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Teachers Resource
David Sang
Cambridge IGCSE
Cambridge IGCSE Physics matches the requirements of the
Cambridge IGCSE Physics syllabus (0625). It is endorsed
by Cambridge International Examinations for use with their
examination.
This Teachers Resource is intended to be used alongside
the Cambridge IGCSE Physics Coursebook and Workbook.
Jonathan Blundell
Cambridge IGCSE
The Teachers Resource CD-ROM contains:
animations to illustrate key syllabus concepts
question sheets and answers covering each block from
Sociology
the Coursebook
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Completely Cambridge Cambridge
resources for Cambridge qualifications
Cambridge University Press works
Teachers Resource
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closely with Cambridge International
Examinations as parts of the University of
Cambridge. We enable thousands of students to pass their
Cambridge exams by providing comprehensive,
high-quality, endorsed resources.
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To find out more about Cambridge International
Examinations visit www.cie.org.uk
Visit education.cambridge.org/cie for information on our
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full range of Cambridge IGCSE titles including e-book
versions and mobile apps.
David Sang
Cambridge IGCSE Sociology
Introduction
The resources on this Teachers CD-ROM have been written to help students studying the Cambridge IGCSE
Sociology syllabus from Cambridge International Examinations. The materials are designed to support the
Cambridge IGCSE Sociology Coursebook.
The CD is intended to be a practical guide, an equally useful tool for:
to gain a full understanding of the syllabus in terms of its content, what will be assessed, what format the assessment will
take, the depth of knowledge which students will require and the skills which they need to develop
to plan and organise their teaching effectively
by providing practical suggestions regarding resources, schemes of work, teaching strategies and student activities.
answers to the activities, case study tasks, test-yourself and exam practice questions (including mark schemes) in the
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Coursebook
a range of teaching ideas centred around research, presentations, discussions and debates, pair and group work and
written work
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revision notes
worksheets and answers
practice examination questions in the style of Cambridge Paper 1 and Paper 2 questions with mark schemes and
guidance, written by the author.
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finding a consensus based on shared values.
b Marxists see the police force as enforcing laws that benefit the ruling class, arresting and charging
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offenders who are working class. Functionalists see the police force as enforcing laws that reflect societys
shared values.
numbers, e.g. the number of suicides in a year and what types of individuals are most likely to commit suicide.
2 They have a different view of society and of social behaviour. They are interested in small-scale social
interaction and in the meanings people attach to their actions so they favour methods such as participant
observation and unstructured interviews. Positivists, on the other hand, favour experiments, surveys and
structured interviews which provide statistical information.
Cambridge University Press 2014 Cambridge IGCSE Sociology Unit 1: Answers to Coursebook activities 1
Cambridge IGCSE Sociology
Informed consent: whose consent would you need to obtain and how? Teacher, pupils (and/or their parents or
guardians), other adults, such as teaching assistants.
Anonymity and confidentiality, e.g. do not identify teacher or pupils by name.
Deception: the researcher should inform everyone of who they are and why they are there.
The researcher may also affect behaviour in the classroom by their presence (the Hawthorne Effect) and this may
have ethical implications.
The researcher may see unacceptable behaviour by pupils and have to decide whether or not to tell the teacher.
The findings may make the teacher question their abilities or competence.
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forms are stored securely for 100 years before being made public.
2 Strengths: gathers information about very large numbers of people, in statistical form which enables councils
and governments to plan. Questions are standardised and data are reliable. Weaknesses: does not give any
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information about reasons for changes. Respondents are not asked to give explanations or reasons; e.g. the
census may show that people are having more children, but not why. Not everyone is included in the census;
e.g. homeless people or people who are abroad may be missed out, making the findings less representative.
winning their trust. The respondent is more likely to give truthful, honest answers.
2 Focus groups create a group dynamic. The women were from different parts of the UK and would not know
each other. They might have to travel a long distance and would not want to be away from their family. They
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might be wary of each other and the discussion might be dominated by one woman, with others feeling unable
to speak up. The researcher would have to work hard to ensure that all the women felt at ease and joined in.
