IGCSE Catalogue 2011

ScienceComplete

for Cambridge IGCSEMathematicsfor Cambridge IGCSE

Complete

Business Studiesfor Cambridge IGCSE

IGCSERevision Guides

Cambridge

Contents

CIE endorsed resourcesMathematics . . . . . . . . . . . . . . . . . .2-3

Business Studies . . . . . . . . . . . . . . . . 4

Economics . . . . . . . . . . . . . . . . . . . . . 5

Science . . . . . . . . . . . . . . . . . . . . . .6-8

ICT . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Geography . . . . . . . . . . . . . . . . . . . . . 9

Environmental Management . . . . . . . . 9

Second language supportGeography . . . . . . . . . . . . . . . . . . . . 10

Mathematics . . . . . . . . . . . . . . . . . . 11

Science . . . . . . . . . . . . . . . . . . . . . . 11

History . . . . . . . . . . . . . . . . . . . . . . . 11

English . . . . . . . . . . . . . . . . . . . . . . . 12

How to get in touchIt’s easy to evaluate resources, place an order or ask a question before you buy:

T +44 (0)1536 452620

F +44 (0)1865 313472

E [email protected]

www.oxfordsecondary.co.uk/igcse

(10% discount available when you order online)

We are proud to be working with University of Cambridge International Examinations (CIE), the world’s largest provider of international qualifications for 14-19 year olds. Cambridge IGCSE is the world’s most popular international qualification for 14-16 year olds, and we are working closely together to produce quality and comprehensive resources that you can trust.

Our books fully cover the Cambridge IGCSE syllabus for each subject, providing invaluable teaching support while equipping your students to achieve their full potential. You can find all of our endorsed resources on the CIE website – www.cie.org.uk/igcse.

Oxford and Cambridge working together

Order your subject catalogues

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CIE works closely with Oxford University Press to develop high quality and valuable resources that augment learning and enhance teaching all over the world. We are pleased to endorse Oxford resources for Cambridge IGCSE.

Ann Puntis, Chief Executive University of Cambridge International Examinations

Key to SymbolsNew titles

More material on the web

What’s new for 2011?Mathematics for Cambridge IGCSE

Complete Science for Cambridge IGCSE

Complete Business Studies for Cambridge IGCSE & O Level

Trusted by teachers and students around the world, our popular

Core and Extended Mathematics books have been fully updated for

the latest Cambridge IGCSE syllabus – and are now available with

new Teacher’s Resource Kits. See pages 2-3.

Refreshed and updated to match the most recent Cambridge IGCSE

syllabus, your favourite Science course is now even more comprehensive

– and now with new Teacher’s Resource Kits. See pages 6-8.

An accessible, interactive and endorsed Business Studies textbook, packed

full of global examples and ideally suited to the international classroom.

See page 4.

Teacher’s Resource Kit

MathematicsExtended

for Cambridge IGCSE

Includes CD

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We are working with University of Cambridge International Examinations to obtain endorsement of this title

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We are working with University of Cambridge Inteernaattioonnnaal ExExaaminto obtain endorsement of this titlee

Extended Mathematics for Cambridge IGCSE

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Mathematics for Cambridge IGCSE 3rd EditionDavid Rayner

These trusted, levelled student texts are now even more comprehensive with additional activities on a free student CD-ROM and brand new teacher support. Fully covering the most recent Cambridge IGCSE syllabus, thousands of graduated practice questions, designed for the international classroom, will help students apply their learning and achieve exam success.

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ply

Endorsed by University of Cambridge International Examinations

Interesting biographies and case studies make learning more relatable and motivating

Learning objectives are clearly outlined, preparing students for the unit ahead

Step-by-step examples demonstrate how to tackle different problems, ensuring full comprehension

Plenty of graduated practice questions ensure familiarity and ease with different equations, strengthening exam performance

Cambridge Mathematics IGCSE Revision GuideHelp all of your students achieve exam success with this comprehensive revision guide. Adopting a clear, graduated approach, David Rayner’s accessible format and uncomplicated language will challenge your most able pupils while still supporting those who need extra practice. Find out more at www.oxfordsecondary.co.uk/igcse


t: 01536 452620 f: 01865 313472 [email protected] www.oxfordsecondary.co.uk 3

Mathem

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Mathematics for Cambridge IGCSE: Teacher’s Resource KitsIan Bettison

New, invaluable teaching support for this trusted Mathematics course, with convenient and customisable digital material.

