yl:mathematics

Aspects of coordinate geometry

CLEMENT RADCLIFFE a=2 ... a = -2 Solution
Contributor -3 3 (i) The gradient of AB = m = y2 - y1
Let us now continue the review of coordinate geometry with x2 - x1
HIS WEEK, we will continue to review aspects of coordinate the topic length of a straight line. ... m = 3 - 2 = 1 = -1

T geometry. How many hours were you able to spend last

week reviewing your notes and practising additional
problems? Do you recall the advice not to wait until it is too late?
LENGTH OF LINE
The length of AB is found by using Pythagoras’ Theorem with
-5 - 1 -6 6

(
(ii) The midpoint of AB is M = x2 + x1, y2 + y1 )
We will begin with the solution to the homework given last week. 2 2
AB the hypotenuse of the right-angled triangle ABC. As triangle
ABC is right-angled, AB2 = BC2 + AC2. (
M = -5 + 1, 3 + 2
2 2
)
HOMEWORK Given the coordinates of the points A(x1, y1) and B(x2, y2),
Given the points X(-2 , 3) and Y( 4 , 5), find the values of: ... AB2 = (x2 - x1)2 + (y2 - y1)2 ( 2 2
) ( )
M = -4 , 5 = -2, 5
2
(a) Gradient, m (b) the coordinates of the The method of finding the length of a straight line is illustrated
midpoint, M on the figure below. (iii) In order to find the length of AB, we use the formula AB2 =
Fig 1 (x2 - x1)2 + (y2 - y1)2
Solution ... AB2 = (-5 - 1)2 + (3 - 2)2
1(a) The gradient of XY = m = y2 - y1 Substituting = ( -6)2 + 12 = 37
x2 - x1 AB = 37
... m = 5 - 3 = 2 = 1
4 - -2 6 3 If you are to do well on this topic, you must bear the following
... m = 1 in mind:
3  Always begin by presenting the required formula.
 To calculate the gradient, you may use one of the following:
( 2 2
)
(b) The midpoint of XY = M = x2 + x1, y2 + y1 Substituting m = y2 - y1 or m = y1 - y2
x2 - x1 x1 - x2
... M = 4 - 2 , 5 + 3 = 2 , 8
( )( ) Example I am sure you can prove that both are correct. Note the order
2 2 2 2 A straight line is drawn through the points X (-2, 1), Y(3, 2). of the subscripts; the order is important.
... M = ( 1, 4) Find the length of XY.  In evaluating the values, be careful to ensure the accuracy of the
Length: XY2 = (x2 - x1)2 + (y2 - y1)2 Substituting substitution and please watch the negative signs (directed numbers).
2. Given the points X (1, 0) and Y (-2, a ), if the gradient is ... XY2 = (3 - -2)2 + (2 - 1)2 Kindly note the following points with respect to the gradient of a
2/3, find a. = 52 + 12 = 26 straight line:
... XY = 26 1. Parallel lines have equal gradient
Solution 2. If perpendicular lines have gradients m1 and m2, then m1 x m2 = -1.
We will try another example. 3. It is clear then that given two lines with gradients m1 and m2, if
The gradient of XY = m = y2 - y1 Substituting , Example they are parallel and m1 = 3 , then m2 = 3. If they are
x2 - x1 A straight line is drawn through the points A(1, 2) and B(-5, 3). 2 2
a-0=2 Find (i) the gradient of AB
-2 - 1 3 (ii) the midpoint of AB (iii) the length of AB CONTINUED ON PAGE 22

YOUTHLINK MAGAZINE | FEBRUARY 2-8, 2016 11

 yl:information technology

Pseudocode algorithms
NATALEE A. JOHNSON OUTPUT STATEMENTS CONTROL STRUCTURES (SEQUENCE,
Contributor SELECTION, REPETITION)
We also have a statement called the prompt statement. A
OOD DAY, students. This is lesson 19 in our series of

G
prompt statement is actually an output statement which displays These statements are used to control the amount of time a
lessons. In this week’s lesson, we will continue to look at on the screen, to the user, a message indicating to the user what statement or sequence of statements is carried out based on some
algorithms. Let us examine the parts of a pseudocode actions to take based on the program written. For example, you condition. We will look at each of these separately in the next
algorithm in more details. may be asked to write a pseudocode algorithm to accept two lesson.
INPUT STATEMENTS numbers and prompt the user to enter the numbers (this would be An algorithm can be represented using a pseudocode or a flow
done via the keyboard). This is how you would write the prompt
The input statement is used to get data from outside the chart. Below is an example of a pseudocode representation of an
statement.
computer from a particular input device into a variable for algorithm, where you will be able to observe the different parts of
manipulation by the pseudocode. The key words we will use for an algorithm we have discussed thus far.
input will be ‘input’ or ‘read’. To read data into a variable you write
ŽƵƚƉƵƚ Print “Please enter two numbers”
the word input or read followed by the variable name. The prompt statement Example 1
This is the way in which it will be written: ŬĞLJ ǁŽƌĚ Read num1, num2 written in open and
READ VARIABLE_NAME close quotation. Write a pseudocode algorithm to read the length and width of a
The variable_name is the name given to the location where the perimeter, find the area of the perimeter and output the area.
value is to be stored, as you learnt previously. For example, if I
am reading a math score into a variable, my variable, name could The Input statement
Start
be ‘score’ and the read statement would therefore be: Algorithm Perimeter {The algorithm header}
ASSIGNMENT STATEMENT
This algorithm finds the area of a perimeter. {The declaration}
Assignment statements are used to give initial value to
Declare length, width and area as real {Indicating the data type
variables and to change the value assigned to a variable. The
Read score Variable name of the variables}
Input key assignment statement has two parts, the left value and the right
value. The left value refers to the variable as the storage location
word where the right value will be stored. The right value refers to a
value which may be the result of an expression or the content of
another variable. The assignment statement will be written as Input statement
follows: Readlength, width
OUTPUT STATEMENTS variable_name = expression Assignment statement {The Body of the Algorithm}
The output statement is used to get information to the
area ĸ length * width
programmer or to the user. The key words we will use for output An assignment statement may involve an arithmetic operation
are ‘display’, ‘print’ and ‘output’. To output information to the user, such as:
you write the word Print, a statement followed by a variable_name Product ? num1 * num2 (see Fig 1, for example, of operation)
Print area Output statement
or the word Print followed by a variable_name. While some assignment statements just involve assigning
This is the way in which it will be written: values to variables, such as:
Print ‘statement’, variable_name
Stop {The Terminator}
or
Print variable_name ϲ і Ϯ Ύ ϯ ,ĞƌĞ ǁĞĂƌĞŵƵůƚŝƉůLJŝŶŐ ƚŚĞǀĂůƵĞ
ƐƚŽƌĞĚŝŶƚŚĞǀĂƌŝĂďůĞ ŶƵŵϭ ƚŽ
For example, if you were required to read two numbers, find the
sum of the numbers and output the sum of the numbers. The
Product ĸ num1 * num2 ƚŚĞǀĂůƵĞƐƚŽƌĞĚŝŶƚŚĞǀĂƌŝĂďůĞ We have come to the end of this lesson. See you next week,
output statement would be: when we will continue to look at pseudocode algorithms.
ŶƵŵϮ͖ ƚŽďĞƐƚŽƌĞŝŶƚŚĞǀĂƌŝĂďůĞ
Figure 1 Remember, if you fail to prepare, you prepare to fail.
WƌŽĚƵĐƚ͘^ĞĞĨŝŐƵƌĞϭ
ŽƵƚƉƵƚ Print “The sum of the numbers is”, sum Natalee Johnson teaches at Ardenne High School. Send questions and
ŬĞLJ ǁŽƌĚ comments to kerry-ann.hepburn@gleanerjm.com