2 Because it would involve real people being victims of violence, and it might seem to the children that they
were being encouraged to be violent or to think that violence might be a good thing. These are ethically
unacceptable.
Cambridge University Press 2014 Cambridge IGCSE Sociology Unit 1: Answers to Coursebook activities 2
Cambridge IGCSE Sociology
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because of his presence (the Hawthorne Effect). We only have Venkateshs account so it is difficult to check
whether his observations are accurate. Advantages: because he was accepted by the gang, Venkatesh was able
to go around with them and to observe their behaviour in different situations. His observations are likely to
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have been valid.
2 A covert researcher would spend a lot of time and effort maintaining their cover. It would be very difficult to
make notes, as this would be suspicious. If the covert researcher was discovered, they would be in danger, as
gang members would feel they had been deceived.
1 They had to decide how to record data, e.g. whether to note the length of items, and what to do about news
items that referred to several countries or to developing countries generally; how to describe and analyse the
tone of an item and which non-news programmes to include.
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2 To measure tone, the researchers would probably have considered the use of particular words, the angle or
emphasis of the report and the tone of voice used by reporters.
3 Content analysis could also be used for radio broadcasts, newspapers and magazines, and news websites.
Cambridge University Press 2014 Cambridge IGCSE Sociology Unit 1: Answers to Coursebook activities 3
Cambridge IGCSE Sociology
Positivists insist that research should be free of bias, that sociologists should be neutral.
Interpretivists argue that being free of bias is probably not possible, because sociology is about people and their
social lives.
Experiments (the most positivist of methods) can be free of bias in the sense that the researcher can ensure that they do
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not themselves affect the outcome.
Other methods in sociology show bias to some extent; for example, in participant observation research the researcher
sometimes develops a strong bond with the group. Interpretivists see this as strength rather than a problem.
1 UK
2 Sierra Leone
Tables
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Bar charts
1 Tokyo
2 Mumbai
3 Tokyo, Osaka, Los Angeles, New York
Pie charts
1 a Asia and the Pacific; b developed countries
2 The total population of each region, the number of undernourished people in each region.
Cambridge University Press 2014 Cambridge IGCSE Sociology Unit 1: Answers to Coursebook activities 4
Cambridge IGCSE Sociology
Structured
Unstructured
Semi-structured
Group/focus group
Face to face
Telephone
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One mark for each correct type of interview identified (up to a maximum of two)
c Answers are expected to give two reasons why sociologists might question generalisations from this
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research. They might suggest that;
The sample is too small; the sample was drawn from only one town, which may not be typical of other
towns. The researchers would probably not have known about all the young women who became pregnant
at that age and at that time in that town, and so we cannot know if the sample is representative
One mark for each reason correctly identified (up to a maximum of two)
One mark for development of each reason (up to a maximum of two)
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d Answers are expected to give two strengths of group interviews, such as:
answers are more likely to be valid, because we form our opinions as members of social groups rather than as
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individuals
the interview can bring out what members of the focus group think is important
answers can provide depth/detail/understanding of respondents point of view
save time and money
individuals tend to be less shy in a group than in a one-to-one interview
One mark for each strength correctly identified (up to a maximum of two)
One mark for development of each strength (up to a maximum of two)
e Answers are expected to give two strengths and two limitations of questionnaires, such as:
Strengths:
all respondents answer the same questions with the same answer (the questionnaire is standardised)
easy to analyse and compare results
reliability/replication
can be used with large samples
respondents can be geographically distant from researcher (questionnaire can be conducted by post)
should be possible to generalise findings to a wider population
Limitations:
Cambridge University Press 2014 Cambridge IGCSE Sociology Unit 1: Answers to Coursebook activities 5
Cambridge IGCSE Sociology
One mark for each strength correctly identified (up to a maximum of two) and one mark for description of
each strength (up to a maximum of two)
One mark for each limitation correctly identified (up to a maximum of two) and one mark for description
of each limitation (up to a maximum of two)
f Answers need to demonstrate an understanding of the interpretivist tradition and the preference for
methods that produce qualitative data, for example referring to validity, understanding the point of view of
social actors and the depth and detail of data.
