Cambridge International Catalogue 2023 Digital

HODDER EDUCATION
CAMBRIDGE
ASSESSMENT
I N T E R N AT I O N A L
E D U C AT I O N
PRINT & DIGITAL RESOURCES
2023
www.hoddereducation.com/cambridge
New and bestselling resources from Hodder Education
An official Cambridge Assessment International Education endorsement partner
Thanks to our 30 year partnership, we have been able to get to the heart of how best
to support teachers and learners to maximise their potential. From research projects
to visiting Cambridge schools worldwide, our priority has been to publish the best
resources for the international classroom.
Throughout this time our resources have benefited from a rigorous quality-assurance
process to ensure they are internationally appropriate for Cambridge schools and our
range caters for almost all subjects and levels along the Cambridge Pathway.
CAMBRIDGE PRIMARY CAMBRIDGE LOWER CAMBRIDGE UPPER CAMBRIDGE

SECONDARY SECONDARY ADVANCED
5 to 11 years*
• English 11 to 14 years* 14 to 16 years* 16 to 19 years*
• Mathematics • English A wide choice of subjects at A wide choice of subjects at
• Science • Mathematics • Cambridge IGCSE™ • Cambridge International
• Computing • Science • Cambridge O Level AS & A Level
See pages 6-14 • Computing See pages 21-42 See pages 43-53
See pages 14-20
You can recognise these resources as

Hodder Education publishes textbooks endorsed by Cambridge they display the official endorsement logo:
Assessment International Education for a wide range of their syllabuses
and curriculum frameworks. Endorsed resources have been through a
rigorous and independent review process to assure the syllabus coverage
and quality standards of the materials. Hodder Education endorsed resources
are used with confidence by Cambridge students around the world.
Cambridge Assessment International Education *Ages ranges are for guidance only.
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University ready.
Work ready.
Ready for the world.
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them discover new abilities and a wider world.
To learn more, visit

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CONTENTS
CAMBRIDGE PRIMARY
CAMBRIDGE UPPER CAMBRIDGE ADVANCED

SECONDARY 21 AS & A LEVEL 43
O Level English Language 21 Mathematics and Further Mathematics 43

CAMBRIDGE PRIMARY 6 O Level Mathematics NEW 21 Biology 44
English Foundation stage 6 O Level Biology 22 Chemistry 44
Mathematics Foundation stage 7 O Level Chemistry 22 Physics NEW 44
Science Foundation stage 7 O Level Physics 22 Business NEW 45
CAMBRIDGE LOWER SECONDARY
English 8 O Level Commerce 22 Economics 46

World English 9 IGCSE™ and O Level Computer Science 23 Accounting 47
Mathematics 10 IGCSE™ Information and Communication Computer Science 48
Technology 24 Information Technology NEW 49
Science 11
IGCSE™ Core and Extended History 50
Computing NEW 12
Mathematics NEW 27
Ready to Go Lessons NEW 13 Geography 51
IGCSE™ and O Level Additional
Revise for Cambridge Primary Psychology 52
Mathematics NEW 28
Checkpoint 13 Thinking Skills 53
IGCSE™ International Mathematics NEW 29
Global Perspectives for Primary 14 Law 53
IGCSE™ Biology 30
IGCSE™ Chemistry 30 Professional Development Workshops 55
CAMBRIDGE UPPER SECONDARY
IGCSE™ Physics 30
CAMBRIDGE LOWER IGCSE™ and O Level Business Studies 32
SECONDARY 14 IGCSE™ and O Level Economics 33
IGCSE™ and O Level Accounting 34
Global Perspectives for Lower Secondary 14
IGCSE™ and O Level History NEW 35
Checkpoint English 15 This logo indicates which titles
IGCSE™ and O Level Geography 36
Checkpoint World English 16 also have digital options available
IGCSE™ and O Level Literature in English 37 including eBooks and/or teaching
Checkpoint Mathematics 17
IGCSE™ First Language Spanish 38 and learning resources
Checkpoint Science 18
IGCSE™ First Language English 39
Lower Secondary Computing NEW 19
IGCSE™ English as a Second Language 40
IGCSE™ French 41
CAMBRIDGE ADVANCED
IGCSE™ Spanish 41
IGCSE™ German 41
IGCSE™ Italian 41
IMPORTANT: All pricing in this catalogue is for 2023. Every
Look out for this icon on IGCSE™ Mandarin 41 effort has been made to ensure details are correct at the time
our interactive pages for of going to press. Hodder Education reserves the right to
access to extra content change the specifications and prices without prior notice.
Please note: Boost products are subject to VAT.

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Easily navigate the eBook Select key facts and Many of our eBooks Seamlessly move Access the eBook
with search, zoom and definitions in the text use text-to-speech to between the printed view offline on any device –
an image gallery. Make and save them as flash make the content more for front-of-class teaching in school, at home or on
it your own with notes, cards for revision. accessible to students and and the interactive view the move – with the Boost
bookmarks and highlights. improve comprehension for independent study. eBooks app (available
and pronunciation. on Android and iOS).
Subscription options*
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Digital only, includes access Boost Subscription
to all interactive resources Includes a print handbook with a scratch-off
and a teacher’s copy of the code and a subscription to Boost, which gives
relevant Boost eBook(s). access to all digital course resources plus a
teacher's copy of the relevant eBook(s).
*Subscriptions are valid for the life of the curriculum frameworks for primary and
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Keep up to date: get the latest news and free samples by signing up to our eUpdates: hoddereducation.com/eupdates 5
CAMBRIDGE PRIMARY
CAMBRIDGE PRIMARY
English Foundation Stage

Author: Ruth Price
Reading Books - Teacher’s Pack

Fiction PRINT
PRINT Link across all resources

in the series with ease,
Explore, support and consolidate
using references to the
key language and literacy skills
relevant pages in the
with colourful stories for ages
Activity and Reading Books,
4-5, while encouraging learners
with concise teaching
to reflect on what they have
notes and practical activity Reading Books - Activity Books
learned with write-in activities at
the back of the book.
suggestions based on a Non-fiction PRINT
mastery approach.
PRINT Inspire learners with fun write-
£5.50
£29 in Activity Books, to consolidate
Reading Book A Fiction 9781510457270 Reinforce and practise key
9781510457379 learning and concepts covered
Reading Book B Fiction 9781510457294 language and literacy skills
Reading Book C Fiction 9781510457300 in the Reading Books and the
with question prompts in the
Teacher’s Pack, and provide
footnotes and inspire students
practice of language and
with additional poems and rhymes
Draw what you would put in each. literacy skills.
Outside play
Outside play I can win linked to the Activity Book units.
What can you do in my sack!
£5.50
with a sack today?
£5.50
Activity Book A 9781510457249
Reading Book A Non-fiction Activity Book B 9781510457256
9781510457287 Activity Book C 9781510457263
Reading Book B Non-fiction
Colour the pots red. Colour the buckets blue.
9781510457331
Colour the sacks green. Colour the boxes yellow. Reading Book C Non-fiction
9781510457348
This series has not been through the

Cambridge International endorsement process.
Talk about the big photo.
Point to the sack. What are the children doing? How do you think the
children feel? Do you think it is easy to jump along in a sack?
16
10
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457287_HCPE_READING_BOOK_A_NON_FICTION.indd 10
hoddereducation.com/cambridge-foundation

Maths Foundation Stage Science Foundation Stage
CAMBRIDGE PRIMARY
Authors: Paul Broadbent and Ann Broadbent Author: Rosemary Feasey
Story Books Story Books

PRINT PRINT
Explore, support and consolidate Early Years Reinforce and practise key science concepts with
mathematics with colourful stories for ages 4-5, simple question prompts and encourage students
containing key mathematical concepts and to reflect on what they have learned with write-in
practice opportunities, with space to record and activities.
reflect on ideas. £5.50
£5.50 Story Book A 9781510448636
Story Book A 9781510431850 Story Book B 9781510448643
Story Book B 9781510431874 Story Book C 9781510448650
Story Book C 9781510431881
Activity Books
Activity Books PRINT
PRINT
Provide extra support at home or in the Early
Consolidate learning and provide practice of Years setting, with activities to help students fully
key mathematical concepts with fun write-in cover the EYFS Early Learning Goals in science.
Activity Books.
£5.50
£5.50 Activity Book A 9781510448605
Activity Book A 9781510431829 Activity Book B 9781510448612
Activity Book B 9781510431836 Activity Book C 9781510448629
Activity Book C 9781510431843
Teacher’s Pack
Teacher’s Pack PRINT
PRINT
Introduce, practise and consolidate the Gain clarity on the science mastery approach
objectives covered in the Activity Books and and link across all resources in the series with
Story Books with practical activities, including ease using references to the relevant pages in
success criteria linked to the Early Learning the Activity and Story Books.
Goals that they cover. £29
£29 9781510448667
9781510431867
Maths and Science have not been through the Cambridge International endorsement process.
hoddereducation.com/cambridge-foundation
hoddereducation.com/xxxxxxx
Cambridge Primary English
CAMBRIDGE PRIMARY
Authors: Sarah Snashall and Marie Lallaway

Learner’s Books
PRINT DIGITAL ENDORSED
Inspire learners to build, strengthen and extend their skills.

• Boost confidence and extend understanding: Tasks are built in
a three-step approach with ‘Learn’, ‘Get started!’ and ‘Go further’,
plus ‘Challenge yourself!’ activities support differentiation and
higher order thinking skills. Workbooks Teacher’s Guides with
• Develop key concepts and skills: A variety of practice material PRINT ENDORSED Boost Subscription
to build reading, writing, speaking and listening skills. Reinforce learning and deepen PRINT DIGITAL ENDORSED
• Motivate learners with an international approach: Offer a understanding of the key
variety of engaging extracts from diverse international authors concepts. Guides include:
covering fiction genres, non-fiction text types, poetry and plays. • Course plans
• Provide extra practice and
• Teacher’s notes
• Boost: All available as eBooks on the Boost platform. self-assessment: Each
Workbook is intended to • Presentations
£14.99 be used by the learner for • Flashcards
For Learner’s Book ISBNs 1-6 see order form practice and homework. • Audio
£10 for 1-year access • Worksheets
£7.99
For Boost eBook ISBNs 1-6 see order form • Answers
For Workbook ISBNs 1-6 see order form
• Knowledge tests for stages 5 & 6
Unit 2: Non-fiction: recount texts
£135 excl. VAT

