AT A ALOOK LOOK AT LANGSTON HUGHES
PLEASE SEE LESSON ON PAGE 21 YOUTHLINK MAGAZINE | JANUARY 24-30, 2012
11
Photosynthesis The mole concept experiments yl: Chemistry
yl:Biology
FRANCINE TAYLOR-CAMPBELL
Contributor
MAIN POINTS
(part 3)
MONACIA WILLIAMS Contributor
OW ARE you all this week? Good, I hope? Nobody can spoil your day if you do not give them permission to do so! Only you can control how you feel about anything that might be happening to you, so this week your decision will be to feel on top of the world and you will!
H
Did you enjoy the experiment last week? Did you try it at home? I hope you did! This is how you remove the subject from the pages of the textbook! This week we will be looking at another experiment. This one will show that carbon dioxide is necessary for photosynthesis. As is customary, we will use the same format that should be used to write up your lab book.
DATE: December 13, 2011
TOPIC: Photosynthesis
AIM: To determine if carbon dioxide is necessary for photosynthesis
hydroxide solution was placed, stopper the flask and seal with Vaseline. 4. Use something to support the flasks, preventing them from falling off the plant. 5. Leave in the sun for at least 2 days. 6. Remove the flasks with the leaves; remove the leaves from the flasks. Place the leaves in labelled containers. 7. Put the water in the beaker and place it over the lit Bunsen burner. 8. As soon as the water boils, use the forceps to place the leaf, one at a time, in the boiling water. Leave it there for 30 seconds. Make sure to return each leaf to its correct container. 9. Label 2 test tubes. Fill each test tube with enough alcohol to cover the leaf. Place the leaf in the labelled test tubes of alcohol. You may have to roll the leaf in order to do this. 10. Put out the flame and place the test tubes with the alcohol and the leaves in the hot water.
2. Place one leaf in a conical flask to which some water was added, stopper the flask and seal with Vaseline. 3. Place another leaf into another flask into which potassium
12
One mole of different substances may have different masses, just as one dozen apples may have a different mass compared to one dozen mangoes. Example: One mole of carbon = 12g of carbon One mole of magnesium = 24g of magnesium They both represent one mole but they have different masses. One mole of a substance always contains the same number of atoms, ions, molecules or formula units as one mole of any other substance. This is called the Avogadro Number or Avogadro Constant (L). Its value is 6.02*1023.Thus, the mole is that amount of substance that contains 6.02*1023 particles of that substance. It is usually given in grams but could be given in kilograms or dm3 for gases.
12. Carefully remove the leaf from the test tube. Care is needed because the leaf is now ‘dry’ and brittle; it will tear easily.
To calculate the number of moles in a substance the following formula is used: # mol == mass of substance (g) mass of one mole (g/mol)
14. Remove each leaf and place it on the tile and pour on the iodine. Leave it for about 1 minute. 15. Drain off the iodine into the sink.
OBSERVATIONS 1. Destarch a potted plant by putting it in a dark place for at least 24 hours.
The mole is the unit of measurement in chemistry. In the same way we have measurements such as one dozen, which represents 12, one pair which is equal to two and one score which represents 20, one mole suggests that 6.02 x 1023 particles are present.
11. As soon as the green colour leaves each leaf, remove the test tube from the water bath.
APPARATUS/MATERIALS:
METHOD:
THE MOLE
12g of carbon (C) represents one mole and contains 6*1023 (L) atoms 1 mole of oxygen atoms (O) = 16g and has L atoms 1 mole of oxygen molecules (O2) = 32g and has L molecules 1 mole of carbon dioxide (CO2) = 44g and has L molecules + 1mole of Na ions = 23g and has L ions.
13. Place the leaves in the hot water to soften them. Potted plant with variegated leaves, Bunsen burner, tripod, gauze, 400-ml beaker, 2 conical flasks, stoppers, Vaseline, test tubes, test tube rack, test tube holder, forceps, white tile, tap water, potassium hydroxide, iodine, dropper.
m Relative atomic mass, molecular mass and formula mass are measured in atomic mass units (amu) where 1 amu is one-twelfth (1/12) of the mass of a carbon-12 atom, 12C. m The relative atomic mass of an element, Ar, is the average mass in amu of all of its atoms. These values are generally given in tables. m The relative molecular mass of a compound, Mr, is the average mass of all of its molecules in amu, while the relative formula mass, Mr, is the average mass of the formula units and applies specifically to ionic compounds. m Molar mass is the mass of one mole of the substance. The values of Ar and Mr stated in grams are the molar masses.
