurred in the production of output. Raw materials will need to be purchased, which are than transformed into finished goods. Understanding how these costs are related to the level of output is important for managers when making business decisions. This is explored in the following section.

Pages taken from Cambridge International AS & A Level Accounting

Other examples of variable costs would include:

» direct labour costs, when workers are paid using piece work rates » royalties.

Learning link Accounting for the manufacture of output is covered in manufacturing accounts (Section 3.1.4).

How to identify and calculate fixed costs, variable costs, semi-variable costs and stepped costs Here we define some of the terms commonly used when dealing with any system of costing. It is important that you learn the terms used by cost accountants.

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2.1 Costs and Cost behavIour

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b) Secondary storage can be magnetic, optical or solid state.

Describe two features of each type of storage which differentiates it from the other two types.

2 a) Explain the main differences in operation of a laser printer compared with an inkjet printer. b) i) Name one application of a laser printer and one application of an inkjet printer. ii) For each of your named applications in part b) i), give a reason why the chosen printer is the most suitable.

3 An art gallery took several photographs of a valuable, fragile painting.

The images were sent to a computer where they were processed by a 3D printing application. A 3D printout of the painting was produced showing the texture of the oil paint, canvas and any flaws in the painting.

Give reasons why the art gallery would wish to make this 3D replica.

4 The following diagram shows a schematic of a microprocessor-controlled street lighting system.

collision avoidance system front lighting control

Computers and their components

Develop computational thinking with clear explanations, illustrations and diagrams, plus a Glossary of key terms. Offers a structured route through the course and has been written by experienced authors and examiners.

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engine management

ABS

sensor ADC

street light

Below is an in-depth look at just one of the sensor systems labelled on Figure 3.21.

The microprocessor is used to control the operation of the street lamp.

The lamp is fitted with a light sensor which constantly sends data to the microprocessor. The data value from the sensor changes according to whether it is sunny, cloudy, raining, night time, and so on.

Describe how the microprocessor would be used to automatically switch on the light at night and switch it off again when it becomes light. Include a feature to stop the light constantly flickering on and off when it becomes overcast or cars go past with full headlights at night.

Anti-lock braking systems (on cars) Anti-lock braking systems (ABS) on cars use magnetic field sensors to stop the wheels locking up on the car if the brakes have been applied too sharply. » When one of the car wheels rotates too slowly (it is locking up), a magnetic field sensor sends data to a microprocessor. » The microprocessor checks the rotation speed of the other three wheels. » If they are different (rotating faster), the microprocessor sends a signal to the braking system and the braking pressure to the affected wheel is reduced. » The wheel’s rotational speed is then increased to match the other wheels. » The checking of the rotational speed using these magnetic field sensors is done several times a second and the braking pressure to all the wheels can be constantly changing to prevent any of the wheels locking up under heavy braking. » This is felt as a ‘judder’ on the brake pedal as the braking system is constantly switched off and on to equalise the rotational speed of all four wheels. » If one of the wheels is rotating too quickly, braking pressure is increased to that wheel until it matches the other three.

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EXTENSION ACTIVITY 3E 1 Look at this simplified diagram of a keyboard; the letter H has been pressed. Explain: a) how pressing the letter H has been recognised by the computer b) how the computer manages the very slow process of inputting data from a keyboard.

G

ACTIVITY 3A

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letter H has been pressed and now makes contact with bottom conductive layer

conductive layers

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If you're studying A Level Computer Science, then this book contains all the information you'll need to get through the course.

2 a) Describe how these types of pointing devices work. i) Mechanical mouse ii) Optical mouse b) Connectivity between mouse and computer can be through USB cable or wireless.

Explain these two types of connectivity.

J

H

1 a) i) Describe three differences between RAM and ROM. ii) Compare the relative advantages and disadvantages of SRAM and DRAM. Include examples of where each type of memory would be used in a computer.

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microprocessor

DAC

▲ Figure 3.21 Sensors on a typical modern car

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Cambridge International AS & A Level Information Technology (9626)

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8 Spreadsheets

47 Cell D7 can only contain an integer (whole number). Identify an efficient formula using the IFS function to look at the contents of cell D7 and display: – Low if D7 is less than or equal to 2.

– Medium if D7 is greater than 2 and less than or equal to 7.

– High if D7 is greater than 7.

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8 AS LEVEL

49 A spreadsheet has been created and looks like this:

.............................................................................................................................................

48 A spreadsheet has been created and looks like this:

Cell C3 contains the formula =SUMIF($F$3:$F$23,A3,$G$3:$G$23)

a

Identify the most efficient formula that will count the number of games that were drawn but were not abandoned. Hint: Each drawn game involves 2 teams.

b

Identify the most efficient formula that will count the number of games that were drawn but were not abandoned during each week.

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Week 1 ..........................................................................................................................

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Week 2 ..........................................................................................................................

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Week 3 ..........................................................................................................................

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Using cell references, explain what this formula does.

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Week 4 ..........................................................................................................................

Week 5 ..........................................................................................................................

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50 A spreadsheet has been created and looks like this:

Week 6 .......................................................................................................................... c

Open the file games.xlsx Wrap the text in cell A16.

d

Wrap the text in the merged cell L16:M16.

e

Place in cell B16 your formula from part a.

f

Place in cells B19 to B24 your formulae for part b.

a

Pages taken from Cambridge International AS Level Information Technology Skills Workbook

Identify the most efficient replicable formula than can be placed in cell O3 to add, for all teams, only the scores of more than 200 in their 6 games. ......................................................................................................................................

