ACADEMIC SESSION: 2017-18
Class IX (IGCSE)
Holiday Research Work (Integrated assignments)
=======================================================
STUDENT’S NAME:-DATE:------------------------------------------------------------------------------------------------------------------------Summertime is the anthem of the childhood. It is when you generally throw your school bags
away, take a break from your rigorous academic work. It is a time to relax, visit your
relatives and friends, watch movies, play both indoors and outdoors, eat a lot, etc. It is a
time to do something new, something different. While doing this and more, we also want
you to spend at least an hour doing some serious academic work, honing your research
skills.
Attached with these guidelines is Holiday Homework to be completed during the summer break. Please
read the task carefully and carry out the research project as best as you can. You are expected to bring this
back with you on the first day of the school after the summer break.
Six things to Remember during Summer Vacation:
While your parents and we want you to have fun during summer break, we also want to you be thinkers and
doers. The following guidelines will help you to be both, while enjoying your freedom at the same time.
1. Learning doesn’t stop when school is out: Instead of spending time playing video games or on
facebook or watching TV, find other ways of entertaining yourself – learn a musical instrument like
guitar or keyboard, learn a hobby like origami or magic tricks, read novels, learn cooking, etc.
2. For every hour of electronics, you give one hour of play time: We are aware that it is very hot
during summer break but you still need to get out and play either early in the mornings or late in the
evenings. Keep yourself fit and healthy.
3. If you are bored, help out at home: You will get easily bored during the summer. Try helping your
parents in house chores. For example, Try cleaning your room and reordering it completely.
4. Reading is a must: Reading nurtures your soul. Keep aside at least an hour to read good novels. Your
English teachers will suggest good books to read. When you visit malls, make sure you drop in at a
bookstore.
5. There is no sleeping all day and staying up all night: While it is understandable that you need
unstructured time during the summer, make sure you do not stay up all night and sleep during the day.
It is unhealthy and it will be hard for you to readjust to regular school schedule at the end of the
vacations.
6. Make sure you make time for your parents: Watch a movie, go out on dinners with your family
and spend more time with your family than with your friends.
Vice Principal’s Helpline :-- 9652520864
Please contact the following e-mails id for any queries.
[email protected]
Class Teacher : [email protected]
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 1 of 70
Some dos and don’ts during summer vacation:
Dos
 Drink lots of water – at least 8-10 glasses per day.
Carry a water bottle everywhere you go.
 Lime juice and fresh fruit juice act as refreshments
and quickly replenish body’s lost fluids.
 Wear light coloured fabrics and full sleeved cotton clothes. This will keep your
body cool and protect you from UV rays. Don’t forget your hat and sunglasses.
 Use sunscreen (with minimum SPF-15) and apply it at least 20 minutes prior to
sun exposure.
 Eat small, light and frequent meals. Eat lots of vegetables and seasonal fruits.
 Stay indoors as much as you can.
 Discover your creativity through Research work sheets.
 Study for an hour everyday.
 Explore various games.
 Enjoy your holiday trips.
Don’ts:
 Don’t be out in the open between 11 am and 4 pm.
 Don’t have junk food and fried food items.
 Don’t watch too much TV.
 Don’t waste time in being lazy.
 Don’t dirty your place of living.
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 2 of 70
ACADEMIC SESSION 2017 – 2018
CLASS – IX (IGCSE) HOLIDAY HOMEWORK
Student’s Name:
Date:
INVESTIGATORY TOPIC
Artificial Intelligence
“Everything we love about civilization is a product of intelligence, so
amplifying our human intelligence with artificial intelligence has the
potential of helping civilization flourish like never before – as long as
we manage to keep the technology beneficial” -
THEME
Max Tegmark, President of the Future of Life Institute
The objective of this project is student research. It enables students to
demonstrate the application of their skills and knowledge, and to pursue
their personal interests, without the time limitations and other constraints
that are associated with written examinations.
OBJECTIVE
The student must follow the structure given below to present the project:
1. Name of the Student, class –
2. Introduction of the project,
3. Objective of the project –
4. Data Collected –
5. Results and Findings –
6. Recommendations and Conclusions –
Materials to be used - A3 chart papers, stick files consisting A4 size papers,
graph sheets (as per the subject).
GUIDELINES
DO NOT - Please do not take print out material. It is required that you
write it down in your own handwriting and make any graphs diagrams on
your own. Copying anything from the internet without citation or
referencing is strictly prohibited.
Time line- Must be submitted in a week's time of the school reopening.
Students must attach the completed feedback form at the end of the project
SUBJECT TASK AND LINKAGES:
(A) Mathematics
Artificial Intelligence and mathematical learning goes parallel.
Why mathematics is important for artificial intelligence and machine
learning? Substantiate the mathematical modelling in the field of
Artificial Intelligence.
(B) Sciences
A key goal is to move beyond the principles of AI into its applications
in chemical engineering.
“Explain how artificial intelligence can be employed in the bio
chemical process to manufacture the products to ease human life”
(C) Economics
Can artificial intelligence grow the economy? According to the
research, artificial intelligence has the potential to double the growth
rates of 12 developed countries by 2015. “Explain why artificial
intelligence is the future of the growth?”
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(D) English:
Write a debate arguing for OR against Artificial Intelligence as the
future of the world. You may consider some of these points:
a. Do humans really need AI? Is there a space for information apart
from what we already have and use?
b. Can we justify the enormous amount of capital spent on AI?
Could that be used for other options to improve the world,
perhaps other kinds of research?
c. What will AI replace in the future? Will there be anything that
will suffer?
All research must be cited from reliable sources (NOT Wikipedia).
The debate must be handwritten and filed.
(E) Physical Education
Students should create ball game skill video of 8 - 10 minutes. Present
one PPT related to his/her selected sport.
(F) Business Studies
How is Artificial Intelligence related to Business Intelligence? Further
give four reasons why Business Intelligence needs Artificial
Intelligence.
Present the project on a PPT with not less than 8 slides.
Rubrics of Assessment - 20 Marks
______________________
Ms. Venu Gopal Swamy
(Class Teacher)
●
●
●
●
Content - 5
Originality - 5
Quality of presentation/ Visual Appeal - 5
Timely Submission- 5
_____________________
Mr. Rudolf Norohna
(Vice Principal)
_______________________
Dr. GAURAV MURADIA
(Principal)
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 4 of 70
Student’s Name:
ACADEMIC SESSION 2017 – 2018
CLASS – IX (IG)
ENGLISH
Holiday Worksheet I
Short Story Reading
Date:
The Necklace
The girl was one of those pretty and charming young creatures who sometimes are born, as if by a slip of fate, into a family of
clerks. She had no dowry, no expectations, no way of being known, understood, loved, married by any rich and distinguished man;
so she let herself be married to a little clerk of the Ministry of Public Instruction.
She dressed plainly because she could not dress well, but she was unhappy as if she had really fallen from a higher station; since
with women there is neither caste nor rank, for beauty, grace and charm take the place of family and birth. Natural ingenuity,
instinct for what is elegant, a supple mind are their sole hierarchy, and often make of women of the people the equals of the very
greatest ladies.
Mathilde suffered ceaselessly, feeling herself born to enjoy all delicacies and all luxuries. She was distressed at the poverty of her
dwelling, at the bareness of the walls, at the shabby chairs, the ugliness of the curtains. All those things, of which another woman
of her rank would never even have been conscious, tortured her and made her angry. The sight of the little Breton peasant who did
her humble housework aroused in her despairing regrets and bewildering dreams. She thought of silent antechambers hung with
Oriental tapestry, illumined by tall bronze candelabra, and of two great footmen in knee breeches who sleep in the big armchairs,
made drowsy by the oppressive heat of the stove. She thought of long reception halls hung with ancient silk, of the dainty cabinets
containing priceless curiosities and of the little coquettish perfumed reception rooms made for chatting at five o'clock with
intimate friends, with men famous and sought after, whom all women envy and whose attention they all desire.
When she sat down to dinner, before the round table covered with a tablecloth in use three days, opposite her husband, who
uncovered the soup tureen and declared with a delighted air, "Ah, the good soup! I don't know anything better than that," she
thought of dainty dinners, of shining silverware, of tapestry that peopled the walls with ancient personages and with strange birds
flying in the midst of a fairy forest; and she thought of delicious dishes served on marvellous plates and of the whispered
gallantries to which you listen with a sphinx-like smile while you are eating the pink meat of a trout or the wings of a quail.
She had no gowns, no jewels, nothing. And she loved nothing but that. She felt made for that. She would have liked so much to
please, to be envied, to be charming, to be sought after.
She had a friend, a former schoolmate at the convent, who was rich, and whom she did not like to go to see anymore because she
felt so sad when she came home.
But one evening her husband reached home with a triumphant air and holding a large envelope in his hand.
"There," said he, "there is something for you."
She tore the paper quickly and drew out a printed card which bore these words:
The Minister of Public Instruction and Madame Georges Ramponneau request the honor of M. and Madame Loisel's company at
the palace of the Ministry on Monday evening, January 18th.
Instead of being delighted, as her husband had hoped, she threw the invitation on the table crossly, muttering:
"What do you wish me to do with that?"
"Why, my dear, I thought you would be glad. You never go out, and this is such a fine opportunity. I had great trouble to get it.
Everyone wants to go; it is very select, and they are not giving many invitations to clerks. The whole official world will be there."
She looked at him with an irritated glance and said impatiently:
"And what do you wish me to put on my back?"
He had not thought of that. He stammered:
"Why, the gown you go to the theatre in. It looks very well to me."
He stopped, distracted, seeing that his wife was weeping. Two great tears ran slowly from the corners of her eyes toward the
corners of her mouth.
"What's the matter? What's the matter?" he answered.
By a violent effort, she conquered her grief and replied in a calm voice, while she wiped her wet cheeks:
"Nothing. Only I have no gown, and, therefore, I can't go to this ball. Give your card to some colleague whose wife is better
