Complete the story with the correct particle

The advantage of direct method is that the teacher can control the class and fit in a lot of activity into a short class period. This leaves plenty of opportunities for the students to hone their skills, especially new ones. On the other hand, because the class is centered around the teacher, some students may not receive proper feedback, and creativity is limited. Also, the lesser talented athletes often tend to get lost in the shuffle while the great athletes shine. However, there are now a multitude of various teaching strategies that can be employed in addition to that method. Ex: Announcements, Module/Unit introductions, Descriptions/modeling of assignments and learning activities, Written or video lectures, Demonstration videos, Presentations, Discussions moderated by instructors, Interactive tutorials. Indirect Method The Indirect Teaching Style allows students to be involved in their own learning through experience and other peer’s knowledge. Students can use critical thinking to expand their learning capabilities by seeing what others may be doing correct and adjusting this to their own knowledge. The Indirect approach is the opposite of what the direct style suggests, but they are both strictly related, meaning you can’t have one without the other. Direct teaching: The instructor stands in front of the class or group and lectures or advises. Indirect teaching: The instructor assumes a more passive role and guides the student interactions. Movement exploration: Incorporates the use of equipment that involves movement. Movement Exploration The movement exploration class is founded on developing a strong, positive association to physical activity. Classes are aimed at developing movement skills and foundational strength through fun and engaging activities. The activities are age appropriate and include games, challenges, and exploration that positively challenge children’s competency while improving their physical capabilities. Skills such as the ability to climb, hold animal shapes, gymnastic style activities, and the introduction to athletic motor skill competencies are the foundations to youth training. This class provides the introduction to strength training to give children the opportunity to learn the skills required to safely and confidently engage in resistance training. Cooperative Skills Cooperative activities teach students to work together for their group's common good. By participating in these activities, students can learn the skills of listening, discussing, thinking as a group, group decision making, and sacrificing individual wants for the common good. There are two primary objectives guiding the teaching of cooperative activities. First, cooperative activities allow students to apply a variety of fundamental motor skills in a unique setting. Students are typically asked to perform motor skills in a specific way, such as “skip in general space” or “balance on one foot and one elbow.” Cooperative activities ask students to perform different activities such as skip with their hands on the shoulders of someone in front of them, walk with big steps while placing their feet on small spots, or walk across an area blindfolded while someone directs their moves. Due to the uniqueness of such experiences, students often find cooperative activities exciting and motivating. Second, cooperative activities are a wonderful medium for teaching social and emotional learning (SEL). SEL offers students an opportunity to understand and manage their emotions. In addition, such activities offer an opportunity to show empathy for others and develop positive relationships. Cooperative activities demand that all students play a role in completing the task or solving the movement problem. Every student, regardless of ability level, is important and contributes to group goals. 9 traits a PE teacher often needs Here are nine essential traits of an effective PE teacher: 1. Athletic ability Athletic ability is an essential trait for a PE teacher because they're often showing kids how to perform exercises. To demonstrate proper form and encourage the kids to continue their fitness education, it's important they can perform the exercises themselves. Having experience with fitness training can enhance a PE teacher's lesson planning because they're familiar with how each exercise affects a person's body. Athletic ability can also refer to an aptitude for sports and games. PE teachers can instruct students on how to play these games or lead after-school activities involving them, like soccer or basketball. An aptitude for sports and games can help a PE teacher encourage students to participate in the activities during class. If the PE teacher enjoys physical activity, they may make the lessons more enjoyable for the student. 