Education reform brochure by Cambridge International Education

Education Reform Contextualised Publishing

CAMBRIDGE UNIVERSITY PRESS EDUCATION REFORM

Education Reform at Cambridge University Press What we do

Contextualised publishing

Cambridge University Press has a track record of successful collaboration with Ministries of Education and educational organisations, offering support in education reform initiatives in publishing, teacher training, capacity development and stakeholder communication.

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

We work as strategic partners with our clients to develop solutions that meet the needs of the local country and are sustainable.

Publishing Teaching and learning materials play a vital role in the process of education reform â&#x20AC;&#x201C; this has been proven by rigorous and independent studies of high-quality education systems and high-performing jurisdictions. We believe that teaching and learning resources should not be seen as an afterthought; there must be careful deliberation over their content and use. Resources play a key role in the process of renewal and change, which means they must be planned in conjunction with other elements of reform to ensure systemic coherence.

At Cambridge, we believe that one way to mitigate the risks that arise from fear-avoidance is to change the environment in which the learning is taking place. Better learning takes place when the learner is in a space that feels safe and familiar, and while we canâ&#x20AC;&#x2122;t always change the classroom, we can change the resource. If the resource contains familiar locations, local currencies, and common situations, then learners are more likely to engage with the content. Cambridge believes in contextualised content, where high-quality teaching and learning resources are tailored and customised for specific people and places. This type of adaptation is not simply a revision of existing materials, itâ&#x20AC;&#x2122;s a customised service that takes into account the pedagogy and vocabulary used in the materials.

Example: Arabisation The following pages contain a series of spreads from titles which were originally published for the International market. To contextualise this content for a client in the Middle East, we arranged for pedagogical, linguistic, and regional experts to review the materials and amend the content to suit the specific region. By keeping the learner in mind at all times, we were able to blend our existing high-quality resources with localised requirements, resulting in the best possible materials for teaching and learning.

CAMBRIDGE UNIVERSITY PRESS EDUCATION REFORM

Contextualisation The Process Whilst every project is different and designed to meet unique circumstances, the following is an outline of the processes involved in contextualisation. We take into consideration our clientâ&#x20AC;&#x2122;s perspective and needs at each stage of the work flow.

1 2 3

A detailed user-needs analysis is conducted to identify the requirements of the content and establish any specific parameters. Content is carefully examined and analysed by local experts to ensure coherence is maintained, and that suggested changes take into account local sensitivities. Pedagogical experts cross-check all revisions to ensure that the constructs, scope and sequencing remain accurate.

5 6 7

Expert authors, artists, and editors adapt and modify the content as necessary. When appropriate, new content is created in a way that is sensitive to the original materials while still meeting the requirements of the original brief. Best-practice publishing and production practices are followed throughout the life-cycle of the content to ensure the creation of highquality materials.

The client reviews the suggested changes for their approval.

CAMBRIDGE UNIVERSITY PRESS EDUCATION REFORM

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

Going outside

By calling out specific vocabulary, the materials encourage the ability to use complex language.

Activity 1.1 Compare two different places

1.1 Different places to live

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

What do animals and plants need to live?

Words to learn different measure minibeasts record

Go outside. Look for two places that are different, like a wet place and a dry place. Measure the two places. Make sure they are the same size.

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

This place is sunny.

What can you find? Can you find any minibeasts? Record the animals and plants you find in each place. Compare them. What have you found out?

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

It’s shady over there.

What animals and plants live in these environments?

Look at the pictures. Which animals and plants live in each environment? What differences can you see? 6

5 Going 1 Pushing outside and pulling

Vocabulary is highlighted both in the margin and in the main text to provide context for advanced language skills. 4

W hat you have learnt Environments can be different or similar. Different plants and animals live in different environments. 5 Pushing 1 Going andoutside pulling

This summary section encourages learners to engage with the learning constructs, and makes the objectives of the lesson concrete.

CAMBRIDGE UNIVERSITY PRESS EDUCATION REFORM

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

‫ملف مز ّود بمقطع خشبي‬

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

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

.‫ٔارى ظلا ً هناك‬

Highlighted terms have been selected carefully, which allows learners to improve their vocabulary.