equipped than I am."
He was in despair. He resumed:
"Come, let us see, Mathilde. How much would it cost, a suitable gown, which you could use on other occasions--something very
simple?"
She reflected several seconds, making her calculations and wondering also what sum she could ask without drawing on herself an
immediate refusal and a frightened exclamation from the economical clerk.
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 5 of 70
Finally, she replied hesitating: "I don't know exactly, but I think I could manage it with four hundred francs."
He grew a little pale, because he was laying aside just that amount to buy a gun and treat himself to a little shooting next summer
on the plain of Nanterre, with several friends who went to shoot larks there of a Sunday.
But he said: "Very well. I will give you four hundred francs. And try to have a pretty gown."
The day of the ball drew near and Madame Loisel seemed sad, uneasy, anxious. Her frock was ready, however. Her husband said
to her one evening:
"What is the matter? Come, you have seemed very queer these last three days."
And she answered: "It annoys me not to have a single piece of jewellery, not a single ornament, nothing to put on. I shall look
poverty-stricken. I would almost rather not go at all."
"You might wear natural flowers," said her husband. "They're very stylish at this time of year. For ten francs, you can get two or
three magnificent roses."
She was not convinced.
"No; there's nothing more humiliating than to look poor among other women who are rich."
"How stupid you are!" her husband cried. "Go look up your friend, Madame Forestier, and ask her to lend you some jewels. You're
intimate enough with her to do that."
She uttered a cry of joy:
"True! I never thought of it."
The next day she went to her friend and told her of her distress.
Madame Forestier went to a wardrobe with a mirror, took out a large jewel box, brought it back, opened it and said to Madame
Loisel:
"Choose, my dear."
She saw first some bracelets, then a pearl necklace, then a Venetian gold cross set with precious stones, of admirable
workmanship. She tried on the ornaments before the mirror, hesitated and could not make up her mind to part with them, to give
them back. She kept asking:
"Haven't you anymore?"
"Why, yes. Look further; I don't know what you like."
Suddenly she discovered, in a black satin box, a superb diamond necklace, and her heart throbbed with an immoderate desire. Her
hands trembled as she took it. She fastened it round her throat, outside her high-necked waist, and was lost in ecstasy at her
reflection in the mirror.
Then she asked, hesitating, filled with anxious doubt:
"Will you lend me this, only this?"
"Why, yes, certainly."
She threw her arms round her friend's neck, kissed her passionately, then fled with her treasure.
The night of the ball arrived. Madame Loisel was a great success. She was prettier than any other woman present, elegant,
graceful, smiling and wild with joy. All the men looked at her, asked her name, sought to be introduced. All the attaches of the
Cabinet wished to waltz with her. She was remarked by the minister himself.
She danced with rapture, with passion, intoxicated by pleasure, forgetting all in the triumph of her beauty, in the glory of her
success, in a sort of cloud of happiness comprised of all this homage, admiration, these awakened desires and of that sense of
triumph which is so sweet to woman's heart.
She left the ball about four o'clock in the morning. Her husband had been sleeping since midnight in a little deserted anteroom
with three other gentlemen whose wives were enjoying the ball.
He threw over her shoulders the wraps he had brought, the modest wraps of common life, the poverty of which contrasted with the
elegance of the ball dress. She felt this and wished to escape so as not to be remarked by the other women, who were enveloping
themselves in costly furs.
Loisel held her back, saying: "Wait a bit. You will catch cold outside. I will call a cab."
But she did not listen to him and rapidly descended the stairs. When they reached the street, they could not find a carriage and
began to look for one, shouting after the cabmen passing at a distance.
They went toward the Seine in despair, shivering with cold. At last they found on the quay one of those ancient night cabs which,
as though they were ashamed to show their shabbiness during the day, are never seen round Paris until after dark.
It took them to their dwelling in the Rue des Martyrs, and sadly they mounted the stairs to their flat. All was ended for her. As to
him, he reflected that he must be at the ministry at ten o'clock that morning.
She removed her wraps before the glass so as to see herself once more in all her glory. But suddenly she uttered a cry. She no
longer had the necklace around her neck!
"What is the matter with you?" demanded her husband, already half undressed.
She turned distractedly toward him.
"I have--I have--I've lost Madame Forestier's necklace," she cried.
He stood up, bewildered.
"What!--how? Impossible!"
They looked among the folds of her skirt, of her cloak, in her pockets, everywhere, but did not find it.
"You're sure you had it on when you left the ball?" he asked.
"Yes, I felt it in the vestibule of the minister's house."
"But if you had lost it in the street we should have heard it fall. It must be in the cab."
"Yes, probably. Did you take his number?"
"No. And you--didn't you notice it?"
"No."
They looked, thunderstruck, at each other. At last Loisel put on his clothes.
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 6 of 70
"I shall go back on foot," said he, "over the whole route, to see whether I can find it."
He went out. She sat waiting on a chair in her ball dress, without strength to go to bed, overwhelmed, without any fire, without a
thought.
Her husband returned about seven o'clock. He had found nothing.
He went to police headquarters, to the newspaper offices to offer a reward; he went to the cab companies--everywhere, in fact,
whither he was urged by the least spark of hope.
She waited all day, in the same condition of mad fear before this terrible calamity.
Loisel returned at night with a hollow, pale face. He had discovered nothing.
"You must write to your friend," said he, "that you have broken the clasp of her necklace and that you are having it mended. That
will give us time to turn round."
She wrote at his dictation.
At the end of a week they had lost all hope. Loisel, who had aged five years, declared:
"We must consider how to replace that ornament."
The next day they took the box that had contained it and went to the jeweler whose name was found within. He consulted his
books.
"It was not I, madame, who sold that necklace; I must simply have furnished the case."
Then they went from jeweller to jeweller, searching for a necklace like the other, trying to recall it, both sick with chagrin and
grief.
They found, in a shop at the Palais Royal, a string of diamonds that seemed to them exactly like the one they had lost. It was worth
forty thousand francs. They could have it for thirty-six.
So they begged the jeweler not to sell it for three days yet. And they made a bargain that he should buy it back for thirty-four
thousand francs, in case they should find the lost necklace before the end of February.
Loisel possessed eighteen thousand francs which his father had left him. He would borrow the rest.
He did borrow, asking a thousand francs of one, five hundred of another, five louis here, three louis there. He gave notes, took up
ruinous obligations, dealt with usurers and all the race of lenders. He compromised all the rest of his life, risked signing a note
without even knowing whether he could meet it; and, frightened by the trouble yet to come, by the black misery that was about to
fall upon him, by the prospect of all the physical privations and moral tortures that he was to suffer, he went to get the new
necklace, laying upon the jeweler's counter thirty-six thousand francs.
When Madame Loisel took back the necklace Madame Forestier said to her with a chilly manner:
"You should have returned it sooner; I might have needed it."
She did not open the case, as her friend had so much feared. If she had detected the substitution, what would she have thought,
what would she have said? Would she not have taken Madame Loisel for a thief?
Thereafter Madame Loisel knew the horrible existence of the needy. She bore her part, however, with sudden heroism. That
dreadful debt must be paid. She would pay it. They dismissed their servant; they changed their lodgings; they rented a garret under
the roof.
She came to know what heavy housework meant and the odious cares of the kitchen. She washed the dishes, using her dainty
fingers and rosy nails on greasy pots and pans. She washed the soiled linen, the shirts and the dishcloths, which she dried upon a
line; she carried the slops down to the street every morning and carried up the water, stopping for breath at every landing. And
dressed like a woman of the people, she went to the fruiterer, the grocer, the butcher, a basket on her arm, bargaining, meeting
with impertinence, defending her miserable money, sou by sou.
Every month they had to meet some notes, renew others, obtain more time.
Her husband worked evenings, making up a tradesman's accounts, and late at night he often copied manuscript for five sous a
page.
This life lasted ten years.
At the end of ten years they had paid everything, everything, with the rates of usury and the accumulations of the compound
interest.
Madame Loisel looked old now. She had become the woman of impoverished households--strong and hard and rough. With
frowsy hair, skirts askew and red hands, she talked loud while washing the floor with great swishes of water. But sometimes, when
her husband was at the office, she sat down near the window and she thought of that gay evening of long ago, of that ball where
she had been so beautiful and so admired.
What would have happened if she had not lost that necklace? Who knows? who knows? How strange and changeful is life! How
small a thing is needed to make or ruin us!
But one Sunday, having gone to take a walk in the Champs Elysees to refresh herself after the labors of the week, she suddenly
perceived a woman who was leading a child. It was Madame Forestier, still young, still beautiful, still charming.
Madame Loisel felt moved. Should she speak to her? Yes, certainly. And now that she had paid, she would tell her all about it.
Why not?
She went up.
"Good-day, Jeanne."
The other, astonished to be familiarly addressed by this plain good-wife, did not recognize her at all and stammered:
"But--madame! --I do not know---- You must have mistaken."
"No. I am Mathilde Loisel."
Her friend uttered a cry.
"Oh, my poor Mathilde! How you are changed!"
"Yes, I have had a pretty hard life, since I last saw you, and great poverty--and that because of you!"
"Of me! How so?"
"Do you remember that diamond necklace you lent me to wear at the ministerial ball?"
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"Yes. Well?"
"Well, I lost it."
"What do you mean? You brought it back."
"I brought you back another exactly like it. And it has taken us ten years to pay for it. You can understand that it was not easy for
us, for us who had nothing. At last it is ended, and I am very glad."
Madame Forestier had stopped.
"You say that you bought a necklace of diamonds to replace mine?"
"Yes. You never noticed it, then! They were very similar."
And she smiled with a joy that was at once proud and ingenuous.
Madame Forestier, deeply moved, took her hands.
"Oh, my poor Mathilde! Why, my necklace was paste! It was worth at most only five hundred francs!"
**************


