yl:history
Review of the Middle Passage journey
DEBBION HYMAN
Contributor
CONDITIONS DURING THE
MIDDLE PASSAGE JOURNEY
(CONTINUED)
OBJECTIVES
At the end of the lesson, students should be able to:
1. Define the term ‘Middle Passage’.
2. Describe the conditions aboard the slave ship (slaver) during the Middle Passage journey.
Hi, guys. In this week’s lesson, we will review one of our previous topics – the Middle Passage
journey. I will be incorporating points along with pictorial illustrations to provide a vivid picture of
the horrid journey the African captives had to endure.
DEFINITION – MIDDLE PASSAGE
The Middle Passage journey was the voyage between West Africa and the Americas which was
endured by African captives.
This was the second leg of the triangular trade. It lasted from six to 10 weeks, depending on
the weather and destination.
The captives were brought
above deck to exercise. Why do
you think captives were forced to
‘dance’ or exercise?
Captives who refused to eat
would have their teeth knocked
out by the shipmate.
Many captives attempted
suicide by jumping overboard.
Due to the unsanitary
conditions, there was the outbreak
of diseases such as yellow fever, scurvy, dysentery, measles and small pox.
QUESTION TO CONSIDER
CONDITIONS DURING THE MIDDLE PASSAGE JOURNEY
The captives were placed below deck.
Men were chained together and women and children stored together.
They were provided with very little food and water on-board the ship.
What would happen to the ill captives aboard the ship?
INSTRUMENTS OF TORTURE USED ON THE SLAVE SHIP
QUESTION TO CONSIDER
What would happen to sick captives when there was a shortage of food?
A – Handcuffs, B – Thumbscrew, C – Mouth opener, D – Leg shackles
WRITING TASK
Pretend you are a young boy or girl who is aboard a slave ship (slaver) travelling to the Americas.
Write a journal entry in which you detail:
a) The physical conditions aboard the slave ships.
b) Your experiences as well as other captives’ during the Middle Passage journey.
c) The island your ship will be journeying to in the Americas.
e) Use your sensory details to describe the conditions and experiences aboard the slave ship.
(What did you see, smell, touch, hear and taste?)
Captives being placed below deck.
10
Debbion Hyman is an independent contributor. Send questions and comments to [email protected]
YOUTHLINK MAGAZINE | MAY 2-8, 2017
yl:social studies
Social studies exam guide
MAUREEN CAMPBELL
Contributor
IT IS almost here. The social studies exam will be on Thursday, May 11. Are you ready?
Here are some things you must keep in mind.
This is how the exam is organised:
General proficiency for in-school candidates consist of two papers.
General proficiency for private candidates consists of three papers.
DĂƌŬƐ
WĂƉĞƌ dŝŵĞƚŽ dLJƉĞ ŽĨƋƵĞƐƚŝŽŶƐ
ŐŝǀĞŶ
ĐŽŵƉůĞƚĞ
ƚŚĞ
ĞdžĂŵŝŶĂƚŝŽŶ
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ĂůůŝŶĚŝǀŝĚƵĂůƐƐŝƚƚŝŶŐƚŚŝƐ ĞdžĂŵ͘
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ĨŽůůŽǁƐ͘
/Ŷ^ĞĐƚŝŽŶ ʹ /ŶĚŝǀŝĚƵĂů͕&ĂŵŝůLJ͕ ĂŶĚ^ŽĐŝĞƚLJ͘ ĂŶĚŝĚĂƚĞƐŵƵƐƚ
ĂŶƐǁĞƌ dtK ƋƵĞƐƚŝŽŶƐĨƌŽŵ ƚŚŝƐ ƐĞĐƚŝŽŶ͘dŚĞ ƋƵĞƐƚŝŽŶƐŝŶƚŚŝƐ
ƐĞĐƚŝŽŶĂƌĞĚŝǀŝĚĞĚŝŶƚŽ Ă ŶƵŵďĞƌŽĨƉĂƌƚƐ͖ŝƚ ƌĞƋƵŝƌĞƐ ƐŚŽƌƚĂŶƐǁĞƌƐ
ƚŚĞƐĞ͕ ƋƵĞƐƚŝŽŶƐŵƵƐƚ ďĞĂŶƐǁĞƌĞĚŝŶĐŽŵƉůĞƚĞ ƐĞŶƚĞŶĐĞƐ͘
/Ŷ^ĞĐƚŝŽŶƚŚĞƌĞĂƌĞĨŽƵƌƋƵĞƐƚŝŽŶƐĚŝǀŝĚĞĚŝŶƚŽƚǁŽ ƉĂƌƚƐ͕ƉĂƌƚϭ
ǁŝƚŚ dtK ƋƵĞƐƚŝŽŶƐ ŝƐŽŶ ĞǀĞůŽƉŵĞŶƚ ĂŶĚhƐĞ ŽĨZĞƐŽƵƌĐĞƐĂŶĚ ϱϬй
ƉĂƌƚ Ϯ ĂůƐŽ ǁŝƚŚ dtK ƋƵĞƐƚŝŽŶƐŽŶZĞŐŝŽŶĂů/ŶƚĞŐƌĂƚŝŽŶ͘^ƚƵĚĞŶƚƐ
ǁŝůůďĞƌĞƋƵŝƌĞĚƚŽĂŶƐǁĞƌŽŶĞ ƋƵĞƐƚŝŽŶĨƌŽŵƉĂƌƚŽŶĞĂŶĚŽŶĞ
ĨƌŽŵ ƉĂƌƚ ƚǁŽ͘dŚĞƐĞ ƋƵĞƐƚŝŽŶƐƌĞƋƵŝƌĞƚŚĞ ĐĂŶĚŝĚĂƚĞ ƚŽ ƌĞƐƉŽŶĚƚŽ
ƋƵĞƐƚŝŽŶƐǁƌŝƚƚĞŶ ŝŶƚŚĞ ĨŽƌŵ ŽĨƐŚŽƌƚ ĂŶƐǁĞƌƐ ĂŶĚĂůƐŽ ĞdžƚĞŶĚĞĚ
ĞƐƐĂLJƐ͘
^ĞĐƚŝŽŶ ĐŽŶƐŝƐƚƐ ŽĨ ƚŚƌĞĞ ƋƵĞƐƚŝŽŶƐǁŚŝĐŚĂƌĞůĂďĞůĞĚŝŶLJŽƵƌ
CONTRIBUTED
Students recieve seeds from the JAS at Jamaica 4H Clubs Career Expo.
While you study, remember you will be marked on a six-point scale based on the following profile
dimensions:
a. Knowledge and comprehension.
Be able to recall facts, and define terms and concepts.
Be able to describe social issues giving causes and consequences of these issues, while
infusing related terms and concepts.
Use the techniques and the procedures used in the investigating of social problems and
phenomena.
b. Application, evaluation and problem-solving
Organise, analyse and integrate information on social issues and be able to make informed
decisions.
Propose solutions to social issues and problems.
Explain and support reasoned decisions and conclusions reached, and why.
NOTE
In a world where competition is evident to reach the next level, it is so much easier to matriculate
to higher learning with good grades, so strive for a grade one. In order to achieve this:
You must be disciplined; study.
Social studies is not as easy as you think. The last 12 marks require you to be very critical in
your thinking; you cannot be vague, but must be as specific as you can. Think when you are writing
your answers that you are educating the markers.
You must write with much quality, do not leave any need for further clarification.
Manage your time well. Please answer the five questions in relation to the instructions given
and write your answers in complete sentences.
Your suggestions should be as accurate, objective and relevant as possible. When asked to
make suggestions, think what can be done or how can this issue be solved. Then to explain, think of
why you believe this suggestion will work, what will be the outcome/benefits to those involved. Be a
problem-solver.
See the Social Studies Caribbean Examinations Council Syllabus for further information.
Study hard, you can do it!