Unit 2: Non-fiction: recount texts
Get started!
Newspaper reports 1 Read this newspaper report from
1969 about the first person to step onto
the moon.
Do you remember?
Apostrophes for omission show you
where a letter is missing. For example:
• We do not becomes We don’t.
MEN ARE ON THE MOON For Teacher’s Guides ISBNs 1-6 see order form
• I am becomes I’m. At 3.56 this morning, Neil Armstrong
• They would becomes They’d.
• She will not becomes She won’t. stepped from the lunar module and
show that something belongs to someone or set foot on the moon. It was the dream
Apostrophes are also used to
is called apostrophe for possession. which humans have shared since the
something. This
beginning of recorded history coming
For example: true. Aldrin followed his commander
shiny blue. • The cat’s claws were sharp.
• Bella’s new bike was down the steps of the ladder 19 minutes
and the twins’ bikes are green. later.
• James’ bike
Hours earlier the lunar module, Eagle,
THE DAILY NEWS

p.m.
had made a perfect landing at 9.17 Neil Armstrong
Learn The spacecraft had to be steered to
clear
field
a crater about the size of a football Armstrong’s first words on the moon
News reports can be found in a
that was covered in large rocks. It was were: ‘That’s one small step for man.
newspapers and online. After MAN RESCUED FROM CLIFFTOP! moment of extraordinary tension and
1 One giant leap for mankind.’ The first
an introduction, which gives a life silence even though the voices of the television view millions on Earth saw
2 Amazing rescue operation saves man’s
summary of the news, they astronauts and the mission controller
was Armstrong’s foot descending slowly.
recount events in chronological back on Earth were calm. Then there was his full figure.
order. News reports usually include:
1 headline 3 2 Write the answers to these questions. Glossary
2 sub-headings a What happened? lunar module: the spacecraft
3 photographs b When did it happen? that landed on the moon
4 introduction – briefly tells you c Where did it happen? commander: the person in
the most important news, usually 6 SCRS save the day
in charge
cliffs, a landslide caused 3 With a partner, find these features
tells you what has happened,
when and where it happened
4
Y esterday, 21-year-old
Victor Ansart was
winched to safety by
the cliff to crumble away
and he was left stranded.
the news report: crater: a hole on the surface
of the moon
• headline • photograph
Scan me...
columns helicoper after being After two hours, a
tension: excitement and fear
5
trapped on a crumbling helicopter arrived from • caption • direct speech
6 captions clifftop. Southlea Coastal Rescue
• column. mission controller: the
7 direct speech – quotations Ansart, an experienced Station. A Coastguard was • introduction
person on earth who was in
about the event from people climber, became trapped winched down from the
4 What does the newspaper report include charge of the moon landing
chopper to attach Ansart
who were there, or who on the coastal cliff at 5 and take him back up to that the letter or diary entry do not?
Porthampton. As he
have an opinion about what neared the top of the safety.
happened. 33
32
This series has been endorsed by Cambridge International

hoddereducation.com/cp-english to support the curriculum framework 0058 from 2020.

Cambridge Primary World English Workbooks
CAMBRIDGE PRIMARY
PRINT ENDORSED
Authors: Gill Budgell, Rena Basak and Rachel Kirsch
Build on what has taken place in
Learner’s Books the lesson: Challenge learners to
develop their understanding further
PRINT DIGITAL ENDORSED with ready-to-go write-in exercises.
Engage and inspire learners with £7.99
an international and interconnected For Workbook ISBNs 1-6 see order form
approach developed by experienced
teachers and language specialists.
Teacher’s Guides with
• Stimulate learners: Model texts and
activities throughout are engaging for Boost Subscription
classrooms. PRINT DIGITAL ENDORSED
• Clearly address the key objectives: Guides include:
Reading, writing, speaking, listening • Course plans • Worksheets
and use of English.
• Teacher’s notes • Answers
• Teach with confidence: This series is mapped to the Common • Presentations • Knowledge
European Framework of Reference. • Flashcards tests for stages
• Boost: All available as eBooks on the Boost platform. • Audio 5&6
£14.99 £135 excl. VAT

For Learner’s Book ISBNs 1-6 see order form For Teacher’s Guides ISBNs 1-6 see order form
£10 for 1-year access
For Boost eBook ISBNs 1-6 see order form This series has been endorsed by Cambridge International
to support the curriculum framework 0057 from 2020.
Listening and speaking
Unit 3 Bugs big and small!

Listening and speaking
Bug names
Learn
There are many different types of bugs.
a centipede
a spider a beetle a bee a butterfly a ladybird
Practise Learn
Listen and point. Say each word These are the names
in the Learn box. Then point to it on
page 38.
of the body parts of bugs.
teeth
Scan me to access
Let’s talk feelers an exclusive webinar
on our World
eyes
Learn this poem and the actions.
Teach it to a friend or family member head
English range
who is younger than you.
wings
Incy Wincy Spider
Incy Wincy Spider
Is climbing up the spout.
Down comes the rain
And washes the spider out. body legs
Out comes the sunshine
Let’s talk Practise
hoddereducation.com/cp-worldenglish
And dries up all the rain.
Look at the picture. How many bugs do you know? Can you name So, Incy Wincey Spider Draw a bug and label its
them? Which bug is your favourite? Why? Climbs up the spout again. body parts.
39
38
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9781510467903_HCP_English_SL_LB2.indb 38
Cambridge Primary Mathematics
CAMBRIDGE PRIMARY
This series has been endorsed by Cambridge International

to support the curriculum framework 0096 from 2020.
Authors: Catherine Casey, Josh Lury, Mike Askew, Paul Broadbent and Steph King
Learner’s Books
Master the essential mathematical concepts of each unit, with

specifically signposted tasks and activities rooted in the mastery
approach.
• Get learners thinking mathematically: Engaging activities are
designed to focus on key skills and principles.
• Embed knowledge: Enable students to make connections between
different areas of mathematics across all areas of learning.
• Develop vocabulary: Probing questions throughout are designed to Workbooks
encourage learners to use accurate language to describe how they Boost Subscription
PRINT ENDORSED
solve particular problems. PRINT ENDORSED
DIGITAL
• Boost: All available as eBooks on the Boost platform. Save time planning:
Ready-made homework Guides include:
£14.99 and extension activities. • Course plans
For Learner’s Book ISBNs 1-6 see order form
£7.99 • Teacher’s notes
£10 for 1-year access • Presentations
For Workbook ISBNs 1-6 see
For Boost eBook ISBNs 1-6 see order form order form • Flashcards
• Audio
Addition and subtraction • Worksheets
Unit 2 Addition and subtraction
2 Maths word
• Answers
Practise
less
1 Look at the shapes on this number line.
One more, one less
Explore 0 1 2
a Which number is 1 less than the
3 4 5 6
?
7 8 9 10
Look at this tree.
Say what you see. b Which number is 1 less than the ?
Maths words
c Which number is 1 more than the ?
d Which shape is 1 less than 6?
£135 excl. VAT
more
more than
2 Find the missing numbers to show 1 more or 1 less.
a 1 less b 1 more
For Teacher’s Guides ISBNs 1-6 see order form
less than 1 more
Learn 5 6 9 8
There are 3 monkeys on this number line.
c 1 less d 1 less e 1 more
0 1 2 3 4 5 6
1 more monkey climbs on. 3 1 4

0 1 2 3 4 5 6
There are now 4 monkeys. We say: 1 more than 3 is 4. Try this

There are 6 parrots on this number line.
David thinks of a number but says the number that is 1 less.
0 1 2 3 4 5 6 Maris thinks of a number but says the number that is 1 more.
1 parrot flies away. Both David and Maris say the same number.
0 1 2 3 4
There are 5 parrots left. We say: 1 less than 6 is 5.
5 6 What number are they both thinking of?
Tell a partner how you know.
Scan me to access an
14
15 exclusive training webinar on
hoddereducation.com/cp-maths
9781398300903_HCP_MATH_S1_LB.indb 14
2020/12/05 15:04
9781398300903_HCP_MATH_S1_LB.indb 15
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our Mathematics range

Cambridge Primary Science Workbooks
CAMBRIDGE PRIMARY
PRINT ENDORSED
Authors: Deborah Herridge, Tara Lievesley, Hellen Ward,
Andrea Mapplebeck, Rosemary Feasey and Judith Amery Encourage reflection and self-
assessment: Each Workbook has
Learner’s Books space to record results, create tables
and draw diagrams.
£7.99
Master the essential scientific concepts For Workbook ISBNs 1-6 see order form
of each unit, with specifically signposted
tasks, activities and investigations
rooted in the mastery approach. Teacher’s Guides with
• Get learners thinking scientifically: Boost Subscription
Engaging activities show Science PRINT DIGITAL ENDORSED
in Context, including topics on how
science is used in the home and the Guides include:
impact it has on our environment. • Course plans
• Focus on key concepts and principles: Starter activities at • Teacher’s notes
the beginning of each unit allow teachers to establish current • Presentations
knowledge and plan future lessons. • Flashcards
• Audio
• Boost: All available as eBooks on the Boost platform.
• Worksheets
This series has been
£14.99 • Answers endorsed by Cambridge
For Learner’s Book ISBNs 1-6 see order form • Knowledge tests for stages 5 & 6 International to support the
curriculum framework 0097
£10 for 1-year access from 2020.
£135 excl. VAT
For Boost eBook ISBNs 1-6 see order form
For Teacher’s Guides ISBNs 1-6 see order form
How to use this book
How to use this book Scientific words

repeat Understand new words. The
Challenge yourself!
Find out what a prosthetic arm is.
How would someone making one
reliable
evidence Scientific dictionary at the back use the science of skeletons and
of the book can also help you. muscles?
This book will help you learn about Science in different ways What can you do?
What do you remember about the Earth and space? You have learnt about Earth in space. You can: Try something new.
✔ name the planets in our Solar System.
The Earth is our home planet travelling through space. Space begins
✔ describe what is in space, including the planets.
Talk about what you where the Earth’s atmosphere ends. Not even scientists know where
space ends! You will now learn more about the planets and the star ✔ recognise where the Sun is in our Solar System. Work safely!
remember or know closest to us, the Sun. The Earth with other planets and the Sun make
up the Solar System. ✔ use models to demonstrate and describe how we
Check that the place where you
about a topic. have day and night.
exercise is clear and safe. Remember
✔ explain what you have found out from your to breathe when you exercise!
Jupiter
Uranus
modelling activities.
Mercury Earth
2 Sun
Neptune
a Look carefully at the overall Venus Mars
Saturn
shape of a skeleton. What is
balanced on the top?
Find out how much you have Always work safely.
b What do you notice about
the shape of the skeleton
from the feet to the head?
learnt and what you can do.
c How is this shape like the
Eiffel Tower?
Do activities
Think like a scientist! Learn how we all use Science
to learn more.
A savanna is tropical grassland.
every day in our lives.
Scan me to access an
The weather is warm all year, with
The Eiffel
a dry season and a wet season. The Model icon Unit 7 Light
Work like a
Tower is a
very tall tower largest savanna is in Africa. Below
with a metal
skeleton. scientist. are a few of the plants and animals
that live in the African savanna and
Shows you are making a Science in context
model of something in the
exclusive training webinar
what they feed on.
Reflective animals
real world. Scientists make observations. Sometimes it is

what they do not observe that helps them. For
example, look at the lemur’s eyes in the picture.
They appear to glow or to shine light. But, the
on our Science range

lion – eats giraffes leopard – eats
and impalas impalas and baboons lemur’s eyes are reflecting the light that shines
Let’s talk
Learn new Star icon on them. They do not give out light. Eyes are
not a light source.
Talk about what each part of your
model represents. Are there any parts
ideas about Shows you need to think and
A road worker called Percy Shaw was driving home
on a foggy night in 1934. He could not see much, even with his
in a real arm that are not in your Science. work like a scientist.
car headlights on. He had travelled the road many times before. Normally
there were shiny tram lines in the road. They reflected the light from his
model? Explain why. impala – grasshopper –
eats grass eats grass car headlights. On this night they were missing. He then noticed two eyes
appearing to shine from the side of the road. A cat was facing his car.
He used this observation to invent ‘cat’s eye'
reflectors to use on roads. They are now used
Link icon all over the world to make drivers safer.
Talk about Shaw's invention has changed as scientists
your ideas.
baboon – eats
grasshoppers
giraffe – eats
acacia leaves Shows you are learning things have invented new materials. We now use
a small light source powered by the Sun
that link to another subject. and a reflector. These small reflectors can
be seen from further away and make driving
even safer. Which image do you think shows
Did you know?
hoddereducation.com/cp-science
the original cat’s eyes? Why?
grass acacia tree 1