Band 0
No creditworthy response
Band 1 (13)
Answers at this level are likely to show limited understanding and be based on common sense or demonstrate
little in the way of clear sociological knowledge or terminology. At the top of the band answers may begin to
use some appropriate knowledge or terminology.
Band 2 (47)
At the bottom of the band, answers demonstrate basic understanding of the issue and begin to use some
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appropriate knowledge and terminology. Supporting explanation may be weak or over simplistic. At the top
of the band, answers use appropriate knowledge and terminology but may not fully focus on the question.
Answers are likely to offer more than one reason.
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Band 3 (810)
The answer is fully focused on the question. There is evidence of good use of sociological terms and candidates
make clear reference to theoretical issues such as validity. They may also refer to different methods that
produce qualitative data (such as unstructured interviews and participant observation) and may use terms
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such as Verstehen or empathy. At the top of the band they should offer a range of reasons why interpretivists
prefer methods that produce qualitative data, as well as demonstrating accurate use of sociological concepts.
g Answers should show an awareness of what is meant by ethical issues and the extent to which they
influence ethical issues (for example, compared to theoretical and practical issues). Ethical issues that could
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be discussed include informed consent, deception, anonymity and confidentiality, risk/harm (physical
and psychological) to researcher and to participants. Reference may be made to any sociological research
methods, and examples of research studies raising ethical issues should be credited.
Answers might talk about:
For:
informed consent
deception
anonymity and confidentiality
risk/harm (physical and psychological) to researcher and to participants
codes of practice/guidelines
Against
Cambridge University Press 2014 Cambridge IGCSE Sociology Unit 1: Answers to Coursebook activities 6
Cambridge IGCSE Sociology
Band 0
No creditworthy response
Band 1 (14)
Answers in this band may be largely based on common sense showing limited or no knowledge of sociological
terms and concepts. Answers are unlikely to show understanding of ethical issues.
Band 2 (58)
In this band answers will tend to offer some basic discussion of one or two ethical issues. Alternatively, they
may offer an answer which is list like in nature but there will be no real attempt to address ethical issues. At
the top of the band, candidates may offer a description of more than one method or issue.
Band 3 (912)
Answers in this band will show good use of sociological language and will make some attempt at addressing
ethical issues but this may be weak or focus only on asserting that they are important. At the bottom of the
band, answers may provide a good range of points but there might be a lack of focus on ethical issues. At the
top of the band, answers are likely to show either strong agreement or disagreement with clear focus on the
question, but are unlikely to discuss both sides.
Band 4 (1315)
Answers in this band will be clearly focused on the question and address the extent of the importance of
ethical issues. Answers will offer a range of arguments both for and against but this need not be balanced.
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They will show excellent grasp of sociological terms and knowledge. At the top of the band there will also be
an evaluative conclusion.
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analysed. This will take students through the main stages of a research project.
Presentations
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Research methods (AO1, AO2)
Individually or in pairs, ask students to prepare a presentation for the rest of the class on one of the research
methods (experiments, surveys, unstructured interviews, participant observation, longitudinal studies, content
analysis, and so on. They should aim to make the presentation memorable and informative, and should cover
issues such as time and money, validity, reliability and representativeness, ethical issues and examples.
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opportunity, quota and snowball samples). They should include examples and illustrations (e.g. a random sample
could be illustrated with a lottery) and make sure that they use the terms population, sampling frame and
representativeness.
Cambridge University Press 2014 Cambridge IGCSE Sociology Unit 1: Teaching ideas 1
Cambridge IGCSE Sociology
Written work
Exam-style question: To what extent are practical issues the most important factors when
sociologists are choosing which method to use? (AO1, AO2, AO3)
To help students come to terms with the demands of this type of question, it is a good idea to break the task down
into a series of stages. Allow students first to see the generic mark scheme (provided in the syllabus by Cambridge
International Examinations) and discuss this with them, giving ideas about how they can meet its demands.