2. Teaching ability A PE teacher is a member of a school faculty, so it's essential they have the teaching ability that allows them to communicate lessons to students. There are various skills involved in teaching, including the technical capabilities associated with each professional's particular field. Learning these skills can help PE teacher plan their lessons effectively and connect with their students, meaning they can encourage students to practice fitness skills in optimal ways for their health. Here are some important teaching skills for PE teachers: Having an engaging classroom presence  Real-world learning  Project building  Lesson planning  Technology 3. Interpersonal skills PE coaches are part of faculty teams, so working alongside other teachers is an essential part of their job. They often collaborate with a student's general education teacher to address any behavioral issues that arise. They can also team up with other classes to plan activities for students, like field days and special field trips. Communicating with peers can ensure these interactions remain productive and create opportunities for more fulfilling lessons. Teachers can also model emotional skills for their students by displaying positive social interactions. Interpersonal skills can also help PE teachers interact with students and their families. If a student can make a student feel comfortable expressing their needs and preferences, they can often perform physical exercises or play games to the best of their individual capacities. Understanding how to soothe nerves and support students' emotional needs are important examples of interpersonal skills. When interacting with family members, you may use some of these same techniques to communicate effectively and best uplift students. 4. Written and verbal communication Both verbal and written communication is important for PE teachers because they often communicate with students, families and various personnel on a day-to-day basis. For example, a PE teacher uses their communication skills in a lesson plan to describe any student assignments or expectations accurately. They may also write instructions in a document, then explain them in a classroom lecture. They also use communication skills to share their lesson plans with other PE teachers during conferences or classroom development exercises. Many teachers continue to learn their trade even after working as a teacher for many years. They may share tips with each other or special lessons they've developed if they feel another teacher may benefit from it. Creating a community can help PE teachers continue to expand their teaching methodology and receive feedback on their lessons. 5. Patience and adaptability Working with children can require patience and adaptability because they're encountering many new concepts at the same time and learning how to regulate their emotions. As a result, it's important to treat them with patience and care while they're in your class so they can feel comfortable and feel motivated to complete assignments. As children become teenagers, they may require patience and adaptability to account for their changing bodies and attention spans. Like any job where you perform tasks in real-time, certain circumstances may occur that require you to adapt lesson plans. For example, if the weather turns from sunshine to rain on a day you planned for students to run a mile outside, you may need to adapt the lesson plan so they can practice endurance sports inside a gymnasium instead. 6. Organization PE teachers can use organization skills to improve their lesson planning sessions. For example, they can keep their plans in one place, and determine which parts of a semester or quarter to introduce new concepts. Throughout the year, these objectives may change because of unforeseen setbacks, but organizational skills can help PE teachers control the trajectory of their class curriculum. PE teachers can also use organizational skills to maintain their classroom space. Physical education frequently requires balls, equipment and tools to play games that may be on a lesson plan. They also organize equipment and decide where to store it within their classroom or storage space. 7. Creativity Creativity can help a PE teacher develop fun ways to introduce new material to their students or reinforce previous lessons. They can teach new games or devise interesting ideas to change the rules of a game to help keep students engaged. To find inspiration for their lesson plans, they can turn to personal hobbies or media aspects they enjoy, like movie scenes, songs or dances. A varied lesson plan can foster more engagement among students who prefer action- based learning activities, rather than lectures. 8. Focus Focus is an essential trait of a PE teacher because students often require their full attention during class, especially if they're learning a complicated physical task. You can focus your lesson plans around specific elements of physical education you believe are essential for students of a certain age group or skill level. If students require mentorship, you can also focus on each student's needs to supply them with a steady support system. Focusing on your students can help guide your career purpose. It can give you a core value system that informs your lesson plans and mentorship activities. This passion for your student's well-being can also help you become an advocate for each student in your class. You can also help organize funding for different field trips or establish after-school activities to support their interests. 9. Enthusiasm for teaching sports and fitness Enthusiasm is essential for a PE teacher. Many physical education activities require high energy and may suit someone who enjoys teaching them to others. Being an effective PE teacher also requires an enthusiasm for working with kids and making a positive impact on their lives.

