CSEC Study Guide - Feb 28, 2012

YOUTHLINK MAGAZINE | FEBRUARY 28-MARCH 5, 2012 11

PHOTO BY KAREN SUDU

Dionne Barnett, rural development librarian, discusses the exhibit which features Jamaica’s 400-metre quartet to Helsinki with Denzil Duff, staff administrator at St Jago Highschool, while Roy Dudley (second right) and Shavanes Robinson, members of the school’s track and field team exchange thoughts about the quartet’s performance.

YOUTHLINK MAGAZINE | 12 FEBRUARY 28-MARCH 5, 2012

MMAARRJJOORRIIEE HHEENNRRYYContributor

IN THE last two lessons, I have beensharing with you some informationon crustal plates, as taken from some

of the textbooks recommended forgeography. As indicated in the syllabus,you must be able to distinguish betweenthe different plate margins. Two werementioned in the last lesson, namely,convergent and divergent. I will continueto share with you on the topic in thisweek’s lesson.

In sharing on convergent platemargins, it was stated that the oceanicand continental plates, two contrastingplates, come together at these margins.In the text GGeeooggrraapphhyy ffoorr CCSSEECC byNelson Thornes we are informed that -

‘Sometimes two plates of continentalcrust come together. This called acollision zone. Because continental crustcannot sink, the crust is forced upwardsto form fold mountains. An example isthe formation of the Himalayanmountains.’

The remaining plate margin is thetransform plate margin.

Transform plate margins: When twoplates are moving past each otherwithout converging or diverging, there isa transform plate margin. These are alsoknown as conservative plate margins. Anexample is the Pacific Plate sliding pastthe North American Plate. Violentearthquakes occur at transform platemargins. Usually, the plates slide pasteach other very slowly without anyimpact on the surface. However, they donot move smoothly because of friction,but jam and grate along as they slidepast. When this happens huge pressurecan build up. If the pressure is releasedsuddenly, an earthquake occurs.

(Source: NNeeww CCaarriibbbbeeaann GGeeooggrraapphhyy -Vohn A. M. Rahil)

You can develop for yourself a table tosummarise this topic as seen in some ofthe textbooks. Use four columns, one foreach of these headings – Types of PlateBoundary; Type of Movement; ProcessesResult; Examples.

Over the years, questions on thedifferent types of plate margins havebeen frequently set. Should you chooseto answer this question, in yourresponse it is absolutely necessary thatyou state, at the outset, the direction ofmovement associated with the plategiven in the question and then the resultof the movement. For example, if you areasked to describe the formation of newcrust at a divergent plate margin, yourresponse should be as follows:-

‘A divergent plate margin occurs whentwo plates move away or pull apart fromeach other, leaving a gap. Molten rock ormagma is forced slowly upwardsbetween the two plates and, when ithardens, a strip of new crust is formed atthe boundary’.

There is certainly more information oncrustal plates. Please take time to readup on the topic so that you can be wellinformed and prepared for theexaminations.

REFERENCESGGeeooggrraapphhyy ffoorr CCSSEECC - Nelson ThornesNNeeww CCaarriibbbbeeaann GGeeooggrraapphhyy - Vohn A. M. RahilTThhee CCaarriibbbbeeaann EEnnvviirroonnmmeenntt ffoorr CCXXCC GGeeooggrraapphhyy - Mark Wilson

Marjorie Henry is an independent contributor.Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Crustal plates yl:geographyyl:biology

part 2EnzymesMMOONNAACCIIAA WWIILLLLIIAAMMSSContrbutor

HOW ARE you all this week? Good? You must be good;how could you be anything but good? I hope you arelearning to see the bright side of everything and you

are learning that there is a good solution to all problems.Notice that I did not say easy, I said good, because it mightnot be easy! So, what is there to stop you from achieving yourdream? Nothing!

Did you know that you cannot conclude a study ofdigestion without learning about enzymes? Do you rememberhow many times the word was used in the previous lessons?If you do not, then you need to read over those lessons torefresh your memory.

WHAT ARE ENZYMES?Enzymes are biological catalysts. They are protein in nature

and are made by living organisms. They are used to speed upchemical reactions.

WHAT IS A CATALYST?A catalyst alters the rate of a chemical reaction, without

itself changing.

WHY DOES THE BODY NEED ENZYMES?Do you remember why the body has to break down starch?

Of course you do. It has to do so because the starch moleculeis too large to pass through the membrane of the cells. If youwere to make a mixture of starch and water and leave it at atemperature that is the same as your body temperature, thestarch would be broken down to glucose but only after a verylong time. However, this happens very quickly in thealimentary canal. Why is there a difference in the rate at whichthe starch is broken down? The difference is that in thealimentary canal the enzyme amylase is present and thisenzyme speeds up the breakdown.