Challenge yourself!
Learn about Progression icon a Draw a cartoon strip to illustrate the

story of Percy Shaw's drive home. Can you see cat's eye
reflectors on your
interesting facts You use more than 200 muscles
when you walk! That is a lot of
Shows you are building on b Find out more about the different
types and colours of cat’s eyes used
journeys with your
family? Share what you
and information. work for your muscles! things you learnt in other on roads.
c What is used to mark the roads in the
notice with your family
and friends.
stages. area where you live?
4 99
9781398301696_HCP_Science_LB4.indb 4
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11
9781398301696_HCP_Science_LB4.indb 5
Cambridge Primary Computing
CAMBRIDGE PRIMARY
Authors: Roland Birbal, Carissa Gookool, Michelle Koon Koon,

Nazreen Mohammed and Michele Taylor
Learner’s Books
PRINT DIGITAL NEW
Help learners develop essential computing skills with an

approach that uses real-life examples.
NEW
• Build confidence: Learners are encouraged to work with

information and formulate their own ideas, with ‘What can you
do?’ panels for self-assessment.
• Provide practice: Tasks in each unit show a clear pathway
through the learning objectives, with ‘Go further’ and Teacher’s Guides with
‘Challenge yourself!’ panels designed to stretch knowledge. Boost Subscription
£16 PRINT DIGITAL
September 2022 - April 2023
For Learner’s Book, Boost eBook ISBNs 1-6 and individual publication dates see Guides include:
order form • Activities
Boost eBooks are £10.50 for 1-year access
• Worksheets
• ESL support
• Answers
Unit 2: Be a data controller Unit 2: Be a data controller
Data vs Information Practise

What is the difference?
Learn
1 State which of the following is data and which is information.
a The weight of each student in class. • Audio
b The average rainfall for the month of July.
Data can be in the form of numbers, letters, symbols, c The flavour of ice-cream each person chose at the ice-cream parlour.
images and sounds.
d The least favourite flavour ice-cream.
For example, if you collect the height of everyone in your
e The most popular sport at school.
class, you have collected data.
Choose the correct answer in each case:
£135 excl. VAT

Data on its own has no meaning or context. It is unorganised.
This raw data needs to be processed to produce information. 2 Raw data is _______________.
When a computer performs a task using data, such as a sort a processed
or calculation, you get information. b unprocessed
For example, if the heights of students in a class are processed by a computer,
we can get information such as:
c organised
3 Information is _______________ data. September 2022 - April 2023
For Teacher’s Guides ISBNs 1-6 and
• the tallest student in class • the shortest student in class a processed
• the average height of the students in the class. b unprocessed
Information is useful because it is organised and has some context and
meaning.
Some other examples of data and information are:
c raw
4 Data is _______________. individual publication dates see order form
a meaningful
Data Information Keywords b meaningless
Cost of items The most expensive item raw data: not 5 Information is _______________.
Marks of students The student who scored the lowest mark processed a useless
in the test information: b useful
Daily temperature The coldest day in the month of January processed data 6 Data is _______________.
a organised letters and numbers
Sample pages taken
The first image below The second image shows the average monthly
shows raw data.
We do not know what
temperature in London. Now we know what
the numbers mean. This is an example of
b unorganised letters and numbers
7 Information is _______________.
We are working with Cambridge
the numbers mean. information. a organised letters and numbers
b unorganised letters and numbers
from Cambridge International to gain endorsement for this
Primary Computing forthcoming series.
Learner’s Book 4.
24 25
hoddereducation.com/cp-computing

CAMBRIDGE PRIMARY
Ready to Go Lessons with Revise for Primary Checkpoint Revise for Primary
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Revision Guide for the

5 IT’S TRADITION!
5 It’s tradition!
Reading
Secondary 1 Test
Folk tales
Reading Speaking and listening Activity 5.1

★ folk tales ★ Listening to a folk tale
★ Ballads ★ Retelling traditional tales 1 Work in a group. Tell your group your favourite (or least favourite) folk
★ Listening to a ballad tale. Briefly say what the folk tale is about and why you like it or don’t
like it.
This series has

★ Delivering a presentation
on an interesting person 2 Skim-read the following extract and discuss what it is about.
KEY WORDS
folk tales stories that
Extract: Traditional folk tales
been endorsed PRINT DIGITAL NEW
It’s
are handed down
How old are folk tales?
by Cambridge Achieve maximum potential using step-by-
from generation to
generation, usually in Folk tales are one of the earliest genres of story-telling. Many of them were
spoken form originally made up centuries ago before writing and printing were in common
tradition! International
genre a particular use. The stories were handed down from generation to generation, usually in
type of literature or spoken form. Over the years, the different tellers of the original stories added
step guidance that helps to practise skills

other art form, e.g. their own details and adapted the stories to their particular listeners. Eventually,
novel, poetry, science many of these traditional stories were collected into books by folklorists (people
to support the
fiction who study the traditions and culture of the past) and preserved for future readers.
oral storytelling a In some parts of the world, the tradition of oral storytelling continues today.
Writing Key skills
learned and improve exam technique.

story in spoken form Some stories are long forgotten but many stories have survived.
curriculum
★ A folk tale ★ Revise hyphens and onomatopoeia when
★ Using direct speech in your compound sentences the sound of a word Nature
writing ★ Rhythm echoes its meaning, Many folk tales use nature to tell a story, for example, about the relationship
framework 0861
e.g. boom between humans and nature, or people’s negative or positive behaviour towards
nature, or to try to explain natural phenomena (like why the moon is in the sky or
why a leopard has spots).
LET’S TALK
■ Which folk tales do you know?
■ how are folk tales passed down
■ how do folk tales differ from short
stories or novels?
Morals and lessons
Many of the original folk tales contain a moral or a lesson and many of these
early stories form the basis of the plots of more sophisticated stories and novels
from 2020. £15.99
Revision Guide
nowadays. Folklorists have found that many of the basic plots are common to
through generations? What features ■ What makes a good storyteller? more than one culture and can be found in the tales of countries from different
January 2023
made them easy to pass down continents.
this way?
has not been

They use characters that the audience can easily relate to, who are either good
or bad. Very often the characters are animals. They usually end with good
triumphing over evil.
Paperback 9781398342873
Oral tradition
through the
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A story that is told orally is spoken out loud. Stories that are part of the oral
tradition usually contain quite a lot of repeated details and vocabulary. This is a
deliberate attempt on the storyteller’s part to make sure that the listeners can
remember what has happened as they do not have printed copies of the story in
which they can turn back a few pages to check details. These stories often use
endorsement
process.
dialogue (direct speech) as well as literary devices such as onomatopoeia, similes
and metaphors to keep the attention of listeners.
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This series has been endorsed by
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Authors: Fiona Macgregor and Daphne Paizee
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1 FRIENDS Passive voice
Guides include:
Use of English
Passive voice
Do you remember?
• Teacher’s notes • Audio
Pronouns Look at the verbs in these two sentences:
I was named after my grandmother.

• Activities • Knowledge tests
• Worksheets
Do you remember? I name you Paul, after your grandfather.
Can you identify all the pronouns in the following sentences? l What is the difference?
1 This is my friend Mara. She is called Super-Mara by her friends. She has • Are they both in the same tense?
long hair. I sit next to her in class. We enjoy ourselves. • If not, what tense are they? Present or past?
2 Who is he? Is he your cousin? l Are the verbs formed in the same way?
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• Does the auxiliary ‘was’ make a difference?
Discuss why pronouns are useful and when we can use them.
• Which sentence is in the passive voice?
We can use the active voice or the passive voice to describe present
PRACTISE actions. For example:
Work in pairs. Read the following sentences aloud and identify the pronouns.
1 How do I make new friends? Do I just go up and say, ‘Hello. I’m Mary. I want
to be your friend’?
Active voice
They name him after his father.
Passive voice
He is named after his father.
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2 I have a new friend – I think? Her name is Alice. She is named after her
grandmother, just like me!
They book the students into a
new school.
The students are booked into a
new school. Teacher’s Guide 8 with Boost Subscription 9781398307704
Try this
1 Work in pairs. Complete this sentence about how we form the passive:
To form the passive voice, we use a form of the verb ‘to ’
with the participle.
Read this dialogue aloud. Use pronouns instead of the underlined nouns.
2 Use the verb in each sentence in the present passive voice and say the
sentence aloud.

Malik: Hi Tyrone. Can Tyrone show Malik where the computer room is?
a I (name) after my mother.
Tyrone: Hiya. Of course Tyrone can. The computer room is next to the b He (call) ‘the thinker’ by his friends.
office, on the right. c The students (call) to a meeting.
Malik: Thanks. Can Malik and Tyrone walk there together? d They (sign up) at the football club.
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e The concert (enjoy) by all our parents and friends.
Secondary 1 Test
Tyrone: Yes. Let Tyrone get Tyrone’s books and Malik and Tyrone can go.
f The meal (share) between the friends.
to an exclusive PRACTISE
Choose the correct pronoun to complete each sentence.
training webinar
1 I have a new friend. (His/Her) name is David.
2 Who is that? Is she (you/your) new friend?
3 We need to prepare (myself/ourselves) for the new year at school.
4 We can help (each other/some other) with this project. PRINT DIGITAL NEW
5 Where are my trainers? Has anyone seen (them/they)?
6 Look at all of these books. These are (my/mine). Are the other books (you/yours)?
Build confidence with practical study tips and

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Boost eBooks are £14.50 for 1-year access, for ISBNs see order form • Teacher’s notes • Audio
• Glossaries • Flashcards
• Activities • Knowledge tests
• Worksheets • Answers
Data collection and sampling
SECTION 1
3 methods LET’S TALK

Although the
They include the following data as shown in the example:
l First name £135 excl. VAT
l Gender
Isabel
students are
randomly placed, l Hair colour Gender: Girl

Remember, l Select, trial and justify data collection and sampling methods to investigate hair colour and l Eye colour Hair: Brown
quantitative data predictions for a set of related statistical questions, considering what data eye colours do
are data that l Height Eyes: Blue
to collect (categorical, discrete and continuous data). not appear to be

can be measured. l Understand the advantages and disadvantages of different sampling random. Discuss Height: 152 cm
Discrete data takes methods. why this might be
specific values, while the case. The 30 students have been arranged randomly on the sheet.
continuous data
can take any value,
usually within a
Sampling methods
In Stage 7, you studied the different types of data which could be
In order to investigate different sampling methods, we will compare
their results to that of the whole population of 30 students. Teacher’s Guide 9 with Boost Subscription 9781398300743
range. collected. These included quantitative data, which itself can be
divided into discrete data and continuous data. Exercise 3.1