Maureen Campbell teaches at St Hugh’s High School. Send questions and comments to
[email protected]
YOUTHLINK MAGAZINE | MAY 2-8, 2017
11
yl:geography
JUDITH HENRY
Contributor
FOCUS QUESTION
What are insolation, radiation and the roles of greenhouse
gases in heating the earth?
Insolation
INSOLATION
Insolation is nothing but solar energy received on the earth in
the form of short-wave solar energy.
The sun emits radiation continuously in the form of short
wave and ultraviolet (UV) radiation. This radiation must pass the
atmosphere before it reaches the earth.
During its passage through the atmosphere, it goes through
several changes due to processes such as scattering, reflection
and absorption.
TERRESTRIAL RADIATION
This is outgoing radiation from the earth in the form of long
waves.
It heats the atmosphere.
34 units out of 51 units are absorbed by the atmosphere and
17 units are reflected (bounced) back to space.
Please note that only 51 per cent of this insolation reaches and
is absorbed by the earth’s surface.
The rest is absorbed by water vapour, dust and clouds, or is
reflected by the earth’s surface and scattered by particles in the air
(the albedo effect).
The atmosphere is largely heated from below by long-wave
terrestrial radiation from the earth’s surface.
COMPONENTS OF SOLAR RADIATION
The total radiation is composed of the following three
components:
1. Direct radiation (the radiation which comes directly from the
sun).
2. Diffused radiation (the radiation which is diffused by the sky,
layers of atmosphere and other surroundings).
3. Reflected radiation (the radiation which is reflected back by
the lake, seas and other water bodies).
The cosmic and ultraviolet rays are absorbed by the upper layer
and ozone layer of the stratosphere, respectively, but no radiation
is absorbed by the lower atmosphere. However, lower atmosphere
gets heated once the short-wave radiation of the sun turns into
long-wave (infrared) terrestrial radiation on the earth’s surface and
return to the atmosphere.
12
There are many reasons why insolation reaching the earth’s
surface is not evenly distributed across the planet. The following
are the main reasons:
Latitude (angle of incidence)
Cloud cover
Land and sea
EARTH’S ATMOSPHERE DOES THE
SAME THING AS THE GREENHOUSE
Gases in the atmosphere such as carbon dioxide do what the
roof of a greenhouse does.
During the day, the sun shines through the atmosphere.
Earth’s surface warms up in the sunlight.
At night, the earth’s surface cools, releasing the heat back
into the air, but some of the heat is trapped by the greenhouse
gases in the atmosphere.
SOLAR RADIATION
Incoming solar energy is in the form of short waves.
It heats the earth’s surface.
14 units out of 100 units are absorbed by the atmosphere,
35 units are reflected back to space, and the remaining 51 units
reach the earth’s surface.
Long-wave radiation is the energy radiating from the earth as
infrared radiation at low energy to space. Once in the atmosphere,
gases and liquids absorb the long-wave radiation.
In summary, earth’s net radiation, sometimes called net flux, is
the balance between incoming and outgoing energy at the top of
the atmosphere. It is the total energy that is available to influence
the climate. Energy comes into the system when insolation
penetrates the top of the atmosphere. Energy goes out in two
ways: reflection by clouds, aerosols, or the earth’s surface; and
thermal radiation-heat emitted by the surface and the atmosphere,
including clouds. The global average net radiation must be close
to zero over the span of a year or else the average temperature will
rise or fall.
Roughly 46 per cent of insolation reaches the earth’s surface.
The rest is either reflected and scattered back to space through
its interaction with clouds, water vapour, dust and pollen, known
collectively as aerosols, or it is absorbed by clouds and gaseous
elements and, hence, heats the atmosphere.
Insolation reaching the surface of the earth is used to warm it
up.
That’s what keeps our earth a warm and cozy 59° Fahrenheit,
on average.
The ‘greenhouse effect’ is the effect of atmospheric gases
like carbon dioxide absorbing energy from the sun and earth and
‘trapping’ it near the earth’s surface, warming the earth to a
temperature range that is hospitable for life.
The greenhouse effect describes a critical function of our
atmosphere: to keep the earth warm enough to sustain life.
The exchange of incoming and outgoing radiation that
warms the earth is often referred to as the greenhouse effect.
The earth’s surface then heats up the overlying atmosphere
through transfers of sensible heat, latent heat and the release of
long-wave radiation.
Conduction is when heat is conducted from the ground to the
air that is in direct contact with the ground.
The air, which is warmed by conduction, then rises by
convection because it is less dense than the air around it. In this
way, heat is transferred into the upper parts of the atmosphere.
Latent heat transfer – Energy is required to evaporate water into
a vapour. Therefore, the energy that was required to evaporate the
water is stored within the vapour as latent heat. The vapour then
rises into the atmosphere through convection, or through forced
rise (along fronts or up mountains), or by turbulence. On
condensation, the latent heat is released into the atmosphere as
sensible heat, which warms the atmosphere.
YOUTHLINK MAGAZINE | MAY 2-8, 2017
Incoming UV radiation easily passes through the glass walls of
a greenhouse and is absorbed by the plants and hard surfaces
inside. Weaker IR radiation, however, has difficulty passing
through the glass walls and is trapped inside, thus warming the
greenhouse.
So, the greenhouse gases in the atmosphere allow the sun’s
short wavelength radiation in, and because of the chemical
properties of the gases, they do not interact with sunlight, but they
CONTINUED ON PAGE 24
yl:biology
MONACIA WILLIAMS
Contributor
ELLO, STUDENTS. How are you this week? Did you notice
the heading for this lesson? It says ‘review’, indicating that
our time together is drawing to a close! I hope you were
able to benefit in some way from the lessons that we have shared
together, and that these lessons were able to provoke some
thought and, hence, served to improve your understanding of the
biological concepts.
H
Exam review
For the remainder of the lessons, I will try to help you sharpen
your skills in answering questions; each case will involve the
arrangement of material that we would have shared over the last
two years. In most instances, I have found that students do know
the content material but may have problems organising this
content in their minds so that they are able to formulate good
responses.
One of the topics that tends to present problems is the
movement of materials. This involves two subtopics: diffusion
and osmosis. Osmosis is a form of diffusion, but it covers only
the movement of water across selectively permeable membranes;
so if you are asked to give similarities and differences between
the two processes, what are you going to write?
Let’s backtrack to that long-ago lesson:
HOW ARE THEY SIMILAR?
Both osmosis and diffusion need concentration gradients.
For both, substances move down concentration gradients.
Both occur because particles move randomly.
Both osmosis and diffusion result in the redistribution of
particles.
HOW ARE THEY DIFFERENT?
As stated previously, in osmosis, only water particles
move, while in diffusion, all types of particles, solid, liquid and
gas move.
A selectively permeable membrane must be present for
osmosis to occur.
Diffusion takes place in both plants and animals. Two of the
processes in which diffusion must occur before they can take
place are photosynthesis in leaves and respiration in the
mammalian lung. Let us look at photosynthesis first:
Gases move into and out of the leaf by diffusion.
The oxygen that is produced in photosynthesis diffuses
from the palisade and the mesophyll cells where photosynthesis
takes place:
Into the liquid surrounding the cells.
Into the intercellular air spaces.
This causes the concentration of oxygen in the air spaces
to increase.
This, in turn, causes a concentration gradient to develop
between the air spaces and the external atmosphere.
The presence of the concentration
gradient causes the diffusion of oxygen to the atmosphere.
The reverse is true for carbon dioxide.
Tar breaks down the alveoli, hence, reducing the surface
area that is available for gaseous exchange.
WHAT HAPPENS IN MAMMALIAN RESPIRATION?
CARBON MONOXIDE
Diffusion takes place across the walls of the alveoli into the
capillaries.
The oxygen concentration in the alveoli is high, compared
to the concentration in the capillaries.