HOW DOES AN ENZYME WORK?m There are two main types of enzymes. One type breaks

down large molecules into smaller ones. These are the onesthat we have met in the lessons so far. The other type ofenzyme speeds up the reactions in which smaller units arejoined together to make larger ones, for example, afterdigestion the glucose (small molecule) from the breakdown ofstarch is used to form glycogen (large molecule) in the liver.

m Each enzyme is made up of long chains of amino acidunits joined together to give it its own peculiar, three-dimensional shape. The folding of the molecule produces anactive site. The active site is an area of the enzyme where themolecule to be broken down (the substrate) attaches itself.The reaction can only take place at the active site.

When the substrate attaches itself to the enzyme, it forms acomplex that is known as the ‘enzyme substrate complex’. Theproducts produced are known as the ‘end products’.

WHAT ARE THE PROPERTIES OF ENZYMES?1. All enzymes are proteins and because of this they are

affected by all the factors that affect proteins.

2.Enzymes are affected by changes in temperature. If thetemperature at which an enzyme-controlled reaction is takingplace is increased, then the rate at which the end products areformed will also increase. However, this increase will stop assoon as the temperature goes above 40oC; the rate thenbegins to decrease. As soon as the temperature goes above60oC, the reaction stops. Note carefully that the reaction doesnot continue to slow down, it stops, so if you were drawing agraph to show the rate of reaction the line would come backdown to zero. Why does this happen? It happens because thehigh temperature changes the structure of the enzyme andwhen this happens the enzyme will no longer have an activesite. When the active site is destroyed, the substrate hasnowhere to fit and the reaction cannot continue.

3. There is a temperature at which the reaction goes at thefastest rate; this is known as the optimum temperature. Theoptimum temperature for digestive enzymes is about 37oC.

4. Enzymes work best at different pHs. Do you rememberthat when we were discussing digestion we said that amylasecould not work in the stomach because the condition was nowacidic but it could work in the buccal cavity and theduodenum because the conditions there were alkaline? Thecondition, acidic or alkaline, is defined by the pH. If the pH islow, the condition is acidic. If the pH is high, the condition isalkaline, and if it is midway on the scale, then the condition isneutral. Some enzymes work best at low pH, for examplepepsin, and some at midrange, for example amylase.

5. Enzymes are catalysts – they remain unchanged at theend of a reaction so they can be used over and over in livingorganisms.

6. Enzymes are required in small quantities. Seeing thatthey are unaffected at the end of the reaction, they can be usedagain and again.

7. Enzymes are specific. Each enzyme acts on only one typeof substrate. For example, amylase acts on starch, breaking itdown to glucose and sucrose acts on sucrose. Both starchand sucrose are carbohydrates and the general name given toenzymes which act on carbohydrates is carbohydrase.Proteases act on proteins and lipases act on lipids.

The work of enzymes is one of the preferred topics for theexam so you need to learn everything there is to know aboutthis topic. Next week we will look at some practical instancesof how enzymes work. See you then!

Monacia Williams teaches at Glenmuir High School. Send questions andcomments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm


FFRRAANNCCIINNEE TTAAYYLLOORR--CCAAMMPPBBEELLLLContributor

POINTS TO NOTEm Polymerization is the formation of a large molecule from smaller units called monomers.m Monomers containing the C=C can add together to form polymers (addition), or two units can react together to eliminate a small molecule such as water (condensation).m Polysaccharides such as starch can be broken down to simple sugars (monosaccharides) by enzymes (such as amylase) or during acid hydrolysis.m Proteins, polyesters and polyamides are all formed from condensation polymerization.m Hydrolysis is the breakdown of large molecules to small ones by reaction with water. This can be done in the presence of an acid.m When sugars are fermented in the absence of oxygen, ethanol is produced.m Fractional distillation can be used to produce pure ethanol from the products of fermentation.

ATTEMPT THIS QUESTIONQQuueessttiioonn 11 Carbohydrates, fats and proteins are the three main

constituents of food. They can all be hydrolysed, either by aqueousacid or alkali.

(a) What is formed by:(i) the acid hydrolysis of carbohydrates(ii) the alkaline hydrolysis of fats(b) What is the name of the class of compound formed when proteins are hydrolysed?(c) Poly(ethene) and nylon are synthetic polymers. Nylon can be hydrolysed because it contains the same linkage as proteins.(i) Name this linkage(ii) Poly(ethene) cannot be hydrolysed. Give one environmental problem that this lack of hydrolysis may cause.(d) Wines which contain ethanol, C2H5OH, may have a sour taste of vinegar after long storage.(i) Give the name and draw the structure of the acid which causes this sour taste.(ii) Explain how this acid is formed from the ethanol.

ANSWERS1.(i) The acid hydrolysis of carbohydrates produces glucose (monomer). (ii)This is achieved by warming the carbohydrate with dilute hydrochloric acid.(iii) The alkaline hydrolysis of fats (animal or vegetable fats and oils) is called saponification. This process produces the sodium salt of the carboxylic acid that formed the fats along with an alcohol. The sodium salt may be referred to as soap.(b) Hydrolysis of proteins produces its monomer units called amino acids.(c) (i) Linkage in Nylon is the peptide or amide link (CONH).(ii) Polythene cannot be hydrolysed, hence it is non-biodegradable, which poses a problem for its disposal. They tend to accumulate in the environment (eg plastics).(d) (i) The acid which causes the sour taste is acetic (ethanoic) acidCH3COOH.(ii) Ethanoic acid is formed when ethanol is oxidized using acidified potassium dichromate solution as the oxidizing agent.

