Professional Documents
Culture Documents
f3 Science
f3 Science
PENDIDIKAN
MALAYSIA
RM 12.90
ISBN 978-983-77-0874-7
D SEKOLAH M
DAR EN
AN E
ST
M
NG
U
AH
UL
KURIK
FT073002
IA
YS
LA
EM
K EN MA
N
TER KA
I A N P E N DIDI
Contents
Introduction v
Chapter
Chapter
Thermochemistry 146
5 5.1 Endothermic and Exothermic Reactions 148
Summative Practice 5 155
iii
Theme 3: Energy and Sustainability of Life
Chapter
Chapter
BAB
Chapter
Chapter
BAB
BAB
6
7
7
Energy and Power 208
7.1 Work, Energy and Power 210
7.2 Potential Energy and Kinetic Energy 216
7.3 Principle of Conservation of Energy 222
Summative Practice 7 228
Chapter
Chapter
BAB
8
8
Radioactivity 230
8.1 Discovery of Radioactivity 232
8.2 Atom and Nucleus 238
8.3 Ionising Radiation and Non-ionising Radiation 240
8.4 Uses of Radioactive Radiation 247
Summative Practice 8 252
9
9
Space Weather 256
9.1 Activities of the Sun that Affect Earth 258
9.2 Space Weather 263
Summative Practice 9 266
Chapter
Chapter
BAB
10
10
Space Exploration 268
10.1 Development in Astronomy 270
10.2 Development of Technology and its Application in Space Exploration 273
Summative Practice 10 278
Answer 281
Glossary 284
Reference 287
Index 288
iv
KURIKULUM STANDARD SEKOLAH MENENGAH
Writers
Tho Lai Hoong
Che Ahamad bin Daud
Translators
Thum Lai Chun
Tho Lai Hoong
Editors
Yusri bin Ramly
Tengku Mohd Fozi bin Tengku Mohd Noor
Md Zaidi bin Mahamad
Designers
Engku Ismail bin Engku Ibrahim
Mohd Nabil bin Nakim
Illustrator
Yusmafazali bin Mohd Yusop
2019
Serial Book No.: 0165 ACKNOWLEDGEMENT
KPM 2019 ISBN 978–983-77-0874-7 The publisher and the authors would like to thank
the following organisations and individuals for
First Published 2019 their invaluable assistance and cooperation in
© Ministry of Education Malaysia publishing this book.
• Committee members of Quality Control,
All rights reserved. No part of this book may be Textbook Division, Ministry of Education
reproduced, stored in any retrieval system or Malaysia
transmitted in any form or by any means, • Curriculum Development Division, Ministry of
electronic, mechanical, photocopying, recording Education Malaysia
or otherwise, without prior permission of the • English Language Teaching Centre (ELTC),
Director General of Education, Ministry of Teacher Education Division, Ministry of
Education Malaysia. Negotiation is subject to Education Malaysia
the calculation of royalty or honorarium. • Shah Alam Hospital, Selangor
• Sekolah Menengah Kebangsaan Seksyen 8,
Published for Ministry of Education Malaysia by: Kota Damansara
Sasbadi Sdn. Bhd. (139288-X) • Dato’ Dr. Sheikh Muszaphar Shukor Al Masrie
(Wholly-owned subsidiary of Sasbadi Holdings Berhad Sheikh Mustapha
(1022660-T)) • Individuals, groups and related agencies for their
Lot 12, Jalan Teknologi 3/4, contributions in terms of ideas and materials,
Taman Sains Selangor 1, Kota Damansara, directly or indirectly
47810 Petaling Jaya,
Selangor Darul Ehsan, Malaysia.
Tel: +603-6145 1188 Fax: +603-6145 1199
Website: www.sasbadisb.com
E-mail: enquiry@sasbadi.com
ii
Introduction
The Form 3 Science textbook is written based on the Dokumen Standard
Kurikulum dan Pentaksiran, DSKP, for Form 3 prepared by the Ministry of
Education Malaysia. This book is designed to realise the National Science
Education Philosophy to produce students who are competitive, dynamic,
robust and resilient and able to fully master scientific knowledge and
technological competency. Students are exposed to Higher Order Thinking
Skills (HOTS), information and communication skills, decision-making,
problem-solving, life and career skills based on noble values to equip students
with 21st century skills. In addition, the Science, Technology, Engineering and
Mathemathics (STEM) Teaching and Learning approach is incorporated
through inquiry-based approach, problem-solving and project-based to
promote interest in science and technology amongst students.
To achieve these objectives, this book incorporates special features
as follows:
Students are notified of websites that can be accessed to further assist in the
understanding of a certain topic. Apart from website addresses (URL), students
can also browse the related websites using the QR code displayed.
Step 1
Choose and download the QR code reader
application that is compatible with the student’s
smart mobile device either from the App Store or
Play Store for free.
Step 2
Activate the QR code reader application and then
scan the QR code using the camera in the student’s
smart mobile device.
Step 3
The student should be able to access the website.
vi
Types of activities in this book:
Activity 1.4
Project-based activity
1.12.1
Experiment Scientific investigation through guided experiments.
1 Summary 2 Self-reflection
vii
Components of mobile application:
N This textbook includes a mobile application, that is BT Science F3 2018.
CA
This application contains interesting multimedia materials which can
S
Step 1
Scan this QR code with a smart mobile device to
download the BT Science F3 2018 application.
Step 2
N
Take note of this icon that can be seen on CA
S
certain pages in this book. It indicates
that the page contains multimedia materials.
E
The following table shows the contents of the
G
PA
multimedia materials.
Step 3
Activate the BT Science F3 2018 application and scan the
entire page.
Step 4
viii
RUKUN NEGARA
Bahawasanya Negara Kita Malaysia
mendukung cita-cita hendak:
1
Maintenance and Continuity
of Life
1
Chapter
Cha
Chapter
Chapte
hapte
apte
ter
te
er Stimuli and
11 Responses
Let’s study
Human nervous system
Stimuli and responses in humans
Stimuli and responses in plants
Importance of responses
to stimuli in animals
2
Science Gallery
Loudspeaker
Keywords
Stimulus Voluntary action Hydrotropism
Response Involuntary action Thigmotropism
Spinal cord Photoreceptor Nastic movement
Peripheral nerve Taste bud Stereoscopic vision
Affector Optical illusion Monocular vision
Effector Geotropism Stereophonic hearing
3
1.1 Human Nervous System
The human nervous system is an important control system in body coordination. Other than
sight, thinking and body movement, the human nervous system also controls and coordinates
organ functions in the body and maintains a balanced internal environment through a process.
What is this process?
Spinal
cord Peripheral nervous
system consists of:
t QBJSTPGDSBOJBM
nerves connecting
the brain to the
sensory and internal
5
organs
*( t QBJSTPGTQJOBM
:
nerves connecting
the spinal cord to the
,
skeletal muscles
.