Write a summary of the short story.
Create two sentences with each of the words in bold. Write their meanings as well.
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 8 of 70
ACADEMIC SESSION 2017 – 2018
CLASS – IX (IG)
ENGLISH
Holiday Worksheet II
Crossword Puzzle
Date:
Student’s Name:
1
2
3
4
6
5
7
8
9
10
11
12
13
14
15
16
17
18
19
Across
3 Pleasant scent smell.
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 9 of 70
6 Small freshwater fish that usually is found in large shoals.
9 Small, slender, carnivorous mammal.
11 Very interesting or engaging.
13 If you _____ something, you give it a voice.
14 Side of arch on either side.
16 Bright and shining, especially in the dark.
18 A hole or tunnel dug.
19 To undo knots or woven materials.
Down
1 Beneficed member of clergy.
2 Physically strong and muscular.
4 Message sent by telegraph and then delivered to the person written or printed.
5 Position where knees are bent and upper body is brought downward.
7 Very hard igneous rock.
8 Eurasian shrub that blooms in spring with bright yellow flowers.
9 Beaten out of shape with a hammer.
10 Covered in prickles or thorns.
12 To get or knock something out of its position.
15 Person or animal that’s lean and muscular.
17 Sudden or unexpected change in direction.
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 10 of 70
ACADEMIC SESSION 2017 – 2018
IGCSE-IX, MATHEMATICS
Numbers - 1
Student’s Name:
Date :
1. A school has 220 boys and 280 girls.
(a) Find the ratio of boys to girls, in its simplest form.
(b) The ratio of students to teachers is 10 : 1. Find the number of teachers.
(c) There are 21 students on the school’s committee. The ratio of boys to girls is 3 : 4. Find the
number of girls on the committee.
(d) The committee organises a disco and sells tickets. 35% of the school’s students each buy a ticket.
Each ticket costs $1.60. Calculate the total amount received from selling the tickets.
(e) The cost of running the disco is $264. This is an increase of 10% on the cost of running last year’s
disco. Calculate the cost of running last year’s disco.
2. Answer the following:
(a) In 2008 the total number of tickets sold for an athletics meeting was 3136. The ratio child tickets
sold : adult tickets sold = 17 : 32
(i) How many child tickets were sold
(ii) Child tickets cost $2 each and adult tickets cost $4.50 each. Show that the total amount
received from the sale of the tickets in 2008 was $11 392.
(b) In 2009 the amount received from the sale of tickets for the athletics meeting was $12 748.
Calculate the percentage increase in the amount received from 2008 to 2009.
(c) In 2008 the amount of $11 392 was 28% more than the amount received in 2007.
Calculate how much was received in 2007.
3. (a) Work out the following
1
i)
0.2 2
ii ) 5.12  4  7.3 2
1
2