C2H5OH + 2[O] CH3COOH + H2O

Francine Taylor-Campbell teaches at Jamaica College. Send questions andcomments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Organic chemistry

yl:chemistry

part 2

RUDOLPH BROWN/PHOTOGRAPHER

Ahon Gray and national junior sprint hurdler Megan Simmonds atthe launch of The Gleaner/Scotiabank photo exhibition at the StCatherine Parish Library, Spanish Town, on Wednesday, February 1.


DDEEBBBBIIOONN HHYYMMAANNContributor

HI, GUYS. Last week we culminated ourlessons on immigration. Below is a revisionactivity assessing what you have learnt!

Check next week’s article to confirm yourresponses.

CChhoooossee tthhee ccoorrrreecctt aannsswweerr

1. Immigration of labour to the British colonies resulted from all of the following except:a) A constant labour shortage.b) The continuation of monoculture.c) The continuation of slavery conditions.d) A greater racial mixture of the population.

2. Which of the following groups of coloniesexperienced an acute labour shortage?

a) British Guiana, Trinidad, Barbados.b) Barbados, St Kitts, British Guiana.c) Antigua, Jamaica, Trinidad.d) Trinidad, Jamaica, British Guiana.

3. Immigrants who came to the British Caribbean between 1834 and 1917 to work as indentured labourers came fromi. Madeiraii. The United States of Americaiii. Indiaiv. Chinaa) ii and iv onlyb) iii and iv onlyc) i, iii and iv onlyd) i, ii, iii and iv

4. The majority of liberated Africans in the British Caribbean werea) Recruits from Sierra Leone or the Kru Coast.b) Africans escaping slavery in the USA.c) Slaves captured by the British Navy ships.d) Recent migrants from the Spanish territories.

5. The African immigration scheme ended becausea) Sugar production began on a big scale in Africa.b) There were already many blacks in the British Caribbean.c) The Africans suspected a reintroduction of slavery.d) The population of Africa was declining fast.

6. Which of the following was not a feature of Chinese immigration?a) They came mainly from Macao and Canton province of China.b) They preferred business and trade to field labour.c) It was the cheapest scheme.d) The Chinese government opposed it.

7. Which of the following factors accounted for East Indian migration to the British Caribbean?i) Famine in India.ii) The lure of higher wages in the British Caribbean.iii) Promise of non-agricultural positions.iv) Discovery of gold in the British Caribbean.

a) ii onlyb) i, ii, iii only c) i, ii, iv onlyd) i, iii only

8. Which of the following best explain whyplanters in the British Caribbean preferred EastIndian immigrants?

i) The Indians proved to be hard-working.ii) The Indians were accustomed to tropical agriculture.

iii) The Indians were easily recruited.iv) The Indians were willing to re-indenture.a) i, ii onlyb) iii, iv onlyc) i, ii, iii, iv onlyd) i, ii, iv only

9. Number of East Indian immigrants to the British Caribbean by 1917Territory A Territory B Territory C33, 000 134, 000 239, 000

The figures above refer, respectively, toa) Jamaica, Trinidad, British Guiana.b) Trinidad, British Guiana, Barbados.c) Trinidad, Barbados, St Vincent.d) Jamaica, St Kitts, British Guiana.

10. An investigation into the living conditions of East Indians brought to Guiana under the Gladstone experiment resulted ina) More Indians being imported to meet labour demands.b) Fewer Indians being imported as they proved to be unsatisfactory workers.c) Planters being required to report on living and working conditions of the immigrants.d) Immigration from India being suspended for an indefinite period.

11. Hindu temples in Trinidad and the Phagwah ceremony in Guyana were introduced to those areas bya) East Indian indentured labourers.b) Slaves of Asante origin.c) European ‘deficiency men’.d) Madeiran immigrants.

12. On the estate Indian labour.a) Helped technological improvements.b) Discouraged the introduction of machines.c) Encouraged alternative export crops.d) Encouraged the introduction of machines.

13. The massive immigration in the Caribbean during the 19th century bypassed Barbados because the island hada) A high birth rate.b) Possessed labour surplus.c) Refused a government subsidy.d) Abandoned sugar production.

14. Which of the following reasons best explain why the Jamaican government received fewer immigrants than either Trinidad or British Guiana?a) Jamaica did not have a labour shortage.b) The Jamaican Government was reluctant to finance immigration schemes.c) The Indians were disappointed with the conditions of service.d) The Jamaican Government feared an increase in the non-white population.