7(
RAFIQ
(a) Reading a book (b) Withdrawing hand from (c) Peristalsis in oesophagus
a hot object
Based on Figure 1.2, which response is a voluntary action and which is an involuntary action?
Voluntary Actions
Voluntary actions are conscious actions and conducted under one’s will. All voluntary actions
are controlled by the brain. Examples of voluntary actions include reading, writing, speaking,
eating, drinking, walking, running and exercising. Figure 1.3 shows the pathway of impulse in a
voluntary action.
Affector (receptor)
Stimulus ne r v
in human ear e im
puls
e
Phone rings
e
puls
e im
Effector ne r v
Response (muscle or gland)
Brain
Let us learn more on voluntary actions by carrying out Activity 1.1 on page 7.
6 1.1.2
Chapter 1: Stimuli and Responses
Apparatus
Half metre rule
Instructions
1. Work with a partner.
2. Ask your partner to hold the end of a half metre rule as shown in Figure 1.4.
Safety
30
Precautions
50
48
46
44
40 42
38
Table
Figure 1.4
3. Place your hand at the end of the ruler close to the zero mark without touching it as
shown in Figure 1.4.
4. Your partner will release the ruler without warning and you must try to catch the ruler
as quickly as possible.
5. Record the distance the ruler fell, x, that is, the scale on the ruler when you catch it.
The distance, x, is the measurement of your reaction time.
6. Repeat this activity four times. Then, calculate the average distance, xaverage.
Questions
1. In this activity, state the stimulus and its response. Is the response a voluntary action
or an involuntary action? Explain.
2. Why is the distance the ruler fell considered as the reaction time?
3. Explain the difference in the reaction time among the students in the class.
4. What is the importance of reaction time in our daily life?
Conclusion
Draw a conclusion on the reaction time of the students in your class.
1.1.2 7
Involuntary Actions
SCIENCE INFO
Involuntary actions are actions that occur immediately
without conscious control or prior thoughts. Involuntary
actions can be classified into two.
Involuntary actions
Medulla
oblongata
Involving medulla Involving spinal cord Spinal cord
oblongata (reflex actions)
• Heartbeat • Withdrawing hand
• Breathing when it accidentally touches a hot object
• Peristalsis • Withdrawing foot when it accidentally steps on a sharp object
• Secretion of saliva • Sneezing when dust enters the nose
Affector (receptor)
Direction of
impulse Direction of impulse from
the affector (receptor) to
the effector
Let us learn more on involuntary actions by carrying out Activity 1.3 on page 9.
Activity 1.2
To create a presentation on:
• the parts involved in the transmission of impulse from the affector • ICS
to the effector • Innovation-
based activity
• the pathway of impulses in voluntary and involuntary actions
Instructions
1. Work in groups.
2. Each group is required to create a presentation to illustrate the following:
• The parts involved in the transmission of impulse from the affector to the effector
• The pathway of impulses in voluntary and involuntary actions
8 1.1.2
Chapter 1: Stimuli and Responses
Aim: To observe changes in the size of the pupil of the eye towards different
light intensities
Apparatus
Mirror and lamp
Instructions
1. Identify the pupil of the eye in Figure 1.6.
Pupils
Figure 1.6
2. Observe the pupil using a mirror in bright light. Sketch the size of the pupil.
3. Observe the pupil in dim light. Sketch the size of the pupil.
4. Compare and contrast the size of the pupils in bright and dim lights.
Questions
1. In this activity, state the stimulus and its response. Is the response a voluntary or an
involuntary action? Explain.
2. What is the relationship between the size of the pupil and light intensity?
3. What is the importance of this response?
Conclusion
Draw a conclusion about the changes in the size of the pupil towards light intensity.
SCIENCE INFO
The pupil in the human
an eye is circular. Is the pupil in other animals’
an eye circular as well?
1.1.2 9
BRAIN Importance of the Network of Human
TEASER Nervous System in Daily Life
Other than the nervous system, The network of the human nervous system controls and
what other body systems help
in body and internal organ
coordinates the organs and parts of the body to carry
movements? out processes in the body such as breathing and body
movements.
A damaged nervous system normally causes a person
to become temporarily, partially or completely paralysed.
For example, if the nerves in the muscles of a leg or hand
- Science, Technology,
Engineering, Mathematics are injured, the person will face difficulty in moving his leg
or hand. In the case of a more serious problem, he might
Humanoid robot
have to depend on machines to carry out his physiological
5 processes such as breathing or heart beating.
*(
:
7(
10 1.1.3
Chapter 1: Stimuli and Responses
Eye
Study Figure 1.7. Can you identify the parts of the eye? Let us learn more about the parts of the
eye by referring to Figure 1.8 on page 12.
Sclera
Iris
Pupil
1.2.1 11
Ciliary muscle Eye lens Sclera Choroid
12
Muscle that changes Transparent and Strong layer that maintains Black layer that prevents
the thickness of the elastic convex the shape of the eye reflection of light in the eye and
eye lens through lens which and protects it. supplies oxygen and nutrients
Suspensory contractions focuses light to the eye.
ligaments and relaxations. onto the retina.
Strong fibres
which hold the Retina
eye lens in its Layer containing
position. photoreceptors which
detects light and produces
nerve impulses.
Cornea
Transparent layer
which refracts and Yellow spot
focuses light onto
Part of the retina which is
the retina.
most sensitive to light as
it has many photoreceptors.
Iris
The coloured part of
the eye which controls Optic nerves
the size of the pupil.
Nerve fibres which carry
nerve impulses from the
Pupil retina to the brain to be
Opening in the interpreted.
centre of the iris
which controls the
Aqueous humour Vitreous humour Blind spot
quantity of light
entering the eye. Transparent fluid which Conjunctiva
Transparent jelly-like substance Part of the retina which is not
maintains the shape of Transparent membrane which maintains the shape of sensitive to light as there are no
the eyeball and focuses which protects the front the eyeball and focuses light photoreceptors and an exit point for
light into the eye. part of the sclera. onto the retina. all optic nerve fibres.
1.2.1
Figure 1.8 Parts of the human eye and their functions
Chapter 1: Stimuli and Responses
Rod cell
Light
Cone cell
Ear
What are the parts of the ear and their functions? Study Figure 1.10 and Table 1.1 on page 14.
Outer ear Middle ear Inner ear
Auditory nerve
Cochlea
Earlobe Collects and directs sound waves into the ear canal
Outer ear
Ear canal Directs sound waves to the eardrum
Eustachian tube Balances the air pressure on both sides of the eardrum
Cochlea (contains fluid) Detects and converts sound vibrations into nerve impulses
Semicircular canals Detect the position of the head and help to balance the
Inner ear (contain fluid) body
Auditory nerve Sends nerve impulses from the cochlea to the brain to be
interpreted
Nose
What are the parts of the nose? Study Figure 1.11.