sĂƌŝĂďůĞ ƵƐĞĚƚŽ
^ƚĂƚĞŵĞŶƚ
Or ƐƚŽƌĞƚŚĞǀĂůƵĞŽĨ Count 1
ƐƵŵ
Print sum Highest_Price 0

12 YOUTHLINK MAGAZINE | FEBRUARY 2-8, 2016


Enslaved Africans
and major revolts
DEBBION HYMAN
Contributor
T THE end of the lesson, you should be
A able to:
a) Identify the key personalities in the
Berbice (1763), Barbados (1816), Demerara
(1823) and Jamaica (1831) revolts.
b) Explain two causes for the revolts named
in ‘a’ above.
c) Describe the nature and consequences of
the revolts identified in ‘a’ above.
(See diagram at right)
BERBICE, 1763
Causes
The Berbice Revolt was as a result of the
enslaved population being treated inhumanely
by white personnel and the inadequate
provisions for daily existences supplied on the
estates. The enslaved population had meagre
rations and whenever there were shortages, they
would be adversely affected.
Nature and consequences
The revolt began on Plantation
Magdalenburg on the Conje River on February
23, 1763. By March 1763, the revolt had spread
to the Berbice River. The enslaved peoples were
able to capture several plantations along the
river and Coffy played an instrumental role in
this area. Though Coffy committed suicide, the
enslaved peoples were still committed to the
cause of freedom. The colony was controlled by
blacks for 10 months, showing the active thrust
by enslaved peoples to end the system of chattel
slavery.
BARBADOS, 1816
Causes
The revolt began as the enslaved population
believed that emancipation was being withheld
by the local establishment; in actuality, they had
misinterpreted information that they had heard
Berbice (1763)
Coffy
.H\ 5HEHOOLRQ 3HUVRQDOLWLHV
on the Slave Registration Bill with
emancipation. The activities of the non-
conformist missionaries among the enslaved
population were also another cause of the
Barbados revolt.
Nature and consequences
Bussa and Jackey started the revolt in April
1816. The revolt would then quickly spread to
areas such as St Philip, St John and St George.
Within days, martial law was declared and
Bussa was killed. Almost 200 enslaved Africans
were killed, 200 executed and another 100
enslaved peoples exiled to Sierra Leone. The
colony would suffer economically as, with the
damage or total destruction of sugar estates, the
sugar industry was impacted.
DEMERARA, 1823
Causes
The underlying cause of this revolt was that
the enslaved peoples believed that their ‘free
YOUTHLINK MAGAZINE | FEBRUARY 2-8, 2016
q
Barbados (1816)
Bussa, Roach, Jackey
Franklin Cain Davis
Jamaica (1831-1832)
Sam Sharpe
paper’ was being withheld by the island’s
governor.
Nature and consequences
Enslaved Africans refused to return to work
until verification of claims of a ‘free paper’ had
been provided. In the ensuing violence, more
than 100 slaves were killed; several others were
executed after holding court martial(s).
JAMAICA, 1831
Causes
The underlying cause of the rebellion was the
widespread belief that freedom was being
withheld by the local authorities. The activities
of nonconformist missionaries among the
enslaved population was also another factor.
Nature and consequences
Sam Sharpe’s civil disobedience quickly
evolved from a general strike on the Kensington
Estate (St James) into an open revolt. It would
quickly spread to several parishes such as
yl:history
Demerara (1823)
Jack Gladstone &
Quamina
Trelawny, Hanover, Westmoreland and St
Elizabeth. The 1831 rebellion is symbolic as it
was the largest and most widespread of the
rebellions in the British Caribbean and it was
the last major revolt in the British Caribbean
before emancipation. It resulted in over 100
enslaved persons being executed, including
Sharpe, and 100 flogged. Several Baptist and
Moravian missionaries were persecuted as well
as their churches/chapels destroyed.
SOURCES
1. Liberties Lost: Caribbean Indigenous
Societies and Slave Systems – Hilary Beckles &
Verene Shepherd
2. Caribbean Story, Bk 1 – William Claypole
& John Robottom
3. Caribbean Revision History for CXC –
Peter Ashdown & Francis Humphreys
Debbion Hyman is an independent contributor.
Send questions and comments to
kerry-ann.hepburn@gleanerjm.com
13