■ A wealth of timesaving lesson plans and worksheets

■ Trial exam papers to help prepare students for the real thing

■ Extension activities to challenge your most able, plus suggestions and ideas for approaching tricky concepts to ensure you get the best from your students

ts

real thing


MathematicsExtended

for Cambridge IGCSE

Includes CD


Ian Bettison

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IInnccI


MathematicsCore

for Cambridge IGCSE

Includes CD

Ian Bettison

IInnccI



NEW Extended Mathematics for Cambridge IGCSE. . . . . . . . . . . . . . . . . . . . . . . . .978 019 913874 6 . . .£18.00

NEW Core Mathematics for Cambridge IGCSE . . . . . . . . . . . . . . . . . . . . . . . . . . . . .978 019 913872 2 . . .£18.00

NEW Extended Mathematics for Cambridge IGCSE Teacher’s Resource Kit . . . 978 019 913875 3 . . .£45.00

NEW Core Mathematics for Cambridge IGCSE Teacher’s Resource Kit . . . . . . .978 019 913873 9 . . .£45.00

Cambridge Mathematics IGCSE Revision Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . .978 019 915487 6 . . .£11.50

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Screenshot from Extended Mathematics for Cambridge IGCSE: Teacher’s Resource Kit

Oxford is now working with MyMaths, offering

thousands of innovative online lessons, games

and homeworks.

Find out more...gfering

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8.00

5 00

Look online to download sample material

and view the complete table of contents


More on the web...erial nts

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4

NEW

Complete Business Studies for Cambridge IGCSE & O Level

Complete Business Studies for Cambridge IGCSE & O LevelBrian Titley

Written by the author of the bestselling Economics: a Complete Course, this interactive, accessible and endorsed text has been specifically developed for the international classroom. Integrating essential support material such as revision tips and consolidation activities, this course will help to maximise students’ exam potential, while enabling them to relate their learning to the real world through global case studies and statistics. Accompanied by a free student CD-ROM.

Clear, real-life examples and comparisons help students grasp important concepts

Checklists outline key understanding goals and help identify any weak areas for students to work on

‘Buzzwords’ clarify challenging vocabulary terms to ensure comprehension

Succinct explanations of key concepts in straightforward English ensures accessibility for all students

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NEW Complete Business Studies for Cambridge IGCSE & O Level . . . . . . . . . . . . . . . . . . . 978 019 831086 0 . . . . . . . . . . . . £22.50

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March 2011


Visit us online to view the complete

contents list and browse inside


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e


Economics

Economics: A Complete Course for IGCSE and O Level

Illustrations bring the subject matter to life in a way that students can easily understand

Important words are highlighted so that students can easily digest the information

Packed with review and past exam questions to give students essential practice

Engaging and relevant to students, with summaries, diagrams and case studies from across the globe

Economics: A Complete Course for IGCSE and O Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 978 019 915134 9 . . . . . . . . . . . . £20.50

Cambridge Economics IGCSE Revision Guide . . . . 978 019 915486 9 . . . . . . . . . . . . £11.50

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Economics: a Complete Course for IGCSE and O LevelDan Moynihan and Brian Titley

Our complete course for Cambridge IGCSE Economics is used and loved by students and teachers around the world. It is authoritative and highly interactive to help your students fully understand and engage with the subject.

Cambridge Economics IGCSE Revision GuideStrengthen your students’ exam performance with this clear and concise revision guide which comprehensively covers the most up-to-date syllabus. Find out more at www.oxfordsecondary.co.uk/igcse



2.27

O R G A N I S A T I O N A N D M A I N T E N A N C E O F O R G A N I S M S

88

O

Uptake of water and minerals by roots

O B J E C T I V E S

■ To understand that water may enter and leave cells by osmosis

■ To understand that dissolved substances may enter and leave cells by diffusion and active transport

3 Water crosses the living cells of the cortex by (a) osmosis through the cells and (b) ‘suction’ through the freely permeable cellulose cell walls. Almost all of the water moves across the cortex by route (b).

Note: Water movement through the plant occurs in thesequence 1–2–3–4: it begins with loss from the leaves,and is completed with water absorption from the soilsolution.

Leaves have a large surface area for photosynthesis. When the stomata areopen, water is lost by evaporation from spongy mesophyll cells (see page 94).

Roots have an enormous surface area andpenetrate between the particles of soil.

1 Water is drawn up the xylem to replace water lost at the leaves. This upward flow of water is the transpiration stream (see page 92).

4 Water enters root hair cells by osmosis, from the thin film of water surrounding the particles of soil. The soil water has a higher water potential than the cytoplasm of the root hair cell, so that water moves down a water potential gradient (see page 29).

2 Water (with any substances dissolved in it) is forced to cross the membrane and cytoplasm of cells of the endodermis. The cell walls in the endodermis contain a waxy material which makes them impermeable to water. This allows the membranes of the endodermis cells to select which substances can enter the xylem and be distributed through the body of the plant.