‫ماذا في الخارج؟‬

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

‫مفردات الدرس‬

‫قياس‬ ‫مفصل ّيات الأرجل‬ (‫)الحشرات‬

‫مختلف‬ ‫تسجيل‬

‫ ٔاماكن مختلفة للعيش‬١,١

‫ماذا تحتاج النباتات والحيوانات لتعيش؟‬

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

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

‫توصلت؟‬ ّ ‫إلى ماذا‬

:‫سم الحيوانات والنباتات التي تعيش في كل بيئة مما يلي‬ ِّ

‫ماذا تعلمت؟‬

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

5 Pushing ush‫ماذا في‬an and pulling ‫الخارج؟‬

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

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

٦7

Western experiences have been replaced with cultural representations that are specific to the cultural contexts of the learner. 5

CAMBRIDGE UNIVERSITY PRESS EDUCATION REFORM

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

9.2

Burning

9.2

Burning is a chemical reaction. When something burns, it reacts with the oxygen in the air. Sometimes, ashes are formed. The ashes contain new substances. The new substances in the ashes are oxides. When magnesium metal is burnt a white powder is formed. This powder is magnesium oxide. A new substance has been formed from magnesium and oxygen. Magnesium and oxygen are the reactants. Magnesium oxide is the product.

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

magnesium

oxygen

→

Burning

Looking at the reactants and products

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

Element or compound? When charcoal burns, ash is left behind.

Oxygen (reactant)

element

State at room temperature solid Appearance soft, shiny, malleable Conducts electricity? Melting point / °C

magnesium oxide

Magnesium (reactant)

yes 651

gas colourless, has no smell no −214

Magnesium oxide (product) compound solid white, powdery

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

no 2800

Questions

Activity 9.2 Burning magnesium SE

1 Set up a Bunsen burner on a heat-proof mat. Wear safety glasses. 2 Take a small piece of magnesium ribbon and place it in some tongs. 3 Hold the tongs at arm’s length and place the magnesium ribbon in the Bunsen flame. 4 Once the magnesium ribbon has caught fire remove it from the flame. Whilst the magnesium is burning do not look directly at the flame. Magnesium burns very brightly and the light could harm your eyes.

Magnesium ribbon.

1 Compare the melting points of magnesium, oxygen and magnesium oxide. 2 Find one similarity between magnesium oxide and one of the reactants. 3 For each of the photographs below, say if it is a physical change or a chemical reaction and explain why you think this.

a Making toast.

b Melting chocolate.

c Fireworks going off.

d Ice melting.

e Coal burning.

f Copper roof turning green.

Burning magnesium ribbon.

Questions

A1 A2 A3 A4

Describe what happens to the magnesium ribbon. Describe what has been formed. Name the reactants in this chemical reaction. List all the safety precautions you need to take while carrying out this experiment.

Magnesium oxide. 110

Summary • Burning is a chemical reaction. The substance that is burnt combines with oxygen. • The products formed in a chemical reaction have different properties from the reactants.

9 Material changes

The scope and sequencing of the formative assessment questions are carefully scaffolded to increase in complexity. 6

111

‫‪CAMBRIDGE UNIVERSITY PRESS EDUCATION REFORM‬‬

‫‪Customised content presents information‬‬ ‫‪that is culturally specific so that learners‬‬ ‫‪see principals at work in their own location.‬‬

