yl:information technology
NATALEE A. JOHNSON
Contributor
OOD DAY, students. This is lesson three
in our series of lessons. In this week’s
lesson, I will conclude looking at input
devices and begin to look at output devices.
G
Biometric/fingerprint reader/scanner is
another special type of input device that may fall
under source data entry devices, as it captures
data directly from the human body.
BIOMETRICS (INPUT SIGNALS FROM
THE HUMAN BODY)
Biometrics systems identify a person through
a fingerprint, voice, retina/iris scan or other
biological characteristic(s). In using the iris for
personal
identification, the
user’s iris is
scanned and a
biometrics digital
certificate is
released which
guarantees authenticity and identity.
The last category of input devices is quite
popular to use and the average individual would
not function without such devices for fun and
entertainment.
MULTIMEDIA INPUT DEVICES
DIGITAL CAMERA
This is a type of camera that stores
photographed images electronically instead of
on traditional film.
After the image has
been captured, it is
downloaded by a
cable (which is
normally purchased
Input devices
with the camera) to the computer using software
supplied with the camera. The user then has the
opportunity to edit, delete, store the photos on
the computer. This is also used to store small
movie clips.
limited by the length of the cable that connects
the camera to the computer.
OTHER INPUT DEVICES
THE REMOTE CONTROL
VOICE-RECOGNITION DEVICES
With these devices, special software is used to
convert voice into text or to activate menu
options. Voice-recognition devices require highspeed processing and a large memory.
MICROPHONE
Microphones form a
part of most voicerecognition systems.
Microphones can
capture sounds from
the air which are good
for sounds effects or
voices.
WEBCAM
This camera is designed especially to sit on
your computer. It feeds pictures directly to the
computer. For example, you can sit in your room
in Jamaica and communicate using your
messenger (MSN) with someone anywhere in the
world and that person can see you while you text
or speak to him or her, as the camera allows for
voice input and output.
Most laptops have a built-in webcam and is
quite popularly used for skyping. However, a
disadvantage of this device is that you are
PREVIOUS LESSON: INPUT DEVICES
By pointing to its target and depressing one of
the buttons on the button pad, the remote control
emits a beam of infrared light which transmits
data signals. Remote control is commonly used
for input to TVs, VCRs and other devices and is
now being used by computers as a wireless
method of communication.
SENSORS
Various sensors are used to measure heat,
light, sound, movement and pressure. The
measurement recorded by the sensor is sent to
the CPU, where it is analysed and the relevant
output is given. Sensors can be used to monitor
a patient with a heart condition, create
characteristics in robots that mimic human
senses, etc.
OUTPUT DEVICES
An output device is one which receives data in
the form of electrical pulses from the CPU as
was shown in the data-processing cycle. It then
converts this data into a form that can be
understood by the user, a machine or another
process.
There are two main categories of output
devices:
Soft-copy output devices
Hard-copy output devices.
Soft-copy output devices get information to a
computer monitor or other temporary output
device that one can see but not necessarily touch
(intangible).
Let us now first look at the visual display unit
(VDU).
THE MONITOR/VDU/SCREEN
This device provides output to the user. The
video display adapter on the motherboard allows
information to leave the processor and appear on
the monitor. This type of copy that the monitor
shows is known as soft copy which, as stated
above, is intangible.
KEY TERMS ASSOCIATED WITH THE
MONITOR
RESOLUTION
This is measured based on the output quality
of the screen. If the monitor displays graphics
and video images accurately, there are no grains,
colour change or distortion. In addition, the
greater the pixels per inch of the screen, the
higher the resolution.
PIXEL
This is the short meaning for picture element
and is referring to the dot per inch of the screen.
The greater the number of pixels, the better the
quality of the image.
TYPES
The types of monitors can be derived from the
technology they employ. The two most popular
technologies used are cathode ray tube (CRT)
and liquid crystal display (LCD).
CONTINUED ON PAGE 22
NEXT LESSON: HARD-COPY OUTPUT DEVICES
YOUTHLINK MAGAZINE | SEPTEMBER 27-OCTOBER 3, 2016
11
yl:office administration
HYACINTH TUGMAN
Contributor
HE OFFICE is the centre of all business
activities, whether it is located in one room
or several rooms, and needs a certain
amount of information in order to function
properly. The office acts as an intermediary
between the public and the organisation.
T
THE ROLE OF THE OFFICE IN
RELATION TO:
1. PRODUCTION
Office
orientation
Production is a combination of factors – land,
labour, capital and enterprise – to create goods
and services in order to satisfy consumer needs.
When goods are produced, they must be
distributed to the consumer. Distribution entails
transporting the finished product. The method of
distribution will depend on the nature of the
product, i.e., whether it is bulky or if it is
perishable. It is important for you to be
conversant with the channels of distribution.
CHANNELS OF DISTRIBUTION
Producer
Distributor
Retail
Agent
Wholesale
Consumer
3. THE EXCHANGE OF GOODS AND
SERVICES
In the exchange of goods and services, money
is used as a medium of exchange in the process
of buying and selling. An article sold for cash is
an example of an exchange of goods for money.
PROCESSING INFORMATION
Members of the Jamaica Netball Association, including president Paula DaleyMorris (right), team staff and players pose on the Sunshine Girls’ arrival from New
Zealand at the Norman Manley International Airport.
On the other hand, the dressmaker charges a fee,
as well as the hairdresser, for services rendered.
Some of the office activities generated by the
exchange of goods and services include:
Preparing sales slips
Writing cheques
Preparing receipts
Making ledger entries.
The office worker employed in the production,
distribution and exchange of goods and services
departments must have the necessary skills to
perform tasks such as:
Prepare order for raw material.
Prepare sales invoices.
Prepare accounting statements.
Demonstrate good communications skills.
Exercise good interpersonal relationships.
FUNCTIONS OF AN OFFICE
There are some office functions which are
PREVIOUS TOPIC: THE SBA
12
Information may be collected by general
means. For example, an individual may
telephone a company to request information on
its products, its line of business activities, or to
place an order. Written communication is
received via the post office or the Internet. In
today’s modern world, the use of computers
enables organisations to collect information
quickly and in great volume.
In a large organisation, there are several
departments which deal with many aspects of
the business activities. Information from one
department must be communicated to another
department within the organisation so that
decisions can be made. The collection of
information internally in an organisation is
effected by person to person and through written
communication, that is, memoranda, routing
slips, etc.
FUNCTIONS OF THE PRODUCTION
DEPARTMENT
2. DISTRIBUTION
1. EXTERNAL COLLECTION
2. INTERNAL COLLECTION
In the production of goods and services,
machinery has to be bought, personnel have to
be recruited and paid, and materials will have to
be bought locally or from overseas. All these
activities generate a great deal of information.
