Cambridge Assessment International Education catalogue 2023 USD

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www.hoddereducation.com/cambridge HODDER EDUCATION 2023 PRINT & DIGITAL RESOURCES CAMBRIDGE ASSESSMENT INTERNATIONAL EDUCATION

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Thanks to our 30 year partnership, we have been able to get to the heart of how best to support teachers and learners to maximise their potential. From research projects to visiting Cambridge schools worldwide, our priority has been to publish the best resources for the international classroom. Throughout this time our resources have benefited from a rigorous quality-assurance process to ensure they are internationally appropriate for Cambridge schools and our range caters for almost all subjects and levels along the Cambridge Pathway.

CAMBRIDGE PRIMARY 11 to 14 years*

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Cambridge IGCSE™

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

Cambridge Assessment International Education

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An official Cambridge Assessment International Education endorsement partner
• English • Mathematics • Science • Computing See
5 to 11 years*
pages 6-14
• English • Mathematics • Science • Computing See
pages 14-20
See pages 21-42
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See pages 43-53 CAMBRIDGE ADVANCED

Education ready. University ready. Work ready. Ready for the world.

Cambridge Pathway inspires students to love learning, helping them discover new abilities and a wider world.

To learn more, visit www.cambridgeinternational.org/readywithpathway

IGCSE™ and O Level Computer Science 23

IGCSE™ Information and Communication Technology 24

IGCSE™ Core and Extended Mathematics NEW 27

IGCSE™ and O Level Additional Mathematics NEW 28

IGCSE™ International Mathematics NEW 29

IGCSE™ Biology 30

IGCSE™ Chemistry 30

IGCSE™ Physics 30

IGCSE™ and O Level Business Studies 32

IGCSE™ and O Level Economics 33

IGCSE™ and O Level Accounting 34

IGCSE™ and O Level History NEW 35

IGCSE™ and O Level Geography 36

IGCSE™ and O Level Literature in English 37

IGCSE™ First Language Spanish 38

IGCSE™ First Language English 39

IGCSE™ English as a Second Language 40

IGCSE™ French 41

IGCSE™ Spanish 41

IGCSE™ German 41

IGCSE™ Italian 41

IGCSE™ Mandarin 41

Mathematics and Further Mathematics 43 Biology 44 Chemistry 44 Physics NEW 44 Business NEW 45 Economics 46 Accounting 47 Computer Science 48 Information Technology NEW 49 History 50 Geography 51 Psychology 52 Thinking Skills 53 Law 53 Professional Development Workshops 55

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English Foundation stage 6 Mathematics Foundation stage 7 Science Foundation stage 7 English 8 World English 9 Mathematics 10 Science 11 Computing NEW 12 Ready to Go Lessons NEW 13 Revise for Cambridge Primary Checkpoint 13 Global Perspectives for Primary 14 Global Perspectives for Lower Secondary 14 Checkpoint English 15 Checkpoint World English 16 Checkpoint Mathematics 17 Checkpoint Science 18 Lower Secondary Computing NEW 19
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O Level English Language 21 O Level Mathematics NEW 21 O Level Biology 22 O Level Chemistry 22
Level Physics 22 O Level Commerce 22
CAMBRIDGE PRIMARY CAMBRIDGE PRIMARY 6 CAMBRIDGE LOWER SECONDARY 14 CAMBRIDGE UPPER SECONDARY 21 CAMBRIDGE ADVANCED AS & A LEVEL 43 CONTENTS
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Activity Book A 9781510457249 Activity Book B 9781510457256 Activity Book C 9781510457263

10 Outside play Outside play What can you do with a sack today? Talk about the big photo. Point to the sack. What are the children doing? How do you think the children feel? Do you think it is easy to jump along in a sack? I can win in my sack! 457287_HCPE_READING_BOOK_A_NON_FICTION.indd 10 2018/11/14 19:25 16 Draw what you would put in each. Colour the pots red. Colour the buckets blue. Colour the sacks green. Colour the boxes yellow. 457287_HCPE_READING_BOOK_A_NON_FICTION.indd 16 2018/11/14 19:26 hoddereducation.com/cambridge-foundation CAMBRIDGE PRIMARY 6 Download order form at hoddereducation.com/international-catalogues international.catalogue@hoddereducation.com +44 (0)203 1227399

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Science Foundation Stage

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32 Unit 2: Non-fiction: recount texts Newspaper reports Do you remember? Apostrophes for omission show you where a letter is missing. For example: • I am becomes I’m • We do not becomes We don’t She will not becomes She won’t • They would becomes They’d Apostrophes are also used to show that something belongs to someone or something. This is called apostrophe for possession For example: Bella’s new bike was shiny blue. • The cat’s claws were sharp. • James’ bike and the twins’ bikes are green. Learn News reports can be found in newspapers and online. After an introduction, which gives a summary of the news, they recount events in chronological order. News reports usually include: 1 headline sub-headings photographs introduction – briefly tells you the most important news, usually tells you what has happened, when and where it happened 5 columns captions direct speech – quotations about the event from people who were there, or who have an opinion about what happened. THE DAILY NEWS MAN RESCUED FROM CLIFFTOP! Amazing rescue operation saves man’s life Yesterday, 21-year-old Victor Ansart was winched to safety by helicoper after being trapped on crumbling clifftop. Ansart, an experienced climber, became trapped on the coastal cliff at Porthampton. As he neared the top of the cliffs, a landslide caused the cliff to crumble away and he was left stranded. After two hours, a helicopter arrived from Southlea Coastal Rescue Station. A Coastguard was winched down from the chopper to attach Ansart and take him back up to safety. SCRS save the day 1 3 4 33 Unit 2: Non-fiction: recount texts 1 Read this newspaper report from 1969 about the first person to step onto the moon. Get started! At 3.56 this morning, Neil Armstrong stepped from the lunar module and set foot on the moon. It was the dream which humans have shared since the beginning of recorded history coming true. Aldrin followed his commander down the steps of the ladder 19 minutes later. Hours earlier the lunar module, Eagle, had made a perfect landing at 9.17 p.m. The spacecraft had to be steered to clear crater about the size of a football field that was covered in large rocks. It was a moment of extraordinary tension and silence even though the voices of the astronauts and the mission controller back on Earth were calm. Armstrong’s first words on the moon were: ‘That’s one small step for man. One giant leap for mankind.’ The first television view millions on Earth saw was Armstrong’s foot descending slowly. Then there was his full figure. MEN ARE ON THE MOON Neil Armstrong 2 Write the answers to these questions. a What happened? b When did it happen? c Where did it happen? 3 With a partner, find these features in the news report: headline • photograph caption • direct speech introduction • column. 4 What does the newspaper report include that the letter or diary entry do not? Glossary lunar module: the spacecraft that landed on the moon commander: the person in charge crater: a hole on the surface of the moon tension: excitement and fear mission controller: the person on earth who was in charge of the moon landing hoddereducation.com/cp-english This series has been endorsed by Cambridge International to support the curriculum framework 0058 from 2020. Scan me... 8 Download order form at hoddereducation.com/international-catalogues international.catalogue@hoddereducation.com +44 (0)203 1227399
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Stimulate learners: Model texts and activities throughout are engaging for classrooms.
Clearly address the key objectives: Reading, writing, speaking, listening and use of English.
$22 For Learner’s Book ISBNs 1-6 see order form £13.50 for 1-year access For Boost eBook ISBNs 1-6 see order form Workbooks PRINT ENDORSED Build on what has taken place in the lesson: Challenge learners to develop their understanding further with ready-to-go write-in exercises. $10 For Workbook ISBNs 1-6 see order form Teacher’s Guides with Boost Subscription PRINT DIGITAL ENDORSED Guides include: • Course plans • Teacher’s notes • Presentations • Flashcards • Audio • Worksheets • Answers • Knowledge tests for stages 5 & 6 $196 excl. VAT For Teacher’s Guides ISBNs 1-6 see order form Cambridge Primary World English
Rena
38 Bugs big and small! Unit 3 Let’s talk Look at the picture. How many bugs do you know? Can you name them? Which bug is your favourite? Why? 9781510467903_HCP_English_SL_LB2.indb 38 11/30/20 9:12 PM Listening and speaking Listening and speaking Bug names Draw a bug and label its body parts. Practise 39 Practise Listen and point. Say each word in the Learn box. Then point to it on page 38. There are many different types of bugs. Learn a beetle a bee a spider a butterfly a ladybird Learn These are the names of the body parts of bugs. Let’s talk Learn this poem and the actions. Teach it to a friend or family member who is younger than you. Incy Wincy Spider Incy Wincy Spider Is climbing up the spout. Down comes the rain And washes the spider out. Out comes the sunshine And dries up all the rain. So, Incy Wincey Spider Climbs up the spout again. a centipede feelers teeth eyes head legs body wings 9781510467903_HCP_English_SL_LB2.indb 39 11/30/20 9:12 PM Scan me to access an exclusive webinar on our World English range This series has been endorsed by Cambridge International to support the curriculum framework 0057 from 2020. hoddereducation.com/cp-worldenglish 9 Keep up to date: get the latest news and free samples by signing up to our eUpdates: hoddereducation.com/eupdates
• Boost: All available as eBooks on the Boost platform.
Authors: Gill Budgell,
Basak and Rachel Kirsch
Primary Mathematics
Cambridge
14 Addition and subtraction 2 One more, one less Look at this tree. Say what you see. Explore Maths words more more than less than Learn There are 3 monkeys on this number line. 1 more monkey climbs on. There are now 4 monkeys. We say: 1 more than 3 is 4. There are 6 parrots on this number line. 1 parrot flies away. There are 5 parrots left. We say: 1 less than 6 is 5. 0 1 2 3 4 5 6 0 1 2 3 4 5 6 0 1 2 3 4 5 6 0 1 2 3 4 5 6 9781398300903_HCP_MATH_S1_LB.indb 14 2020/12/05 15:04 15 Unit 2 Addition and subtraction Practise 1 Look at the shapes on this number line. 0 1 2 3 4 5 6 7 8 9 10 a Which number is 1 less than the ? b Which number is 1 less than the ? c Which number is 1 more than the ? d Which shape is 1 less than 6? 2 Find the missing numbers to show 1 more or 1 less 5 6 1 more a 9 1 less b 8 1 more c 3 1 less d 1 1 less e 4 1 more Try this David thinks of a number but says the number that is 1 less. Maris thinks of a number but says the number that is 1 more. Both David and Maris say the same number. What number are they both thinking of? Tell a partner how you know. Maths word less 9781398300903_HCP_MATH_S1_LB.indb 15 15:04 CAMBRIDGE PRIMARY Learner’s Books PRINT DIGITAL ENDORSED Master the essential mathematical concepts of each unit, with specifically signposted tasks and activities rooted in the mastery approach. • Get learners thinking mathematically: Engaging activities are designed to focus on key skills and principles. • Embed knowledge: Enable students to make connections between different areas of mathematics across all areas of learning.
vocabulary: Probing questions throughout are designed to encourage learners to use accurate language to describe
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Authors: Catherine Casey, Josh Lury, Mike Askew, Paul Broadbent and Steph King
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ENDORSED Master the essential scientific concepts of each unit, with specifically signposted tasks, activities and investigations rooted in the mastery approach.