Cambridge International AS Level Information Technology Practical Skills Workbook

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3.3 Short response questions: Implicit ideas and attitudes

In pairs, read the following passage about the Batu Caves in Malaysia. When you have done this, follow the instructions that are printed at the end of the passage.

Exercise 1 1 2 3

The Batu Caves in Malaysia

4 5

1 After you have exhausted shopping in Kuala Lumpur, one mustsee sight is the Batu Caves. You will find them in the Gombak district of Kuala Lumpur, a northern suburb 13 kilometres from the city centre. These caves are one of the most important religious sites outside India.

2 The limestone caves are about 400 million years old and extend into the side of a great limestone hill (the word batu means ‘hill’ in the Malay language). They can be reached by bus or local train. When we visited, we negotiated with a KL taxi driver to take us there and back; the service he provided was excellent.

3 In normal times, around 5000 people a day visit the caves.

During the Malaysian Tamil community’s annual Thaipusam festival, which attracts Hindus from around the world, the numbers swell hugely and the steps to the caves are full of colourfully dressed, flower-bedecked pilgrims taking part in the eight-hour procession of music and ceremony.

4 The first thing that strikes you as you approach the caves is the huge golden statue of Lord Murugan, the Hindu God of Victory and War, erected in 2006. He stands glinting and glowing in the sun at the head of the steps, guarding the entrance to the caves. The next thing that strikes most visitors is the daunting stone staircase of 272 steps, which you have to climb in the heat and humidity of Southeast Asia to reach the caves themselves.

5 Don’t be put off by the thought of the climb; there is no hurry – take your time and enjoy the view of the suburbs of Kuala Lumpur and the surrounding area, which reveals more of its secrets the higher you climb. Remember, however, you need a good supply of drinking water before starting your climb – there are hawker stalls at the base of the steps if you have not brought water with you.

6 You will not be alone as you climb. As well as other visitors and tourists from many countries, you will be accompanied by the local residents of the caves. These are a tribe of Macaque monkeys who are looking for food from visitors. You will want to photograph them, but keep a close eye on your belongings and do not feed them by hand – a monkey’s bite can have nasty consequences!

7 Within the caves are three main caverns. The largest and most visited is the Temple Cave – over 90 metres at its highest point. There is lighting in the cave and you can see various shrines, ornate reliefs and paintings bringing Hindu legends to life. Below the Temple Cave is the entrance to the mysteriously named Dark Cave. This reaches 2000 metres underground with fantastic limestone formations. Many species of cave animals can be found here, including the endangered Trapdoor Spider. The cave is not open to casual visitors, however, and to explore them you must book a special caving tour in advance – this requires considerable physical fitness and strong nerve as some crawling is required.

8 Finally, reached by an attractive set of bridges, is the Art Gallery Cave where, after paying a small fee to enter, visitors can see Hindu carvings and murals illustrating the adventures of Lord Murugan.

9 A visit to the Batu Caves is a fascinating and rewarding experience. After leaving the caves, you make your way back down all 272 steps, say farewell to the monkeys and their thieving ways and, perhaps, reward yourself with an ice-cold soft drink from one of the stalls at the bottom.

With a partner, divide the passage into two sections (for example, paragraphs 1–4 and 5–9).

Write five or six short-answer comprehension questions on your section of the passage. Do not discuss your questions while you are writing them.

When both sets of questions are written, swap them with each other and write answers to the questions you have been given.

When you have finished writing your answers, hand them to your partner for marking.

Once the answers have been marked, discuss together why they are right or wrong, or whether it is not clear. When doing this, it is important not only to discuss the answers but also the wording of the questions. Were the questions phrased clearly enough to lead to the answers that the question setter was hoping to be given? Did the person answering pay enough attention to the way the questions were phrased in order to reach the right answer?

This is a factual description about visiting the Batu Caves, and your comprehension questions were probably mostly about the facts. But the purpose of the description is to encourage tourists to visit the caves.

6 With your partner, read the passage again and this time pick out the words and phrases used by the writer to make the caves sound attractive to visit. Which do you think are most effective? Why? 7 How does the structure of the description help the reader to visualise a visit?

8 Which two features of the caves and their surroundings that might be particularly memorable are emphasised? How?

TIP Reading tasks require a careful reading of the questions as well as of the passage.

Key terms Fact: A statement that can be proved to be true Purpose: A writer’s reason for writing; it may be to entertain, persuade, inform, explain, etc.

Structure: The overall organisation of the writing and the use of paragraphs to support this

3.3 Short response questions: Implicit ideas and attitudes Key terms Attitude: The way authors or their characters think or feel about the subject about which they are writing.

Attitude is conveyed through all or some of an author’s choice of words, chosen point of view, tone, voice, and sentence structure.

A key reading skill is being able to identify the ways in which writers imply attitudes and ideas through the language and structure of what they write without stating them explicitly. An attitude is a general feeling, thought or opinion that someone has about a particular subject; for example, a person might be angry, happy, confused, sceptical, enthusiastic, biased, disgusted, shocked, etc. You might be asked about a writer’s own attitude, or perhaps about that of a person they have described in their text, whether real of fictional. In either case, it is unlikely that a writer will simply state an attitude – e.g. ‘I was very angry’, ‘Rabia was confused’, ‘I didn’t believe her’ – instead, you need to be able to identify clues in the text that reveal the general tone of the piece, or the opinions of the people described, as implied through the vocabulary they use and so on.

36

37

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