The functions of the production department
include ensuring that goods are not only
produced, but that they conform to an acceptable
quality standard. This standard is maintained by
quality control. The production department must
liaise with the purchasing department so that the
correct quantity and quality of raw material is
purchased.
COLLECTING INFORMATION
common to both large and small organisations.
They are:
Issuing instructions to departments
regarding projects.
Filing all essential documents carefully so
that they can easily be retrieved.
Implementing all statutory laws and
policies governing the kind of business and
its activities.
Using reports as a means of evaluating
feedback systems.
Controlling the financial activities to make
sure that funds are always available.
Hiring and training of staff to provide
services and support the functions of the
business.
Making public aware of goods/services
available.
For the effective running of a business,
communications must be conveyed properly,
hence it is important for:
Where there are many departments dealing
with different aspects of the organisation, the
data received must be distributed in such a way
that each department is supplied with the
information concerned with its operation. The
relevant information must be arranged in a form
in which it can be interpreted. The following
steps are taken when processing a document:
Sorting the information received.
Extracting the relevant facts.
Arranging the document/s for
classification.
Interpreting the document for decisionmaking.
Routing through various department heads
for execution.
All this processing of information may be
performed manually, mechanically or
electronically.
Students, I am now going to ask you to read
your textbooks carefully and make your own
notes on what I have discussed so far.
Until next time, have a productive week.
Hyacinth Tugman is an independent contributor. Send
questions and comments to
[email protected]
NEXT TOPIC: THE OFFICE
YOUTHLINK MAGAZINE | SEPTEMBER 27-OCTOBER 3, 2016
yl:history
The indigenous peoples of the Americas
DEBBION HYMAN
to possess potent skills – they controlled
sickness, crops, weather, war and peace. The
Kalinagos also found religion and worship
important. They worshipped maboyas. Many
Kalinago boys were trained as priests, or boyez.
During this time, the boy frequently had to fast
and abstain from eating meat. He had to undergo
a rigid initiation process as well. One of the
boyez’s duties had to do with overcoming evil
spirits; the maboya was used in this process.
The Mayans worshipped over 160 gods, some
included Yum Kax (god of Corn) and Chac (god
of Rain). They believed in immortality of the soul
and practised burying the dead with several of
their favourite items that they would use in the
afterlife.
Contributor
OBJECTIVES
BY THE end of the lesson, you should be able to:
1. Describe the migratory pattern of
indigenous peoples to the Americas and to the
Caribbean territories (through North, Central and
South America) and their interactions.
2. List the geographical location of the Tainos
(Arawak), Kalinagos (Carib) and Mayan
settlements.
3. Describe the socio-economic organisation
of the Tainos, Kalinagos and Mayans.
4. Describe the political organisation of the
Tainos, Kalinagos and the Mayans.
Figure 1 : Diagram explaining the Bering Strait theory.
The Caribbean Secondary Education
Certificate history syllabus begins with a
chronicling of the settlement of the Americas by
the indigenous peoples. It details their migration
from Southeast Asia into the Americas. These
indigenous peoples developed societies that
spread across the Americas – the Caribbean and
parts of South America and Central America.
LABOUR DIVISION
The duties in Taino and Kalinago villages were
assigned based on age and sex. In this regard,
men and boys undertook tasks such as clearing
the fields, hunting, fishing and defence of the
village. They were also responsible for house
construction and canoe making. Females played
important roles as well, as they were responsible
for crop cultivation, spinning and weaving of
cotton, making handicrafts (baskets, hammocks,
aprons and utensils) and child-rearing.
THE INDIGENOUS PEOPLES’
SETTLEMENT OF THE AMERICAS
How did these early people arrive in the
region? How did they travel to the region? Where
was their ‘original’ home? The Beringia/Bering
Strait theory provides an explanation for the
arrival of these early peoples in the Americas.
The theory outlines that the early peoples
originated in Central East Asia. They would
travel from Asia into North America via a frozen
land bridge known as the Beringia/Bering Strait.
Historians suggest that they travelled from Asia
into North America as they wandered in search
of food. It is suggested that they were nomadic
peoples. Once in North America, they followed a
southward movement which saw them moving
throughout North, Central and South America
with some groups also venturing into the
Caribbean. Figure 1 provides a concise
description of the Bering Strait and Figure 2
provides a description of the migratory
movement once the groups entered the
Americas.
Our syllabus focuses on three distinct groups
which developed societies in parts of the
ECONOMIC ACTIVITIES
Figure 2: Diagram showing migratory pattern in the region.
Caribbean and in Central and South Americas –
the Tainos, Kalinagos and Mayans. The Tainos
were located in Hispaniola, Cuba, Puerto Rico
and some parts of the Bahamas and Trinidad.
The Kalinagos in Grenada, Tobago, St Vincent,
St Kitts & Nevis, Puerto Rico and Hispaniola.
The Mayans were located in Mexico, Belize,
Honduras and Guatemala.
SOCIAL, ECONOMIC AND POLITICAL
ORGANISATION OF THE EARLY PEOPLES
The Tainos, Kalinagos and Mayans developed
complex societies. The following is a concise
PREVIOUS TOPIC: THE HISTORIAN’S CRAFT - USING PRIMARY SOURCES AND SECONDARY SOURCES
description of the social, economic and political
organisation of these societies.
SOCIAL ORGANISATION
RELIGION
Religion played an integral role in the life of
the indigenous peoples. Their societies were
polytheistic in nature, as they believed in many
gods. The Tainos worshipped idols known as
zemis. Each family in the village would have a
zemi but the cacique was thought to be the most
powerful in the village. Zemis were considered
The indigenous peoples were also excellent
mariners, trading beyond the limits of the
Caribbean Sea and further afield to South and
North America. To facilitate this trade, they made
huge canoes from tree trunks, which could be as
long as 25 metres and with the capacity for 50
people. In these, they transported their wares,
like cotton textile goods and ceramics, which
they traded with neighbouring peoples and
further afield. They also possessed well-crafted
stone tools – knives, scrapers and axes that
further facilitated the construction of their boats
and allowed them to make impressive
woodcarvings. The Mayans had a more complex
trading system – one that facilitated land and
sea trade. This trade was carried out between
city states by the ppolms. Additionally, a barter
system was in place that facilitated the exchange
of foods, textile and minerals. Cocoa beans
served as the official currency of the Mayans.