This creates a concentration gradient.
Oxygen moves into the capillary from the alveoli.
The oxygen in the body cells is used up in respiration.
This reduces the concentration in the body cells, so the
capillaries now have a higher concentration of oxygen than the
body cells.
A concentration gradient is set up.
Oxygen diffuses into the body cells.
So then, we can conclude that diffusion must occur for the
lung to function effectively. Unfortunately, some of our actions
and habits do not facilitate this. One such habit is cigarette
smoking. Over time, the smoking of cigarettes impairs the
diffusion process in the following ways:
Less oxygen is removed by the capillaries since
heamoglobin binds with carbon monoxide. This will alter the
concentration gradient.
Because of the damaging effects that cigarette smoking has on
the human body, many countries have banned the smoking of
cigarettes in public places. Do you think this action is justified?
The answer would be a ‘yes’ and some of the reasons that one
can give for saying yes are:
Smoke diffuses once a concentration gradient exists, i.e.,
between the smoker and the non-smoker; the smoke from the
cigarette/cigar/ganja spliff is going to move in the direction of
the non-smoker where the concentration is lower.
This means that the non-smoker is subject to the smoker’s
smoke with the tar, nicotine and carbon monoxide.
This is called second-hand smoke and it has the same
effects on the non -smoker as it has on the smoker.
I hope the above has helped to concretise as well as organise
some of the knowledge you already have.
See you next week!
NICOTINE
The nicotine in the tobacco reduces the airflow into and out
of the lungs. This can affect the amount of oxygen and carbon
dioxide in the alveoli, hence the concentration gradients will be
disturbed.
YOUTHLINK MAGAZINE | MAY 2-8, 2017
TAR
Monacia Williams is an independent contributor. Send questions and
comments to [email protected]
13
yl:chemistry
Applications of electrolysis
FRANCINE TAYLOR-CAMPBELL
Contributor
object to form a protective oxide coating of aluminium oxide
(Al2O3), which is resistant to corrosion.
YOU SHOULD BE ABLE TO
Describe the industrial applications of electrolysis, metallic
extraction and purification, electroplating and anodising.
Electrolysis is used commercially to extract reactive metals
such as sodium and aluminium from their ores.
Electroplating and corrosion protection uses the principle
of electrolysis.
Pure metals can be obtained using the process of
electrorefining.
ELECTROLYSIS OF ALUMINIUM OXIDE
Reactive metals such as aluminium are obtained by
electrolysis. The metal ions are reduced by gaining electrons. The
molten aluminium is tapped off.
Electrolytic cell for electroplating an object.
ELECTROLYSIS OF BRINE USING
THE DIAPHRAGM CELL
At the cathode: H+ ions are discharged in preference to Na+.
2H+(l) + 2e == H2(g)
At the anode: Chlorine is liberated as Cl- are more
concentrated.
2Cl-(aq) === Cl2(g) + 2e
The valuable product of NaOH is also produced.
PURIFICATION OF COPPER
Electrolytic cell for purifying copper.
Cathode: Al3+ + 3e = Al (l) – reduction
Anode: 2O2- = O2 + 4e
Comment: The carbon anodes gradually wear away when
reacted with the oxygen produced.
ELECTROPLATING
ANODISING
Anodising is a process of producing corrosion-resistant
articles by coating. The anode in this cell is an aluminium object
and the electrolyte solution is one which can liberate oxygen at
the anode such as dilute sulphuric acid.
At the anode: OH- ions are discharged.
4OH-(aq) –– 2H2O(l) + O2(g) + 4e
The oxygen liberated at the anode reacts with the aluminium
This is the process of coating an object with a thin layer of
another metal by electrolysis. This can be used to prevent
corrosion and to make the object more attractive. In this process,
the object to be coated is the cathode and the metal to be used for
coating (plating) is the anode. For example, to add a nickel plate
to an object, a nickel sulphate solution could be used as the
electrolyte.
At the cathode: The object or metal to be coated (plated) acts
as the cathode. For example, in nickel plating, nickel ions are
discharged and deposit on the cathode or object, thereby coating
it.
Ni2+(aq) + 2e –– Ni (s)
At the anode: If the object is to be nickel plated, then the anode
must be made of nickel. The nickel will, therefore, dissolve to
form nickel ions.
Ni (s) cathode –– Ni2+ (aq) + 2e
Comment: If the object is to be chrome plated or silver plated,
then a chromium or silver electrolyte solution is used and the
anode is made of chromium or silver.
PREVIOUS LESSON: ELECTROLYSIS OF AQUEOUS SOLUTIONS
14
YOUTHLINK MAGAZINE | MAY 2-8, 2017
The purity of copper can be improved by electrorefining. In this
case, the same principle of electroplating or electrodeposition is
used. The electrolyte is a solution containing copper ions such as
copper sulphate. The cathode is a strip of pure copper and the
anode is a lump of the impure copper.
At the anode: Copper atoms from the impure copper dissolve
to form copper ions. This causes the anode to decrease in size.
Cu(s) –– Cu2+(aq) + 2e
Impurities fall off the anode and are collected in the cell.
At the cathode: Cu2+ ions migrate towards the cathode, where
they are deposited on the cathode as solid copper.
Cu2+ (aq) + 2e –– Cu(s)
The cathode becomes thicker (increases in size).
Francine Taylor-Campbell is an independent contributor. Send questions and
comments to [email protected]
NEXT LESSON: ELECTROCHEMICAL CALCULATIONS
yl:english language
Writing your way to
success in English A
MELISSA MCKENZIE
Contributor
TUDENTS, WE have come to the end of
the lessons. Do you know what that
means? Exam season is here! In this
week’s lesson, I will be providing you with a
sample essay that was written by one of my
grade-11 students, Indiana Thomas, in a mock
exam. This essay demonstrates superiority.
Also, I will give you several tips you can use in
the English A examinations.
S
Before I do, though, here is the answer to last
week’s activity:
More and more people are coming out in
defence of marijuana. So much so that its
legalization is being considered (opening
statements). Although the support for marijuana
has increased, legalizing it would be wrong for
several reasons (thesis statement). For one, it
affects the brain, it can lead to the use of other
drugs, and it can be more accessible to children
(summary of supporting points).
This introduction is simple and one you can
model.
Now, let us go to the sample essay.
SAMPLE ESSAY
Written by: Indiana Thomas
Essay topic: Young people spend too much
time indoors these days surfing the Internet. Let
them spend more time in outdoor activities. Ban
the Internet!
It cannot be disputed that young people
should spend some time doing outdoor
activities instead of surfing the Internet, but the
Internet should not be banned to achieve this. It
is important to note that the Internet is not only
used by young people but by other authorized
civilians and entities; the Internet is not always
used by youths to do unconstructive activities
and instead of banning the Internet, parents can
simply monitor how their children use it.
In this age of technological development,
banning the Internet would be a huge setback.
The Internet is not only used by youths but also
by authorized personnel, business places,
universities and the list goes on. Application
forms for universities and jobs are online. There
are persons who study via the Internet. Some
persons work via the Internet. Bills can be paid
via the Internet and monetary transactions can
be paid via the Internet. Therefore, what would
be the sense in banning it?
Furthermore, not all young people use the
Internet as a medium to do unconstructive
activities. There are many young people who
can attest to the fact that the Internet has helped
them at some point in time, be it with
assignments or through videos that help them
to better understand a topic or lesson. There are
also some young people who are engaged in
educational gaming to reinforce concepts that
have been learnt. Should the good suffer for the
bad in this case? Should the Internet be banned
because of the action of idlers?
Lastly, if parents want their children to
participate in outdoor activities, they should
monitor the time allotted to surf the Internet and
encourage them to do more outdoor activities
by presenting the benefits. Parents are in charge
of their children’s development and if they
believe their children need to participate more in
outdoor activities, insist that they do. If the
Internet surfing time is reduced, it is inevitable
that young people will resort to outdoor
activities. Reducing the Internet time is a more
realistic option.
