wBM P2

1. Morfologi -jangan gunakan ayat dari mana-mana di kertas

a. Kata nama- (Am- thing, Khas- name)

b. KGND- (1- saya, 2-kamu, 3-mereka, singkatan -ku/mu, tempat- sini, situ)

c. Kata kerja- (transitif- got object, aktif/pasif, terbitan- has imbuhan, (awalan- in front, akhiran-
behind, apitan- both, sisipan-center)

d. Kata bilangan- setengah, separuh

e. Penjodoh bilangan- sebuah, sebuku

f. Kata adjektif

g. Kata sendi nama- di,dalam

h. Kata hubung- dan, atau

i. Kata keterangan- begini,begitu, rupanya

j. Kata majmuk- Kerjasama, warganegara

k. Kata nafi- tidak, bukan

l. Kata ganda (Penuh- bunga-bunga, Separa- bebola, Berimbuhan- tolong-menolong, berentak-

bukit-bukau)

m. Kata pemeri- sila, perlu

n. Kata Istana

2. Sintaksis

a. Susunan biasa/songsang

b. Ayat penyata/perintah/tanya/seruan

c. Ayat pasif/aktif/cakap pinda/ajuk (same but for speech)

d. Pola ayat (FN+FN, FN+FK, FN+FS, FN+FA)

3. Penyuntingan

a. kata yang kurang tepat

b. Kesalahan kata ganti nama diri;

c. Kesalahan kata sendi nama;

d. Kesalahan kata hubung;

e. Kesalahan kata bilangan;

 4. Kesalahan penjodoh bilangan;

5. Kesalahan penanda wacana;

6. Kesalahan kata ganda;

7. Kesalahan kata majmuk;

8. Kesalahan bahasa istana;

9. Kesalahan hukum DM; (cili sos -> sos cili)

10. Kesalahan frasa (Frasa Nama, Frasa Adjektif, Frasa Kerja, dan Frasa Sendi Nama);

11. Kesalahan ayat;

12. Kesalahan ejaan;

13. Kesalahan istilah; (luang tamu -> ruang tamu)

14. Kesalahan imbuhan;

15. Kesalahan tanda baca

16. Novel

17. Use only 3 peristiwa, apply to anything

18. Pak Saidi menjumpa Guru besar Steward untuk memohon Adnan belajar di sekolah Inggeris
walaupun orang di kampung tidak bersetuju (berazam, berpandangan jauh, berpengetahuan
luas, berpendiri teguh)

19. Adnan belajar di sekolah dengan rajin untuk bercapai matlamatnya iaitu menjadi askar Melayu
(berdisiplin, bertekun, berpandang jauh)

20. Askar Melayu berjuang dengan berani, sanggup berkorban untuk tanah air mereka (berani, cinta
akan negara, patrotisme, tanggungjawab, disiplin, tidak berputus asa)

21. Waheeda telah berusaha untuk berkembang perniagaan di bawah sektor pelancongan (gigih,
berazam, berani)

22. Berusaha mendidik dan membesarkan anaknya, Izzati, di samping menguruskan perniagaan
pelancongannya setelah diceraikan oleh suaminya (tabah, bertanggungjawab)

23. Gigih menjalinkan hubungan persahabatan yang kuat dengan Bazilah selepas belajar bersama-
sama di Universiti Malaya (Gigih, penyayang)
 BM P1- Karangan Panjang
T- Pada era modeninasi- Malaysia semakin gah di persada dunia- duduk sama rendah, berdiri sama tinggi
dengan negara lain- rakyat menyumbang kepada bidang (TOPIC)- rakyat berkerjasama dengan Bersatu
padu supaya negara sentiasa berkembang

I- Tetapi, masalah (TOPIC) semakin merosot/serius dalam kalangan rakyat/remaja/golongan muda- perlu
dihentikan/diselesaikan dengan secepat sekali

A- Sebenarnya, terdapat (TOPIC)