Quantitative 11 For the whole population of 30 students, copy and complete the following frequency tables.
Remember, a
categorical data Hair colour Girls Boys Total
Discrete data Continuous data
are data which can Black
Secondary 1 Test
be put into groups
Brown
or categories. Another type of data considered was categorical data. Blonde
Ginger
LET’S TALK
Can you name at least two examples of data for each of the three types
Total
mentioned?
b
PRINT NEW
Eye colour
KEY
INFORMATION
Collecting accurate data is an important area of mathematics and
is used a lot in the modern world. Data for medical research can
Black
Brown Blue Green Total DIGITAL
tell doctors how effective a cancer treatment is. Data for the masses
The word
Hair colour
of children at different stages of growth can identify children who Brown
Test knowledge and reinforce understanding with clear

population in
data collection might be under- or overweight. Data for CO2 emissions can help Blonde
does not mean scientists model the effects of climate change in the future.
Scan for access

Ginger
everybody in
When data are collected, it is unlikely that a whole population
explanations of every topic covered: Number, Algebra,

the country. Total
Depending on will be included. Usually a sample of the population is used. The
to an exclusive
the context, the important thing is that the sample should be representative of 2 Calculate the mean height of the girls and boys.
whole population the whole population. A representative sample should give similar
Geometry and Measure, Statistics and Probability.

could mean all results to the whole population. 3 The data types mentioned are either discrete, continuous or categorical. Which type of data is:
training webinar
the children of
a gender
a particular age To do this several different types of sampling have been developed. b hair colour
group, or just all In this section, you will trial some of these methods and decide
the children in a c eye colour
whether they are representative. You will need the resource sheet d height?
£15.99
particular class.
containing details for 30 students from your teacher. Justify your answer.
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Help students engage with and fully understand the use of ICT.
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Guides include:
• Teacher’s notes • Audio
15 The Earth in space • Glossaries • Flashcards
15 The Earth in space This process of rocky pieces coming together and sticking by the force of
gravity continues, and, in time, a planet is formed. The force of gravity • Activities • Knowledge tests
• Worksheets • Answers
between the planet and the gases around it bring the gases closer to the
In this chapter you will learn: planet, and they form an atmosphere over its surface.
● how planets are formed from dust and gas, pulled together by gravity
● that gravity is the force that holds components of the solar system in orbit Modelling planet formation
around the Sun
● that tidal forces on earth are a result of the gravitational attraction between
£135 excl. VAT

the Earth, Moon and Sun You will need:
● how solar and lunar eclipses happen.
a small lump of modelling clay for each person in the class (this small
lump represents a piece of dust in the cloud around a star) and a
video camera (optional).

Do you remember?
● Name the planets of the solar system. Plan
● What else is in the solar system besides the planets?
● Describe how the Earth moves through the solar system.
1 Look at Figure 15.1 and read again the text about planet formation.
2 Think about how the people in the class could be a model of the cloud Teacher’s Guide 8 with Boost Subscription 9781398300767
of gas and dust, and how the pieces of dust could be drawn together, to
represent how dust in a gas cloud is drawn together to make a planet.
Gravity and planet formation 3 Discuss your idea with your class and your teacher, and work out a
There is a force of attraction between any two objects in the universe, way you might model the formation of a planet.
4 When you have a plan, arrange for someone to video how your class
called gravity. The objects may be small, such as an ant and a pebble, or
makes a model planet.
they may be very large, such as a star and a planet.
Examining the results

When a star forms, a cloud of gas and dust also forms around it. The
What are the strengths and limitations of your model?
objects in the gas and dust clouds are very, very small, but the force
of gravity exists between them and, in time, pulls them together. Dust
Scan for access

particles are pulled together by gravity and, when they touch, they stick
together to form larger rocky particles. These rocky particles are pulled
The formation of the solar system
Scientists believe that about 4.6 billion years ago, the Sun and the solar
Secondary 1 Test
together by gravity and form larger pieces of rock. These large pieces are
system formed from a huge cloud of gas and dust. They think an exploding
to an exclusive
pulled together by gravity to make even larger pieces.
star nearby made the cloud begin to rotate. As the cloud turned, it formed
a disc. The force of gravity between hydrogen and helium atoms pulled
training webinar
them together, and they collected at the centre of the disc and formed a
star – our Sun.
The force of gravity between the dust particles in the disc brought them
PRINT DIGITAL NEW

together and, when they touched, they stuck together and formed rocky
particles. In time, the force of gravity between the dust and rocky particles
in the cloud produced the first four planets that move around the Sun.
Other dust and rocky particles produced the centres of the next four
Strengthen and test knowledge of all Student’s Book

planets, known as the gas giants. Gravity acts between any two objects in
the universe and is related to the masses of the two objects. This means
that the smaller planets orbit the much more massive Sun and this is why
units with a range of questions and worked examples.

smaller objects, such as the moon, orbit the Earth. Therefore, it is this
 Figure 15.1 The early stages of the formation of the solar system.
gravity that keeps the components of the solar system in orbit around the
Sun. However, this fact was not understood for a long time.
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Cambridge Lower Secondary Computing

Authors: Ben Barnes, Lorne Pearcey, Margaret Debbadi, Pam Jones and Tristan Kirkpatrick
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• Recap prior knowledge: ‘Do you remember?’ panels • Worksheets
are throughout, and introduce more advanced skills • Audio
with ‘Challenge yourself!’ tasks. • Knowledge tests
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Unit Testing conditions: Unit 8.4 Testing conditions: Developing games
Developing games
8.4 SCENARIO
Younger children need to understand the importance
of secure passwords. Your school wishes to promote
online safety and, as a programmer, you have been
Get started! asked to create a text adventure game for young
children aged 8–10 years old. The game should
Have you ever played a game where you had to make choices?
Discuss the following with a partner:
provide the children with some different pathways to
follow as they progress through a story.
Interactive flashcards
l What sort of decisions did you make in the last game
The child will play the main character in the game.
you played? They need to find the Chocolate Room in a sweet
l Did you notice that the game progresses differently, shop. They will meet a robot and the sweet-shop
depending on which choices you made? owner on their journey.
l Have you every played a game that contained bugs?
When they find and enter the Chocolate Room,
Computer programs need to be able to check user choices there will be two questions. If the child answers the
and other conditions. They also need to be tested to make questions correctly, they will be given three letters
sure that the program runs correctly for everyone. from a four-letter password. They then have to guess
In this unit, you will use Python to develop and test computer games
that run different the password, after being given a clue. If they guess
game.
sections of code, depending on the user’s input. the password correctly, they open a digital treasure chest and win the
it does, correct errors in
Your challenge is to examine existing program code and find out what
Learning outcomes the code and complete the game.
You need to use the different sample code provided by your teacher.
to make sure that it
In this unit, you will learn to: You will add new code, edit code and test any changes made to the code
l create and follow a flowchart that uses conditional
statements works correctly.
l develop programs in Python that use conditional
statements
l understand how AND, OR and NOT can be used in
algorithms KEYWORDS
DID YOU KNOW?
NOT text adventure game:
l develop programs in Python that use AND, OR and The first adventure games for computers were text adventure games.
This was because
a game in which
A famous example
l develop programs in Python using different data
types the computers were not powerful enough to display good graphics. the player types in
you can still play online for one
today. SearchPage of the early
is the game Zork, which
369337_U7.1_CLS_Comp uting7 TG_010-051.indd
l develop programs using an iterative process
44 25/08/22 6:13 PM user
commands to control
of that time
Zork games online to find out the quality of the graphics computers
/102/HO02593/work/indd 369337_U7.1_CLS_Computing7 TG_010-051.indd Page 45 25/08/22
6:13 PM user
the main character /102/HO02593/work/indd
l develop and apply a test plan could display. program code: the
l understand the need for using a range of test data Python code created
l test a program using suitable test data.
in the IDLE
CAMBRIDGE LOWER SECONDARY COMPUTING 7 TEACHER’S
Do you remember? arithmetic GUIDE
operators:
+, – , *, / and other 7.1 Block it out: Moving from blocks to text
symbols that can be
Warm up Before starting this unit, you should be able
Answers
to:
used for arithmetic
create an algorithm using flowchart symbols
did you or your 1 For example: Differentiation
In pairs, think about your journey to school this morning. What conditions understand the logic of AND, OR and NOT
parents have to check before leaving home? For example: understand the difference between
Start integer, real and string Differentiation
l Have you eaten any food? l Have you brushed your teeth? data types Go further
l Is your schoolbag packed? l Are the doors locked? know how to develop programs in Python with inputs
OUTPUT
INPUT Stretch: Some students may be able to add options to their flowchart,
and outputs “Welcome to the e.g. area of a square,
Make a list of all the conditions you can both think of.
seconds perimeter of a rectangle, etc. to add further complexity to the flowchart
random questions solution, e.g. an extension
as they are running. The conditions depend use variables in Python game.” of the flowchart could be as follows:
Most computer programs also check conditions
in Python, checks use arithmetic operators in Python
on what the program does. In this unit, you will see how a game, written INPUT No
important it is to test the to debug a program.
conditions to allow a player to move through it. You will also see how INPUT hobby
name
game, so that it works correctly for every possible choice.
INPUT Yes area
operation = 5?
INPUT year 5 area
colour
4
total = number1 *
star = days +
No number1
INPUT seconds + year
8/12/21 2:07 PM
days
8/12/21 2:07 PM Comp_L_Sec_Sample.indd 5 OUTPUT
Comp_L_Sec_Sample.indd 4 “Enter a valid
OUTPUT
number”
“The area is”
+ area
Pages taken from

OUTPUT
“Hello”, name, “it has been nice to
meet you, thank you for telling me Stop
your favourite colour is”, colour,” and
Cambridge Lower
your favourite hobby is”, hobby Support: Ask these students to focus just on creating the sub-routines
Develop computational
for multiplication and division, e.g.
Start
Secondary Computing thinking throughout

multiply
OUTPUT
“The star number that has been
INPUT
generated based on your answers
Student’s Book 8
number1
the activities.
was”, star number2
operation total = number1 *
number2
Stop
OUTPUT
Yes “The numbers
operation = 1?
2 See 7.1.7 ChallengeYourself(Teacher).py for a possible solution. multiply multiplied are”
+ total
Review
No divide
l Provide 7.1.7 Worksheet 20. Ask students identify the output based on
the values given using
the flowchart. The flowchart has sub-routines and can be used to check
understanding of
flowcharts with sub-routines.
total = number1 /
l For answers, refer to 7.1.7 Worksheet 20 Answers. operation = 2?
Yes
divide number2
Homework
Expert author guidance on
OUTPUT
l Provide 7.1.7 Worksheet 21 electronically, if possible. Students are asked
to create a flowchart for No “The numbers
the scenario given using sub-routines. divided are”
the learning models and

