Page |1

11th Cambridge The Learning Hub Cambridge Session 2024-25

 Page |2
Dear Students,
As we step into the summer vacation period, we understand the excitement you feel about taking a break
from school routines. While it's essential to relax and have fun, we also encourage you to continue learning
and engaging with your faith during this time. In the spirit of Eid and throughout the summer vacation, we
invite you to actively participate in Islamic practices to deepen your connection with your faith. Here are
some tips to help you stay engaged and make the most of your summer vacation:
1. Create a Routine: Establish a daily routine that includes dedicated time for completing your summer
tasks. This will help you stay organized and motivated to achieve your goals.
2. Daily Prayers: Establish a habit of performing the five daily prayers. Take this opportunity to strengthen
your connection with Allah and find peace in your daily prayers.
3. Reading Quran: Dedicate time each day to recite and reflect upon the Quran. Explore the meanings of
verses and discuss them with your family to deepen your understanding of Islam.
4. Celebrating Eid-ul-Adha: Make Eid-ul-Adha celebrations special by actively participating in the
preparations. Learn about the significance of Eid-ul-Adha and engage in rituals with your family to create
lasting memories.
5. Family Reflection Time: Set aside time for family discussions about Islamic topics. Use this time to ask
questions, share your thoughts, and deepen your understanding of your faith.
6. Lead by Example: Be a role model for your peers by demonstrating Islamic values and practices in your
daily life. Let your actions reflect your commitment to kindness, honesty, and compassion.
7. Set Realistic Goals: Take some time to set goals for yourself during the summer break. Break them
down into smaller tasks to make them more manageable and achievable.
8. Encourage Independence: Take ownership of your summer tasks and projects. Seek guidance when
needed, but challenge yourself to work through challenges independently.
9. Provide Resources: Make sure you have access to the necessary resources to complete your tasks.
Whether it's books, art supplies, or internet access for research, ensure you have everything you need to
succeed.
10. Lead by Example: Show your peers the importance of lifelong learning by pursuing your hobbies and
interests. Share your passion for learning and inspire others to explore new skills and knowledge.
11. Stay Connected with the School: Stay informed about any summer programs or resources offered by
the school that can support your learning and growth during the break.
Remember, summer vacation is a time for relaxation and exploration, but it's also an opportunity for
spiritual growth and personal development. By actively engaging in Islamic practices and continuing your
learning journey, you can make this summer a truly enriching experience.

11th Cambridge The Learning Hub Cambridge Session 2024-25

 Page |3
Instructions of Homework:
1. Printing: Print tasks neatly for clear assessment.
2. Task Completion: Diligently complete tasks with attention to detail and creativity.
3. Submission:
• Homework: Complete tasks in hard copy format, ensuring thoroughness and neatness.
• Projects/Slides: Prepare and submit between 1st July-5th August, organized and …...labeled.
As Projects will be exhibited during the first week of school.
4. Marking and Assessment:
• Marks posted within a week of submission.
• Fulfill all criteria for full credit; review requirements carefully.
5. Submission Deadline: Stress the importance of meeting deadlines to avoid mark deductions.
6. Assistance and Support: Encourage reaching out to teachers through Teams for any task-related
queries.
Ensure smooth completion by adhering to these instructions.
Warm regards,
The Learning Hub Cambridge

11th Cambridge The Learning Hub Cambridge Session 2024-25

 Page |4

I AM A LEADER
Ready to ignite the LEADER WITHIN YOU? You've got unique talents waiting to shine. As A
LEADER, why not use your summer vacation to embark on a journey to ignite the leader within
you? Let's explore what leadership means to you and set exciting goals together. Through this
journey, you'll independently discover and develop your full potential. Remember, leadership isn't
about age or title – it's about attitude and action. You have the power to lead right now, right where
you are. Are you ready to take the first step? Let's do this