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Lievesley, Hellen Ward, Andrea Mapplebeck, Rosemary Feasey and Judith Amery This book will help you learn about Science in different ways 4 How to use this book Talk about what you remember or know about a topic. Talk about your ideas. Learn about interesting facts and information. Learn new ideas about Science. Do activities to learn more. Work like a scientist. Talk about what each part of your model represents. Are there any parts in real arm that are not your model? Explain why. Let’s talk Look carefully at the overall shape of skeleton. What is balanced on the top? b What do you notice about the shape of the skeleton from the feet to the head? How this shape like the Eiffel Tower? 2 The Tower very tall tower with metal skeleton. You use more than 200 muscles when you walk! That lot of work for your muscles! Did you know? A savanna is tropical grassland. The weather is warm all year, with a dry season and wet season. The largest savanna is in Africa. Below are few of the plants and animals that live in the African savanna and what they feed on. Think like a scientist! lion eats giraffes and impalas impala eats grass baboon eats grasshoppers grass leopard eats impalas and baboons grasshopper eats grass giraffe eats acacia leaves acacia tree The Earth is our home planet travelling through space Space begins where the Earth’s atmosphere ends. Not even scientists know where space ends! You will now learn more about the planets and the star closest to us, the Sun. The Earth with other planets and the Sun make up the Solar System What do you remember about the Earth and space? Mercury Sun Jupiter Saturn Uranus Neptune 9781398301696_HCP_Science_LB4.indb 2020/10/27 16:52 5 How to use this book Learn how we all use Science every day in our lives. Model icon Shows you are making a model of something in the real world. Star icon Shows you need to think and work like a scientist. Link icon Shows you are learning things that link to another subject. Progression icon Shows you are building on things you learnt in other stages. Understand new words. The Scientific dictionary at the back of the book can also help you. Try something new. Always work safely. Find out how much you have learnt and what you can do. Check that the place where you exercise is clear and safe. Remember to breathe when you exercise! Work safely! Scientific words repeat reliable evidence Challenge yourself! Find out what a prosthetic arm is. How would someone making one use the science of skeletons and muscles? You have learnt about Earth in space. You can: ✔ name the planets in our Solar System. ✔ describe what in space, including the planets. ✔ recognise where the Sun is in our Solar System. ✔ use models to demonstrate and describe how we have day and night. ✔ explain what you have found out from your modelling activities. What can you do? 99 Unit Light Reflective animals Scientists make observations. Sometimes it is what they do not observe that helps them. For example, look at the lemur’s eyes in the picture. They appear to glow or to shine light. But, the lemur’s eyes are reflecting the light that shines on them. They do not give out light. Eyes are not light source. A road worker called Percy Shaw was driving home on a foggy night in 1934. He could not see much, even with his car headlights on. He had travelled the road many times before. Normally there were shiny tram lines in the road. They reflected the light from his car headlights. On this night they were missing. He then noticed two eyes appearing to shine from the side of the road. A cat was facing his car. He used this observation to invent ‘cat’s eye' reflectors to use on roads. They are now used all over the world to make drivers safer. Shaw's invention has changed as scientists have invented new materials. We now use small light source powered by the Sun and a reflector. These small reflectors can be seen from further away and make driving even safer. Science context Draw cartoon strip to illustrate the story of Percy Shaw's drive home. Find out more about the different types and colours of cat’s eyes used on roads. What is used to mark the roads in the area where you live? Challenge yourself! Can you see cat's eye reflectors on your journeys with your family? Share what you notice with your family and friends. Which image do you think shows the original cat’s eyes? Why? 9781398301696_HCP_Science_LB4.indb 5 2020/10/27 16:52 Scan me to access an exclusive training webinar on our Science range 11 Keep up to date: get the latest news and free samples by signing up to our eUpdates: hoddereducation.com/eupdates
Science Authors: Deborah Herridge, Tara

Cambridge Primary Computing

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Help learners develop essential computing skills with an approach that uses real-life examples.