CONTINUED ON PAGE 22
NEXT TOPIC: EUROPEAN EXPLORATION IN THE AMERICAS
YOUTHLINK MAGAZINE | SEPTEMBER 27-OCTOBER 3, 2016
13
yl:geography
Natural systems:
Part 3
Lithosphere, tectonic plates and rock formations
JUDITH HENRY
The rising of hot material and the sinking of cold rock
Contributor
SYSTEMS ASSOCIATED WITH THE LITHOSPHERE,
TECTONIC PLATES AND ROCK FORMATION
Focus Questions:
a) What are plates?
b) What causes plates to move?
c) What are the features of tectonic plates?
With all that you have learnt in the previous lessons, you
should have no problem following this lesson. We are now
moving on to look closer at the movement of these plates. It is
said that these massive slabs of solid rock floats. The theory that
explains that is called plate tectonics.
This theory was formulated in the 1960s and is a modern
version of continental drift. Continental drift was developed in the
early 20th century by Alfred Wegener. He:
Claimed that the continents were once connected into one
continent called Pangaea. He knew this because the coast of
continents like South America and Africa fit together like a jigsaw
puzzle and there was also fossil evidence.
Was, however, unsure about how the continents moved
apart. Further elaboration caused him to speculate that the drifting
of the continents aided in the building of the world’s mountain
ranges through collision (land bunch up to form mountain
ranges).
Also believed that earth’s rotation and its centrifugal force
towards the equator aided the drift of the continents (break up the
continents).
This theory was, however, dismissed.
The tectonic plates are
being moved by
convection currents found
within the mantle of the
earth. Below is a summary
of how convection
currents work:
Magma (semimolten rock) near the
outer core is heated.
As the magma warms, it expands and becomes less dense.
The less dense magma then starts to rise towards the crust.
As the magma nears the crust, it begins to cool.
The cooling magma becomes denser and begins to sink.
The rising and falling magma creates circular currents with
the mantle.
These are the currents that create friction with the crust
above and cause it to move.
The process is known as convection currents.
provided a primary framework in which to describe the earlier
geography of continents and oceans, the processes guiding
creation and the destruction of landforms, and the evolution of
Earth’s crust.
THE THEORY OF TECTONIC PLATES
Where two tectonic plates meet or join, it is called a plate
boundary and it is classified in several ways.
Plates moving towards each other when they meet, crust is
destroyed as one plate dives under another or they both force each
other upwards ( convergent or destructive /collision).
Plates moving apart and new crust is generated as the plates
pull away from each other ( divergent or constructive).
Plates moving alongside each other and crust is neither
produced nor destroyed as the plates slide horizontally by each
other (transform or conservative).
The diagram below shows where the plates meet or join
(boundaries) with the use of arrows.
In 1929, Arthur Holmes thought that thermal convection caused
earth’s continents to move. He assumed that the heating and
cooling cycle of earth’s mantle caused the movement. The world
was not ready for such a theory and it was not until the 1960s that
his idea gained credibility with the scientific community, with the
discovery of the mid-ocean ridges and a deeper understanding of
the ocean floor.
Finally, in 1962, it was agreed that mantle convection was the
cause of sea-flooring spreading and this explained the movement
of the continents and, therefore, tectonic plates.
This theory states that earth’s outer shell is divided into a
couple of dozen plates (several) that move or glide over the
mantle, typically at the rate of 5 to10cm per year, the driving force
being convection within the asthenosphere, through the
combination of pushing and spreading apart at the mid-ocean
ridge, and pulling and sinking downwards at subduction zones.
Combining the much older idea of continental drift, as well as
the concept of seafloor spreading, the theory of plate tectonics has
PREVIOUS TOPIC: NATURAL SYSTEMS: LITHOSPHERE, TECTONIC PLATES AND ROCK FORMATIONS - PART 2
14
Judith Henry teaches at Ardenne High School. Send questions and comments
to [email protected]
NEXT TOPIC: NATURAL SYSTEMS: LITHOSPHERE, TECTONIC PLATES AND ROCK FORMATIONS - PART 4
YOUTHLINK MAGAZINE | SEPTEMBER 27-OCTOBER 3, 2016
yl:principles of business
YVONNE HARVEY
Contributor
T IS indeed a pleasure to be considering principles of business
once again. Last week we discussed, thoroughly, the functions
that management performs. Each function, when carried out
efficiently, contributes to the overall success of the business.
Likewise, managers have responsibilities to different groups of
persons or stakeholders.
I
RESPONSIBILITIES OF MANAGERS TO OWNERS
Managers should ensure that the business is operating
efficiently and maximising profits for the owners. The managers
should operate within the scope of their authority and in keeping
with the prevailing laws and Companies Acts. They should meet
the goals of the business in an efficient and effective manner. They
should also advise the owners of any changes that may be
necessary to ensure growth for the business.
Responsibilities of
management
RESPONSIBILITIES OF MANAGERS TO EMPLOYEES
They should provide employees with adequate working
conditions and training. Also, they need to maintain good
communications and human relations with employees. In large
firms, this is done through their human resource department.
Managers should provide employees with adequate remuneration
and incentives. Very importantly, managers should provide
opportunities for promotion and engender loyalty and trust. They
should recognise and acknowledge good performance and
maintain good industrial relations.
RESPONSIBILITIES OF MANAGERS TO CUSTOMERS
It is important that managers produce goods and services that
are of marketable quality and are being sold at reasonable prices.
Customers should also be provided with adequate information
about the goods and services, for example, the availability and the
price. They should offer after-sales services and opportunities for
redress in the event that a customer is dissatisfied with a product
or the way in which the business treated them. It is also necessary
that managers honour all guarantees and warranties and that they
provide adequate and fair arbitration when they are dealing with
the complaints of customers. They should endeavour to get the
goods and services to the customers at the right place and in the
most cost-effective way possible.
RESPONSIBILITIES OF MANAGERS TO SOCIETY
This involves managers operating within the law by carrying
out fair trading practices and ensuring that the environment is not
damaged by the businesses operations. It also involves them
supporting charitable organisations and other worthy goals of
voluntary groups within the community.
RESPONSIBILITIES OF MANAGERS TO GOVERNMENT
Managers must obey the laws of the land, including paying
corporation taxes and making deductions from employees’
salaries, such as national insurance and income taxes, for transfer
Lamar Thompson of Maggotty High (right) is held by Munro College’s Oneiko Allen during their ISSA-FLOW
daCosta Cup football match at Appleton Sports Complex.The game ended 1-1.
to Government. They should support nationalistic goals, such as
reducing unemployment and contributing to economic growth by
adding to gross national product.
ACTIVITY
Identifying to whom the management of a business has the
responsibility below.
1. To obtain as much profit as possible.
2. To pay taxes.
3. To foster unity and trust
4. To provide adequate information on the product.
5. To operate within the law.
6. To give advice on future investment opportunities.
PREVIOUS LESSON: FUNCTIONS OF MANAGEMENT
7. To refrain from false advertising.
8. To support the community in social events.
9. To maintain a safe and healthy environment.
10. To produce quality goods and services.
11. To make the job challenging.
12. To give the stakeholder an opportunity for redress.
Next week, I will provide the answers to the activity so you can
see how well you have done.