11th Cambridge The Learning Hub Cambridge Session 2024-25

 Page |5

11th Cambridge The Learning Hub Cambridge Session 2024-25

 Page |6

11th Cambridge The Learning Hub Cambridge Session 2024-25

 Page |7

11th Cambridge The Learning Hub Cambridge Session 2024-25

 Page |8

11th Cambridge The Learning Hub Cambridge Session 2024-25

 Page |9
Reading for Meaning
Passage 1
1 Read the following extract and answer the following questions.
After a while, I heard the odd sound again. It seemed to be coming from along the
passage to my left, at the far end. But it was still quite impossible to identify. Very
cautiously, listening, hardly breathing, I ventured a few steps in that direction. Spider
went ahead of me. The passage led only to three other bedrooms on either side
and, one by one, regaining my nerve as I went, I opened them and looked inside
each one. Nothing, only heavy old furniture and empty unmade beds and, in the
rooms at the back of the house, moonlight. Down below me on the ground floor of
the house, silence, a seething, blanketing, almost tangible silence, and a musty
darkness, thick as felt.
And then I reached the door at the very end of the passage. Spider was there before
me and her body, as she sniffed beneath it, went rigid, her growling grew louder. I
put my hand on her collar, stroked the rough, short hair, as much for my own
reassurance as for hers. I could feel the tension in her limbs and body and it
answered to my own.
This was the door without a keyhole, which I had been unable to open on my first
visit to Eel Marsh House. I had no idea what was beyond it. Except the sound.
Adapted from The Woman in Black, by Susan Hill.
a List the words and phrases in the extract which create an atmosphere of fear [2]
and an expectation that something unpleasant is about to happen
b Explain why they have this effect. [2]
c What is the role of the setting? Provide supporting evidences form the text. [2]
d What is the role of 'Spider'? [2]
e Study the sentence structuring. How does the syntax contribute to the [2]
atmosphere? Share an example and explain it.
2 Novel extracts
Read or listen to someone reading the passage from a novel set in the early 20th
century about a young woman's first day at school as a teacher.
There was a hubbub, which gradually resolved itself into three columns of girls, two
and two, standing smirking in the passage. In among the peg-racks, other teachers
were putting the lower classes into ranks. Ursula stood by her own Standard Five.
They were jerking their shoulders, tossing their hair, nudging, writhing, staring,
grinning, whispering and twisting.
A sharp whistle was heard, and Standard Six, the biggest girls, set off, led by Miss
Harby. Ursula, with her Standard Five, followed after. She stood beside a smirking,

11th Cambridge The Learning Hub Cambridge Session 2024-25

 P a g e | 10
grinning row of girls, waiting in a narrow passage. What she was herself she did not
know.
Suddenly the sound of a piano was heard, and Standard Six set off hollowly down
the big room. The boys had entered by another door. The piano played on, a march
tune, Standard Five followed to the door of the big room. Mr. Harby was seen away
beyond at his desk. Mr. Brunt guarded the other door of the room. Ursula's class
pushed up. She stood near them. They glanced and smirked and shoved.
'Go on,' said Ursula.
They tittered.
'Go on,' said Ursula, for the piano continued.
The girls broke loosely into the room. Mr. Harby, who had seemed immersed in
some occupation, away at his desk, lifted his head and thundered:
'Halt!'
There was a halt, the piano stopped. The boys who were just starting through the
other door pushed back. The harsh, subdued voice of Mr. Brunt was heard, then
the voming shout of Mr. Harby, from far down the room:
"Who told Standard Five girls to come in like that?"
Ursula crimsoned. Her girls were glancing up at her, smirking their accusation.
'I sent them in, Mr. Harby," she said, in a clear, struggling voice. There was a
moment of silence. Then Mr. Harby roared from the distance.
'Go back to your places, Standard Five girls."
The girls glanced up at Ursula, accusing, rather jeering, fugitive. They pushed back.
Ursula's heart hardened with ignominious pain.
‘Forward-march,' came Mr. Brunt's voice, and the girls set off, keeping time with the
ranks of boys.
Ursula faced her class, some fifty-five boys and girls, who stood filling the ranks of
the desks. She felt utterly non-existent. She had no place nor being there. She faced
the block of children.
Down the room she heard the rapid firing of questions. She stood before her class
not knowing what to do. She waited painfully. Her block of children, fifty unknown
faces, watched her, hostile, ready to jeer. She felt as if she were in torture over a
fire of faces. And on every side, she was naked to them. Of unutterable length and
torture the seconds went by.
Then she gathered courage. She heard Mr. Brunt asking questions in mental
arithmetic. She stood near to her class, so that her voice need not be raised too
much, and faltering, uncertain, she said:
'Seven hats at two pence ha'penny each?"