+ total
l See 7.1.7 Worksheet 21 Answers for a solution. OUTPUT
“Enter a valid
number”
approach to delivering the Stop
curriculum framework. 44
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PRINT DIGITAL NEW
Micheal Handbury, Jean Matthews,

Brian Seager and Elaine Dorsett
LEARNING LINK Think!
1 When you study the learning approach, which is about how environmental experiences
Imagine you are watching some of the video recordings made during Hassett et al.’s study.
Can you think of any problems you might encounter when deciding how to code the monkey’s
1
affect our behaviour, you will learn about a famous study by Albert Bandura and
behaviour using the behavioural checklist? How could you overcome these problems?
colleagues where young children observed an adult playing aggressively with a toy
Written by expert authors with an international

(page 90). The researchers then covertly observed the children as they played with a
similar style of toy. They found that the boys were more likely to imitate the physical
aggression they had observed than the girls. This suggests that the observed aggression Look at Figure 1.12 which shows one of the
may have been seen as more socially acceptable by the male than the female children. The monkeys from the study by Hassett et al.
study by Hassett et al. also seems to indicate that boys are more likely to show ‘sex-typed’ What sex do you think this monkey is? If
focus, this book fully covers the syllabuses

1 the bIologICal aPProaCh
1.2 Hassett et al. (monkey toy preferences)
behaviour than girls – that is, boys are more likely to show stereotypically masculine your first thought was male, take another
behaviours even when they do not know they are being observed, whereas girls are less look at Hassett et al.’s findings; males and
consistent with regard to sex-typed feminine behaviour, both privately and in public. females were equally likely to interact with
the wheeled toys, although the females did
(4024/4029) for examination from 2025. It

not play with them for as long as the
males. This said, we have it on good ▲ Figure 1.12 One of the monkeys from
STUDY TIP
authority from Professor Wallen that the the study by Hassett et al., kindly
Hassett et al. were investigating the nature versus nurture debate in terms of whether sex monkey is actually male! contributed by Professor Kim Wallen,
differences in play and toy preferences are influenced more by socialisation or hormones.
enables learners to effectively master and find

who supervised the study and took the
Make sure you understand some of the research that inspired them including studies of
original photographs
congenital adrenal hyperplasia (CAH) and/or any of the previous research with monkeys
(e.g. Alexander and Hines, 2002).
TEST YOURSELF 1
AIMS
To test if sex differences in children’s toy preferences result from biological factors –
connections between mathematical topics. Boost eBook
Teacher edition:
for example, from prenatal hormone exposure rather than through socialisation.
1 Describe the psychology that is being investigated in the study by Hassett et al. [4] 2 To investigate if male and female rhesus monkeys have similar toy preferences to
The Boost eBook includes an auto-marked

2 Outline what is meant by male and female stereotypical toy preferences with human infants, despite no socialisation experience with human toys.
reference to examples from this study. [3]
assign auto-marked Knowledge

3 Explain one way in which hormones affect play. You must refer to research
evidence in your answer. [3]
formative Knowledge Test for each chapter.

4 When researching the role of hormones, psychologists sometimes use case RESEARCH METHODOLOGY
studies. Explain one advantage of case studies as a way of investigating the
5
effect of hormones on behaviour.
Ashley is investigating gender differences in children’s play. He decides to conduct
a naturalistic observation. Suggest one way Ashley could ensure that his
[2] Hassett et al. is an experiment as the researchers were looking for a causal relationship
between the monkeys’ sex and their toy preferences. The monkeys were observed in
their normal enclosure. This was a natural environment for them, as they had all been
Tests, access auto-generated
formative reports for Knowledge
observations are reliable. [2] living together at the research centre for 25 years. However, the researchers were able
to control this environment, by keeping the monkeys indoors while positioning the toys.
6 For her dependent variable, Bethan asks a group of parents to rate the likelihood
£28
The data was collected using observation, through analysis of video recordings of the
that they would give various toys as gifts to a fictional male child. The scale is
Tests, numerical answers for all

monkeys in their outdoor enclosure.
numbered 0–5, where 0 is very unlikely and 5 is very likely.
a State one weakness of the way Bethan has operationalised her dependent
variable. [1] Design and variables
questions, mark schemes with

b State an appropriate measure of central tendency for analysing the data. [2] The design was independent measures as two groups of monkeys were compared:
March 2023
males and females. Sex is a naturally occurring independent variable, determined by
the appearance of the external sex organs. The dependent variable was whether the
monkeys interacted more with the plush toys or the wheeled toys. Seven trials were
1.2.2 Describing Hassett et al. (monkey
METHODOLOGY completed, each with a different pair of toys. When the monkeys interacted with the toys,
worked solutions for review
Paperback 9781398373877
their social rank and age were recorded. Social rank had already been determined by
experiment
observation
toy preferences) observing grooming behaviour; the monkey doing the grooming is always subordinate
exercises, ESL support

(has less social status) than the monkey being groomed.
behavioural checklist

Think!
Sample
Hassett et al. used a behavioural checklist in their observation of the toy preferences
of rhesus monkeys. Can you name three behaviours from the checklist? The sample was a troop of 135 monkeys at the Yerkes National Primate Research Center
Field Station. The troop included both infant (juvenile) and adult monkeys. Fourteen of
£50
the monkeys had previously participated in research on prenatal hormones so they were
Think! not included in the current study. Thirty-nine babies (≤3 months) were not included as it
was very hard to tell them apart, making it difficult to know which sex they were. Of the
In the culture where you live, are there different expectations for how female and male remaining monkeys (61 females and 21 males), 34 interacted with the toys on more than
children should behave? Do you think people’s views are becoming more or less fixed five occasions (23 females and 11 males) and were included in the analysis.
regarding what is seen as appropriate for people of different genders?
20 21
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experiments, interpreting experimental data, and evaluating 1 States of matter

A solid, at a given temperature, has a definite
volume and shape which may be affected by changes
in temperature. Solids usually increase slightly in size
The main points of the theory are:
» All matter is composed of tiny, moving particles,
invisible to your eye. Different substances have
results; supported by practice questions for the Practical Test

when heated, called expansion (Figure 1.2), different types of particles (atoms, molecules or
and usually decrease in size if cooled, called ions) of varying sizes.
contraction.
FOCUS POINTS A liquid, at a given temperature, has a fixed
» The particles move all the time. The higher the
and/or Alternative to Practical.

★ What is the structure of matter? temperature, the faster they move on average.
volume and will take the shape of any container » Heavier particles move more slowly than lighter
★ What are the three states of matter?
into which it is poured. Like a solid, a liquid’s ones at a given temperature.
★ How does kinetic particle theory help us understand how matter behaves?
volume is slightly affected by changes in
temperature. The kinetic particle theory can be used as a
A gas, at a given temperature, has neither a scientific model to explain how the arrangement
In this first chapter you will look at the three states of matter: solids, liquids and gases. The structure
• Consolidate skills and check understanding: Self-assessment

definite shape nor a definite volume. It will take of particles relates to the properties of the three
of these states of matter and how the structures can be changed from one to another is key to states of matter.
the shape of any container into which it is placed
understanding the states of matter.
and will spread evenly within it. Unlike solids and
You will use the kinetic particle theory to help explain how matter behaves, so you can understand Explaining the states of matter
questions, exam-style questions and checklists are embedded
liquids, the volumes of gases are affected greatly by
the difference in the properties of the three states of matter and how the properties are linked to changes in temperature. In a solid the particles attract one another. There
the strength of bonds between the particles they contain. Why, for example, can you compress gases Liquids and gases, unlike solids, are compressible. are attractive forces between the particles which
but cannot compress a solid? By the end of this chapter you should be able to answer this question, This means that their volume can be reduced by hold them close together. The particles have little
throughout the book, alongside key definitions of technical terms

and use the ideas involved to help you to understand many everyday observations, such as why car the application of pressure. Gases are much more freedom of movement and can only vibrate about
windows mist up on a cold morning or why dew forms on grass at night. compressible than liquids. a fixed position. They are arranged in a regular
manner, which explains why many solids form
and a Glossary.
crystals.
1.1 Solids, liquids and gases It is possible to model such crystals by using
Chemistry is about what matter is like and how it spheres to represent the particles. For example,
behaves, and our explanations and predictions of Figure 1.3a shows spheres built in a regular way to
its behaviour. What is matter? This word is used to represent the structure of a chrome alum crystal.
cover all the substances and materials from which The shape is very similar to that of a part of an
£28 the physical universe is composed. There are many actual chrome alum crystal (Figure 1.3b).
millions of different substances known, and all of
them can be categorised as solids, liquids or gases
(Figure 1.1). These are what we call the three states
Biology Paperback 9781398310582

of matter.
b Liquid
Chemistry Paperback 9781398310599 ▲ Figure 1.2 Without expansion gaps between the rails, the
Physics Paperback 9781398310605 track would bend when it expanded in hot weather
1.2 The kinetic particle

£28 for 2-year access theory of matter
The kinetic particle theory helps to explain the
way that matter behaves. It is based on the idea
Biology Boost eBook 9781398310926

that all matter is composed of tiny particles. This
theory explains the physical properties of matter in
a Solid c Gas
terms of the movement of the particles from which
Chemistry Boost eBook 9781398310988

it is made. a A model of a chrome alum crystal
▲ Figure 1.1 Water in three different states
Physics Boost eBook 9781398311015

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CAMBRIDGE IGCSE™

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2.1 Types and methods of data transmission
2 Data transmission
sequence. Activity 2.1

Computer ‘B’ will now have to reassemble the packets into the original
in two different
1 Suppose a video conference is taking place between delegates
data
Computer ‘B’ countries. Packet switching is being used to send video and sound
between the delegates:
Computer ‘A’ Delegate 2 in India
Delegate 1 in USA
R1
Video and sound sent between
R3 delegates using packet switching
R2 R4
Router ‘B’
R5 ▲ Figure 2.7
Router ‘A’ R7 Describe:

R6 R10 i any potential problems with sound and video quality
R8 ii how these problems could be caused.
web page
R9 2 Explain how packet switching could be used to download a large
from a website.
▲ Figure 2.5 Typical network showing possible paths taken by
each packet 3 a The trailer in a packet will use one form of error checking.
Explain what is meant by a cyclic redundancy check.
The benefits of packet switching are: b The payload contains the following data:
» there is no need to tie up a single communication line 11110000 10000011 00110011 00111111 11111110 11100011
Find out more » it is possible to overcome failed, busy or faulty lines by simply re-routing
packets Use this data to show how the receiving computer can verify that
the
Another method of » it is relatively easy to expand package usage received payload was error-free.
sending packets is
» a high data transmission rate is possible. transmission
called circuit switching. 4 a Explain how it is possible for packets to be lost during their
Find out how this across a network.
differs to packet The drawbacks of packet switching include: and
b Describe how it is possible for a system to deal with lost packets
switching, and then » packets can be lost and need to be re-sent
re-draw Figure 2.5 a prevent them from slowing down the transmission process.
showing the route the » the method is more prone to errors with real-time streaming (for example, c Explain why you think packet switching might improve data security.
packets take when live sporting event being transmitted over the internet)
using circuit switching. » there is a delay at the destination whilst the packets are being re-ordered.
Sometimes it is possible for packets to get lost because they keep ‘bouncing’
around 2.1.2 Data transmission
from router to router and never actually reach their destination. Eventually
the Data transmission can be either over a short distance (for example, computer
another
network would just grind to a halt as the number of lost packets mount
up, to printer) or over longer distances (for example, from one computer to
clogging up the system. To overcome this, a method called hopping is used. A in a global network). Essentially, three factors need to be considered when
reduced
hop number is added to the header of each packet, and this number is transmitting data:
one
by 1 every time it leaves a router (Figure 2.6). » the direction of data transmission (for example, can data transmit in
direction only, or in both directions)
at the
Router 3 Router 5 Router 8 Router 11 Router 15 Router 21 » the method of transmission (for example, how many bits can be sent
same time)
5 data is
» how will data be synchronised (that is, how to make sure the received
9 8 7 6
Hop number: 10
▲ Figure 2.6 Hop numbers between routers in the correct order).