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Authors: Roland Birbal, Carissa Gookool, Michelle Koon Koon, Nazreen Mohammed and Michele Taylor CAMBRIDGE PRIMARY
Activities • Worksheets • ESL support
Answers
24 Unit 2: Be data controller
the difference? Learn Data can be in the form of numbers, letters, symbols, images and sounds. For example, if you collect the height of everyone in your class, you have collected data. Data on its own has no meaning or context. It is unorganised. This raw data needs to be processed to produce information When a computer performs a task using data, such as a sort or calculation, you get information. For example, if the heights of students in a class are processed by a computer, we can get information such as: • the tallest student in class • the shortest student in class • the average height of the students in the class. Information is useful because it is organised and has some context and meaning. Some other examples of data and information are: Data Information Cost of items The most expensive item Marks of students The student who scored the lowest mark in the test Daily temperature The coldest day in
month
January
first image below shows raw data. We do not know what the numbers mean.
second image shows the average monthly temperature in London. Now we know what the numbers mean. This is an example of information. Keywords raw data: not processed information: processed data 25 Unit 2: Be a data controller Practise 1 State which of the following is data and which is information. a The weight of each student in class. b The average rainfall for the
July. c The flavour of ice-cream each person chose
the ice-cream parlour. d The least favourite flavour ice-cream. e The most popular sport at school. Choose the correct answer in each case: 2 Raw data is a processed b unprocessed c organised 3 Information is data. a processed b unprocessed c raw 4 Data is a meaningful b meaningless 5 Information is a useless b useful 6 Data is a organised letters and numbers b unorganised letters and numbers 7 Information is a organised letters and numbers b unorganised letters and numbers Sample pages taken from Cambridge Primary Computing Learner’s Book 4. We are working with Cambridge International to gain endorsement for this forthcoming series. NEW hoddereducation.com/cp-computing 12 Download order form at hoddereducation.com/international-catalogues international.catalogue@hoddereducation.com +44 (0)203 1227399
Data vs Information What is
the
of
The
The
month of
at

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English: Leila Copping, Rosie Anderson, Emily Budinger and Maddy Barnes

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Cambridge Global Perspectives

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Develop your students’ ability to think critically about issues on a local, national and global level with a selection of 34 bundles of resources, each linked to a Challenge, plus a bundle of resources to support the Team Project.

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NEW 73 5 It’s tradition! It’s tradition! Writing ★ A folk tale ★ Using direct speech in your writing Key skills ★ Revise hyphens and ompound sentences ★ Rhythm LET’S TALK ■ Which folk tales do you know? ■ how are folk tales passed down through generations? What features made them easy to pass down this way? ■ how do folk tales differ from short stories or novels? ■ What makes a good storyteller? Reading ★ folk tales ★ Ballads Speaking and listening ★ Listening to a folk tale ★ Retelling traditional tales ★ Listening to a ballad ★ Delivering a presentation on an interesting person 300163_Cam CP Lower Secondary English L7.indb 73 28/05/2021 15:29 74 5 T S TRADITION Reading Folk tales Work in a group. Tell your group your favourite (or least favourite) folk ale. Briefly say what the folk tale is about and why you like it or don’t like it. 2 Skim-read the following extract and discuss what it is about. Activity 5.1 KEY WORDS folk tales stories that are handed down from generation to generation, usually in spoken form genre a particular type of literature or other art form, e.g. novel, poetry, science fiction oral storytelling a story in spoken form onomatopoeia when the sound of a word echoes its meaning, e.g. boom Extract: Traditional folk tales How old are folk tales? Folk tales are one of the earliest genres of story-telling. Many of them were originally made up centuries ago before writing and printing were in common use. The stories were handed down from generation to generation, usually in spoken form. Over the years, the different tellers of the original stories added their own details and adapted the stories to their particular listeners. Eventually, many of these traditional stories were collected into books by folklorists (people who study the traditions and culture of the past) and preserved for future readers. In some parts of the world, the tradition of oral storytelling continues today. Some stories are long forgotten but many stories have survived. Nature Many folk tales use nature to tell a story, for example, about the relationship between humans and nature, or people’s negative or positive behaviour towards nature, or to try to explain natural phenomena (like why the moon is in the sky or why leopard has spots). Morals and lessons Many of the original folk tales contain a moral or lesson and many of these early stories form the basis of the plots of more sophisticated stories and novels nowadays. Folklorists have found that many of the basic plots are common to more than one culture and can be found in the tales of countries from different continents. They use characters that the audience can easily relate to, who are either good or bad. Very often the characters are animals. They usually end with good triumphing over evil.
tradition A story that is told orally is spoken out loud. Stories that are part of the oral tradition usually contain quite a lot of repeated details and vocabulary. This is deliberate attempt on the storyteller’s part to make sure that the listeners can remember what has happened as they do not have printed copies of the story in which they can turn back few pages to check details. These stories often use dialogue (direct speech) as well as literary devices such as onomatopoeia similes and metaphors to keep the attention of listeners. 300163_Cam CP Lower Secondary English L7.indb 74 28/05/2021 15:29
Oral
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Passive voice

Do you remember?

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

name you Paul, after your grandfather.

l What is the difference?

Are they both in the same tense? If not, what tense are they? Present or past?

l Are the verbs formed in the same way? Does the auxiliary ‘was’ make a difference? Which sentence is in the passive voice? We can use the active voice or the passive voice to describe present actions. For example:

Active voice Passive voice They name him after his father.He is named after his father. They book the students into a new school. The students are booked into new school.

1 Work in pairs. Complete this sentence about how we form the passive: To orm the passive voice, we use a form of the verb ‘to with the participle.

2 Use the verb in each sentence in the present passive voice and say the sentence aloud.

a (name) after my mother.

b He call) ‘the thinker’ by his friends.

c The students (call) to a meeting. d They (sign up) at the football club. e The concert (enjoy) by all our parents and friends. The meal (share) between the friends.

Cambridge Checkpoint World English
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The word population in data collection does not mean everybody in the country. Depending on the context, the whole population could mean all the children of a particular age group, or just all the children in a particular class.

Data collection and sampling methods

Sampling methods

these methods and decide whether they are representative. You will need the resource sheet containing details for 30 students from your teacher.

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19 l Select, trial and justify data collection and sampling methods to investigate predictions for a set of related statistical questions, considering what data to collect (categorical, discrete and continuous data). l Understand the advantages and disadvantages of different sampling methods.
Stage 7, you studied the different types of data which could be collected. These included quantitative data which itself can be divided into discrete data and continuous data Quantitative Discrete dataContinuous data Another type of data considered was categorical data LET’S TALK Can you name at least two examples of data for each of the three types mentioned? Collecting accurate data is an important area of mathematics and is used a lot in the modern world. Data for medical research can tell doctors how effective a cancer treatment is. Data for the masses of children at different stages of growth can identify children who might be under- or overweight. Data for CO emissions can help scientists model the effects of climate change in the future. When data are collected, it is unlikely that a whole population will be included. Usually a sample
the population is used. The important thing is that the sample should be representative of the
population. A representative sample should give similar results to
whole population.
do this several
types of sampling have been developed.
you will trial some of
In
of
whole
the
To
different
In this section,
3
Remember, categorical data are data which can be put into groups or categories.
Remember, quantitative data are data that can be measured. Discrete data takes specific values, while continuous data can take any value, usually within range. KEY INFORMATION
9781398301993.indb 19 27/05/21 7:53 PM 20 SECTION 1 They include the following data as shown in the example: l First name l Gender l Hair colour l Eye colour l Height The 30 students have been arranged randomly on the sheet. In order to investigate different sampling methods, we will compare their results to that of the whole population of 30 students. Isabel Gender: Girl Hair: Brown Eyes: Blue Height: 152 cm LET’S TALK Although the students are randomly placed, hair colour and eye colours do not appear to be random. Discuss why this might be the case. 1 For the whole population of 30 students, copy and complete the following frequency tables. a b Calculate the mean height of the girls and boys. The data types mentioned are either discrete, continuous or categorical. Which type of data is: a gender b hair colour eye colour d height? Justify your answer. 1 Hair colour Girls Boys Total Black Brown Blonde Ginger Total Eye colour Brown Blue Green Total Hair colour Black Brown Blonde Ginger Total 3 Exercise 3.1 9781398301993.indb 20 27/05/21 7:53 PM Student’s Books PRINT DIGITAL ENDORSED Help students engage with and fully understand topics they are studying with an emphasis on mathematical thinking and working throughout. • Increase subject knowledge: Provide activities and develop mathematical skills in classrooms with mixed English abilities. $30 Student’s Book 7 9781398301948 Student’s Book 8 9781398301993 Student’s Book 9 9781398302044 Boost eBooks are $20 for 1-year access, for ISBNs see order form Workbooks PRINT ENDORSED Write in Workbooks full of activities corresponding with the Student's Books. $12.50 Workbook 7 9781398301269 Workbook 8 9781398301283 Workbook 9 9781398301306 Teacher’s Guides with Boost Subscription PRINT DIGITAL ENDORSED Guides include: • Teacher’s notes • Glossaries • Activities • Worksheets • Audio • Flashcards • Knowledge tests • Answers $196 excl. VAT
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This process of rocky pieces coming together and sticking by the force of gravity continues, and, in time, a planet is formed. The force of gravity between the planet and the gases around it bring the gases closer to the planet, and they form an atmosphere over its surface.