P1 P2 P3 P4
I- Isi Bermula dari Patrotisme/overall Obvious benefit Pihak
keluarga, ibu benefit to country to industri berkaitan/kerajaan
bapa
M- Mengapa Memberi Menyumbang Mesti menganding
pengajaran kepada negara bahu untuk
kepada anak, supaya negara
melahirkan menjadi tempat
rakyat yang …. yang lebih baik
Ba-Bagaimana Think of example
K- Kesan
U- Ungkapan Meluntur buluh Soerkano, parti Ada gula ada Bulat air kerana
biarlah dari pembengkang semut pembetung, bulat
rebungnya Indonesia: Beri manusia kerana
saya 10 orang muafakat
remaja, saya akan
menjejarkan dunia
ini
P- Penegas Rephrase in different way (Pada pendapat saya, jadilah)

K- Konklusinya, ...

U- Sehari selembar benang, lama-lama menjadi kain, kalua semua orang Bersatu-padu untuk memain
peranan terbaik mereka, tentulah ….

C- Semua pihak berkaitan mestilah …..

H- Denganlah (TOPIC), kita oleh membinakan Malaysia yang berpandukan kepada prinsip-prinsip yang
diukirkan dalam visi tokoh-tokoh negara kita
 English P1
• Comprehension and Summary

• Make sure to only look at the paragraph instructed

• A- Find 2 points: Directly pluck from text 2 points (direct, just list with no change)

• B- Define phrase: Define word by word (keywords only), no need for effect

• C- Find 2/3 indirect reason/method/impact: Directly take from text, simplify (no word change) if
needed

• D(i)- Identifying characteristics: take from text only

• D(ii)- Explaining: Infer with 3 points

• E- 3 ideas to explain (don’t join points together)

• Summary

• Try for 12 points (no deduction for excess points)

• Check question requirements, may be 2/3 objectives

• Can link multiple related points in one sentence

• Join sentences with connectives

• Paraphrase and replace as many words as possible

• Word definitions and Writer’s effect

• Try to take minimum words (under 4 words), try to replace phrase directly (can be substituted)

• Explain synonym/ phrase substitution for the word

• Point + Example + Why

• Writer’s effect

• Name paragraph number

• Use PEE- Point, evidence, explanation

• Point: What the phrase means/implies

• Evidence: Quote less than 4 words

• Explanation: Either explain keyword (what the word implies/why choose this word) or
technique (what literary device is used and effect)

• Remember connotations/ symbols (what they make you feel)

• Directed writing

• PDD- Point, detail, development

• Point: Main message, found from either direct or implied

• Detail: where in the passage says that, must mention

• Development: What does the point show

• At least 3 PDD per paragraph

• Adapt to audience, but no outside details

Notes for the English First Language Paper

Paper 1

DO QUESTION 3 FIRST AND WORK YOUR WAY BACKWARDS.

Section 1:

Question 1 are straightforward information type questions. Remember to check the marks per question
so that you are always giving the correct number of points per answer.

Question 1f - Summary

As I have been teaching you, find one point extra from the number of marks for content. In this case, try
to find 11 points. After you have found the points, organise the points as 2-3 points per sentence. You
can do this by arranging them according to a similar idea or category. Remember to add connectives to
join your points together. For example, words like ‘and’, ‘as well as’, ‘with’, ‘because of this’, ‘also’. Don’t
forget to add sentence connectives as well. Words like ‘However’, ‘Therefore’, Furthermore’,
‘Moreover’, ‘Besides that’. Finally don’t forget to change your vocabulary if and where you can with
appropriate synonyms. Try not to exceed the summary as much as possible, it is one of the few
components that the examiner would have no problem checking.

Section 2:

Question 2 for the first part is the definition of words. They ask you to find words FROM THE TEXT FIRST.

After that, the second part of the definition of words is to use YOUR OWN WORDS.

Question 2c is the start of the writer’s effect. Choose one phrase and give the definition of key words
and/or the connotation related to those keywords. After that, summarise and put all those meanings
into the desired effect/idea/message that the writer was trying to give to the reader.