The leaf that was in the flask with the water became blueblack when tested with iodine, while the leaf that was in the flask with the potassium hydroxide remained the brownish yellow colour of the iodine.
DISCUSSION Photosynthesis is the process by which plants convert carbon dioxide and water in the presence of sunlight along with chlorophyll to produce glucose and oxygen. The glucose YOUTHLINK MAGAZINE |
For example, to calculate the number of moles in 60g of calcium we would divide by the Mr of calcium. # mol of Ca == 60/40 = 1.5 mol The formula can be manipulated to calculate an unknown mass given the number of moles, in which case mass of substance == # mol * mass of one mole (Mr) Therefore, the mass of 0.2 mol of NaOH is Mass of NaOH == 0.2 * (23 + 16+1) = 0.2*40 = 8g. To calculate the number of atoms, molecules or formula units present in a substance, we make use of the fact that one mole of any substance contains Avogadros number of particles (6.0 * 1023). For example, 8g CuO 1 mol CuO = 64 + 16 = 80g 80g contains 6.0*1023 formula units 8g contains (6.0 * 1023)/10 = 6.0 * 1022 formula units. Another way to look at this is to first of all determine the number of moles in 8g of CuO. # mol CuO == 8/80 = 0.1 mol Now 1 mol CuO contains 6*1023 units
JANUARY 24-30, 2012
Pseudo-code algorithms yl:Information Technology
variable_name = expression
NATALEE A. JOHNSON
Contributor
An assignment statement may involve an arithmetic operation, such as: sum num1 + num2
TUDENTS, THIS is lesson 19 in our series of IT lessons. In this week’s lesson we will continue to look at algorithms. Let us examine the parts of a pseudo-code algorithm in more details.
S
while some assignment statements just involve assigning values to variables, such as:
INPUT STATEMENTS The input statement is used to get data from outside the computer from a particular input device into a variable for manipulation by the pseudo-code. The key words we will use for input will be “input” or “read”. To read data into a variable you write the word input or read followed by the variable name.
Count Highest_Price
1 0
CONTROL STATEMENTS (SEQUENCE, SELECTION, REPETITION)
This is the way in which it will be written:
These statements are used to control the amount of time a statement or sequence of statements is carried out based on some condition. We will look at each of these separately in the next lesson.
READ VARIABLE_NAME The variable_name is the name given to the location where the value is to be stored. For example, if I am reading a number into a variable, my variable name would be “num” and the read statement would, therefore, be:
An algorithm can be represented using a pseudo-code or a flow chart. Below is an example of a pseudo-code representation of an algorithm where you will be able to observe the different parts of an algorithm.
EXAMPLE 1 Write a pseudo-code algorithm to read the values of three numbers, find the product of the numbers and output the product.
ALGORITHM PRODUCT {THE ALGORITHM HEADER} OUTPUT STATEMENTS The output statement is used to get information to the programmer or to the user. The key words we will use for output are “display”, “print” and “output”. To output information to the user you write the word Print, a statement followed by a variable_name, or the word Print followed by a variable_name.
This algorithm finds the product of three numbers {The Declaration}
This is the way in which it will be written:
PRINT “STATEMENT”, VARIABLE_NAME OR
Flow’s Nicole Campbell (left) hangs out with Tami Chynn backstage at the Shaggy and Friends Concert.
PRINT VARIABLE_NAME For example, if you were required to read two numbers, find the sum of the numbers and output the sum of the numbers, the output statement would be:
enter the numbers (this would be done via the keyboard). This is how you would write the prompt statement.
ASSIGNMENT STATEMENT OUTPUT STATEMENTS We also have a statement called the prompt statement. A prompt statement is actually an output statement which displays on the screen to the user a message indicating to the user what actions to take based on the program written. For example, you may be asked to write a pseudo-code algorithm to accept two numbers and prompt the user to
Assignment statements are used to give initial value to variables and to change the value assigned to a variable. The assignment statement has two parts, the Left value and the Right value. The Left value refers to the variable as the storage location where the Right value will be stored. The Right value refers to a value which may be the result of an expression or the content of another variable. The assignment statement will be written as follows:
YOUTHLINK MAGAZINE |
JANUARY 24-30, 2012
We have come to the end of this lesson. See you next week when will continue to look at pseudo-code algorithms. Remember that if you fail to prepare you should prepare to fail. Natalee A. Johnson teaches at Ardenne High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
13
yl:Mathematics
Inverse of a function CLEMENT RADCLIFFE Contributor
E BEGAN the review of functions and relations last week. In this week’s lesson we will share the solution to last week’s homework.