15. Which of the following benefits did immigration bring to the British Caribbean?i) Agriculture was diversified.ii) The sugar industry was saved from collapsing.iii) The development of rural areas.iv) Expansion of social services.a) i, ii onlyb) iii, iv onlyc) ii, iii, iv onlyd) i, ii, iii, iv

Debbion Hyman teaches at St Hugh’s High School. Sendquestions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Immigrationyl:history

revision

TOK’s Craigy-T (center) reps his Guardian Angel Foundation while hanging out withKrista Leigh Wilson (left) and Alafia Fox (right) of Flow Customer Care afterPanCaribbean’s Sigma Corporate Run. The event, held on Sunday, February 19 in NewKingston brought awareness to paediatric heart care with some 16,000 registeredparticipants. Over $33million was raised by the event towards Chain of Hope Jamaica’spediatric heart care programme for the Bustamante Hospital for Children.


NNAATTAALLEEEE AA.. JJOOHHNNSSOONNContributor

STUDENTS, THIS is lesson 24 in our series of Gleaner lessons. In this week’s lesson, we will be lookingat relational arithmetic and logical operators as well as truth tables.

The relational operators are used for the comparison of the value of one element with another. There aresix types of relational operations: equal, greater than, less than, greater than or equal to, less than or equalto and not equal to. Each of these operations can be used to compare the values of the variables. The resultof each of these operators is either true or false. When using these operators, make sure all the argumentsare the same data type. Integers should be compared with integers, strings with strings, and so on. Table 1reviews each of these operators.

Relational,operational &truth tables

yl:information technology

Let us look at an example: Table 2 shows a truth table with examples for each of the relational operators. As the table shows, A is set

to 50 and B is set to 25. When we check equally with the equal operator, both sides must be equal or samefor the expression to be true. Because the 50 is not equal to 25, the A = B is false. In this case, theexpression is true because 50 is greater than 25. Using similar logic, the table shows results for otherrelational operators.

BOOLEAN OPERATORS AND TRUTH TABLESA truth table shows the output states for every possible combination of input states. The symbols 0 (false)

and 1 (true) are usually used in truth tables. There are three main logical operators on which we willconcentrate: AND, OR and NOT. For every logical operator we are going to be examining its correspondingtruth table.

THE ‘AND’ OPERATORFor the ‘AND operator’ the output Q is true if input A AND input B are both true: Q = A AND B

TRUTH TABLE

THE ‘OR’ OPERATORFor the ‘OR operator’, the output Q is true if input A OR input B is true (or both of them are true): Q = A OR B

TRUTH TABLE

THE ‘NOT’ OPERATORThe output Q is true when the input A is NOT true; the output is the inverse of the input: Q = NOT AA NOT gate can only have one input.

TRUTH TABLE

THE ARITHMETIC OPERATORSYou are more accustomed to using these operators in your daily life. Please see table below:

Separate from the arithmetic operators, we also have the modulus (mod) operator ‘%’ used also forcalculation.

You may not have come across the modulus operator before. It just calculates the remainder after dividingthe value of the expression on the left of the operator by the value of the expression on the right. For thisreason, it’s sometimes referred to as the remainder operator. The expression 12%5 would produce 2,because 12 divided by 5 leaves a remainder of 2.

EXAMPLE 24 % 4 would produce 0, because 4 divided by 4 leaves a remainder of 0.

We have come to the end of lesson 24. See you next week when we will look at modularity/top-downdesign to end this unit. Remember, if you fail to prepare, prepare to fail.

Natalee A. Johnson teaches at Ardenne High School. Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm


NNAATTAASSHHAA TTHHOOMMAASS--FFRRAANNCCIISSContributor

HELLO, ALL! In last week’s lesson I gave youthe steps you should follow in order toproduce your argument. This week I wish to

look at the ways in which you may be asked topresent your argument.

QUESTION TYPESThe essay is not the only format via which CXC

may ask you to organise your points. There are, infact, three main ways in which you may be asked topresent your arguments:

THE ESSAYThis is the most popular format in which you

present a simple layout of introduction, body andconclusion organised into appropriate paragraphs.It is normally written in the third-person voice.

THE SPEECHThis is a similar format to the regular essay but

this argument makes reference to an audience (eg,ladies and gentlemen; fellow students; parents)throughout the discussion of the topic. It is writtenin the first-person voice.

THE LETTERThe regular essay format is placed within a letter.

This includes the addresses, date, salutation andcomplimentary close. For example, a letter to theeditor or a letter of complaint. These letters oftencontain criticisms.

Take a look at the letter below. It is an example ofa persuasive comprehension passage. I wish to

point out to you that section 4 of Paper 02 is not theonly section in which knowledge of your persuasiveskills is tested – CXC may also test this knowledgethrough comprehension passages.

Read the letter and answer the questions whichfollow. Pay particular attention to the persuasivetechniques that are used.

The EditorThe Daily MessageNewport

Dear Sir:Last Monday I made an amazing discovery. I

waltzed into the sparkling new Tax Office on RangeRoad to renew my car licence. It was my very firstvisit and I entered the building bubbling over with

expectation. But, alas! I was doomed todisappointment. As the saying goes, ‘The morethings change, the more they remain the same’.