Question 2d is the same writer’s effect except that you have to choose 3 phrases for paragraph a and 3
phrases for paragraph b. It is suggested that you write 1 phrase for 1 paragraph. This gives a cleaner and
more organised answer and would surely put the examiner in a good mood to mark your paper.

Section 3:

Question 3 is the comprehension essay. The first thing that you have to take into account is the format
of the essay. Depending on the format, i.e. letter, article, interview, speech, you need to adjust your
introduction and ending accordingly. For example, letter requires that you have dear xxx, and regards at
the end.
Next is the introduction, most of the time you can make use of the details provided in the question to
give a brief summary and transition that into the first bullet point. Don’t add too much unnecessary
details as you do not have the luxury in terms of word count.

The main bulk of the essay requires that you find 2 points per bullet point. Remember to add the detail
(evidence from the text), as well as the development (underlying/implied meaning from that evidence).
DO THIS FOR BOTH POINTS FOR EACH PARAGRAPH. Remember that the conclusion paragraph is usually
the 3rd bullet point and you do not need to add another paragraph just for the conclusion.

Paper 2

Question 1 - Persuasive Essay

As per the comprehension essay, the first thing to note is the format. Your intro and ending must be
adjusted accordingly. With persuasive writing, the intro might differ slightly in that you might have to
add your own definition of the issue to start with. THIS HIGHLY DEPENDS ON THE QUESTION. IF THE
PERSON YOU ARE WRITING FOR ALREADY KNOWS ABOUT THE ISSUE DO NOT DEFINE IT AGAIN.

The following paragraphs are different from comprehension essay in that you should write according to
the format:

Topic sentence

Explanation sentence

Example sentence

Conclusion sentence

When gathering your points from the text, you are to combine the points just like how you did in the
summary writing from paper 1 (refer if you don’t remember). The points you pick and choose will have a
similar heading, and you will want to use that heading as the topic sentence.

For example, I have points for why school should start later: not enough time to go out with family, not
enough time to indulge in hobbies. I can use the common header not enough time for leisure. I would
then use the points you got as explanation points, using made up scenarios for examples. Of course,
don’t forget to summarise it in the conclusion sentence as well.

Your conclusion paragraph should usually have a stand as well as solutions to make the issue better. The
exception to this rule is when the essay doesn’t require you to evaluate the advantages and
disadvantages and only requires you to give explanations on one aspect. For example, there was one
year where the essay was to persuade the person you are writing to hire you for a job. There is no
evaluation of pros and cons there so there would not need to be a stand or a solution, just summarise
and reiterate why you are good for the job.
Question 2 - Descriptive/Narrative Essay.

We have already discussed and decided that you will be doing the narrative essay. Remember to plan:

Beginning----------------------------- Middle------------------------------------------ End

Beginning is where you will have the character, the place, time and the problem introduced. The middle
is when you are on the way to solving that problem. Ending is when the problem is solved and
everything is okay. At this point, focus a little more on describing well what is going on as you are solving
the problem. If you have a plot twist that would be even better as well. Don’t forget that you should not
exceed the word limit by more than 50 words.

That is all the summary I have for you. If you have any questions don’t hesitate to ask me. Try to ask me
a bit earlier than the exam okay. Don’t panic and do your best.
 English P2
• Directed persuasive writing

• Use format of PEEC- Point, explanation, example, conclusion

• Point: Find as many relevant as possible in 1 paragraph

• Explanation: elaborate from own view, explain why

• Example: illustrate and comparison

• Conclusion: Repeat point and finish up

• Try to get as many related points in the paragraph

• 1 paragraph for yes, 1 paragraph for no, 1 paragraph for evaluate (own decision)
 ICT P3
Website:

• Make sure all files saved in same folder (If screenshot for files required, keep in “details” form)

• Check that all html files (.htm) and all css (.css), save excel files as .xlsx and not .csv or .txt

• Check for question details- candidate details on evidence doc/css sheet/html doc

• Use print preview to make sure all images on evidence doc is clearly visible/structured right