Seder, beytza, kiddush, karpas, matzot, maror, zeroah, Exodus, haroset, haggadah, Symbolic Explanations: haroset - the reminder of spring karpas - the mortar the slaves used to build structures salt water - sacrifice of the Passover lamb maror - the bitterness of slavery zeroah - the tears shed over the years of slavery Complete the Sentences: Instead of sitting at the table to dine as we do today, Jesus and his disciples would recline while eating, identifying them as free men, not slaves. As the Seder Meal begins, the “mother” of the family blesses the kiddush, just as the altar server does before Mass actually begins. Similarities Between Seder and Mass: a) Both involve specific prayers and rituals. b) Both commemorate historical events. c) Both have symbolic foods and elements. Special Numbers and Remembrance: Four is a special number throughout the seder. There are 4 cups of wine and 4 questions. Elijah is remembered in two ways during the seder: by opening the door for him and having a special cup of wine for him. Purpose of Celebrating Seder: Jewish people celebrate a seder each year at Passover to remember and retell the story of the Israelites' liberation from slavery in Egypt. Learning about the Seder: We, as Catholics, learn about the seder to understand the connections between the Passover meal and the Last Supper. Personal Reflection: One thing I learned from this unit that was not asked on this test is the significance of the various symbolic foods in the Seder Meal and their meanings. Similarities between Passover and Easter Celebrations: Both Passover and Easter celebrate important religious events, focus on themes of renewal and rebirth, and involve special meals with symbolic foods. Differences between Passover and Easter Celebrations: Passover is a Jewish holiday commemorating the Exodus from Egypt, while Easter is a Christian holiday celebrating the resurrection of Jesus Christ. Passover is based on the Jewish lunar calendar, while Easter is based on the Gregorian calendar. The rituals and practices associated with each holiday also differ significantly.

Got it ✅ — you want all the topics (States of Matter → Temperature → Thermal Energy → Pressure → Gas Laws, etc.) written in the same structured style (definitions, everyday examples, non-examples, short story, daily life connections, MCQs, SAQs). Here’s a full structured lesson flow, starting with States of Matter as you requested: --- 🧊 States of Matter Definition Matter exists in three main states: Solid: Definite shape & volume, particles tightly packed, vibrate in place. Liquid: Definite volume but takes the shape of its container, particles slide past one another. Gas: No definite shape or volume, particles move freely and spread out. Everyday Examples Solid: Ice cubes, table, book. Liquid: Water, milk, juice. Gas: Air in a balloon, perfume spreading, steam. Non-Examples Honey is not a solid → it flows → liquid. A rock is not a liquid → it’s rigid → solid. Water in a closed bottle is not a gas → it stays liquid. Short Story You buy a soda on a hot day: Ice cubes (solid) keep it cold. They melt into liquid water. Bubbles rise as gas carbon dioxide escapes. Everyday Life Connections Freezing water into ice. Boiling soup on the stove. Smell of perfume spreading across a room. MCQs 1. Which state has particles vibrating in place? a) Solid ✅ b) Liquid c) Gas d) Plasma 2. Soda fizzing when opened is: a) Liquid diffusion b) Gas release ✅ c) Solid melting d) Condensation SAQ (Multi-step) You leave an ice cream outside: a) What state does it start in? b) What happens as it melts? c) If left longer, what phase change might occur? d) Which type of energy increases? --- 🌡 Temperature Definition Indicates average kinetic energy of particles. Measured with a thermometer. Heat flows between objects of different temperature. Everyday Examples Fever check with a thermometer. Ice cube cooling a drink. Why metal feels colder than wood at room temperature. Short Story A hot pizza slice cools when left on the table: heat flows from pizza (high T) to air (low T). MCQ Which is true about temperature? a) It measures total energy b) It measures average kinetic energy ✅ c) It is the same as heat d) It doesn’t affect particle motion --- 🔥 Thermal Energy Definition Total of all kinetic and potential energy of atoms in an object. Everyday Examples Large pot of warm soup has more thermal energy than a small hot cup. Heating water → particles move faster. Ice pack absorbs thermal energy from skin. Short Story In winter, sitting near a heater warms you up because air molecules gain kinetic energy and transfer it. MCQ At absolute zero: a) Particles vibrate slowly b) Particles move randomly c) Particles have no movement ✅ d) Particles expand --- ⚡ Kinetic vs Potential Energy Definition Kinetic energy: energy of motion (vibrating, flowing, diffusing). Potential energy: stored