Nerve
Nerves to
the brain
Nasal cavity
rs
ente
Air Sensory cells
for smell
(smell
receptors)
Nose
Tongue
What are the parts of the tongue? Study Figure 1.12.
Pore
Supporting cell
Taste receptor
Nerves to
the brain
Papillae on the tongue Taste bud on the papillae
Tongue
Figure 1.12 Parts of the human tongue
1.2.1 15
Skin
What are parts of the skin? There are five types of receptors found in the skin. What are their
functions? Study Figure 1.13.
Epidermis
Heat receptor
Detects heat stimuli
Dermis
Touch receptor
Detects touch stimuli
Fat layer
Nerve
Pressure receptor
Detects pressure exerted
16 1.2.1
Chapter 1: Stimuli and Responses
Mechanism of Hearing
How do we hear? Study Figure 1.14.
Ossicles
Brain
Auditory nerve
Cochlea
Earlobe
Ear Ear canal Eardrum Oval window Direction of sound
Earlobe
e receives
rec Ear canal channels thee The vibrations
ns are
and gathers sound waves to the amplified by the
vibrations
sound waves. eardrum causing it to ossicles and then
vibrate. sent to the
cochlea through
e ova
the oval window.
nerve nerve
impulses impulses vibrations
Sound is Auditory Oval
Brain Cochlea
interpreted nerve window
The nerve
rve im
impulses are then sent through the auditory
en se audi Nerve cells in
n the cochlea convert the
nerve to the brain to be interpreted. sound vibrations to nerve impulses.
Activity 1.4
To study the mechanism of hearing using a model
• CPS, ICS
Instructions • Innovation-
1. Work in groups. based activity
2. Each group is required to present the mechanism of hearing using
a model prepared by the teacher.
3. Construct a flow chart that shows the direction of sound in the mechanism of hearing.
1.2.2 17
Mechanism of Sight
How do we see? Study Figure 1.15.
Brain
Aqueous
humour
Eye lens
Optic nerves
Activity 1.5
To study the mechanism of sight using a model
• CPS, ICS
Instructions • Innovation-
1. Work in groups. based activity
2. Each group is required to present the mechanism of sight using
a model prepared by the teacher.
3. Construct a flow chart that shows the direction of light in the mechanism of sight.
Ph
Photograph
t h 11.77 A human
h eye model
dl
18 1.2.2
Chapter 1: Stimuli and Responses
Why are the daily activities shown in Photograph 1.8 carried out on different parts of the
body? Let us investigate this in Activity 1.6.
Toothpick 2
Ruler
Cellophane tape
Toothpick 3
Toothpick 1
Figure 1.16
1.2.3 19
3. Cover your partner’s eyes with a handkerchief.
4. Prick the back of your partner’s hand with one or two
toothpicks as shown in Figure 1.17.
• Hold the sharp end of the
toothpick with care.
• Do not press the sharp end
of the toothpick too hard onto
the skin.
• Throw away all used
0 1 2 3 4 5 6 7 8 9 10 11
toothpicks into the rubbish bin.
Figure 1.17
Back of the
hand
Tip of the
index finger
Elbow
Arm
Questions
1. At which part or parts of the body is the skin most sensitive to touch stimulus? Explain
your observation.
2. At which part or parts of the body is the skin least sensitive to touch stimulus? Explain
your observation.
3. Which type of receptor is stimulated in this activity?
4. State two factors that affect the sensitivity of skin on different parts of the body
towards touch stimulus.
The sensitivity of skin towards stimuli depends on the number of receptors and the
thickness of the skin epidermis. For example, the tip of the finger is very sensitive towards
touch because at the tip of the finger, there is a large number of touch receptors and the
epidermis is thin. The tongue, nose and lips are also very sensitive to touch. The elbow, the sole
of the foot and the back of the body are less sensitive to touch. Why?
20 1.2.3
Chapter 1: Stimuli and Responses
Apparatus
Drinking straw, handkerchief (or blindfold) and six cups
Instructions
1. Work in pairs. Your teacher will provide each pair of
students with five solutions of different tastes which are
sweet, salty, sour, bitter and umami, in different cups.
2. Cover your partner’s eyes with a handkerchief.
3. Ask your partner to gargle with distilled water.
4. Using a drinking straw, place a drop of sugar solution Photograph 1.9
on part A of his tongue as shown in Figure 1.18.
5. Ask your partner to identify the taste of the solution
without pulling the tongue back into the mouth. E
6. Mark ‘✓’ if your partner correctly identifies the taste of C C
the solution and ‘×’ if your partner incorrectly or fails D
to identify the taste of the solution in a table as shown B B
below. A
7. Repeat steps 3 to 6 on parts B, C, D and E.
8. Repeat steps 3 to 7 using the four other solutions
provided. Figure 1.18
Type of taste
Part of the tongue
Sweet Salty Sour Bitter Umami
A
B
Questions
1. Why does your partner have to gargle each time before tasting the solutions?
2. Which part of the tongue is able to identify all the tastes of the solutions?
3. Which part of the tongue is most sensitive to taste? Explain your observation.
4. Which part of the tongue is least sensitive to taste? Explain your observation.
5. What conclusion can you draw from this activity?
1.2.3 21
Different Areas of the Tongue are More
Sensitive to Specific Taste KEY:
22 1.2.3
Chapter 1: Stimuli and Responses
Without
being Make sure your partner is not
pinched allergic to all the flavours of the
cordial drinks investigated.
Questions
1. Under what condition is your partner able to identify the flavours of the cordial
drinks more easily, with his nose pinched or not being pinched?
2. State one inference based on your answer.
3. Why should your partner’s eyes be covered in this activity?
4. Why does hot food taste better?
Case Study
1. The judges in a cooking competition as shown in
Photograph 1.12 use several types of senses.
(a) State the types of senses used by the judges
to carry out their evaluation.
(b) What sensory organs are related to the sense
of taste?
Photograph 1.12
2. Have you ever carried out the daily activity as shown
in Photograph 1.13?
(a) What is the combination of senses used in this
activity?
(b) What is the importance of the combination of
sensory organs in carrying out this activity?
Photograph 1.13
1.2.3 23
How do Limitation of Senses, Defect in Sensory Organs and
Ageing Affect Human Hearing and Sight?
Audio visual which combines the senses of hearing and
sight, plays an important role in daily life. Let us investigate SCIENCE INFO
how limitation of senses, defect in sensory organs and Audio visual refers to the use
ageing affect the sensitivity of hearing and sight of humans. of two components, sound
component (audio) and graphic
component (visual).