The human resources
office – Part 2
HYACINTH TUGMAN
Contributor
I, STUDENTS! I hope you have
H been making notes on the
lessons we have done so far. I
will continue to look at other
functions and the importance of the
human resources office.
STAFF WELFARE
Staff welfare is concerned with the
maintenance of safe working
conditions and the provision of
services for employees. These
services include pension,
superannuation and medical schemes
and safety regulations.
PROMOTION, TRANSFER,
LAYOFF AND DISMISSAL
As organisations change, they
have different labour requirements. If
a firm is expanding, new jobs are
created. On the other hand, if the
volume of work is reduced, the
workforce declines. These factors
usually influence promotion, transfer,
layoff and dismissal.
DISCIPLINARY PROCEDURES
It is the employees’ responsibility
to familiarise themselves with the
organisation’s rules and regulations.
Organisations often provide
employees with a staff handbook,
code of regulations or other written
document indicating the company’s
disciplinary procedures. This
department, at times, may find it
necessary to discipline employees on
matters relating to poor performance,
absence or lack of punctuality, gross
misconduct, harassment and misuse
of the organisation’s facilities.
14
Honorees at The Gleaner Honour Awards pose along with Gleaner Managing Director
Christopher Barnes (second left in the back row) and Douglas Orane (in the back row at right)
who led the panel of judges.The function was held at The Jamaica Pegasus hotel recently.
STATUTORY PROVISIONS FOR
EMPLOYEE PROTECTION
There are statutory provisions for
employee protection. Such
provisions are legislated and outline
such protection conditions as:
 Employee’s leave rights
 Public holidays leave/pay
 Sick leave
 National minimum wage rate
 Maximum work hours
DUTIES AND
RESPONSIBILITIES OF A
CLERK IN A HUMAN
RESOURCES OFFICE
The clerk in this office usually
YOUTHLINK MAGAZINE | FEBRUARY 2-8, 2016
carries out her duties under the
supervision of the HR
manager/officer. Very strict
confidentiality should be observed by
this person in dealing with personnel
matters. The duties include:
 Writing routine letters, for
example, a letter in response to a
request for information on a vacancy,
a letter inviting an applicant to an
interview, a letter to a successful
applicant.
 Arranging meetings for
interviews.
 Maintaining files and records,
including confidential records.
yl:office administration
FILE
 Sorting various forms,
including application, appraisal, etc.
 Providing information regarding
job vacancies, leave, insurance, etc.
CONTRACTS OF EMPLOYMENT
A contract of employment is a
document which gives the employee
certain particulars pertaining to the
conditions of the service. It usually
indicates:
 Date of commencement
 Remuneration
 Times of payment
 Hours of work
 Length of holidays
 Welfare services and conditions
 Name of department in which
employee will be located.
 Length of notice to be given by
employer and employee for
termination of employment.
SERVICE RECORD
A service record indicates the date
of the employee’s first appointment to
the particular organisation, the
position he has held and the length of
time he has served in each post.
LEAVE
Leave may be granted with pay or
without pay. The different categories
of leave include: study leave, vacation
leave, sick leave, special leave,
compassionate leave, maternity leave
and no-pay leave. Again I am going
to require of you to make notes on
the different categories of leave.
PERSONAL HISTORY
This is usually recorded from the
employee’s résumé. When the HR
office receives additional information
pertaining to qualifications, training,
promotion, marriage, change of
address, etc, these details are added
to the employee’s personal history.
APPRAISAL FORM
An employee appraisal form is a
record of performance evaluation. It
allows organisations to compare
employees using the same criteria
and becomes part of each employee’s
personal file. The completion of the
employee appraisal form must be
both impersonal and impartial.
See you next week.
Hyacinth Tugman is an independent
contributor. Send questions and comments
to kerry-ann.hepburn@gleanerjm.com

Let’s look at poetry
BERYL CLARKE
Contributor
O FAR this term, we have been dealing
S with drama. I do believe that you would
like us to spend time on another genre,
for a week or two at least. We will, of course, be
returning to Julius Caesar soon, but let us now
turn our attention to the poem below.
WEST INDIES, USA
Cruising at thirty thousand feet above the
endless green
the islands seem like dice tossed on a
casino’s baize,
some come up lucky, others not. Puerto Rico
takes the pot,
the Dallas of the West Indies, silver linings
on the clouds
as we descend are hall-marked, San Juan
glitters
like a maverick’s gold ring.
All across the Caribbean
we’d collected terminals - airports are like
calling cards,
cultural fingermarks; the hand-written signs
at Port-
au-Prince, Piarco’s sleazy tourist art, the
lethargic
contempt of the baggage boys at ‘Vere Bird’
in St. Johns...
And now for plush San Juan.
But the pilot’s bland,
you’re safe in my hands drawl crackles as we
land,
“US regulations demand all passengers not
disembarking
at San Juan stay on the plane, I repeat, stay
on the plane.”
Subtle Uncle Sam, afraid too many desperate
blacks
might re-enslave this Island of the free,
might jump the barbed
electric fence around ‘America’s
back yard’ and claim that vaunted sanctuary...
‘Give me your poor...’
Students of Herbert Morrison Technical High School in 2011.
Through toughened, tinted glass the
contrasts tantalise;
US patrol cars glide across the shimmering
tarmac,
containered baggage trucks unload with
fierce efficiency.
So soon we’re climbing,
low above the pulsing city streets;
galvanised shanties overseen by
condominiums
polished Cadillacs shimmying past Rastas
with pushcarts
and as we climb, San Juan’s fool’s glitter
calls to mind
the shattered innards of a TV set that’s fallen
off the back of a lorry, all painted valves and
circuits
the roads like twisted wires,
the bright cars, micro-chips
It’s sharp and jagged and dangerous, and
belonged to someone else.
Stewart Brown, the author of this poem, has
given it what may be thought of as a strange
name, and yet it is a valid one. Puerto Rico is a
YOUTHLINK MAGAZINE | FEBRUARY 2-8, 2016
yl:english literature
FILE
Caribbean island but, in addition, it has a
special relationship with the United States of
America (USA). The country was ceded to the
US in 1898 after the Spanish-American War. In
1952 it became a commonwealth while
maintaining a voluntary association with the
USA. It has full powers of local government and
some of the privileges of the US.
The speaker here is a visitor to the
Caribbean. He/she speaks from limited
knowledge. References are made to only three
airports, even though he says “All across the
Caribbean ... ”. How much can one learn about
a country from its airport? How fair an
assessment can one make from such limited
knowledge? These are questions to be
considered, for from them we learn about the
speaker. He (we will use he as the pronoun for
our narrator) dismisses Haiti, Trinidad and
Antigua with negative comments, but remarks
that San Juan is plush, which should come as
no surprise since in the very first stanza he had
referred to Puerto Rico as the Dallas of the West
Indies. Haiti is made out to be backward; the art
pieces at Piarco are described as squalid, seedy
or shabby, therefore not suitable for the tourists
they are meant to attract. As for the porters at
the airport in Antigua, they are sluggish,
unenthusiastic and lacking in respect for those
who use this port of entry.
In addition, please note how he associates
Puerto Rico with being a winner, with silver
lining and a gold ring. If we look carefully, we
will understand that the speaker is saying that
the islands are involved in a game in which
Puerto Rico is the winner, possibly because of
her link with the USA. He categorises her as a
jewel, as the island that shows hope; the silver
lining behind the clouds of the other islands.
He tells us that she is a wealthy place like
Dallas, Texas, the centre of oil money in the
USA. The word ‘maverick’ in the last line of
verse one may be referring to the fact that the
country is not one of the states of the US but an
independent country. No wonder that he says
“And now for plush San Juan.” Clearly, the
persona is disenchanted with the other islands
and looks forward to Puerto Rico with
impatience.
Before we continue, we need to think about
the form or the layout of this poem. It is
obviously different from any that we have
studied so far and is used, no doubt, by the
poet to make a point. I would like you now to
take into account that the persona is looking
down at the Caribbean Sea from thirty thousand
feet above as the plane which he is in cruises
over the waters. You will notice that while
stanzas one and two end with full stops, the
succeeding three verses do not.
The plane lands in San Juan and we can
imagine the speaker thinking to himself, “At
last”. Then he receives a bit of unwelcome
information from the pilot, whose voice he
describes as dull or uninteresting. He hears that
he cannot leave the plane because of US law. If
you have been on a plane that stops at this
airport, you already know that unless this
country is your destination, you really cannot
leave the plane. This regulation is enforced by
tight security.
Finally, in the third stanza, he gets what he
wants, or does he? We’ll talk about it some
more, so be good and God bless!
Beryl Clarke is an independent contributor. Send
questions and comments to kerry-
ann.hepburn@gleanerjm.com
15
 yl:chemistry