Root hair cells have anenormous surface area.This helps them absorbwater and minerals fromthe soil. The photographshows root hair cellsmagnified � 300. The root hairs are verydelicate and easilydamaged.When plants are transplanted they recover much morequickly if the roots are kept in a ball of soil or compostso that the root hairs are not disturbed.

Minerals have a number of individual functions and together have a great effect on the water potential of the plant tissues. Minerals from the soil are absorbed in the form of ions, for example, magnesium enters the root as Mg2 ions and nitrogen enters as nitrate NO3 ions. If the soil solution contains higher concentrations of these ions than the root hair cell cytoplasm, the ions can enter by diffusion (see page 28). However, plants can continue to take up ions even if the concentration gradient is in the wrong direction, that is, if the concentration of the ions is higher inside the cell than in the soil solution.

Plants need water and mineralsPlants need to obtain certain raw materials from their environment. The roots of the plant are adapted to absorb both minerals and water from the soil. Water is essential to support the plant, as a reagent in many biochemical reactions and also as a transport medium (see page 260). The diagram below shows how water enters the plant through root hair cells.

Uptake of water by root hair cells

Osmosis: a reminderA cell’s membrane controls the entry and exit of materials to and from the cell (see page 29). A typical plant cell such as that found in the mesophyll layer of the leaf has a high concentration of solutes. As a result water will enter a plant cell by osmosis from an environment with a high water potential, until the water inside the cell forces the cell membrane up against the cellulose cell wall.When a plant cell contains plenty of water, the internal pressure of the cell contents against the cell wall supports the cell. The cell is said to be turgid, and turgidity helps support the plant. If the plant does not have a good supply of water, the cells lose their turgidity and slowly collapse. The cells are said to be flaccid and the plant is wilted.

i

Active transport: application To increase crop yields, farmers may drain fields that are liable to flooding. If the soil is not waterlogged, more oxygen in soil air spaces is available to the plants, so the rate of aerobic respiration in root cells is faster. This provides more energy for active transport, so that the growing plants will more quickly absorb mineral ions present in the soil. Farmers may also cover their fields with black polythene. This absorbs heat and helps to raise the soil temperature, so that seed germination and ion uptake by young roots will be faster.

i

Q1 Does a solution containing many molecules of

dissolved sugar and amino acids have a high or a low water potential? Explain your answer.

2 Define osmosis in terms of water potential.3 How does the strength of the cellulose cell wall help

plants to support themselves? A scientist investigated the uptake of magnesium

ions by the roots of young cereal plants. He made the following observations:

a The rate of uptake was increased by raising the temperature, so long as it did not exceed 40 °C.

b Uptake stopped if the roots were treated with cyanide, an ion that prevents respiration.

c Ions were taken up even if they were present at a lower concentration in the solution around the roots than in the root cells themselves.

d If ion uptake continued for some time, the concentration of sugars in the root cells decreased.

What conclusions can be drawn from each of these observations?

pA i

4

O R G A N I S A T I O N A N D M A I N T E N A N C E O F O R G A N I S M S

89

Ion uptake by active transport – energy is supplied by respirationso ions are taken up more quicklywhen more oxygen is available.

Rat

e of

ion u

pta

ke

Oxygen concentration in soil

Ion uptake by diffusion – noenergy is required so processis not affected by the lowconcentration of oxygenthat limits respiration.

‘Plateau’ suggests that activetransport of ions is limited bysome other factor that limitsrespiration, such astemperature.

Experiments on the uptake of ions also show that:

■ the cells can select which ions enter from the soil solution

■ any factor that affects respiration, for example lack of oxygen or low temperature, can reduce the uptake of ions. The diagram opposite shows some results that support these observations.

The explanation of these observations is that the root hair cells use active transport to carry out the selective uptake of ions against a concentration gradient, using energy from respiration (see page 31).

Ion uptake depends on respiration

Sci

ence

6

NEW

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Complete Biology for Cambridge IGCSE Students’ Book

Complete Science for Cambridge IGCSE 2nd EditionRon Pickering, RoseMarie Gallagher and Paul Ingram, Stephen Pople

Fully updated to match the latest Cambridge IGCSE syllabuses, these trusted Science courses are now even more comprehensive. Plus, a new student CD-ROM is packed with interactive exercises and exam-style questions to help your students maximise their exam potential. Now available with companion Teacher’s Resource Kits.

even

Clear, straightforward English guarantees clarity for non-native English speakers

Step-by-step approach simplifies complex ideas, enhancing comprehension

Question panels highlight key concepts and confirm pupils’ understanding, drawing attention to any weak areas that may need attention

Highly visual layout caters to different learning styles and ensures accessibility for all students

Application boxes use relatable examples to apply learning to the real world


Visit us online to learn more about the new student CD-ROMs at www.oxfordsecondary.co.uk/igcse

More on the web...bout

gcse

P R ACT I CA L

© OUP: this may be reproduced for class use solely for the purchaser’s institute 49

Name:

Handling experimental observations and data: estimating the size of a population

You need:plain paper pen or pencil bag or small box

Method:You are provided with a bag with some pieces of paper in it. The pieces of paper represent animals in a population, and the bag is the environment in which they live. The investigation looks at a ‘capture-recapture’ technique for estimating their population size.