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

‫‪ ٩,٢‬الاحتراق‬

‫‪٩,٢‬‬

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

‫‪The coherence‬‬ ‫‪of the content‬‬ ‫‪is carefully‬‬ ‫‪maintained.‬‬

‫‪‬‬

‫ماغنيسيوم‬

‫‪+‬‬

‫ٔاوكسيجين‬

‫المتفاعلات والنواتج الكيميائية‬

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

‫يُنتج احتراق الفحم الرماد‬

‫شريط ماغنيسيوم‬

‫‪١‬‬ ‫‪٢‬‬ ‫‪٣‬‬ ‫‪٤‬‬

‫‪١١٠‬‬

‫نعم‬

‫كلا‬

‫‪-٢١٤‬‬

‫‪٢٨٠٠‬‬

‫الذوبان )‪(OC‬‬

‫‪٦٥١‬‬

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

‫ب طهو الحلى العماني‬

‫ج مفرقعات الاحتفال بايوم‬ ‫الوطني العماني‬

‫احتراق شريط الماغنيسيوم‬

‫د ذوبان الثلج‬

‫ٔاوكسيد الماغنيسيوم‬ ‫تغييرات المادة‬

‫المظهر‬

‫ناعم‪ ،‬ل ّماع‪ ،‬مطواع‬

‫لا لون ولا رائحة له‬

‫بودرة بيضاء‬

‫ٔا إعداد خبز الرخال‬

‫الأسئلة‬

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

‫الحالة ضمن حرارة الغرفة‬

‫صلب‬

‫غاز‬

‫صلب‬

‫الأسئلة‬

‫النشاط ‪٩,٢‬‬ ‫‪SE‬‬

‫عنصر ٔاو مركّب؟‬

‫عنصر‬

‫مركّب‬

‫درجة‬

‫احتراق الماغنيسيوم‬ ‫‪١‬‬ ‫‪٢‬‬ ‫‪٣‬‬ ‫‪٤‬‬

‫الماغنيسوم )متفعال(‬

‫الأوكسيجين )متفاعل(‬

‫ٔاوكسيد الماغنيسيوم )ناتج(‬

‫موصل للكهرباء؟‬

‫ٔاوكسيد الماغنيسيوم‬

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

‫ال ٕاحتراق‬

‫هـ احتراق الفحم عند‬ ‫اعداد المشاوي‬

‫ٔ‬ ‫الصدا في مركب في‬ ‫و‬ ‫منطقة راس مدركة‬

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

‫‪١١١‬‬

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

‫‪7‬‬

CAMBRIDGE UNIVERSITY PRESS EDUCATION REFORM

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

Activity 3.4 Modelling metallic crystal structure

Alloy

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

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

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

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

brass bent pipette

gas syringe

bubbles detergent solution

Petri dish

In this model, each bubble represents a metal atom. The bubbles are seen to arrange themselves regularly but in some places there are ‘grain boundaries’ where the direction of the bubbles in the layer changes.

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

force applied here

A worksheet is included on the CD-ROM.

mild steel

stainless steel

pure metal b

Figure 3.35

A photograph of zinc grains on a galvanised post.

COOLING

Atoms are moving in the molten metal. Atoms are in random positions.

Figure 3.36

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

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

The clusters grow even more. Grains are formed.

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

solder c

Particular properties 70%

zinc

30%

copper

90%

tin

10%

iron

99.7%

carbon

0.3%

iron

74%

chromium

18%

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

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

harder than pure iron; does not rust

tin

50%

lead

50%

lower melting point than either tin or lead

Table 3.7 Some important alloys.

force applied here alloy Figure 3.38 a The positions of atoms in a pure metal crystal before a force is applied. b After the force is applied, slippage has taken place. The layers in a pure metal can slide over each other. c In an alloy, slippage is prevented because the atoms of different size cannot slide over each other.

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

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

Activity 3.5 Intriguing alloys! Skills AO3.1 Demonstrate knowledge of how to safely use techniques, apparatus and materials (including following a sequence of instructions where appropriate) AO3.3 Make and record observations, measurements and estimates AO3.4 Interpret and evaluate experimental observations and data

This activity consists of three sections, each of which illustrates how the combination of metal elements into an alloy results in useful and novel properties. The alloys investigated are solder, Field’s metal and nitinol. A worksheet is included on the CD-ROM. Chapter 3: Elements and compounds

Cambridge IGCSE Chemistry

Opportunities for revision allow students to consolidate their learning.

copper

nickel

Alloys Making alloys with other metals is one of the commonest ways of changing the properties of metals. Alloys are formed by mixing the molten metals together thoroughly and then allowing them to cool and form a solid. Alloying often results in a metal that is stronger than the original individual metals. ‘Silver’ coins are minted from cupro-nickel alloy, which is much harder than copper itself (Figure 3.37). Aluminium is a lowdensity metal that is not very strong. When mixed with 4% copper and smaller amounts of other elements, it gives a metal (duralumin) that combines strength and lightness and is ideal for aircraft building. Other examples of alloys and their properties are given in Table 3.7. Figure 3.38 shows how the presence of the ‘impurity’ atoms makes it more difficult for the metal ions to slip over each other. This makes the alloy stronger but more brittle than the metals it is made from. Strength is not the only property to think about when designing an alloy. For example, solder is an alloy of tin and lead. It is useful for making electrical connections because its melting point is lower than that of either The grains meet as the metal becomes of the two separate metals. Also, solid. Grain boundaries are present between steel, which rusts when in contact the grains. with oxygen and water, can be prevented from doing so when

Typical composition

‫‪CAMBRIDGE UNIVERSITY PRESS EDUCATION REFORM‬‬

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

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

‫‪Expert‬‬ ‫‪translation‬‬ ‫‪is given to‬‬ ‫‪ensure correct‬‬ ‫‪scientific terms‬‬ ‫‪and precise‬‬ ‫‪scientific‬‬ ‫‪vocabulary is‬‬ ‫‪used.‬‬

