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PRODUCTION TEAM
EDITOR: Debra-Gail Williamson • ASSOCIATE EDITOR – DESIGN: Rorie Atkinson • GRAPHIC ARTIST / PAGINATOR: Roy France
CONT R IBUTOR S
ENGLISH LANGUAGE MATHEMATICS SOCIAL STUDIES

Shawnette Myers-Lawrence Kamau Karenga Charmaine Fuller-Wallace
INFORMATION TECHNOLOGY HUMAN & SOCIAL BIOLOGY PRINCIPLES OF BUSINESS PRINCIPLES OF ACCOUNTS
Shandeen Robinson-White Leroy Munroe Hilary Bassaragh Tedmore Clarke
INTEGRATED SCIENCE ENGLISH LITERATURE COMMUNICATION STUDIES CARIBBEAN STUDIES

Marlene Grey-Tomlinson Simone Gibbs Peta-Gaye Perkins Bryan Debgeri Whitely
www.jamaicaobserver.com JOL LECTURE SERIES Jamaica Observer Limited

ENGLISH
LANGUAGE Lesson 3
with
Shawnett Myers-Lawrence
TYPES OF WRITING
Welcome back readers.
In this week’s lesson we will explore the different types of

writing that you will be expected to read and write for English
A. All of these types of writing require the same basic skills but
the ways in which language will be manipulated to suit the type
of writing will differ. We will explore in greater detail each of
these types in subsequent lessons. Today’s lesson will provide an introduction to each type of writing and point to the
areas of the final examination where these will be found.
To perform at optimum level in English A requires students to master the skills of reading and writing. Students have
mentioned in the past that they find paper one onerous due to all the reading that they have to do especially since the
passages tend to be, according to them, “boring”. My response to these complaints is usually just to treat the exercise
as what it is: something that must be done so a clinical approach is advised. The image below shows the types of
writing that students will encounter on the exams.
Paper 1 Paper 2
One poem A passage to be summarized
One narrative extract

An expository essay
One expository extract
One persuasive extract: A narrative/story

advertisement, speech, letter to the editor
One visual extract: A persuasive piece
table, diagram, map, cartoons etc.
JOL ENGLISH LANGUAGE continues on next page

JOL ENGLISH LANGUAGE continued from previous page
TYPES OF WRITING ACTIVITY #1

Instructions: Examine the following narrative. Look at
All of the examples of writing that you will be expected to
the stylistic features it exemplifies.
read or write may be classified in four broad categories:
Corey clutched his head, screaming silently. He

Narrative never knew that life could have reduced him to this
level. Two years ago he had been king of the world,
adored by women and envied by men. But he had
believed his own hype. How could he have come to
this? How does one lose everything overnight?
Exposition Writing Description Thoughts of suicide had plagued him for the last two
weeks. He had gone as far as to pick up the bottle of
sleeping pills. He had looked at the bottle for what
seemed like hours, the fine print dissolving into one
Argument/ dark swirl. But he could not go through with it. That
Persuasion step seemed too final. He had dragged himself from
the bathroom floor feeling like an even bigger failure.
Now he stood on the edge of the roof. The white
clouds floating in the clear blue sky seemed to mock
Narrative him. He dared one glance over the edge. Could he do
it this time?
The main purpose of narrative writing is to recount events
or simply to tell a story. The writer will utilize some
description to make characters and setting more vivid to The story focuses on a character that is experiencing a
the readers. Narratives may either be fictional or conflict. This conflict is what drives the plot. There is a
non-fictional. The recounting of a famous battle in your recounting of the events which leads to a climactic point.
history textbook is a narrative. Most narratives are, It also ends with a cliff hanger where the reader wonders
however, from the writer’s imagination and contain the whether or not the character will be able to go through
elements plot, point of view, characterization, setting and with the suicide and maybe hoping he won’t.
theme. Since the choice in section three of the exam is
between a narrative and a descriptive essay, students must Expository
try to master at least one of these areas.
The main purpose of expository writing is to explain. In
Examples of Narrative Writing: cases where you have to present factual information about
a given subject then this is the style of writing that you
! Historical accounts would use. Essays written in this style contain mainly facts;
therefore, the writer’s opinion is never expressed.
! Biographies
Examples of Expository writing:
! Fables ! Textbooks ! Instruction Manuals ! Recipes
! Short stories ! News reports ! Statistical reports ! Letters
! Novels JOL ENGLISH LANGUAGE continues on next page

ACTIVITY #2 Descriptive
This is a style of writing that focuses on describing a
Instructions: Look at the following instructions as an character, an event, or a place in great detail. The purpose
example of expository writing. of descriptive writing is to enable readers to experience,
through their senses, the sight, smell, or sound that the
writer wishes to convey. This type of writing tends to use
If you drive a car then it is important that you know language that is poetic. Students are no longer given the
how to change a tyre as punctures happen from time option of writing a descriptive essay in the exam; however,
to time. Here are some simple steps to follow when knowledge of description is useful in narrative and
changing a tyre. expository writing.
Examples of Descriptive Writing:

1. Pull over to the side of the road as soon as it is
safe to do so. ! Travelogue ! Poetry ! Journal or diary
! Description of setting, characters etc. in fiction
2. Turn on your hazard light to indicate distress.
ACTIVITY #3
3. Gather your jack and lug tool.
Instructions: Read the following example of description.
What are the evident features of description?
4. Use lug tool to loosen the lug nuts.
5. Use the jack to lift the vehicle off the ground. I can still remember the summers I spent in Deep
River. Back then I had no fear and all was fresh and
6. Remove the lug nuts and remove the tyre from bright. My favourite spot was the river from which
the car. the community got its name. It was a mystical place,
the cool, dark water surrounded by tall, green trees.
7. Place the spare on the car and replace the lug I used to sit on the banks burying my toes in the
nuts. squishy mud. It made sucking noises as I dug deeper
and sometimes bubbles would float to the top and
8. Lower the car to the ground and tighten the lug gently pop. I would lie on my back and look up at the
nuts. trees which stood like sentinels over nature’s palace.
The sound of the rustling leaves caressed by the
9. Secure your tools and ensure that the roadside winds would often lull me to sleep and suddenly I
is left clean. would be awakened by the shrieks of the children
diving beneath the once placid surface. This stirred
me to action and I would plunge headlong into the
The writer intends to give information about how to dark green embrace of Deep River.
change a flat tire. Listing is a technique of expository
writing and the writer uses this rather effectively. In
providing simple step by step explanations, the writer
makes this information accessible to a general audience. JOL ENGLISH LANGUAGE continues on next page
The writer gives information about a certain place that he/she used to visit in his/her childhood. There are sensory
details as the writer appeals to sight with the tall trees and dark water. The coolness of the air and the squishy mud
appeal to the sense of feeling and the popping bubbles and rustling leaves enable the readers to almost hear these
sounds. The writer takes the readers back into time and invites them to experience the place as he/she did.
Persuasive/Argumentative
Persuasive writing aims to convince. Unlike expository writing, persuasive writing contains the opinions and biases of
the author. The writer in a persuasive essay usually takes a stand and sets out to get readers to agree with this point
of view. To convince others to agree with the author’s point of view, persuasive writing contains justifications and
reasons or makes appeals which appeal to the reader’s emotions. An essay which employs mainly emotional appeal is
called ‘persuasive’ while an essay that appeals to reason is referred to as ‘argument’. All English A candidates are
expected to write a persuasive essay.
Examples of Persuasive Writing:

! Advertisements ! Editorials ! Reviews ! Letter of recommendation ! Cover letters
ACTIVITY #4
Instructions: Read the following review and examine how the writer seeks to persuade.
No one has ever written a self-help book like this one. This book takes satire to a whole new level. It’s not only
funny, it’s very real. It is full of ‘slice of life humour’ that covers everything that frustrates women about men.
This sassy book is filled with scenarios and advice aimed at helping women to become subtly stronger and
self-empowered. The book, which has already been featured on several popular radio and television shows, should
make waves with its controversial view of relationships.
It is an example of a book review. This is not the same as an academic book review as it is aimed at getting people to
buy the book by saying how great it is. The reviewer is quite exuberant with her praises and uses language that makes
use of hyperbole.
Reading comprehension and writing can both be improved with an understanding of the characteristics of each type
of writing. You are encouraged to go look for other examples of each type of writing and examine them for the elements
of style.
Until next week.
Shawnett Myers-Lawrence is on the staff of St. Hugh’s High School " Email: shawnomyl@yahoo.com
MATHEMATICS Lesson 3
with Kamau Karenga
7 8 9
+
FRACTIONS
4 5 6 –
Greetings, everyone! Last
term we looked at numbers 1 2 3 –:
and today we will discuss a
type of ‘rational’ numbers
called FRACTIONS.
0 • = +
Let us recognise that a fraction TYPES OF FRACTIONS
represents a part of a whole, and
more specifically, equal parts of a
whole. A fraction describes how NAME LIST DESCRIPTION
many parts of a certain size there is. positive or negative fractions,
Simple
may be proper or improper
For example, one quarter is one out
positive or negative fractions,
of four parts; one half is one out of Proper
a magnitude of less than one
two parts; and eight fifths is eight
of five parts, obviously more than ‘top heavy’ fractions, positive
Improper
a whole. One quarter of a cake is or negative
one part out of 4 equal parts. One
Mixed a sum of fractions
half of a cake is one of two equal
Numbers and whole numbers
parts, and consists of two quarters.
A simple fraction consists of an fractions made up of fractions