W
Clement Radcliffe is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
14
YOUTHLINK MAGAZINE | JANUARY 24-30, 2012
yl:Principles of Accounts
Final account ROXANNE WRIGHT Contributor
Here is the solution to last week’s question. (a) Trading and Profit & Loss Account for the year ended December 31, 2010
(b) Balance sheet as at December 31, 2010
Match your answer with mine and make the necessary corrections where needed. Be sure to visit with me again next week. The presentation will be on the theory of double entry. See you then. Roxanne Wright teaches at Immaculate Academy. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
Tonya Vassell, spa manager at Beaches Negril’s famed Red Lane Spa TM, has the undivided attention of Rhodes Hall High School students as she educates them on the various job opportunities in the hospitality industry as well as in the Spa Department.
YOUTHLINK MAGAZINE | JANUARY 24-30, 2012
15
yl:Geography
Description of drainage (part 2) /
MARJORIE HENRY
IAN ALLEN PHOTOGRAPHER
Contributor
N THE last lesson, I started to share with you information on the description of drainage system. I had indicated that there are some questions you could ask, the answers for which should guide you in writing an acceptable response. I have already presented five of them. Here are the others in this week’s lesson.
I
Ronald Thwaites (left), minister of education, greets students of Holy Trinity High on his arrival at the school for a tour of the facilities. The school was recently reported as failing in its obligations to the students.
(a) Do they show any recognisable pattern? The chief rivers (or river) are shown by thick blue lines or two blue lines enclosing blue shading. State their names and the direction in which they are flowing. Here is a section of a map of Jamaica showing a chief river. Can you identify the name of it? What is the general direction of flow? Now, how well did you do? The river is the Plantain Garden and it flows in an easterly direction. (c) Has man affected the drainage pattern? Look for any straightening of the river and dams constructed across the river. Information can be obtained from the legend (or key) of the map. Give the location of such feature identified, using four-figure grid reference. (d) Do individual rivers exemplify youth, maturity or old age?
According to the syllabus, the drainage patterns that you should know are trellis, radial and dendritic. You should be able to recognise these on the ordinance map. As a reminder, here are diagrams of each: (b) Which are the chief rivers and which way do they flow?
Look for the following to distinguish between each stage of the river: (i) Youth Rapids, deep valleys, steep gradients, direct courses (ii) Maturity Gentle gradient, strong regular meanders, continuous flood (iii) Old Age Wide flood plain, absence of contours, contorted meanders, oxbow lakes (e) Are there any lakes? If so, are they natural or artificial? Information in the legend can help you to identify the lakes. Give the location of them using four-figure grid reference.
(Source: ‘Map Reading for the Caribbean’ - John Macpherson)) 16
Questions on the description of drainage are either for a defined area for which the grid lines are given, or for the whole map extract. When writing the paragraph on the description of drainage, DO NOT include the questions given above. You are only using them as guidelines to focus on specific areas related to drainage; areas that you would be expected to comment on in the paragraph.
YOUTHLINK MAGAZINE | JANUARY 24-30, 2012
yl:History DEBBION HYMAN Contributor
HIS WEEK’S lesson will focus on the long and painful journey to abolition for enslaved Africans in the British Caribbean. The format will take that of a newspaper article.
T
Freedom at last!
served as a factor for abolition. The growth of the British Empire in India led to the growth of a powerful ‘East India interest’ in British politics. These individuals were primarily merchants and industrialists who objected to the favoured treatment given to the West Indian interest for two reasons.
OBJECTIVES At the end of the lesson, students should be able to: 1. List five amelioration proposals. 2. Discuss the social, economic and political factors which led to the abolition of slavery in the British Caribbean.
One was that goods such as tea and cotton produced in India were done with the use of free labour instead of slave labour used in the British Caribbean. The other was that protectionism was still being practised in relation to the Caribbean – giving their sugar preferential treatment in the British market.
Today marks the end of slavery in the British Caribbean and the journey was, indeed, a long and painful one. Historians will undoubtedly debate for a long time the causes of emancipation – were the social factors more significant? Were the economic causes more significant? Our focus is to provide a comprehensive discussion on the factors that have led to the end of slavery in 1834. The Mansfield Judgment provided a watershed moment for humanitarians as it brought into sharp focus the discussion on whether or not slavery is legal in England. In 1772, Granville Sharp, a leading abolitionist, took the case of James Somerset to the English courts. Somerset, an enslaved man from Jamaica, was taken to England by his owner. He was turned out by his master but later he [his master] would make attempts to regain his ‘property’. Somerset’s case came before Chief Justice Lord Mansfield on February 7, 1772. After careful deliberations, Mansfield provided a ruling in June of that year. Lord Mansfield ruled that his study of the laws of England found that the power of a master to use force on a slave was ‘unknown to the laws of England’. What was the implication of such a ruling in England? The Mansfield Judgment in and of itself was not the catalyst for emancipation; the failure of amelioration proved another mitigating factor in the thrust for emancipation. The anti-slavery movement developed in the early 1800s as a formidable force on the quest to end
The East India interest argued against slave labour, describing it is an expensive and inefficient use of labour. They also argued that as part of Britain’s industrial development she should move from a system of protectionism to one of free trade.