2
3
iii )25  1000
(b) Mia invests $7500 at 3.5% per year simple interest.
Calculate the total amount she has after 5 years.
(c) Written as the product of prime factors 48 = 24 × 3.
(i) Write 60 as the product of prime factors.
(ii) Work out the highest common factor (HCF) of 48 and 60.
(iii) Work out the lowest common multiple (LCM) of 48 and 60.
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ACADEMIC SESSION 2017 – 2018
IGCSE-IX, MATHEMATICS
Numbers - 2
Student’s Name:
1.
Answer the following:
Date :
(a) In Portugal, Miguel buys a book about planets. The book costs €34.95.
In England the same book costs £27.50. The exchange rate is £1 = €1.17.
Calculate the difference in pounds (£) between the cost of the book in Portugal and England.
(b) In the book, the distance between two planets is given as 4.07 × 1012 kilometres. The speed of light is 1.1
× 109 kilometres per hour. Calculate the time taken for light to travel from one of these planets to the
other.
Give your answer in days and hours.
(c) In one of the pictures in the book, a rectangle is drawn. The rectangle has length 9.3 cm and width 5.6
cm, both correct to one decimal place.
(i) What is the lower bound for the length?
(j) Work out the lower and upper bounds for the area of the rectangle.
2. A train travels from Paris to Milan.
(a) The train departs from Paris at 20 28 and the journey takes 9 hours 10 minutes.
(i) Find the time the train arrives in Milan.
(ii) The distance between Paris and Milan is 850 km. Calculate the average speed of the train.
(b) The total number of passengers on the train is 640.
(i) 160 passengers have tickets which cost $255 each. 330 passengers have tickets which cost $190 each.
150 passengers have tickets which cost $180 each. Calculate the mean cost of a ticket.
(ii) There are men, women and children on the train in the ratio men :women : children = 4 : 3: 1.
Show that the number of women on the train is 240.
(iii)240 is an increase of 60% on the number of women on the train the previous day. Calculate the
number of women on the train the previous day.
(c) The length of the train is 210 m. It passes through a station of length 340 m, at a speed of 180 km/h.
Calculate the number of seconds the train takes to pass completely through the station.
3. Answer the following:
(a) 72 = 2 × 2 × 2 × 3 × 3 written as a product of prime factors.
(i) Write the number 126 as a product of prime factors.
(ii) Find the value of the highest common factor of 72 and 126.
(iii)Find the value of the lowest common multiple of 72 and 126
(b) John wants to estimate the value of π. He measures the circumference of a circular pizza as 105 cm and
its diameter as 34 cm, both correct to the nearest centimetre.
Calculate the lower bound of his estimate of the value of π.
Give your answer correct to 3 decimal places.
(c) The volume of a cylindrical can is 550
, correct to the nearest 10
.
The height of the can is 12 cm correct to the nearest centimetre.
Calculate the upper bound of the radius of the can.
Give your answer correct to 3 decimal places.
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 12 of 70
ACADEMIC SESSION 2017– 2018
IX IGCSE, CHEMISTRY(CS)
HOLIDAYS HOMEWORK 1
Student’s Name:
Date :
1. Write down the properties of solids, liquids and gases.
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2. Define diffusion. Explain it with an example of potassium permanganate in water?
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3. Define Brownian motion. Why was Brownian motion given that name?
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4. What are atoms, molecules and ions. Give two examples each.
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 13 of 70
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5. State the postulates of kinetic theory of matter.
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DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 14 of 70
ACADEMIC SESSION 2017– 2018
IX IGCSE, CHEMISTRY (CS)
HOLIDAYS HOMEWORK 2
Student’s Name:
Date :
6. Think carefully about the following statements. Are they true or false?
Circle your answer.
a.
In filtration, the filtrate is always a pure liquid.
True/False
b.
Drinking water can only be obtained from seawater by distillation.
True/False
c.
The fractional distillation of miscible liquids is only possible if the liquids
True/False
have different boiling points.
d.
Paper chromatography is a physical method for separating mixtures.
True/False
e.
Mixtures have fixed melting and boiling points.
True/False
7. Name the techniques which are suitable for separating the following mixture:
a.
Situation
To obtain drinking water from muddy water
b.
To separate petrol from crude oil
c.
To remove leaves from a swimming pool
d.
To obtain pure sugar from a solution
e.
To determine whether the colouring in a fruit juice is a
Separation Technique
single substance or a mixture of coloured substance
8. You are asked to separate sugar and sodium chloride.
Name the methods needed to carry out the procedure. Explain how you would carry out the procedure
to obtain pure sugar and sodium chloride back.
_________________________________________________________________________________
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 15 of 70
_________________________________________________________________________________
9. The following diagram shows a setup of simple distillation.
(a)
(i) Identify substance P.
___________________________________________________________________________
(ii) What is the objective of substance P?
___________________________________________________________________________
(b)
Identify the distillate collected in the receiver.
___________________________________________________________________________
(c)
Suggest how you would determine that the distillate collected is a pure substance.
___________________________________________________________________________
___________________________________________________________________________
(d)
Label the water in and water out on the diagram.
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 16 of 70
ACADEMIC SESSION 2017– 2018
IX IGCSE, CHEMISTRY
HOLIDAYS HOMEWORK 1
Student’s Name:
Date :
1.Expalin the arrangement of patticles in all the three states of matter.
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2.Define diffusion and on what factores it depends
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3. Define Brownian motion.
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DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 17 of 70
4.
How does temperature and moleular mass effects diffusion.
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5.
State the postulates f kinetic theory of matter.
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ACADEMIC SESSION 2017– 2018
IX IGCSE, CHEMISTRY
HOLIDAYS HOMEWORK 2
Student’s Name:
Date :
10. Think carefully about the following statements. Are they true or false?
Circle your answer.
a.
In filtration, the filtrate is always a pure liquid.
True/False
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 18 of 70
b.
Drinking water can only be obtained from seawater by distillation.
True/False
c.
The fractional distillation of miscible liquids is only possible if the liquids
True/False
have different boiling points.
d.
Paper chromatography is a physcial method for separating mixtures.
True/False
e.
Mixtures have fixed melting and boiling points.
True/False
11. Name the techniques which are suitable for separating the following mixture:
a.
Situation
To obtain drinking water from muddy water
b.
To separate petrol from crude oil
c.
To remove leaves from a swimming pool
d.
To obtain pure sugar from a solution
e.
To determine whether the colouring in a fruit juice is a
Separation Technique
single sunstance or a mixture of coloured substance
12. You are asked to separate sand and sodium chloride.
Name the methods needed to carry out the procedure. Explain how you would carry out the procedure
to obtain pure sand and sodium chloride back.
_________________________________________________________________________________
_________________________________________________________________________________
13. The following diagram shows a set up of simple distillation.
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 19 of 70
(e)
(i) Identify substance P.
___________________________________________________________________________
(ii) What is the objective of substance P?
___________________________________________________________________________
(f)
Identify the distillate collected in the receiver.
___________________________________________________________________________
(g)
Suggest how you would determine that the distillate collected is a pure substance.
___________________________________________________________________________
___________________________________________________________________________
(h)
Label the water in and water out on the diagram.
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 20 of 70
ACADEMIC SESSION 2017– 2018
IX IGCSE, PHYSICS (CS)
HOLIDAYS HOMEWORK 1
Student’s Name:
Date :
1
2
3
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 21 of 70
4
5
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 22 of 70
6
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 23 of 70
7
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 24 of 70
ACADEMIC SESSION 2017– 2018
IX IGCSE, PHYSICS (CS)
HOLIDAYS HOMEWORK 2
Student’s Name:
Date:
1
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 25 of 70
2
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 26 of 70
ACADEMIC SESSION 2017– 2018
IX IGCSE, PURE PHYSICS
HOLIDAYS HOMEWORK 1
Student’s Name:
Date :
1
2
3
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 27 of 70
4
5
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 28 of 70
6
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 29 of 70
7
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 30 of 70
ACADEMIC SESSION 2017– 2018
IX IGCSE, PURE PHYSICS
HOLIDAYS HOMEWORK 2
Student’s Name:
Date:
1
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 31 of 70
2
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 32 of 70
Student’s Name:
ACADEMIC SESSION 2017 – 2018
CLASS – IX IGCSE, BIOLOGY (cs)
Holiday worksheets
Date
1. Define the term cell and state the postulates put forth by cell theory
2. Root cells have elongated cell wall structures. Substantiate.
3. Though plant and animal cells are eukaryotes there exist a striking difference between them.
Explain with the help of a T table.
4. What are the exclusive features of all living organisms?
5. Rachel believes that all living organisms require oxygen but plants liberate oxygen so plants
are non living. Is he right/wrong explain.
6.
Fig. 1.1 shows a red blood cell and a root hair cell.
(a) Name the red protein found in the cytoplasm of the red blood cell.
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(b) (i) State the function of a root hair cell.
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(ii) Explain how the root hair cell is adapted to carry out this function
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DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 33 of 70
7. Define the following
(a) Respiration
(b) Movement
(c) Reproduction
(d) Sensitivity
(e) Excretion
(f) Growth
(g) Nutrition
8. Why plants are categorized as living although they exhibit no sign of movement.
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 34 of 70
ACADEMIC SESSION 2016 – 2017
CLASS – IX IGCSE, BIOLOGY (pure)
Holiday worksheets
Student’s Name:
Date
1. Define the term cell and state the postulates put forth by cell theory
2. Root cells have elongated cell wall structures. Substantiate.
3. Though plant and animal cells are eukaryotes there exist a striking difference between them.
Explain with the help of a T table.
4. What are the exclusive features of all living organisms?
5. Rachel believes that all living organisms require oxygen but plants liberate oxygen so plants
are non living. Is he right/wrong explain.
6. Fig. 1.1 shows a red blood cell and a root hair cell.
(a) Name the red protein found in the cytoplasm of the red blood cell.
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(b) (i) State the function of a root hair cell.
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(ii) Explain how the root hair cell is adapted to carry out this function
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DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 35 of 70
ACADEMIC SESSION 2017 – 2018
CLASS – IX IGCSE, BUSINESS STUDIES
Student’s Name:
Date:
Q1. Fill in all the gaps using the help box given below:
Choice
free goods
limited
opportunity cost
Resources
service unlimited
scarce
scarcity
are important because they are used to make goods, like television, cars & houses and to provide , like
banking, insurance and transport. All of these resources are . Any resources that are not scarce are called .
Wants are but the resources used to produce the goods and services to satisfy these wants are . That is, there
is . is necessary because scarce resources can be used in lots of ways to make different goods and services.
The real cost of choosing one thing and not another is known as the .
Q2. Imagine yourself to be a businessman. Create your own product and derive value added from it. And
answer the questions that follows:
(a) Define value added.
(b) What is the value added by your product?
(c) Is it important for your business to add value?
(d) How could a business increase its value added?
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 36 of 70
ACADEMIC SESSION 2017 – 2018
CLASS – IX IGCSC, BUSINESS STUDIES
Student’s Name:
Date:
Q1. Mr. John is working in a renowned Multi-National Company. He feels that it is the time for him to start