Complex
integer numerator (the top number) and mixed numbers
over an integer denominator (the
bottom number, which cannot be
zero). Simple fractions are also Compound a product of fractions
known as common fractions or
vulgar fractions. NOTE: There is a difference between the mixed number 4½ and the product 4(½).
Numerators and denominators are The first expression 4½ means the sum of 4+½, which is equivalent to 4.5.
also used in fractions that are not
simple, such as complex fractions, The product 4(½) means 4x(½), and it has a value of 2.0. The bracket makes a
compound fractions and mixed big difference.
numerals. We shall examine how
these may be presented. JOL MATHEMATICS continues on next page
JOL MATHEMATICS continued from previous page
ADDITION AND SUBTRACTION OF FRACTIONS This is equivalent to the 22s cancel each other
First, let us look at how NOT to add fractions.

to give
For example: is not ; the sum is actually
Fractions can only be added when they have the same Answer =
denominator, so in this case we must first find the
lowest common multiple (LCM) of 4 and 5. The LCM is 20;
it is sometimes called LCD, lowest common denominator. BOMDAS refers to the order of arithmetic operations.
There are four levels;
We therefore convert to (multiply the numerator and
B Brackets must be cleared first
denominator by 5. And convert to (multiply
O Other operations like exponents or square
roots are next in line
the denominator by 4). The sum is now
MD Third is Multiplication and Division
Thus
AS Finally we perform Addition and Subtraction
It is necessary that we get a good grasp of the principles
and procedures now, because later in the course we shall
see that algebraic fractions are treated in the same b) The complex fraction to the left must be simplified
manner. Practice will surely lead to mastering the before the subtraction (division before subtraction).
procedure.
Example 1:
Express each of the following as a single fraction in its
lowest terms:
Answer =
Solution 1 c) This example has a combination of complex fractions

and fraction multiplication.
a) First, we must treat the numerator and the
denominator of this complex fraction as if they are in
brackets and observe the laws of BOMDAS. We must also
convert all mixed numbers into improper fractions. To
divide by a fraction, we first write out the expression
using the division sign. We then change the division
sign to multiplication and at the same time invert the Invert the ; so
fraction that comes after the division sign.
Answer =
JOL MATHEMATICS continues on next page

ARRANGING FRACTIONS IN ASCENDING ORDER

The student is sometimes required to place fractions in order of their magnitude. In order to compare fractions, the
denominators must be the same; this requires the use of the LCM.
Example 2:
Arrange the following fractions in ascending order:
By inspection we can tell that is the smallest fraction because all the others have a numerator greater than
half the size of the denominator, but that is not enough. We can also tell that the LCM is 44.
Solution 2
7x4 1 x 22 13 x 2 27 x 1
Each term must be converted to a fraction with 44 in the denominator. That is: —–—–
11 x 4
, ——–– , ——–– , ——––
2 x 22 22 x 2 44 x 1
28 22 26 27
# —, —, —, —
44 44 44 44
Therefore the ranking is: 4, 1, 2, 3
1
and the arrangement required is: — 13
— 27
— 7
—
2 22 44 11
FROM FRACTIONS TO DECIMALS AND BACK
Converting Fractions to Decimals 0.375 x 1,000 375

This can be converted to ————––— or ——– .
3 1 x 1,000 1,000
Let us examine the fraction – .
8
To express as a decimal, we must calculate 3÷8 The number to multiply by, whether it is 10 or 100 or
Using long division: 10,000 depends on the number of decimal places to be
found in the original number.
375 can now be reduced to its lowest terms.

Our fraction ——
1,000
Using 5 to cancel three times we will get:

75 15 3
3 –— → — → —
Therefore – is equivalent to 0.375. 200 40 8
8
Converting Decimals to Fractions 3

Answer = —
To convert 0.375 back to fractions, we must first recognise 8
0.375
that 0.375 is equivalent to –––––– JOL MATHEMATICS continues on next page
1
Example 3: EVALUATION
Express each of the following as a fraction in its lowest

Calculate the exact value of the following:
terms:
a) 0.625 b) 0.48 c) 0.1875
Solution 3
a) To make 0.625 a whole number, we must multiply

625
by 1,000 → –—–– SOLUTION:
1,000
a) Doing numerator and denominator separately,

We can now cancel the HCF of 125, or cancel a 5
125 25 5
three times → ––— → –— → –—
200 40 8 we get
5
Answer = —
8
b) For the decimal 0.48 we must multiply by 100

48
to get –— .
100
(using 9 and 4 to cancel)
We can now cancel the HCF which is 4, or we can
3
24 12 Answer = —
choose to cancel a 2 twice → –— → –— 25
50 25
12 (NOTE: An answer of 0.12 would also satisfy this question)

Answer = —
25
c) The decimal 0.1875 requires multiplication by 10,000 b) Using a calculator,

1,875
to get ———
10,000 .
The HCF here is 625, but if we go in stages we can or otherwise

375 75 15 3
cancel a 5 four times —–— → ––— → –— → –—
2,000 400 80 16
Answer = 1.3
3
Answer = —
16 JOL MATHEMATICS continues on next page
WATCH THE THE VIDEO BELOW FOR MORE.
PEACE and LOVE!
Kamau Karenga is on the staff of Portmore Community College " Email: kkarenga@pcc.edu.jm
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SOCIAL
STUDIES Lesson 3
with
Charmaine Fuller-Wallace
SCHOOL BASED ASSESSMENT

CONTINUED
This week we will continue to look at the School Based Assessment (SBA) specifically TASK #4.
TASK 4:
INSTRUMENT USED TO COLLECT DATA
(4 MARKS)
The instrument must have a minimum of 15 questions EXCLUDING the demographic or introductory questions.
Introductory/Demographic questions include: age, gender and length of residence. Age group for the most part should
be in bands of 2 and over. However, if the focus is on a particular age group, such as, Adolescents/Teenagers it should
be single.
EXAMPLE: 5 year bands 18-22 23-27 28-32 33 – 37

Single bands 13 14 15 16 17 18 19
In addition, a cover letter should accompany the instrument. The letter can also be at the top of the instrument after
the topic. The cover letter /paragraph should:
! clearly state the purpose of the questionnaire
! have clear explanation of how the respondents should complete the questionnaire
! include a note thanking the respondents
! state that the information presented will be held in the strictest of confidence and their name is not required
PLEASE NOTE:
! Be careful of the use of ‘Yes’ and ‘No’ questions. A maximum of two and if there are more ensure that they all
have follow up questions.
! Questionnaire should provide answers for respondents.
! Always put the word ‘Other’ at the end of answers given for questions so that respondents can suggest possible
answers.
! Be mindful of the target population; therefore, read the questions and answers as the need arise.
! Questions MUST seek to answer the research question/s.
! Questions MUST be in chronological order from simple to complex.
JOL SOCIAL STUDIES continues on next page

JOL SOCIAL STUDIES continued from previous page
INSTRUMENT USED TO COLLECT DATA
The instrument that the researcher used to collect the data is printed questionnaires with responses. A letter
accompanying the questionnaire was used to explain to the respondents the reason for the survey.
Residents’ Questionnaire (SAMPLE)
Dear Residents,
This is a survey being carried out in the Lavender Avenue, St. Catherine community to determine the reasons for
the increasing level of single parent families in the community. It also aims to find out the problems faced, the
age group which accounts for the highest level and suggestions on what can be done to reduce the level, as well
as the problems faced.
This study is being conducted as part of the requirement for a Social Studies course that I am currently pursuing.
Please answer the questions as honestly as possible. Do not write your name on the questionnaire as it is not
necessary. There are no wrong or right answers just put a tick $ in the spaces provided or write on the lines
where necessary. Thank you for your cooperation.
Sadie Waltnut, Student, Spring Garden High School
Topic: Single Parent Families in the 18 to 49 age group in the community: reasons for the level, problems faced and
suggestions on how to reduce the level and problems faced.
Instructions: Please tick the answer that best represents your choice. You may also write your responses in the spaces
labelled (other_______ ), if none of the options match your response.
1. Gender
Male Female
2. To which age group do you belong?