11th Cambridge The Learning Hub Cambridge Session 2024-25

 P a g e | 11
A grin went over the faces of the class, seeing her commence. She was red and
suffering. Then some hands shot up like blades, and she asked for the answer.
The day passed incredibly slowly. She never knew what to do, there came horrible
gaps, when she was merely exposed to the children; and when, relying on some
pert little girl for information, she had started a lesson, she did not know how to go
on with it properly. The children were her masters. She deferred to them. She could
always hear Mr. Brunt. Like a machine, always in the same hard, high, inhuman
voice he went on with his teaching, oblivious of everything. And before this inhuman
number of children she was always at bay. She could not get away from it. There it
was, this class of fifty collective children, depending on her for command, for
command it hated and resented. It made her feel she could not breathe: she must
suffocate, it was so inhuman. They were so many, that they were not children. They
were a squadron. She could not speak as she would to a child, because they were
not individual children, they were a collective, inhuman thing.
Dinner-time came, and stunned, bewildered, solitary, she went into the teachers'
room for dinner. Never had she felt such a stranger to life before. It seemed to her
she had just disembarked from some strange horrible state where everything was
as in hell, a condition of hard, malevolent system. And she was not really free. The
afternoon drew at her like some bondage.
From The Rainbow, by D.H. Lawrence.
1 a Give synonyms for the 20 words in bold in the passage.
b Select ten words or phrases to show how the children felt about Ursula.
c Select ten words or phrases to show how Ursula felt about the children. [10]
2 a Select five images from the passage (i.e. similes or metaphors).
b Explain the effect of the imagery you have chosen. [8]
c Find words that are repeated and explain the effect of the repetition. [2]

11th Cambridge The Learning Hub Cambridge Session 2024-25

 P a g e | 12

11th Cambridge The Learning Hub Cambridge Session 2024-25

 P a g e | 13
1 Identify and explain the main methods of pricing, Also explain their advantages and [10]
disadvantages. Discuss which method is suitable for the luxury of life (product) in an
introductory stage.
2 a Identify and explain the role of marketing.
b Explain the consequences, if a firm introduces its product without market [10]
research.
3 a What is the difference between customer and consumer?
b Explain the role of globalization, transportation and e-commerce in a market [10]
competition.
4 Discuss the market segmentation. (Hint: define market segmentation. Explain its [10]
types, advantages and disadvantages.)
5 Define market research, product orientation, secondary research, produces services [10]
and brand image
6 Explain the 4Ps of marketing in the product life cycle. (hint; first explain the features [10]
of each stage of product life cycle and then put 4ps individually)
7 Draw the four product distribution channels and write one advantage and one [10]
disadvantage of each channel.

11th Cambridge The Learning Hub Cambridge Session 2024-25

 P a g e | 14

11th Cambridge The Learning Hub Cambridge Session 2024-25

 P a g e | 15

Answer all parts to Question 1. Refer to the source material in your answers.
1 a Calculate Pakistan’s trade in goods balance in 2017. [1]
b Identify two possible causes of demand-pull inflation in Pakistan in 2017 [2]
c Explain the opportunity cost to Pakistan of producing consumer goods. [2]
d Explain two reasons why education is a merit good. [4]
e Analyze why the children of poor families tend to receive less education than the [4]
children of rich families.
f Analyze the relationship between GDP per head and imports per head. [5]
g Discuss whether or not the supply of teachers in Pakistan is likely to increase [6]
in the future.
h Discuss whether or not an increase in its import tariffs would be likely to benefit [6]
the Pakistani economy.
11th Cambridge The Learning Hub Cambridge Session 2024-25
 P a g e | 16