up his own business which he wanted to do since long. He has the business idea with him. He wants to
specialise in making electrical parts which it would sell to washing machine manufacturers in country
X.
(a) What is business?
2
(b) Identify two benefits of going for specialization.
2
(c) What are the factors of production required by Mr. John to start his own business?
4
(d) What are the possible advantages and disadvantages to Mr. John of starting up his own business? 6
(e) What are the characteristics of a successful businessman that Mr. John should keep in mind to
succeed in his business?
6
Q2. The government of a country is worried that a large number of poor people cannot afford the basic
necessities of life. On the other hand the people with more money always complain that the country is
not producing enough of the luxuries that they want to buy. The government cannot produce everything
that is needed by the people and there is an opportunity cost for everything. So, it encourages the people
of their country to take up entrepreneurship and stat up their own businesses.
(a) Why government cannot produce everything required by the people of the country?
2
(b) Which economic problem is faced by every country? How can it be handled?
2
(c) Why the government support business start-ups?
4
(d) What is the cause of the economic problem?
6
(e) What is opportunity cost? Explain with the help of an example.
6
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 37 of 70
ACADEMIC SESSION 2017 – 2018
CLASS – IX E ECONOMICS
TOPIC : RESOURCES ARE SCARCE
WORKSHEET - 1
Student’s Name:
Date :
Answer the following and each carry one mark
10 x 1 = 10 Marks
1. Name the three types of resources , with examples , used to produce goods and
services?
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2 Distinguish ther terms wants and needs?
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3.What is the central problem related to wants and resources?
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4. Why are the resources called scarce resources?
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DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 38 of 70
5. Explain the meaning of the Renewable resources.? Give some examples?
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6. Explain the meaning of the Non-renuewable resources? Give some examples?
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7. Give some examples of man-made goods?
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8. Give some examples of Natural Resources?
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9. How are natural resources classified, into four factors of production and what are they?
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10. Distinguish the cost and benefit of using the resources?
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DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 39 of 70
ACADEMIC SESSION 2017 – 2018
CLASS – IX E – ECONOMICS - HOLIDAY HOMEWORK
THE BASIC ECONOMIC PROBLEM, CHOICE AND ALLOCATION OF
RESOURCES
WORK SHEET - 2
Student’s Name:
Date :
1. A tractor factory runs out of important components and has to stop production. How does this illustrate
the economic problem?
A.
B.
C.
D.
The factory lacks a competitive advantage.
The factory lacks economies of scale.
There are limited wants.
There is evidence of scarce resources.
2.Which terms summarize the nature of the economic problem?
A.
B.
C.
D.
finite resources and limited wants
finite resources and unlimited wants
infinite resources and limited wants
infinite resources and unlimited wants
3.Which statement about the factors of production is correct?
A.
B.
C.
D.
A river from which a company draws water is called land.
Raising finance for a company is called capital.
Supervisors employed in a company are called enterprise.
The owner of a company is called labour.
4. Which economic change would increase the problem of scarcity?
A.
B.
C.
D.
a decrease in fish stocks
a discovery of a new oil field
an increase in labour productivity
a reduction in waste
5 The government of a country with a rapidly increasing population decides to switch resources
from investment to increased subsidies to farmers. What is the opportunity cost of this decision?
A.
B.
C.
D.
the profit earned by farmers
the rent of the land on which food is grown
the reduction in investment
the wages of the farm workers
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 40 of 70
6 What is meant by the economic problem?
A.
B.
C.
D.
how to achieve efficiency with the existence of fixed resources and limited wants
how to allocate resources between public and private sectors
how to balance unlimited wants against finite resources
how to decide which methods to use to exploit all resources
7 Each of the factors of production earns an income. What are the incomes for land and capital?
options
A
B
C
D
LAND
RENT
RENT
WAGE
WAGE
CAPITAL
INTEREST
PROFIT
INTEREST
PROFIT
8 .A firm decides to stop manufacturing ovens and to produce washing machines instead.What is the
opportunity cost to the firm?
A.
B.
C.
D.
the additional washing machines produced
the cost of producing ovens
the cost of producing washing machines
the loss of the production of ovens
9. Which combination of resources and wants causes the economic problem?
A.
B.
C.
D.
Resources
limited
limited
unlimited
unlimited
Wants
limited
unlimited
limited
unlimited
10 .What does an economist mean by capital? man-made goods that do not directly satisfy human wants
A. money used to set up new businesses and expand existing businesses
B. natural resources that will not be replaced
C. the ability to earn profits by combining resources to produce goods
D. none of the above.
.
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 41 of 70
ACADEMIC SESSION 2017 – 2018
CLASS – IX IGCSE FRENCH
Topic: Holiday HW
Name:
Date:
French Pronunciation
SURVIVAL GUIDE
This booklet is meant as a tool to help you with your
French pronunciation. It offers techniques and practical
advice, quizzes & tongue twisters and drama & song
opportunities to practise your pronunciation.
1.
2.
3.
4.
5.
6.
7.
8.
The tricky sounds: advice on the French ‘r’ and other tricky sounds.
Tongue twisters
The phonetic alphabet, Forvo and rhyming.
Which letters do we pronounce and which ones not?
French Karaoke.
Drama: how to become a French actor.
Film: direct your own French movie (Xtranormal)
Final tips on how to sound more French
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 42 of 70
1. The tricky sounds:
advice on the French ‘r’ and other tricky sounds.
One of the more difficult sounds for non-native speakers remains the French ‘r’. This gargling
sound is not produced with your tongue, but with your throat. To make sure that you are not
tempted to use your tongue to produce the ‘r’ sound, place the tip of a pen/pencil at the tip of
your tongue (to keep it steady) while you try to produce the French ‘r’. Do not stick your
tongue out; just leave it inside your mouth. The pencil will make sure that you won’t try to
use your tongue to produce the (English) r sound. The tip of your tongue should touch your
lower front teeth.
For a detailed explanation on how to pronounce the French ‘r’, look at the following ‘French
sounds’ video on Youtube:
French R: http://www.youtube.com/watch?v=BsErE00ItH0
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 43 of 70
Another tricky sound is the ‘u’ from the word ‘tu’ or ‘une’. Many English speakers tend to
pronounce the ‘u’ as ‘oo’ like in book because the former sound does not exist in English.
Your tongue position is central to the correct pronunciation of ‘tu’. In fact, you need to place
your tongue where you would place it to pronounce the English ‘ee’ (as in free) of the French
‘i’ (as in ‘Paris’).
The video on the link below will take you through the pronunciation step by step.
http://www.youtube.com/watch?v=x4XFrRnCOvM&list=UU2L9w7ozDeUl1w5ZjUPCOQA&index=14&feature=plcp
If you found this advice useful, look
through the entire selection of sound
videos of ‘French sounds’ on Youtube.
http://www.youtube.com/user/frenchsounds
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 44 of 70
2. Tongue twisters
The selection below comes from
http://www.momes.net/education/oral/1/aprononc
er.htm
To practise the sounds you have just learned, have some fun with the following tongue
twisters. Do not worry about their meaning too much; the main aim is to pronounce the
sounds correctly.
Le chasseur sachant chasser sans son chien, est un bon chasseur.
Son chat chante sa chanson.
Le ver vert va vers le verre vert
Les chaussettes de l'Archiduchesse sont-elles sèches, archi-sèches?
Gros gras grand grain d'orge, tout gros-gras-grand-grain-d'orgerisé,
quand te dé-gros-gras-grand-grain-d'orgeriseras-tu? Je me dé-gros-grasgrand-grain-d'orgeriserai quand tous les gros gras grands grains d'orge se
seront dé-gros-gras-grand-grain-d'orgerisés.
Dans la gendarmerie, quand un gendarme rit, tous les gendarmes rient
dans la gendarmerie.
Pourquoi les alliés ne se désolidariseraient-ils pas.
Ces cerises sont si sûres qu'on ne sait pas si c'en sont.
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 45 of 70
Je suis ce que je suis et si je suis ce que je suis, qu'est-ce que je suis?
Un pâtissier qui pâtissait chez un tapissier qui tapissait, dit un jour au
tapissier qui tapissait: vaut-il mieux pâtisser chez un tapissier qui tapisse
ou tapisser chez un pâtissier qui pâtisse?
Il était une fois, un homme de foi qui vendait du foie dans la ville de Foix.
Il dit ma foi, c'est la dernière fois que je vends du foie dans la ville de
Foix.
Tatie, ton thé t'a-t-il ôté ta toux,
disait la tortou au tatou.
Mais pas du tout, dit le tatou,
Je tousse tant que l'on m'entend
de Tahiti au Toumbouctou
C'est l'évadé du Nevada qui dévalait dans la vallée, dans la vallée du
Nevada, qu'il dévalait pour s'évader, sur un vilain vélo volé, qu'il a volé
dans une villa, et le valet qui fut volé vit l'évadé du Nevada qui dévalait
dans la vallée, dans la vallée du Nevada, qu'il dévalait pour s'évader sur
un vilain vélo volé.
Il y a les papas Papous à poux, les Papous pas papas à poux,
et les Papoux pas papas pas à poux.
Les vers verts levèrent le verre vert vers le ver vert.
Trois petites truites crues
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 46 of 70
To make the exercise more entertaining, cut up the tongue twisters, put them in the middle of
the table and use them as a game: time your opponent and see how many tongue twisters he
or she pronounces correctly within one minute. Each correct tongue twister can be kept; the
other ones must be put back. The player with the most tongue twisters is the winner.
Check out how native speakers
struggle with tongue twisters:
http://www.tv5.org/TV5Site/publication/galerie-39-1Les_virelangues.htm
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 47 of 70
4. The phonetic alphabet, ‘Forvo’ and rhyming.
One of the more difficult things with pronunciation is knowing how to pronounce each sound.
Understanding the International Phonetic Alphabet will help you with this. If you open a
(bilingual) dictionary, you will more than likely see some funny symbols between brackets at
the back of each word. These symbols are the letters of the phonetic alphabet. To know which
sound they represent, have a look at the grid* below.
*The symbol for the French ‘r’ is R
Now that you understand this alphabet, how would you write down the pronunciation of the
following French words with the phonetic alphabet? If you are ready, check in a dictionary of
your answer was correct.
Mouton:
Chat:
lapin:
canard:
garage:
français:
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 48 of 70
If all this is too complicated and if you have access to a computer, you can always look at the
following website, where native speakers offer you the pronunciation of difficult words. Just
select your language, type in the word you want and listen. This, by the way, can be an
excellent resource to prepare you for official speaking examinations and other assessments.
www.forvo.com
You can choose
your language and
browse for
pronunciations.
Or you can type in a
word in the
language, then
select your
language and
choose a
pronunciation.
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 49 of 70
To be able to rhyme, you must pronounce words correctly, so don’t forget to check the
pronunciation of difficult words in a dictionary (if you can read the phonetic alphabet or
through www.forvo.com (if you can’t).
Now try to find rhyming words for the following set of words:
Beau
Danse
géographie
Ensemble
École
Tard
Amour
As you may have noticed, rhyming in a different language is actually a lot more difficult than
may appear at first sight. This is why the following online rhyming dictionary can be useful:
http://rime-en.fr/
Now try to find some other rhyming words for the same set of words, by accessing the online
rhyming dictionary mentioned above.
Beau
Danse
géographie
Ensemble
École
Tard
Amour
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 50 of 70
5. Which letters do we pronounce and which ones not?
Unfortunately, French is not a phonetic language, so there is no transparent sound-writing
relationship. This makes it hard to pronounce written text in French, as you don’t always
know how to pronounce each sound. On top of that, in French there are many letters which
you should not pronounce at all. The following website gives excellent and thorough advice
on the notion of silent letters. The summaries in the boxes are direct quotes from this
website.
http://french.about.com/library/pronunciation/bl-lettresmuettes.htm
In a nutshell:
There are three categories of silent letters in French.