18 – 25 26 – 33 34 – 41 42 – 49
3. How long have you been residing at Lavender Avenue?

Under 5 years 5 – 10 years 11 – 16 years Over 16 years
4. Are you a single parent?

Yes No
If NO please go to question #5 and stop.
If YES please go to question # 6

5. What is your family type:

Sibling Household Extended Nuclear Family
6. If your response to question 4 is yes, how did you become a single parent?
By choice
Divorce / separation
Partner refuses to marry me
Other parent was killed by violence
Other parent was killed in an accident or by illness
Other__________________________________________________________________________ (Please specify)
7. How old were you when you became a single parent?

19 years and under 20 – 27 28 – 35 36 – 43 44 and over
8. How many children do you have?

1 child 2 3 4 5 6 and over
9. How many children do you have living with you that are dependent on you for all or most of their needs?
1 child 2 3 4 5 6 and over
10. Were you aware of family planning methods before or at the time of becoming a parent?
Yes No
11. Did you and your partner plan to have children before you became parents for the first time?
Yes No
12. What is your employment status?

Full-time employment Part-time employment Self-employed
Student Retired Unemployed
12b. If you are unemployed, how do you support yourself and family?
Beg
Steal
Get support from family friends/partner
Get support from the children Parent
13. Does your income effectively support your family?

Yes No
If YES go to question #15
If NO go to question #14

14. If you answered no to question 13, by what other means does your family generate income?
Odd jobs
Help from relatives / friends
Selling illegal drugs
Child support
Gambling
15. Which of the following does your child/children take part in to assist the family financially?
Begging
Street vending
Prostitution
Gambling
Selling illegal substances
Stealing
None of the above
My child does not assist my family financially
16. How does being a single parent affect you emotionally/psychologically?

High level of stress
Depression
Anger and frustration
Anxiety
Has no negative effect
17. How does being a single parent affect you otherwise? (Tick all that applies)
Unable to continue education
Unable to effectively care for myself and my family
Unable to find a job that allows me to effectively manage my home while working
Unable to take part in social activities
Does not affect me
18. How do you think being from a single parent family affects your child/children?
Poor academic performance at school
Depression / Low self-esteem
Drug addiction
Violent behaviour towards others
It doesn’t affect them

19. What do you think can be done to reduce the problems faced by single parent families? (Tick all that applies)
Provide more assistance through the PATH or other welfare programmes.
Provide after care facilities at reduced rates for parents who can’t afford to pay the high cost for after care
services.
Provide better employment opportunities for the residents.
Provide on the job training opportunities for those who are unskilled.
The government should reopen the training centre and partner with large cooperation’s to offer job
opportunities.
Reopen the factories that were recently closed.
Provide ongoing counselling sessions at the community centre.
Other__________________________________________________________________________ (Please specify).
20. What do you think can be done to reduce the level of single parenting in your community?
(Tick all that apply)
There should be more advertisements in the media as well as community meetings organized by the church,
school and other interest groups which encourage people to practice abstinence.
The government should use the print and electronic media to promote the positives of being in a nuclear
family in the media.
Encourage community members to use family planning.
Have more advertisements that say “two is better than too many”.
Teaching effective contraceptive use in schools.
The church can provide free counselling sessions to families that are experiencing problems.
Families should participate in more social activities.
Other__________________________________________________________________________ (Please specify).
The End
The SBA guidelines continue next week…….. Have a fabulous week! ☺
Charmaine Fuller-Wallace is on the staff of St. Andrew Technical High School " Email: charmief2@yahoo.com

INFORMATION
TECHNOLOGY Lesson 3
with
Shandeen Robinson-White
COMPUTER SPECIFICATIONS
Hi there! In today’s lesson we will continue looking at

some possible exam type questions that may be asked on
hardware and software (section 1 in syllabus).
Specific objective 10
under section 1:
Fundamentals of
hardware and
software states that
students should be
able to interpret the
hardware
specifications of a
computer system. Let
us review some basic
computer system
specifications.
Specifications mean all

the hardware you have
inside your computer,
such as the hard drive
and ports as well as
the operating system
on which your
computer runs.
Here is an example of
the motherboard of a
personal computer.
The motherboard can
be found in the system
unit. All devices are Diagram showing the Motherboard inside a typical PC or laptop computer
connected to the
motherboard. JOL INFORMATION TECHNOLOGY continues on next page
JOL INFORMATION TECHNOLOGY continued from previous page
Diagram showing the components of a System Unit
EXAMINATION QUESTION # 1
Latoya bought a notebook computer with the following specifications:
Intel Atom Processor N270 (1.6GHz/533Mhz FSB/512K cache)

1 GB DDR2 SDRAM
10.1” Widescreen Display (1024 * 600)
Intel Graphics Media Accelerator (GMA) 950
160GB, 2.5 inch, 5400RPM SATA Hard Drive
3 USB Ports
Wireless 802.11g (1397) Mini Card
24 WHr Lithium-Ion Battery (3-cell)
Using the computer specifications listed above, state the specifications for EACH of the following component:
(a) Name and speed of the processor (c) Memory capacity
(b) Type, capacity and speed of the hard drive (d) Resolution of the display
JOL INFORMATION TECHNOLOGY continues on next page

Question analysis
This is a simple/straightforward question. It is testing your knowledge of everyday computer specifications. You should
know what the abbreviations represent, such as DDR2 or 5400RPM.
Part A values 2 marks. It is not enough to write Intel as the name of the processor. Intel is the manufacturer. The name
of the processor is Intel Atom and its speed is 1.6GHz (speed is measured in Hertz). This means that this computer can
process 1, 600, 000, 000 (1.6 billion) characters in a second.
Part B of the question values 3 marks, which means you need to state the type, capacity and speed (3 different
specifications of the hard drive). You have to be able to identify the different components that each list is referring to.
The type of hard drive is: SATA (you don’t need to state what SATA means in this case). Other types of hard drive include
PATA, SCSI and SSD.
The capacity of this hard drive is: 160GB (capacity has to do with storage; GB means Gigabyte which is approximately
1 billion bytes; 1 byte represents 1 character) – therefore this hard drive can store up to 160 billion characters.
The speed is: 5400RPM (RPM means revolution per minute) – this means the hard disk spins 5,400 times in one minute.
What is important to note is that you do not need to explain your answers for this question.
Part C – values 1 mark. Memory usually refers to RAM. Again, capacity has to do with the amount of information that
can be stored. It is measured in bytes. In the example given, only 2 items on the list has “byte” in them. The first one
was already determined to be the capacity of the hard disk. Therefore the 1GB DDR2 SDRAM should represent the RAM
capacity.
The answer is therefore 1GB. You do not need to state the “DDR2” and “SDRAM”.
Part D also values 1 mark. The resolution of the display refers to the monitor. 10.1” it represents the size of the screen,
hence 1024*600 represents the resolution (how bright the monitor displays data).

Let us look at another question.
Indicate the type of method used to access data for (a) A hard drive; and (b) A magnetic tape [2 marks]
Question analysis
For 2 marks, again you simply need to write the answer.
(a) A hard drive uses direct/random access method. (b) A magnetic tape uses sequential access method.
Name the parts of the following motherboard labelled A, B, C and D

Question analysis
This question is literally testing your knowledge of the computer motherboard. The answers are objective. Hence, it is
very important that you become familiar with the parts of the motherboard.
The answers are:
A – DRAM memory slot B – CPU socket C – PCI slots D – Integrated peripheral connectors
The following is an excerpt from an advertisement of a computer system.
CPU Intel Celeron B815 Dual Core (2M Cache, 1.65 GHz)
RAM 2GB DDR3 1066MHz Dual Channel RAM (8GB MAX)
VIDEO GRAPHICS Intel HD Graphics
HARD DRIVE 320GB 5400RPM SATA
OPTICAL DRIVE 8*DVD+CD Player & Burner
DISPLAY 15.6” HD Widescreen LED display (1366*768)
WIRELESS IEEE 802.11 b/g/n
SOUND Built In Speakers, Headphones
PORTS 3 USB 2.0
DIMENSIONS Height - 1.3”, Width - 15”, Depth - 10”
WEIGHT 5.73lb
POWER AC 120/230V (50/60 Hz) - 65W, 6 cell Battery
Microsoft Windows 7 Home Premium 64-bit Edition, Microsoft Office 2007 (Full Version),
SOFTWARE
Windows Media Player, Adobe Acrobat Reader
Instructions: Use the excerpt to answer the following questions:

(a) Name the type of processor
(b) State the speed of the processor
(c) Name the type of hard drive
(d) State the resolution of the display
(e) Name TWO output devices
(f) State the number of flash drives that can be simultaneously connected to the computer
(g) Provide ONE piece of information which indicates that the computer is a laptop
(h) Name the type of operating system with the computer system
(i) Name ONE general purpose software included with the computer system

ANSWERS
(a) Name the type of processor – Intel Celeron B815 Dual Core (2M Cache). It is unacceptable to just state “Intel
Celeron” or the word “Celeron” alone.
(b) State the speed of the processor – 1.65 GHz (Remember speed is measured in Hertz)
(c) Name the type of hard drive – the type of hard drive is SATA (You do not need to write out what it stands for).
(d) State the resolution of the display – 1366*768 (In this case stating the size and “LED” are not necessary)
(e) Name TWO output devices – The LED display unit (monitor) and the Built in Speakers. Be careful in naming any
2 output devices. The answer must be taken from the excerpt.
(f) State the number of flash drives that can be simultaneously connected to the computer – 3. (Three USB ports)
(g) Provide ONE piece of information which indicates that the computer is a laptop – The weight of it.
(h) Name the type of operating system with the computer system – Microsoft Windows 7 Home Premium. Nothing
else will be accepted.
(i) Name ONE general purpose software included with the computer system – Microsoft Office 2007 (Full version).
Pretty simple, right? How well did you do? Remember, feel free to submit your queries.
Examiner’s tip:
It is advisable that you practise
the January exam past paper
before going into the May/June exam.
Word to the wise: Start reading and practising today. No one said success was easy, but it’s worth it.
Next week we will continue analysing questions from Section 1 of Paper 2. Until then, keep reading.
Shandeen Robinson-White is affiliated with Maths Unlimited and Hillel Academy.

" Email: teacherrobwhite@hotmail.com

HUMAN & SOCIAL
BIOLOGY Lesson 3
with
Leroy Munroe
CHARACTERISTICS OF
LIVING ORGANISMS
Hi everyone! ☺
This week’s lesson will be looking at the characteristics
of living organisms or living things.
Objectives:
At the end of this lesson students should be able to:
a. identify the seven characteristics of living

organisms
b. explain the characteristics of living organisms For non- living organisms, they do not have life, made of
cells and have the characteristics of living organisms.
Non-living organisms cannot move from place to place by
themselves, display metabolism, produce young ones and
When we look at the world around us, we can categorize respond to changes in the environment among other
or group the things we see in the environment. They can things. Some non-living organisms may display a few of
be grouped into living and non-living things/organisms. the characteristics of living organism, but that does not
All living organisms share similar life processes that mean they are living.
differentiate them from non-living organisms. Living
organisms share SEVEN characteristics or life processes that All living organisms share the following life process or
non -living organisms DO NOT possess. characteristics:
1. Nutrition
Living organisms are composed of one or more cells and
2. Movement/Locomotion
have life that distinguishes them from non-living 3. Irritability
organisms. They also have a level of complexity and 4. Respiration
organization not found in non-living organisms. Both 5. Excretion
plants and animals are classified as living organisms and 6. Reproduction
share the seven characteristics that differentiate them 7. Growth
from non-living organisms even though some are not
obvious in plants. JOL HUMAN & SOCIAL BIOLOGY continues on next page
JOL HUMAN & SOCIAL BIOLOGY continued from previous page
NUTRITION
Nutrition or feeding can be described as the intake or ingestion of food to provide our body with the important
nutrients it needs. Nutrients are the nutritious components found in food that our body needs for nourishment. Good
nutrition can help prevent diseases and promote health. Good nutrition means getting the right amount of nutrients
from healthy foods in the correct proportions. All living organism need to be fed in order to obtain the energy they
need to stay healthy and alive. When we eat food, our body uses it for growth, metabolism and repair. The absorption
of nutrients starts the moment we begin to digest our foods, as they are transported to assist all the metabolic
processes in our body.
Animals feed on complex organic substances which are often in solid form. This food has to be broken down or digested
into simple substances before the cells can use them for their daily activity. The nutrients provided by food build up
our body parts. We use the nutrients obtained from the food we eat to grow and replace body parts that are worn-out.
The cells in our body rely on the nutrients that are stored in foods to carry out their daily activities.
Plants also feed although we cannot see them doing it. Plants make their own food therefore; they are called producers.
They take in simple ‘inorganic’ substances such as carbon dioxide and water and build them up into complex organic
substances such as carbohydrates and protein. Organisms like green plants which make their own organic food are
called autotrophs. Organisms like animals which require ready-made organic food are called heterotrophs.
MOVEMENT/LOCOMOTION
Movement can be defined as the act of changing place, position or posture by the entire body or by one or more of its
parts. Movement does not necessarily mean you must change location. All living organisms move in one way or another.
This may be obvious, such as animals that are able to walk or crawl around, or less obvious, such as in plants that have
parts that move to track the movement of the sun. Animals usually move in search of food and a mate. Being able
to move we can select our own food as we all do.
Movement of the whole body parts is known as locomotion. Locomotion is the ability to move from place to place
through various means such as walking, running, jumping, climbing, crawling swimming and so on. Locomotion
does not occur in plants because they are not capable of moving from one place to another.
JOL HUMAN & SOCIAL BIOLOGY continues on next page

On entering the cells of our body, the glucose molecules

IRRITABILITY/SENSITIVITY
are broken down by the mitochondria to release energy
that the body uses to carry out its various functions. All
This is the ability of living organisms to respond to our body parts and daily activities require energy, without
stimulation or stimuli. This can be changes outside the energy, reading this lesson would not be possible, other
body as well as changes inside the body. For example, activities such as writing in your notebook, talking,
living things respond to changes in light, heat, sound, blinking of the eyes, moving your arms and legs would not
and chemical and mechanical contact. To detect stimuli, be possible. Even when we are sleeping we require energy
organisms use the sense organs (eyes, skin, nose, to do so.
tongue, and ears) as a means of receiving information
from the internal and external environments. When you breathe, you take in oxygen each time you
inhale and release carbon dioxide each time you exhale.
To respond effectively to changes in the environment, an This gaseous exchange is important for respiration to
organism must coordinate its responses. A system of occur, while breathing is a physical process, respiration can
be thought of as a chemical process. All organisms, from a
nerves and a number of chemical regulators called
single bacterial cell to a large blue whale, goes through
hormones coordinate activities within an organism. The
the process of respiration. Hence, respiration is much more
organism responds to the stimuli by means of a number
than inhale and exhale of gases. Respiration is the release
of effectors, such as muscles and glands. Energy is
of energy from the breakdown of glucose in living cells to
generally used in the process.
provide energy for the organism to survive.
A prick with a pin or a bite from a mosquito or any The food molecules are absorbed after digestion and taken
other organism will act as a stimulus in the skin. in the cells, broken down by the mitochondria, and the
Withdrawal from them, are normally accompanied by a energy released in the process is used to carry out all our
loud cry or a slap on the skin [in the case of a mosquito physical activities such as running walking, sleeping,
bite]. Your body react to changes when you are hungry, writing and even to read this paper. Respiration involves
thirsty, stressed, happy and sad, frightened, sick and a chemical reaction in which the cells of an organism
when you get warm you sweat. When you call your dog obtain energy by combining oxygen and glucose, that
it responds to the sound of your voice by coming to you. result in the production and release of carbon dioxide,
Plants respond to a stimulus by growing towards light water, and energy in the form of ATP that is the unit of
and a ‘Shama Macka/Shame Old Lady’ (Mimosa Pudica) energy in cells.
closes its leaves when touched.
Unlike animals, plants do not breathe but they go through
the process of respiration just as animals do. Plants do not
have special organs that are responsible for respiration or
RESPIRATION the exchange of gases. Each part of the plant such as leaves,
stems and roots respire differently. In the leaves, exchange
When you hear the word ‘respire or respiration’ the first takes place in the tiny pores called stomata. In the stem
thing that comes to your mind is breathing. Respiration is gaseous exchange takes place in the lenticels and roots by
not breathing. Respiration can be defined as the chemical the root hair present on the roots. Respiration occurs in all
breakdown of food in the cells of living organisms or the plant cells. Like animals, plants use oxygen in the breaking
oxidation or burning of food to provide the body with of carbohydrates and use the energy released for their
energy. Respiration is a chemical reaction that takes place metabolic functions such as repairing and building tissues,
within the cells of living organisms to release energy from and complex molecules like protein and oil.
the foods we eat. The food we eat supply our body with
energy-rich molecules from glucose. JOL HUMAN & SOCIAL BIOLOGY continues on next page
EXCRETION
Excretion can be defined as the removal of metabolic or toxic waste products and other substances in excess of
requirements from the body of living organisms. These waste products are produced during the body’s metabolic
activities including respiration. The body excretes salt, water, carbon dioxide and the nitrogenous waste urea (urea is
made when excess amino acids is converted by liver in a process known as deamination). Plants also go through the
process of excretion. They excrete excess carbon dioxide and oxygen. Carbon dioxide is a waste product of aerobic
respiration in plant cells. Oxygen is a waste product of photosynthesis.
Excretion is an essential process in all living organisms. All living organisms, from the smallest protist to the largest
mammal must get rid of all harmful metabolic substances from their bodies. It is a very important feature to us,
because without it, toxic substances or waste will build up in our bodies and kill us. It is essential in maintaining the
composition of body fluids. All living organisms, from the smallest protist to the largest animal must get rid of any
harmful metabolic substances from their bodies. Nitrogenous by- products that are produced as a result of the body’s
metabolic activities must also be excreted from the body.
REPRODUCTION
Reproduction is the process by which living organisms produce new offsprings or copies of themselves either
sexually or asexually. Reproduction ensures the continuation of life; hence it is a very important process to all living
organisms. Reproduction is necessary for living organisms because it enables them to create offspring and continue
their population. Without reproduction life would become extinct, this is where life would cease to exist.
Sexual reproduction involves two members of a species, a male and female, whereas asexual reproduction enables a
living organism to reproduce without the need for another organism. Most living things reproduce either sexually or
asexually, although there are a few rare species that are capable of reproducing through both methods.
Sexual reproduction requires two parents to contribute a gamete (sperm and egg cells) in the formation of a new offspring.
The offspring produced has a combination of genes inherited from both parents. Half the genetic material of the offspring
comes from each gamete. Asexual reproduction needs only a single parent to produce genetically identical offsprings.
Living organisms that reproduce asexually do not need to receive cells from another living organism.
GROWTH
All living organisms develop from a simple to a more complex form or organism. Hence, growth can be described
as the process of increasing in size, height, weight and complexity. Complexity is the increases in cell size and
the number that take place during the life history of an organism. Growth requires an organism to take in material
(food) from the environment and organize the material (food) into its own structures. To accomplish growth, an
organism expends some of the energy it acquires during respiration.
JOL HUMAN & SOCIAL BIOLOGY continues on next page