Limitations of Sight
Limitation of sight is the limitation in the ability of the eye
to see objects. We cannot see very tiny objects such as microorganisms as well as very distant
objects such as planet Jupiter. Limitations of sight include optical illusions and blind spot.
Optical Illusions
P R X
Y
Q S
(a) Which line is longer? (b) Which spot in the (c) Are the sides of the square
centre is larger? straight or curved?
24 1.2.4
Chapter 1: Stimuli and Responses
Blind Spot
Refer to the blind spot shown in Figure 1.8 on page 12. Why are images that fall on the blind
spot invisible?
We are unaware of the presence of the blind spot in the eye because it is not possible for the
image of the same object to fall on the blind spots of both eyes simultaneously. Carry out the
following simple activity to investigate the blind spot.
Instructions
1. Hold this book with your right hand and straighten your arm.
2. Cover your left eye and look at the cat in Figure 1.22 with your right eye.
3. Move this book slowly towards your eyes. Does the bird disappear from your sight at a
certain position? Why?
Photograph 1.14 shows examples of various devices used to overcome the limitations of
sight. Name these devices. Gather information on the use of these devices from the Internet,
magazines, books, newspapers and other sources. Discuss the
information gathered. Present the findings of your
discussions collaboratively using multimedia
presentation.
Binoculars
Light microscope
Short-sightedness
(a) Inability to see distant objects clearly. Short-sightedness can be corrected using
(b) Distant objects appear blurry because the concave lens.
image is focused in front of the retina.
(c) This defect is caused by the eye lens being
too thick or the eyeball being too long.
Long-sightedness
(a) Inability to see near objects clearly. Long-sightedness can be corrected using
(b) Near objects appear blurry because the image convex lens.
is focused behind the retina.
(c) This defect is caused by the eye lens being
too thin or the eyeball being too short.
Near object
Near object
Near object
Near object
26 1.2.4
Chapter 1: Stimuli and Responses
Cylindrical lens
Figure 1.23
Today in history
Limitations of Hearing
Limitations of hearing are limitations in the ability of the
ear to hear sound. We can only hear sounds of frequencies
between the range of 20 Hz to 20 000 Hz. The ears are
unable to detect sounds which lie outside this frequency
range. The frequency range of hearing of every individual
is different. When a person gets older, the frequency range The first stethoscope made of
of his hearing gets narrower as his eardrum becomes less wood was invented by Rene
elastic. Examples of devices invented and used to overcome Laennec at Necker-Enfants
the limitations of hearing are shown in Photograph 1.15. Malades Hospital, Paris in 1816.
A loudspeaker
amplifies sound so
that it can be heard
from far away.
Activity 1.9
Instructions
1. Work collaboratively in groups. • CPS, ISS, ICS
2. Each group is assigned by your teacher to create a multimedia • Technology-
presentation such as MS PowerPoint or animation on one of the based activity
following topics:
• Optical illusion and blind spot
• Various types of audio visual defects such as short-sightedness, long-sightedness,
astigmatism and defects of hearing
• Correction of audio visual defects using concave lenses, convex lenses and
hearing aids
• Examples and effects of unhealthy lifestyles or high risk careers that can affect the
sensitivity of the sensory organs
• The five senses – a gift and the importance of practising safety and healthcare of
the sensory organs
2. Which structure of the ear, if damaged, will not influence the mechanism of hearing?
3. Where is the sensory cell for smell located?
4. State the five tastes that can be detected by the tongue.
5. State two factors that influence the sensitivity of the skin to stimuli.
6. (a) State the type of stimulus that can be detected by the tongue.
(b) Explain how the stimulus in question 6(a) can be detected.
29
1.3 Stimuli and Responses in Plants
After a week…
Will a plant grow faster Hello plant, please grow faster!
Why is the stimulus given
if we talk to it?
not effective?
Experiment 1.1
Materials
Green pea seedlings, soil, water and three boxes (one box with an opening at the top and
two other boxes with openings at the side)
Apparatus
Three beakers
Procedure
Light Green pea
seedlings
Light Light
Wire gauze
Water
Anhydrous calcium
X chloride Y
Figure 1.27
Conclusion
Is the hypothesis accepted? What is the conclusion of this experiment?
Questions
1. What is the stimulus used in this experiment?
2. State the part of the plant that responds to the stimulus.
3. What is the function of the anhydrous calcium chloride in beaker Y?
4. Does the part of the plant in question 2 show positive or negative hydrotropism?
Explain your answer.
Plants need to be responsive towards stimuli such as light, gravity and water so that they
can respond appropriately to ensure their sustainability and survival. Why do plants need
light and water? Name one stimulus that can be detected by plants but not investigated in
Experiment 1.1.
Phototropism Source
of light
Phototropism is the response of plants Grow towards light
towards light. Shoots of plants show
positive phototropism which is growth
towards the direction of light
(Photograph 1.19). As plants need light
to carry out photosynthesis, positive
phototropism ensures that shoots and
leaves of plants obtain enough sunlight to
make food through photosynthesis. Photograph 1.19 Shoots of plants show
positive phototropism
Hydrotropism
Hydrotropism is the response of plants
towards water. Roots of plants show
Water
positive hydrotropism which is growth
Moist
towards the direction of water (Figure 1.28). soil
Positive hydrotropism allows roots Positive
of plants to obtain water to carry out hydrotropism
photosynthesis and absorb dissolved (Grow towards
mineral salts to stay alive. water)
Figure 1.28 Roots showing positive hydrotropism
1.3.1 1.3.2 1.3.3 33
Geotropism Positive
geotropism
Geotropism is the response of plants towards gravity. (Grow in the
Roots of plants show positive geotropism which is direction of
downward growth towards the direction of gravity. gravity) Negative
geotropism
Positive geotropism allows the roots of plants to grow
(Grow in
deep into the ground to grip and stabilise the position the opposite
of the plant in the ground. On the other hand, shoots direction of
of plants show negative geotropism which is upward gravity)
growth in the opposite direction of gravity. Negative
geotropism allows the shoots and leaves of plants to
Figure 1.29 Roots show positive
grow upwards to obtain sunlight for photosynthesis
geotropism whereas shoots show
(Figure 1.29). negative geotropism
Thigmotropism
Thigmotropism is the response towards touch. Tendrils or twining stems show positive
thigmotropism when they cling onto whatever objects or other plants they come into contact
with (Photograph 1.20). This response enables plants to grow upwards to obtain sunlight and
grip objects to obtain support. Roots show negative thigmotropism since they avoid any object
that obstructs their search for water.