‫ٔا‬

‫النشاط ‪٣,٤‬‬ ‫نمذجة الهيكل البلّوري المعدني‬

‫حقنة غاز‬

‫مقوسة‬ ‫ّ‬ ‫ماصة ّ‬

‫المهارات‬

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

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

‫طبق مخبري‬

‫فقاعات‬ ‫سائل جلي‬

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

‫السبائك المعدنية‬

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

‫عملية التبريد‬

‫تمشي الذ ّرات بشكل‬ ‫عشوائي في المعدن‬ ‫السائل‪.‬‬

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

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

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

‫‪٨٠‬‬

‫تنمو الكتل ٔاكثر‬ ‫مشكل ًة حبيبات‪.‬‬

‫خليط‬ ‫النحاس‬ ‫)البراس(‬

‫النحاس‬

‫‪%٧٠‬‬

‫الزنك‬

‫‪%٣٠‬‬

‫الفولاذ‬ ‫الخفيف‬

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

‫يتم تطبيق‬ ‫القوة هنا‬ ‫ّ‬

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

‫السبيكة‬

‫المكونات‬

‫البرونز‬

‫معدن خام‬ ‫ب‬

‫الفولاذ‬ ‫غير القابل‬ ‫ٔ‬ ‫للصدا‬

‫سولدر‬ ‫ج‬

‫ٔاكثر صلابة من النحاس‬ ‫الخام ولونه ذهبي‬

‫النحاس‬

‫‪%٩٠‬‬

‫القصدير‬

‫‪%١٠‬‬

‫ٔاكثر صلابة من النحاس‬ ‫الخام‬

‫الحديد‬

‫‪%٩٩,٧‬‬

‫الكربون‬

‫‪%٠,٣‬‬

‫ٔاكثر صلابة ٔواقوى من‬ ‫الحديد الخام‬

‫الحديد‬

‫‪%٧٤‬‬

‫ٔاكثر صلابة من الحديد‬ ‫ٔ‬ ‫يصدا‬ ‫الخام ولا‬

‫الكروم‬

‫‪%١٨‬‬

‫النيكل‬

‫‪%٨‬‬

‫القصدير‬

‫‪%٥٠‬‬

‫الرصاص‬

‫‪%٥٠‬‬

‫درجة حرارة ذوبانه ٔاقل من‬ ‫كل من القصدير والرصاص‬

‫جدول ‪ ٣٫٧‬بعض السبائك المعدن ّية الهامة‪.‬‬

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

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

‫ٔا‬

‫النشاط ‪٣,٥‬‬ ‫سبائك معدنية مثيرة للاهتمام‬ ‫المهارات‬

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

‫كامبريدج‪-‬الشهادة الثانوية العامة الدولية‪-‬الكيمياء‬

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

‫‪9‬‬

‫الخصائص‬

‫‪٨١‬‬

CAMBRIDGE UNIVERSITY PRESS EDUCATION REFORM

Cambridge Primary Mathematics Learner’s Book 6, Emma Low: Original Content

Hints are provided for learners who need a bit more help with visualising the construct. Varied practice activities are vital LB6-U3-1670 p113 for successful Poland Ireland United learning. Repeated Kingdom Use your table from question 1 to help you calculate the day and time in : Germany practice allowed (a) Cape Town if it is 08:13 on Wednesday in Lima learners to (b) Karachi if it is 10:37 pm on Saturday in Cape Town Ukraine ‘externalise’ their (c) Sao Paulo if it is 17:28 France on Tuesday in Tokyo thinking, making (d) Lima if it is 9:09 am on Friday in Adelaide. Romania it visible to to Italy This is a Flight Timetable. Use the information in the timetable teachers. Spain Belarus

Time zones (2)

Vocabulary

Berlin

Netherlands

Belgium

These children have different birth months, but were all born in the same year before May. Find out who was born in each month. 1 Meena was born before Jess. You could write the names on 2 Jess was born two months after Adam. separate pieces of paper and then 3 Adam was born after Josh but before Meena. rearrange them against the months Lima (05:51)

Karachi (15:21)

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

Sao Paulo (07:51)

Tokyo (19:51)

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

Cape Town 11 12 1 (12:51) 10 23 24 13 2 22

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

Adelaide (20:21)

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

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

Moldova

Hungary

Geneva

Slovenia

Zagreb

Croatia

Bosnia and Herzegovina

Serbia

Montenegro Kosovo

Rome

Barcelona

Bulgaria

Macedonia (FYROM)

(and the time differences) to work out the length of time, in Turkey Portugal hours and minutes, of each journey (a) to (e).