Modelling planet formation

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

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

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

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

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

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

The formation of the solar system

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

The force of gravity between the dust particles in the disc brought them together and, when they touched, they stuck together and formed rocky particles. In time, the force of gravity between the dust and rocky particles in the cloud produced the first four planets that move around the Sun. Other dust and rocky particles produced the centres of the next four planets, known as the gas giants. Gravity acts between any two objects in the universe and is related to the masses of the two objects. This means that the smaller planets orbit the much more massive Sun and this is why smaller objects, such as the moon, orbit the Earth. Therefore, it is this

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In this chapter you will learn: ● how planets are formed from dust and gas, pulled together by gravity ● that gravity is the force that holds components of the solar system in orbit around the Sun ● that tidal forces on earth are a result of the gravitational attraction between he Earth, Moon and Sun ● how solar and lunar eclipses happen. ● Name the planets of the solar system. ● What else is in the solar system besides the planets? ● Describe how the Earth moves through the solar system. Do you remember? Gravity and planet formation There is a force of attraction between any two objects in the universe, called gravity. The objects may be small, such as an ant and a pebble, or they may be very large, such as a star and a planet. When a star forms, a cloud of gas and dust also forms around it. The objects in the gas and dust clouds are very, very small, but the force of gravity exists between them and, in time, pulls them together. Dust particles are pulled together by gravity and, when they touch, they stick together to form larger rocky particles. These rocky particles are pulled together by gravity and form larger pieces of rock. These large pieces are pulled together by gravity to make even larger pieces.  Figure 15.1 The early stages of the formation of the solar system. 15 9781398300187_Ch15.indd 168 16/04/2021 22:47 169
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that keeps the
of the
in orbit around
Sun. However, this fact was not
for a long
Author: Peter Riley

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Testing conditions: Developing games Unit 8.4

Get started!

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

Discuss the following with a partner:

l What sort of decisions did you make in the last game you played?

l Did you notice that the game progresses differently, depending on which choices you made?

l Have you every played a game that contained bugs?

Computer programs need to be able to check user choices and other conditions. They also need to be tested to make sure that the program runs correctly for everyone.

In this unit, you will use Python to develop and test computer games that run different sections of code, depending on the user’s input.

Learning outcomes

In this unit, you will learn to:

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

Warm up

In pairs, think about your journey to school this morning. What conditions did you or your parents have to check before leaving home? For example:

l Have you eaten any food? l Have you brushed your teeth?

l Is your schoolbag packed? l Are the doors locked? Make a list of all the conditions you can both think of.

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

SCENARIO

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

The child will play the main character in the game. They need to find the Chocolate Room in a sweet shop. They will meet a robot and the sweet-shop owner on their journey.

When they find and enter the Chocolate Room, there will be two questions. If the child answers the questions correctly, they will be given three letters from a four-letter password. They then have to guess the password, after being given a clue. If they guess the password correctly, they open a digital treasure chest and win the game.

Your challenge is to examine existing program code and find out what it does, correct errors in the code and complete the game.

You need to use the different sample code provided by your teacher.

You will add new code, edit code and test any changes made to the code to make sure that it works correctly.

KNOW?

DID YOU

The first adventure games for computers were text adventure games. This was because the computers were not powerful enough to display good graphics. A famous example is the game Zork, which you can still play online today. Search for one of the early Zork games online to find out the quality of the graphics computers of that time could display.

Do you remember?

Before starting this unit, you should be able to: create an algorithm using flowchart symbols understand the logic of AND, OR and NOT understand the difference between integer, real and string data types know how to develop programs in Python with inputs and outputs use variables in Python use arithmetic operators in Python to debug a program.

KEYWORDS

text adventure game: a game in which the player types in commands to control the main character program code: the Python code created in the IDLE arithmetic operators: +, – , *, / and other symbols that can be used for arithmetic

Differentiation

Comp_L_Sec_Sample.indd 5 8/12/21 2:07 PM

Homework

4
Comp_L_Sec_Sample.indd 4
8/12/21 2:07 PM 5
Unit 8.4 Testing conditions: Developing games
44 CAMBRIDGE LOWER SECONDARY COMPUTING 7 TEACHER’S GUIDE Answers 1 For example: Start INPUT name INPUT colour INPUT days INPUT seconds INPUT hobby INPUT year OUTPUT “Welcome to
random questions game.” OUTPUT “Hello”, name, “it has been nice to meet you, thank you for telling me your favourite colour is”, colour,” and your favourite hobby is”, hobby OUTPUT “The star number that has been generated based on your answers was”, star Stop star = days + seconds + year 2
the
See 7.1.7 ChallengeYourself(Teacher).py for a possible solution.
Review l Provide 7.1.7 Worksheet 20 Ask students identify the output based on the values given using the flowchart. The flowchart has sub-routines and can be used to check understanding of flowcharts with sub-routines. l For answers, refer to 7.1.7 Worksheet 20 Answers
369337_U7.1_CLS_Computing7 TG_010-051.indd Page 44 25/08/22 6:13 PM user /102/HO02593/work/indd 45 7.1 Block it out: Moving from blocks to text
l Provide 7.1.7 Worksheet 21 electronically, if possible. Students are asked to create a flowchart for the scenario given using sub-routines. l See 7.1.7 Worksheet 21 Answers for a solution.
Go further Stretch: Some students may be able to add options to their
e.g. area of a square, perimeter of a rectangle, etc. to add further complexity to the flowchart solution, e.g. an extension of the flowchart could be as follows: OUTPUT “Enter a valid number” Stop Yes No No operation = 5? area OUTPUT “The area is” + area total = number1 * number1 area Support: Ask these students to focus just on creating the sub-routines for multiplication and division, e.g. Start INPUT number1 number2 operation OUTPUT “Enter a valid number” Stop No operation = 1? No operation = 2? Yes divide Yes multiply OUTPUT “The numbers multiplied are” + total total = number1 * number2 multiply OUTPUT “The numbers divided are” + total total = number1 number2 divide Differentiation 369337_U7.1_CLS_Computing7 TG_010-051.indd Page 45 25/08/22 6:13 PM user /102/HO02593/work/indd Pages taken from Cambridge Lower Secondary Computing Student’s Book 8 Pages taken from Cambridge Lower Secondary Computing Teacher's Guide 7 Expert author guidance on the learning models and approach to delivering the curriculum framework. hoddereducation.com/xxxxxxxxxx CAMBRIDGE LOWER SECONDARY cambridge-lowersec-computing Develop computational thinking throughout the activities. Interactive flashcards 20 Download order form at hoddereducation.com/international-catalogues international.catalogue@hoddereducation.com +44 (0)203 1227399
flowchart,

1 LEARNING LINK

from the study by Hassett et al kindly contributed by Professor Kim Wallen, who supervised the study and took the original photographs

TEST YOURSELF

AIMS

To test if sex differences in children’s toy preferences result from biological factors –for example, from prenatal hormone exposure rather than through socialisation. To investigate male and female rhesus monkeys have similar toy preferences to human infants, despite no socialisation experience with human toys.