11th Cambridge The Learning Hub Cambridge Session 2024-25

 P a g e | 17
Summer Assignment: Exploring the Diversity of Life - Classification of Organisms
Objective:
To understand and appreciate the diversity of life by exploring the classification of
organisms through creative and practical activities.
Task: Field Research and Observation [10]
• Visit a local park, garden, or natural area.
• Observe and document different types of plants, animals, fungi, and other
organisms you find.
• Take photographs or make sketches of at least 10 different organisms.
• Classify each organism into its correct kingdom, phylum, class, order, family,
genus, and species (as detailed as possible).
• Create a presentation (PowerPoint, poster, or video) showcasing your findings
and classifications.
Submission Guidelines:
• Compile your work into a single physical folder, depending on the format of your
chosen tasks.
• Include a cover page with your name, class, and title of the assignment.
• For physical submissions, hand it in to your teacher on the first day of school.
Practice:
Read the following topics from the book (Biology Matters / Biology for O-Level Phill
Bradfield / Cambridge IGCSE Biology) and attempt questions from MS-topicals P4
• Cells
• Classification
• Movement into and out of cells
• Biological molecules
• Inheritance and Variation
• Reproduction in humans

11th Cambridge The Learning Hub Cambridge Session 2024-25

 P a g e | 18

11th Cambridge The Learning Hub Cambridge Session 2024-25

 P a g e | 19
Practice Task:
Study Chapter 12: Light and Chapter 13: Electromagnetic Spectrum from the
Physics Student’s Book. In addition, attempt the Light and Electromagnetic
Spectrum Seneca Exercises by clicking on the link given below. The Seneca
Exercises will take about 1 hour to complete.
https://app.senecalearning.com/dashboard/class/qhz5hvftb5/assignments/assignme
nt/82705cef-298b-4375-958e-09b0136b3a37
Project Task:
Build a relay circuit by watching the following video on YouTube. You also need to
describe how the circuit works.
https://www.youtube.com/watch?v=BgLQucEzqHg&pp=ygUUc2ltcGx5IHJlbGF5IGN
pcmN1aXQ%3D
You can purchase the components from a hardware store inside Sialkoti Gate.

11th Cambridge The Learning Hub Cambridge Session 2024-25

 P a g e | 20

11th Cambridge The Learning Hub Cambridge Session 2024-25

 P a g e | 21
1 The structure of angelic acid is shown.

a Explain how this structure shows that angelic acid is an unsaturated compound. [1]
……………………………………………………………………………………………………….………………..

…………………………………………………………………………………………………………………….……

b Deduce the molecular formula of angelic acid.

……………………………………………………………………………………………………….………..……… [1]

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

2 Alkanes are a homologous series of hydrocarbons. The boiling point, melting point
and density of alkanes increase as the number of carbon atoms increases.
a Give one other physical property of alkanes which increases as the number of
carbon atoms increases.
………………………………………………………………………………………………….……….…………… [1]

………………………………………………………………………………………………………..………………

b Give two other characteristics of a homologous series.

1……………………………………………………………………………………………………….……………… [2]

……………………………………………………………………………………………………….…………..…...
2………………………………………………………………………………………………………………..……..

……………………………………………………………………………………………………….…………………
c Two typical reactions of alkanes are combustion and cracking. State the name of
another typical chemical reaction of alkanes and the reactant needed to react
with the alkanes.
Type of reaction [2]
……………………………………………………………………………………………………………….……….

……………………………………………………………………………………………………………….……….

Reactant

……………………………………………………………………………………………………………….………..

……………………………………………………………………………………………………………….………..

11th Cambridge The Learning Hub Cambridge Session 2024-25

 P a g e | 22
d Alkenes are produced by cracking alkanes. State two conditions needed for
cracking alkanes.
1……………………………………………………………….…………………………………………….………. [2]

…………………………………………………………………………………………………………….………...

2……………………………………………………………………………………………………………………..

……………………………………………………………………………………………………….……….………

e Tridecane, C13H28, can be cracked to produce an alkene with four carbon

atoms and one other hydrocarbon only. Construct an equation for this reaction.
……………………………………………………………………………………………………….……….......... [1]

……………………………………………………………………………………………………………….……….