1 Remove between 15 and 20 ‘animals’ from the habitat (the exact number does not matter) and record this number in the table.

2 Mark all the pieces of paper with a small number 1 and put them back in the bag. Shake for 1 minute to mix up the ‘animals’.

3 Remove 15–20 ‘animals’ from the bag and write down this number in the table.

4 Count how many of this second sample have got a number 1 written on them (remember to look on both sides).

5 Estimate the size of the population using this formula:

No. in first sample � no. in second sample

________________________________________ No. in second sample marked with a 1

6 Repeat steps 1–5 a further 4 times but mark the captured ‘animals’ in the second step with a 2 the second time, a 3 the third time, a 4 the fourth time and a 5 the fifth time. Ignore any other numbers from the earlier samples.

7 Display all the readings in the form of a table. Work out a mean value for the estimate of the population using your five sets of results. Record the mean value.

8 Tip out all of the ‘animals’ and count the actual population size. Record this value.

9 Present your results in a bar chart that shows all five of the estimates of the population and the actual value clearly.

10 Calculate the percentage error in your estimates compared with the actual value.

© OUP: this may be reproduced for class use solely for the purchaser’s institute

Name:I N V E S T I G AT I O N

50

Browning of apples and pH

Start by thinking about the following: How will you prepare solutions with a range of pH values?

What apparatus will you need and how will you use it?

How will you decide when the apple pieces have turned brown?

Will you need to set up any controls?

Write down any hypotheses you are going to test.

Are there any safety hazards?

What safety precautions must you take?

Plan your investigation

Let your teacher check your plans

Carry out your investigation

Write up:What you did (including diagrams).

What you found (your results including any tables).

What your conclusions are.

Whether your hypothesis was supported (proved) or not.

Any scientific explanation you can offer for your conclusions.

How your investigation could be improved.

IntroductionFreshly cut apples gradually turn brown when they are left in air. Cooks try to stop this by dipping the slices of apple in lemon juice.

Design and carry out an investigation to find out whether pH affects the rate of the ‘browning’ reaction.

Your teacher will be looking for:

use of a sensible method

use of solutions with a sensible range of pH values

careful observations and measurements

good presentation of results

sensible conclusions

sensible suggestions about improving the experiment


Science

NEW

Complete Biology for Cambridge IGCSE: CD-ROM Worksheet

A wealth of practical investigations link learning with real world examples, developing comprehension and enthusiasm

Straightforward procedural guidelines encourage independent thought and planning

Step-by-step instructions sustain focus and minimise potential for confusion

Clear outline of objectives and expectations promotes good results

NEW Complete Biology for Cambridge IGCSE . . . . . . .978 019 913876 0 . . . . .£20.00

NEW Complete Chemistry for Cambridge IGCSE . . . . .978 019 913878 4 . . . . .£20.00

NEW Complete Physics for Cambridge IGCSE . . . . . . .978 019 913877 7 . . . . .£20.00

NEW Complete Biology Teacher’s Resource Kit . . . . .978 019 913879 1 . . . . .£45.00

NEW Complete Chemistry Teacher’s Resource Kit . . .978 019 913881 4 . . . . .£45.00

NEW Complete Physics Teacher’s Resource Kit . . . . .978 019 913880 7 . . . . .£45.00

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Complete Science for Cambridge IGCSE: Teacher’s Resource KitsRon Pickering, RoseMarie Gallagher and Paul Ingram, Stephen Pople

This ever-popular Science course now offers invaluable teacher support. Containing a wealth of lesson ideas, PowerPoints, and customisable worksheets on an accompanying CD-ROM, these new guides will help enhance your lessons while saving you time.


Don’t forget revision with our supportive

Cambridge IGCSE Revision Guides. See next

page for more detail or look online for sample

material: www.oxfordsecondary.co.uk/igcse

Find out more...

Sci

ence

8

Cambridge Biology IGCSE Revision Guide

Cambridge Science IGCSE Revision GuidesRon Pickering, RoseMarie Gallagher and Paul Ingram, Sarah Lloyd

Help all of your students achieve exam success with these clear and concise revision guides that comprehensively cover the most up-to-date syllabus. Answers are included.