• Keep properties open as much as possible

1-setup

• Follow instructions for all folders/evidence docs

• Evidence docs to keep candidate details as header/footer

• Folder to keep required docs

2-table layout

• Check how many main rows needed, use insert>table, create with no default headers unless
specified

• Use selection and row/colspan to produce shape + properties to change width (Ctrl +F3 and
adjust width when selecting row) NOTE: Don’t use drag to change dimensions as it changes
whole table

• For cell names (i.e., A, B, C) put in cell content first and change later

3- inserting text, videos and images

• Text: Insert as per usual but add headers/p/ font styles with right clicks

• Images: Use relative link if required, but insert>image best, use crop tool/edit tool provided in
properties (NOTE: read images/ or text carefully for correct image and alt text)

• Video: Use insert>html>html 5 video/audio for placeholders, drop in file if required

4- Attaching stylesheets

• Format is always <link href= “name” rel= “stylesheet” type= “text/css”>, style is read from
bottom to top (priority: Inline->External->Internal, Inline ->Id->Class->Elements)

• The more specific a style is, the higher priority it gets

5- Links

• Website links: use normal https:// link

• Email links: mailto:theaddress?subject= Subject To Be Put In

 • Movement in the page links: <a id=”#positiontomoveto”></a> then use link as #id

• Targets: _blank- new window/tab, _self- same tab(default), _parent-same frame, _top-top of
page, _new- new window

• Default target- <base target=” _blank”>

6- CSS

• Font-height=font-size, text-indent: indent in front of text

• For “Most efficient markup”, use group syntax (h1, h2{example})

• Spacing between table cells is table{spacing:20px;}

• Font measuring styles: pixel(px), points (pt), relative fonts (em means larger, ex means smaller),
default sizes (xx-large to xx-small)

• Make sure font names are in (“”)

• Bold: font-weight, Italic: Font-style, underline: Text decoration

• Colors: 80 for light, 50 for dark

• Background images: background-image url(‘site’), background-repeat: no-repeat, background-

position: right top

• Use separate border attributes instead of shorthand codes

• Inline style- style=”width:100%”

• For table dimensions, don’t use design view

7- FAQ

• Analyze efficiency of markup- check for mistakes/repetition of markup (shorthand advised) for 1
mark one point

• Test website (Functions)- test structure of table/images/ links and effects/ fonts/styles

• Testing website (User test)- Have users test functionality, design etc. of website

• Evaluate website for audience

Wan Er’s CSS

CAMBRIDGE IGCSE ICT RESEARCH PT 2 (2018-2020 papers)

CONCLUSION

CELL SPACING- IN TABLE

Cell-spacing within table: table {border-spacing:20px;} [2020 M/J 31]

CELL PADDING- IN TD

(padding in must be in td, in table is optional & accepted)

No Cell padding: td{padding:0px;} [2020 M/J 31; 2020 Spec]

All table cells padding set to 15px: td{padding:15px;} [2019 M/J 32]

Examiner report: the padding should have been set within the table cells (as well as the table)

Cell padding within the table: table,td {padding:10px;} (MS contrast, only in td)[2020 F/M]

Examiner report: Many candidates did not include the td selector for the padding [2020 F/M]

TABLE BORDER & GRIDLINES- IN TABLE AND TD

(border collapse in table)

all table borders are visible and 2 pixels wide: table,td{border-width:2px;} [2019 F/M]

Examiner Report: Few candidates were successful in setting all table borders to be visible in the
stylesheet; many only applied the instruction to the table and not the table cells.

Formula: {border: 5px solid red}

All table borders and gridlines (given colour, solid, visible collapsed line, 2px wide):

table,td {border-collapse:collapse; border:2px solid #000000;} [2020 F/M]

Examiner report: Many candidates did not include the td selector for the gridlines [2020 F/M]

(MS contrast, border-collapse only in table)

Gridlines separated: table {border-collapse: separate;} [2020 M/J 31]

All table borders width of 0: table{border-width:0px;} [2020 M/J 31]

Table borders: No visible borders: table,td {border-style: none;} [2020 Spec]

Table and cell borders must not appear on final web page: table,td {border-style: none;} [2018 F/M]

table{} referred as ‘external table borders’

td {} referred as ‘internal gridlines’

table, td {} referred as ‘table border and gridlines’ or ‘all borders and gridlines’

*own experiment

- border-width:0px and border-style:none; works the same.