3 Choose from the following compounds to answer the questions.

Each compound may be used once, more than once or not at all.
a State which compound:
i has a molecule with only 11 atoms
…………………………………………………………………………………………………………….……… [1]

ii is oxidised to form ethanoic acid

…………………………………………………………………………………………………………….……… [1]

iii is an isomer of butene

…………………………………………………………………………………………………………….…….. [1]

iv reacts with hydrogen in the presence of a catalyst to make an alkane

………………………………………………………………………………………………………….………… [1]

11th Cambridge The Learning Hub Cambridge Session 2024-25

 P a g e | 23
v contains four different elements chemically combined.
…………………………………………………………………………………………………………………… [1]

b Identify two compounds that have a pH of less than 7 in aqueous solution.

…………………………………………………………………………………………………………….…………… [1]

Total [6]
4 The structure of propenyl ethanoate is shown.

a Use the structure to explain why propenyl ethanoate is unsaturated.

……………………………………………………………………………………………………….…………… [1]

……………………………………………………………………………………………………………………
b Describe a chemical test to show that propenyl ethanoate is unsaturated.
Test [2]
………………………………………………………………………………………………………..….……………
…………………………………………………………………………………………………………………………
Observation
……………………………………………………………………………………………………….………..………
…………………………………………………………………………………………………………………………
c Propenyl ethanoate is prepared by the reaction between a carboxylic acid and
an alcohol, as shown

Name the carboxylic acid used.

…………………………………………………………………………………………………………………….…… [1]

CHEMISTRY BASED ACTIVITIES

Designing a creative summer vacation project on a chemistry O Levels topic that's [20]
worth 20 marks can be both fun and educational. Here's a project idea along with its
components:
Title: "Chemistry in Everyday Life: Exploring Household Chemicals"
Objective:
To understand the chemical composition and properties of common household
substances.
Components:
1 Research Phase [5]
- Create a list of common household chemicals such as baking soda, vinegar,
bleach, detergent, etc.

11th Cambridge The Learning Hub Cambridge Session 2024-25

 P a g e | 24
- Research and compile information on the chemical composition, properties, and
uses of each substance.
- Include safety precautions and handling instructions for each chemical.
2 Experimental Phase [7]
- Choose at least three household chemicals from your list for experimentation.
- Design simple experiments to demonstrate their chemical properties. For example:
- Test the acidity of vinegar using litmus paper.
- Investigate the reaction between baking soda and vinegar to produce carbon
dioxide gas.
- Test the bleaching effect of bleach on colored fabric samples.
- Document each experiment with observations, measurements, and photographs
3 Creative Presentation [5]
- Create a visually appealing presentation summarizing your research and
experimental findings.
- Use PowerPoint, poster boards, or any other creative medium to showcase your
work.
- Include diagrams, charts, and images to illustrate key concepts.
- Present your project to your class or family members, explaining the significance of
your findings.
4 Reflection [3]
- Write a reflective essay discussing what you learned from the project.
- Reflect on how the experiments deepened your understanding of chemistry
concepts.
- Discuss any challenges you faced during the project and how you overcame them.
- Share your thoughts on the practical applications of chemistry in everyday life.
Assessment Criteria:
- Thoroughness of research and understanding of chemical properties.
- Clarity and accuracy of experimental procedures and observations.
- Creativity and effectiveness of the presentation.
- Depth of reflection and insight gained from the project.
Additional Tips:
- Ensure safety precautions are followed during experiments, and adult supervision
may be required.
- Encourage creativity in presenting findings, such as incorporating multimedia
elements or real-life examples.
- Emphasize the relevance of chemistry in everyday life to engage the audience and
highlight the practical applications of the subject.
By combining research, experimentation, creativity, and reflection, this project offers
a comprehensive and engaging way to explore chemistry concepts during the
summer vacation.