Rhodes Hall High School students are busy taking notes as Beaches Negril Sales Executive Simone Grey (right) shares valuable marketing details with them during a visit to the Sales Department. Also present is Rhodes Hall High School business teacher Mrs Carol Clarke-Watson (left). The students were among a group of 16 CSEC and CAPE students who visited the world’s leading family all-inclusive resort on Friday, January 13 for a comprehensive site visit and interactive session with employees, this in an effort to garner much-needed information to complete their school-based and internal assessments.
slavery. The West India Committee, in a bid to head off the attacks, agreed to proposals to improve the condition of the slaves. These proposals to improve the condition of the slaves were called amelioration proposals and came in effect in 1823. The proposals said that the British government should write to each of the colonial governors suggesting that the assemblies should pass local laws to improve the condition of slaves.
THE PROPOSALS INCLUDED: a) female slaves should not be whipped and the overseers and drivers should not carry a whip in the fields. b) slaves should not be sold in payment of debts. The measures were,
however, fiercely resisted by colonists in Jamaica, Barbados, St Vincent and Dominica. Instead of improved conditions for the slaves, they faced increased brutality from the planters. In the end, most of the assemblies passed only a few of the least important amelioration proposals. The amelioration proposals failed, but they provided one of the major impetuses for the abolition of slavery. It became evident that the planters were unwilling to improve the lives of the slaves and, as such, the only other option was to put an end to slavery. Another issue that proved important in the abolition of slavery was the activities done by the humanitarians. Humanitarians worked hard to improve
the conditions of slaves and, ultimately, to lobby for the end of slavery. They tried to convince the British Parliament and the citizenry of the immorality of slavery. They held mock slave auctions, displayed exhibits of items used to punish slaves, as well as distributed pamphlets describing the horrors of slavery. These actions allegedly awakened the moral conscience of the British citizenry. Prominent humanitarians included Granville Sharp, William Wilberforce and Thomas Clarkson. These men were a part of a group called the ‘Saints’ or ‘Clapham Sect’. Other groups involved in the abolitionist cause were the Baptists, Quakers and Methodists. The rise of the East India Interest also
YOUTHLINK MAGAZINE | JANUARY 24-30, 2012
The Sam Sharpe Rebellion, or Christmas Rebellion, also served as an important catalyst in the thrust for emancipation. Sharpe, a slave and Baptist deacon, believed that the British Parliament would emancipate the slaves soon and that the planters would try to find ways of keeping their unpaid force labour. Sharpe was a literate slave and oftentimes read his master’s newspaper. He led a strike soon after the Christmas holidays as slaves decided they would not work unless they were paid wages. The strikes that began relatively quiet would later erupt as cane fields and estates were burnt and other property destroyed. Over 400 slaves were killed and 100, including Sharpe, were executed. The Christmas Rebellion signaled that slaves would continue to rebel and resist the system of chattel slavery and that they were willing to fight to gain their freedom. Undoubtedly, these factors provided the fuel that would ignite the British citizenry and its Parliament to abolish chattel slavery. Debbion Hyman teaches at St Hugh’s High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
17
yl:Principles of Business
Economies & diseconomies of scale YVONNE HARVEY
(part 2)
Contributor
ELLO, EVERYONE. Last week our
H
discussion centered on the internal
. Customers may find the larger organisation too impersonal. They prefer the personal touch.
economies of scale. This refers to
advantages open to a single firm as it expands its scale of production. This week we will first of all advantages or benefits open to an entire industry that is localized or that has expanded and gone into large-scale production. The lesson will end by
. As firms expand, workers find it easier to form groups such as trade unions. The restrictive practices of such groups may result in increased costs for firms.
considering the internal diseconomies (disadvantages to the firm of large-scale production) and the external diseconomies (disadvantages to the entire industry from localization or large scale production).
. ‘Red tape’ results from expansion of firms. Red tape refers to elaborate and timeconsuming procedures through which customers must go.
EXTERNAL ECONOMIES OF SCALE This means that a firm may enjoy certain cost savings not through its own expansion but by being a part of a well-organised and large industry. The
. Centralised research, education and training
1
facilities are available. All firms in the industry can benefit from such facilities.