in positions/forces (attractions between particles). Everyday Examples Steam in cooker: high kinetic energy. Rubber band stretched: potential energy. Short Story A bouncing ball → kinetic while moving, potential at the top of its bounce. --- 💨 Pressure Definition Force per unit area on a surface. Everyday Examples Drinking with a straw. Bicycle tires feel hard due to air pressure. Bed of nails → force spread out, less pressure. Short Story When you open a soda bottle, pressure is released → fizzing sound and bubbles. --- 🔄 Gas Laws (Thermal Expansion & Charles’ Law) Definition At constant pressure, gas volume ∝ absolute temperature. Everyday Examples Balloon expands in sunlight. Hot air balloon rises. Tires inflate slightly after driving. Short Story A sealed chips bag puffs up on an airplane as air pressure outside decreases. MCQ According to Charles’ Law: a) Volume decreases as temperature increases b) Volume increases as temperature increases ✅ c) Volume is independent of temperature d) Volume and temperature are unrelated --- ✅ This flow covers all your slides in the same Prezi-style (definitions, examples, non-examples, story, life connections, questions). Do you want me to now add full sets of practice (10 True/False, 10 Matching, 10 Write the Term, etc.) for each section, so you’ll have a complete question bank along with the lesson flow?

Here’s your **edited version** of the activity, now focused on **Shirley Jackson’s *“The Lottery”*** and **past and present participles**, while keeping the fun “Great Grammar Magician” game theme: --- ### 🎩 THE GREAT GRAMMAR MAGICIAN: “THE LOTTERY SPELL!” 🍀 It seems like you already know how **past and present participles** can transform simple verbs into more descriptive and expressive words. Now, it’s time to show your magical grammar powers and help the Great Grammar Magician complete her enchanting performance inspired by *“The Lottery”* by Shirley Jackson! --- ### 🌼 **THE LOTTERY SPELL!** **Directions:** The class will be divided into two groups, and each group will work together to help the Great Grammar Magician finish her magical act! Each group will receive **three magic flags** that can be used as advantages during the game: 🟩 **Green Flag** – Use for a clue about the question. 🟨 **Yellow Flag** – Use to look at the question first and decide whether to answer it or choose another one. 🟦 **Blue Flag** – Use to get another chance to answer the same question. The goal is to earn the **highest points** as a group. The first representative to raise their hand gets to choose a question to answer. There will be **six questions**, representing the **six stones** drawn during the “lottery.” Each stone contains a **Magic Spell Card** with a question your group must answer correctly to earn a point. --- ### 🪄 **MAGIC SPELL QUESTIONS** **1. Remembering** **Question:** Who is the author of *“The Lottery”?* **Expected Answer:** Shirley Jackson. --- **2. Understanding** **Question:** What is *“The Lottery”* mainly about? **Expected Answer:** It’s about a small town that follows a cruel tradition of holding a lottery where one person is chosen to be sacrificed. --- **3. Applying** **Question:** Identify a **past or present participle** used in *“The Lottery.”* Explain its function in the sentence. **Expected Answer:** Example: *“The children assembled first, of course.”* — “assembled” is a **past participle** used to describe what the children did before the lottery began. --- **4. Analyzing** **Question:** How does Shirley Jackson use participles to create suspense or describe actions in the story? **Expected Answer:** Participles like “gathered,” “watching,” or “whispered” make the actions more vivid and help build tension in the story. --- **5. Evaluating** **Question:** Do you think the townspeople’s calm behavior (described with participles like “smiling,” “talking,” “laughing”) makes the story more shocking? Why or why not? **Expected Answer:** (Open-ended) Yes, because the ordinary actions make the violent ending more disturbing / No, because it just shows how normal the ritual is to them. --- **6. Creating** **Question:** Write your own short two-line description using **past or present participles** to show tension or fear in a situation like the one in *“The Lottery.”* **Expected Answer:** (Open-ended) Example: *Shaking hands held the paper tight.* *The crowd waited, holding their breath.* --- ### 🪶 **Tie-Breaker Question** **Question:** If you were in *“The Lottery,”* what would you be doing as the black box was brought out? Use at least one participle in your answer. **Expected Answer:** (Open-ended; checks creativity and grammar) Example: *Standing in silence, I would watch the slips being drawn, my heart pounding.* --- Would you like me to make this version **visually formatted for a classroom printout** (e.g., with bold headers, emojis, and clear section boxes)?