(a) Cucumber plant has tendrils that twine (b) Morning glory plant has stems that twine
around objects in contact with it around objects in contact with it
Photograph 1.20 Tendrils and stems which twine around objects show positive thigmotropism
Nastic Movement
Nastic movement is the response towards a stimulus
such as touch but does not depend on the direction of Nastic movement 5
the stimulus. What are other stimuli that can cause nastic *(
of the Mimosa sp.
:
7(
example, the Mimosa sp. responds to touch by folding its
leaves inwards when touched as shown in Photograph 1.21.
This nastic movement serves as a defence of the Mimosa sp.
against its enemies and strong wind.
34 1.3.1 1.3.2
Chapter 1: Stimuli and Responses
Activity 1.10
To investigate responses of plants in different situations
• CPS
The responses of plants towards Earth’s gravity and • Inquiry-based
the period of exposure to sunlight in a day activity
influence the growth of shoots and roots of plants.
These ensure the sustainability and survival of the
plants.
At the International Space Station (ISS), scientists
investigate the growth of plants in the following
situations:
(a) No gravity
(b) Period of exposure to sunlight
Large Small
overlap overlap
Both eyes located in front of the head. Both eyes located at the sides of the head.
Fields of vision overlap to a great extent. Fields of vision do not overlap or overlap only
Overlapping fields of vision produce vision slightly.
in three dimensions.
Three dimensional images formed in the Two dimensional images formed in the non-
overlapping fields of vision allow the distance, overlapping fields of vision prevent the distance,
size and depth of objects to be estimated size and depth of objects from being estimated
accurately. accurately.
The ability to estimate distance accurately helps A wide field of vision helps animals to detect their
animals to hunt. enemies coming from any direction.
Humans and most predators have stereoscopic Most prey have monocular vision.
vision.
Stereophonic Hearing
What is the importance of having a
Source of sound
pair of ears to humans and animals?
Stereophonic hearing is hearing
using both ears. Stereophonic
hearing allows us to determine the
direction of the sound accurately.
Look at Figure 1.31.
The importance of stereophonic
hearing to humans is to determine Figure 1.31 Stereophonic hearing
the location of a source of
sound. Stereophonic hearing
helps predators to determine the
location of their prey. Conversely,
stereophonic hearing also helps prey Based on the above
to determine the location of their diagram, the ear which is LIM
1.4.1 37
Hearing Frequencies of Animals I CAN
Different animals can hear sounds of different frequencies REMEMBER!
as shown in Figure 1.32. Frequencies of sounds that can
be detected by the human ear
are limited to the range of 20 Hz
to 20 000 Hz.
Sea lion
450 – 50 000 Hz
Rat Dolphin
200 – 80 000 Hz 40 – 100 000 Hz
Frequencies
of hearing
range
Bat Elephant
2 000 – 110 000 Hz 16 – 12 000 Hz
Dog
67 – 45 000 Hz
Activity 1.11
Instructions
1. Work collaboratively in groups. • CPS, ISS, ICS
• Technology-
2. Each group will be assigned by your teacher to create a
based activity
multimedia presentation such as MS PowerPoint or animation on
one of the following topics:
(a) Stereoscopic and monocular visions in animals
(b) Stereophonic hearing
(c) Different hearing frequencies for different animals
38 1.4.1
Chapter 1: Stimuli and Responses
Sensory organ:
Response:
Lateral line Lateral
Secretion of line
pheromone Websites
Electric field of an electric eel
http://bt.sasbadi.com/sc3039
Response:
Activity 1.12
To explain the sensory organs and responses of other animals
on Earth • ICS
• Discussion
Instructions activity
1. Work in groups.
2. Each group is required to gather information on how responses of animals in
Photograph 1.23 are able to ensure their survival on Earth.
3. Discuss the information gathered.
4. Present the outcome of the discussion of each group in class using
multimedia presentation.
1.4.2 39
Summary
40
Stimuli and responses
in
Human nervous system Sensory organs Tropism Nastic Stereoscopic Monocular Stereophonic
movement vision vision hearing
consists of such as that includes
Self-reflection
Summative Practice 1
Answer the following questions:
1. Mark ‘✓’ for the correct statement and ‘×’ for the incorrect statement about the human
nervous system.
41
2. Figure 1 shows structures P, Q and R of the human nervous system.
P:
Q: R:
Figure 1
Response A Response B
Figure 2
42
Chapter 1: Stimuli and Responses
X:
Figure 3
6. (a) What is the importance of the sense of smell when we are in the science laboratory?
Give one example.
(b) Why are dogs in police units trained to detect the presence of drugs kept in bags?
Focus on HOTS
HO
9. Pak Dollah who is long-sighted forgot to bring his
glasses during breakfast in a restaurant. You are
required to invent a lens to enable Pak Dollah to
read the newspaper. Your invention must make use
of the materials shown in Figure 4.
Transparent
Water
plastic bottle
Figure 4
43
Chapter
Chapte
Chapter
Chapte
pte
er
Respiration
2
1
Let’s study
Human respiratory system
Movement and exchange of gases in human body
Health of human respiratory system
Adaptations in respiratory systems
Gaseous exchange in plants
44
Science Gallery
How can the above two locations increase the efficiency of an athlete’s respiration?
The higher the altitude, the lower the concentration of oxygen in the air. Therefore, less
oxygen is transported to the cells in the body. Shortage of oxygen in these cells will stimulate the
body to respond by:
tSFMFBTJOHSFECMPPEDFMMTTUPSFEJOUIFTQMFFO
tJODSFBTJOHUIFQSPEVDUJPOSBUFPGSFECMPPEDFMMT
tGBDJMJUBUJOHUIFEFDPNQPTJUJPOPGPYZIBFNPHMPCJOUPSFMFBTFPYZHFO
All these responses will increase the efficiency of respiration. What is the importance of this
adaptation in human survival?
Keywords
45
2.1 Human Respiratory System
Figure 2.1.
Nasal I CAN
cavity REMEMBER!
The human respiratory system
Nostrils functions to supply oxygen and
removes carbon dioxide from the
Larynx body cells.
Pharynx
Bronchus
Epiglottis Intercostal
muscles
Bronchiole
Trachea
Right
lung
Diaphragm
Activity 2.1
To explain the structure of the human respiratory system
• ICS, ISS, CPS
Instructions • Technology-
1. Work in groups. based activity
2. Search the Internet for the structures of the human respiratory
system.
3. Create a multimedia presentation from the results of your search.
Breathing Mechanism
Inhale and exhale. Can you feel the air entering and leaving through your nose? Place your
hand on your chest. Do you realise that your chest rises and falls during breathing?
The direction of air from the nose to the lungs is shown in Figure 2.2.