RESEARCH METHODOLOGY

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

Design and variables

The design was independent measures as two groups of monkeys were compared: males and females. Sex is naturally occurring independent variable, determined by the appearance of the external sex organs. The dependent variable was whether the monkeys interacted more with the plush toys or the wheeled toys. Seven trials were completed, each

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20 1  t he  bI olog IC al a PP roa C h
were investigating the nature versus nurture debate
sex differences
play and toy preferences are influenced more by socialisation or hormones. Make
research that inspired them including
of congenital
previous
When you study the learning approach, which is about how environmental experiences affect our behaviour, you will learn about a famous study by Albert Bandura and colleagues where young children observed an adult playing aggressively with a toy (page 90). The researchers then covertly observed the children as they played with a similar style of toy. They found that the boys were more likely to imitate the physical aggression they had observed than the girls. This suggests that the observed aggression may have been seen as more socially acceptable by the male than the female children. The study by Hassett et al. also seems to indicate that boys are more likely to show ‘sex-typed’ behaviour than girls that is, boys are more likely to show stereotypically masculine behaviours even when they do not know they are being observed, whereas girls are less consistent with regard to sex-typed feminine behaviour, both privately and in public. STUDY TIP Hassett et al
in terms of whether
in
sure you understand some of the
studies
adrenal hyperplasia (CAH) and/or any of the
research with monkeys (e.g. Alexander and Hines, 2002).
Describe
psychology that is being investigated in the study by Hassett et al. [4] 2 Outline what is meant by male and female stereotypical toy preferences with reference to examples from this study. [3] 3 Explain one way in which hormones affect play. You must refer to research evidence in your answer. [3] 4 When researching the role of hormones, psychologists sometimes use case studies. Explain one advantage of case studies as way of investigating the effect of hormones on behaviour. [2] 5 Ashley is investigating gender differences in children’s play. He decides to conduct naturalistic observation. Suggest one way Ashley could ensure that his observations are reliable. [2] 6 For her dependent variable, Bethan asks group of parents to rate the likelihood that they would give various toys as gifts to fictional male child. The scale is numbered 0–5, where 0 is very unlikely and 5 is very likely. State one weakness of the way Bethan has operationalised her dependent variable. [1] b State an appropriate measure of central tendency for analysing the data. [2] 1.2.2 Describing Hassett et al. (monkey toy preferences) Think! Hassett et al. used behavioural checklist in their observation of the toy preferences of rhesus monkeys. Can you name three behaviours from the checklist? Think! In the culture where you live, are there different expectations for how female and male children should behave? Do you think people’s views are becoming more or less fixed regarding what is seen as appropriate for people of different genders? METHODOLOGY experiment observation behavioural checklist 9781398353008.indb 20 08/07/22 11:16 AM 21 1 Think! Imagine you are watching some of the video recordings made during Hassett et al. study. Can you think of any problems you might encounter when deciding how to code the monkey’s behaviour using the behavioural checklist? How could you overcome these problems?
at Figure 1.12 which shows one of the monkeys from the study by Hassett et al What sex do you think this monkey is? If your first thought was male, take another look at Hassett et al.’s findings; males and females were equally likely to interact with the wheeled toys, although the females did not play with them for as long as the males. This said, we have it on good authority from Professor Wallen that the monkey is actually male! ▲ Figure 1.12 One of the monkeys
1
the
Look
with a different pair of toys. When the monkeys interacted with the toys, their social rank and age were recorded. Social rank had already been determined by observing grooming behaviour; the monkey doing the grooming is always subordinate (has less social status) than the monkey being groomed. Sample The sample was a troop of 135 monkeys at the Yerkes National Primate Research Center Field Station. The troop included both infant (juvenile) and adult monkeys. Fourteen of the monkeys had previously participated in research on prenatal hormones so they were not included in the current study. Thirty-nine babies ≤ months) were not included as it was very hard to tell them apart, making it difficult to know which sex they were. Of the remaining monkeys (61 females and 21 males), 34 interacted with the toys on more than five occasions (23 females and 11 males) and were included in the analysis. 1.2 Hassett et al. (monkey toy preferences) 9781398353008.indb 21 08/07/22 11:16 AM NEW Pages taken from Cambridge O Level English Language CAMBRIDGE UPPER SECONDARY Cambridge O Level English Language Student’s Book Second edition PRINT DIGITAL ENDORSED
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States of matter 1

Solids, liquids and gases

1 StateS of matter

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

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

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

Liquids and gases, unlike solids, are compressible.

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

The main points of the theory are:

» All matter is composed of tiny, moving particles, invisible to your eye. Different substances have different types of particles (atoms, molecules or ions) of varying sizes.

» The particles move all the time. The higher the temperature, the faster they move on average.

» Heavier particles move more slowly than lighter ones at a given temperature.

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

Explaining the states of matter

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

It is possible to model such crystals by using spheres to represent the particles. For example, Figure 1.3a shows spheres built in regular way to represent the structure of a chrome alum crystal. The shape is very similar to that of a part of an actual chrome alum crystal (Figure 1.3b).

1.2 The kinetic particle theory of matter

The

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1 FOCUS POINTS ★ What is the structure of matter? ★ What are the three states of matter? ★ How does kinetic particle theory help us understand how matter behaves? In this first chapter you will look at the three states of matter: solids, liquids and gases. The structure of these states of matter and how the structures can be changed from one to another is key to understanding the states of matter. You will use the kinetic particle theory to help explain how matter behaves, so you can understand the difference in the properties of the three states of matter and how the properties are linked to the strength of bonds between the particles they contain. Why, for example, can you compress gases but cannot compress a solid? By the end of this chapter you should be able to answer this question, and use the ideas involved to help you to understand many everyday observations, such as why car windows mist up on a cold morning or why dew forms on grass at night. 1.1
Chemistry is about what matter is like and how it behaves, and our explanations and predictions of its behaviour. What is matter? This word is used to cover all the substances and materials from which the physical universe is composed. There are many millions of different substances known, and all of them can be categorised as solids, liquids or gases (Figure 1.1). These are what we call the three states of matter a Solid ▲ Figure 1.1 Water in three different states b Liquid c Gas
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Figure 1.2 Without expansion gaps between the rails, the track would bend when it expanded in hot weather
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Another method of sending packets is called circuit switching. Find out how this differs to packet switching, and then re-draw Figure 2.5 showing the route the packets take when using circuit switching.

The benefits of packet switching are: » there is no need to tie up a single communication line » it is possible to overcome failed, busy or faulty lines by simply re-routing packets » it is relatively easy to expand package usage » a high data transmission rate is possible.

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

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

Router Hop number: 10 9 6 5 Router Router Router 11 Router 15 Router 21 ▲ Figure 2.6 Hop numbers between routers

Advice Hopping is not included on the syllabus bu is included here fo completeness (to help understand how packets can ge lost).

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

2.1

Activity 2.1

1 Suppose a video conference is taking place between delegates in two different countries. Packet switching is being used to send video and sound data between the delegates: Delegate in India Delegate 1 in USA Video and sound sent between delegates using packet switching ▲ Figure 2.7

Describe: any potential problems with sound and video quality ii how these problems could be caused.

2 Explain how packet switching could be used to download a large web page from a website.

3 a The trailer in a packet will use one form of error checking. Explain what is meant by a cyclic redundancy check.

b The payload contains the following data: 11110000 10000011 00110011 00111111 11111110 11100011

Use this data to show how the receiving computer can verify that the received payload was error-free.

4 a Explain how it is possible for packets to be lost during their transmission across a network.

b Describe how it is possible for a system to deal with lost packets and prevent them from slowing down the transmission process.

c Explain why you think packet switching might improve data security.

2.1.2 Data transmission

Data transmission can be either over a short distance (for example, computer to printer) or over longer distances (for example, from one computer to another in a global network). Essentially, three factors need to be considered when transmitting data:

» the direction of data transmission (for example, can data transmit in one direction only, or in both directions)

» the method of transmission (for example, how many bits can be sent at the same time)

» how will data be synchronised (that is, how to make sure the received data is in the correct order).

These factors are usually considered by a communication protocol.

The systems life cycle

In this chapter you will learn about the:

analysis stage:

methods of analysing the current system

identifying the inputs, outputs and processing in the current system

hardware and software requirements for the new system

design stage:

file structures, input and output formats – use of data capture forms – screen and report layouts – validation routines ★ development and testing stage: – test strategies and test plans – use of test data (including live data) ★ implementation stage: – direct changeover – parallel running – pilot running – phased implementation ★ documentation stage: – technical documentation – user documentation ★ evaluation stage: – evaluation of new solution – compare solution to original system.