Thus, firms will find it easy to access information and education and training for staff.
5 6 7 8 9
. Mass production may cause workers to become bored. Ultimately, they may reduce the quality of their work.
examine the external economies of scale, that is, the
external economies include:
especially true if the expansion results in monopolies and oligopolies.
Tara-Gayle Allen (third right) looks spectacular in her red dress as she celebrated her 18th birthday with some of her close friends on December 20, 2011.The group started out the night with dinner at Gaucho’s Grill and continued the celebration at Quad Top Floor. Sharing the milestone with her are: Back row (from left): Akeel Brown, Marlon Clarke and Jason Henry. Middle row (from left): Chadwick Thomas, Alvarene Fearon, Shanice Gentles, Tiffany Bent, Courtnay Patterson, Kristina Bramwell, Kori Gordon and Tajae Taylor. Front row (from left): Jenbli Cox, Taceta White, Ashley Brown, Vanessa Knowles, Sandrene Fearon and Ashley Williams.
. One of the greatest disadvantages of the growth of firms is the abnormal waste in the factors of production.
Because of these disadvantages, a firm should not expand beyond its optimum or most efficient size.
EXTERNAL DISECONOMIES OF SCALE . Industries that have expanded or that are
2
. There may be increasing demand in the industry for labour and raw materials. Prices of these will rise and cause a rise in average costs for all firms in the industry.
localised tend to benefit from the development of well-organised markets in
which to sell their products. . They can benefit from collective advertising
3
which is cheaper than each firm undertaking its own advertising, for example, in the
Caribbean some collective advertising is done in the tourist industry. . Firms in the industry can benefit from
4
centralised maintenance services. The cost of maintenance to each firm will be much less
than if each undertook its own maintenance. . Transport facilities are also made available
5 6
to the benefit of all the firms in the industry.
. A supply of skilled labour may locate in the vicinity of the industry. This will cause firms in the industry to have easy access to the type
of labour they need at low costs. 18
. Division of labour can take place among the firms in the industry. As we learnt in an earlier lesson, division of labour increases output.
7 8
. Bank, insurance, catering, cleaning and other businesses will locate near to the major industry allowing them to save on costs.
. The operations of the firm can grow too large for management to control effectively because the lines of communication become more complex. As this happens, ‘slackness’ waste, confusion, heated arguments and low morale of the workers may result.
1
Normally, firms would have to pay more for such things if they are not located near to them. Not all expansion, however, produces positive results. Diseconomies or disadvantages could
. Specialisation and massive investment in machinery and equipment, though leading to increased output, may lead to loss of flexibility necessary to respond quickly to changes in demand.
2
result. Thus, average costs do not continue to decrease as business expands its output. The diseconomies will be looked at under two headings: internal diseconomies od scale (disadvantages to the firm of large-scale production) and external diseconomies of scale (disadvantages or drawbacks to the industry of expansion or localisation).
. Unnecessary paperwork and administrative staff may be employed, thus increasing costs.
3 4
. As the firm expands, it may be subject to government intervention in the form of price controls or other restrictions. This is
INTERNAL DISECONOMIES OF SCALE YOUTHLINK MAGAZINE | JANUARY 24-30, 2012
1 2 3 4
. As the number of firms in the industry increases and competition becomes stiffer, more will have to be spent on advertising if the firm is to maintain its position in the market. . Localisation of firms in an industry causes pollution and traffic congestion which impacts negatively on firms in the industry and on society at large. . If one or two firms in the industry suffer decline, all other firms in the industry may feel the effects.
That’s it for now, folks. Next week’s topic will be the law of diminishing returns. Bye for now. Yvonne Harvey teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
yl:Office Administration HYACINTH TUGMAN Contributor
N THIS week’s lesson we will look at documents used in the sales office. Be sure to familiarise yourselves with these documents.
I
CATALOGUE AND PRICE LISTS Products and services offered by an organisation are listed in a catalogue or inventory, with each item having its own reference number. Both the catalogue and the price lists are used by the sales staff and the customers.
The sales office (part 2)
those required, or if the goods were overcharged, then the customer is entitled to credit. A credit note is then issued showing the details.
DEBIT NOTE Where the customer is undercharged, either in error or because of price change, then a debit note must be sent.
DELIVERY NOTE This accompanies the goods. It gives the name and address of the recipient, the quantity and the description of the goods. On arrival, goods must be checked and signed by the recipient acknowledging receipt of goods.
The price list is usually listed in the catalogue or as a separate item. The price list should indicate the basic price and any tax. So as to ensure that the list is accurate, a price list should be updated regularly.