.

Key terms and challenging vocabulary are highlighted, easing comprehension

Content is presented in bite-sized chunks so that students can easily digest key concepts

Plenty of student-friendly diagrams, charts and tables further illustrate key points, optimising understanding

Lots and lots of practice questions to help students apply their knowledge

NEW Complete ICT for Cambridge IGCSE . . . . . . . 978 019 912906 5 . . . . . . . . . . . . £21.00

NEW Complete ICT Teacher’s Resource Kit . . . . . 978 019 912932 4 . . . . . . . . . . . . £45.00

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ICT

Complete ICT for Cambridge IGCSEStephen Doyle

Covering everything your students need for the Cambridge IGCSE in Information and Communication Technology, plus invaluable teaching support on an accompanying Teacher’s Resource Kit and extra digital material on CD-ROM.

NEW

Cambridge Biology IGCSE Revision Guide . . . . . . . . . .978 019 915265 0 . . . . . . .£11.50

Cambridge Chemistry IGCSE Revision Guide . . . . . . .978 019 915266 7 . . . . . . .£11.50

Cambridge Physics IGCSE Revision Guide . . . . . . . . . .978 019 915436 4 . . . . . . .£11.50

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We are working with University of Cambridge International Examinations to obtain full endorsement of these titles

Endorsed by

September 2011 September 2011


Geography

Environmental

Managem

ent

Oxford International Student’s AtlasFully updated with the latest datasets and global issues, this atlas has been specifically designed for the international classroom and is the only student atlas to be endorsed by CIE.

■ Clear and colourful continental thematic maps illustrating a variety of subjects

■ World maps on motivating topics such as cyberspace, globalisation and climate change

■ Easy-to-use features include a multi-access contents page, a two-colour index of place names, and flags of the world at a useable size

Oxford International Student Atlas Skills Workbook Develop atlas skills and strengthen place knowledge amongst your 11-14 year olds.978 019 833219 0 . . . . . . . . . . . . . . . . . . . £3.99

Find out more...

Environmental Management: a Core Text for O Level and IGCSE

Activities help to engage students in the subject matter and prepare them for exams

Clear diagrams help explain difficult concepts

International examples and case studies give students both global and local perspectives on ecological problems

‘Information Boxes’ provide interesting facts and definitions of key terms to aid understanding

s

s

Environmental Management: a Core Text for Cambridge O Level and IGCSEJohn Pallister

This textbook will enable students to understand and appreciate the interdependence of the Earth’s natural systems and resources and how best to manage them for the future from an international perspective. An accompanying Teacher’s Book provides extra support.

Environmental Management Student’s Book . . . . 978 019 915131 8 . . . . . . . . . . . . £15.50

Environmental Management Teacher’s Book . . . . 978 019 915130 1 . . . . . . . . . . . . . .£5.00

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Oxford International Student’s Atlas . . . . . . . . . . . . 978 019 832579 6 . . . . . . . . . . . . £11.99

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?

51

4 Industry

In this chapter you will answer...

Who works in primary industries?

What are tertiary industries?

Where are newly industrialised countries (NICs)?

When does a country become a NIC?

Why are transnational companies spread around the globe?

KEY WORD

People work in primary, secondary or tertiary industries. The number working in each type of industry changes over time and is different in different countries4.1 Types of industry

Primary industries remove raw materials from the earth. Raw materials are found naturally on earth. Rocks, plants and animals are all raw materials. There are four primary industries: fishing, forestry, farming and mining. Secondary industries use raw materials to make new things. These are manufacturing industries. Tertiary industries provide a service to a population. These are the service industries.

KEY WORDS

Primary industries which remove raw materials from the earth

Secondary industries which use raw materials to manufacture new things

Tertiary industries which provide a service to a population

raw material something found naturally on earth

Employment structure the proportion of people working in primary, secondary or tertiary employment

Industry a commercial activity that many people are involved in

Exer

cise 1 Copy and complete the table below by putting the

following verbs in the correct columns.

To remove To make To provide

to give to use to extract to manufactureto mine to process to take out to createto supply to construct

Exer

cise 2 Match the definitions to the terms and copy the completed terms into

your notebook.

1 Primary industry a A primary industry involving cutting down trees2 Fishing b An industry providing a service to a population3 Forestry c An industry which extracts nutrients from the soil to

grow crops and livestock4 Farming d The removal of raw materials from the earth.5 Mining e An industry using raw materials to manufacture a finished

product.6 Secondary industry f An industry which extracts minerals from rocks such as

coal, oil, gold, limestone.7 Tertiary industry g An industry where fish are caught from seas, lakes and

rivers for food

52

4 Industry

KEY WORDS

Employment working for money

Proportion a part of the whole amount

Majority most of the people or things in a group

4.2 Industrial systems

An industry is a system of inputs, processes, stores and outputs. The inputs to a secondary industry are the raw materials, labour, machinery and money.