The first thing that struck me on entering thebuilding was the absence of even the slightestindication, as far as I could see, of which windowdealt with what. Which of the three stationary linesshould I join? After standing for an eternity in themiddle line which, I had been assured by a fellowsufferer led to the window where they dealt with carlicences, I suddenly noticed that there was anInformation Desk in one corner of the room. Untilthat moment it had been hidden from my view bythe crowd. I walked up to it. The lady sitting theretold me that I should have joined the end line,adding that I deserved to wait, since I had not

consulted her in the first place. “Thank you forbeing so kind,” I could not resist saying as I tookmy place in the line.

What is the point of putting up a fine building ifwhat goes on inside is anything but fine? Isn’t it badenough that the government extorts exorbitant sumsfrom us for the privilege of owning a car? Can therebe another country in the world where citizens aresubjected to such humiliation?

Disgruntled

a. What is the writer’s main purpose in this letter? (2 marks)

b. State what is suggested by the writer’s use of each of the following words:(i) ‘waltzed’ (line 1)(ii) ‘extorts’ (line 14) (4 marks)

c. Quote two words or phrases which indicate that the writer is distressed? (2 marks)

d. What did the writer mean by, “Thank you for being so kind”? (line 12) (2 marks)

e. “The more things change, the more they remain the same.” How is this view presented inthe letter? (2 marks)

Discuss these questions with your friends and wewill look at possible answers in next week’s lesson.Until then, blessings!

Natasha Thomas-Francis teaches at Glenmuir High School.Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Persuasivewriting

yl:english language

part 3

Rudolph Brown/

PhotographerMinister without portfolioin the Office of the PrimeMinister with responsibilityfor sport, Natalie Neita-Headley (right), has adiscussion with nationaljunior sprint hurdler MeganSimmonds (left) at thelaunch of the ‘Journey ofChampions: 50 Years ofJamaican AthleticExcellence’ archivalexhibition at the StCatherine Parish Library,Spanish Town, onWednesday, February 1.


Contributor

THE OPENING lines of Robert P. Tristram Coffin’s poem FFoorrggiivveeMMyy GGuuiilltt are interesting. All of us consider that breaking areligious or moral standard is a sin and Coffin must have known

this too. We should realise that what the speaker is saying is that thereare some acts that may or may not be sinful, as far as he knows, butthat he is sure of the sinful nature of something that he did.

I would like you to imagine yourself as the persona/speakerin the poem. See yourself with the desire to undertake andaccomplish something. The task in itself seems simpleand you plan well. You are excited about what you aregoing to do. However, things do not turn out quite howyou planned and instead of feeling happy you aredisappointed and distraught because you have broughtpain to someone or something. Can you nowunderstand the boy’s anguish? Once the gun goes offhe loses control of the situation. He does not expectthat the birds would not have died immediately,nor that when they were injured he would nothave been able to capture them. Howcould he have known that they wouldlinger on in suffering? He had notanticipated such consequences.

I hope that by now you haveread this poem several timesand besides paying attentionto the poet’s style youhave also identified thetheme. If you havenot yet done so,just askyourselfwhatpointthe

writer is making in this work. Is it that plovers are pretty, that a pair ofbirds livedfor daysafter

being shot, or that a grownman recollects an incidentfrom his boyhood? All of these help to make a specific point that we

know as the theme. The theme is: one’s action can bring aboutunexpected and agonizing results; put another way: the

bitter consequences of thoughtless or careless actionor inexperience.

“Thoughtless, Miss? How can you saythis?”

Hold on. Consider the following: theboy never seemed to realise that his

intention was to destroy birds thathe describes as ‘dream thing’. Hetells us of their slim, golden legsand of how they ‘ran likequicksilver’. He did notice theirbeauty but thought nothing ofdestroying them. By the time herealises what his action hascaused, it is too late. It appears tome that he even tries to distancehimself from the incident by not

saying that he took a shot but that hisgun went off, which we know could not

have happened without the trigger beingpressed. It is, perhaps, a sign of his

regret. Could he have acted carelessly? Didhe shoot without taking proper aim? Think of

this, though; he was only a child when this tookplace. What occurred may have been because he was

inexperienced and had shot badly.

It is sobering to see how the speaker never escapes from thisdeed. It hurts him terribly to know that the birds could never fly

again, never move to warm climate. He lives with the sting of regretand a longing for forgiveness.

Let us move on now to consider the poet’s style. What poeticdevices have you found in this poem? Is there any word that isrepeated? If there is, the poet must have a reason for doing so, for Icannot believe that it is because his vocabulary is limited why he usesran four times in five lines. Think, too, of why he uses cried, cryingand cries in talking about the wounded birds. The birds are referred tometaphorically as slender flutes. What do you think the poet wants hisreaders to get from this description? “I never knew how their lives atlast were split” suggests that in the speaker’s mind, the birds hadlingered on in suffering and their dying brought him and them somemeasure of relief. How does this poem make you feel? Try to find outwhat in the poem brings out that emotion in you and how the poet isable to accomplish this.