200 mi 200 km

Albania

Greece

Departure city

Destination city

Arrival time at destination city

Departure time at departure city

(a) Lima

Sao Paulo

13:45 (Mon)

20:35 (Mon)

(b) Adelaide

Tokyo

17:35 (Weds)

06:05 (Thurs)

Karachi

01:25 (Tues)

04:30 (Weds)

(d) Cape Town Adelaide

18:05 (Fri)

22:25 (Sat)

(e) Adelaide

09:30 (Sat)

LB6-U3-1430 00:20 (Sun)

Lima

For example, for part (a) you need to calculate how long the journey is from Lima to Sao Paulo. The departure time in Lima is 13:45, so the time in Sao Paulo at that time would be 15:45 because it is 2 hours ahead of Lima. Draw a time line: 12 11 10 9

12 11 10 9

15:45

Karachi

Tokyo Karachi

Lima St Paulo Adelaide

Cape Town

19:45

20:15 20:35

So the journey takes 4 hours and 50 minutes.

Tokyo Adelaide

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

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

113

Unit 3B: Core activity 31.1 Time zones

Learners must synthesise their newly-acquired knowledge which encourages deep learning. 10

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

4 hours + 30 min + 20 min

Cape Town

112

Slovakia

Austria

Switzerland

Sao Paulo

14 hours

Czech Republic

Paris

until all three statements are true.

Prague

Luxembourg

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

Let’s investigate

Active learning pedagogy ensures that pupils are exposed to new constructs in an engaging way.

‫‪CAMBRIDGE UNIVERSITY PRESS EDUCATION REFORM‬‬

‫‪Cambridge Primary Mathematics Learner’s‬‬ ‫‪Book 6, Emma Low: Contextualised Content‬‬

‫‪Content has been carefully scaffolded to‬‬ ‫‪maintain progression between grades.‬‬

‫المناطق الزمن ّية )‪(٢‬‬

‫مفردات الدرس‬

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

‫كلها صحيحة‪.‬‬

‫‪ ١‬شيكاغو‬ ‫‪(٠٥:٥١Some‬‬ ‫)‬ ‫‪locations‬‬

‫بوسطن‬ ‫)‪(٠٧:٥١‬‬

‫‪have been‬‬ ‫‪changed, in‬‬ ‫‪keeping with‬‬ ‫‪local culture, but‬‬ ‫كراتشي‬ ‫‪(١٥:٢١the‬‬ ‫‪) international‬‬ ‫‪nature of the‬‬ ‫‪lesson remains‬‬ ‫‪the same.‬‬