- only works if there is a <table border>, even if put inline style border wont work

- if you set table border=”5” only the table border will become 5, not the td borders

All table borders have a width of 0 table {border-width:0px;}

gridlines are separated table {border-collapse:separate;}

All cell spacing within the table is set to 20 pixels. table {border-spacing:20px;}

There is no cell padding. td{padding:0px;}

Examiner report: Many candidates did not include the td selector for the padding and gridlines.

table Position: Centre aligned within the browser window

Size: 600 pixels wide

Borders: No visible borders

Cells: Cell spacing 0 pixels

Cell padding 10 pixels

table {width:600px; margin-left:auto; margin-right:auto; border-style:none; }

td {padding: 10px; border-style:none;}

*1 mark given for border joined together in one.

Examiner Report: The statement to remove collapsed borders should have been placed in the table
section of the stylesheet but was frequently seen in the td definition. Conversely the padding should
have been set within the table cells (as well as the table) but was frequently seen set at table level only.

the image GGGlogo.png becomes the single background image placed at the top right of each page

all tables are left aligned in the browser

all table borders are visible and 2 pixels wide.

Examiner Report: Few candidates were successful in setting all table borders to be visible in the
stylesheet; many only applied the instruction to the table and not the table cells.

Excel:

1- Formulas

• SUM(range)- adding numbers

 • AVERAGE(range)- finding average of numbers

• MAX(range)/MIN(range)- finding maximum or minimum

• COUNT(range)- counting all numerical values

• COUNTA(range)- counting all filled cells (numerical or text)

• COUNTBLANK(range)- counting all blank cells

• COUNTIF(range, criteria)- counting specific requirements

• IF(Criteria, result if TRUE, result if FALSE)- 2 outcomes for each one

• SUMIF(Range of cells to search, criteria, range of cells to sum)

• PROPER(Range)- Makes first letter capitalized and rest lowercase

• LOWER(range)/UPPER(range)- Makes all text lowercase/uppercase

• LEFT/RIGHT(range, number of letters to take)- Sources the letters from the left/right

• MID(range, starting number of letters, number of letters to take)- Takes letters from a starting
position

• AND(item 1, item 2)- Sets requirements to combine

• OR(item 1, item 2)- Sets requirements to ‘if one is true all are true’

• VLOOKUP/HLOOKUP(lookup value, range of values, number of columns/rows to move,

approximate/exact match)- Sources values vertically/horizontally

• ROUND(range, number of decimal places)- rounds to nearest value

• ROUNDUP/ROUNDDOWN(range, number of decimal places)- rounds up/down without basing

on value

• INT(range)- rounds to nearest integer

Note: formulas can be nested together, use formula bar for easier navigation

2- Formatting

• Custom formatting

• Currency and decimal places in Home>Number

• Data validation in Data>Data validation> List

• Follow all format in the result (row height, color, font)

• Serif font(those with hooks at the end of the letter)- Times New Roman

• Sans-serif font- Arial

• Cursive font- Lucida Handwriting

3- Sorting and filtering

• Home>Editing

• Use filter to open sorting and filtering tab settings

4- Testing

• Normal data- regular and within the expected range

• Extreme values- On boundaries of range

• Abnormal values- Not accepted in range

• Compare expected result and actual result

5- Print preview

• All header footer, width settings found in page setup

• Show formulas in formulas tab

 ICT P2
Word document

1- Layout

● Header and footer (Use quick parts), to display field codes right click> Toggle field codes
● Delete all header and footer placeholders if not used, create 3 column at first
● Splitting into columns in Layout> More columns
● Alignment in Layout tab
● No widows and orphans (one line hanging in a separate column

2- Styles

● Create style based on “Normal”