Processes are the actions needed to change the raw materials into a finished product.

Stores are where inputs and products are kept and processes occur such as factories, mills, warehouses and sheds. Outputs are the finished products and any waste materials.

Exer

cise

Exer

cise

3 Copy the table into your notebook and put the jobs below in the correct columns.

4 Copy the table below into your notebook and sort the following stages in the production of sheepskin boots into:

Primary industries Secondary industries Tertiary industries

Shearing the fleeces from the sheep

Sewing the pieces into boots

Warehouse for the finished boots

Sunshine Sheep Preserving the skins with salt

Packaging the boots Rain Cutting the wool from the skins

Grass Gluing soles on to the boots

Applying the boot patterns to the skins

Fodder Farm Farm hands

Sheepskin boots

Inputs Processes Stores Outputs

Doctor Banker Steel worker Farmer Car makerGold miner Lumberjack TV presenter Fisherman Engineer

4.1 A sheep being sheared

4.2 Sheepskin boots

4.3 Employment structure

The employment structure of a population is the proportion of people working in primary, secondary or tertiary employment. This is the percentage (%) of people working in each type of employment.

In the poorest LEDCs the majority of people work in primary industries, particularly

farming and fishing. In richer countries the majority of the population work in tertiary employment. Very few people work in primary industries. Machines replace people working on farms, mines, boats and in factories so fewer people are needed in those jobs.

Lang

uage

Sup

port

10

NEW

Oxford Content and Language Support: Geography

Oxford Content and Language SupportFor any 13-16 EAL/ESL/E2L/EFL students preparing for a subject examination in English

Integrating content and language learning in a practical and easy-to-use resource, Oxford Content and Language Support is ideal for the international, bilingual or immersion classroom. Following an accessible and student-friendly approach, these texts are perfect for classroom teaching or for extra self-study and homework.

■ Compiled by a subject and a language specialist to help students access the knowledge they will need to succeed

■ A Study Skills chapter in each book clarifies core terminology and encourages best practice

■ Content resources and the language of the subject are carefully unpacked so that students become confident in their learning and can tackle exam questions

ent resources and thhe language of thehe lan

Short sections of comprehensible and accessible content followed by language activities help students focus on the essentials

Key vocabulary is highlighted and practised so that the correct use becomes familiar

Visual support, such as pictures, charts and diagrams make the content more accessible

Look online to see how the series links to international

curricula – and for an audio version of the glossary.

www.oxfordsecondary.co.uk/oclssupport

More on the web...onal onal


Language Support

NEW

Oxford Content and Language Support: History

Oxford Content and Language Support: Science

NEW Oxford Content and Language Support: Geography . . . . . . . . 978 019 913527 1 . . . . . . . . . . . . . . .£13.50

NEW Oxford Content and Language Support: History . . . . . . . . . . . . 978 019 913528 8 . . . . . . . . . . . . . . .£13.50

NEW Oxford Content and Language Support: Mathematics . . . . . . 978 019 913529 5 . . . . . . . . . . . . . . .£13.50

NEW Oxford Content and Language Support: Science . . . . . . . . . . . 978 019 913530 1 . . . . . . . . . . . . . . .£13.50

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Exer

cise 6 Use percentages to answer these questions.

1 30 km is increased by 6%. What is the result? a 500 km b 31.8 km c 28.2 km d 180 km

2 The cost of a shirt is 54 AUD. The cost is reduced by 8%. What is the new cost? a 49.68 b 58.32 c 43.2 d 675

3 A baby elephant weighs 110 kg when it is born. Two months later it weighs 136.4 kg. By what percentage has the weight increased?

a 24% b 28% c 36.4% d 26.4%

4 Calculate the service charge on this restaurant bill:

The White Horse

1 pizza

1 green salad

Casserole of lamb

Vegetables

2 desserts

Total

15% service charge

$6.95

$2.50

$8.50

$2.00

$2.85

$2.85

$25.65

a $3.85 b $17.10 c $3.84 d $2.57

Try to fi nd 3 examples of percentages in your local newspaper. Work out 3 Mathematics questions to ask on each of these examples. Then give the examples to your friend and practice asking them the questions.

Try to fi nd 3 examples of percentages in your local newspaper.Work out 3 Mathematics questions to ask on each of these examples. Then give the examples to your friend and practiceasking them the questions.