‫طوكيو‬ ‫)‪(١٩:٥١‬‬

‫مسقط‬ ‫)‪(١٣:٥١‬‬

‫ٔاديلايد‬ ‫)‪(٢٠:٢١‬‬

‫شيكاغو‬

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

‫مدينة الوصول‬

‫) ٔا (‬ ‫)ب(‬

‫شيكاغو‬ ‫ٔاديلايد‬

‫بوسطن‬

‫)ج(‬ ‫)د(‬

‫بوسطن‬ ‫ُمسقط‬ ‫ٔاديلايد‬

‫طوكيو‬

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

‫كاراتشي‬ ‫ٔاديلايد‬

‫‪) ١٨,٠٥‬الجمعة(‬

‫شيكاغو‬

‫‪) ٩,٣٠‬السبت(‬

‫‪١٥,٤٥‬‬

‫مسقط‬

‫‪٢٠,٣٥ ٢٠,١٥‬‬

‫‪٩ ١٠ ١١‬‬

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

‫‪) ٦,٠٥‬الخميس(‬ ‫‪) ٤,٣٠‬الأربعاء(‬

‫‪) ١,٢٥‬الثلاثاء(‬

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

‫‪١٩,٤٥‬‬

‫توقيت الوصول في‬ ‫مدينة الوصول‬ ‫‪) ٢٠,٣٥‬الاثنين(‬

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

‫‪٧‬‬

‫‪٦‬‬

‫‪٥‬‬

‫‪٤‬‬

‫‪٣‬‬

‫‪٢‬‬

‫‪١‬‬

‫‪٠‬‬

‫‪-٦ -٥ -٤ -٣ -٢ -١‬‬

‫بوسطن‬ ‫طوكيو‬

‫شيكاغو‬

‫كراتشي‬ ‫مسقط‬

‫ٔاديلايد‬

‫‪٩ ١٠ ١١‬‬

‫‪٨‬‬

‫‪٧‬‬

‫‪٦‬‬

‫‪٥‬‬

‫‪٤‬‬

‫‪٣‬‬

‫‪٢‬‬

‫‪١‬‬

‫‪٠‬‬

‫‪-٦ -٥ -٤ -٣ -٢ -١‬‬

‫نستنتج ٔان الرحلة تستغرق ‪ ٤‬ساعات و ‪ ٥٠‬دقيقة‪.‬‬

‫كراتشي‬ ‫طوكيو‬

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

‫‪١١٢‬‬

‫)ج( بوسطن‪ :‬إذا كان اليوم الثلاثاء‪ ،‬الساعاة ‪ ١٧,٢٨‬في طوكيو‪.‬‬

‫)د( شيكاغو‪ :‬إذا كان اليوم الجمعة‪ ،‬الساعة ‪ ٩,٠٩‬ق‪.‬ظ‪ .‬في ٔاديلايد‪.‬‬

‫‪ ٤‬ساعات ‪ ٣٠+‬دقيقة ‪ ٢٠+‬دقيقة‬

‫بوسطن‬

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

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

‫)هـ(‬

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

‫‪ ١٤‬ساعة‬

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

‫ٔاديلايد‬

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

‫‪١١٣‬‬

‫‪While the learning construct remains the same, the locations have been amended to places that might be familiar to students.‬‬ ‫‪11‬‬

CAMBRIDGE UNIVERSITY PRESS EDUCATION REFORM

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

17 Managing money

17.1 Earning money When you are employed you earn money (get paid) for the work you do. Earnings can be worked out in different ways. Make sure you understand these terms: Wages – pay based on a fixed number of hours worked, usually paid weekly. Extra hours of work are called overtime and these are paid at a higher rate. Salary – pay based on a fixed yearly amount, usually paid monthly. Overtime may be paid, or workers may be given time off in exchange. Piece work – pay based on the number of items produced. Commission – pay is based on a percentage of sales made; sometimes a low wage, called a retainer, is paid as well as commission.

• • • •

Key words

• • • • • • • • • • • • • • • • • •

Earnings Wages Salary Commission Gross income Deductions Net income Tax threshold Interest Simple interest Interest rate Principal Compound interest Cost price Selling price Profit Loss Discount

Worked example 1 Emmanuel makes beaded necklaces for a curio stand. He is paid in South African rand at a rate of R14.50 per completed necklace. He is able to supply 55 necklaces per week. Calculate his weekly income. Income = 55 x 14.50 = R797.50

• •

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

• • • 358

REWIND

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

use and manipulate a formula to calculate simple interest payable and due on a range of loans and investments

apply what you already know about percentages to work out discounts, profit and loss in everyday contexts use a calculator effectively to perform financial calculations read and interpret financial data provided in tables and charts.

(a)

Dhs800

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

(b)

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

Calculate 4.5% of the total sales Sanjay made. Add this to the retainer of Dhs 800.

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

During your life so far, you will have solved problems relating to money on a daily basis. You will continue to do this as you get older but the problems you have to solve may become more complicated as you start earning and spending money, borrowing money and saving money. In this chapter you will apply some of the maths skills you have already learned to solve real world problems. You will use your calculator to find the answers quickly and efficiently.

Worked example 3 Josh’s hourly rate of pay is $12.50. He is paid ‘time-and-a-half’ for work after hours and on Saturdays and ‘double-time’ for Sundays and Public Holidays. One week he worked 5.5 hours on Saturday and 3 hours on Sunday. How much overtime pay would he earn?

Unit 5: Number

Key constructs are expressed clearly and reinforced by strong graphic design elements. 12

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

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

calculate earnings (wages and salaries) in different situations

solve problems related to simple and compound interest

Multiply items produced by the rate paid.

Worked example 2

In this chapter you will learn how to:

•

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

Elements are included to direct learners to previous materials should they need opportunities for revision.

359

‫‪CAMBRIDGE UNIVERSITY PRESS EDUCATION REFORM‬‬

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

‫‪Image shows local‬‬ ‫‪currency to ensure context.‬‬

‫‪١٧‬‬

‫‪ ١٧,١‬كسب المال‬

‫إدارة المال‬

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

‫مفردات الدرس‬

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

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

‫الأرباح‬ ‫الأجور‬ ‫الرواتب‬ ‫العمولة‬ ‫الدخل ال ٕاجمالي‬ ‫الحسومات‬ ‫الدخل الصافي‬ ‫الضرائب‬ ‫الفوائد‬ ‫الفائدة البسيطة‬ ‫ٔاسعار الفائدة‬ ‫ٔراس المال‬ ‫الفائدة المركبة‬ ‫سعر الكلفة‬ ‫سعر المبيع‬ ‫الربح‬ ‫الخسارة‬ ‫الحسم‬