In conclusion, there is no logical reason
behind wanting to ban the Internet because of
the time young people spend on it. Such a move
would be counterproductive as the Internet is
used for business and academic purposes.
Also, instead of banning the Internet, parents
can simply monitor the time allotted for Internet
surfing.
You will notice several things about the
essay. These are:
1. A clear stance is asserted.
2. It is a five-paragraph essay.
3. Each supporting point is developed in a
separate body paragraph and enhanced by
specific details and persuasive techniques.
4. The use of language is very good.
Feel free to use it as a guide.
As you make final preparations for the exam,
consider these tips.
EXAMINATION TIPS
PAPER 02
REMAIN CALM!
Ensure that you use pens with blue or
black ink.
Read through the paper carefully. You are
usually given additional time to do so.
Adhere to the suggested time and word
limits.
Remember, you do not have to work from
the front to the back. I usually recommend
writing the essays and stories first. However,
you can do the section you are strongest in first.
Read the extract for the summary at least
twice and underline the important points. Use
your own words.
Write a one-paragraph summary that does
not exceed 120 words. Remember, do not lift
information.
Plan your essay, stories and descriptive
pieces in the boxes provided.
Write the question numbers in the space
provided atop the page.
Be careful with the use of pencils. If you
write in pencil first and then write over it with
pen, erase the pencil markings completely.
Scripts are scanned and oftentimes the pencil
YOUTHLINK MAGAZINE | MAY 2-8, 2017
and pen markings clash and make the written
information illegible. To be safe, stick with pens.
Finally, proofread your work.
PAPER 01
REMAIN CALM.
Ensure that you have enough pencils.
Do the questions you can comfortably do
first.
Shade in your responses to each item
neatly. If you decide to change an answer, erase
the previous answer completely.
In the vocabulary section, use context
clues to figure out the meaning of unfamiliar
words.
For the comprehension section, read the
extracts carefully and pay attention to the
questions and how they are worded.
Check to see if you have answered all
questions and if you are satisfied with your
responses.
Students, I wish you the best in all your
examinations. You have it within you to do well.
Melissa McKenzie teaches at Old Harbour High School.
Send questions and comments to
[email protected]
15
yl:mathematics
CLEMENT RADCLIFFE
Contributor
HIS BEING the end of our nine-month journey, I do hope my
contribution has provided some support. It is, however, your
efforts that will make the difference.
T
At the outset, I wish to highlight the following points about
matrices. They are vital to your full understanding of this topic.
There is no reason to have difficulty in multiplying 2 x 2
matrices. You just need to continue practising the principle –
rows multiply by columns both with the same number of
elements.
Squaring the 2 x 2 matrix A is found by multiplying A x A.
The determinant of a 2 x 2 matrix has value ad - bc where
the elements of the matrix are a, b, c, and d.
The value of the determinant of a singular 2 x 2 matrix is
zero, that is ad-bc = 0.
The
last lap
EXAMPLE
Given that -3x + 2y = -11
5x + 4y = 33
(a) Express the simultaneous equations in the form C x X = D
(b) Given the 2 x 2 matrix C, find:
(i) The determinant of C
(ii) The inverse of C
SOLUTION
(a) -3x + 2y = -11
5x + 4y = 33 is expressed as:
The above are illustrated by the solutions of the homework
given last week.
HOME WORK
SOLUTION
Let us now proceed to use matrices to solve simultaneous linear
equations. The method involved is as follows:
An important prerequisite is to be able to find the inverse of a 2
x2 matrix.
SOLUTION
Substituting the elements of Matrix C,
:. 6 x P - 2 x 5 = 0
:. 6P - 10 = 0
:. 6P = 10 or P = 5/3
Answer P = 5/3
Since P = 5/3,
The 2 x 2 coefficient matrix A is converted to the unit matrix by
pre- multiplying both sides by the Inverse of A
:. A-1 x A x X = A-1 B.
NOTE
SOLUTION
(i) Be reminded that the product of H2 x 2 x H2 x 2 is a 2 x 2 matrix
You must multiply both sides of the equation to maintain the
values of the variables.
By simplifying both sides, the equation of two 2 x 1 matrices
remain.
Equating terms will enable you to find the values of x and y,
the solution of the original simultaneous equations.
The above is illustrated by the solution to the following example.
16
YOUTHLINK MAGAZINE | MAY 2-8, 2017
CONTINUED ON PAGE 17
yl:tips from the experts
ENGLISH LANGUAGE
erase all pencil markings to avoid superimposing the
handwriting. This makes the scripts illegible online.
MS. RHONDA WILLIAMS - ASCOT HIGH SCHOOL
MRS. KAREN MILLER - HOPEWELL HIGH SCHOOL
Adhere to the suggested word limits given for each section.
Contributors
If you make a mistake, draw a neat line through it.
EXAM STRUCTURE AND FORMAT
New marking procedures
New answer booklets
Best practices in recording answers
Syllabus structure and the exam
Allocation of marks
Mark schemes and rubrics
BEST PRACTICES DURING THE EXAM
Be on time and prepared with all your utensils (2 pens of
the same colour ink, 2 HB2 pencils, sharpener and eraser).
Always work the paper from the back to the front in this
order:
story/descriptive
argumentative
essay
summary
comprehensions
Time yourself for each section of the exam paper;
approximately 30 minutes for each section. Be sure to wear a
watch so you can keep track of the time.
Make a plan before you engage the paper, especially the
sections that require extensive writing. Make a jotting of all your
ideas so you don’t forget in the event you become overwhelmed
with anxiety.
Proofread your work.
MATHEMATICS
If time permits, go back and resolve the more difficult
problems on the test on a separate piece of paper. If these “new”
answers are the same as your previous answers, chances are
your answer is correct.
BEST PRACTICES
When asked to ‘show work’ or ‘justify your answer’, don’t be
lazy. Write down everything about the problem, including the
work you did on your calculator. Include diagrams, calculations,
equations and explanations. Now is the time to “show off” what
you really can do with this problem.
Always read math problems completely before beginning
any calculations. If you glance too quickly at a problem, you may
misunderstand what really needs to be done to complete the
problem.
If you are ‘stuck’ on a particular problem, go on with the
rest of the test. Oftentimes, while solving a new problem, you will
get an idea as to how to attack that difficult problem.
Whenever possible, draw a diagram. Even though you may
be able to visualise the situation mentally, a hand drawn diagram
will allow you to label the picture, to add auxiliary lines, and to
view the situation from different perspectives.
If you simply cannot determine the answer to a question,
make a guess. Think about the problem and the information you
know to be true. Make a guess that will be logical based upon the
conditions of the problem.
Know your calculator! If you must borrow a calculator from
your teacher, be sure that you have used that brand of calculator
on previous occasions. If you are not familiar with how a
particular calculator works, your calculations may be incorrect.
Remain confident! Do not get flustered! Focus on what you
do know, not on what you do not know. You know a lot of math!!
MRS. MICHELLE FIELD - ASCOT HIGH SCHOOL
Contributor
If you know that your answer to a question is incorrect, and
you cannot find your mistake, start over on a clean piece of
paper.
Oftentimes when you try to correct a problem, you
continually overlook the mistake and not on trying to find the
error.
Read the instructions carefully and start the sections you
are most comfortable with. Do not leave the questions with the
greater marks for last minute!
Be sure that you are working in the same units of measure
when performing calculations.
The examination scripts will be e-marked (via the
computer), so it is important that you use a black or blue ink
only. Try to write as bold and as legible as possible.
Be sure that your answer ‘makes sense’ (or is logical). For
example, if a question asks you to divide 5 by 25 and your answer
comes out to be a number greater than 1. It is not correct. Why?