Phrasal Verb Quiz Instructions: Choose the best meaning for the bold phrasal verb in each sentence. She looked up a word in the dictionary. A) To stare at something B) To find information in a book or online C) To write a new word She looked up at the sky. A) To raise your eyes to see something above B) To search for a specific star C) To feel happy He always tries to get out of doing his chores. A) To leave the house B) To finish work quickly C) To avoid doing something you don't want to do Why didn’t you call me back last night? A) To shout at someone B) To return a phone call C) To remember a name She was bored at the party, so she took off. A) To start dancing B) To leave suddenly C) To remove her coat I can’t figure out the answer to this question. A) To understand or solve something B) To draw a picture C) To forget a fact I am free on Sunday. Do you want to come over? A) To go to a store B) To visit someone’s house C) To call someone on the phone He had to make up a story about a dragon and a princess. A) To read a book aloud B) To invent or create a story C) To fix a mistake After three years in college, she suddenly dropped out. A) To graduate with honors B) To stop attending school before finishing C) To fall down the stairs My manager handed out the reports during the meeting. A) To give something to many people in a group B) To throw something away C) To write a report by hand I had to fill out a form. A) To complete a document by writing information B) To make something bigger C) To throw a paper in the trash I ran into some old friends yesterday. A) To race against someone B) To meet someone by chance (unexpectedly) C) To call someone on purpose We will pick up our parents from the airport tonight. A) To lift something heavy B) To collect someone in a car C) To say goodbye When are you going to give up smoking? A) To start a new habit B) To stop doing something C) To buy something expensive My teacher crossed out my mistakes with a red pen. A) To draw a line through something B) To highlight something important C) To give a good grade I should go over my notes before my presentation. A) To lose your papers B) To review or check something carefully C) To write new notes

In this video we take a look at the 0:02 fetch to code 0:03 execute cycle including its effect on 0:06 the various registers we've previously 0:12 [Music] 0:14 discussed a computer is defined Definition 0:17 as an electronic device that takes an 0:20 input 0:22 processes data 0:25 and delivers output 0:29 in this simple example you can see we're 0:31 taking the input 5 0:35 we're multiplying it by 2 that's our 0:37 process 0:39 and we're outputting 10. 0:44 but this could be way more complex for 0:46 example of a game console 0:48 the input could be the buttons you press 0:50 on a controller 0:53 the processes would then be carried out 0:55 by the console itself 0:59 and the output would be some form of 1:01 update to a monitor 1:02 and sound out for a speaker possibly 1:04 vibration feedback through the 1:06 controller 1:10 to process data a computer follows a set 1:13 of instructions 1:14 known as a computer program 1:18 if we take the lid off a typical desktop 1:20 computer we can identify 1:22 two critical components the memory 1:26 that stores the program and the central 1:29 processing unit or processor 1:31 which is under this large fan and 1:33 carries out the instructions 1:37 a computer carries out its function by 1:40 fetching 1:41 instructions decoding them and then 1:43 executing them 1:44 in a continuous repetitive cycle 1:46 billions of times a second 1:48 let's look at each of these stages in a 1:50 little more detail Fetch 1:53 so let's start with the fetch stage the 1:55 very first thing that happens 1:57 is the program counter is checked as it 2:00 holds the address 2:01 of the next instruction to be executed 2:07 the address stored is then copied into 2:09 the memory address register 2:14 the address is then sent along the 2:16 address bus to main memory 2:18 where it waits to receive a signal from 2:21 the control 2:22 bus so it knows what to do 2:27 as we want to read the data that's 2:29 stored in