SCIENCE INFO
Most people take
breathing for granted
to the extent of not
realising that they are Inhalation and exhalation
breathing right now! Are 5
you breathing? In this *(
:
2.1.1 47
Inhalation
Pathway of air
Trachea
Lung Air is breathed
in
Rib cage
R Volume of the
thoracic cavity
increases
Diaphragm contracts
Diaph
Diaphragm
hragm and moves downwards
SCIENCE INFO
The action of epiglottis during swallowing of bolus and breathing
During swallowing of bolus During breathing
Bolus Epiglottis
Epiglottis is Bolus moves up
Epiglottis
upright
moves up
Epiglottis
Trachea drops down Trachea Esophagus
is opened Trachea
is opened is opened
Esophagus Trachea is closed
Epiglottis moves up
Epiglottis drops down and closes the trachea when a bolus is swallowed into causing the trachea
the esophagus. to open.
48 2.1.1
Chapter 2: Respiration
Exhalation
Pathway of air
Lung Trachea
Air is breathed
out
Diaphragm
Diaph
hragm
Diaphragm relaxes and
curves upwards
(a) Front view
d view
(b) Side
Activity 2.2
To create a model or simulation to describe the breathing mechanism
• ICS, ISS
Instructions • Innovation-
1. Work in groups. based activity
2. Create a model or multimedia simulation to describe the actions of the diaphragm,
intercostal muscles, movement of the rib cage, changes in the volume and air pressure
in the thoracic cavity during inhalation and exhalation.
3. Present the breathing mechanism based on the model or simulation created.
2.1.1 49
Experiment 2.1
Volume of gas
jar is divided into
five equal parts
Water Candle
and marked using
level the permanent
mark Glass basin
marker
Water
Gas jar Water level
stand Plasticine mark
(a) (b)
Figure 2.5
50 2.1.2
Chapter 2: Respiration
4. Set up the apparatus as shown in Figure 2.7 to collect exhaled air until the water level
mark.
5. Repeat steps 2 and 3.
Water level
mark Candle
Glass basin
Plasticine
Figure 2.7
Results
Final water level in gas jar Percentage of oxygen
Type of air in gas jar
(number of parts) in the air
Inhaled air
Exhaled air
Conclusion
Is the hypothesis of this experiment accepted? What is the conclusion of this experiment?
Question
In which gas jar does the water level rise higher? Explain your observation.
Problem statement
What is the difference in concentration of carbon dioxide in inhaled and exhaled air?
Hypothesis
Concentration of carbon dioxide in exhaled air is higher than concentration of carbon
dioxide in inhaled air.
Variables
(a) manipulated variable : Type of air passed through limewater
(b) responding variable : Condition of limewater
(c) constant variables : Concentration of limewater, volume of conical flask
Materials
Limewater, inhaled air and exhaled air
Apparatus
Conical flask, connecting tube, rubber tubing, glass tube and rubber stopper
2.1.2 51
Procedure
1. Set up the apparatus as shown in Figure 2.8.
2. Close clip A. Inhale and hold your breath. Then, close clip B and open clip A. After
that, exhale.
Clip A Clip B
Air Air
breathed breathed
out in
Limewater
Figure 2.8
3. Observe and record if the limewater in the conical flasks where inhaled and exhaled
air passes through appears clear or cloudy.
Results
Inhaled air
Exhaled air
Conclusion
Is the hypothesis of the experiment accepted? What is the conclusion of this experiment?
Question
In which conical flask does the limewater become cloudy? Explain your observation.
In theory,
Do the results of Experiment 2.1 support this theory? Explain your answer.
52 2.1.2
Chapter 2: Respiration
2. Mark ‘✓’ for the correct statements and ‘×’ for the incorrect statements
on breathing.
(a) Epiglottis is the structure that opens or closes the trachea.
(b) Exchange of gases in the body cells occurs in the bronchioles.
(c) The diaphragm moves downwards and flattens during exhalation.
(d) The percentage of carbon dioxide in exhaled air is less than inhaled air.
Balloon
(a) Name the parts of the human respiratory system represented by the following parts:
(i) Glass jar
(ii) Thin rubber sheet
(iii) Y-shaped glass tube
(iv) Balloon
(b) Why is a thin rubber sheet used in the above model instead of a thick rubber
sheet?
(c) Name the breathing processes shown by the following actions performed on the thin
rubber sheet:
(i) Pulling the thin rubber sheet downwards
(ii) Pushing the thin rubber sheet upwards
(d) Why does the glass jar fail to function as a rib cage in the breathing mechanism using
the above model?
53
Movement and Exchange of Gases in the
2.2 Human Body
Movement and Exchange of Oxygen and Carbon Dioxide in the
Human Body
Have you ever wondered about the process of movement of particles such as oxygen and carbon
dioxide molecules from an area of higher concentration to an area of lower concentration?
What is this process?
Observe the movement and exchange of oxygen and carbon
dioxide in the alveolus and blood capillaries as shown in Figure 2.9.
Exhaled
Alveolus air
Blood capillary
wall
3
Blood capillary
Red blood
b cell
Oxygen Carbon
Blood with 1 dioxide KEY:
higher Oxygen (O2)
concentration Carbon dioxide
of oxygen and (CO2)
lower
concentration of 2
carbon dioxide
Blood capillary
Red blood
cell 6
4
O2
5 CO2
Body cell
Figure 2.9 Movement and exchange of oxygen and carbon dioxide in the human body
54 2.2.1
Chapter 2: Respiration
Activity 2.3
To create a presentation to show the movement and
exchange of gases in the human body • ISS
• Innovation-
based activity
Instructions
1. Work in groups.
2. Each group needs to create a presentation showing the following:
• Exchange of oxygen and carbon dioxide due to the difference in concentration in
the alveolus and blood capillaries
• Process of diffusion of oxygen from the alveolus into the blood capillaries
• Formation of an unstable compound, that is oxyhaemoglobin
• Release of oxygen into the body cells
• Process of oxidation of food, that is, cellular respiration to produce energy
• Diffusion of carbon dioxide from the body cells into the blood capillaries and then
into the alveolus
1 The air inhaled into the alveolus 2 In red blood cells, there is a dark red-coloured
has a higher concentration of compound known as haemoglobin. Haemoglobin
oxygen compared to the will combine with oxygen to form oxyhaemoglobin
concentration of oxygen in the which is an unstable compound and bright red in
blood. Therefore, oxygen will colour.
diffuse through the wall of the
alveolus into the walls of the Haemoglobin + oxygen oxyhaemoglobin
capillaries and into the blood.
4 When the blood reaches the area around the body 3 Blood with oxyhaemoglobin is
cells that has a low concentration of oxygen, the transported from the lungs to the
oxyhaemoglobin being an unstable compound will heart and pumped to the other
decompose to release oxygen molecules and change parts of the body.
back into haemoglobin.