If you write with a pencil and rewrite in pen, remember to
information in a problem before being able to arrive at the final
answer. These questions are called ‘two-step’ problems and are
testing your ability to recognize what information is needed to
arrive at an answer.
Remember, that it may be necessary to ‘solve’ for additional
DOS & DON’TS
Don’t be late for your exams
Take all the instrument needed
Study and know all the formulae
Don’t waste time in the exam
When a mistake is made draw one line through it
Use pencils only for diagrams or charts
AREAS OF GENERAL CONCERN
Fractions/ approximations
Common errors with signs( -,+)
The use of angle for finding length of sides
Problems applying Pythagoras Theorem
The failure to use the inverse function for finding angles
Application of appropriate Formulae
Writing off the questions before calculating
yl:mathematics
CONTINUED FROM PAGE 16
As this is the final lesson, I do wish you all the best in the CXC
CSEC examinations. You are also encouraged:
To continue to review effectively, the work presented during
the year.
It is vital that you have available copies of all the lessons
which were presented.
These should be a critical part of your review package.
Your review package should also include, past paper
questions, model answers and a suitable calculator.
You also need a current CXC syllabus to ensure adequate
coverage. This will ensure that you review those topics which I
YOUTHLINK MAGAZINE | MAY 2-8, 2017
omitted.
I do hope that you have been using your calculator and that
you are familiar with it.
Clement Radcliffe is an independent contributor. Send questions and
comments to [email protected]
17
yl:english literature
‘A Lesson for This Sunday’
BERYL CLARKE
Contributor
THE GROWING idleness of summer grass
With its frail kites of furious butterflies
Requests the lemonade of simple praise
In scansion gentler than my hammock swings
And rituals no more upsetting than a
Black maid shaking linen as she sings
The plain notes of some Protestant hosanna.
Since I lie idling from the thought in things.
Or so they should, until I hear the cries
Of two small children hunting yellow wings,
Who break my Sabbath with the thought of sin.
Brother and sister, with a common pin,
Frowning like serious lepidopterists.
The little surgeon pierces the thin eyes.
Crouched on plump haunches, as a mantis prays
She shrieks to eviscerate its abdomen.
The lesson is the same.
The maid removes
Both prodigies from their interest in science.
The girl, in lemon frock, begins to scream
As the maimed, teetering thing attempts its flight.
She is herself a thing of summery light,
Frail as a flower in this blue August air,
Not marked for some late grief that cannot speak.
The mind swings inward on itself in fear
Swayed towards nausea from each normal sign.
Heredity of cruelty everywhere,
And everywhere the frocks of summer torn,
The long look back to see where choice is born,
As summer grass sways to the scythe’s design.
A Lesson for This Sunday from Collected Poems: 1948-1984
by Derek Walcott. Copyright © 1986 by Derek Walcott. Reprinted
by permission of Farrar, Straus and Giroux, LLC.
Hello, exam-bound and well-prepared CXC students! I must tell
you of my regret that we do not have more time to explore our
texts. My hope is that you have already read this poem. You know
the drill, if you haven’t, then do so now, and again and again if
you want to.
What was the first picture that popped into your mind when you
saw the title? Was it of yourself reading a lesson in church for
Sunday school or in the worship service? Did it remind you of
preacher’s emphasis on a particular lesson on a particular
18
Sunday? Since many of us worship on a Sunday or Saturday, we
know not only that the word ‘lesson’ may refer to the portion of
scripture/Bible on which a sermon can be based, but that it may
mean an experience or an event from which we can learn
something that encourages or warns. Now, after your first reading,
or second or third, what picture do you have?
Is the persona sitting, standing or perhaps kneeling? You
understand why I included kneeling? The poem’s title does
include the word Sunday. OK, no! There is mention of a hammock
and one usually lies in that and in the last line of the first verse
the speaker does say “Since I lie idling from the thought of
things_____...” The speaker is obviously not in a church
building. He is outside enjoying a quiet, calm and peaceful
environment. It appears that the hammock in which he lies is
swaying gently and there are butterflies flitting on the grass in his
view. He believes that a glass of lemonade would suit him as he
relaxes, watching not only the very active butterflies, but the ‘black
maid’ at work. Contrast is created between his inaction and the
busyness of the butterflies and the other human being who is
mentioned and whom you would have noticed is singing, offering
praise that fit in with the mood of worship. It is Sunday, after all.
In the second stanza, the mood of worship is broken. Through
the speaker, we learn that two more human beings appear, little
children, a boy and a girl. They are seriously focused on catching
the beautiful, harmless and very vulnerable butterflies. Their intent
is cruel, destructive and ugly. The speaker observes the catching
and disembowelment of a butterfly by the girl. She probably sees
her action as fun. Unlike her, the butterfly has no voice with which
to shriek and cry. Its agony is, therefore, disregarded by the
children who clearly have all the power in this encounter.
Please take some time now to consider the poet’s style.
You may be wrong in your opinions, but don’t be wrong in your
facts.
Remember now that our poem begins with us meeting a
speaker who was enjoying a tranquil period in a beautiful setting
when his mood of restfulness was broken by children who were
hunting butterflies to kill. Remember, too, that we must be on the
lookout for a lesson. The picture of tranquility and ‘holiness’ has
been fractured by the treatment of the butterfly, and the picture
becomes horrifying as we see the mutilated insect struggle to fly.
The children take what they are doing so seriously that they are
compared to experts who study butterflies. They are called
prodigies, for the girl seems to know how to dissect the butterfly
as if she is an expert at her age.
YOUTHLINK MAGAZINE | MAY 2-8, 2017
Have you ever seen a praying mantis? Even if you have not
seen one, except in a picture, I’m sure you realise that saying that
the girl was crouched on her plump rear like one is not a flattering
description. To get a full understanding of what is being said, you
must bear in mind that a praying mantis is a predator. So, the girl
is presented as cold and calculating and she does not have the
praying mantis’ reason for hunting. No wonder the mood of the
Sabbath is shattered.
Before the stanza ends, the speaker makes a comparison
between the butterflies and the girl. You know that it is often
believed that it is only boys who stone frogs and pull the wings
from insects. So, is the speaker telling us some thing different, or
is he suggesting that she is motivated by the desire to learn and
not to hurt? Like the butterfly, we are told that she fits in with the
summery environment as described earlier, and that she is
delicate – perhaps not one that we would associate with such
behaviour.
The last line, however, again creates a contrast as the speaker
tells us that her future does not include unspoken grief which, as
we know, was not the butterfly’s situation.
Whose mind do you think is spoken about at the start of the
third verse? It could be, most likely, that of the speaker in the
poem, but it could also refer to some of us as human beings when
we witness cruelty. Such an act sickens the stomach and yet he
calls it a normal sign. Is this to say that such behaviour as carried
out by the child is usual, ordinary, typical, the standard of
something to come? This idea is supported by the third line,
“Heredity of cruelty everywhere,...”
The children, then, are just acting out what they have seen,
what they have inherited from adults. This is general conduct; it is
not limited to these children. It is not A Lesson for This Sunday
only. The speaker expects that one will wonder when the choice to
act without mercy was made, even as he realises that the very
grass he enjoys grows up to be cut down. We can see that the
lesson for this Sunday is the inherent cruelty of humans. The girl,
although appearing to be innocent, is not and is on a negative
path.
We need to consider the poet’s style here. You should not be
surprised that there is not much regularity in the rhyme scheme,
especially after line 12. What reason can you give for this?
Identify the things which contribute to the Sunday feel in the first
stanza. How does the second stanza make you feel and how does
CONTINUED ON PAGE 24
yl:office administration
Revision
Be sure you have the correct format for letter writing. This example is a blocked-style letter.
Yours faithfully,
I. Douglas
Ilene Douglas (Mrs)
HYACINTH TUGMAN
Contributor
ELLO, STUDENTS. I hope you are in high gear for your upcoming examination, as the time
draws closer. This week, I will answer the questions you did last week. I will not repeat the
questions. Good Luck.