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

‫نموذج تطبيقي ‪٢‬‬ ‫يعمل سالم مندوب مبيعات لشركة جوالات في دولة ال ٕامارات العربية المتحدة‪ .‬يتلقى سالم ٔاجراً ٔاساسياً قيمته‬ ‫‪ ٨٠٠‬درهم إماراتي ٔاسبوعياً إلى جانب عمولة ‪ ٪٤,٥‬على مبيعاته‪.‬‬ ‫) ٔ ا ( كم سيجني سالم ٔاسبوعياً لو ٔانّه لم يبِع شيئاً؟‬ ‫جوالة بقيمة ‪ ٣٢٩٩‬درهم إماراتي خلال ٔاسبوع؟‬ ‫)ب( كم سيجني سالم لو ٔانّه باع ٔاربعة هواتف ّ‬

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

‫‪٣٥٧‬‬

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

‫تذكّر‬

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

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

‫) ٔا (‬

‫‪ ٨٠٠‬درهم إماراتي‬

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

‫)ب(‬

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

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

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

‫الوحدة الخامسة‪ :‬الرقم ‪٣٥٨‬‬

‫الوحدة الخامسة‪ :‬الرقم‬

‫‪Expert translation to ensure‬‬ ‫‪correct terms and vocabulary used.‬‬ ‫‪13‬‬

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

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

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

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

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

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

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

Developed by subject experts

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

For Cambridge schools worldwide

CEFR Level: towards A .

for Cambridge Primary English as a Second Language

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

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

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CEFR Level: towards B .

For Cambridge schools worldwide

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

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

Cambridge Primary Mathematics is a flexible and engaging course written specifically for the Cambridge Primary mathematics curriculum framework (Stage –6). The course offers a discussion-led approach, with problem-solving integrated throughout to encourage learners to think and talk about mathematics, in favour of rote learning and drill practice. Practical activities form the basis for each session, and come complete with ideas for support and extension. Pair, group and class work is integrated with individual work and learners are encouraged to explain and reason their choices. The language level is carefully pitched to be accessible to EAL/ESL learners, with concepts illustrated using diagrams (where possible) to allow visual understanding and learning. This Learner’s Book for Stage 2 is a supplementary resource that consolidates and reinforces mathematical learning in an engaging, visually stimulating manner. The Learner’s Book contains: visual support for activities in Teacher’s Resource 2, or points for discussion to develop problem-solving skills and support learning through discovery and discussion illustrations to explain new vocabulary and concepts, to help visual learners and those with lower literacy levels hints and tips, to provide support for more difficult concepts

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

Moseley and Rees

Caroline Linse & Elly Schottman

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Global English Learner’s Book

an engaging, learner-friendly design. Jon B Board d and d Al Alan C Cross

Gill Budgell and Kate Ruttle

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Cambridge Primary Science Challenge Activity Books are the latest addition to the Cambridge Primary Science course. This is a flexible and engaging course written specifically for the Cambridge Primary Science curriculum framework from Cambridge International Examinations. The course is based on an enquiry-led approach focussed on encouraging learners to think and work scientifically, understanding key concepts and using scientific research methods to find answers to questions. The language throughout the course is pitched to EAL / ESL learners with illustrations and diagrams supporting visual understanding and learning. The Challenge Activity Books are carefully designed to provide extension activities for high-achieving learners who need more challenging activities to stretch their skills above and beyond the standard for success expected of them in order to meet the Cambridge Primary Science curriculum framework. Challenge Activity Book 2 consists of: A full range of activities which support the Cambridge Primary Science curriculum at Stage 2 Carefully levelled activities which help stretch and deepen a learner’s scientific understanding and performance beyond the standard expected by the framework. Helpful guidance and tips to help teachers or parents explain key scientific methods and concepts before each exercise. This flexible resource will help parents to support and motivate their child to learn science at home, offering activities that complement the classroom approach.

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

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

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

This resource is endorsed for learner support by Cambridge International Examinations

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Cambridge University Press works with Cambridge International Examinations and experienced authors, to produce high-quality endorsed textbooks and software that support Cambridge teachers and encourage Cambridge learners. Visit education.cambridge.org/cambridgeprimary for information on our full range of Cambridge Primary titles.