E muet / Elision
Final consonants
H muet and aspiré
Where does the letter E represent an E
muet?
A.
In the nine single syllable words with
one consonant
ce, de, je,
le, me, ne,
que, se, te
B.
At the end of a word, possibly
followed by other silent letters
homme
femmes
parlent
C.
In the non-final syllable of a word, after a
consonant sound and before one of the following:
1.
single consonant sound
devoirs
recherche
logement
2.
consonant + liquid consonant°
chevronné
secrétaire
replacer
D.
Miscellaneous
The
of French
1. basic
The rule
re- prefix
in frontpronunciation
of ss
ressortir
for final consonants
ressource
2.
These three words
is that the final consonant is not
pronounced, but there are many
exceptions
dessous
dessus
dehors
The letters B, C, F, K, L, Q, and R are
usually pronounced at the end of a
word. Tip: Since B, K, and Q are rare
as final consonants, some people find it
helpful to use the word CaReFuL to
remember the most common of the
usually pronounced final consonants.
The other French
consonants are
usually silent at the
DRSIS/
end
of a INTEGRATED
word, with HOLIDAY HOMEWORK/2017-18/Page 51 of 70
some exceptions. Tip:
many exceptions are
The letter H is always silent in French. However,
there are two different kinds of H's: H muet and
H aspiré. The type of H at the beginning of the
word lets you know whether to make contractions
and pronounce liaisons with that word. To find out
whether the H in a particular word is muet or
aspiré, check a good French dictionary. There will
be an asterisk or some other symbol to distinguish
the two kinds of H's.
6. French Karaoke.
Music is a superb resource when it comes to pronunciation. Download French songs, put
them on your Iphones and sing along! Youtube also has a wealth of good songs available,
which often include the lyrics, so you can do your own French Karaoke.
If you are not a good singer, don’t worry. French rap is pretty amazing and rapping is a
fantastic way to practise your pronunciation.
See below a selection of songs and raps which work very well. Check out the links on
Youtube, look at or print off the lyrics and have fun with your pronunciation!
Elle me dit (Mika):
http://www.youtube.com/watch?v=NiHWwKC8WjU
Search for the lyrics online and print them off.
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 52 of 70
Alors on danse (Stromae):
http://www.youtube.com/watch?v=GJCQDd4vYjg
Lyrics included in the video link
Jour de paix (113 et Blacko):
http://www.youtube.com/watch?v=bwx-WbNv_ho
Lyrics included in the video
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 53 of 70
Celui (Colonel Reyel):
http://www.youtube.com/watch?v=rRFgl2-PzHg
Lyrics included in the video
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 54 of 70
7. Drama: how to become a French actor.
Another brilliant way to focus on your French pronunciation is by acting out French
playscripts. The link below gives you the choice between a range of short, adapted
playscripts. The French Star Wars play script works particularly well and is brilliant as an end
of term project.
http://www.play-script-and-song.com/fsl-french-activities.html
Je suis ton père!
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 55 of 70
8. Film: direct your own French movie
To familiarise yourself with the sounds of the French language, you can also direct your own
French animated movie through the use of the website mentioned below. In this case, you will
need to prepare your own script or use an existing script. This one could be as simple as a role
play. You can create your own backgrounds, actions etc and make the actors say your lines in
French. Unfortunately, you need to pay if you want to publish and save your sources.
However, you can do a free trial session, which is pretty fun, so have a try!
http://www.xtranormal.com/
9. Final tips on how to sound more French
The French speak with their hands. They also make a lot of ‘sounds’ which cannot be found
in the dictionary, but are really part of everyday French conversations. Finally, don’t be afraid
of exaggerating your intonation. Try to have a conversation with your neighbour pretending
to be a French person speaking English with a French accent. What did you notice? What did
you do? Which sounds did you exaggerate? Now try to do the same when you speak French
yourself. Strangely enough most pupils are quite good at imitating a French person speaking
English, but they often forget to apply the same language features to their own French
pronunciation.
And if all this is too hard, you can always fake you French! Have a look at how Joey tries to
sound French without being able to speak a word of it by accessing the following clip:
http://www.youtube.com/watch?v=w5O9EuWttaM&feature=related
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 56 of 70
Bonne Chance!
And have fun with your
pronunciation!
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 57 of 70
ACADEMIC SESSION 2017 – 2018
CLASS: IX (IGCSE)
SUBJECT: HINDI JUNE HOLIDAY WORK SHEET
Name:
Date :
आप ने अपनी छुट्टिय ां किस प्रि र कित य उस पर अपने किच र १५०-२०० शब्दों ि लेख
कलकखए|
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 58 of 70
ACADEMIC SESSION 2017 – 2018
CLASS: IX (IGCSE)
SUBJECT: HINDI JUNE HOLIDAY WORK SHEET-2
Name:
Date :
‘’भ रत िी किकिधत में ही एित ि पट्टरचय कमलत है’’|किसि सशक्त उद हरण
स म किि ि ध कमिि पिि है-किसी एि पिि ि महत्ि स्पष्ट िरते हुए लेख कलकखए|
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 59 of 70
ACADEMIC SESSION 2017 – 2018
CLASS – IX -IGCSE, ICT
HOLIDAY HOMEWORK WORKSHEET 1
Student’s Name:
Date :
Answer the following:
1.Define Hardware. Give four examples.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
2.Describe Motherboard.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
3. Tick TRUE or FALSE next to each of these statements.
TRUE FALSE
CU is part of CPU.
BIOS stores date, time, system configuration in CMOS
Mainframe computer cannot have several CPUs
A command line interface uses icons to interact with the computer.
.
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 60 of 70
4.Define System Software. Give four examples.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
5.Define Application Software. Give four examples.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
6.Differentiate between CLI and GUI.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 61 of 70
ACADEMIC SESSION 2017 – 2018
CLASS – IX -IGCSE, ICT
HOLIDAY HOMEWORK WORKSHEET 2
Student’s Name:
Date :
Answer the following:
1.Describe RFID readers.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
2.Write the applications of the following sensors:
Temperature
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
Light
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 62 of 70
pH
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
3. Tick TRUE or FALSE next to each of these statements.
TRUE FALSE
Scanner is an output device
Ergonomic keyboard increases health related problems
Laser printers make more noise
Inkjet printers are cheaper than laser printers
.
4.What is the use of ergonomic keyboard?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
5.What are the disadvantages of dot matrix printers?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
6.Describe Chip and pin readers.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
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…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 63 of 70
ACADEMIC SESSION 2017 – 2018
CLASS – IX (IGCSE), PHYSICAL EDUCATION
HOLIDAY HOMEWORK – CASE STUDY & PERFORMANCE ANALYSIS
Student’s Name:
Date:
2017
April,
Q. 1. Research and analize data from various website and formulate a case study on P.T. Usha also known as ‘Payolli Express’.
Or
Q. 2. Research and analize data from various website and formulate a case study on MC Mary Kom, an Indian boxer also known
as
‘Magnificent Mary’.
CASE STUDY REPORT FORMAT GUIDELINE
Following is a suggested guideline for preparing your case study reports: (Arrange the topic according to the given sequence)