For the job in the sales office to be executed expeditiously and accurately, the following pieces of equipment are most important:
LETTER OF ENQUIRY A potential customer sends a letter to a supplier making queries about the price of goods, availability of goods, cost of delivery and terms of sale.
EQUIPMENT 1. Add listing machine performs accurate calculations gives a printed record of the figures and the total is useful for cross-checking and verifying figures
QUOTATION Quotations are sent in reply to a letter of enquiry and tell the customer how much the goods or services will cost, and the terms on which payment may be made. Some organisations offer discounts to customers who buy in large quantity. Trade discounts are offered to people in the same trade who will need to ‘mark up’ the goods (add more to the price at which they bought them) before passing them on to their own customers.
2. Computer is used for storing data is used for processing data makes payroll calculations keeps check of stock generates statements sends documents as email/fax 3. Facsimile (Fax) is used for transmitting documents may be used internally or overseas is a hard copy used as supporting evidence and can be filed
ORDER If the customer feels that the quotation is reasonable, he sends his order into the sales office where details are checked and the availability of the goods verified.
4. Photocopier produces copies of original documents and has the capacity to copy a number of pages in a few seconds
INVOICE This document gives details of goods sent to the customer and is sometimes sent along with goods. It states: quantity of goods supplied, description, unit price, total amount owed, any discount offered
CREDIT NOTE If the goods sent to a customer are not
Can you think any other equipment in this department?
Beaches Negril Calvert ‘DJ Storm’ Baker (left) clearly is having a grand time showing Rhodes Hall High student Sonika Stone how to work the ‘wheels of steel’ during a Scratch DJ session. Sonika was among a group of CSEC and CAPE students who visited the resort on Friday, January 13 for a comprehensive site visit and interactive session with employees, this in an effort to garner much-needed information to complete their school-based and internal assessments. YOUTHLINK MAGAZINE | JANUARY 24-30, 2012
God bless you.
Hyacinth Tugman teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
19
yl:English Language
Multiple-choice challenge NATASHA THOMAS-FRANCIS Contributor
ELLO, ALL. This week I wish to challenge you with four types of multiple-choice questions: spelling, synonyms, antonyms and sentence completion. These questions can be found in Paper 01 of the examination. Read the instructions under each section, choose the options which you think are correct, and I will give you the answers in next week’s lessons.
H
SPELLING Items 1-4 Directions: In the following sentences one of the underlined words may be misspelt. Choose from the three options, A, B, C, the word that is misspelt. If no word is misspelt, choose answer D. Circle your choice on this question paper. 1. The deafening sound blared from John’s A B cassette recorder and seemed incesant. No Error C D 2. Please offer my apologies to the principal for A B the late return of the equiptment. No Error C D 3. Chaos reigned at the sale of tickets for the A superstar’s show because disatisfied B patrons were not queuing. No Error C D 4. Whenever there is a food crises the people A always experience shortages of basic B necessities. No Error C D
SYNONYMS Items 5-15 Directions: In each of the sentences given there is one underlined word. Circle the option which is nearest in meaning to the underlined word. 5. It was a situation that called for immediate redress. a. investigation b. decision c. remedy d. condemnation 6. The prime minister in his broadcast declared that his actions were justifiable because of continual unprovoked attacks by the enemy. a. disapproving b. severe c. reasonable d. acceptable 20
7. Because of high gasolene prices, motorists no longer flaunt large cars as status symbols. a. possess b. purchase c. display d. flout 8. The earthquake caused widespread damage throughout the island. a. expansive b. unlimited c. immense d. extensive 9. The young recruit was reluctant to obey his captain’s instructions. a. unwilling b. anxious c. unprepared d. afraid 10. Since we all had divergent views on the procedures to be followed, the meeting ended abruptly. a. definite b. differing c. questionable d. unorthodox 11. The politician argued that the affluent people in society ought to pay more taxes. a. business b. resourceful c. wealthy d. influential 12. Whenever the incorrect grade of oil is used in the generator of the power station, the electricity supply fluctuates. a. weaken b. varies c. increases d. fade 13. The comedian promised to be the first donor of a human brain to the Science Research Laboratory. a. sender b. contributor c. taker d. giver 14. After negotiating with her for hours, the police convinced the sniper that she should surrender. a. bargaining b. conversing c. entreating d. quarrelling 15. A full deck comprises fifty-two playing cards. a. contains b. composes c. provides d. displays
ANTONYMS Items 16-20 Directions: Circle the word that is most nearly opposite in meaning to the underlined word. 16. The police have apprehended a man who looks like the country’s most wanted criminal. a. suspected b. interrogated c. released d. charged 17. The bank manager has surprisingly decided to make all the glass doors opaque. a. pale b. thin c. transparent d. translucent 18. The union wanted a disinterested person to head the tribunal. a. conciliatory b. interested c. strict d. partisan 19. The writer used a name which he hoped would help him to remain anonymous. a. well-known b. respected c. well-liked d. acceptable 20. He made derogatory remarks about the young man who could not read the message on the board. a. interesting b. degrading c. hurtful d. uplifting