11th Cambridge The Learning Hub Cambridge Session 2024-25

 P a g e | 25

11th Cambridge The Learning Hub Cambridge Session 2024-25

 P a g e | 26
Project Title: "Student Grades Database"
Project Overview:
Create a database to manage students’ grades for different subjects. This system will store
student information, subjects, and their corresponding grades.
Objectives:
- Learn basic database design and table creation.
- Practice simple SQL queries to manage and retrieve data.
Components:
1 Students Table:
Columns:
- `StudentID` (Primary Key)
- `FirstName`
- `LastName`
- `DateOfBirth`
- `Class`
2 Subjects Table:
- Columns:
- `SubjectID` (Primary Key)
- `SubjectName`
- `TeacherName`
3 Grades Table:
- Columns:
- `GradeID` (Primary Key)
- `StudentID` (Foreign Key)
- `SubjectID` (Foreign Key)
- `Grade`
Tasks
1 Database Creation:
- Define the structure of the tables.
- Set up primary keys and foreign keys.
2 Data Entry:
- Populate the tables with sample data (at least 5 students, 5 subjects, and 20
grades).
3 Queries:
- Write SQL queries to:
- List all students and their information.
- List all subjects offered.
- Find the grades for a specific student.
- Find all students who have a grade in a specific subject.
- Calculate the average grade for a specific subject.
Tools:
- You may use MS Access, SQL (MySQL, SQLite, or any other database
management system)

11th Cambridge The Learning Hub Cambridge Session 2024-25

 P a g e | 27
1 An algorithm has been written in pseudocode to calculate the profit when an item is
sold. Values
for cost price and selling price are input, the profit is calculated (selling price - cost
price) and
output. The input of zero for either value stops the algorithm.
01 REPEAT
02 OUTPUT "Enter cost price”
03 INPUT Cost
04 OUTPUT "Enter selling price”
05 OUTPUT Sell
06 IF Cost <> 0 OR Sell <> 0
07 THEN
08 Profit <- Sell – Cost
09 OUTPUT "Profit is ", Profit
10 NEXT
11 UNTIL Cost = 0 OR Sell = 0
a Identify the line numbers of three errors in the pseudocode and suggest corrections.
Error 1 line number:…………………………………………………………………………………………… [3]

Correction: ……………………………………………………………………………………..…………………

Error 2 line number:……………………………………………………………………………………………

Correction: ……………………………………………………………………………………..…………………

Error 3 line number:…………………………………………………………………………………….………

Correction: ………………………………………………………………………………………………..………

Error 4 line number:………………………………………………………………………………….…………

Correction: ………………………………………………………………………………………………..………
b This algorithm needs to be improved with a range check.
i Write pseudocode to reject the input of values less than zero for variables Cost
and Sell
………………………………………………………………………………………………………………………… [3]

…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………..
ii Describe two other validation checks that should be included in this algorithm.
Check 1 [4]
…………………………………………………………………………………………………………………………
Check 2
………..………………………………………………………………………………………………………………

11th Cambridge The Learning Hub Cambridge Session 2024-25

 P a g e | 28
2 Describe two types of iteration that a programmer can use whilst writing a program.
………………………………………………………………………………………………………………………… [4]

………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………..
3 A programmer has written a program that will be maintained by another
programmer. Explain how the program can be written to make sure it can be easily
maintained by the other programmer.
………………………………………………………………………………………………………………………… [6]

………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………

11th Cambridge The Learning Hub Cambridge Session 2024-25

 P a g e | 29

11th Cambridge The Learning Hub Cambridge Session 2024-25

 P a g e | 30
Sr. No. Years Content Resources
MS P2 pack + Class notes
https://www.khanacademy.org/math/algebra/x2f8bb1159
1. 2018-2020 Algebra 5b61c86:foundation-
algebra/x2f8bb11595b61c86:algebra-overview-
history/v/the-beauty-of-algebra
MS P2 pack + Class notes
https://www.khanacademy.org/math/8th-engage-
Solution of
ny/engage-8th-module-4/8th-module-4-topic-
equations
d/v/addition-elimination-method-1
2. 2014-2016 and
https://www.khanacademy.org/math/algebra/x2f8bb1159
simultaneou
5b61c86:quadratic-functions-
s equation
equations/x2f8bb11595b61c86:quadratic-formula-
a1/v/quadratic-formula-3
Co-ordinate MS P2 pack
3. 2018-2020
https://www.youtube.com/watch?v=LTb2-LE7StE
Geometry
Function MS P2 pack + Class notes
4. 2015-2020 and its https://www.youtube.com/watch?v=2zeYEx4eTdc
Inverse

11th Cambridge The Learning Hub Cambridge Session 2024-25