WATCH THE THE VIDEO BELOW FOR MORE.
Have a good week.
Leroy Munroe is on staff of the Trench Town Polytechnic College " Email: leroy_munroe@yahoo.com
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PRINCIPLES OF
BUSINESS Lesson 3
with
Hilary Bassaragh
WHY BUSINESSES FAIL
Welcome to another lesson in this series. In today’s lesson, we will look at why businesses fail, aspects of the business
plan as well the elements that should be contained in the School Based Assessment (SBA).
Let’s begin!
Apart from poor management of resources and cash flow problems entities fail because of:
CULTURAL FACTORS
How a product or service is viewed by individuals in terms of social welfare, women, minority groups and religion will
affect production. There has been a surge in the percentile of health conscious individuals and environmentalist, whose
focus is on protection of animals and the natural environment. They influence how, what and when to produce goods.
As such they can hamper production or stop it all together and drive individuals out of business for non-compliance.
This was the case with certain fast food restaurants that had to change their entire menu to reflect more healthy living.
TECHNOLOGY
With the advent of the internet, the way persons conduct business has changed. The use of the internet has the ability
to move more stock at a quicker rate than an advertising agency. It saves money with regards to production cost,
processing and distribution. It breaks cultural and language barriers as we are now in a global market where
information can be easily translated in any language. It therefore makes shopping easier hence businesses need to
become savvy to keep up with the technological changes. For some, this is costly to implement and upgrade and it
opens businesses to potential hackers. It can also ruin a business’ reputation.
ECONOMICAL FACTORS
This refers to large scale factors such as government economic and fiscal policies and foreign investment. Government’s
mandate is to reduce unemployment and foster economic growth; they do so by controlling inflation, taxes and reducing
debt. They encourage foreign investment from multinationals which gives consumers wider choices, however local
businesses find it hard to compete when market share is already limited.
LEGAL LEGISLATION
The government also implemented rules and laws that make it difficult for small and micro businesses to survive.
JOL PRINCIPLES OF BUSINESS continues on next page

JOL PRINCIPLES OF BUSINESS continued from previous page
FUNCTIONS OF THE BUSINESS PLAN

SO WHAT CAN BE DONE
TO MINIMIZE FAILURE? 1. It guards the operations of the business by charting
its future course and devising a strategy to get to
There is no easy fix, hence owners need to be adaptable the end of that course. It gives managers and
and become more aware of the environment in which they employees a sense of direction.
operate. Some tips that might help include: 2. It is used to attract lenders and investors.
3. It is used as a sales tool.
1. Better cash-flow management
2. Have a strong business plan

WHO ARE THE USERS OF THE BUSINESS PLAN?
3. Assess progress and manage change effectively 1. Lending institutions. Commercial banks, for
example, may require the business plan as part of
4. Avoid excessive debt the processing of loan applications.
2. Strategic partners or investors. Such persons would
5. Get help when you need it. One person never has all want to assess the viability of the business of which
the answers. they will be stakeholders.
3. Landlords. They need to ensure that the activities of
Having a business plan can also aid businesses by setting the business will be viable so that tenants will be
manageable aims and objectives able to make their regular monthly rental payments.
SECTIONS OF THE BUSINESS PLAN
A business plan usually has four main sections:
Executive Production
Summary Plan
The main aim for most businesses is to implement a plan
that aid in financial assistance from lending institutions.
However a business plan can serve as a guide or yard stick
Business
from which performance can be measured. If the goals set
are not met then management needs to reassess the
Plan
direction of the business.
Financial Marketing
The business plan describes the direction the business Plan Plan
intends to take, its goals, where it wants to be in the future
and how it is going to get there. Some regard the business
plan as a document that tells the entrepreneur’s story by
looking at the vision, current status, expected needs,
defined markets and projected results of the business. JOL PRINCIPLES OF BUSINESS continues on next page
THE EXECUTIVE SUMMARY
This is the first part of the business plan, but it is usually done last. It summarizes all the necessary points of the
proposed venture. If there is a financial request, it should explain the purpose of the financial request, the dollar
amount required, how the funds will be used and how the money (loan) will be repaid.
The executive summary is useful in instances where individuals are too busy to read the whole business plan, but need
some vital information about the proposed business.
The executive summary includes:
1 2
Name of the Business
A statement of the financial needs
Type of Business
Information about the owner An overview of the planning strategic
Description of the product action for the success of the business
THE PRODUCTION PLAN
Information that may be included in the production plan:

! The production process
! Type of production (primary, secondary, tertiary, etc)
! The level of production (subsistence, domestic or export/surplus level)
! Use of technology (state the processes that the machines will be used for (sewing, cutting, dyeing, etc)
! Whether the fixed assets will be rented, leased or bought
! The expected life of the fixed assets if they will be bought
! Maintenance of the fixed assets (for example, how much it will cost per year)
! Sources of equipment (places where they can be obtained and the costs)
! Planned capacity (how much they will be able to produce)
! Terms of purchase of assets (cash or hire purchase)
! Location and layout of machinery (time may be lost if machines are far apart)
! A list of the raw material needed
! Labour - number needed, cost (wages), statement of availability, skills and experiences needed
! Overheads - all expenses
! Production cost (this, plus mark-up [profit] equals final price)

THE MARKETING PLAN
This plan may include:

! A description of the good or service and a statement of what makes it different from others already on the market
! Justification of the location of the business
! Market area
! Main customers
! Total demand
! Market share
! Selling price (note current price (competitors), customers’ ability to pay and advertising costs)
! Sales forecast over a set period of time
! Promotional activities
! Marketing strategies, including advertising, sales promotions, etc.
! Potential buyers - who they are, what their motivation to buy will be, expected annual purchase,
whether the product will be seasonal and, if so, what times of the year the product will be purchased.
THE FINANCIAL PLAN
This part of the business plan may include:

! A statement of how much capital is required, how it will be obtained and the terms of repayment, if any
! Security for loan if one will be sought
! How the funds obtained will be used (a budget can be created)
! Cash-flow statement
! Projection of operation costs
! Profit-and-loss statement
! Balance sheet
! Break-even point (estimate about how long it will take to reach there)
! Return on investment (percentage projected)

TIPS FOR SBA PREPARATION

The cover page of the SBA should contain the following information. If you want you can include graphics or pictures.
NAME OF STUDENT:
REGISTRATION NUMBER:
NAME OF SCHOOL:
TERRITORY:
YEAR:
Second Page should contain the Table of Contents
ABSTRACT
ACKNOWLEDGEMENTS
METHOD OF DATA COLLECTION
INTRODUCTION
TABLE OF CONTENTS
PROFILE 1 ¬ ORGANISATIONAL PRINCIPLES (report)
PROFILE 2 ¬ PRODUCTION AND MARKETING (report)