Take care until next week.
Yvonne Harvey is an independent contributor. Send questions and comments
to [email protected]
NEXT LESSON: LEADERSHIP STYLES
YOUTHLINK MAGAZINE | SEPTEMBER 27-OCTOBER 3, 2016
15
yl:principles of accounts
ROXANNE WRIGHT
Contributor
ELLO, STUDENTS. Pay keen attention to the introduction as
we go step by step with a view to understand and be able to
master a question on the topic (Balance Sheet) at any time.
H
DEFINITION OF THE BALANCE SHEET
Q. What does balance sheet mean?
A. The balance sheet has many definitions, including:
i. A ‘statement of financial position’; it reveals the company’s
assets, liabilities and owner’s equity (net worth).
ii. An accounting tool used by individuals, business owners
and large corporations to track net worth.
iii. A snapshot of the company’s financial position at a single
point in time.
COMPONENTS OF THE BALANCE SHEET
It is called balance sheet because the two sides balance. This is
quite easy to understand since a company pays for all the assets it
has either by:
a. borrowing money – thus creating liabilities
b. getting it from shareholders/owners – known as
equity/capital
TRANSACTIONS
Balance
sheet
Q. What are the components of the balance sheet?
A. The components of the balance sheet comprise three
segments: assets, liabilities and capital/equity accounts in which
to document the value of each. Make note that:
(1) The asset side of the balance sheet lists accounts such as:
i. cash
ii. inventory
ii. property
EFFECT ON ASSET
(3) Equity/capital side lists:
i. Capital invested
ii. Retained earnings/net profit
BALANCE SHEET EQUATION
Q. What is the balance sheet equation?
A. The accounting equation is shown in the statement known as
the balance sheet. This equation is:
Assets = Liabilities + Capital (A=L+C)
EFFECT OF TRANSACTIONS ON BALANCE SHEET
ITEMS
Q. What is the effect of transactions on balance sheet items?
A. Each transaction will have an effect on at least two entries,
since each entry must have a corresponding entry to show an
increase or decrease while maintaining the balance sheet
equation, as illustrated below:
EFFECT ON CAPITAL AND LIABILITY
Increase asset – cash at bank
Purchase of an asset – A computer is bought
paying by cheque
Increase asset – computer
Decrease asset – cash at bank
Purchase of asset – Bought stock of goods to
incur a liability
Increase asset – stock of goods
Sale of asset by credit – Stock of goods sold
on credit
Increase asset – debtor
Decrease asset – stock of goods
A person who owes the business money for
goods is known in accounting language as a
debtor.
Sale of an asset – Sold stock of goods for
immediate payment by cheque
Increase asset – bank
Decrease asset – stock of goods
Stock of goods is the assets bought by the
business for resale to make a profit.
Payment of liability – Paid a creditor by
cheque
Decrease asset – cash at bank
Collection of an asset – A debtor paid by
cheque
Increase asset - cash at bank
Decrease debtor
Give the definition and some examples of:
– Fixed assets
- Current assets
- Long-term liabilities
- Current liabilities
PREVIOUS TOPIC: ACCOUNTING EQUATION
Increase capital
THINGS YOU MUST KNOW
Introduction of capital putting money in a
business bank account
ASSIGNMENT
16
(2) The liability side has accounts such as:
i. Accounts payable
ii. Long-term debts
Owner may start or inject money in the business
by cash or by putting cash into a business bank
account.
An asset bought to be used in the business,
such as a computer, is regarded as a fixed asset.
Assets bought paying by cheque reduces cash at
the bank.
Increase liability – creditor
Decrease liability – creditor
A person whom the business owes money for
goods is known in accounting language as a
creditor.
A payment to a creditor by cheque by the
business reduces the amount of cash at bank.
A payment by a debtor by cheque increases the
business cash at bank.
Next week we will continue with the balance
sheet when the arrangements of assets and
liabilities, in order of permanency and liquidity,
will be presented. See you then.
Roxanne Wright teaches at Immaculate Academy. Send
questions and comments to
[email protected]
NEXT TOPIC: BALANCE SHEET - PART 2
YOUTHLINK MAGAZINE | SEPTEMBER 27-OCTOBER 3, 2016
yl:social studies
Roles, relationships and
responsibilities
MAUREEN CAMPBELL
THE INDIVIDUAL’S ROLE IN FAMILY
Contributor
ROLES
Generally, roles are the positions team
members assume or the parts that they play in a
particular operation or process.
RESPONSIBILITIES
Responsibilities are the specific tasks or
duties that members are expected to complete as
a function of their roles. They are the specific
activities or obligations for which they are held
accountable when they assume or are assigned
to a role on a project or team.
RELATIONSHIP
This is the way in which two or more people,
groups, talk to, behave towards, and deal with
each other. It is the way in which two or more
people are connected.
ROLES OF FAMILY MEMBERS
Traditionally, in a patriarchal society, the father
took on the role of being the provider and,
ultimately, did all the decision-making.
Meanwhile, the mother cared for the children
and handled the family’s daily domestic affairs.
Children also had responsibilities and these kept
changing as they grew older, with older siblings
being expected to take on leadership roles over
their younger siblings. These roles were
constantly changing and evolving.
Everyone needs to participate in positive,
caring and respectful relationships in the family.
Our roles and responsibilities in the family help
to build knowledge skills, attitudes and
behaviours that should enhance our
relationships. The main purpose is to become
independent but contributing and responsible
participants in your family.
The family members decide the roles that
members assume within a family and how they
will best serve this unit. In modern families, the
mother is the primary provider, while the father
takes on the role of caring for the children and
running the household.
In the equalitarian families, parents share all
of the family leadership equally. This means that
in most cases both parents have careers, take
equal care of the children and split the domestic
responsibilities of maintaining the household.
behavior and maintaining order, and ensuring
that these rules are obeyed by applying
sanctions.
The most clearly identifiable roles in the
family are our roles like mother, father, son,
daughter, brother, sister, and so on. Roles will be
defined for the family members based on the
distribution of power in the family and the
perceived needs and strengths of individuals.
MALES
This individual may be a husband, father or
both.
CAREGIVER
To love, care for and help in the socialization
of his children.
DISCIPLINARIAN
This involves giving instructions and moral
training, establishing rules for acceptable
PREVIOUS TOPIC: THE FAMILY IS UNIVERSAL
A family should be a cohesive unit that
functions best when individuals work as a team.
BREADWINNER
This is earning the money to satisfy the needs
of the household.