H
1. (a) Four reasons for good communication in a business
(i) To provide information.
(ii) To give or receive instructions.
(iii) To encourage and praise.
(iv) To set procedures.
(v) To discuss and evaluate.
(b) Application for employment, curriculum vitae, payroll authorization records,
including direct deposit, vacation records, contract of employment, training acknowledgements,
performance evaluation, termination notice, benefits information, internal complaints/grievances.
Personal records contain sensitive data on employees which may relate to health, family
connections or medical reports, hence unauthorised persons should not get hold of these records.
(c) (i) Give immediate attention. (ii) Make visitors feel welcome and comfortable.
(iii) Follow up if they are kept waiting. (iv) Offer seat and reading material.
(b) Three methods of communication – (i) Oral (conversation and meetings).
(ii) Electronic (teleconference, video conferencing) (iii) Written (letters, reports) (iv) Visual
( graphs, signals).
(c)
3. (a) (i) Must be well spoken. (ii) Friendly (iii) Work well under pressure. (iv) Be sensitive to the
needs of people of all ages. (v) Be pleasant. (vi) Be computer literate.
Create a good impression for your company – (i) Be professional. (ii) Keep
reception area tidy. (iii) Answer telephone promptly. (iv) Be knowledgeable about the business.
4. (a) Characteristics of a good filing system – (i) Is simple to operate. (ii) Provides security for
files. (iii) Provides for tracing files. (iv) Has a retention policy.
Characteristics of good communication
Characteristics
Influential Factors
How to Communicate
The choice of the communication channel must
be determined by the factors that influence it
e.g. urgency.
Clarity
The recipient must be able to understand the
message in term of language and expression
e.g. appropriate language.
Accuracy
Information (facts, figures, diagrams) must be
correct.
Effectiveness
It must be well-timed to produce the desired
effect.
Completeness
Everything must be included.
Specific
The message must not be misleading nor have
double meanings. It must be relevant.
(b) Retention – Length of time each document or record will be retained as an active record.
Microfilming – Film on which materials are photographed at reduced size.
Chronological order – Filing documents in date with the most recent on top.
(c)
Bridgeview Country Club, The
Burke Yvonne, Mrs
Harvey, Kirk L
Jones, Neville (Dr)
Payne C. D. & Co Ltd
Thompson Paul (Sir)
03 April, 2017
5. Standing order – An instruction a bank account holder (the payer) gives to his or her bank
to pay a set amount at regular intervals to another (the payee) account.
Credit card – A small plastic card issued to users as a system of payment; it allows the holder to
purchase goods and services with a promise to pay for these at a later date.
Direct debit – Is a financial transaction in which one person withdraws funds from another
person’s bank account. Before the payer’s banker will allow the transaction to take place, the payer
must advise the bank that he or she has authorised the payee to directly draw the funds.
The Human Resource Manager
Whims International
17 Holbourne Road
New Kingston
6 (a) Services offered by travel gents – Preparing itinerary, making reservations – hotel/car,
preparing tickets.
(b) Reasons for a travel folder – To keep track of planned trips, ensure that all documents are in
one place.
2. LETTER OF APPLICATION
10 Mona Road
Kingston 10
Questions 7 and 8 will be answered in my next lesson. Hope you got all correct.
See you next week.
Dear Sir /Madam,
The body should state that you are interested in the position advertised, give your educational
attainments, and request an interview.
Hyacinth Tugman is an independent contributor. Send questions and comments to [email protected]
YOUTHLINK MAGAZINE | MAY 2-8, 2017
19
yl:principles of business
YVONNE HARVEY
Contributor
ELLO, AGAIN. This week’s lesson will
cover definitions and examples of the
small firm, characteristics of the small
firm, and the role of the small firm in Caribbean
communities.
H
The small firm
Although we have seen that many firms
expand and go into large-scale production,
there are some that do not increase their size –
they remain small. In the Caribbean, small firms
tend to be more than large firms. These small
firms exist alongside other large firms.
DEFINITIONS AND EXAMPLES OF
SMALL FIRM
It is not an easy task to find one appropriate
definition for the small firm, therefore, many
persons use various criteria to identify such
firms. According to B.M.C. Abiraj in his book,
Principles of Business for CXC, several
definitions of small firms are used in Trinidad
and Tobago, as outlined by the Management
Development Centre in Port-of -Spain. These
definitions include:
(a) A firm whose total assets excluding land
and buildings do not exceed TT$500,000.
(b) A definition from the Central Statistical
Office states that for a firm to be considered
small, it should have fewer than 10 employees.
(c) A third definition states that a small firm
should employ ONE top manager who should
manage the business and perform other
functional duties as well.
Examples of small firms include direct
services such as hairdressing, small shops,
restaurants, small private schools, private
nursing homes, etc. You may wish to do some
research and add to this list of examples.
CHARACTERISTICS OF SMALL FIRMS
1. These are firms which cannot easily be
divided into departments, since they lack the
space and personnel.
2. Workers in small firms do not specialise
much, if at all.
3. Many small businesses are family
oriented.
4. Small firms do not normally have middlemanagement personnel. The top manager
performs all the important duties himself.
20
Members of the Bog Walk High School Band gather on stage at the Vera Moody Concert Hall, Edna Manley College of
the Visual and Performing Arts, after being named Jamaica’s Best School Band for 2017.
5. Small firms are often characterised by a
wide variety of tasks and skills.
6. These firms exhibit many of the
characteristics of the sole trader. It would be
good if you could revise these characteristics.
THE ROLE OF SMALL FIRMS IN
CARIBBEAN COMMUNITIES
1. Small firms provide employment for many,
especially in rural areas.
2. They provide services that are either not
provided by larger firms or they are not
adequately or properly provided.
3. Small firms provide competition to larger
firms, forcing them to be efficient and keep their
prices low.
4. These firms serve as a means for persons
to supplement regular income, for example, as
farmers, fishermen, etc., especially where the
nature of work is seasonal.
5. Many small firms assist larger firms in
“breaking bulk” and in the distribution process,
e.g. small-scale retailers.
6. Small firms often try out new ideas and
expand to become larger firms, to the benefit of
the community.
7. Small firms can manage the demand of
small communities, whereas larger firms may
see their demand as insignificant and a waste of
time.
8. These firms are flexible and, therefore,
easily adjust to changes in the community, for
example, changes in the community demand.
9. Some businesses are difficult to control on
a large scale. Therefore, if it were not for the
small firm, these businesses would not exist in
some communities, e.g., taxi services.
10. Small firms are often linkages to larger
firms in the community, obtaining materials
from them or supplying them.
Now, go through this lesson again, do some
additional reading on the topic, and then write
an outline to the following question:
(a) Define a ‘small firm’.
YOUTHLINK MAGAZINE | MAY 2-8, 2017
(2 marks)
(b) Give TWO examples of small firms.
(2 marks)
(c) Discuss four characteristics of small
(8 marks)
firms.
(d) Explain FOUR important roles of small
(8 marks)
firms in your local community.
Total: 20 marks.
Remember that in answering questions where
you are asked to explain or discuss, you must
endeavour to expand on your points in order to
gain full marks.
Next week, the lesson will cover the reasons
for remaining small, the advantages/benefits
open to small firms, and the disadvantages/
challenges faced by them.
Take care until then.
Yvonne Harvey is an independent contributor. Send
questions and comments to
[email protected]
yl:principles of accounts
Preparation for your examination
ROXANNE WRIGHT
Contributor
Please be reminded that you can create your own mnemonics
to jog your memory.
Written out in full, it is:
Expense
T IS countdown time and you are ready for your highly
anticipated appointment with the examination board. The onus
is now on you to step into the examination room knowing that
you have prepared yourself by completing the given syllabus,
following the instructions of your teacher, and practising with
numerous past-paper questions.