Cover Page (Include student names and student Ids)

Executive Summary (If appropriate – should be written last to focus on key points/findings)

Introduction

Body
o May include:

Target Identification

Needs

Forms of SPORTS in use

Analysis of Case

Key Issues/Goals

Recommendations
o Should include:
 Decision Criteria
 Assumptions
 Data Analysis (analysis in appendix and summary info in body)
 Justification/Predicted Outcome:

Conclusion

References: Make sure you support your ideas with facts and figures. Please try to use your own words and ideas based on research
rather
than copy and paste other’s words from the internet.

Appendices: All charts, financials, visuals, and other related items can be placed here and referenced in the report.

Procedures:
1. Search topic/material regarding given topic.
2. Collect all information, pictures regarding topic and prepare a PPT in a creative manner
3. Write down the benefits when you are participating in any sports.
Learning outcome: Student will be motivated, learn about the achievement and hardwork in sports, advantages of sports and how it will help
them to reach the world level. This will help enhance sports culture in India. Since sports and sportspersons contribute substantially to the nationbuilding process, we need to cultivate a healthy sports culture. We need to have winners at the Olympics and other international events.
CASE STUDY GRADING RUBRIC

Each item is rated on the following rubric.
1= Very poor
2 = Poor
3 = Adequate
4 = Good
5 = Excellent
Item
Score
1. Evidence of preparation (organized presentation, presentation/discussion flows well, no confusion, evidence you did your
homework)
2. Content (presented accurate and relevant information, appeared knowledgeable about the case studies assigned and the
topic discussed, offered strategies for dealing with the problems identified in the case studies)
3. Eastern connection (person identified or resources to help with the problem/issues, discussed relevance to own experience)
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
4. Delivery (clear and logical reasons and situations, effective introduction and conclusion, creativity, transition speakers, oral
communication skills—eye contact)
5. Discussion (initiates and maintains class discussion concerning assigned case studies, use of visual aides, good use of time,
involves classmates)
1
2
3
4
5
1
2
3
4
5
Comments:
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 64 of 70
Rubrics:
Data Collection – 1; Presentation – 2; Timely Submission – 1 & Data Accuracy – 1
Q. 3. Prepare rubric for a specific sports training programme, plan out the activity or exercises with it schedule which would make
you physically fit for a particular sports or event. Draw a graph indicating the progress you have achieved over the training period.
Follow the given guidelines to make your training programme in a Tabular form:
Why do people participate in sports?
People get participate in sports for a number of reasons: to improve their health and physical condition, to achieve a sporting ambition, to relive
the tension and stress of daily life, to lose weight, it makes them feel good. Participating in sport encourages co-operation in team sports, develops
the element of competitiveness, provides a physical challenge and the opportunity to meet new people and make new friends.
Training for your sport can be quite complex. Your training should prepare you for the event or sport, keep you interested and motivated, help you
avoid injury and be suitable for you and your level of skill and fitness.
Warm-up and Cool-down
The best way of preparing for both a good training session, and competition is by warming-up. This will help you to avoid injury and prepare you
physically and mentally for exercise.
 Body temperature increases and blood flow to the muscles increases, to get them ready for action. This helps prevent sprains and strains
 Warm-ups should stretch the muscles, get the joints moving and increase the range of motion. This will also help avoid injury
 Warm-ups help focus the mind on the exercise
Cool downs are often overlooked once you have finished training and after competition because the fun bit is over and you're tired! However a
cool down will help your body to return back to normal more quickly and will help reduce any aches and pains the next day!
 Cool-downs help reduce the Oxygen debt and clear any lactic acid in the muscles
 It stops blood from pooling within the veins when you stop as continued gentle exercise will keep the blood pumping and muscles
contracting which squeezes blood back towards the heart
Principles of Training
Training to improve an athlete's performance obeys the principles of training: Specificity, Overload, Recovery, Adaptation and Reversibility.
When we are training the type of exercise that we do must be specific to our sport and we must keep increasing the difficulty to improve:
Specificity
Training must be specific to the sport. For example there's no point in running 1500 meters in training for 100m. Training must also be specific to
the athlete, by working on their weaknesses and at their level
Progression
You should gradually increase the amount of training you do. For example when you start you may only train for half an hour twice a week. You
should gradually increase this amount in order to progress once your body can cope
Overload
This involves pushing your body harder than normal. In order to do this, you can increase one or a combination of the following:
 Frequency - Train more often (i.e. from twice a week to three times a week)
 Intensity - Work harder in training (i.e. lift heavier weights)
 Duration - Train for longer each session (i.e. running for a further 5 minutes each week)
Reversibility
If you have to stop training because of illness or a holiday, when you return your fitness levels will have dropped. Always start at a slightly lower
level than you were at when you stopped. It takes longer to gain fitness than to lose it!
Individuality
The type of training program must be suitable for the individual. It must be designed to incorporate aspects which they enjoy to keep them
motivated. It must also consider their current fitness, medical history and reasons for training. To design a good program you need to ask the
following questions:
 What exercise do you like?
 How fit are you now?
 How old are you?
 Do you have any injuries or health problems?
 What sports do you play?
 What exercises do you find boring?
 Do you live near any sports facilities?
 Why do you want to get fitter?
FITT
You can also use the acronym FITT to help you design training programs:
Frequency - How often should you exercise? If you want to stay fit and healthy you should exercise at least twice a week. You also need to make
sure if you are training hard, you get enough rest
Intensity - This is how hard you should work. For example, if you want to lose weight you should work at around 75% of your maximum heart
rate
Time - How long are your exercise sessions going to be? Aerobic training sessions should last at least 20 minutes. If time is tight, it is better to do
three 20 minute sessions a week than one 60 minute session.
Type - What type of training are you going to do? This will depend on what your aims are. Although in most cases try to vary your sessions to
keep you interested.
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 65 of 70
Training Methods
Weight Training
Most people take part in weight training in order to increase their strength. Other reasons include improving muscle tone or muscle size.
Endurance Training
The following types of exercise are good for improving your cardiovascular endurance:
Interval training
Intervals are periods of exercising hard, with rest or low intensity periods in between. For example you may run 100 meters at 85% and then 200
at 50% to recover. This is one rep. You may perform this 5-10 times, which would complete the set.
Fartlek training
Fartlek involves training at a continuous exercise, but varying the intensity and type of exercise. For example, a running session could include
sprinting for 10 seconds, fast walking for 20 seconds, jogging for 1 minute and repeating this. You can also add in things like running uphill or on
sand.
Circuit training
Circuits can be used to increase either strength, aerobic fitness or both! There are usually between 8 and 15 stations and at each one you do a
different exercise for 1 minute. At the end you then move on to the next station. Rest can be incorporated depending on the level of the
participants.
Fitness Testing