5 In the body cells, the diffused oxygen oxidises 6 Carbon dioxide released by
glucose molecules into carbon dioxide, water and energy the cells diffuses into the blood
through the process of cellular respiration as capillaries and is transported to
summarised in the following chemical equation. the alveolus to be removed
during exhalation.
Glucose + oxygen → carbon dioxide + water + energy
2.2.1 55
Importance of the Adaptations of the Alveolar Structure
The adaptations of the alveolar structure increase the efficiency and maximise the exchange
of gases in the human body. Among the adaptations of the alveolar structure are as shown in
Figure 2.10.
Figure 2.10 Adaptations of the alveolar structure to increase efficiency in the exchange of gases
SCIENCE INFO
Other than the alveolar structure, another factor that can increase the exchange of gases in the
human body is the difference in concentration of gases in the alveoli and blood capillaries. The
greater the difference in concentration of a gas in the alveoli and blood capillaries, the higher the
rate of diffusion of the gas between the alveoli and the blood capillaries.
56 2.2.2
Chapter 2: Respiration
LIM
Stearic
Cadmium acid Toluene Nicotine Ammonia
Alkaline battery
ttery Candle Industrial solvent Insecticide FLOOR Floor cleaner
CLEANER
Butane
Acetone
Lighter
Paint
fuel
Carbon
monoxide Methane Arsenic
Smoke from Cyanide Methanol
Sewage Rat
motor vehicle Poison Fuel
fumes poison
exhaust
This causes a shortage of oxyhaemoglobin in blood that transports oxygen to the body
cells. Due to this shortage, the body cells are unable to produce the required amount of energy
through cellular respiration. Can body cells live without energy?
Sulphur Dioxide
Sulphur dioxide that is released into the air is normally BRAIN
produced by the combustion of coal from power stations TEASER
as shown in Photograph 2.1. Sulphur dioxide is a Why should we support ‘SAY NO
colourless gas with a pungent smell. It irritates the air TO SMOKING’ campaigns?
passage causing cough, difficulty in breathing, bronchitis
and lung cancer.
My World of Science
The number 220 displayed on this
food label is the code for a
substance, that is sulphur dioxide,
used to preserve food.
:
shortness of breath, wheezing and coughing.
,
.
Bronchitis 7(
60 2.3.1
Chapter 2: Respiration
Lung Cancer
Lung cancer is caused by cancer causing chemical
substances known as carcinogens. These chemical
Today in history
substances are inhaled during breathing. Cigarette smoke World Cancer Day is celebrated
contains various carcinogens, for example tar that causes on 4 February every year since
lung cancer. Symptoms of lung cancer include persistent 2000.
coughing, blood in the phlegm and feeling pain when
breathing. Observe the difference between healthy lungs and
the lungs of a cancer patient shown in Photograph 2.5.
My Malaysia
M
National Cancer Institute
Screening test for lung cancer is
provided free of charge to
Malaysians between the ages of
50 and 70.
http://bt.sasbadi.com/sc3061-1
Activity 2.4
To gather and analyse data on respiratory diseases
• ICS
Instructions • Discussion
1. Work in groups. activity
2. Gather and analyse information based on data obtained from the
Ministry of Health Malaysia or from other countries on respiratory diseases such as
asthma, bronchitis, emphysema and lung cancer.
http://bt.sasbadi.com/ http://bt.sasbadi.com/
sc3061-2 sc3061-3
2.3.1 61
yonkinog
Sasm
to
!
Effects of Smoking on the Lungs CIGARETTE IS HARMFUL
REGARDLESS OF WHAT TYPE IT IS...
Smoking is not only harmful to the respiratory system of
smokers but also to the respiratory system of other people in %VI]SY
FLOW CHART CLINIC
OIIRXSWXST
the vicinity of the smokers. A person who does not smoke WQSOMRK# TO STOP SMOKING
effects of Examination/
Contact:
the smoker but WXSTWQSOMRKGPMRMGMR
7LEL%PEQ,SWTMXEP Health Education Unit
Shah Alam Hospital
RS[
also in the body Tel.: 03-55263000 ext.: 1208/1209
of the passive
smoker.
62 2.3.2
Chapter 2: Respiration
Procedure
1. Set up the apparatus as shown in Lighted cigarette
Figure 2.13(a). Rubber tube Glass tube
2. Observe and record the colour of
the cotton wool and litmus solution.
3. Switch on the filter pump for
10 minutes. Clamp of To filter
4. Switch off the filter pump. retort stand pump
5. Observe and record the change in
colour of the cotton wool (if any) U-tube Conical
and litmus solution in a table. Cotton flask
wool
6. Repeat steps 1 to 5 with a Litmus
lighted cigarette as shown in Wooden block solution
Figure 2.13(b).
Figure 2.13(b)
Observation
Conclusion
Is the hypothesis of the experiment accepted? What is the conclusion of this experiment?
Questions
1. Name the substance in cigarette smoke that is deposited on the cotton wool.
2. Is cigarette smoke acidic or alkaline? Explain your answer.
3. Name three other harmful substances found in cigarette smoke.
2.3.2 63
2.4 Adaptations in Respiratory Systems
Different organisms have different respiratory systems and adapt to maximise the rate of
gaseous exchange in different surroundings. The respiratory structures which adapt in different
surroundings include moist outer skin, gills and trachea.
Gills
SCIENCE INFO
Fish is an organism that can only live in water. Therefore,
the respiratory structure of fish, namely gills can
adapt to increase the efficiency of gaseous exchange
in water.
Gills are made up of two rows of fine filaments that
have many thin and flat projections known as lamellae Mudskippers are classified as
as shown in Figure 2.15. The number of filaments and amphibious fish because they
lamellae produces a large surface area to facilitate gaseous breathe through their gills like
fish and also through their moist
exchange. Since fish live in water, their gills are surrounded outer skin like amphibians.
by water and this causes the respiratory gases to dissolve and
diffuse easily.
Network of
Flow of water blood capillaries
Deoxygenated
blood
Blood vessel
Flow
of water
Lamella
Flow of
Filament Oxygenated blood
blood
Trachea Trachea
The respiratory system of insects
Air sacs Oxygen
is the trachea system made up
of air tubes known as trachea Trachea
Spiracle
as shown in Figure 2.16. Air
enters or leaves the trachea Tracheole Carbon
through breathing pores known dioxide
as spiracles. The opening and Muscles
Spiracles
closing of spiracles are controlled
by valves which allow air to leave Figure 2.16 Trachea system of grasshopper
and enter the body.
Trachea is divided into fine branches known as tracheoles. Tracheoles have thin and
moist walls to increase the efficiency of gaseous exchange. The large number of tracheoles
also provides a large surface area to facilitate gaseous exchange through diffusion directly into
the cells. Some insects such as grasshoppers have air sacs in their trachea system. These sacs
are filled with air to increase the rate of exchange of respiratory gases between tissues and the
surroundings during energetic activities.