Do spend a little more time on FFoorrggiivvee MMyy GGuuiilltt. I am sure you willnotice that while there is no regular rhyme scheme, you can find linesthat rhyme.

Enjoy your week and God bless!

Beryl Clarke is an independent contributor. Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

yl:english literature

part 2‘Forgive My Guilt’ BBEERRYYLL CCLLAARRKKEE


CCLLEEMMEENNTT RRAADDCCLLIIFFFFEEContributor

IWILL, IN this week’s lesson, present the solutions to questions similar to those presented in theexternal examinations. They are presented for your guidance and you are encouraged to keep thesesolutions for your final review just prior to the external examinations.

Let’spractise!

yl:mathematics

CONTINUED ON PAGE 19


HHYYAACCIINNTTHH TTUUGGMMAANNContributor

HI, STUDENTS. Let us give thanksfor life and for another day. I hopeyou are studying really hard as

time seems to slip by really quickly and,without a doubt, you should have, bynow, handed in your final SBA to yourteachers. This week I am going to belooking at some questions. Try to answerthem on your own then, if you are in anydoubt, check with your teacher orconsult your textbook.

1. Draw an organiation chart of your school. (5 marks)

2. Listed below are some office careers. For each, list the skills that are required to perform these tasks: (a) Telephone Operator(b) Data Entry Clerk(c ) Administrative Assistant(d) Records Management Clerk(e) Human Resources Clerk

(5 marks)

3. (a) Give two disadvantages of thecellular office. (2 marks)(b) List two advantages of the open-plan office. (2 marks)

3.(c) Write a memo to your grade supervisor seeking permission to hold an end-of-term social.(10 marks)(d) Most business letters have a printed letterhead. Design a printed letterhead for your school. Remember to include the school crest.(10 marks)

4. (a) What is the risk to a business if telephone calls are not answered promptly? (2 marks)

(b) If you are accidentally cut off in the middle of a conversation, what would you do? (2 marks)

MULTIPLE CHOICE1. Correspondence is usually filed in:(a) Alphabetical order(b) Subject order(c) Chronological order(d) Numerical order

2. Guide cards are used to:(a) Indicate files that have been borrowed(b) Separate files(c) List the files in the drawer(d) Show different types of files

3. Centralised filing means:(a) More security for filed(b) Faster access to files(c) Specialised filing clerk(d) Less security of files

4. A receptionist register:(a) Shows who has arrived without an appointment.(b) Is used to record visitors.(c) Shows all employees registered for work.(d) Records all documents received.

5. When an unexpected visitor arrives, the receptionist should:(a) Ask the person to return another day.(b) Ask the visitor to make an appointment.(c) Find out if someone else can assist the visitor.(d) Take the visitor to the person he or she wishes to see.

6. An agenda is a:(a) Notice of a meeting to be held.(b) List of decisions taken at a meeting.(c) Summary of what has taken place at a meeting.(d) List of items to be discussed at a meeting.

7. Standing orders are:(a) The arrangements for regular meeting.(b) Rules for the conduct of meetings.(c) The regular items on an agenda.(d) The method of counting votes.

8. Which one of the following would not be needed by a travel agent when making bookings for someone who is travelling for work?

(a) Details of where he or she is travelling to.(b) What the traveller’s preferences are.(c) The itinerary for meeting.(d) Dates of travel.

9. Which of the following is the least essential when visiting an overseas country?(a) Visa(b) Passport(c) Driver’s licence(d) Entry permit

10. An itinerary is best described as:(a) A travel agent’s schedule.

(b) A list of current transport rates.(c) A list of all bookings.(d) A list of all travel and meeting arrangements.

11. Which of the following is not a function of the human resources office?(a) Recruitment of staff.(b) Payment of wages.(c) Induction training.(d) Dismissal.

12. Details of an employee’s application for employment, appraisal form, training courses attended and additional qualifications gained since joining the organisation are contained in his or her:(a) Service record(b) Curriculum vitae(c) Application form(d) Disciplinary record

13. A contract of employment does not include:(a) Job title(b) Rate of pay(c) Vacation arrangements(d) Details of qualifications

This is all for this week. Have aproductive one.

Hyacinth Tugman teaches at Glenmuir HighSchool. Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Test questionsCONTINUED FROM PAGE 18yl:office administration

Clement Radcliffe is an independent contributor.Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

These Gatorade runners celebrate after completing the 2012 Sigma Run on Sunday, February 19 at theEmancipation Park, New Kingston.


RROOXXAANNNNEE WWRRIIGGHHTTContributor

THERE ARE two questions below and we have presented the solution for each. We suggest that youfollow the principles applied and go through the workings as many times as you need to in order toensure that you understand.