PROFILE 3 ¬ FINANCE AND INTRODUCTION TO ECONOMICS (report)
CONCLUSION
BIBLIOGRAPHY
APPENDIX
Each week we will review an aspect of the content. See you next week!
Hilary Bassaragh is on the staff of The Queen’s School

" Email: ac_teacher@yahoo.com

PRINCIPLES OF
ACCOUNTS Lesson 3
with
Tedmore Clarke
FINANCIAL STATEMENTS OF SOLE-TRADERS
Today’s lesson focuses on the use of the VERTICAL format presented in last week’s lesson. The following exercise will
be used to demonstrate the preparation of financial statements using the vertical format.
EXERCISE
From the following trial balance of N. Hamilton, prepare the income statement for the year ended December 31, 2016
and a statement of financial position (balance sheet) as at that same date.
DR. CR.
$ $
Inventory (stock) at January 1, 2016 3,000
Purchases 25,000
Sales 40,000
Sales Returns (inward) 4,000
Purchases Returns (outward) 2,000
Carriage Inwards (on Purchases) 1,000
Carriage Outwards (on Sales) 500
Rates and Insurance 5,000
Salaries and Wages 8,000
Motor Expenses 2,000
General Expenses 1.500
Discounts Allowed 500
Discounts Received 1,500
Bank Interest Expense 800
Commissions Received 1,200
Rent Revenue 3,000
Accounts Receivable (Debtors) 4,500
Accounts Payable (Creditors) 3,500
Furniture and Fittings 7,000
Motor Vehicles 10,000
Premises 20,000
Mortgage on Premises 8,500
NCB Loan (repayable 2022) 4,000
Cash in Hand 200
Cash at Bank 7,500
Drawings 5,000
Capital _________ 41,800
105,500 105,500
Inventory (stock) at December 31, 2016 was valued at $8,000
JOL PRINCIPLES OF ACCOUNTS continues on next page

JOL PRINCIPLES OF ACCOUNTS continued from previous page
SOLUTION
N. Hamilton
Income Statement for year ended December 31, 2016
Turnover (Net Sales): $ $ $

Sales 40,000
Less Sales Returns 4,000
36,000
Less Cost of Goods Sold:
Opening Inventory 3,000
Add Net Purchases:
Purchases 25,000
Add Carriage Inwards 1,000
Gross Purchases 26,000
Less Purchases Returns 2,000
24,000
Cost of Goods Available for Sale 27,000
Less Closing Inventory 8,000
Cost of Goods Sold 19,000
Gross Profit/Gross Margin 17,000
Add Other Revenues:
Discounts Received 1,500
Commissions Received 1,200
Rent Revenue 3,000
5,700
Total Gross Income 22,700
Less Expenses:
Carriage Outwards 500
Rates and Insurance 5,000
Salaries and Wages 8,000
Motor Expenses 2,000
General Expenses 1,500
Bank Interest Expense 800
18,300
Net Profit/Net Income 4,400

Tutorial Notes
1. “Net Sales” may be identified after the subtraction of Sales Returns, instead of being shown before the working.
2. The phrase “Add Net Purchases” may be omitted, but the figure ($24,000) should then be identified as Net
Purchases.
N. Hamilton
Statement of Financial Position (Balance Sheet) as at December 31, 2016
Fixed (Non-Current) Assets: $ $

Premises 20,000
Furniture and Fittings 7,000
37,000
Add Working Capital:
Current Assets:
Closing Inventory (Stock) 8,000
Accounts Receivable (Debtors) 4,500
Bank 7,500
Cash 200
20,200
Less Current Liabilities:
Accounts Payable (Creditors) 3,500
Working Capital (Net Current Assets) 16,700

53,700
Financed By:
Capital Employed/Closing Capital:
Capital 41,800
Add Net Profit 4,400
46,200
Less Drawings 5,000
41,200
Long-term Liabilities:
NCB Loan 4,000
12,500
53,700

Tutorial Notes
1. The label “Add Working Capital” is not compulsory, but it allows for a better understanding of exactly what is
being done.
2. Long-term liabilities may instead be deducted from the total of fixed assets and working capital to give Net
Assets. Since closing capital would then be equal to net assets, the balance sheet would still balance.
3. The term “Owner’s Equity” may be used instead of capital employed or closing capital.
SELF-TEST EXERCISE
From the following Trial Balance, prepare the Trading and Profit and Loss Account (Income Statement) of N. Dalhouse
for the year ended March 31, 2017 and a Balance Sheet (Statement of Financial Position) as at the same date.
DR. CR.
$ $
Inventory, April 1, 2017 1,500
Bank Loan (due 2025) 2,000
Purchases 5,000
Sales 9,500
Carriage Inwards (on Purchases) 400
Carriage Outwards (on Sales) 200
Motor Expenses 700
Commissions Revenue 250
Rent Received 500
Sales Returns (Inwards) 400
Purchases Returns (Outwards) 300
Wages and Salaries 2,000
Discounts Received 200
Rent and Rates 1,300
Loan Interest 150
Furniture 1,000
Premises 3,000
Accounts Receivable (Debtors) 950
Accounts Payable (Creditors) 600
Cash in Hand 450
Cash at Bank 2,300
Drawings 1,700
Capital _______ 7,300
23,150 23,150
Inventory at March 31, 2017 was valued at $2,400.

ANSWERS
$
Gross Profit 4,900
Total Gross Income 5,850
Net Profit 1,400
Balance Sheet Totals 11,500
We have come to the end of today’s lesson, see you next week!
Tedmore Clarke is on the staff of Quality Academics

" Email: tedmoreorless@hotmail.com
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INTEGRATED
SCIENCE Lesson 3
with
Marlene Grey-Tomlinson
FOOD AND NUTRITION –

CROP PRODUCTION
(PART 2)
Hello students, this is the second of a two part lesson describing the methods
used in the production of crops.
INDOOR FARMING
Indoor farming is a method of growing crops or plants, usually on a large scale, entirely indoors, that is, inside your
house! This method of farming often uses hydroponics and artificial lights to provide plants with the nutrients and
light levels required for growth.
Indoor farming has a particular popularity in large cities where plots of land, in any size, are not readily available for
growing and farming.
Indoor farming can be done on both a large and small scale. In some homes one room is solely used for farming. Some
farmers may use pots or against one wall to grow crops.
When growing indoors, many

indoor farmers appreciate
having more control over the
environment than they do
when they are using traditional
farming methods. Light amounts,
nutrition levels, and moisture
levels can all be controlled by the
farmers when they are growing
crops solely indoors.
Although growing plants indoors

can limit growing options,
gardeners and farmers have a
wide variety of plants to choose
from when deciding what to
grow indoors. Some of the most
popular plants grown indoors are
usually crop plants like lettuce,
tomatoes, peppers, and herbs. JOL INTEGRATED SCIENCE continues on next page
JOL INTEGRATED SCIENCE continued from previous page
CONTAINER GARDENING
Container gardening is the practice of growing plants in

containers instead of planting them in the ground.
Container gardening includes planting edible as well as
non-edible plants. The container can be anything that is
enclosed, small, and usually portable, such as a box, tub,
basket, tin, hanging basket, or barrel. This type of
gardening is highly suitable for people who want to try
gardening but have limited space or limited time. It is also
useful for gardeners who live in areas where the soil is not
suitable for a particular plant.
Container gardening may also be known as pot gardening.
There are other advantages to planting crops in containers, such as, the reduction in soil-borne diseases, very little if
any weed problems, and control over moisture, temperature, and sunlight.
The type of container used is important as it should offer proper drainage and aeration for roots to breathe to prevent
root rot.
JOL INTEGRATED SCIENCE continues on next page

ORGANIC FARMING
Organic farms grow foods without using man-made
chemicals, like pesticides or herbicides which can cause
harm to the environment.
Organic farmers use manures rather than man-made

chemical fertilizers which add extra nutrients to the soil.
Organic foods are unique to the way other foods are
produced as they can be beneficial to the environment by
increasing the quality of soil and reducing energy use,
carbon emissions, pesticides and nitrate pollution.
Flower growers and ordinary home gardens can use

organic methods too. An example of organic farming which
is often used in the garden is biological control. Biological
control means using natural methods to get rid of pests,
instead of using poisons; for example, by encouraging
ladybugs into the garden as they eat aphids (greenfly).
ROOFTOP FARMING
As the name suggests this is a garden on the roof of a building. Besides being decorative, roof plantings may provide
food, temperature control, recreational opportunities, and on a large scale it may even have ecological benefits.
JOL INTEGRATED SCIENCE continues on next page