I
WƌĞƉĂŝĚ
džƉĞŶƐĞ
ĐĐƌƵĞĚ
You must devise ways to remember things, and one highly
recommended strategy is the use of mnemonics, which is a
technical name for a phrase or group of letters used to remember
things. Let us focus on a few, just as a reminder:
WƌĞƉĂŝĚ
1. The words DEAD CLIC, used to remember debit and credit
items in the trial balance:
2.
ĐĐƌƵĞĚ
ĞďƚŽƌƐ
džƉĞŶƐĞƐ
ƐƐĞƚƐ
ƌĂǁŝŶŐƐ
>
/
ƌĞĚŝƚŽƌƐ
>ŝĂďŝůŝƚŝĞƐ
/ŶĐŽŵĞ
ĂƉŝƚĂů
>ŝĂďŝůŝƚLJ
>ŝĂďŝůŝƚLJ
ZĞǀĞŶƵĞ
ƐƐĞƚ
5. COCROP is used to remember the errors which DO NOT
affect the balancing of a trial balance.
3. The words PAPA and ALLA, used to remember the treatment
of accrued and prepaid expenses and revenues in the balance
sheet.
4.
W
ƐƐĞƚƐ
K
Z
K
W
ŽŵŵŝƐƐŝŽŶ
KŵŝƐƐŝŽŶ
ŽŵƉĞŶƐĂƚŝŶŐ
ZĞǀĞƌƐĂů
KƌŝŐŝŶĂůĞŶƚƌLJ
WƌŝŶĐŝƉůĞ
6. Then there is POOR CC, which is used to remember the
errors which DO NOT affect the balancing of a trial balance.
džƉĞŶƐĞ
>
W
>
ZĞǀĞŶƵĞ
W
K
K
Z
WƌŝŶĐŝƉůĞ
KŵŝƐƐŝŽŶ
KƌŝŐŝŶĂůĞŶƚƌLJ
ZĞǀĞƌƐĂů
ŽŵŵŝƐƐŝŽŶ
ŽŵƉĞŶƐĂƚŝŶŐ
YOUTHLINK MAGAZINE | MAY 2-8, 2017
MULTIPLE-CHOICE QUESTIONS
The examination you have been preparing to sit contains
multiple-choice questions. The testing by multiple-choice
questions is to allow the examiners to test your knowledge over
the entire syllabus. You will, therefore, find that some questions
are factual, some require you to do some amount of calculation,
and others require you to apply your knowledge in particular
situations.
There are some general things you should or should not do
when attempting to answer a multiple-choice item, they include:
I. Attempt the factual items you are confident about.
II. Attempt the items that involve straightforward calculation.
III. Attempt the items that involve the application of knowledge.
IV. Reread the items that are not readily remembered simply
because:
a. There is often a phrase or a word that will provide a clue.
b. There are one or two options which are discarded as
incorrect.
c. You can make an intelligent guess even if the answer is not
quite clear.
AT THE EXAMINATION
By now, you would have developed your way of approaching
an examination paper. Stick to whatever it is if it has worked for
you in the past. However, below are some general ones:
Try not to panic, especially if you see an unexpected topic.
Read the entire question for clarity.
Answer the question that is asked.
Do not attempt more questions than are required.
Present your answers in a tidy and orderly manner, make
sure the writing is legible.
Do not leave the examination room early.
You have put in the studies, now go to your examination
prepared to reproduce and await your result. No good effort is
ever wasted. Cheers.
Roxanne Wright teaches at Immaculate Academy. Send questions and
comments to [email protected]
21
yl:information technology
The Pascal language
NATALEE A. JOHNSON
Therefore, to access the value or element ‘100’, the program line
would look like this:
Numbers[5].
EXAMPLE 4
Contributor
Program Prices;
Uses wincrt;
OOD DAY, students. This is lesson 28 in our series. In this
week’s lesson, we will continue to look at coding in Pascal.
G
Var price, highest:real;
Begin
DECLARING ARRAYS IN PASCAL
highest := 0;
Repeat
LOOPS
writeln(‘Enter a price’);
Block Statements that will be
repeated until the user enters 999.
Readln(price);
Pascal code written using Dev Pascal.
if highest < price then
To declare an array in Pascal, you used the following format:
You type the name of the array followed by a colon(:), then type
the word ‘Array’ and placed in square bracket the size of the array
highest := price;
Until price = 999;
‘WHILE’ LOOPS
Var Numbers: Array[1..4] of integer;
writeln(‘The highest price is:’,highest:2:2);
You would recall that ‘while’ loops are indefinite loops, and the
block statements will continue to be executed until a particular
condition is met.
End.
NB: There is no need for the key words ‘Begin’ and ‘End’ inside this loop or the assignment symbol
‘:=‘for the ‘until section’, a regular equal sign is used, for example, ‘Until price ‘=’ 999.
ARRAYS
EXAMPLE 3
WHAT IS AN ARRAY?
Write a program to read a set of prices terminated by 999. The
program should also find the highest price entered and also
output the highest price.
Program Prices;
Uses wincrt;
Var price, highest:real;
Begin
highest := 0; { Initialization of variable}
writeln(‘Enter a price’);
readln(price);
While price < > 999 do
Name of array
An array is a data structure that is used to store a fixed number
of data items all of the same data type. The items (or elements) of
the array are organised in a sequence and can be accessed
directly by specifying their positions in the sequence, using an
index or subscript.
The index or subscript is the position of the item in the array. If
only one index is used, the array is called a one-dimensional
array. If more than one index is used, it is referred to as a multidimensional array. An array is also seen as a list where the data
being stored are displayed in a table format. See example below.
The Repetitive Statement,
with a terminating value to
stop the program
if highest < price then
highest := price;
writeln(‘Enter a price’);
readln(price);
Block Statements that will be
repeated until the user enters 999
enclosed in another begin and end
6
10
15
20
100
ŽŶƚĞŶƚͬĚĂƚĂǀĂůƵĞƐŽĨƚŚĞ ĂƌƌĂLJƐƚŽƌĞĚ
ŝŶĂĚũĂĐĞŶƚŵĞŵŽƌLJůŽĐĂƚŝŽŶƐ͕ǁŚŝĐŚ
ĂƌĞĂůůŝŶƚĞŐĞƌǀĂůƵĞƐ͘
1
2
3
4
5
/ŶĚĞdžͬƐƵďƐĐƌŝƉƚ ǀĂůƵĞƐ
end;
End.
‘REPEAT’ LOOPS
This loop, as you should recall, is quite similar to the ‘while’
loop, except the condition is tested at the end of the loop (posttest). Thus, the block of statement(s) will continue to execute as
long as the specified condition in the UNTIL statement is true.
Using the same program in example 3, this is what the ‘repeat’
loop would look like.
22
LOADING ELEMENTS (VALUES) INTO AN ARRAY
This can be done two ways: you can load elements in an array
by an assignment statement or by the keyboard (allowing the user
to enter the value).
USING AN ASSIGNMENT STATEMENT
Begin
Scores[1]:= 10;
ϭϬ ϭϱ Ϯϱ
Scores[2]:= 15;
ϭ Ϯ
The name of the array above is called ‘Numbers’ and the size of
the array is 5, which means that this array list can only store up
to 5 elements.
To refer to the third value in array Numbers, we would specify
its position in the array as a subscript of the array name. That is,
Numbers [3]. Arrays are, therefore, typically used to store and
process a list of items.
ACCESSING THE ELEMENTS OF AN ARRAY
The elements of an array can be accessed individually by
specifying the name of the array, as shown above with the
example of Numbers [3], followed by the index or subscript,
which identifies the position of the element in the sequence.