● Additional details are found in Format
● Apply styles to the required document parts

Access

1- Importing data

● Import as a text file (for .csv)

● Field name has to check headers
● Data types
● Select primary key as custom column
● Specifically take design view to change database/screenshot

2- Relationships

● Open relationships and open all database fields

● Hold and drag to merge the primary keys together

3- Forms, queries and reports

● Form wizard drops in fields required, use design view to adjust form
● Drop down list and option box can be added
● Improvements to forms like standardised design, drop down lists, title change
● Query criterias are
○ Is = “”
○ Includes= **
○ Not= Not **
○ Starts with= A*
○ Ends with= *A
○ Numbers and booleans as normal
● Formulas in fields are Field Name: [field A]*[field B]
● Report wizard can be added in design view, calculations use “Totals” in Layout view
Mail merge

1- Automated details

● Found in Quick Parts

● Right click to toggle field codes when screenshotting

2- Mail merge

● Select data source as Excel csv in Select Recipients

● Merge fields in “<>”
● Filter in Edit Reciepients
P6

1- Table

• Drawn in pen

• Internal gridlines, headings with units, all values with same d.p/s.f

• Anomalous results- find those that don't fit in trend

2- Error in set-up/ Improvements

• Contamination- didn't wash/only same apparatus

• Error in set-up

• Badly controlled control variable (position, temperature, usage of apparatus)

• Smaller range of values to be tested

• Repeat, compare for anomalous results, find mean

3- Safety precautions

• Safety goggles, gloves

• Don't touch hot objects/ careful usage of sharp/hot/cold objects/corrosive chemical (iodine
etc.)c

4- Graph

• A- Axis correctly labelled (always y-against-x, dependant variable vs independant variable)

• S- Scale (correct/reasonable scaling of graph, at least 1/2 of page)

• P- Points plotted correctly

• L- Line drawn passing most points (best fit curve is curved, line only is straight

• For finding specific values, must do working (dotted lines) on graph

5- Drawings

• O- correct texture/outline of drawing

• S- size of drawing at least x1.5 or x2 size

• D- details of diagram accurately drawn (2 marks)

• L- If avaliable, label it
 • Calculate magnification (measure from diagram not letter)

6- Bio Planning

• IV- What is changed/how to change it/lists of values to change

• DV- What to measured/ what to change

• CV- At least 2

• SP- at least 1

• R- Use what calculations with data/what to repeat for accuracy of data

7- Chem planning

• Full procedure, with IV/DV/CV

• Specific technique to handle/collect (downward gas displacement, lit splint test etc)

• Values to take down and how to handle data

8- Phys planning

• IV/DV/CV

• R and SP

• 2 CVs, Specific 2Rs

Key techniques for Bio/Chem/Phys

- Keywords

• Name/State- Just write points, as many as marks required (State formula of glucose(1): C 6H12O6)

• Describe- Tell what is seen using state and color/result (Describe the gas produced (2): There is a
pale green gas (1) that turns blue litmus paper red then bleaches it white(1) )

• Define- Keywords as many marks as possible, plus one example for substance if needed (Define
active transport (3): Movement of substances (1) from a region of low concentration to a region
of high concentration (1) against a concentration gradient (1))

• Explain- Use specific reasons (relating to particle theory etc.), specific cause and effect (Explain
why not all potential energy is converted to kinetic energy (2): Some of the energy is lost (1) to
other forms through conversion of energy to forms like heat and air resistance (1))

• Specific descriptions, don't use it/that

• Write out formulas before calculations

- Basic tests

• Hydrogen- lit splint (extinguishes with a 'pop' sound)

• Oxygen- Glowing splint (relights glowing splint)

• Carbon dioxide- Limewater (clear to milky white)

• Chlorine- Damp blue litmus paper (turns red then bleached white)

• Ammonia- turns damp red litmus paper blue

• Water- anhydrous copper sulfate (turns blue from white) or cobalt chloride paper (from blue to
pink)

• Starch- Iodine (from yellow-brown to blue-black)

Chem exam tips