Stage 1 students identify relevant material.
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Stage 2 students compile two lists, one containing ideas about why practical issues (such as time, money and
access) might be the most important and the other containing ideas about why ethical and theoretical
issues might be more important.
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Stage 3 students reach a judgement based on stage 2.
Stage 4 students formulate the argument to be pursued in the answer.
Stage 5 students decide how they will ensure balance in their answers.
Stage 6 students produce a plan containing:
an introduction
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a conclusion
brief details of the composition of each of the other paragraphs, showing how they will link together.
Stage 7 students write an essay.
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At each stage there should be interaction between students (in pairs or small groups) and between student and
teacher. Students should then write their complete answers. You should mark the answers and provide feedback.
Any problems identified should be set as targets for improvement in the next practice exam question.
Cambridge University Press 2014 Cambridge IGCSE Sociology Unit 1: Teaching ideas 2
Cambridge IGCSE Sociology
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Generalisability 16 Positivism 12 Subjectivity 27
Group interview 24 Postal questionnaires 20 Survey population 15
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Hawthorne/Observer Effect 28 Primary data 38 Telephone questionnaires 21
Historical documents 42 Qualitative data/research 20 Trend 38
Hypothesis 14 Quantitative data/research 12 Triangulation 35
Identity 8 Questionnaires 19 Unstructured interview 24
Interpretivism 8 Reliability 23 Validity 23
Interviewer bias 27 Representativeness 36
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Structuralist approaches focus on social structures and institutions and how these influence how people behave;
interpretivist approaches focus more on how individuals make sense of society.
Functionalism is a consensus theory.
Marxism and feminism are conflict theories.
Positivists and interpretivists have different approaches to carrying out research, with positivists preferring a more
scientific and objective approach.
Each stage of the research process involves choices and decisions involving a range of practical, ethical and
theoretical issues.
Sociologists use different types of research methods, including surveys, interviews and participant observation
and experiments.
Other types of research include case studies, longitudinal studies and triangulation.
All methods and types of research have strengths and limitations.
Sociological methods and their findings can be evaluated in terms of their validity, reliability and representativeness.
Research can produce quantitative or qualitative data.
Sociologists also use both primary data and a range of secondary data, including official and unofficial statistics,
documents such as diaries and letters, media and published sources.
Cambridge University Press 2014 Cambridge IGCSE Sociology Unit 1: Revision handout 1
Cambridge IGCSE Sociology
Validity and reliability: Many students use these terms interchangeably, as if they had the same meaning. It is important
that students understand the difference between the two terms.
Sampling methods: Only four sampling methods are on the syllabus: random, snowballing, quota and stratified. In
wider reading, students may come across others, such as systematic, purposive and cluster sampling. It can be helpful to
know these additional methods but questions will not be asked about them in examination.
Interpretivism: This term is similar in meaning to interactionism; students are now only expected to know the term
interpretivism.
Representativeness and generalisability: Students sometimes do not appreciate the difference between these related
terms. If a sample is representative of a wider population, then generalisations to that wider population can be made
from it.
Strengths and limitations: When a question asks for these, your answer should be as specific as possible. For example,
if a question asks for the strengths or limitations of covert participant observation, credit is unlikely to be given for
points that apply to all participant observation (overt as well as covert). Being cheap and quick as strengths (or time
consuming and expensive as limitations) are not usually good points to make, especially as students tend to apply these
indiscriminately to all methods, without explanation.
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how a researcher may influence the behaviour
Generalisability
of respondents
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Validity using several methods to check the findings
Cambridge University Press 2014 Cambridge IGCSE Sociology Unit 1: Worksheets and Answers 1
Cambridge IGCSE Sociology
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H A statement which research sets out to prove or disprove
I Perspective that argues against using scientific methods
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J Rosenthals partner in the Pygmalion in the Classroom
experiment
K Marxs first name
L A controlled environment in which an experiment can be
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carried out
M Can be studied using content analysis
(R) N A sampling method in which all in the sampling frame
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2 Why was it useful to use different methods?