SENTENCE COMPLETION Items 21-25 Directions: Each of the following sentences has either one or two blank spaces. Circle the word or set of words that, when inserted in the space or spaces, best complete(s) the meaning of the sentence. 21. Your behaviour ___________ him. a. elates b. aggravates c. escapes d. irritates
YOUTHLINK MAGAZINE | JANUARY 24-30, 2012
22. He is __________ to visit his mother in Canada. a. eager b. concerned c. serious d. wanted 23. We ___________ your sending us the information promptly. a. accepted b. appreciated c. contradicted d. invited 24. The new drug does not ___________ but _________ the patient’s senses, giving him a heightened perception of even the smallest details. a. blur diverts b. dull sharpens c. overrule restricts d. cure destroys 25. The interviewer became angry and accused the shifty trade union leader of _______ his questions. a. interpreting b. answering c. turning d. evading Natasha Thomas-Francis teaches at Glenmuir High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
yl:English Literature
Theme for English B BERYL CLARKE Contributor
OEMS ARE such effective literary tools. Look at what happens in the one we are about to enjoy together! The speaker shares a story in which he is expected to write an essay. This leads to brief explorations of history and philosophy as he thinks about the task of writing about himself. I wonder what I would include if I had to write a one-page essay about myself? Certainly, there would have to be something or some things that I find important to me; bits of my past, present and even of my future; my likes and dislikes and those things that I find interesting. How about you?
P
As you can see below, the poem for our discussion is Theme for English B. Several years ago, the title of this subject was English B and not literatures in English. This makes me wonder at the reason for the poet’s choice of title. Now, begin your reading.
THEME FOR ENGLISH B The instructor said, Go home and write a page tonight. And let that page come out of you—Then, it will be true. I wonder if it’s that simple? I am twenty-two, coloured, born in Winston-Salem. I went to school there, then Durham, then here to this college on the hill above Harlem. I am the only coloured student in my class. The steps from the hill lead down into Harlem through a park, then I cross St Nicholas, Eighth Avenue, Seventh, and I come to the Y, the Harlem Branch Y, where I take the elevator up to my room, sit down and write this page: It’s not easy to know what is true for you or me at twenty-two, my age. But I guess I’m what I feel and see and hear, Harlem, I hear you: hear you, hear me—-we two—you, me, talk on this page. (I hear New York too.) Me—-who? Well, I like to eat, sleep, drink, and be in love. I like to work, read, learn, and understand life. I like a pipe for a Christmas present, or records—-Bessie, bop, or Bach. I guess being coloured doesn’t make me NOT like the same things other folks like who are other races. So will my page be coloured that I write? Being me, it will not be white.
But it will be a part of you, instructor. You are white—yet a part of me, as I am a part of you. That’s American. Sometimes perhaps you don’t want to be a part of me. Nor do I often want to be a part of you. But we are, that’s true! As I learn from you, I guess you learn from me—although you’re older—-and white—and somewhat more free. This is my page for English B. Langston Hughes Please read again and again if necessary. There is nothing wrong in reading it as many times as it takes for you to get an understanding of the information. Remember that you can use your dictionary, do some research and even talk it over with the members of your study group or anyone you wish. Now I have a few questions for you. 1. Who is the poet? (I don’t mean his name) 2. Where is the poem set? How do you know this? 3. What do you think the instructor means when he tells his students to ‘let the page come out of you’? 4. You have studied another poem on the syllabus that deals with a black boy who finds himself in a class where all the other students are white. Do you think that the student in this class would face similar experiences? Explain your answer. 5. What reason does the speaker have for making a reference to and then repeating his age? Explain the following: ‘Harlem, I hear you: Hear you, hear me - we too - you, me, talk on this page. I guess being coloured doesn’t make me not like The same things other folks like me who are other races.’ So will my page be coloured that I write ... American ... and somewhat more free.’ I want you to take the time to familiarise yourself thoroughly with Theme for English B. You will be glad. Have a great week and continue to have a great 2012. God bless! Beryl Clarke is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com
YOUTHLINK MAGAZINE |
JANUARY 24-30, 2012
21
yl:Social Studies MAUREEN CAMPBELL Contributor
CONSTITUTION is a set of fundamental principles or established precedents according to which a state or other organisation is governed. In Jamaica, these are written rules or the regulations which sets out the citizen’s rights and responsibilities as well as the government’s powers and duties. OR Written or unwritten laws, that establishes the character of a government by defining the basic principles to which a society must conform; describing the organisation of the government and regulation, distribution, and limitations on the functions of different government departments; and prescribing the extent and manner of the exercise of its sovereign powers.