YOUTHLINK MAGAZINE | MAY 2-8, 2017
ůĞŵĞŶƚƐ
ϯ
/ŶĚĞdžͬƐƵďƐĐƌŝƉƚ
Scores[3]:= 25;
Writeln(‘The highest price is:’,highest:2:2);
Readln;
followed by the data type of the elements. An example is shown
below.
Program IT_Scores;
This array is called ‘Numbers’.
begin
Lower...Upper
range of array
(size)
Data type
of values
End.
Uses wincrt;
Var Scores:Array[1..3] of integer;
{The size of this array is three. The computer will only
therefore reserve three integers in memory.}
Writeln(Scores[1]);
Writeln(Scores[2]);
Writeln(Scores[3]);
ϭϬ
ϭϱ
Ϯϱ
dŚĞǀĂůƵĞƐ
ŽƵƚƉƵƚƚĞĚ ǁŽƵůĚ
ůŽŽŬůŝŬĞ ƚŚŝƐ͘
CONTINUED ON PAGE 24
yl:communication studies
Module 2 – Practice questions
TRUDI MORRISON REID
Contributor
THIS WEEK, we will take a look at a practice question for Module 2.
A TALE OF TWO TONGUES
Miss Ida speaks only English to God
Scholars cannot find fault in the diction
of her graces and prayers;
to her, it is the language of holy things;
5 and the giver of commandments
deserves a grammar of respectability
as firm and as polished
as his tablets of stone.
But to fellow mortals she speaks Creole,
10 the tongue of the markets and field,
the language of labrish,
su-su, proverbs and stories,
hot-words, tracings and preckeh;
it is the way to get
15 hard-ears pickney to listen
and facety men to keep off;
it is the tongue of belly laughs
and sweet body action.
And to Miss Ida it is no bother
20 To laugh and suffer in one language
And worship in another.
Earl McKenzie, A tale of two tongues, in Cecile Gray, Bite In
Stage 3, Thomas Nelson and Sons Ltd., 1972, p. 18.
In an ESSAY of no more than 500 words, discuss:
i. The differences in the language in stanzas one and two.
ii. The attitudes to English and Creole as revealed in the poem.
iii. How a televised reading of this poem could enhance its
meaning.
Total: 25 marks
ANSWERS
I. DIFFERENCES IN LANGUAGE
The first stanza is written in formal standard English and is full
of religious imagery as the writer draws a connection between
that variety of language and the formality associated with God
and religion. However, in stanza two, the writer uses a less formal
style of writing as befitting the writer’s intention of associating
Creole with everyday life. The writer uses actual Creole words
and phrases to emphasise the rightness of using Creole in
specific circumstances.
Tivoli s Kemar Seivwright takes on Portmore s Ricardo Morris (falling) during their Premier League match
at the Edward Seaga Sports Complex on Sunday, April 23.
II. ATTITUDES TO STANDARD ENGLISH AND CREOLE
Miss Ida clearly illustrates that there is a use for both forms of
language. Religion is associated with high society and God is the
highest form of society. The formal response to religion stems
from the colonial background, where the Church is associated
with the colonial master and thus, the West Indian feels the need
to respond to Church in the same way they would respond to the
colonial master. It also has to do with the traditional view of God
as white and thus, the need to use the white man’s language.
Miss Ida sees Creole as the language of emotion or living, as
compared to the frozen language of standard English. Creole
allows you to quarrel, to love, to haggle, to laugh and to pass on
the culture. The writer seems to suggest that this is the vibrant
language.
III. TELEVISED READING
The activities associated with the specific language form could
be shown as a backdrop to the reading.
The reader’s hands and facial expression could indicate the
formality and stiltedness of standard English, while the reading of
the second stanza could allow the reader to mime the emotions
associated with the aspects of life described in that stanza.
YOUTHLINK MAGAZINE | MAY 2-8, 2017
(Of course, be sure to use your creativity and to state explicitly
what you would highlight to enhance the meaning.)
SOMETHING TO THINK ABOUT:
What are your thoughts on the inclusion of Jamaican
Creole in the Easter production of the Easter story aired on
television recently?
It is also useful for Module 2 to be aware of some of the
linguistic features associated with Creole. A fairly detailed list can
be found in the CAPE Communication Studies Syllabus, in CAPE
Communication Studies by Harold McDermott, and a shortened
version can be viewed at http://capecommstudies.blogspot.com/2011/08/linguistic-features-ofjamaican-creole.html
Try to familiarise yourself with the categories and the features.
This will be especially useful for the multiple-choice examination.
Next week, we will take a look at an essay question from
Module 3.
Trudi Morrison is the acting vice-principal at The Queen’s School. Send
questions to [email protected]
23
yl:information technology
yl: english literature
CONTINUED FROM PAGE 22
CONTINUED FROM PAGE 18
To output the three elements in the array on separate lines, this is how you would write it:
the speaker achieve this? What do you think is meant by ‘... the
frocks of summer torn, ....’? What does scythe often symbolise? I
wonder if the speaker is being sarcastic when he says that the
children were interested in science.
There is more for us to consider, but time does not allow us to do
so. Do your very best in your upcoming exams, and God bless!
Think about the following when you have the time.
Education does not end upon graduation.
It ends when you do.
Beryl Clarke is an independent contributor. Send questions and comments to
[email protected]
Begin
writeln(‘Enter your first score’);
readln(Scores[1]);
writeln(‘Enter your second score’);
readln(Scores[2]);
writeln(‘Enter your third score’);
readln(Scores[3]);
Allowing input of the values
directly from the keyboard by the
read statement.
Readln;
End.
LOADING ELEMENTS (VALUES) INTO AN ARRAY
Using the keyboard allows the user to enter the value.
We have come to the end of this lesson. See you next week, when we will continue to look at
the Pascal code and arrays. Remember, if you fail to prepare, you prepare to fail.
Natalee A. Johnson teaches at Ardenne High School. Send questions and comments to
[email protected]
yl: geography
CONTINUED FROM PAGE 12
do absorb the long-wave radiation from the earth and emit
it back into the atmosphere. This is different from a
greenhouse which does not allow the long-wave radiation
to escape through the glass. The increase in trapped
energy leads to higher temperatures at the earth’s surface.
This has caused some people to rename the process ‘the
atmospheric greenhouse effect’ or just ‘the greenhouse
effect’.
THE GREENHOUSE EFFECT WORKS LIKE THIS:
CONTRIBUTED
The NCB Volunteer Corps, made up of staff from the NCB Group of Companies, NCB scholars and
students from the Faculty of Science and Sports at the University of Technology, Jamaica (UTech), took part
in a clean-up project, carried out jointly by the NCB Foundation and UTech, at the Port Royal Beach. It is
part of a larger initiative to protect marine life and rehabilitate the shorelines. More than 70 bags of waste
were collected at this site and the disposal was handled by the National Solid Waste Management Authority
(NSWMA). In addition to prioritising cleanliness, the drive aims to create more opportunities for youth and
other demographics to volunteer and become ambassadors for the environment. The NCB Foundation
donation of $100,000 was made to the initiative which supplemented the NSWMA’S tight budget.
24
YOUTHLINK MAGAZINE | MAY 2-8, 2017
First, the sun’s energy enters the top of the
atmosphere as short-wave radiation and makes its way
down to the ground without reacting with the greenhouse
gases.
Then, the ground, clouds and other earthly surfaces
absorb this energy and release it back towards space as
long-wave radiation. As the long-wave radiation goes up
into the atmosphere, it is absorbed by the greenhouse
gases.
The greenhouse gases then emit their radiation (also
long-wave), which will often keep being absorbed and
emitted by various surfaces, even other greenhouse gases,
until it eventually leaves the atmosphere.
Since some of the re-emitted radiation goes back
towards the surface of the earth, it warms up more than it
would if no greenhouse gases were present.
In the next lesson, human activities that contribute to
global warming and influence climate change (such as
deforestation), and activities that lead to emissions of
carbon dioxide and other greenhouse gases, will be