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3 How was Barker able to gain access to do this research? How could the research have been done if she could
not get access in this way? What problems would there be?
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5 Why do you think Barker did not ask questions straight away?
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Unit 1 worksheet 3 case study
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The source of information for the case study in the worksheet is:
Barker, E. (1984), The Making of a Moonie, Blackwell, Oxford.
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Cambridge University Press 2014 Cambridge IGCSE Sociology Unit 1: Worksheets and Answers 4
Cambridge IGCSE Sociology
Positivism the view that the social world is made up of facts which can
be studied in a scientific way
Interpretivism the view that the social world is very different from the
natural world, and should be studied using non-scientific
methods
Reliability the extent to which a method gives consistent and repeatable
results
Generalisability whether the results of research can be said to apply to a wider
group than those directly taking part
Validity the extent to which a research method represents the social
phenomenon it claims to measure
Response rate the proportion of survey forms that are returned to the
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researcher
Triangulation using several methods to check the findings
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Correlation when two variables are related to each other
Sampling frame a list of people from whom a sample is chosen
Longitudinal survey this is carried out at intervals over a long period
Hawthorne/Observer Effect how a researcher may influence the behaviour of respondents
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Worksheet 2
Anonymity Jacobson Stratified
Biased Karl Telephone
Covert Laboratory Unstructured
Dependent Media (accept mass media or magazines) Validity
Ethical (issues) Random Interview
Focus group Observation Experiment
Generalisability Pilot Systematic
Hypothesis Questionnaire Magazine
Interpretivism Response rate
Worksheet 3
1 Participant observation, questionnaires and unstructured interviews.
2 Using three different methods (methodological pluralism) means that the researcher can get more data and
answer different questions. The data can also be used to check validity; findings from different methods may
corroborate (support and confirm) each other or there may be contradictions which suggest that one set
of answers is invalid. Findings from one method can also be used to develop ideas that can be tested using
another method; Barker used interview findings to help her develop hypotheses to test in a survey.
3 Barker was only able to gain access because she was invited to do the research by the Unification Church.
Without this, she would not have been able to live with Moonies, or be able to contact all the members for a
survey. She would probably have been able to find some ex-members. Without permission, she would have
had to carry out covert participant observation which would be unethical and very demanding in terms
Cambridge University Press 2014 Cambridge IGCSE Sociology Unit 1: Worksheets and Answers 5
Cambridge IGCSE Sociology
of maintaining a cover. Barker would have had to behave at all times as a believing Moonie. Making notes
without arousing suspicion would have been difficult, as would leaving the research situation.
4 Barker had an initial problem in that the Unification Church invited her to research. She would therefore have
to insist that she be given access to all areas of Moonie life. Without this, her research would be compromised;
she might not be able to give a full account and could be accused of allowing herself to be used by the Moonies
to present a misleadingly positive account. She would also face a problem when carrying out her participant
observation because, living with the Moonies, she would not have access to other ideas and might find herself
going native accepting Moonie ideas and becoming a Moonie herself. Even if this did not happen, she
would, as usually happens in participant observation, become so close to the Moonies that she would see
things from their perspective and so it can be questioned whether her account is unbiased.
5 Because at first she was a stranger, and also she would not know what to ask. After listening in for a while, she
would be able to ask meaningful questions.
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e
f Explain why positivists see the use of experiments as a good research method in sociology. [10]
g To what extent do qualitative methods lack reliability? [15]
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Total marks available 45
can be applied. Norms can vary between age groups; for example, the behaviour expected of an older person
is not the same as that for a teenager.
b Describe two sanctions that can be applied to those who break norms in schools. [4]
c Explain how rewards and sanctions are different in modern industrial societies compared to
traditional societies. [6]
d Explain why age can be described as socially constructed. [8]
e To what extent does gender influence social identity? [15]
Total marks available 35