Identification of ions and gases

FRANCINE TAYLOR-CAMPBELL
Contributor
OU SHOULD be able to identify

Y
Cu2+
the following cations: Pb2+, Al3+,
Ca2+, Zn2+, Fe3+, Fe2+, NH4+ and

Metallic ions or cations are identified

based on the colour and solubility of
the hydroxides formed from their
reaction with aqueous ammonia and
sodium hydroxide.
(See diagram at right, top)
 Fe2+ produces a dirty green
precipitate, which is insoluble in excess
aq NH3 and NaOH.
 Fe3+ produces a rusty brown
precipitate, which is insoluble in excess
aq NH3 and NaOH.
 Cu2+ forms a blue precipitate
which is insoluble in excess aq NaOH,
but soluble in excess aq NH3.
These cations can clearly be
identified based on their colours alone.
 Al3+ and Pb2+ both form white
precipitates when reacted with aq.
NaOH and NH3. In aq NaOH, the
precipitates are soluble in excess while
in aq. NH3 they are insoluble in excess.
As can be seen, Al3+ and Pb2+ give the
same results so, to differentiate
between them, other reactions must be
taken into consideration. Pb2+ will form
- -
precipitates with I , Cl and SO42- ions
(PbI2 (yellow), PbCl2 (white), and
PbSO4 (white), while Al3+ will not.
(See diagram at right, middle)
Two other cations form white
precipitates. Zn2+ forms a white
precipitate, which is soluble both in
excess aq NaOH and NH3. Ca2+ forms a
white precipitate, which is insoluble in
excess NaOH but does not form a
precipitate when treated with ammonia.
The NH4+ ion can be identified based on
the evolution of ammonia (NH3) gas
when warmed with aq NaOH.
(See diagram at right, bottom)

Francine Taylor-Campbell is an independent

contributor. Send questions and comments to
kerry-ann.hepburn@gleanerjm.com

16 YOUTHLINK MAGAZINE | FEBRUARY 2-8, 2016

 yl:principles of business

Public limited companies

YVONNE HARVEY
Contributor
ELLO, EVERYONE. This week, we will

H consider the public limited companies.

Remember that for each type of
business, the definition, characteristics, legal
aspects, advantages and disadvantages are
what should be considered.
Public limited companies are also known as
joint stock companies.
A public limited company has a minimum of
seven shareholders, but no maximum. It may
start out as a public company or be formed
from a private company that has ‘gone public’.

CHARACTERISTICS OF
PUBLIC COMPANIES
1. The company’s name will have PLC at the
end of it.
2. In addition to the documents that must be
provided to the Companies Office of Jamaica
by the private company, the public company
also needs a Certificate of Trading. This is
issued by the Companies Office of Jamaica
when they are satisfied that the business has
raised the minimum amount of capital that will
result in the fulfilment of their plans and
objectives.
3. The capital is largely through selling FILE
shares, selling debentures (loan capital) and
Students of Campion College leaving the school campus in 2013.
borrowing from financial institutions.
4. Large amounts of capital can be raised.
5. Shareholders do not have much to do with 9. Each public company must have a 3. It is fairly easy for them to borrow money 4. Too much expansion leads to
the day-to-day operations of the business. secretary and must publish their accounts. from financial institutions as they are seen as diseconomies of scale (disadvantages of large-
6. At the annual general meeting 10. Like the private company, the public secure borrowers. scale production).
shareholders elect a board of directors who are company has a separate identity to its owners. 4. Since they are large-scale businesses, 5. Accounts must be published and sent
responsible for the decisions of the company. 11. Profits are distributed among they may reap economies of scale. annually to the Trade Department for
There is one vote per ordinary share. shareholders in the form of dividends. inspection.
5. The public limited company is
7. A share is part of the capital of a company Your task for this week is to discuss three
independent of its owners.
or cooperative. Shares are sold to the general similarities and three differences between a
LEGAL ASPECTS 6. Many owners share the risk of the business. private limited company and a public limited
public through the stock exchange. There are These are the same as for the private limited company. Additionally, make a list of three
two main types of shares sold: ordinary shares company with the addition that they are legally Disadvantages examples of private limited companies and
and preference shares. You will find it useful to allowed to register and use the stock exchange. 1. The personal touch which is evident in three examples of public limited companies.
consider the similarities and differences smaller businesses is often lost. Bye for now.
between these two types of shares. Advantages 2. These businesses are more difficult to
8. The registrar will approve the issue of a 1. They are able to raise large sums of manage than smaller businesses. Yvonne Harvey teaches at Glenmuir High School.
certain number of shares of a certain par or capital. 3. Conflict of interest may arise between Send questions and comments to
nominal value. 2. The liability of the shareholders is limited. managers and shareholders. kerry-ann.hepburn@gleanerjm.com