WATCH THE VIDEO BELOW FOR MORE.
Until next week, have fun learning!
Marlene Grey-Tomlinson is on the staff of Excelsior High School " Email: mgrey.xlcr@gmail.com
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ENGLISH
LITERATURE Lesson 3
with
Simone Gibbs
PRACTICE QUESTION:
UNSEEN PROSE FICTION
It’s coming to the last week of September already. I hope
you’ve been settling into the new term comfortably. Also,
I trust you’ve been doing your reading in preparation for
the examination next year. It’s not too early to focus on
the exam.
This week’s preparation will comprise of concentrating on

Paper 01 and in particular Section C. That is, the unseen
prose fiction. Here is an example of a passage that you
might get in this section.
Read the following passage carefully and answer the

questions which follow.
beat was calmed, and that helped to nourish my brain so
Despite the adrenaline that flooded my body I consciously that my entire body would calm down just a little bit for
tried to slow down my heartbeat. I was trying to suppress me to stop trembling. I became a little calmer.
something that was completely subconscious and that was
controlled by my mind. Nevertheless I had to stop this In spite of that, I felt that I was still driving frantically
feeling because if there were no release or no suppressions
down Main Street. I was hyped, vigilant, and ready. I was
of the tension, I did not know what would happen. But, I
in ready-set-go mode, and ready to confront whatever and
had to do something; otherwise soon I would be trembling
and sweating. I felt that I would succumb to the pressure whomever I had to so that I could bring this thing to
and explode. If I got to the point, would I too lose control conclusion.
of my own mind and my body?
I glanced from side to side at the sidewalks and into the
I clenched my fists and took deep gulps of fresh air into bus stop shelters. My vision was sharp, but I could barely
my lungs and breathed. I felt like the first time that I had make out the people’s faces. They were walking much too
gone swimming and put my face in the water. I had held fast trying to get somewhere quickly. Anywhere. They
my breath too long because I was scared to start to crouched into their jackets to escape the cold and the
breathe while under the water. However, I had held my wind. The outside temperature was dropping fast. It
breath for too long. When I was forced to stand up to catch foretold a sinister fall season and an even colder than usual
my breath, the loud gasp for air was cacophonous* and it winter. I could not see into the future, but every event
expelled from my mouth with such force that all the other
took on some uncanny meaning.
swimmers in and out of the pool looked to see if I were
drowning. I was drowning. But when I exhaled and
sucked deeply on that vital need for oxygen, my heart’s JOL ENGLISH LITERATURE continues on next page
JOL ENGLISH LITERATURE continued from previous page
None of these people even looked like Sam, my brother. If he was anywhere close to this place, I should be able to
make him out. He was tall, thin, and limped to the right when he walked. It should not be that difficult to make him
out in any crowd. Maybe I was driving by too quickly to see him. Despite being on edge and super-alert, it was not
working to my advantage.
*cacophonous – adjective formed from the word cacophony which means a harsh confusing mixture of sounds
excerpt from Sailing on Broken Pieces

written by Gary Rhule
Used with permission from the author
SAMPLE QUESTIONS
a) State TWO actions that the narrator does in paragraph two. (2 marks)
b) Identify ONE emotion the speaker could be experiencing in the first line. Give a reason for your answer. (3 marks)
c) Explain what the narrator was doing on the streets. (2 marks)
d) State TWO characteristics of the narrator. Use evidence to support your answer. (4 marks)
e) Identify and explain ONE contrast in the excerpt. (3 marks)
f) Identify the following literary device and comment on its effectiveness.

“…the loud gasp for air was cacophonous and it expelled from my mouth with such force that all the other
swimmers…..” (par. 2) (3 marks)
g) Give the passage a title. Justify your answer (3 marks)
Total 20 marks
JOL ENGLISH LITERATURE continues on next page

JOL ENGLISH LITERATURE continued from previous page
d) The narrator is a determined person (1 mark) as he

SAMPLE ANSWERS
describes himself as vigilant and ready and willing to
do whatever it takes to find Sam (1 mark). Another
a) TWO marks will be given for any TWO of the following. characteristic that the narrator has is that he is caring
If there is only ONE of the stated actions, only ONE mark (1 mark). Evidence of this can be seen in the fact that
will be given: although he is experiencing distress and frustration he
is not willing to go home until he finds Sam. In other
(i) gulping or taking deep breaths words Sam’s well-being is more important than his
comfort (1 mark).
(ii) remembers or reminisces
e) One contrast in the poem is the actual emotions that
(iii) holds his breath the speaker is experiencing (fear, nervousness etc.) and
the state of being that he wants to achieve. That is,
control, serenity, clarity (1 mark). This writer uses the
(iv) exhales
contrast to create tension and suspense in the excerpt
as the reader is led to wonder whether or not he will
(v) trembles
find his brother, and if he does not, will he achieve the
control he so desperately wants to achieve (2 marks).
(vi) calms himself
f) A metaphor can be found in this phrase (1 mark). This
(vii) went swimming metaphor is used effectively as it allows the reader to
understand why this sound would grab the attention
b) Fear (1 mark) OR anxiety (1 mark). of everybody around him (1 mark). Furthermore, the
use of the word cacophonous supports the
I say this because it says that adrenaline was running tense/confusing mood of the piece (1 mark).
through his body (1 mark) and this only happens when
an individual is highly alert due to something that has g) I would entitle this passage “The Concerned Brother”
happened or when a person is getting ready for some (1 mark). This title would be suitable because the
kind of action. (1 mark). passage highlights the distress that the narrator is
going through as he searches for his brother and the
OR many things he is willing to do in order to ensure that
he is found (2 marks).
The narrator is experiencing fear/anxiety as the OR
passage says that he consciously tried to slow down his “The Search for Sam” is the title I would give the
heartbeat. This suggests that his heart was racing; excerpt (1 mark). The entire passage is focused on the
adversities that the speaker endures in order to find his
which usually happens when someone is fearful or
brother (2 marks).
nervous (2 marks).
That’s this week’s lesson. Join me again next week.

c) The narrator seems to be looking for his brother Sam
on the streets. It appears that way because he is
driving along the streets and looking at the people Simone Gibbs is on the staff of Calabar High School
and their faces to see if any of them resemble his Sam " Email: simonecgibbs@yahoo.com
(2 marks).
ERIES
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► Communication
Studies 46–49
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Studies 50–53
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COMMUNICATION
STUDIES Lesson 3
with
Peta-Gaye Perkins Bryan
STUDY METHODS
Hi everyone. I hope that you were able to get an idea as

to what is expected for your I.A. and you are excited to
begin your research. For today’s lesson we will look at
how you study and the need for appropriate study
methods at this stage.
WHAT IS IT TO STUDY?
You may be wondering why such a question but to study may mean different things to different people. The reason for
this is because we all learn things in different ways and so we are going to also study and retain information differently.
Would you say, for example, that the individuals below are studying? If so, are they retaining or understanding anything?
Many of you would have said yes because these methods work for you. This is because we are different learners.
JOL COMMUNICATION STUDIES continues on next page

JOL COMMUNICATION STUDIES continued from previous page
A Definition of Study
The Oxford dictionary defines study as the devotion of time and attention to acquiring knowledge on an
academic subject, especially by means of books. It can also be defined as research or a detailed
examination and analysis of a subject or phenomenon.
What then are study skills?
‘Study skills’ refer to the different abilities that can be developed in order to improve a learner’s capacity to learn. It
involves locating the information, organizing information and reconstructing information.
There are seven Learning Styles:

1. Print – seeing printed or written words 5. Haptic – sense of touch (Braille)
2. Aural – listening ( to a lecture or audio books) 6. Kinesthetic – body movement (like dancing)
3. Interactive – discussion 7. Olfactory – sense of smell and taste (cooking)
4. Visual – seeing pictures
Now, depending on which type of learner you are you may choose to use either one or two of the following methods
when studying. The following suggestions are not exhaustive so feel free to incorporate similar methods to ensure
that you survive your 6th form experience, as well as succeed academically.
STRATEGIES FOR LEARNING STYLES
1. Print – cue cards; highlight text in books
2. Aural – tape lectures and replay, speak out loud to self
3. Interactive – discussion; group study; talk with others
4. Visual – watch movie version of novels/plays; YouTube videos; role play; demonstrations
5. Haptic – sense of touch (Braille); different objects when doing Types of Discourse
6. Kinesthetic – pacing; games, tapping pens, doing projects
7. Olfactory – sense of smell and taste (cooking)

Here are some final tips to ensure you not only grasp the
STUDY TIPS
information you study but that you achieve academic
excellence while you are at it.
! Managing information – don’t get overwhelmed; it
You do not have to feel like exams have crept up on is very easy to get the information, the problem is
you as you can incorporate some of these methods to organising it.
stay focused.
! Stay organised – use a binder and date material
(handouts or personal notes)
! A to-do- list – Keep your goals in front of you
! Use a calendar – have small attainable goals and set

realistic timeframes for achieving them.
For those of you who can manage to do a study timetable

please do so. If you know you will not commit to the times
then try another method.