QUESTION 1Joan James prepared her final accounts for the year to May 31, 2011, from a trial balance. She calculated

the net profit to be $51,200. A check on the accounts revealed the following errors:1. The purchases journal had been undercast by $2,000. [>1]2. Postage expenses of $120 had not been posted from the petty cash book to the ledger account.3. James had taken $500 of stock during the year for her personal use. No entry had been made in the accounts. [>2]4. Shop fixtures and fittings $1,000 had been bought by cheque during the year and entered in the cash book. No other entry had been made.5. Returns inwards had been entered in the trial balance as $700. The correct amount is $500. [>3]

a. Prepare a statement to show James’ net profit after making necessary corrections to the original figure of $51,200. Any item which has no effect on the profit should be entered in the statement as ‘nil effect’.The balance sheet at May 31, 2011, showed James’ capital to be $120,200 before the corrections were made.

b. Calculate the capital of James after the corrections were made. Show your workings.

REASONING

Trial balance,errors & suspense

accounts

yl:principles of accounts

SOLUTION(a) Statement to ascertain corrected Net Profit for the year ended May 31, 2011

(b)

CAPITAL CALCULATION

QUESTION 2Thomas prepared a Trial Balance on May 31, 2011. This showed that the total of the debit balances did

not agree with the total of the credit balances. The difference was posted to a Suspense Account. Laterinvestigations revealed the following errors in the books:

1. The total of the Purchases Returns Book, amounting to $749, had not been posted to the ledger.2. The purchase for $840 of equipment for use in the office had been posted to the Purchases Accounts.3. A sale of $1,000 to C. Whine was entered wrongly as $1,200 in his account.4. A debit balance of $1,740 of A. Francis’ account was brought down as $1 560. This latter figure was included in the Debtors total entered in the Trial Balance.

YOU ARE REQUIRED TO:a. Prepare the journal entries to correct the above errors.b. Write up the Suspense Account, including your calculation of the opening balance.

SOLUTIONa.

EXAMINATION PREPARATION TIP:As you get closer to your examination, to assist

with your preparation we encourage you to:- stay calm and do not get stressed even if you have a number of subjects with which youare struggling. - Find time to relax and re-energize yourself.- Be sure to eat healthy meals and drink a lot of water and natural juices.

Visit with us again next week when wepresent on Partnership. See you then.

Roxanne Wright teaches at Immaculate Academy.Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm


YYVVOONNNNEE HHAARRVVEEYYContributor

LAST WEEK’S lesson dealt withperfect competition as a marketstructure. Perfect competition is at

one end of the market structurespectrum; at the other end is monopoly. Iwill begin with a definition.

DEFINITION AND EXAMPLES OFMONOPOLY

A pure monopoly is a market structurewhere there is only one firm in theindustry, therefore the firm is the solesupplier of that good or service.However, in the case where a firmcontrols approximately 20 per cent of alarge market, it is considered a virtualmonopoly.

Examples of monopolies in theCaribbean are:

m The Jamaica Public Service Company m The National Water Commission

CHARACTERISTICS/FEATURESOF MONOPOLY

1. As indicated in the definition,there is only one firm in theindustry. The importance of this is

that the demand curve for the firm’s goodor service will be relatively inelastic,allowing the monopolist to exercise thismonopoly power and restrict quantity,causing prices to rise substantially.Consumers will either have to pay thehigher price or go without the good orservice altogether.

2. There are strong barriers to entry.A barrier to entry is anything thatprevents a firm from entering an

industry in the long run. Barriers to entryin this case would include things suchas legal protection and governmentrestrictions. The importance of strongbarriers to entry is that in the long runnew firms will be kept out of theindustry.

3. Monopolies are price makers/fixers; since they face downward-sloping demand curves, they can

choose what price to charge. However,they are still constrained by the demandcurve in that, having decided on theprice, they must allow the demand curveto determine the quantity. A rise in pricewill lower the quantity demanded.

4. The product of the monopolist isunique; therefore, no closesubstitute for it is being

produced by any other firm.

5. The monopolist may pricediscriminate or charge peopledifferent prices for the same

good and or charge different unitprices for successive units boughtby a given buyer. Those who pricediscriminate do so in order to earnincreased profits.

SHORT-RUN EQUILIBRIUMIt is likely that the monopolist will

earn supernormal profits in the shortrun. Monopoly does not necessarilymean supernormal profits: somemonopolies, at their profitmaximizing output, face a situationwhere average cost is everywhereabove average revenue. Thus, theyare earning subnormal (less thannormal) profits.

LONG-RUN EQUILIBRIUMSince there are strong barriers to

entry, it is likely that if the firm wasearning supernormal profits in theshort run, it will maintain orcontinue to earn supernormal profitsin the long run.

If the firm had been earningsubnormal profits in the short run, itwill leave the industry in the longrun and go into an industry where itcan earn at least normal profits.

HOMEWORKYour homework will be the simple

task of discussing the advantages anddisadvantages of the monopoly marketstructure. Remember, you can useeconomics texts to research this area.