YOUTHLINK MAGAZINE | FEBRUARY 2-8, 2016 17


Poetry comprehension
MELISSA MCKENZIE
Contributor
ELLO, STUDENTS. This week, we will
H commence our focus on poetry
comprehension. However, before we
begin our journey into the dynamic world of
poetry, let me provide you with the answers to
the multiple-choice activity from last week’s
lesson.
1. C 2. B 3. D 4. D 5. B 6. C 7. B 8. B 9. C
10. A 11. B 12. B 13. C 14. C 15. C 16. C 17. C
18. D 19. C 20. A
Let us now look at the key aspects of poetry.
WHAT IS POETRY?
This involves the use of language in a
creative and imaginative way to communicate
meaning.
Purposes
Poetry has many purposes, but I will provide
a few that I find to be the most outstanding.
1. It develops our critical-thinking abilities.
2. It challenges the way we view things.
3. It encourages us to empathise with others.
4. It enables a person to express himself.
5. It creates an awareness of the issues that
impact human existence.
6. It assists in maintaining a culture.
The above definition points to the idea that
poetry entails using language imaginatively to
convey impressions. This is where the use of
figurative language such as figures of speech
and literary devices hold significance. It is,
therefore, important that you have an
understanding of these devices and how they
impact meaning. Below, I have given you a list
of common literary devices. This will help to
refresh your memories.
LITERARY DEVICES
Simile – This is one of the most commonly
used literary devices. This is when one thing is
compared directly to another by the use of a
word such as or ‘like’ or ‘as’.
Examples
1. Last night, I slept like a log.
18
2. This contract is as solid as the ground we
stand on.
Metaphor – Like a simile, a metaphor is used
to compare things. It is made or can be
identified when the word used for comparison
can be associated with another thing or action.
Examples
1. Your love is my medicine.
2. She was drowning in a pool of misery.
Personification – This consists of giving
human attributes to an animal, object or a
concept.
Examples
1. The leaves waved in the wind.
2. The thunder clapped angrily in the
distance.
Onomatopoeia – It refers to sound words
whose pronunciation imitates the actual sound
they represent.
Examples: buzz, creak, squeal, crack, meow,
whoosh, hiss, bang
Alliteration – This is the sound effect of
repeating the consonant sound in words that
come together. It is usually found at the
beginning of words.
Examples
1. Carrie’s cat clawed her couch.
2. Hannah’s home hopefully has heat.
3. Football fever fuels fans into a frenzy.
Imagery – This is the use of language that
appeals to our senses. There are five types of
imagery you should be aware of: auditory
(hearing), visual (sight), olfactory (smell),
tactile (touch) and gustatory (taste).
Examples
1. The mountains were lush green
mountains, dotted with tiny flowers in a riot of
colours and trees coming alive. (visual imagery)
2. I awoke to birds chirping gaily in the tree
outside my window. (auditory imagery)
YOUTHLINK MAGAZINE | FEBRUARY 2-8, 2016
yl:english language
Irony – This is a device that points to a
contrast between what is stated and what is
really meant or between what is expected to
happen and what really happens. There is also
irony of situation.
Examples
1. Here he was in the middle of the ocean and
he was dying of thirst.
2. Titanic was promoted as being 100 per
cent unsinkable; but, in 1912, the ship sank on
its maiden voyage.
3. You laugh at a person who slipped
stepping on a banana peel and the next thing
you know, you slip too.
Symbolism – This involves using an object
or action that means something more than its
literal meaning. The phrase ‘a new dawn’ does
not talk only about the actual beginning of a
new day but also signifies a new start, a fresh
chance to begin and the end of a previous tiring
time.
Pun – A word or phrase is a pun when it
suggests two or more meanings. It is a play on
words.
Examples
1. I have been to the dentist many times so I
know the drill.
2. Reading while sunbathing makes you well-
red.
Repetition – This involves repeating certain
words or phrases for emphasis. A perfect
example of this device is in Martin Luther King’s
‘I have a dream’ speech where he repeats the
expression “I have a dream” a number of times.
Another example of repetition is: He tried and
tried and tried to do his very best.
Hyperbole – This is a literary device where
specific words and phrases are exaggerated or
overemphasised in order to produce a grander,
more noticeable effect.
Examples
1. I’m so sleepy I might fall asleep standing
here.
2. The diaper is so leak-proof not even
Niagara Falls could get through.
Oxymoron – This is the placing together of
contradictory or contrasting concepts in a
manner that actually ends up making sense in a
strange, and slightly complex manner.
Examples
1. Her room was an organised mess.
2. The graduation ceremony was bittersweet.
Paradox – A paradox in literature refers to the
use of concepts or ideas that are contradictory
to one another, yet, when placed together hold
significant value on several levels. A paradox
usually provides astonishing insight.
Examples
1. We need to go backwards to go forwards.
2. Once a man, twice a child.
Please familiarise yourselves with these
literary devices. In future lessons, we will
examine poems that make use of several of
them.
ACTIVITY
Identify the literary device that is being used
in each sentence below.
1. He is like a mouse in front of his teacher.
2. Seven slippery slugs slid slowly
southward.
3. The trees of the forest watched
sympathetically over the lost child.
4. She was overwhelmed by a sea of
homework.
5. The other day I held the door open for a
clown. I thought it was a nice jester.
6. Sometimes you have to be cruel to be
kind.
7. It is the festival of guns, the carnival of
misery.
8. The traffic cop got his licence suspended
for unpaid parking tickets.
9. You could have knocked me over with a
feather.
10. You can save money by spending it.
In the next lesson, I will provide the answers.
Melissa McKenzie teaches at Old Harbour High School.
Send questions and comments to kerry-
ann.hepburn@gleanerjm.com
 yl:biology

The eye (continued)