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

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

» The existing computer equipment is now obsolete (it cannot be repaired anymore).

» Changes to laws or taxes requiring radical overhaul of software.

» More suitable hardware is now available to improve efficiency and reliability.

» There is a need to expand the company.

There could be many more reasons.

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

2 Data transmission Computer ‘B’ will now have to reassemble the packets into the original sequence. R1 R3 R4 R10 R9 R6 R5 R7 R2 R8 Computer ‘A’ Router ‘A’ Router ‘B’ Computer ‘B’
Figure
Typical
showing
paths
48
2.5
network
possible
taken by each packet
CO_SCI_045_074.indd
318281_C02_CAM_IGCSE
48 25/02/21 11:18 AM 49
Types and methods of data transmission
318281_C02_CAM_IGCSE CO_SCI_045_074.indd 49 18/02/21 3:48 PM
7
169
318540_C07_CAM_IGCSE ICT_169_193.indd 169 13/02/21 5:24 PM 170 7 The sysTems l fe cycle There are many stages in the systems life cycle, which have been summarised in Figure 7.1. ANALYSIS EVALUATION ESIGN DOCUMENTATION IMPLEMENTATION DEVELOPMENT/ TESTING This two-way process, since development and testing may uncover need to redesign the solution several times ▲ figure 7.1 Systems life cycle 7.1 Analysis The first stage in the process is the analysis of the current system. Figure 7.2 shows the stages in analysis. Research the current system Identification of input an outpu What processing takes place? Problems with the curren system User requirements for the ne system What are the informatio requirements? Identify hardware and software for the new system ANALYSIS ▲ figure 7.2 Analysis stage 7.1.1 Analyse the current system There are four methods used to research the current system. The four methods used are: » observation » questionnaires » interviews » examination of existing documents. Once a new system is agreed and it has been fully tested, it is then installed. It then needs to be fully evaluated and any changes made where necessary. Therefore, a cycle of events take place until a fully-working system is signed off and handed over to the management team. This whole process is called the systems life cycle 318540_C07_CAM_IGCSE ICT_169_193.indd 170 13/02/21 5:24 PM Pages taken from Cambridge IGCSE™ and O Level Computer Science Pages taken from Cambridge IGCSE™ Information and Communication Technology CAMBRIDGE UPPER SECONDARY hoddereducation.com/cambridge-igcse Further knowledge and advice boxes are included throughout the Student’s Book Navigate the syllabus confidently with introductions to each topic outlining the learning objectives Flashcards and presentations are included in our teaching and learning resources on the Boost platform 25 Keep up to date: get the latest news and free samples by signing up to our eUpdates: hoddereducation.com/eupdates

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

Using graphs to solve cubic inequalities Cubic graphs have distinctive shapes determined by the coefficient of x³.

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

Worked example

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

b Sketch the graph of |3(x + 2)(x 1)(x 7 |.

Solution

a The curve crosses the x-axis at 2, and 7. Notice that the distance between consecutive points is 3 and 6 units, respectively, so the -axis is between the points 2 and on the x-axis, but closer to the 1. The curve crosses the y-axis when x = 0, i.e. when = 3 )( 1)( 7 = 42.

Worked example

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

Solution

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

y 3(x + 2)(x 1)(x 7) x 3 2 1 0 2 4 5 7 x + 2) 1 0 1 2 4 6 7 9 10 x 1) 4 3 2 1 1 3 4 6 7 x 7 10 9 7 6 5 3 2 0 1 x 120 0 48 42 60 120 162 168 120 0 210

The solution is given by the values of x that correspond to the parts of the curve on or below the line y = 100. y –1 O

42 7 3 x + 2) x – 1 x – 7

– 2

b To obtain sketch of the modulus curve, reflect any part of the curve that is below the x-axis in the x-axis. 3 + 2) – 1 x – 7 – 2 1

y

42 7

Second
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–50 50 –150 –200 –– 2 –4 –5 –6 –7 2 6 2 1 3 5 7 4 6 8 x y 3 x + 2) x – 1 x –y = – 100 –3 –100 From the graph, the solution is  2.9 or 2.6  x  6.2. 1 Where possible, use the substitution u to solve the following equations: a x 4 x 4 b + 2 x 8 c x 2 x 15 d + 6 x 5 2 Use the substitution xu = to solve the equation xx34 1 3 += 3 Use the substitution xu to solve the equation xx 10 9 4 3 2 3 4 Using a suitable substitution, solve the following equations: a xx712 b xx21 0 −+ c xx310 2 3 += Exercise 4.3 Remember: x () means the positive square root of x. Sample pages taken from Cambridge IGCSE and O Level Additional Mathematics NEW Boost eBook Teacher edition: assign auto-marked Knowledge Tests, access auto-generated formative reports for Knowledge Tests, worked solutions for all exercises, mark schemes for review exercises, ESL support 28 Download order form at hoddereducation.com/international-catalogues international.catalogue@hoddereducation.com +44 (0)203 1227399

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First impressions

Grenville’s use of personification in her description of the struggling light adds to the feeling that life is very difficult for William’s family. c ‘the soot from the smoking fireplace veiled the walls’ d ‘mouldering planks where old whitewash marked the grain’ e ‘low-browed houses hunched down on themselves, growing out of the very dirt’ ‘turnips and beets struggled in damp

104 11 THESECRETRIVER FOCUS ON LANGUAGE AND MEANING 11.2
Exercise 1 How can writers create layers of meaning? a Compare the two images. As a class, think of as many words as you can to describe the feelings you associate with each image. b Which image would you expect to make you feel: – hope – fear? c Now read the extract. As you read, make a note of the adjectives Grenville uses to describe the different settings. How do they compare with the words you listed above? Is there anything surprising about the language that Grenville uses? 11.3
Exercise 2 Read the first three paragraphs of the extract again. Copy and complete the following table, identifying the language devices used (consider hyperbole, imagery, metaphor, personification and sibilance). Then add one or two sentences about each quotation, explaining how Grenville’s use of language helps to convey meaning. One answer has been written for you. MAKING CONNECTIONS For more information about language devices such as personification, metaphor and imagery, look at ‘Thistles’ by Ted Hughes in Unit 6. 317512 Cambridge iGCSE and O Level Literature in English.indb 104 26/03/2021 3:19 pm 11.3 Finding evidence 105 Quotation
device Effect a
could
elbow
the wall or the table or
sister or brother’ b
struggled in through small panes
cracked glass’ personification
Finding evidence
Language
‘no one
move an
without hitting
a
‘Light
of
This quotation tells us that William’s home is very dark and suggests that his family cannot afford big windows or to keep them repaired.
sour fields’ Exercise 3 Look at the descriptions of the churches in the second half of the extract, and in particular the description of Christ Church. a What are William’s general feelings towards these buildings? Identify phrases from the text to support your ideas. b Working with a partner, write each phrase onto a separate sticky note. c Arrange the notes into an order that shows the effectiveness of each phrase in creating this impression. d Write a short paragraph explaining how one of the phrases creates particular effect. e How is Christ Church different from William’s home? For each of the quotations in Exercise 2, find another that describes Christ Church. Discuss with your partner how the quotations in each pair contrast with each other. MAKING CONNECTIONS Much of the passage from the beginning of The Secret River is devoted to describing two contrasting places: William Thornhill’s family home and the church that he attends. For a more in-depth exploration of the ways in which writers use settings to create effects, see Unit 16 on B o Ninh’s The Sorrow of War Key term Setting: The time, place and culture in which text takes place 317512 Cambridge iGCSE and Level Literature in English.indb 105 26/03/2021 3:19 pm Pages taken from Cambridge IGCSE and O Level Literature in English Student’s Book PRINT DIGITAL ENDORSED Provide students with a clear structured route
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Libro del Alumno