It is important to test an athletes fitness to help you determine if their training program is working and to know what goals to set next! Test before
the start of a program and at regular intervals to see their improvements. This will also help keep them motivated.
Harvard Step Test
 On a 45 cm high step, perform step-ups for 5 minutes at a rate of 30 per minute
 Rest for 1 minute and then take your heart rate
 Use the following equation to work out your score - the higher your score the fitter you are
length of exercise (secs) x 100
5.5 x heart rate
12 Minute Run
 Warm-up first
 Run round a track as many times as you can in 12 minutes
 Record the distance
 The further you can run, the fitter you are
 This can be used as a comparison for next time!
Multistage Fitness Test
 Also known as the bleep test
 A recording of regular beeps is used, the beeps get faster over time
 You must run between 2 lines, 20m apart, before the next beep
 Your foot must be on or over the line when the beep comes
 If you miss a beep you are allowed 2 more to catch up
 If you miss 3 in a row you are out and must record the level and number of shuttles as told on the recording
 This gives an estimation of your VO2 max, the higher this is the fitter you are
Other Fitness Tests
Other components of fitness can also be measured with some simple tests. Here are some examples:
Muscular endurance
You can test most muscle groups in the body by seeing how many exercises which work that muscle you can do, for example, push-ups, sit-ups,
triceps dips etc
Strength
A device called a dynamometer can be used to assess your muscular strength, these can be hand held, or larger pieces of lab equipment. You can
also use 1 rep max to test strength.
Agility
Setting up a course using cones for you to dodge in and out of can test your agility. Time how long it takes you, making sure you don't touch any
of the cones, to see if you improve
Speed
Any test which measures how quickly you move from A to B can be used to assess your speed. The simplest is a 50 sprint with a rolling start
(meaning you run through the start line, this removes acceleration and measures speed only).
Balance
The stork test involves standing on one leg with the other foot touching the standing knee, the eyes closed and hands on the hips. Hold this
position for as long as possible without moving the hands, feet or opening the eyes. Wobbling is ok!
Flexibility
The most common test for flexibility is the sit and reach test. Sit on the floor with both legs straight out in front of you. Place a box at your feet
(touching the soles of your feet) with a ruler attached to the top of it. Reach as far as you can along the ruler, keeping your legs straight
Learning outcome: Student will improve their ability to plan, perform, analyse and improve, and evaluate physical activities. Their performance
includes the ability to inter-relate planning, performing and evaluating whilst undertaking the activity and the ability to analyse and improve their
own and others’ performance.
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 66 of 70
ACADEMIC SESSION 2016 – 2017
CLASS – IX IGCSE SPANISH
Topic: Holiday H.W
Name:
Date :
I. Rellena los espacios con los pronombres
1.……………….. hablamos muy poco en la biblioteca.
2.……………… busco una mesa grande.
3.……………… necesita un diccionario.
4.…………… miras el mapa de Europa.
5.…………….. estudian francés.
6.………….. preparo un informe para mañana.
7.…………… compras un bolígrafo rojo.
8.…………… usamos papel blanco con lineas azules.
9.…………. hablo muchas veces con la maestra.
10.………….. ayuda a los estudiantes.
11.………….. practican deportes.
12.…………. trato de jugar tenis.
13.……….. enseña inglés muy bien.
14.……….. Cantamos en voz baja.
15.………. explico la lección a un amigo.
II. Fill in the blanks with the correctly conjugated form of the verbs in parenthese:
Los padres de Marta (1) __________ (pensar) tener una conferencia con el maestro de su hija. El maestro (2)
___________ (recomendar) una evaluación para Marta . Sus padres (3) __________ tener la evalución con
la consejera y el psicólogo. Los padres de Marta (4) ___________ (decir) que Marta (5) ___________
(dormir) bien por la noche y que (6) ___________ (comenzar) su día con una buena comida. El maestro (7)
____________ (pensar) que Marta non(8) _____________ (repetir) en clase porque posiblemente tiene
problemas auditivos. Ella (9) __________ (seguir) las intrucciones escritas pero tiene problemas cuando el
maestro habla. Los padres (10) ___________(volver) con Marta para la evaluación.
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 67 of 70
ACADEMIC SESSION 2016 – 2017
CLASS – IX IGCSE SPANISH
Topic: Holiday H.W
Name:
Date :
I. Complete las siguientes oraciones con el verbo que aparece entre paréntesis en presente de
indicativo.
1. Mi hermano (jugar) _______________ todos los días en el jardín.
2. El maestro (querer) _______________ ver todos los días los deberes de los estudiantes.
3. No (oír, yo) _______________ nada en absoluto: creo que no hay nadie en su casa.
4. ¿(ir) _______________ vosotros a clase hoy?
5. Mi abuela (venir) _______________ a salamanca el mes próximo, y (tener, yo) _______________ que
visitar con ella todos los monumentos de la ciudad.
6. Mi madre (calentar) _______________ todos los días un litro de leche para preparar el café de toda la
familia.
7. Nosotros (pensar) _______________ que será mejor ir al cine y no a la piscina porque hace frío.
8. La chica de la tienda (mostrar) _______________ la falda a la señora.
9. Ellos _______________ (despedir) a sus amigos.
10. La camarera nos _______________ (servir) la comida
III. Rosa is una ama de casa muy ocupada y nos cuenta qué ha hecho hoy. Escribe el verbo entre paréntesis
en pretérito perfecto.
!Qué día! Hoy no (poder) ……………… descansar ni un momento. (Levantarse) …………… como
siempre, a las siete y media, (desayunar) ………………… y (preparar) ………………….. el
desayuno para los niños. A las 8 (salir, nostros) ………………. para el colegio y (llegar) ……………
porque había un tráfico horrible. De vuelta a casa, (estar) ………….. dos horas recogiendo,
limpiando, fregando. Y a las doce (ir) …………… al supermercado hacer la compra. Luego (hacer)
…………. la comida para mi y para Andrés, que viene a comer cada día a las tres.
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A las cinco (salir, yo) ………….. otra vez para ir a coger a los niños … bueno, así todo el día,
entrando y saliendo. Al final (sentarse) …………….en el sofá a descansar a las once de la noche.
II. Completa las frases con la forma correcta del verbo. (Verbos regulares).
1.
………………………… una ensalada anoche. (yo, comer)
2.
………………………… la televisión ayer por la noche. (él, mirar)
3.
………………………… a la escuela la semana pasada. (ellos, asistir)
4.
………………………… tu casa el mes pasado. (tú, vender)
5.
………………………… por teléfono con él ayer. (ella, hablar)
6.
………………………… un coche el año pasado. (nosotros, comprar)
7.
………………………… las ventanas hace dos horas. (vosotros, abrir)
8.
………………………… un zumo de naranja ayer por la mañana. (ellas, beber)
III. Escribe los verbos presentes en Pretérito Indefinido.
Ejemplo: dices dijiste
1. Salgo ……………………
6. Trae …………………………..
2. Sabes……………………
7. Devuelve ……………………..
3. Conduzco………………….
8. Pido …………………………….
4. Vienen…………………….
9. Podemos ………………………..
5. Vienes……………………
10. Quiere ………………………….
IV. Conjugue los verbos en prterito imperfecto:
1. Ir
2. Ser
3. Ver
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ACADEMIC SESSION: 2017-18
FEEDBACK FORM
(To be filled in by parent and student after discussion with each other)
1. The Holiday’s Homework was:
a) Lengthy
b)Short
c)Appropriate
2. You required help:
a) Continuously
b) Occasionally
3. The time given to complete the assignment was:
a) Appropriate
b) Too less
4. The information required was:
a) Easily available
c) Never
c) Too much
b) Difficult to find
5. Did your child enjoy doing the Homework? If ‘Yes’, why and if ‘No’ why not?
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6. The most interesting part of the homework was…..
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7. While doing the homework, I learnt…..
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8. Which of the activity did your child enjoy the most?
_________________________________________________________________________________
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9. What other activities would you like to do with your child .during holidays?
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10. How do you think your child benefited through holiday homework?
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-- To be submitted to the Class Teacher--
DRSIS/ INTEGRATED HOLIDAY HOMEWORK/2017-18/Page 70 of 70