You will recall from our last lessonthat, in practice, there is no marketwhich can be classified as perfectlycompetitive, though I did giveexamples of markets approaching nearto perfection. Where pure monopoly isconcerned, there are vey few marketsthat can be classified as such inreality. Most markets, therefore, liebetween these two extremes. Mostmarkets are either under monopolisticcompetition or oligopoly.

These two market structures(monopolistic competition andoligopoly) will be dealt with in thenext lesson. Keep safe until then.

Yvonne Harvey teaches at Glenmuir HighSchool. Send questions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Marketingpart 4

yl:principles of business

PHOTO BY KAREN SUDU

Felecia Ferron (left) and Roxanne Tyrell of the St Jago High School’s track and field team point to their favourite athlete,Asafa Powell, as theyviewed ‘Journey of Champions - 50 Years of Athletic Excellence’ at the St Catherine Parish Library.


MMAAUURREEEENN CCAAMMPPBBEELLLLContributor

POPULATION COMPOSITION refers to thecharacteristics of a group of people and looksat specifics such as sex, age, ethnicity,

occupation, and religion. These characteristics areusually gathered from a population census which isgathered every 10 years. These characteristics areusually shown in the form of line graphs, tables, barcharts and population pyramid.

AGE AND SEX DISTRIBUTIONAge and sex are the most basic characteristics of

a population structure or composition. Not allpopulations have the same age and sex structure.Some populations are relatively young while othersare relatively old due to different proportions ofyoung and aged persons in the population.

The population pyramid is a tool used to showthe age-sex structure of the population. In otherwords, it is a graphic representation of the age andsex composition of a population. The populationstructure pyramid is based on the result of births,deaths and migration in past years. The populationpyramid shows the age range of the populationaccording to sex.

When the population pyramid has a broad base,it is indicating the large number of younger ages asa result of high birth rates. In the Caribbean, thepopulation pyramid reflects a young population asmost of the population is composed of people lessthan 15 years, and a small per cent consisting ofpensioners 65 years and over. We can calculate thefollowing from a pyramid:

a. Dependency ratiob. Ratio of male to femalesc. The type of population whether young or old

NOTEWe can also deduce information about the birth

rate and the death rate of the population from apopulation pyramid.

The dependency ratio looks at the ratio ofdependent persons to economically active persons.The age groups 0-14 and 65+ are usually referred toas the ‘dependent age groups’, while the age group15-64 is known as the ‘working age group’ or the‘economically productive age group’ that normallysupports the dependent age groups.

POPULATION SEX RATIOThis is the number of men to women in a

population. The balance of males and females isimportant in any population. The sex ratioexpresses the number of males for every 100females. If the ratio is less than 100, this means thatthe total number of females has outnumbered thetotal number of males in the population.

THE AGE COMPOSITIONThe age composition of a population is very

important as it is used to help the government to

make necessary decisions which will cater to theneeds of the various sectors of the population.Decisions may include whether to build schools,recreational centres, caring lodges or give morepensions. The older population might be mucheasier to handle economically because it is muchsmaller in number and some have savings andinvestments with which they can supportthemselves. The age composition of a populationwill also dictate the kinds and number of productsto be made.

ETHNIC COMPOSITIONEthnicity pertains to or is the characteristics of a

people, especially a group. This group sharescommon and distinctive culture, religion, languageand other such characteristics. Jamaica’s mottooutlines the racial mixture in the island: ‘Out ofmany, one people’. Immigration from Europe, Asiaand Africa accounts for this diverse population inthe Caribbean region. These immigrants includeAfricans, Europeans, Indians, Chinese and manypersons from the Middle East. We live peacefullytogether with our varied cultures and beliefs.

RELIGIONReligion is a unified system of beliefs and

practices concerned with sacred things. Christianityis the dominant form of religion in the Caribbean;this is a European legacy. Islam and Hinduism arethe legacy of indentureship. Judaism and Orthodoxfaiths are usually associated with other migrants.

OCCUPATIONThis is an activity that serves as one’s regular

source of livelihood; a vocation or an activityengaged in, especially as a means of passing time;an avocation.

A job is a regular activity performed for payment,which occupies one’s time. The term employmentrefers to a person under the service of another byhire. It may also be seen as a career, a coursethrough life. It may also be described as aprofession, a vocation founded upon specialisedtraining. From the definition above, occupation mayalso be seen as a vocation to which a person isspecially drawn. Workers are grouped according tooccupation types along several dimensions basedon tasks, skills, institutional affiliations and othercharacteristics of their jobs.

ACTIVITYExplain what is meant by population composition

then identify the characteristic of a population withregards to its composition. Finally, suggest why it isnecessary to study a population’s composition.

Maureen Campbell teaches at St Hugh’s High School. Sendquestions and comments to kkeerrrryy--aannnn..hheeppbbuurrnn@@gglleeaanneerrjjmm..ccoomm

Populationcomposition

yl:social studies

The team from Trade Winds Citrus relaxes in Emancipation Park after completing the 2012 Sigma Run on Sunday, February 19.

CSEC Study Guide - Feb 28, 2012

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Transcript of CSEC Study Guide - Feb 28, 2012