Términos clave texto discursivo que presenta debate asuntos y opiniones presentando las dos caras de un argumento; los textos discursivos generalmente presentan argumentos a favor en contra de un asunto, comparan contrastan dos más cosas, presentan un problema sugieren soluciones, etc.

argumento razonamiento que se emplea para probar o demostrar una posición, o para convencer al otro de aquello que se afirma o se niega / trama de una película relato texto argumentativo que persuade al receptor de una idea, siempre proporcionando razones respecto a la forma de alcanzar dicha idea

Qué es el texto discursivo El texto discursivo presenta y debate asuntos y opiniones. Un texto discursivo se puede escribir con el objetivo de convencer o persuadir alguien de que es importante o necesario tomar tales o cuales medidas o seguir ciertos procedimientos, o simplemente para presentar las dos caras de un argumento Los textos discursivos generalmente se usan para: l tratar argumentos a favor y en contra de un tema l presentar causas y efectos, y sugerir soluciones l comparar o contrastar dos o más cosas o situaciones l hablar de ventajas y desventajas de ciertos asuntos o situaciones

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

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

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

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

Bloque Punto por punto

1 Introducción a Explicación del tema b Tesis (o idea principal)

2 Demostración Bloque 1 a Resumen de los argumentos de la otra parte b Refutación al primer argumento Refutación al segundo argumento d Refutación al tercer argumento

Bloque 2 e Tu rimer argumento Tu egundo argumento g Tu ercer argumento

1 Introducción a Explicación del tema, incluyendo un resumen del argumento de la otra parte b Tesis (o idea principal)

2 Demostración a Primer argumento de la otra parte refutación con tu propio contraargumento b Segundo argumento de la otra parte refutación con tu propio contraargumento c Tercer argumento de la otra parte refutación con tu propio contraargumento

3 Conclusión Resumen de tu punto de vista 3 Conclusión Resumen de tu punto de vista Término clave argumentación acción de argumentar; serie de conceptos encaminados demostrar algo o a persuadir mover a oyentes lectores

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

Lee el siguiente artículo que apareció en la revista Educación Mundial Mientras lees, presta atención a cómo está estructurado el argumento.

Educación diferenciada o mixta: ¿cuál es mejor?

A pesar de que las escuelas mixtas son desde hace años aceptadas por todos, desde hace un tiempo están volviendo a resurgir las escuelas diferenciadas por sexos. El modelo mixto es el más implantado el único que existe en las escuelas públicas. Son pocas las escuelas que escogen la educación diferenciada, casi todas suelen ser religiosas. Aunque algunos educadores promueven las clases segregadas, no hay duda de que la escuela coeducativa es el modelo por seguir. Los defensores de la educación diferenciada argumentan que el cerebro del hombre de la mujer es diferente. Por ejemplo, los hombres tienen mejores habilidades motoras y espaciales las mujeres mejor memoria y habilidades emocionales y mejor cognición social. Esta diferencia natural es una de las razones principales para individualizar la educación por sexos. Así los alumnos están “más

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

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Observa las fotos y en grupo comenta acerca de lo siguiente: 1 ¿Quiénes son las personas que están en las fotos y qué están haciendo? 2 ¿De qué asuntos tratan las fotos? 3 ¿Somos los seres humanos iguales, sin importar género, nacionalidad o raza? ¿Son verdaderos los estereotipos? 4 ¿Crees que es importante abogar por la igualdad de género? 5 ¿Qué hacemos los seres humanos para conservar el medio ambiente? 6 ¿Qué soluciones podemos encontrar a la pobreza? Informa al resto de la clase acerca de las conclusiones que sacaron de la conversación grupal. 478534.indb 82 26/02/2020 11:00
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When to visit: June and July How to see the turtles: green turtles are

Writing

Review and reflection

Student’s Book PRINT DIGITAL ENDORSED Confidently navigate the revised syllabus with an all-encompassing course companion; expertly formulated to ensure students develop practical language skills and key cultural knowledge with the support of real-world, internationally focused guidance. $38 Paperback 9781398352698 Boost eBook 9781398354371 2-year access Workbook PRINT ENDORSED Practise, perfect and assess essential practical language skills with thematically relevant reading, writing, speaking, and grammatical tasks across each unit. $12.50 9781398352728 Teacher’s Guide with Boost Subscription PRINT DIGITAL ENDORSED Guide includes: • Teacher’s notes • Worksheets • Audio • Flashcards • Revision questions • Answers • Knowledge tests $196 excl. VAT 9781398352704 Pages taken from Cambridge IGCSE English as a Second Language hoddereducation.com/igcse-esl OUr BEAUTIFUL wOrLD 44 11 Read the texts. 12 Answer these questions to explore how the writer expresses the different purposes. a What is the writer’s attitude towards elephants? b How does the text suggest responsible ways to view elephants? c What dvice is given when visiting the green turtles? d How does the writer describe the true character of whale sharks? How to see migratory animals Life can be tough for Mali’s African elephant population. It might be small by comparison to other populations around the world, but there is still not enough water for them, so they continually walk to find something to drink and somewhere to cool themselves. It’s quite a sight to see herds of these majestic animals following each other through the Saharan desert. When to visit: Between February and May How to see the elephants: number of local companies organise short trips to see the elephants. There are hotels located along the route where you will stay overnight. The companies are passionate about the wellbeing of the elephants in Mali, and unlike some safari parks, the expert guides make sure to stay at a respectful, and safe, distance. There are specially designed underground viewing huts where
truly
thousands of green sea turtles return to where they were born on a remote Costa Rican beach to lay eggs and hatch young of their own. The turtles come ashore at night to complete the strenuous job of digging nests in the sand where they deposit their eggs, before going straight back to the sea. Each female turtle lays about 110 eggs, which hatch after two months. When they leave the nesting area, the turtles return to their favourite feeding places.
you can see the animals right in front of you without interfering with their
natural habitat. Every year,
an endangered species, so it is important to join an organised tour. Groups are limited to eight so as not to disturb the turtles. There are no lights allowed on the beach, so it is important to stay close to your guide. There are several eco trips to choose from and all include educational talks about turtle conservation, and night patrols to see the turtles digging nests. All profits made from the trips are donated to turtle conservation projects. Whale sharks look tough at roughly 12 to 18 metres long and with their wide mouths. In fact, though they are completely harmless and feed only on plankton. They are also not averse to people swimming right alongside them. Large numbers of whale shark get together to feed every summer where the Gulf of Mexico meets the Caribbean Sea. When to visit: May to September How to visit: tour operators run daily boat trips to see the whale sharks up close. HINT Texts are written for different purposes. The texts above have several purposes, including to give facts, advice, recommendations and to express feelings. 352698 Cambridge IGCSE English Second Language_pp_vf.indb 44 07/03/2022 11:31 Topic 2 Animal migrations 45 Vocabulary 13 Read the texts again and find these words. Look in a dictionary to find out their meanings and write them in your notebook. 14 Work with a partner. Try using each word in a sentence of your own.
1 Work in groups of three or four. Find two migrating animals (from this topic or from other sources). Discuss the animals using the following questions to guide you. – Which animal do you prefer? Why? – How would you describe the animal? – What s being done to protect migrating animals? – Do you think more research should be done to understand migration? Give a reason for your opinion. 2 Work alone. Write a paragraph describing one of the migrating animals.
1 Read the texts about animal migration again carefully. What is the difference between ideas, opinions and attitudes? Write your answer in your notebook. 2 Look back at the reading texts in the unit and list some examples of each in table. 3 What are the different purposes of reading used in this topic? 4 There are many different types of texts, for example, magazine articles, blogs, reviews, reports and instructions. Look again at the two texts in this topic. a What type of text is the first text on migratory animals? b What type of text is the second text on how to
majestic respectful interfering remote strenuous deposit conservation averse Do you remember? l The ‘gh’ in ‘-ough’ words can sound like ‘f’ in English. l ‘gh’ is silent in words like though and through. Challenge Choose migrating bird, animal or insect not covered in this topic and do some research. Make few notes, look for pictures on the internet and then give presentation to your class about this creature’s migration. Practise Look at the underlined words in the text about migratory animals. Can you pronounce these words? Practise with partner. tough though roughly enough through SELF-CHECK ✔ Did you include som of the language features you have practised in this topic such as expressing facts and opinions? ✔ Did you use some of the key vocabulary you have learned so far? ✔ Did your paragraph include compact adjectives and demonstrative pronouns? 352698 Cambridge IGCSE English Second Language_pp_vf.indb 45 07/03/2022 11:31 CAMBRIDGE UPPER SECONDARY This series is endorsed by Cambridge Assessment International Education to support the full syllabus for examination from 2024. Cambridge IGCSE English as a Second Language (0510/0511/0991/0993)
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Parle-lui .............................. parce qu’il a peur.