MONACIA WILLIAMS
Contributor
ELLO, STUDENTS. It is that time of the

H week again! How are you all? Quite well, I

hope. This week, as we continue our
study of the eye, we will be looking at eye
defects. Eye defects prevent us from having
20/20 vision. An eye defect or a sight defect is
caused by any condition that prevents proper
focusing of light rays on the retina. The eye has
two main focusing structures: the cornea and
the lens. The lens is flexible and its flexibility
helps the eye to focus images from a variety of
distances.
Faulty focusing can be caused by:
 The shape of the eyeball
 Hardening of the lens
Some defects are fairly common and include:
 Long-sightedness
 Near-sightedness
 Cataract
 Glaucoma
We will be looking at each of these as the
lesson progresses. Again, it is very important
for you to learn these because questions relating
to them often appear on the exam paper. You
may be given diagrams that you are asked to
complete or you may be given diagrams where
you are asked to identify the condition. Please
ensure that you study these diagrams carefully.
LONG-SIGHTEDNESS
This is also known as hypermetropia. This
condition occurs when the eyeball is too short
(measuring from front to back) or from the lens
being too thin. The thin lens cannot bend the
light rays enough. This causes them to bend the
light rays from distant objects sufficiently,
causing them to converge focusing the image
on the retina, but light from near objects are not
bent sufficiently so they do not converge before
they hit the retina. They converge behind the
retina, thus causing the image to be focused
behind the retina. This condition can be
corrected by the individual wearing convex or
converging lens. The convex lens bend the light
rays inwards so that they meet on the retina in
order that a sharp image becomes focused on
the retina.
Diagram 1 Fig 1 shows what happens in the
DIAGRAM 1
EĞĂƌͲƐŝŐŚƚĞĚŶĞƐƐ
Ő Ő
DIAGRAM 2
&ŝŐϭƐŚŽǁƐƚŚĞŶŽƌŵĂůĞLJĞ͕ŝ͘Ğ͘ƚŚĞĞLJĞ ǁŝƚŚŽƵƚĂŶLJĚĞĨĞĐƚƐĨŽĐƵƐŝŶŐƚŚĞƌĂLJƐĨƌŽŵĂĚŝƐƚĂŶƚ
ŽďũĞĐƚ͘
&ŝ Ϯ eye.
normal Ś The light Śraysƚfrom
Ś the image areŚ ƚŚ
converge
focused on the retina and the image is clearly
seen.
In Diagram 1 Fig 2, two things are shown:
1. The rays from the object converge after
they pass through the retina, hence the image is
blurred.
2. The blue lines show what happens when
the shape of the lens is changed; the new lens
bends the light sufficiently so that they now
focus on the retina.
In Diagram 1 Fig 3, an external lens is
added, the individual now wears glasses.
Notice the shape of the lens; this is important.
This is a convex or converging lens and it will
bend the rays sufficiently so that they
Ś on the Ĩretina,
ƚŚ causing
ů ŝa sharpƚ image ƚit isŝ too fat
ŝƚ so
ŝ itƚ bendsĨ the
ƚ raysŝƚcoming
ď Ě from the
to be focused there. distant object too much, hence the rays
converge before they get to the retina.
NEAR-SIGHTEDNESS
 Diagram 2 Fig 3 shows the eye when it is
This occurs when:
focusing the rays from a nearby object.
 The eyeball is too long from front to back
Focusing is normal and the rays converge on
 The lens is too curved/fat
the retina.
This causes light rays from distant objects to
 Diagram 2 Fig 4 shows what happens when
be bent too much, causing them to meet in front
a concave or diverging lens is used to aid the
of the retina. This condition can be changed if
eye in the focusing of the rays. The lens helps to
the lens in the eye becomes thinner or if the
bend the rays so that they converge on the retina.
individual wears concave or diverging lens.
See you next week, when we will complete
 Diagram 2 Fig 1 shows the normal eye;
our study of the eye.
that is, the eye without any defects focusing the
rays from a distant object. Monacia Williams is an independent contributor. Send
 Diagram 2 Fig 2 shows what happens questions and comments to kerry-
when the shape of the lens is not correct; that is, ann.hepburn@gleanerjm.com

YOUTHLINK MAGAZINE | FEBRUARY 2-8, 2016 19


Creating, preserving
and protecting
MAUREEN CAMPBELL
Contributor
HE MAKING of laws can be a very slow process involving
T a number of stages during which key issues are debated
and negotiated before being passed as a law. It may even
take a few years before a proposed law is implemented and
before its impact is felt.
The legislature, the law-making body, consists of two
Houses, the Senate and the House of Representatives (and the
governor general who represents the queen).
FUNCTIONS OF THE LEGISLATURE
The legislature has a number of important functions:
 It determines the Government that will represent the
people.
 It debates and passes laws intended for the nation.
 It ensures that the general administration and expenditure
in the country are carried out with regards to the citizens’
needs and the Constitution.
 It provides a forum for public debate on issues of
national interests.
STEPS IN MAKING LAWS/HOW
A BILL BECOMES LAW
The law is the body of rules imposed by a government upon
its members; it is designed to regulate human conduct within
that country. A bill is an Act of Parliament and no bill can
become law until it is approved by the Houses of Parliament
and receives the formal assent of the governor general. Once a
bill has been enacted into law, it is called a statute or an Act of
Parliament. Bills may be introduced in either the House of
Representatives or the Senate, but no bill involving finance can
be first introduced in the Senate.
Public Bills, designed to give effect to government policy,
are introduced by ministers or other officers of the
government. Private Members’ Bills are introduced by any
other member of the house, whether of the governing party or
the opposition. After a bill has been introduced in the House, it
must pass through several stages, known as readings.
FIRST READING
At the first reading of the bill, no debate is allowed. The bill
is read by the clerk of the House, it is ordered to be printed
and a day is designated, usually by the member in charge, for
the second reading.
SECOND READING
The bill is debated at length at the second reading. At the
20
end of the debate, a vote is taken. It is now referred to a
committee.
COMMITTEE STAGE
If the bill passes the second reading, it then goes on to the
committee stage. This committee may comprise the whole
House or the House can refer the bill to a select committee. At
this stage, the bill is scrutinised and every clause is carefully
examined in detail. Every phrase, every expression is carefully
examined and adjustments to the bill may then be moved and
voted upon. A bill may not be rejected during this stage.
REPORT STAGE
At the end of the committee stage is the report stage, when
the speaker reports what has happened to the bill while at the
committee stage, whether there have been amendments to the
bill.
THIRD READING
After the committee stage, the third reading is carried out. At
this stage, no amendments of a significant nature may be
made. At this stage, the bill is accepted or discarded by means
of a vote. If the bill is accepted, passed by the House of
Representatives, it is sent to the Senate, where it goes through
the same procedure as one which originated in the Lower
House.
AT THE SENATE
If the Senate opposes any aspect of the bill and makes an
adjustment, the bill is sent back to the House of
Representatives for deliberation. If the House agrees with the
Senate’s amendment/adjustments, the Senate will be informed
and asked to reconsider the bill. When an agreement is
reached and the bill has been passed through all its stages in
both houses, it requires only the royal assent to make it law.
The Royal Assent is given by the head of state, usually the
governor general or the president
THE HEAD OF STATE
The head of state is either a governor general or a president,
whether a titular or executive president in the Caribbean.
PRESIDENTS
 The titular president is a person in an official position of
leadership. This person possesses few, if any, actual powers.
(Trinidad and Tobago)
 Executive presidents are active in day-to-day governance
of a nation and are usually popularly elected to carry out their
executive duties. (Guyana)
 In a constitutional monarchy, the queen is head of state,
YOUTHLINK MAGAZINE | FEBRUARY 2-8, 2016
yl:social studies
and, on the advice of the prime minister, she appoints a
governor general to be her representative. (Jamaica)
 The governor general must have no attachment to any
political party. The real legislative and executive
responsibilities of a country rest with the elected
representatives of the people.
The governor general represents the queen on ceremonial
occasions such as:
 The opening of Parliament
 The presentation of honours
 Military parades
 Under the Constitution, he is given power to act in many
matters such as:
• Appointing and disciplining officers of the civil service.
• Suspending Parliament.
 The governor general also exercises the prerogative of
mercy on behalf of the queen.
• The prerogative of mercy includes the power to grant
pardon to any person who has been sentenced to death.
 The governor general acts on the advice of an appointed
Privy Council. The functions of the Privy Council are usually
limited to advising the governor general.
THE ROLE OF THE OPPOSITION
The opposition is essential for the proper working of a
democratic system of government. The party with the most
non-government members in the House of Representatives
becomes the opposition party and its leader becomes the
Leader of the Opposition.
The opposition acts as one of the checks and balances that
has been established by the Constitution.
 The Opposition therefore has, as its name suggests, the
officially recognised function, established by convention, of
opposing the government.
 The Opposition forms a recognised, even semi-official
government-in-waiting.
 The Opposition questions the Government of the day and
holds them accountable. Opportunities for scrutinising the
policies and administration of the government are provided in
yearly budget debates, debates on legislation, notices of
motion and No Confidence Motions.
 Members of the Opposition who are members of
parliamentary committees have the opportunity to scrutinise
new legislation as part of the committee process.
 The Opposition utilises the media to reach the electorate
with its views and to establish an identity as an alternative
government.
 The Opposition appoints shadow ministers who, with the
leader of the opposition, collectively form a shadow cabinet. It
is also the duty of the shadow cabinet to respond to
government policy initiatives and offer alternative policies to
the electorate.
 The role of an opposition is a most important role as it is
believed that the effectiveness of Parliament largely depends
on the strength of the Opposition.
Maureen Campbell teaches at St Hugh’s High School. Send questions and
comments to kerry-ann.hepburn@gleanerjm.com
 yl:principles of accounts