Advice
Each packet has a maximum hop number to start with. Once a hop number These factors are usually considered by a communication protocol.
Hopping is not included is
on the syllabus but reaches zero, and the packet hasn’t reached its destination, then the packet
be flagged
is included here for deleted when it reaches the next router. The missing packets will then
be made.
completeness (to by the receiving computer and a request to re-send these packets will
help understand how
packets can get lost).
49
48
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318281_C02_CAM_IGCSE CO_SCI_045_074.indd 48
7
7 The sysTems lIfe cycle
Further knowledge Pages taken from Cambridge IGCSE™

The systems life cycle
Once a new system is agreed and it has been fully tested, it is then installed.
and O Level Computer Science

It then needs to be fully evaluated and any changes made where necessary.
and advice boxes are

Therefore, a cycle of events take place until a fully-working system is
signed
off and handed over to the management team. This whole process is called
the
systems life cycle.
included throughout
In this chapter you will learn about the:
★ analysis stage: There are many stages in the systems life cycle, which have been summarised
– methods of analysing the current system in
Figure 7.1.
the Student’s Book

– identifying the inputs, outputs and processing in the current
system
– hardware and software requirements for the new system ANALYSIS
★ design stage:
– file structures, input and output formats EVALUATION
DESIGN
– use of data capture forms This is a two-way process,
since development and
– screen and report layouts testing may uncover a need
– validation routines DOCUMENTATION
DEVELOPMENT/ to redesign the solution
Flashcards and
several times
★ development and testing stage: TESTING
– test strategies and test plans

– use of test data (including live data) IMPLEMENTATION
presentations are
★ implementation stage:
– direct changeover ▲ figure 7.1 Systems life cycle
– parallel running
included in our teaching

– pilot running
– phased implementation 7.1 Analysis
★ documentation stage: The first stage in the process is the analysis of the current system. Figure
– technical documentation
7.2
and learning resources

shows the stages in analysis.
– user documentation
★ evaluation stage:
Research the current system
– evaluation of new solution
on the Boost platform – compare solution to original system.

Identification of input and output
In this chapter we will consider the stages and processes involved

when What processing takes place?
replacing computer systems, from analysis of an existing system
right
through to evaluation of the new system.
ANALYSIS Problems with the current system
Suppose a company has been using an existing computer system for a
number
of years. They have decided to replace the current system with a new
one. After User requirements for the new system
a number of years of successful operation, what would initiate this need
to
upgrade?
What are the information requirements?
» The existing computer equipment is now obsolete (it cannot be repaired
anymore).
» Changes to laws or taxes requiring radical overhaul of software. Identify hardware and software for the new system
» More suitable hardware is now available to improve efficiency and reliability.

» There is a need to expand the company. ▲ figure 7.2 Analysis stage
There could be many more reasons.

7.1.1 Analyse the current system
The changes will involve an ICT solution, which means a systems analyst There are four methods used to research the current system. The four methods
needs to be brought in to oversee the whole upgrade process. Their first used are:
task
will be to analyse the existing (current) system, and then suggest a number
of improvements that can be made. All these improvements need to be » observation
costed » questionnaires
and their advantages over the current system need to be reported back
to the » interviews
company’s management team.
» examination of existing documents.
169 170
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Student’s Book Second edition 4 EQUATIONS, INEQUALITIES AND GRAPHS Using graphs to solve cubic inequalities
PRINT DIGITAL NEW Using graphs to solve cubic Worked example

inequalities Solve the inequality 3(x + 2)(x − 1)(x − 7)  −100 graphically.
Confidently deliver the revised syllabuses

Cubic graphs have distinctive shapes determined by the coefficient of x³. Solution
Because you are solving the inequality graphically, you will need to draw
Positive x3 term Negative x3 term
the curve as accurately as possible on graph paper, so start by drawing up a
for first examination in 2025, and develop

table of values.
y = 3(x + 2)(x − 1)(x − 7)
x −3 −2 −1 0 1 2 3 4 5 6 7 8
fluency in students’ mathematical skills with a The centre part of each of these curves may not have two distinct
turning points like those shown above, but may instead ‘flatten out’
(x + 2)
(x − 1)
−1
−4
0
−3
1
−2
2
−1
3
0
4
1 2
5 6
3
7
4
8
5
9
6
10
7
comprehensive Student’s Book focusing on the

to give a point of inflection. When the modulus of a cubic function is (x − 7) −10 −9 −8 −7 −6 −5 −4 −3 −2 −1 0 1
required, any part of the curve below the x-axis is reflected in that axis. x −120 0 48 42 0 −60 −120 −162 −168 −120 0 210
Worked example
application of mathematical techniques to solve
The solution is given by the values of x that correspond to the parts of the
curve on or below the line y = −100.
NEW
You are asked for a Sketch the graph of y = 3(x + 2)(x − 1)(x − 7). Identify the points where the y
a sketch graph, curve cuts the axes.
problems through a variety of activities.

50
so although it b Sketch the graph of y = |3(x + 2)(x − 1)(x − 7)|.
must show the –2.9 2.6 6.2
main features, Solution –7 –6 –5 –4 –3 –2 –1 O 1 2 3 4 5 6 7 8 x
a The curve crosses the x-axis at −2, 1 and 7. Notice that the distance
it does not need
between consecutive points is 3 and 6 units, respectively, so the y-axis is
• Facilitate engagement with mathematical

–50
to be absolutely between the points −2 and 1 on the x-axis, but closer to the 1.
accurate. You
The curve crosses the y-axis when x = 0, i.e. when y = 3(2)(−1)(−7) = 42. y = – 100
may find it easier –100
concepts using discussion points to prompt

to draw the curve y
y = 3(x + 2) (x – 1) (x – 7)
first, with the 42 –150
positive x³ term –2 1 7 x
determining the
deeper thinking.
–200
y = 3(x + 2) (x – 1) (x – 7)
shape of the curve,
and then position From the graph, the solution is x  −2.9 or 2.6  x  6.2.
the x-axis so that
the distance b To obtain a sketch of the modulus curve, reflect any part of the curve that Exercise 4.3 1 Where possible, use the substitution x = u ² to solve the following
• Demonstrate full understanding of

equations:
between the is below the x-axis in the x-axis.
a x − 4 x = −4 b x+2 x =8
first and second y Remember: ( x ) c x − 2 x = 15 d x + 6 x = −5
intersections is y = | 3(x + 2) (x – 1) (x – 7) | means the positive 2 1
2 Use the substitution x = u 3 to solve the equation x 3 + 3 x 3 = 4 .
mathematical principles with clear graphs,

about half that square root of x. 3 4 2
between the 3 Use the substitution x = u 2 to solve the equation x 3 − 10 x 3 = −9.
second and third, 42 4 Using a suitable substitution, solve the following equations:
diagrams and illustrations to support theory.

since these are –2 1 7 x a x − 7 x = −12 b x −2 x +1= 0
3 and 6 units, c
2 1
x 3 + 3 x 3 = 10
respectively.
4 5
• Provide plenty of opportunities for students to

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style responses with analysis of example responses. 11 THE SECRET RIVER : FOCUS ON LANGUAGE AND MEANING 11.3 Finding evidence
11.2 First impressions Language
• Build skills with a range of solo, pair and group work

Quotation Effect
device
Exercise 1 a ‘no one could move an elbow
How can writers create layers of meaning? without hitting the wall or the
activities that use a range of active learning methods.

a Compare the two images. As a class, think of as many words as you can to table or a sister or a brother’
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Grenville’s use of personification in her description of the
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Boost eBook 9781398317130 2-year access out of the very dirt’
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damp sour fields’
Exercise 3
Look at the descriptions of the churches in the second half of the extract, and in
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b Which image would you expect to make you feel:

– hope
a What are William’s general feelings towards these buildings? Identify phrases
from the text to support your ideas.
b Working with a partner, write each phrase onto a separate sticky note.
Pages taken
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– fear? c Arrange the notes into an order that shows the effectiveness of each phrase in
c Now read the extract. As you read, make a note of the adjectives Grenville creating this impression.
uses to describe the different settings. How do they compare with the words d Write a short paragraph explaining how one of the phrases creates a
IGCSE and
you listed above? Is there anything surprising about the language that particular effect.
Grenville uses? e How is Christ Church different from William’s home? For each of the quotations
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MAKING CONNECTIONS
11.3 Finding evidence partner how the quotations in each pair contrast with each other.
MAKING CONNECTIONS
O Level
Literature
For more information Exercise 2
about language devices Key term Much of the passage from the beginning of The Secret River is devoted to describing two
Read the first three paragraphs of the extract again. Copy and complete the contrasting places: William Thornhill’s family home and the church that he attends. For a
such as personification, Setting: The time, place
following table, identifying the language devices used (consider hyperbole, more in-depth exploration of the ways in which writers use settings to create effects, see
in English
metaphor and imagery, and culture in which a
look at ‘Thistles’ by Ted imagery, metaphor, personification and sibilance). Then add one or two sentences Unit 16 on Ba�o Ninh’s The Sorrow of War.
text takes place
Hughes in Unit 6. about each quotation, explaining how Grenville’s use of language helps to convey
meaning. One answer has been written for you.
Take a look inside

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Informa al resto de la clase acerca de las conclusiones que sacaron de la 3 Conclusión 3 Conclusión
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Términos clave Qué es el texto discursivo Término clave