C2 Position of adverbs BOOK 91 SECTION 232

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

Adverbs can also be placed at the beginning or at the end of a sentence. Where the adverb is placed can subtly change the emphasis of a sentence.

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

1 Tout e monde chante fort.

2 Mes petits cousins jouent toujours joyeusement.

3 Elles sont arrivées hier.

4 Je me suis bien amusé.

5 Tranquillement, nous avons regardé le film.

6 Nous aimons énormément le français.

7 Les enfants sont entrés bruyamment.

8 J’a mal entendu ce qu’il disait.

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

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

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

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

beaucoup trop passionnément mal régulièrement couramment énormément longuement et patiemment très bien

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je
.............................. . Je suis nul ! 3
elle, elle
.............................. par contre.
gagner car elle court très ............................... 5
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assez mal gentiment beaucoup bien
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208 2.1 Costs and C os t behav ou r Costs and cost behaviour 2 Cost and management accounting (AS Level) 2.1 Learning outcomes By the end of this chapter, you will have an understanding of: l how to account for the cost of labour and raw materials l how to identify and calculate fixed costs, variable costs, semi-variable costs and stepped costs l how to identify and calculate the elements of direct and indirect costs l how to calculate the value of closing inventory using the first-in first-out (FIFO) and weighted average cost (AVCO) methods (perpetual and periodic) l the principles of just-in-time (JIT) management of inventory. Introduction Businesses aiming to improve performance often focus on the costs incurred by their activities. Controlling these costs is often a key aspect of improving business performance. In order to control them more efficiently the nature of business costs, and how they are affected by changes in the level of output, must be understood. Knowing how to value any inventory, and how to manage inventory in general, are also ways of improving business efficiency – which can also help contribute towards better business performance. 2.1.1 Materials and labour Accounting for material and labour costs When we examine the costs incurred by a business, it is normal to classify the costs according to the type of cost and also to its relationship with output. For service sector businesses, a major cost (as a proportion of overall costs) is likely to be wages paid to the employees of the business. For trading business, there is also the cost of purchasing goods to be sold. For a business that manufactures its own output, there is likely to be a significant cost incurred in the production of output. Raw materials will need to be purchased, which are than transformed into finished goods. Understanding how these costs are related to the level of output is important for managers when making business decisions. This is explored in the following section. Learning link Accounting for the manufacture of output is covered in manufacturing accounts (Section 3.1.4). How to identify and calculate fixed costs, variable costs, semi-variable costs and stepped costs Here we define some of the terms commonly used when dealing with any system of costing. It is important that you learn the terms used by cost accountants. Cost refers to the amount business spends in its operations. Price refers to the value the product is sold for to customers. Do not mix up cost and price. Remember 9781398317536_Book.indb 208 02/10/21 8:14 AM 209 2.1.1 Materials and labour 2.1 Fixed costs Fixed costs do not change with levels of business activity. Examples would include supervisors’ wages, factory rent, etc. In the long run, fixed costs may change: supervisory staff may get pay rise; the landlord may increase the rent to be paid for the use of the factory. Fixed costs Activity level (units of out ut) Total fixed costs 0 ▲ Figure 2.1.1 Total fixed costs Fixed costs Activity level (units of output) Unit fixed costs 0 $ ▲ Figure 2.1.2 Unit fixed costs Variable costs Variable costs vary in direct proportion to levels of activity. For example, if production is 10 000 units and each unit of direct material costs $8.50, the total variable material costs would be $85 000. If production rises to 11 000 units, the total variable material costs would rise to $93 500. If production fell to 9000 units, the total variable material costs would fall to $76 500. Other examples of variable costs would include: » direct labour costs when workers are paid using piece work rates » royalties. STUDY TIP Practise defining terms on a regular basis. When you have spare moment between lessons, or waiting for friend, go over definitions in your head. Remember that a definition is an explanation of a term; it is not an example. However, an example may help to clarify your thoughts and persuade the reader or listener that you know exactly what the term means. STUDY TIP Do not state that fixed costs never change. In the long term they may. 9781398317536_Book.indb 209 02/10/21 8:14 AM 47 Keep up to date: get the latest news and free samples by signing up to our eUpdates: hoddereducation.com/eupdates

Hardware

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

Anti-lock braking systems (on cars)

Anti-lock braking systems (ABS) on cars use magnetic field sensors to stop the wheels locking up on the car if the brakes have been applied too sharply.

» When one of the car wheels rotates too slowly (it is locking up), a magnetic field sensor sends data to microprocessor.

» The microprocessor checks the rotation speed of the other three wheels.

» If they are different (rotating faster), the microprocessor sends a signal to the braking system and the braking pressure to the affected wheel is reduced.

» The wheel’s rotational speed is then increased to match the other wheels.

» The checking of the rotational speed using these magnetic field sensors is done several times a second and the braking pressure to all the wheels can be constantly changing to prevent any of the wheels locking up under heavy braking.

» This is felt as a ‘judder’ on the brake pedal as the braking system is constantly switched off and on to equalise the rotational speed of all four wheels.

» If one of the wheels is rotating too quickly, braking pressure is increased to that wheel until it matches the other three.

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

3

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

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

2 a) Explain the main differences in operation of a laser printer compared with an inkjet printer.

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

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

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

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

street light microprocessor

sensor ADC DAC

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

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

EXTENSION ACTIVITY 3E

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

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

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3.21 Sensors on a typical modern car ACTIVITY 3A
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READING COMPREHENSION

3.3

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

The Batu Caves in Malaysia

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

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

3 In normal times, around 5000 people a day visit the caves. During the Malaysian Tamil community’s annual Thaipusam festival, which attracts Hindus from around the world, the numbers swell hugely and the steps to the caves are full of colourfully dressed, flower-bedecked pilgrims taking part in the eight-hour procession of music and ceremony.

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

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

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

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

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

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

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

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

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

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

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

With your partner, read the passage again and this time pick out the words and phrases used by the writer to make the caves sound attractive to visit. Which do you think are most effective? Why?

How does the structure of the description help the reader to visualise visit? Which two features of the caves and their surroundings that might be particularly memorable are emphasised? How?

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

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

3.3 Short response questions: Implicit ideas and attitudes

Psychology is endorsed by Cambridge International to support the syllabus for examination from 2024. The Revision Guide has not been through the endorsement process.

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9 A visit to the Batu Caves is a fascinating and rewarding experience. After leaving the caves, you make your way back down all 272 steps, say farewell to the monkeys and their thieving ways and, perhaps, reward yourself with an ice-cold soft drink from one of the stalls at the bottom. 9781398360235 Cambridge O Level English 2e.indb 36 31/05/2022 14:02

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

36

Authors: Helen J Kitching, Mandy Wood, Kimberley Croft, Lisa Holmes, Evie Bentley and Laura Swash Pages taken from Cambridge International AS & A Level Psychology
3
Short response questions: Implicit ideas and attitudes 37
Structure: The overall organisation of the writing and the use of paragraphs to support this Key terms Attitude: The way authors or their characters think or feel about the subject about which they are writing. Attitude is conveyed through all or some of an author’s choice of words, chosen point of view, tone, voice, and sentence structure. 9781398360235 Cambridge O Level English 2e.indb 37 31/05/2022 14:02 Student’s Book PRINT DIGITAL ENDORSED Embed
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