memory address 2:30 0 0 0 0 the control unit sends 2:34 a read signal along the control bus to 2:36 main memory 2:41 now main memory knows the data needs to 2:44 be read 2:45 the content stored in memory address 000 2:49 can be sent along the data bus to the 2:51 memory data register 2:56 now as we're currently in the process of 2:58 fetching an instruction 3:00 the data received by the memory data 3:03 register gets copied 3:04 into the current instruction register 3:11 the instruction effectively has now been 3:14 fetched from memory 3:16 just before we proceed to the decode 3:18 phase we now 3:19 increment the program counter so that 3:22 the address it contains 3:24 points to the address of the next 3:26 instruction which will need to be 3:30 executed 3:32 the instruction now being held in the 3:33 current instruction register 3:35 is ready to be decoded 3:39 now as we mentioned in the previous 3:41 video the instruction is made up of two 3:43 parts 3:44 we have the op code that's what it is we 3:47 need to do 3:50 and we have the operand what are we 3:53 going to do it to 3:55 now the operand could contain the actual 3:57 data 3:58 or indeed it could contain an address of 4:01 where the data is to be found 4:06 by decoding this instruction we can see 4:08 the operation we need 4:10 is a load operation so we need to load 4:14 the contents of memory location0101 4:18 into the cpus accumulator 4:25 in the exam a simple model will be used 4:27 to describe the 4:29 structure of any given instruction 4:32 you're not going to be expected to 4:34 define how an opcode is made up 4:36 but simply to interpret opcodes in the 4:39 given context of an exam 4:40 question in the example here 4:44 you can see there's a total of 16 4:46 different opcodes available 4:48 and this is because we're using four 4:50 bits for our representation 4:56 so now we've fetched the instruction and 4:59 we've decoded it so we know what we need 5:00 to do 5:01 we're finally ready to execute it 5:05 so we now send address 0101 5:08 to the memory dress register 5:13 now we're in the memory address register 5:15 we can finally send the address 5:18 down the address bus to main memory 5:24 this time we want to read the data 5:26 that's stored in memory 5:28 and so the control unit again sends a 5:30 read signal along the control bus 5:36 so main memories now receive an address 5:38 and a read signal 5:40 so the content stored at memory location 5:43 0101 5:44 can now be sent along the data bus back 5:46 to the cpu 5:47 and into the memory data register 5:54 finally the contents of the memory data 5:56 register are copied to the accumulator 5:59 and this is one of a number of general 6:00 purpose registers found in the cpu 6:04 this first instruction is now complete Branching 6:11 so what does this program actually do 6:14 you should be able to work it through 6:16 carefully and figure it out 6:19 we're now pointing instructions zero 6:21 zero zero one in the program counter 6:23 and we're ready to fetch the second 6:25 instruction 6:27 at the end of this video we're gonna 6:29 provide you with the answer 6:34 so let's talk a second about programs 6:37 that branch 6:40 on the left here we have a very simple 6:42 piece of pseudo code 6:44 line zero says first execute this line 6:46 of code 6:47 line 1 now execute this line and then 6:50 line 2 says 6:52 if the age is greater than 18 then 6:56 we're going to execute lines 3 and 4 6:58 otherwise 6:59 we're going to execute lines six and 7:02 seven 7:03 so this program doesn't necessarily 7:05 follow strictly in sequence from line 7:07 zero through to seven there's a chance 7:10 here the program may branch and jump 7:14 around 7:16 so we're going to pretend that this 7:17 program has been loaded into memory 7:20 each line of code on the left here has 7:23 ended up 7:24 as a location in memory now this is not 7:27 strictly how this would happen in this 7:28 one-to-one way 7:29 but for the purpose of example it's 7:31 absolutely fine 7:35 so the program counter starts by 7:37 pointing to memory address zero 7:39 and we fetch the first instruction 7:41 decode it and execute it 7:44 it then updates