Greg Byrd, Lynn Byrd and Chris Pearce

Cambridge Checkpoint

Mathematics Coursebook

Other components of Cambridge Checkpoint Mathematics 7: Practice Book 7 Teacher’s Resource 7

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

Completely Cambridge – Cambridge resources for Cambridge qualifications Cambridge University Press works closely with Cambridge International Examinations as parts of the University of Cambridge. We enable thousands of students to pass their Cambridge exams by providing comprehensive, high-quality, endorsed resources. To find out more about Cambridge International Examinations visit www.cie.org.uk Visit education.cambridge.org/cie for information on our full range of Cambridge Checkpoint titles including e-book versions and mobile apps.

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Mathematics CAMBRIDGE PRIMARY

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Learner’s Book

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

Challenge

The Challenge Activity Books are carefully designed to provide extension activities for high-achieving children who need more challenging activities to stretch their skills beyond the standard required for success in the Cambridge Primary Mathematics curriculum framework. Challenge Activity Book 2 consists of: A full range of activities which support the breadth of the Cambridge Primary Mathematics curriculum framework at Grade 2. Carefully levelled activities which help stretch and deepen a child’s mathematical understanding and performance beyond the standard expected by the framework. Helpful guidance and tips to help explain either to the learner or the teacher / parent the key mathematical methods and concepts underpinning each exercise. For the first time, this flexible resource offers motivational parents the Cambridge way for Maths work at home.

This resource is endorsed for learner support by Cambridge International Examinations

✓

Provides learner support as part of a set of resources for the Cambridge Primary Mathematics curriculum framework from 2011

✓ Has passed Cambridge’s rigorous quality-assurance process

✓ Developed by subject experts ✓ For Cambridge schools worldwide

Cambridge University Press works with Cambridge International Examinations and experienced authors, to produce high-quality endorsed textbooks and software that support Cambridge teachers and encourage Cambridge learners. Visit education.cambridge.org/cambridgeprimary for information on our full range

of Cambridge Primary titles. Cherri Moseley and Janet Rees

Jon Board and Alan Cross

Science

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

Cherri Moseley and Janet Rees

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

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This Teacher’s Resource is intended to be used alongside the Cambridge Checkpoint Science Coursebook 7 and Workbook 7. The Teacher’s Resource CD-ROM contains: • answers to questions from the Coursebook • answers to exercises from the Workbook • teaching ideas • notes on practical activities • worksheets • animations to illustrate key concepts.

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

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

Completely Cambridge – Cambridge resources for Cambridge qualifications Cambridge University Press works closely with Cambridge International Examinations as parts of the University of Cambridge. We enable thousands of students to pass their Cambridge exams by providing comprehensive, highquality, endorsed resources. To find out more about Cambridge International Examinations visit www.cie.org.uk

Visit education.cambridge.org/cie for information on our full range of Cambridge Checkpoint titles.

Jon Board and Alan Cross

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

Workbook with skills-building activities for consolidation and practice.

Learner’s Book

ISBN 000 0000 00000 0

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Author name

ISBN 000 0000 00000 0

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Coursebook with Audio CD.

An accompanying Audio CD contains the listening material for the Coursebook.

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

Series Editor: Peter Lucantoni www.education.cambridge.org/cie

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

Science

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

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

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Each stage has three components:

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

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Learners explore a fascinating range of cross-curricular topics, develop critical thinking skills and build their English language literacy through a wide variety of curriculum-based activities. The course follows the Cambridge Primary and Secondary English as a Second Language (ESL) Curriculum Frameworks: part of a world-class teaching programme developed by Cambridge English Language Assessment and Cambridge International Examinations.

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

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

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

Cambridge Checkpoint Mathematics Coursebook 7

Chris Barker and Libby Mitchell Greg Byrd, Lynn Byrd and Chris Pearce

Cambridge Global English

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Cambridge Global English

for Cambridge Primary English as a Second Language

Global English

Caroline Linse and Elly Schottman

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

Global English

Cambridge Checkpoint Mathematics

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

Examples of Cambridge resources for contextualisation.

Mary Jones, Diane Fellowes-Freeman and David Sang

Cambridge Checkpoint

Science

Teacher’s Resource

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Coherent approach We believe that all areas of education reform need to be addressed in a coherent manner in order to effectively deliver success.

Custom solutions We examine international best practice and your local cultural context to create solutions that are unique to your needs and objectives.

Sustainability We support your drive towards sustainable change. We ensure all projects are locally owned and there is a continuous learning plan in place to deliver success in the long-term.

TRANSFORMING SOCIETIES THROUGH EDUCATION