Talking points

22

Com

preh

ensi

onp

7 All life on earth needs water, but water is not unlimited. Complete each of these sentences with the correct number. Choose the numbers from the box.

a Water covers about ……. of the Earth's surface, but most of it is too salty to use.

b Of what is left, about …… is in remote areas, and much of that arrives at the wrong time and in the wrong place, as monsoons and fl oods.

c Humans can use less than ……. of all the Earth's water.

d We use about ……. of the water we have in farming.

e The World Water Council believes that by 2020 we shall need ……. more water than is available if we are to feed the world.

f Only …….. of the world's water is not salty, and two-thirds of that is frozen.

0.08% 66% 70% 2.5% 17% 20%

23

Number 3

3.7 Ratio and proportionA ratio compares quantities using simple numbers.

Example

If concrete is made from water and cement in the ratio 1:4, then the weight of cement is four times greater than the weight of water.

Concrete Water CementRatio 1 4Proportions 1 kg 4 kg

a To calculate the weight of water for 20 kg of cement, 20 1 __ 4 5 kg of water

b To make 100 kg of concrete, how much cement will you need?

1 4 5 parts in total

100 5 20 kg

4 20 80 kg cement

Two quantities are in proportion – or proportional – if they change in such a way that one of the quantities is a constant multiple of the other.

Example

The faster I walk, the further I go. The more petrol I buy, the more it costs.

Direct proportion, also called direct variation or varying directly, follows the rule that y constant value x

The graph will be a straight line, starting at (0, 0)

KEY WORD

Ratio

The ratio of girls to boys is 3:1

Add the two parts of the ratio.

Each part weighs 20 kg.

4 parts of cement are needed.

For more about graphs, see Chapter 7.

Divide 60 by 2.5

y

x

y constant x

Example

A journey of 60 km takes 2 1 __ 2 hours. At the same speed, how far could you go in 4 hours?

2 1 __ 2 hours for 60 km

1 hour for 60 2.5 24 km

4 hours: 4 24 96 km

or

Distance constant hours

60 c 2 1 __ 2

24 c

D 24 4 96 km

0

20

1 2 3 4 5 6

40

60

80

100

Time (hours)

Dis

tan

ce (

km)

7 Origins of the European Union

86

SOURCE ANALYSISSOURCE ANALYSIS

Working with Primary Sources

This is a political cartoon called “Pont de la Concorde”. It was published on 17 May 1950. It illustrates Robert Schuman’s proposal to integrate and manage the French-German production of coal and steel.

5 In partners or small groups, analyse and discuss the image. Answer the questions below together, and copy your answers into your notebook.

a Who might the people portrayed in the cartoon be; Hitler and Stalin, or Schuman and Adenauer?

b What does the girder represent? Select the correct answer. The Schuman Plan that tries to

integrate the French-German production of coal and steel.

The Treaty of Paris in which the European Coal and Steal Community was born.

The Treaty of Rome in which the European Economic Community was created.

c Taking into account that in one of the cabins we can read “Schuman”, the name of the French Minister of Foreign Affairs, and on the other one we can read “Adenauer”, the name of the first chancellor of the Federal Republic of Germany, what countries do the edges represent? Write a short paragraph explaining your answer.

d How were the relations between those countries when the Schuman Plan was proposed? Use the words written in each of the edges to explain your answer.

e Why do you think the title of the cartoon is “Pont de la Concorde”?

f According to what you have learned during this lesson, what is the result of the event represented by this cartoon? Write a paragraph explaining your answer.

7.3 Pont de la Concorde, 1950

KEY WORDGirder a long thick piece of concrete or steel that supports large structures

Origins of the European Union 7

87

Exer

cise 6 In your notebook, copy and complete the

timeline below by indicating the order in which the following events happened.

Aristide Briand, French Prime Minister, proposes the creation of a federation of European nations before the League of Nations.

End of the First World War.“The Six” sign the Treaty of Paris giving

birth to the European Coal and Steel Community.

Pan-European Movement founded by Count Coudenhove-Kalergi.

Robert Schuman, French Minister of Foreign Affairs, proposes the Schuman Plan to integrate the French-German production of coal and steel.

The Second World War breaks out.“The Six” sign the Treaties of Rome,

giving birth to the European Economic Community.

End of the Second World War.

Timeline Events

1919

1923

1929

1939

1945

1950

1951

1957

Exer

cise 7 Using the correct forms of the verbs

in brackets, copy and complete the sentences below. The first example has been done for you.

After the First World War had ended (end), European countries (want) peace.

Germany and France (develop) a thousands of years old rivalry, which (spark off) cruel wars.

As a movement of collaboration (expand) over Europeans,

Count Coudenhove-Kalergi (found) the Pan-European Movement.