El método de argumentación que uses dependerá del tema, ya que hay
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9781510479227
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caras de un argumento; oyentes o lectores
los textos discursivos
Los textos discursivos generalmente se usan para:
Educación diferenciada o mixta:

generalmente l tratar argumentos a favor y en contra de un tema
presentan argumentos l presentar causas y efectos, y sugerir soluciones
a favor y en contra de
comparar o contrastar dos o más cosas o situaciones
¿cuál es mejor?
l
un asunto, comparan y
contrastan dos o más l hablar de ventajas y desventajas de ciertos asuntos o situaciones
cosas, presentan un
problema y sugieren
soluciones, etc. Argumento equilibrado A pesar de que las escuelas mixtas son desde hace años aceptadas por todos,
argumento
En la Unidad 3 aprendimos a escribir un texto argumentativo presentando desde hace un tiempo están volviendo a resurgir las escuelas diferenciadas
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demostrar una posición, ambas partes del argumento. 5 diferenciada, y casi todas suelen ser religiosas. Aunque algunos educadores
o para convencer al otro En primer lugar, veremos cómo crear un argumento balanceado a favor y en promueven las clases segregadas, no hay duda de que la escuela coeducativa
de aquello que se afirma es el modelo por seguir.
contra de un problema, y luego explicaremos como presentar causas y efectos
o se niega / trama de
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hombre y de la mujer es diferente. Por ejemplo, los hombres tienen mejores
texto argumentativo Argumento a favor y en contra 10 habilidades motoras y espaciales y las mujeres mejor memoria y habilidades
que persuade al
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razones respecto a la artículos el autor muestra que está de acuerdo o en desacuerdo con un asunto están “más tranquilos” y hay “menos distracciones” en las aulas, menos
forma de alcanzar dicha dando razones lógicas para apoyar su argumento. tensiones y más naturalidad al sentirse menos observados. Si bien es evidente
idea
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2 OUr BEAUTIFUL wOrLD Topic 2 Animal migrations
Workbook
11 Read the texts. Vocabulary
13 Read the texts again and find these words. Look in a dictionary to find out
How to see migratory animals their meanings and write them in your notebook.
majestic interfering strenuous conservation

Life can be tough for Mali’s African elephant When to visit: June and July
population. It might be small by comparison to other respectful remote deposit averse
How to see the turtles: green turtles are an
populations around the world, but there is still not
PRINT ENDORSED
endangered species, so it is important to join an
enough water for them, so they continually walk
to find something to drink and somewhere to cool
organised tour. Groups are limited to eight so as not
Do you remember?
14 Work with a partner. Try using each word in a sentence of your own.
to disturb the turtles. There are no lights allowed
themselves. It’s quite a sight to see herds of these
on the beach, so it is important to stay close to
majestic animals following each other through the
your guide. There are several eco trips to choose
l The ‘gh’ in ‘-ough’
words can sound like
Practise
Saharan desert.
Practise, perfect and assess essential

from and all include educational talks about turtle ‘f’ in English. Look at the underlined words in the text about migratory animals. Can you pronounce
When to visit: Between February and May conservation, and night patrols to see the turtles l ‘gh’ is silent in words these words? Practise with a partner.
digging nests. All profits made from the trips are like though and
How to see the elephants: a number of local through.
donated to turtle conservation projects. tough though roughly enough through
practical language skills with

companies organise short trips to see the elephants.
There are hotels located along the route where you
Challenge
will stay overnight. The companies are passionate
about the wellbeing of the elephants in Mali, and
Choose a migrating
Writing
thematically relevant reading, writing,
unlike some safari parks, the expert guides make
sure to stay at a respectful, and safe, distance. There bird, animal or insect
are specially designed underground viewing huts
not covered in this topic 1 Work in groups of three or four. Find two migrating animals (from this topic or from
and do some research. other sources). Discuss the animals using the following questions to guide you.
where you can see the animals right in front of you Make a few notes, – Which animal do you prefer? Why?
speaking, and grammatical tasks

without interfering with their truly natural habitat. look for pictures on
the internet and then
– How would you describe the animal?
give a presentation to – What is being done to protect migrating animals?
Whale sharks look tough, at roughly 12 to 18 metres – Do you think more research should be done to understand migration? Give a
your class about this
across each unit.

long and with their wide mouths. In fact, though, they creature’s migration. reason for your opinion.
are completely harmless and feed only on plankton.
They are also not averse to people swimming right
2 Work alone. Write a paragraph describing one of the migrating animals.
alongside them. Large numbers of whale shark get
together to feed every summer where the Gulf of
Mexico meets the Caribbean Sea. SELF-CHECK Review and reflection
✔ Did you include 1 Read the texts about animal migration again carefully. What is the difference
£8.99
When to visit: May to September
some of the between ideas, opinions and attitudes? Write your answer in your notebook.
Every year, thousands of green sea turtles return to How to visit: tour operators run daily boat trips to see language features 2 Look back at the reading texts in the unit and list some examples of each in
where they were born on a remote Costa Rican beach the whale sharks up close. you have practised
in this topic such as
a table.
to lay eggs and hatch young of their own. The turtles
expressing facts and 3 What are the different purposes of reading used in this topic?
come ashore at night to complete the strenuous job 4 There are many different types of texts, for example, magazine articles, blogs,
9781398352728
opinions?
of digging nests in the sand where they deposit their ✔ Did you use some of reviews, reports and instructions. Look again at the two texts in this topic.
eggs, before going straight back to the sea. Each the key vocabulary a What type of text is the first text on migratory animals?
female turtle lays about 110 eggs, which hatch after you have learned
b What type of text is the second text on how to see migratory animals?
two months. When they leave the nesting area, the so far?
turtles return to their favourite feeding places. ✔ Did your paragraph
include compact
adjectives and
HINT demonstrative
12 Answer these questions to explore how the writer expresses the different purposes. pronouns?
Texts are written for a What is the writer’s attitude towards elephants?
different purposes. The b How does the text suggest responsible ways to view elephants?
texts above have several
purposes, including
c What advice is given when visiting the green turtles?
to give facts, advice, d How does the writer describe the true character of whale sharks?
recommendations and
to express feelings.
44 45
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3 Complétez les phrases en choisissant un adverbe dans la liste. vite
Adverbs 1 Oh là, j’ai .............................. mangé ; je ne peux même pas bouger. assez
mal
2 Vraiment, je chante .............................. . Je suis nul !
gentiment
GRAMMAR
SECTION
C1 Formation of adverbs 232

3 Ma sœur, elle, elle chante .............................. , par contre. beaucoup
Grammar and Vocabulary

Adverbs can tell you how, when, where or how often something is done. In bien
English, they usually end in -ly. In French, they are usually formed by adding 4 Elle va surement gagner car elle court très ...............................
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Workbooks
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Adjective (m s) Adjective (f s) Adverb In a sentence in the present, future or conditional, the adverb is usually
1 lent lente lentement placed after the verb. In sentences in the perfect or pluperfect tense, long
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7 Les enfants sont entrés bruyamment.
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mal
2 Transformez les adjectifs suivants en adverbes. 2 Choisissez les bons adverbes dans la liste pour compléter les phrases. régulièrement
wide range of activities for classwork and

1 poli ......................................... 5 facile ...................................... 1 Mon séjour chez mon correspondant m’a .............................. plu. couramment
énormément
2 vrai ......................................... 6 énorme .................................... 2 Je vais .............................. au supermarché avec ma mère, ce que
longuement et
homework.
3 précis ...................................... 7 évident ................................... je déteste ............................... . patiemment
très bien
4 fréquent .................................. 8 bruyant ................................... 3 On m’a expliqué .............................. ce que je devais faire.
Some adverbs are very irregular and must be learnt by heart. These include
£8.99
vite, bien, mal, gentiment, assez, fort etc.
Grammar Vocabulary
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2 Cost and management accounting (AS Level)
STUDY TIP
Fixed costs
Fixed costs do not change with levels of business activity. Examples would include
2.1
independent learning by answering a
2.1 range of questions and activities.
Practise defining
supervisors’ wages, factory rent, etc. In the long run, fixed costs may change:
terms on a regular
basis. When you have
supervisory staff may get a pay rise; the landlord may increase the rent to be paid for
a spare moment the use of the factory.
Costs and cost behaviour between lessons, or

waiting for a friend,
Total fixed costs
$
• Practise key skills and accounting

go over definitions in
your head. Remember
2.1 Costs and Cost behavIour
2.1.1 Materials and labour
that a definition is an
Learning outcomes
explanation of a term;
By the end of this chapter, you will have an understanding of: it is not an example. Fixed costs
concepts with write-in space to keep

l how to account for the cost of labour and raw materials However, an example
l how to identify and calculate fixed costs, variable costs, semi-variable costs may help to clarify your
and stepped costs thoughts and persuade
l how to identify and calculate the elements of direct and indirect costs the reader or listener
track of answers.
that you know exactly
l how to calculate the value of closing inventory using the first-in first-out (FIFO)
what the term means.
and weighted average cost (AVCO) methods (perpetual and periodic)
0 Activity level
l the principles of just-in-time (JIT) management of inventory. (units of output)
▲ Figure 2.1.1 Total fixed costs
• Enable students to regularly identify and

Introduction
Unit fixed costs
Businesses aiming to improve performance often focus on the costs incurred $
by their activities. Controlling these costs is often a key aspect of improving
Remember business performance. In order to control them more efficiently the nature of
address gaps in learning.

Cost refers to the business costs, and how they are affected by changes in the level of output,
amount a business must be understood. Knowing how to value any inventory, and how to manage
spends in its operations. inventory in general, are also ways of improving business efficiency – which can STUDY TIP
Price refers to the value also help contribute towards better business performance.
Do not state that fixed
the product is sold for costs never change.
• Encourage students to learn at home by

to customers. Do not In the long term they
mix up cost and price. 2.1.1 Materials and labour may. Fixed costs
Accounting for material and labour costs 0 Activity level
set targeted homework assignments.

(units of output)
When we examine the costs incurred by a business, it is normal to classify the costs
according to the type of cost and also to its relationship with output. For service ▲ Figure 2.1.2 Unit fixed costs
sector businesses, a major cost (as a proportion of overall costs) is likely to be wages
paid to the employees of the business. For trading business, there is also the cost of Variable costs
purchasing goods to be sold. Variable costs vary in direct proportion to levels of activity. For example, if
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production is 10 000 units and each unit of direct material costs $8.50, the total
For a business that manufactures its own output, there is likely to be a significant
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variable material costs would be $85 000. If production rises to 11 000 units, the total
cost incurred in the production of output. Raw materials will need to be purchased,
variable material costs would rise to $93 500. If production fell to 9000 units, the
which are than transformed into finished goods. Understanding how these costs
from Cambridge
total variable material costs would fall to $76 500.
are related to the level of output is important for managers when making business
decisions. This is explored in the following section. Other examples of variable costs would include:
» direct labour costs, when workers are paid using piece work rates
Learning link
Accounting for the manufacture of output is covered in manufacturing accounts
(Section 3.1.4).
» royalties.
International 9781398317543
How to identify and calculate fixed costs, variable costs, AS & A Level
semi-variable costs and stepped costs
Here we define some of the terms commonly used when dealing with any system of
costing. It is important that you learn the terms used by cost accountants.
Accounting
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Student’s Book front airbag sensors rear lighting control
3 3
b) Secondary storage can be magnetic, optical or solid state.
Describe two features of each type of storage which differentiates it
from the other two types.