DECISION-MAKING
This involves making important decisions that
will affect the family.
FEMALES
It is said that the idea of roles comes to us
from the theatre and there are times in our lives
when we are, indeed, playing roles, as we find
ourselves acting parts that do not feel altogether
natural to us. Family roles should serve as
guidelines for behaviour and involve position,
status and tasks that contribute to the
maintenance of the family. While the roles we
play will, at some time, restrict what we can do
in different situations, they also make it easier to
know what is expected of each member of the
family.
MAINTAINING GOOD RELATIONSHIPS
IN THE FAMILY
This individual may be a wife, mother or both.
Love, cherish and care for her husband.
Love, care and be responsible for the
socialization of her children.
Her traditional roles include:
CAREGIVER
Showing concern and ensuring the safety and
well-being of others.
SOCIALISING AGENT
Teaching children about accepted behaviours
in society and about values, attitudes and
aspects of the culture.
Some members perform a particular task
better than others, but we must complement one
another. We must strive to work on our strengths
in our relationships, but also be able to help one
another. Life is designed as a learning curve.
Think of it like a specialization, where we do
what we do best. Relationships should not be so
fragmented that the right hand, symbolically, is
not aware of what the left hand is doing.
Collaborative teamwork is necessary for
success in the family so that the home can move
forward as a cohesive, functional whole. There
are many families that share their
responsibilities fairly, based upon what is
realistic to them. For instance, a father who
arrives home early cooks the meal and takes
care of the household. This would be a much
better scenario than having one partner cook
dinner while the other watches television or
snoozes on the couch. This is necessary
because, traditionally, women would be stay-athome moms while, today, they have entered the
economic sphere, working ‘beside’ their
husbands outside the home.
HOMEMAKER
Creating a pleasant home environment.
COUNSELLOR
Meeting emotional and psychological needs.
CHILDREN
Sister, brother, daughter and or son.
Children’s role in a family change as they grow
older. Roles involve helping parents with chores
around the house, running errands, fetching
supplies and sharing in the caring for their
younger siblings.
ACTIVITIES
1. Suggest three reasons the roles of the
family have to keep up with a changing society.
2. Suggest and explain how carrying out our
roles in the family will contribute to the
functioning of the family in any society.
3. Suggest and explain three reasons a person
may not be able to perform his expected role in
the family.
Maureen Campbell teaches at St Hugh’s High School.
Send questions and comments to
[email protected]
NEXT TOPIC: CHILD-REARING
YOUTHLINK MAGAZINE | SEPTEMBER 27-OCTOBER 3, 2016
17
yl:biology
DNA and cell division
MONACIA WILLIAMS
Contributor
OW ARE you all this week? Good, I hope! We will begin the
final section of the syllabus, Section C. As we go through
the term, we will, at intervals, look at the SBA requirements
in order to remind you of the criteria for the different skills.
H
To lay the foundation for the lessons in Section C, we will first
spend some time looking at the definitions of some of the words
or terms that will be used in our discussions. These include:
DNA or deoxyribonucleic
acid. This is a large molecule
(macromolecule) made up of
thousands of units called
nucleotides. Does this remind you
of anything? It should! What other
large molecules are found in the
body? Did you say starch and
proteins? If you did, you are
correct! Each DNA molecule
consists of two strands bound
together in a helix.
Nucleotide - a single unit of DNA which comprises:
o A sugar - deoxyribose
o A base - can be one of four, adenine, guanine,
cytosine, thymine
o A phosphate group
Gene – a short length of DNA which controls a particular
characteristic/holds the information for a particular trait, e.g., the
colour of your eye, the ability to roll your tongue, your blood
group.
Chromosomes – threadlike structures which carry the
genes. It follows, then, that the chromosome is made up of DNA.
Each species has a set number of chromosomes: humans have
46, the fruit fly has 8, and the onion has 16. There is one thing
that you must remember about chromosomes and this is that in all
organisms, they are found in pairs. Therefore, humans have 23
pairs, the fruit fly has 4 pairs and the onion has 8 pairs. This
number is the full number of chromosomes that these organisms
can have and is known as the diploid number. Half of this full
complement is known as the haploid number.
Cells must divide in order for organisms to grow. There are two
types of cell division:
MITOSIS
In this type of division, each cell divides to produce two cells
that are identical to each other and to the original cell from which
they were formed. This means that the chromosome number
remains diploid. Mitosis occurs in growth, repair of tissues and in
asexual reproduction.
MEIOSIS
In this type of division, the cells that are produced are not
identical to each other and to the parent. Meiosis takes place in
the reproductive cells and produces gametes that have half the
(haploid) number of chromosomes.
LET US LOOK IN CLOSER DETAIL AT MITOSIS
The life of a cell can be separated into different parts; when
these are put together, they form the cell cycle. Cell division forms
a part of the cell cycle. Before cell division occurs, certain things
have to take place. These take place in interphase. During
interphase, the cell replicates (makes copies of) its organelles.
The temptation exists for interphase to be described as the resting
stage of the cell, but this is not true because, although division
has not begun in the nucleus, there is a lot of activity going on in
the cell. For purposes of convenience, mitosis is divided into
different phases. These are:
Prophase
Metaphase
Anaphase
Telophase
Telophase is followed by cytokinesis. Cytokinesis occurs when
the cytoplasm divides.
In the diagram below, Figures II and III show two stages of
Prophase, one early and one late. In early prophase, the
chromosomes appear as long, thin threads which, as prophase
progresses, shorten and thicken and so become more visible. The
nucleolus and nuclear membrane break down and are no longer
seen and the spindle fibres form.
This phase is followed by metaphase. In metaphase, Figure IV,
the chromosomes come to lie at the equator of the cell, each
attached to a spindle fibre.
PREVIOUS LESSON: WELCOME AND INTRODUCTION (CONTINUED)
18
Diagram
showing the
cell cycle
Anaphase follows metaphase. In anaphase, Figures V and VI,
the chromosomes are drawn to each end of the cell (the poles).
Telophase follows anaphase. In telophase, Figure VII, the
chromosomes are at the poles where they become longer and
thinner. The nuclear membrane reforms and the nucleolus
reappears.
Cytokinesis occurs, separating the cell into two daughter cells,
Figure VIII.
͕
Ɖ
Ő
Ő
͕ Ő
Figure 1
VIII
Stages
of
Mitosis
Next week we will look at meiosis. See you then!
Monacia Williams is an independent contributor.
Send questions and comments to [email protected]
NEXT LESSON: MEIOSIS
YOUTHLINK MAGAZINE | SEPTEMBER 27-OCTOBER 3, 2016
yl:chemistry
Atomic
structure
FRANCINE TAYLOR-CAMPBELL
Contributor
TOPIC REVIEW
Atoms contain subatomic particles called
protons, neutrons and electrons.