In the second half of the 1920s, when international relations between European countries had

(improve), Aristide Briand (propose) the creation of a federation of European nations based on solidarity and cooperation.

After the economic depression (spread) and Hitler (become) German

chancellor, the Pan-European Movement (fade away).

After the Second World War had ended (end), the need for collaboration

(become) clear. The United States and the Soviet

Union (become) the new superpowers and European countries

(want) to get back their hegemony over the world and to maintain peace.

Oxford Content and Language Support: Mathematics

A diverse mix of language-based exercises enables students to practise their grammar and language in the relevant context

Language boxes closely link language development to the subject content

Each unit has a comprehension activity to practise core skills and ensure engagement with the text

Activities focus on building relevant skills, helping to strengthen exam potential

Extension tasks encourage reflection and critical thinking

Speaking activities enable students to use subject-based vocabulary in a relevant context

COP Y RIGH T OU P. P HOTO COP Y ING P ROHIBI T E D34

Note-making‘Do you know a motto for reaching the stars?’

‘Per ardua ad astra’ (to the stars through hard work) and ‘per aspera ad astra’ (to the stars through difficulties) are two Latin tags, or sayings, which have been adopted as mottos for institutions of all kinds right across the world, from Europe and Asia to USA, Canada, Australia and South America.

The words are intended to encourage people to work hard and struggle to achieve their ambitions: to ‘reach for the stars’, or to ‘reach for the sky’.

The members of El Sistema, the Venezuelan youth orchestra, illustrate the spirit of these tags. They have ‘reached for the stars’ – and succeeded.

José Antonio Abreu, the Venezuelan philanthropist and musician, has devoted his life to reaching out to children from very poor areas of the capital city, Caracas, through enabling them to learn to play musical instruments. He founded El Sistema, the National System of

Venezuelan Youth and Children’s Orchestras, originally called ‘Social Action for Music’ in 1975. It is now a nationwide organization of 102 youth orchestras, 55 children’s orchestras and 270 music centres involving 250,000 young musicians.

This is what he says about his aims in creating El Sistema in order to reach out to these children through music:

‘Since I was a boy I wanted to be a musician and I had all the necessary support to do so. My dream was that under-privileged Venezuelan children should have the same opportunity. Music has to be recognised as an agent of social development in the highest sense, because it transmits the highest values – solidarity, harmony, mutual compassion. It has the ability to unite an entire community and express sublime feelings.’

You are to give a short talk to your class about the Venezuelan youth orchestra El Sistema. Using the information on this page make brief notes as the basis for your talk.

The orchestra

………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………

The founder

………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………


4Reaching out

SummaryWrite a short account of the orchestra and its founder based on your notes. You should aim to write not more than 50 words.

Why he founded it

………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………

Engl

ish

12

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■ IGCSE Exam Workbook covering text types, comprehension, writing frames and writing assignments, integrated by theme

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Note-making‘Do you know a motto for reaching the stars?’

‘Per ardua ad astra’ (to the stars through hardwork) and ‘per aspera ad astra’ (to the starsthrough difficulties) are two Latin tags, or sayings,which have been adopted as mottos for institutions of all kinds right across the world,from Europe and Asia to USA, Canada, Australia and South America.

The words are intended to encourage people to work hard and struggle to achieve their ambitions: to ‘reach for the stars’, or to ‘reach for the sky’.

The members of El Sistema, the Venezuelan youthorchestra, illustrate the spirit of these tags. They have ‘reached for the stars’ – and succeeded.

José Antonio Abreu, the Venezuelanphilanthropist and musician, has devoted his life to reaching out to children from very poor areas of the capital city, Caracas, through enabling them to learn to play musical instruments. He founded El Sistema, the National System of

Venezuelan Youth and Children’s Orchestras, originally called ‘Social Action for Music’ in 1975.It is now a nationwide organization of 102 youth orchestras, 55 children’s orchestras and 270 music centres involving 250,000 young musicians.

This is what he says about his aims in creating El Sistema in order to reach out to these children through music:

‘Since I was a boy I wanted to be a musician and Ihad all the necessary support to do so. My dreamwas that under-privileged Venezuelan children should have the same opportunity. Music has to berecognised as an agent of social development in the highest sense, because it transmits the highest values – solidarity, harmony, mutual compassion. Ithas the ability to unite an entire community andexpress sublime feelings.’

You are to give a short talk to your class about the Venezuelan youth orchestra El Sistema.Using the information on this page make brief notes as the basis for your talk.

The orchestra

………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………

The founder

………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………


4Reaching out

SummaryWrite a short account of the orchestra and its founder based on your notes. You should aim to write not more than 50 words.

Why he founded it

………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………

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