Control account
ROXANNE WRIGHT Worked example SOLUTION
Contributor Question ĂͿ    dŽƚĂů ĞďƚŽƌƐ ĐĐŽƵŶƚ
1. Faith Heaven extracted the following figures from her ϮϬϭϯͲϮϬϭϰ Ψ ϮϬϭϯʹ ϮϬϭϰ Ψ
balance sheet at October 1, 2013: KĐƚϭ Ăů͘ďͬĚ ϭϴϲϬϬ ^ĞƉϯϬ ĂŶŬ ϮϮϰϭϰϬ
Control accounts: ^ĞƉϯϬ ^ĂůĞƐ ϮϮϲϬϬϬ ^ĞƉϯϬ ĂůĐͬ΀ǁϭ΁ ϮϬϰϲϬ
The control accounts are prepared to check the arithmetical Ψ ϮϰϰϰϲϬ ϮϰϰϰϲϬ
accuracy of the concerned ledgers. WůĂŶƚΘDĂĐŚŝŶĞƌLJ ĂƚŶĞƚŽŽŬǀĂůƵĞ ϵϲϬϬϬ
• Sales ledger control account checks the sales ledger ϮϬϭϰͲϮϬϭϱ
balance. ^ƚŽĐŬ ĂƚŽƐƚ ϮϴϲϬϬ
KĐƚϭ ĂůďͬĚ ϮϬϰϲϬ
SalesŐledger control account ĞďƚŽƌƐ ϭϴϲϬϬ
Ψ Ψ ĂƐŚĂƚĂŶŬ ϭϮϴϬϬ
WƵƌĐŚĂƐĞƐ ZĞƚƵƌŶƐ ydždž ^ĂůĞƐZĞƚƵƌŶƐ ydždž ƌĞĚŝƚŽƌƐ ϭϳϰϬϬ
ƌĞĚŝƚ^ĂůĞƐ ydždž ŝƐĐŽƵŶƚ ůůŽǁĞĚ ydždž ĂƉŝƚĂů ϭϯϴϲϬϬ Ϳ b) Total Creditors Account
ŝƐŚŽŶŽƵƌĞĚ ĐŚĞƋƵĞƐ ydždž ĂŶŬ ydždž
/ŶƚĞƌĞƐƚŽŶ KǀĞƌĚƵĞ ĞďƚƐ ydždž ĂĚĞďƚƐ ydždž ϮϬϭϯͲϮϬϭϰ Ψ ϮϬϭϯʹ ϮϬϭϰ  Ψ
ĂůĂŶĐĞĐͬĚ ydž ŽŶƚƌĂ͗ WƵƌĐŚĂƐĞƐ>ĞĚŐĞƌ ydždž On September 30, 2014, the end of the financial year, the
ͺͺͺͺͺ ĂůĂŶĐĞĐͬĚ ydž balance of stock, debtors and creditors had each increased by 10 ^ĞƉϯϬ ĂŶŬ ϭϵϬϴϬϬ KĐƚϭ Ăů͘ĐͬĚ ϭϳϰϬϬ
ydždž ydždž per cent.
ĂůďͬĚ dždž ^ĞƉϯϬ ĂůĂŶĐĞĐͬĚ΀ǁϮ΁ ϭϵϭϰϬ ^ĞƉϯϬ WƵƌĐŚĂƐĞƐ ϭϵϮϱϰϬ
The cash book for the year ended September 30, 2014 was as
i. The debit balance in the sales ledger control account is the follows: ϮϬϵϵϰϬ ϮϬϵϵϰϬ
Summarised Cash Book
amount representing closing debtors.
ii. The credit balance represents the amount owed to the
KĐƚϭ ϭϵϭϰϬ
Ψ Ψ
debtors by the firm because of:
1. Advance payment Ăů͘ďͬĚ ϭϮϴϬϬ WĂLJŵĞŶƚƐĨŽƌWƵƌĐŚĂƐĞƐ ϭϵϬϴϬϬ c) i
2. Cash payment ZĞĐĞŝƉƚƐĨƌŽŵ^ĂůĞƐ ϮϮϰϭϰϬ ^ƵŶĚƌLJ džƉĞŶƐĞƐ ϯϵϮϬϬ
3. Goods returned after account was settled. ĂůͬĐͬĚ ϮϯϬϲϬ ƌĂǁŝŶŐƐ ϯϬϬϬϬ Ψ
ƵƌƌĞŶƚƐƐĞƚƐ͗
ϮϲϬϬϬϬ ϮϲϬϬϬϬ ^ƚŽĐŬ ϮϴϲϬϬ
• Purchases ledger control account checks the purchases
ledger balance. ĞďƚŽƌƐ ϭϴϲϬϬ
Ě ĂŶŬ ϭϮϴϬϬ
WƵƌĐŚĂƐĞƐ >ĞĚŐĞƌ ŽŶƚƌŽů ĐĐŽƵŶƚ Required: ϲϬϬϬϬ
>ĞƐƐ͗ ƵƌƌĞŶƚ>ŝĂďŝůŝƚŝĞƐ
Ψ Ψ a. A debtors account to calculate sales for the year ended
ƌĞĚŝƚŽƌƐ ϭϳϰϬϬ
WƵƌĐŚĂƐĞƐ ZĞƚƵƌŶƐ ydždž ĂůĂŶĐĞďͬĚ ydždž September 30, 2014.
tŽƌŬŝŶŐ ĂƉŝƚĂů ϰϮϲϬϬ
ĂŶŬ ydždž WƵƌĐŚĂƐĞƐ ;ƌĞĚŝƚͿ ydždž b. A creditors account to calculate purchases for the year
ŝƐĐŽƵŶƚ ZĞĐĞŝǀĞĚ ydždž /ŶƚĞƌĞƐƚŽŶŽǀĞƌĚƵĞďŝůůƐ ydždž ended September 30, 2014.
c. Calculate the working capital at: c ii)
ŽŶƚƌĂ͗^ĂůĞƐ >ĞĚŐĞƌ ydždž ĂůĂŶĐĞĐͬĚ ydž
i. October 1, 2013
Ăů͘ĐͬĚ ydž ͺͺͺͺͺ
ii. September 30, 2014 Ψ Ψ
ydždž ydždž ƵƌƌĞŶƚƐƐĞƚƐ
ĂůĂŶĐĞ ďͬĚ ydž ĂůĂŶĐĞďͬĚ dždž Working ^ƚŽĐŬ ΀ǁϯ΁ ϯϭϰϲϬ
ĞďƚŽƌƐ ϮϬϰϲϬ
i. The credit balance in the purchases ledger control account ϱϭϵϮϬ
is the amount representing closing creditors. ΀ǁϭ΁ ĞďƚŽƌƐ нϭϬй сůŽƐŝŶŐ ĞďƚŽƌƐ >ĞƐƐ͗ ƵƌƌĞŶƚ>ŝĂďŝůŝƚŝĞƐ
ii. The debit balance represents the amount owed by the с ΨϭϴϲϬϬ н ΨϭϴϲϬ сΨϮϬϰϲϬ ƌĞĚŝƚŽƌƐ ϮϯϬϲϬ
ĂŶŬKǀĞƌĚƌĂĨƚ ϭϵϭϰϬ ϰϮϮϬϬ
creditors to the firm because of:
΀ǁϮ΁ ƌĞĚŝƚŽƌƐнϭϬй сůŽƐŝŶŐƌĞĚŝƚŽƌƐ tŽƌŬŝŶŐĂƉŝƚĂů ϵϳϮϬ
1. Advance payment made to them. сΨϭϳϰϬϬнΨϭϳϰϬсΨϭϵϭϰϬ
2. Cash returned from creditors. Roxanne Wright teaches at Immaculate Academy. Send questions and
3. Goods returned after account was settled. ΀ǁϯ΁ ^ƚŽĐŬ н ϭϬй с ^ƚŽĐŬ Ăƚ ĞŶĚ
comments to kerry-ann.hepburn@gleanerjm.com
сΨϮϴϲϬϬнΨϮϴϲϬсΨϯϭϰϲϬ