The nucleus of an atom contains protons
and neutrons, while electrons orbit the nucleus
in shells or energy levels.
The proton and neutron both have a
relative mass of 1, while that of an electron is
negligible or zero.
Protons are positively charged (+1),
electrons are negatively charged (-1) and
neutrons are neutral, i.e., have no charge (0).
An atom is usually neutral as the number
of positive charges (protons) equal the number
of negative charges (electrons).
Wolmer’s Boys’ star player Rivaldo English (right) showing off his skills during the
ISSA/FLOW Manning Cup match against Camperdown High. At left is
Camperdown’s Ranfano Roberts. Wolmer’s won 3-0.
In an atom, the number of protons is called
the atomic number. The mass number is the
number of protons plus neutrons. Electrons do
not contribute to the mass of the atom.
TABE FOR QUESTION 1
PARTICLE
Atoms lose electrons to form cations
(positively charged ions) and gain electrons to
form anions (negatively charged ions).
RELATIVE CHARGE
RELATIVE MASS
LOCATION
Electron
-1
1/1840
Orbit in shells
Neutron
0
1
Nucleus
Proton
+1
1
Nucleus
Electrons are arranged in the energy levels
or shells around the nucleus using a pattern.
This is called the electronic configuration. The
first shell has a maximum of 2 electrons, the
second shell a maximum of 8, and the third, a
maximum of 8 (for the 1st 20 elements).
Elements are arranged in order of their
atomic (proton) number on the periodic table.
Elements with the same number of outer shell
PREVIOUS TOPIC: SOLUTIONS AND SOLUBILITY
(valence) electrons are placed in the same group
(column) of the periodic table. Elements in the
same period (row) of the periodic table are filling
the same shell.
Atoms form compounds by sharing, giving
and accepting electrons.
QUESTION
1. Differentiate between the three subatomic
particles. The three subatomic particles are
protons, neutrons and electrons. The main
differences are shown in the table.
[See table.]
2. What contributes to the mass of the atom?
The protons and neutrons are the subatomic
particles that have mass. The mass of the
electron is negligible compared to the mass of
other particles. The mass of the atom is,
therefore, coming from the nucleus.
3. Given the element Ar, determine its atomic
number, number of neutrons and electrons.
Argon 18 Ar40 has 18 protons, 18 electrons and
22 neutrons (40-18).
4. Why are atoms neutral? An uncharged atom
has equal number of protons and electrons, so
the number of positive and negative charges
cancel. This results in a neutral atom.
5. Write the electronic configuration of the
following atoms; Li, N, S. The arrangement of
electrons in the atoms are as follows:
Li: 2:1
N: 2:7
S: 2:8:6.
Francine Taylor-Campbell is an independent contributor.
Send questions and comments to
[email protected]
NEXT TOPIC: ISOTOPES
YOUTHLINK MAGAZINE | SEPTEMBER 27-OCTOBER 3, 2016
19
yl:mathematics
The fundamentals
CLEMENT RADCLIFFE
Contributor
AVING REVIEWED important aspects of the structure of the
examinations, I will now consider some fundamental
concepts of mathematics. These should have been done in
the lower forms (grades seven to nine), but are worth reviewing.
H
Prior to doing so, please let us together determine the solutions
to last week’s homework.
1. Which of the following is the closest approximation for
6150 x 2.95?
(a) 12,000
(b) 15,000
(c) 18,000
(d) 21,000
SOLUTION
It is best to evaluate the answer as follows: The value of 2.95 is
approximately 3. Multiply 6150 by 3 is 18,450 or approximately
18,000. The answer is (c)
2. What is 10 per cent of 15 per cent of $ 500?
(a) $ 0.75
(b) $ 7.50
(c) $ 12.50
(d) $ 125.00
As even numbers are added or subtracted from odd
numbers, then (a), (b) and (c) are odd numbers.
An even number results from one subtracted from an odd
number.
The answer is, therefore, (d).
Let us now continue this week’s lesson by reviewing the topic
directed numbers.
Please note the following from the syllabus:
SPECIFIC OBJECTIVES
Students should be able to:
1. Perform computation using any
of the four basic operations with
real numbers
2. Convert among fractions,
percentages and decimals
SOLUTION
The percentage is 10 x 15 x $ 500 = $ 7.50
100 100
The answer is therefore (b)
3. Which of the following fractions is between 3 and 4 ?
4
5
(b) 59
(a) 73
100
80
(c) 31
(d) 13
40
16
SOLUTION
In this case, it is appropriate to eliminate answers. Both (a) and
(b) are less than 3/4 and (d) is greater than 4/5 . The answer is
therefore (c)
Alternatively, 31 is slightly greater than 30 or 3.
40
40 4
4. If 5p is an odd number, which of the following is an even
number?
(a) 5p - 2
(b) 5p + 2
(c) 5p + 4
(d) 5p - 1
SOLUTION
In this case, the incorrect answers are eliminated as follows:
It is strongly recommended that you do additional examples
from your textbooks. You may also wish to engage your friends in
quizzes. If you are experiencing difficulties determining the correct
answers, then seek help. It is not advisable to move on without
mastering this topic. Please attempt the following:
(1) 7 - 17
(2) 23 - 41
(3) 12 + 15 - 30
(4) 6 - 7 - 8
CONTENT
Addition,
multiplication,
subtraction and
division of whole
numbers, fractions
and decimals.
Conversion of
fractions to decimals
and ; percentages,
conversion of
decimals to fractions
and percentages,
conversion of
percentages to
decimals and
fractions.
You are correct if your answers are, respectively:
(1) - 10
(2) - 18
(3) - 3
(4) - 9
Let us now proceed to look at the multiplication and division of
integers. Review the following examples with a view to identifying
obvious patterns.
(1) -5 x -3 = 15
(2) -22 x -3 = 66
(3) 15b ÷ -3 = -5b
(4) -3 x 6 = -18
(5) 5a x -5b = -25ab
(6) 8 x p x q = 8pq
From the examples given above, the following should be noted:
Positive x Positive = Positive
Negative x Positive = Negative
Positive x Negative = Negative
Negative x Negative = Positive
Please use the above to guide your review.
I believe it is worth emphasising the importance of this topic, as
weakness in this area will affect your ability to solve problems
involving the application of the four arithmetic operations
(+, - , x , ÷) to real numbers.
Your performance in a wide variety of topics, including many in
algebra, could also be significantly affected. The number line is
quite useful in helping you to understand this topic. The following
method is also recommended:
Example: Evaluate 8 - 15
Solution: I have 8 items but owe 15
I, therefore, owe seven items which may be expressed as
8 - 15 = - 7
Using either approach, if necessary, you should be able to
evaluate the following examples.