There are some other practical study methods you can use but you must download your syllabus. Here is the link:
http://www.cxc.org/subject/communication-studies-cape/
Remember to follow along with your teachers as you go throughout the school year.
You can also have a look at the YouTube video below to get more insight into studying.
Or visit this website: https://www.youtube.com/watch?v=p60rN9JEapg
Some of the information today came from the text below but if you want to do further reading you can choose any
text on study methods.
Reference: Behrmann, Sylvia. (2007). Practical Study Methods. United States: Lulu Enterprises Incorporated
This is where we stop for this week but for next week think about how you will be organizing the wealth of
information you will be getting over the next few months. We will be looking at summary skills and its place at
this level. Until then, take care and don’t forget to prepare.
Peta-Gaye Perkins Bryan is on the staff of Queen’s High School for Girls
" Email: perkins.pg@gmail.com

CARIBBEAN
STUDIES Lesson 3
with
Debgeri Whitely
MODULE THREE: INVESTIGATING

ISSUES IN THE CARIBBEAN
SOCIAL RESEARCH
Hello everyone. Welcome back to this week’s lesson. Last Caribbean Sea
week you were asked to do a bit of independent research
and this week’s lesson will seek to answer the objectives
and give additional information on the research process.
EXPECTED LEARNING OUTCOMES
1. Define the term Social Research

Choosing a Topic for Research
2. Identify a research problem
From time to time students become anxious and may
3. Explain objectives of research and examine its get a bit frustrated when it’s time to choose their
characteristics. topic/formulate their problem statement for research.
As facilitators, we urge you not to be disheartened,
4. Assess the different types of research and but follow the guidelines that are given by your
research design teacher as set out in your textbooks.
SOCIAL RESEARCH DEFINED THE RESEARCH PROBLEM
“Social research is the scientific study of society. More “A research problem is the topic you would like to
investigate, to address or to study. It is a statement on an
specifically, social research examines a society’s attitudes,
area of concern, something that needs improvement or an
assumptions, beliefs, trends, stratifications and rules. The issue to be investigated and/or resolved”.
scope of social research can be small or large, ranging Source: CAPE Revision Guide Caribbean Studies by
from the self or a single individual to spanning an entire Thompson, Lawson-Downer, St John and Thomas-Hunte
race or country. Social research determines the (Distributed by Harper Collins Publishers Ltd).
relationship between one or more variables.” Source:
http://www.wisegeek.com/what-is-social-research.htm JOL CARIBBEAN STUDIES continues on next page
JOL CARIBBEAN STUDIES continued from previous page
Things to consider when choosing a topic: A Problem Statement – can be an implied or actual
question and should be worded in a manner that allows
$ Your interests (think of issues that are of some for investigation.
interest to you and to some extent familiar-
brainstorm for ideas). EXAMPLE: “What is the impact of television on the
behaviour, attitudes and social perceptions of
$ Modern and contemporary - current events and children?”
issues (see the local and international news; note
occurrences in your community – for example crime,
pollution, unemployment, gender inequality, etc.) Hypothesis – is an explanation or prediction about the
Read up on information about your topic. relationship between two variables (attributes that can
change or take on different values).
$ Be flexible – bear in mind the topic you start with
might not necessarily be the one you do the research
on, due to limited literature or change of interest.
ACTIVITY
$ The existence of different views in an area
which invite investigation (see topic(s) of Instructions: Identify the FOUR types of hypothesis
interest in the CAPE Caribbean Studies Syllabus,
consult your textbooks and ask family, friends
and teachers for help).
EXPLAIN OBJECTIVES OF RESEARCH

AND EXAMINE ITS CHARACTERISTICS
Research Objectives are the specific sub-questions that Types of

your research statement will answer. They summarize or Hypothesis
describe what is to be achieved in the project. They
provide the HOW of your research topic.
Writing a Research Question
Is very important and must be included in the

research project. These guide the study, determine
the approach, guide the mode of investigation,
determine the analysis and define the reporting. Characteristics of Research Objectives: They must be
Research questions identify the problem and the relevant to the study, directly linked to the research
relationships which the researcher would like to problem, informed by sources and possess clarity.
know more about. They direct the inquiry in a certain
direction and give it coherence. This limits the
researcher from straying outside the bounds imposed
by what the question asks.
JOL CARIBBEAN STUDIES continues on next page
ASSESS THE DIFFERENT TYPES OF RESEARCH AND RESEARCH DESIGN
Types of research
$ Exploratory: attempts to answer the question “what”?
$ Descriptive: attempts to answer the questions what and “how”?
$ Explanatory: attempts to explain social phenomena by answering the question “what, how and why”?
$ Evaluation: measures the effectiveness of a program.
$ Causal-comparative research: is intended to determine the cause of or consequences of differences between

groups of people (e.g. to determine whether students from single parents families perform more poorly in a
course than students from two-parents family).
$ Survey research: is intended to obtain data to determine specific characteristics of a group.(e.g. using survey to
measure students’ attitudes toward a new university programme).
$ Ethnographic research: the emphasis is on documenting or portraying the everyday experiences of individuals
by observing and interviewing them and relevant others.
$ Historical research: some aspects of the past are studied either by perusing documents of the period or
interviewing individuals who lived during the time.
$ Action research: focuses on getting information that will enable the practitioners to change conditions in a
particular situation in which they are personally involved.

Research Design
$ Quantitative: methods which yield numerical data
$ Qualitative: in-depth analysis of complex situations using words
For additional information, please see the video below:
Or visit this website: https://www.slideshare.net/mobile/vaisalik/types-of-research

Study Centre March 27, 2018

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ENGLISH LANGUAGE MATHEMATICS SOCIAL STUDIES

INTEGRATED SCIENCE ENGLISH LITERATURE COMMUNICATION STUDIES CARIBBEAN STUDIES

www.jamaicaobserver.com JOL LECTURE SERIES Jamaica Observer Limited

Welcome back readers.

In this week’s lesson we will explore the different types of

One poem A passage to be summarized

One narrative extract

One persuasive extract: A narrative/story

JOL ENGLISH LANGUAGE continues on next page

TYPES OF WRITING ACTIVITY #1

Corey clutched his head, screaming silently. He

! Short stories ! News reports ! Statistical reports ! Letters

! Novels JOL ENGLISH LANGUAGE continues on next page

Examples of Descriptive Writing:

Examples of Persuasive Writing:

Until next week.

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A simple fraction consists of an fractions made up of fractions

First, let us look at how NOT to add fractions.

Solution 1 c) This example has a combination of complex fractions

JOL MATHEMATICS continues on next page

ARRANGING FRACTIONS IN ASCENDING ORDER

Arrange the following fractions in ascending order:

FROM FRACTIONS TO DECIMALS AND BACK

Converting Fractions to Decimals 0.375 x 1,000 375

375 can now be reduced to its lowest terms.

Using 5 to cancel three times we will get:

Converting Decimals to Fractions 3

Express each of the following as a fraction in its lowest

a) To make 0.625 a whole number, we must multiply

a) Doing numerator and denominator separately,

b) For the decimal 0.48 we must multiply by 100

12 (NOTE: An answer of 0.12 would also satisfy this question)

c) The decimal 0.1875 requires multiplication by 10,000 b) Using a calculator,

The HCF here is 625, but if we go in stages we can or otherwise

WATCH THE THE VIDEO BELOW FOR MORE.

PEACE and LOVE!

LECTURE SERIES NOW

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SCHOOL BASED ASSESSMENT

EXAMPLE: 5 year bands 18-22 23-27 28-32 33 – 37

JOL SOCIAL STUDIES continues on next page

INSTRUMENT USED TO COLLECT DATA

Residents’ Questionnaire (SAMPLE)

Sadie Waltnut, Student, Spring Garden High School

2. To which age group do you belong?

3. How long have you been residing at Lavender Avenue?

4. Are you a single parent?

JOL SOCIAL STUDIES continues on next page

5. What is your family type:

7. How old were you when you became a single parent?

8. How many children do you have?

12. What is your employment status?

13. Does your income effectively support your family?

JOL SOCIAL STUDIES continues on next page

16. How does being a single parent affect you emotionally/psychologically?

JOL SOCIAL STUDIES continues on next page

Provide more assistance through the PATH or other welfare programmes.

Provide better employment opportunities for the residents.

Reopen the factories that were recently closed.

Provide ongoing counselling sessions at the community centre.

Other__________________________________________________________________________ (Please specify).

Encourage community members to use family planning.