A
The relationship between citizens & government
In a democracy, every citizen has certain basic rights that the state cannot take away from them.
DEMOCRACY
Democracy consists of four basic elements: 1. It has a political system for choosing and replacing the government through free and fair elections. 2. People are encouraged to actively participate in politics and civic life. 3. It emphasizes the protection of the human rights of all citizens. 4. There is most of all a rule of law, in which the laws and procedures apply equally to all citizens. 22
Citizens are free to choose which party to support and they are not intimidated. Individuals must always strive to be peaceful, respectful of the law, and tolerant of the different views of other groups and individuals.
THE RIGHTS OF CITIZENS IN A DEMOCRACY
The basic functions of a constitution, therefore, includes: It is used to generate a degree of trust and coordination that is necessary for different kind of people to live together in the same society, therefore prevent in as much as possible conflict. This is so as individuals are knowledgeable about the rules and regulations governing the society.; It specifies how the government will be constituted, who will have the powers to take which decisions; It lays down limits on the powers of the government and tells us the rights, duties and responsibilities of citizens. It should express the aspirations of the people about creating a good society.
This is usually defined as government by the people. It constitutes a form of government in which the supreme power is vested in the people and exercised directly by them or by their elected ministers using a free and fair electoral system.
Citizens should always participate in the activities of the country. Citizens should be aware of issues and be able to express their own opinions and interests. Voting/exercising your franchise is an important civic duty of all citizens. Each voter must make his or her own decision on whom to vote for. As a citizen, you may become involved in election campaign for a political party or a candidate, become a candidate for political office, debating public issues, attending meetings, petitioning the government, and protesting if necessary.
/
WINSTON SILL FREELANCE PHOTOGRAPHER
LIME launches exclusive iPhone 4S experience, held at LIME Store, Half-Way-Tree Road on Friday, January 13. Here are LIME hostesses (from left) Yanique White, Shanique James, Karis Passley, and Ashley Cousins.
Jamaica is a democratic country: Can you identify the following in our country? In a democracy, the people chose their leaders and hold their leaders accountable for their policies and their conduct while in office. The people decide who represents them in parliament, and who will be the head of the government at the national and also local levels. This is done by the citizens choosing between competing parties in a free and fair election. People are seen as sovereign – they are free to
criticise their elected leaders and representatives. Elections have to occur at regular intervals, as prescribed by the constitution. In Jamaica, this is five or less years as election was constitutionally due in September 2012, but was called December 29, 2011. Those in power can only extend their term in office by the consent of the people in an election/a referendum. The Electoral Office of Jamaica is responsible for elections, and must
ensure that it is free and fair; they have to be neutral. It has to be a very strong professional body that treats all political parties and candidates equally. All parties and candidates must be able to exercise the right to campaign freely, to present their proposals to the voters directly and if needs be through the mass media. Voters must be able to vote in secret, they must be free of all types of intimidation and violence.
THE ROLE OF THE CITIZEN IN A DEMOCRACY
YOUTHLINK MAGAZINE | JANUARY 24-30, 2012
These rights are guaranteed under the constitution and include: a. Freedom of movement. b. Freedom of the press. c. Freedom of conscience and religious belief and observance. d. Freedom of association and assembly. e. Freedom of thought and expression f. The right to have access to a school of his/her own choice for the education of children. g. The right to join political parties and to express political views. h. The right of the individual to equality of treatment for any public authority in the exercise of any functions. i. The right of the individual to respect for his private and family life. j. The right of the individual to equality before the law and the protection of the law. k. The right of the individual to life, liberty, security and the right to property and not to be deprived illegally of such property.
ACTIVITIES 1. State five duties of a citizen of a country and explain why we must perform these duties. 2. Suggest five factors that makes an individual an “Ideal Citizen” and explain your answer.
SOURCES Rampersad Ramsawak and RalphR. Umraw, Modules in Social Studies, Caribbean Educational Publishers, 4th Edition 2005. Maureen Campbell teacheas at St Hugh’s High School. Send questions and comments to kerry-ann.hepburn@gleanerjm.com