PREVIOUS TOPIC: STRATEGIES TO FOLLOW
20
(1) 3 + 9 = 12
(2) -3 + 14 = 11
(3) -29 + 2 = -27
(4) 37 - 5 - 7= 25
(5) 13 + 21 - 8 = 26
(6) 8 - (-6) = 14
(7) -6- 9 = -15
(8) 5 + 8 -3 = 10
(9) 43 - 0 = 43
(10) - 6 - 11- 17 = - 34
The above pattern is also true when dividing. I strongly suggest
that this be committed to memory. More important, you should
ensure that all future calculations satisfy these rules.
Please attempt the following:
(1) - 4 x 8
(2) - 12 x -5
(3) 7 x 3
(4) 14 ÷ - 7
The answers are, respectively:
(1) - 32
(2) 60
(3) 21
(4) - 2
Let us now review the addition and subtraction of fractions.
This is usually the first question on the paper. It is in your best
interest to begin on a successful note. Practice is, therefore, key to
develop mastery.
CONTINUED ON PAGE 22
NEXT TOPIC: DIRECT NUMBERS
YOUTHLINK MAGAZINE | SEPTEMBER 27-OCTOBER 3, 2016
yl:english language
MELISSA MCKENZIE
H
Common concerns
These concerns arise as result of blunders that
have been seen in students’ work and you are urged
to address them if you are guilty of any. These are:
Inadequate use of appropriate punctuation
marks. In some cases, students write entire
paragraphs without one full stop in sight, or they
misuse the comma. This is a grave concern at this
level and all efforts must be made to avoid them.
management and the wrong approach in completing
sections. It is usually better to complete the
sections that value the most marks. For example, in
Paper 02, when the time is up, ensure that you have
written the story, essay and summary. Altogether,
they are worth 100 marks. These sections should
not be left incomplete.
Contributor
ELLO, STUDENTS! Since you have a renewed
idea of what the syllabus entails, I will now
focus on sharing common concerns that
have recurred in students’ scripts.
The failure to use paragraphs when writing
stories, essays or letters. The blocked format is not
acceptable. Please indent from the margin at the
start of each paragraph.
Poor sentence construction. In some cases,
the ideas that a candidate intends to communicate
is lost.
An inability to complete the exam in the
allocated time. This is due, largely, to poor time
The creation of summaries in which there is
lifting, irrelevant information and surpassing of the
word limit.
Stories that read like reports and lack conflict,
tension as well as dynamic characters.
Essays that inadequately develop points and
which are insufficiently supported by evidence.
The evidence of neglect in proofreading
written work.
PREVIOUS TOPIC: UNLOCKING THE ENGLISH A SYLLABUS
The use of the pronoun ‘I’ as a common letter.
- Her daughter is full of pure attitude.
The inclusion of ‘text-speak’ in writing. For
example, u for you, c for see or 4 in place of for.
This is not acceptable.
While we embrace our local dialect as a rich part
of our culture, please be reminded that it is an
English examination. Dialect must be limited to
conversations between characters in your stories,
and even then, it should be limited.
The use of the vernacular (Jamaican Creole)
or slang in the extended pieces. Some examples of
these are:
- The boy drop down same time when he heard
the news.
- Some mothers run leave their children.
- The policeman treated the criminal a way.
- Her daughter had no behaviour.
- The smell of the garbage made the people feel
bad.
- They were going to touch the road later tonight.
- The vendor was mad when the man pitch over
her goods.
Your English A examination is in May 2017 and
so you have ample time to work on addressing
these concerns. A great deal of overtime will have to
be put in, but this is absolutely necessary if you are
intent on claiming success.
Until next week, take care!
Melissa McKenzie teaches at Old Harbour High School. Send
questions and comments to
[email protected]
NEXT TOPIC: GETTING BACK TO BASICS
yl:english literature
BERYL CLARKE
Contributor
I. I hope you are now eagerly involved in
your schoolwork. After all, you are still well
rested, and still enjoying the stories that you
have swapped with your friends; those you did not
share via your phones, iPads, and so on and so on.
In the old days, school friends had to wait for the
holidays to be over or use ‘snail mail’ to catch up
with each other’s activities and events.
H
This week we will talk about short stories. You
already know that there are 10 of them on your list.
They are all short, even though they vary in length.
You can read a number of them in under one hour.
The short story, like the novel, is a prose narrative
but, as you can expect, it has some limitations and
we’ll get to those.
Like the novel, a short story can be about
anything. The writer may choose to build a story
about an animal, an accident, a match between rival
schools or communities, a church activity, a boy
who hates or loves to read, or a journey with
strangers. The story may cause you to burst into
laughter periodically (comedy), or make you sad
(tragedy). It can be set anywhere or in any time,
Short stories
including the future. Any subject that a writer may
use in a longer narrative can be used to create a
short story.
development of characters and interaction among
them, but as you read the 10 assigned, you will
notice that some attention is given to setting.
The origin of this form of the narrative is not
definite, though American writers of the 19 century,
particularly Edgar Allan Poe and Nathaniel
Hawthorne, made such use of it that, as its form
spread, it was believed that the short story is an
American literary form.
As you study these short stories, there are some
elements to which you should pay attention just as
you would do while working on a longer narrative.
Characters, point of view, plot, setting, style, themes
and symbols are significant aspects of each literary
work that you should identify. You must not be
satisfied with establishing that they are there, but
you must know what each element does. So, for
instance, when you find out from whose point of
view the story is being told, that is, who is telling
the story, you then have to decide whether the
narrator is honest or not, has all the facts and
understands what he is telling the readers.
Remember that the way a child says something is
different from the way an adult would. In addition, a
story told by a female would differ from the way a
In a novel, an author can have several characters
with a few fully developed, a main plot and subplots
and can create relationships between more than two
characters. Many themes can be explored. However,
in the short story, it is not possible for all that to be
done. Short stories usually has one main character
whose growth or enlightenment is rapid and results
from an event(s) or incident(s). The length of the
story does not allow for slow and lengthy
PREVIOUS TOPIC: THE SYLLABUS - PART 2
male would tell the same tale. By the way, bear in
mind that the storyteller may not be involved in the
action or may be the chief character. You may be
faced with a first-person narrator (I or we) or a
third-person narrator (he, she or they).
The element style is one we sometimes tend to
overlook. This can help us to understand
character(s). The language, inclusive of vocabulary,
use of slangs, dialect, figures of speech and so can
give us information about a person’s background,
level of education and understanding. Some
narrators’ fluency make their stories easy to read,
some by graphic descriptions make what they are
saying exciting and often humorous. There are
others whose choice of words create sadness,
deliberately so, in order to reflect what is happening
in the story. We have, too, to consider why some
sentences are long, maybe even very long, while
others are short.