2 a) Explain the main differences in operation of a laser printer compared
collision with an inkjet printer.
avoidance b) i) Name one application of a laser printer and one application of an
system
inkjet printer.
Develop computational thinking

ii) For each of your named applications in part b) i), give a reason why
the chosen printer is the most suitable.
3.1
3 Hardware
front lighting
control
3 An art gallery took several photographs of a valuable, fragile painting.
Computers and their components

The images were sent to a computer where they were processed by a 3D
with clear explanations, illustrations

printing application. A 3D printout of the painting was produced showing
engine
the texture of the oil paint, canvas and any flaws in the painting.
management Give reasons why the art gallery would wish to make this 3D replica.
4 The following diagram shows a schematic of a microprocessor-controlled
and diagrams, plus a Glossary of

street lighting system.
sensor
key terms. Offers a structured route

street ADC microprocessor
light
ABS
through the course and has been

▲ Figure 3.21 Sensors on a typical modern car DAC
Below is an in-depth look at just one of the sensor systems labelled on The microprocessor is used to control the operation of the street lamp.
Figure 3.21. The lamp is fitted with a light sensor which constantly sends data to the
written by experienced authors and

microprocessor. The data value from the sensor changes according to
Anti-lock braking systems (on cars) whether it is sunny, cloudy, raining, night time, and so on.
Anti-lock braking systems (ABS) on cars use magnetic field sensors to stop the Describe how the microprocessor would be used to automatically switch
wheels locking up on the car if the brakes have been applied too sharply. on the light at night and switch it off again when it becomes light. Include
examiners.
» When one of the car wheels rotates too slowly (it is locking up), a magnetic a feature to stop the light constantly flickering on and off when it becomes
field sensor sends data to a microprocessor. overcast or cars go past with full headlights at night.
» The microprocessor checks the rotation speed of the other three wheels.
» If they are different (rotating faster), the microprocessor sends a signal to
the braking system and the braking pressure to the affected wheel is reduced. EXTENSION ACTIVITY 3E
» The wheel’s rotational speed is then increased to match the other wheels.
£48 » The checking of the rotational speed using these magnetic field sensors is
done several times a second and the braking pressure to all the wheels can
be constantly changing to prevent any of the wheels locking up under heavy
1 Look at this simplified diagram of a keyboard;
the letter H has been pressed. Explain:
a) how pressing the letter H has been
2 a) Describe how these types of pointing devices
work.
i) Mechanical mouse
braking. recognised by the computer ii) Optical mouse
Paperback 9781510457591
» This is felt as a ‘judder’ on the brake pedal as the braking system is constantly
b) how the computer manages the very slow b) Connectivity between mouse and computer
switched off and on to equalise the rotational speed of all four wheels. process of inputting data from a keyboard.
» If one of the wheels is rotating too quickly, braking pressure is increased to can be through USB cable or wireless.
Explain these two types of connectivity.

that wheel until it matches the other three.
G J letter H has been pressed and

ACTIVITY 3A now makes contact with bottom
H conductive layer
1 a) i) Describe three differences between RAM and ROM. conductive layers

ii) Compare the relative advantages and disadvantages of SRAM and letter H
DRAM. interpreted
insulating layer by computer
Include examples of where each type of memory would be used in
a computer.
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by-step instructions and example answers AS Level 9781510483064
that all ensure skills are developed alongside 483064_C08_CI_AS_IT_Skills_WB_001-043.indd Page 23 03/03/22 7:40 PM user /146/HO02494/work/indd 483064_C08_CI_AS_IT_Skills_WB_001-043.indd Page 24 03/03/22 7:40 PM user /146/HO02494/work/indd
knowledge. 8 Spreadsheets 8 AS LEVEL
47 Cell D7 can only contain an integer (whole number). Identify an efficient formula using the IFS 49 A spreadsheet has been created and looks like this:
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function to look at the contents of cell D7 and display:
– Low if D7 is less than or equal to 2.
– Medium if D7 is greater than 2 and less than or equal to 7.
– High if D7 is greater than 7.
AS Level Paperback 9781510483057

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48 A spreadsheet has been created and looks like this:
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a Identify the most efficient formula that will count the number of games that were drawn
but were not abandoned. Hint: Each drawn game involves 2 teams.
Cell C3 contains the formula =SUMIF($F$3:$F$23,A3,$G$3:$G$23)
taken from
Cambridge
Using cell references, explain what this formula does.
......................................................................................................................................
.............................................................................................................................................
International
b Identify the most efficient formula that will count the number of games that were drawn
.............................................................................................................................................
but were not abandoned during each week.
AS Level
Week 1 .......................................................................................................................... .............................................................................................................................................
Week 2 .......................................................................................................................... .............................................................................................................................................
Week 3 .......................................................................................................................... .............................................................................................................................................

Information
Free resource containing source files for practical work and Week 4 ..........................................................................................................................
Week 5 ..........................................................................................................................
.............................................................................................................................................
Technology
answers to questions in the Student’s Books and Workbook
50 A spreadsheet has been created and looks like this:
c
Week 6 ..........................................................................................................................
Open the file games.xlsx

Skills
available online, visit www.hoddereducation.com/cambridgeextras Wrap the text in cell A16. Workbook
d Wrap the text in the merged cell L16:M16.
e Place in cell B16 your formula from part a.
f Place in cells B19 to B24 your formulae for part b.

a Identify the most efficient replicable formula than can be placed in cell O3 to add, for all
teams, only the scores of more than 200 in their 6 games.
......................................................................................................................................
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Student’s Book 3 READING COMPREHENSION 3.3 Short response questions: Implicit ideas and attitudes
In pairs, read the following passage about the Batu Caves in Malaysia. When you

have done this, follow the instructions that are printed at the end of the passage. Exercise 1
1 With a partner, divide the passage into two sections (for example, paragraphs 1–4
and 5–9).
2 Write five or six short-answer comprehension questions on your section of the
passage. Do not discuss your questions while you are writing them.
Embed psychological theories, perspectives

3 When both sets of questions are written, swap them with each other and write answers
to the questions you have been given.
The Batu Caves in Malaysia 4

5
When you have finished writing your answers, hand them to your partner for marking.
Once the answers have been marked, discuss together why they are right or wrong, or
and applications within real-world contexts

1 After you have exhausted shopping in Kuala Lumpur, one must- whether it is not clear. When doing this, it is important not only to discuss the answers
see sight is the Batu Caves. You will find them in the Gombak but also the wording of the questions. Were the questions phrased clearly enough to
lead to the answers that the question setter was hoping to be given? Did the person
district of Kuala Lumpur, a northern suburb 13 kilometres from answering pay enough attention to the way the questions were phrased in order to
the city centre. These caves are one of the most important
to maximise understanding and encourage

reach the right answer?
religious sites outside India.
This is a factual description about visiting the Batu Caves, and your comprehension
2 The limestone caves are about 400 million years old and extend questions were probably mostly about the facts. But the purpose of the description is to
into the side of a great limestone hill (the word batu means ‘hill’ encourage tourists to visit the caves.
active learning.
in the Malay language). They can be reached by bus or local 6 With your partner, read the passage again and this time pick out the words and
train. When we visited, we negotiated with a KL taxi driver to phrases used by the writer to make the caves sound attractive to visit. Which do you
take us there and back; the service he provided was excellent. think are most effective? Why?
7 How does the structure of the description help the reader to visualise a visit?
3 In normal times, around 5000 people a day visit the caves.
8 Which two features of the caves and their surroundings that might be particularly
During the Malaysian Tamil community’s annual Thaipusam memorable are emphasised? How?
festival, which attracts Hindus from around the world, the numbers swell hugely and the steps to the
• Effectively navigate the course with a clear

caves are full of colourfully dressed, flower-bedecked pilgrims taking part in the eight-hour procession
of music and ceremony.
TIP
4 The first thing that strikes you as you approach the caves is the huge golden statue of Lord Murugan,
and focused progression through the Core

the Hindu God of Victory and War, erected in 2006. He stands glinting and glowing in the sun at the Reading tasks require a careful reading of the questions as well as of the passage.
head of the steps, guarding the entrance to the caves. The next thing that strikes most visitors is the
daunting stone staircase of 272 steps, which you have to climb in the heat and humidity of Southeast
Asia to reach the caves themselves. Key terms
Studies, formulated by experienced authors

5 Don’t be put off by the thought of the climb; there is no hurry – take your time and enjoy the view of the Fact: A statement that can be proved to be true
suburbs of Kuala Lumpur and the surrounding area, which reveals more of its secrets the higher you Purpose: A writer’s reason for writing; it may be to entertain, persuade, inform, explain,
climb. Remember, however, you need a good supply of drinking water before starting your climb – there etc.
are hawker stalls at the base of the steps if you have not brought water with you. Structure: The overall organisation of the writing and the use of paragraphs to support this
to align with the structure of the syllabus.

6 You will not be alone as you climb. As well as other visitors and tourists from many countries, you
will be accompanied by the local residents of the caves. These are a tribe of Macaque monkeys who
are looking for food from visitors. You will want to photograph them, but keep a close eye on your
belongings and do not feed them by hand – a monkey’s bite can have nasty consequences!
3.3 Short response questions: Implicit ideas
7 Within the caves are three main caverns. The largest and most visited is the Temple Cave – over
and attitudes
• Build and reinforce understanding with ESL-
90 metres at its highest point. There is lighting in the cave and you can see various shrines, ornate reliefs
and paintings bringing Hindu legends to life. Below the Temple Cave is the entrance to the mysteriously A key reading skill is being able to identify the ways in which writers imply
Key terms attitudes and ideas through the language and structure of what they write without
named Dark Cave. This reaches 2000 metres underground with fantastic limestone formations. Many
Attitude: The way stating them explicitly. An attitude is a general feeling, thought or opinion that
friendly key terms, concise topic summaries,

species of cave animals can be found here, including the endangered Trapdoor Spider. The cave is not
authors or their someone has about a particular subject; for example, a person might be angry,
open to casual visitors, however, and to explore them you must book a special caving tour in advance – characters think or feel
this requires considerable physical fitness and strong nerve as some crawling is required. happy, confused, sceptical, enthusiastic, biased, disgusted, shocked, etc. You might
about the subject about
8 Finally, reached by an attractive set of bridges, is the Art Gallery Cave where, after paying a small fee to which they are writing. be asked about a writer’s own attitude, or perhaps about that of a person they have
and topical ‘Test yourself’ questions that

enter, visitors can see Hindu carvings and murals illustrating the adventures of Lord Murugan. Attitude is conveyed described in their text, whether real of fictional. In either case, it is unlikely that a
9 A visit to the Batu Caves is a fascinating and rewarding experience. After leaving the caves, you make through all or some of writer will simply state an attitude – e.g. ‘I was very angry’, ‘Rabia was confused’, ‘I
your way back down all 272 steps, say farewell to the monkeys and their thieving ways and, perhaps,
an author’s choice of didn’t believe her’ – instead, you need to be able to identify clues in the text that
words, chosen point of reveal the general tone of the piece, or the opinions of the people described, as
reward yourself with an ice-cold soft drink from one of the stalls at the bottom.
ensure knowledge is put into practice.

view, tone, voice, and
sentence structure.
implied through the vocabulary they use and so on.
36 37
• Use the ‘learning link’ feature to encourage 9781398360235 Cambridge O Level English 2e.indb 36 31/05/2022 14:02 9781398360235 Cambridge O Level English 2e.indb 37 31/05/2022 14:02
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