YOUTHLINK MAGAZINE | FEBRUARY 2-8, 2016 21

 yl:mathematics
MATH
CONTINUED FROM 11

perpendicular and m1 = 2, then I am sure you agree that m2 = -1/2.

The above will enable you to solve word problems with information
obtained using the above.

Example
Given that the line A(2, 4) B(0, 0) is parallel to XY. Find the
gradient of XY.

Solution
The Gradient m, of AB = y2 - y1 Substituting,
x2 - x1
m=4-0 ... m = 4/2 = 2
2-0
As both lines are parallel, then the gradient of XY is also 2.

Example
Given the line A(3, -2) and B(1, 4), find the gradient of the
perpendicular bisector of AB and its point of intersection with AB.

Solution
The gradient of AB = m = y2 - y1 Substituting
x 2 - x1
... m = 4 - -2 = 6 = -3 ... m = -3
1-3 -2
Let the gradient of the line perpendicular to AB be m1
... m x m1 = -1 ... -3 x m1 = -1 ... m1 = -1 = 1
-3 3
( )
The midpoint of AB, M, = x2 + x1, y2 + y1 Substituting
2 2
( )
M = 1 + 3, 4 -2 = (2, 1)
2 2
The perpendicular bisector of AB has gradient 1/3 and passes
through the point (2, 1).

Example
The line l passes through the points S (6, 6) and T (0, - 2).
Determine: 1) The gradient of l; 2) The midpoint of the ST and
3) The length of ST.

Solution
1) Gradient m = y2 - y1
x2 - x1
Substituting, m = -2 - 6 m = -8 = 4
0-6 -6 3
(
2) Midpoint M = 0 + 6 , -2 + 6 = (3, 2)
2 2
)
3) ST2 = (0 - 6)2 + (-2 - 6 )2 = (-6)2 + (-8)2
= 36 + 64 = 100 ST = 100 = 10.
HOMEWORK
Given the points A(-8, 2) and B(3 , - 2) find the following with
respect to the line AB: FILE
(i) Gradient, m (ii) mid-point, M (iii) length of the line AB Rivoli United’s Raymond Williamson (left) aims to kick as he is challenged by Boys’ Town’s Peter Keys
(iv) Gradient of XY which is parallel to AB in their Red Stripe Premier League football game at Barbican Field recently. Rivoli won 3-2.
(v) the gradient of AC which is perpendicular to AB

Clement Radcliffe is an independent contributor. Send questions and comments to

kerry-ann.hepburn@gleanerjm.com

22 YOUTHLINK MAGAZINE | FEBRUARY 2-8, 2016