Later we will consider the other elements. Next
week we will start our discussion of Man of the
House by Frank O’connor.
Beryl Clarke is an independent contributor. Send questions
and comments to [email protected]
NEXT TOPIC: MAN OF THE HOUSE
YOUTHLINK MAGAZINE | SEPTEMBER 27-OCTOBER 3, 2016
21
yl:information technology
CONTINUED FROM PAGE 11
CATHODE RAY TUBE (CRT)
This uses electron guns that must be at
distances of over one foot from the screen. Three
electron guns are used to set the dots glowing to
see all the different colours. CRT technology is
used with computer systems that are not
frequently moved from one place to another.
Examples of such computers are desktop
computers, minicomputers, mainframes and
super computers.
LIQUID CRYSTAL DISPLAY (LCD)
VOICE OUTPUT DEVICE
This is the most popular current technology for
flat-screen display used for pocket calculators and
digital watches. It is even now available in
television. LCD consists of liquid crystal material
between two glass plates. Characters are etched on
to the inner sheet but cannot be seen.
A voice output device converts digital data into
speech-like sounds. Two types of voice output
technology are speech coding and speech
synthesis. Voice output is used in telephone
information systems (for example, checking
voicemail), banks (for example, to check the
balance on an account) and utility companies to
check for bills, automobile system warning
devices and weather reporting applications.
AUDIO OUTPUT DEVICES
Audio output devices include those devices that
output voice or voice-like sounds and those that
output music and other sound. This includes
headphones, speakers, earphones, sound cards, etc.
MULTIMEDIA PROJECTOR
This is a device that is used primarily for
projecting text, images, video and audio content.
This device is commonly used by teachers,
public speakers, business personnel, etc, to
educate, to project PowerPoint presentations, to
inform, etc. It may also be used for entertainment
purposes such as for the projection of a movie.
We have come to the end of this lesson. See
you next week, when we will continue to look at
output devices. Remember, if you fail to prepare,
you prepare to fail.
Natalee Johnson teaches at Ardenne High School. Send
questions and comments to
[email protected]
yl:history
CONTINUED FROM PAGE 13
POLITICAL ORGANISATION
AGRICULTURAL PRACTICES
TAINOS
The Tainos and Kalinagos primarily practised
subsistence farming. In other words, they
produced enough food to feed their villages and
the surplus would be traded. The Tainos cultivated
crops such as maize, peanut, sweet potato, hot
pepper and cassava. They also hunted small
animals such as iguanas, agoutis, birds and
yellow snake. The Kalinago cultivated crops such
as cassava, sweet potato and yam, and ate
animals such as manatee, birds, agouti and fish.
They did not eat pig or turtle because they
believed these foods would make them stupid.
The Mayans also had a rich seafood diet that
included fish and oyster.
The cacique (chief) of the Taino society enjoyed
a hereditary position. This was passed from father
to son. However, in a case where there was no
male heir, the eldest son of his eldest sister would
assume the title. I should point out, however, that
this was quite rare. Nobles or nitayanos assisted
the cacique in the village; these were usually older
men who were considered wise and mature.
The cacique was entrusted with several
responsibilities:
i. Heading religious ceremonies
ii. Making the laws
iii. Officiating religious and social festivals
iv. Distributing land and allocating labour.
KALINAGOS
The ouboutou (chief) gained his title through
his military dexterity? He would have had to defeat
or kill several enemies in battle. His duties
included presiding over victory celebrations and
deciding when raids were to be held. He was
assisted by tiubutuli hauthe, who acted as
governors of their villages. They were responsible
for supervising fishing and cultivating as well as
leading in social ceremonies. Other leaders
included the nobles and priests (boyez), the
latter’s primary role being that of a religious
nature.
MAYANS
The position of Mayan chief (the halach uinich)
was inherited through family lineage. This
position passed from father to son (hereditary).
However, if the son of the deceased ruler was not
competent, one of his brothers became head of
state. If this was not successful either, a council of
nobles would elect a suitable person from the
ruler’s family. Nobles and ppolms (merchants)
were other important persons in Mayan society.
The ppolms were important merchants who had
their own laws, worshipped their own gods, and
did not have to pay taxes.
Debbion Hyman is an independent contributor. Send
questions and comments to
[email protected]
yl:mathematics
CONTINUED FROM PAGE 20
ADDITION AND SUBTRACTION OF FRACTIONS
The method is based on the principle that :
3 + 7 = 10
OR
5-3=2
8 8 8
7 7 7
NOTE
The denominators are the same.
Alternatively, the method requires that you are comfortable with:
Finding LCM when the denominators are not the same. Please
review if necessary.
Converting a fraction to its equivalent value. E.g. 3/2 is equivalent
to 3 x 2 = 6
2x2 4
The method is illustrated as follows:
a). Find 1/3 + 1/2 . As the LCM of 3 and 2 is 6, we express both
as fractions of 6.
22
2/6 + 3/6 = 5/6
b) Find 5/6 - 1/4 As the LCM of 6 and 4 is 12, we express both
as fractions of 12.
5-1=
6 4
(2 x 5) - (3 x 1) = 10 - 3 = 10 - 3
Answer is 7
12
12
12 12
12
The principle used is that both fractions are converted to the form
with denominator 12; that is, 5/6 to 10/12, etc. Note also that to
subtract fractions with the same denominator, we simply subtract
the numerators. Similar to addition of fractions.
Now let us attempt the following together:
22/3 - 7/5
In this case, it is recommended that mixed numbers 2 2/3 be
inverted to an improper fraction.
22-7=8-7
3 5 3 5
The LCM of 3 and 5 is 15, which is the common denominator.
8-7=
3 5
(5 x 8) - (3 x 7) = 40 - 21 Answer = 19
15
15
15
The multiplication and division of fractions are also important
fundamental concepts. Please review the following, noting that the
rules relating to positive and negative numbers are also applicable.
Constant practice is crucial to your success in mathematics, so I
will end this lesson with your homework.
(i) -5 x - 4
(vi) -6 -5 + 7
(ii) -24 ÷ 8
(vii) 3a x - 5b
(iii) 7/12 + 5/6 - 2/3
(viii) 7a2b ÷ ab2
(iv) 5 + 41/6 - 1 2/3
(ix) 7/2 - 3 5/6 - 1 1/2
(v) 5/3 - 1/6 - 5/6
(x) 12/25 x 5/9 ÷ 5/18
Clement Radcliffe is an independent contributor. Send questions and comments
to [email protected]
YOUTHLINK MAGAZINE | SEPTEMBER 27-OCTOBER 3, 2016