and tells us the next 7:47 instruction 7:48 is zero zero zero one because remember 7:50 the program counter is being incremented 7:52 so we fetch it decode it and we execute 7:55 line one of our program 7:59 we then fetch line two which in binary 8:01 is one 8:02 zero 8:06 now at this point depending on what 8:10 happens during the execution 8:11 of line two the program may be required 8:15 to fetch line three from memory or 8:18 line five from memory 8:25 so let's look at how this actually works 8:27 because we've said the program counter 8:28 simply gets incremented 8:31 well in the current instruction register 8:33 we have an instruction with the op code 8:36 0 1 1 0. 8:41 now when we look this up in the decode 8:43 unit we discover that this 8:45 code means branch always 8:51 this replaces the value held in the 8:54 program counter 8:56 with the contents of the operand that's 8:58 the second part of the instruction 9:01 from the current instruction register so 9:03 this case 9:04 one zero zero one 9:09 now when the next fetch cycle begins the 9:12 program counter is obviously checked 9:14 and as its contents have been previously 9:16 updated to a new memory location 9:19 and not simply incremented the program 9:22 effectively is able to jump 9:24 around memory 9:28 so having watched this video you should 9:30 be able to answer the following key 9:32 question 9:33 how does a cpu work 9:39 okay so let's um answer the question we 9:41 posed 9:42 earlier what did that program actually 9:48 do 9:50 so this is the first fetch to code 9:53 execute cycle 9:55 and this is the one that we ran through 9:57 in detail earlier 9:58 it effectively loaded the contents of 10:01 the memory 10:02 stored at location location0101 10:05 into the accumulator in other words 10:08 the dna number 3 is moved 10:11 from memory into the cpu 10:18 we then proceed onto the second fetch 10:20 decode execute cycle 10:23 now this one adds the contents of memory 10:27 located at 0 1 1 0 10:30 to the current contents of the 10:32 accumulator 10:34 so in other words the dna number one 10:38 because that's what's stored at address 10:40 zero one one zero 10:43 is added to the number three that was in 10:45 the accumulator 10:46 the results are stored back over the 10:48 accumulator 10:49 so effectively we've done three plus one 10:53 equals four 10:58 the third fetch to code execute cycle 11:00 stores the contents which are in the 11:02 accumulator 11:03 into memory location zero one one one 11:07 and that's because the op code the first 11:09 part of this current instruction 11:10 zero zero one one is the command to 11:13 store when we look it up in the decoder 11:15 unit 11:16 so in other words the result of the 11:17 previous calculation three plus one 11:19 equals four 11:20 is now written back into main memory 11:28 the fourth fetch decode execute cycle 11:30 outputs the contents of the accumulator 11:33 remember they were copied into main 11:34 memory but they're still held in the 11:35 accumulator 11:37 so in this simple abstraction the number 11:40 four is now 11:41 output to the user so they can see the 11:43 result of the calculation 11:49 the fifth and final fetch code execute 11:51 cycle 11:52 brings a halt to the current program 11:58 so this very simple program which has 12:01 five 12:02 fetch decode execute cycles has 12:04 performed the calculation 12:06 three plus one is then stored the result 12:09 in main memory 12:10 and displayed the result four to the 12:12 user 12:13 and in a high-level language this may 12:15 look something very similar to the 12:17 following two lines of code 12:20 sum variable equals num1 plus num2 12:24 print sum to the user 12:27 so you can start to get an appreciation 12:29 here of how the high level code you 12:32 write actually ends up being fetched 12:34 decoded 12:35 and executed inside a processor 12:38 of course your processor is doing 12:40 billions and billions of these 12:42 operations a second 12:43 which when you think about it is really 12:45 very impressive 12:52 [Music] 13:03 you. make 10 questions for a standerd of a level

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