2.4.1 65
Activity 2.5
To create a presentation showing how respiratory system adapts in
different surroundings • ISS
• Inovation-
Instructions based activity
1. Work in groups.
2. Each group is required to create a presentation explaining how other organisms
carry out respiration through respiratory systems that can adapt in different
surroundings through:
(a) moist outer skin (b) gills (c) trachea
Activity 2.6
To carry out active reading on the adaptation and ability of the
human respiratory system • CPS
Instructions
Active reading Info 1
Carry out active reading on
strategy The adaptation and
adaptation and ability of the
http://bt.sasbadi. ability of the human
human respiratory system in
com/sc3066-3 respiratory system
the following contexts:
during exercise
(a) Different altitudes (at the
http://bt.sasbadi.
bottom of the sea and in
com/sc3066-1
mountainous regions).
Flashback: Refer to
Info 2
Science Gallery on
Sickle cell anaemia
page 45
http:bt.sasbadi.com/
(b) Sports activities and
sc3066-2
lifestyles (athlete and swimmer). Refer Info 1.
(c) Sickle cell anaemia.
Refer Info 2.
66 2.4.1
Chapter 2: Respiration
SELVI
RIFQI
2.5.1 67
Diffusion of Carbon Dioxide What is the structure in leaves that
allows gases to diffuse either into or
The structure in leaves that shows the pathway out of plant cells to the atmosphere?
of gaseous exchange is as shown in Figure 2.18.
The diffusion of carbon dioxide occurs through the
stoma according to the difference in concentration
of carbon dioxide in the cells and in the air spaces ADNAN
Cuticle
Upper epidermis
Palisade
mesophyll cell
O2
Air space Xylem
between cells
Phloem
O
CO2 2
Spongy
mesophyll cell
Lower epidermis
CO2
O2 KEY:
Guard cell Carbon dioxide (CO2)
Stoma Oxygen (O2)
2 This causes the concentration of carbon dioxide in the air space between the cells to become lower
compared to the concentration of carbon dioxide in the air outside the stoma. This difference in
concentrations causes the diffusion of carbon dioxide from the atmosphere into the air space between the
cells through the stoma which is open.
SCIENCE INFO
Process of Osmosis Affects the Stoma
Stoma – singular
Stomata – plural
Concept of Osmosis
Osmosis is the process of movement of water molecules from a region of high concentration
of water molecules (solution with a low concentration of solutes) to a region of low
concentration of water molecules (solution with a high concentration of solutes) through
a semipermeable membrane (Figure 2.19). This membrane is permeable to water but not
permeable to some solutes such as sucrose molecules.
Activity 2.7
To show the mechanism of gaseous exchange in plants
• ICS, ISS
Instructions • Technology-
1. Work in groups. based activity
2. Create a multimedia presentation to show the following:
• Stomatal pore is controlled by two guard cells
• During the day, water diffuses into the guard cells through osmosis and causes
both the guard cells to curve and this opens the stoma
• Diffusion of carbon dioxide occurs in the stoma due to the difference in
concentration
• At night, water diffuses out of the guard cells through osmosis and causes the
stoma to close
70 2.5.1 2.1.1
2.5.2
Chapter 2: Respiration
http://bt.sasbadi.com/
sc3071-1
Examples of research and information gathered by scientists on the effects of acid rain and
steps taken to prevent air pollution in this region are as follows:
2.5.2 71
Activity 2.8
To create a multimedia presentation on the effects of pollution on
plants and the preventive measures against pollution in local or global • ICS, ISS
• Technology-
context
based activity
Instructions
1. Work in groups.
2. Gather and analyse further information on the following:
• Effects of pollution on plants
• Preventive measures against pollution in the local or global context
3. Discuss the information analysed.
4. Present the findings of each group in the form of multimedia presentation.
Figure 1
P:
Q:
Figure 2
72
Summary
Respiration
73
Chapter 2: Respiration
Self-reflection
After studying this chapter, you are able to:
Summative Practice 2
Answer the following questions:
1. Complete the following flow chart to show the direction of air that is breathed out
from the lungs.
74
Chapter 2: Respiration
P:
Q:
R:
Figure 1
Rib cage
Thoracic cavity
Diaphragm
Figure 2
75
5. (a) What is the function of haemoglobin in the human respiratory system?
(b) What is the importance of the characteristic of oxyhaemoglobin as an unstable
compound in gaseous exchange in the body?
7. (a) State four factors that affect the efficiency of the alveolus to maximise gaseous
exchange in the human body.
(b) State one symptom of each of the following respiratory diseases. What causes the
symptom?
(i) Asthma
Symptom :
Cause :
(ii) Bronchitis
Symptom :
Cause :
(iii) Emphysema
Symptom :
Cause :
9. Why should waiting areas for public transport such as LRT stations and bus stands be
designated as non-smoking areas?
10. (a) Give one similarity in the gaseous exchange between insects and plants.
(b) Is the insect respiratory system more or less effective compared to the human
respiratory system?
(c) Explain your answer in 10(b).
11. (a) Gas X is harmful to the human respiratory system. Gas X can diffuse into a stationary
car with its air conditioning on, windows closed and engine running. Name gas X.
(b) Explain the effects of the gas in the situation in 11(a).
76
Chapter 2: Respiration
Focus on HOTS
TS
12. Changes in the volume of air in the lungs of runners X and Y are as shown in Figures 3(a)
and 3(b).
Volume of air in the lungs Volume of air in the lungs
of runner X against time of runner Y against time
5 5
4 4
3 3
2 2
0 0
20 40 60 80 100 20 40 60 80 100
Time (seconds) Time (seconds)
Figure 3(a) Figure 3(b)
(a) State the maximum volume of air in the lungs of the following runners while walking.
(i) Runner X
(ii) Runner Y
(b) State the maximum volume of air in the lungs of the following runners:
(i) Runner X
(ii) Runner Y
(c) From the graphs in Figures 3(a) and 3(b), state the relationship between the types of
activity performed and the maximum volume of the lungs of each runner. Explain.
(d) Which one is the smoker, runner X or Y? Explain.
(e) How does the increase in the maximum volume of the lungs affect the respiration rate?
Explain.
77
Chapter
Chapter
Chapte
hapte
pte
p er
Transportation
3
1
Let’s study
Transport system in organisms
Blood circulatory system
Human blood
Transport system in plants
Blood circulatory system in animals and transport system in plants
78
Science Gallery
Keywords
Heart Antibody
Artery Transpiration
Vein Guttation
Capillary Xylem
Antigen Phloem
79
3.1 Transport System in Organisms
Xylem
Heart Blood
vessels
Phloem Xylem
Stoma Phloem
Phloem
Xylem
The process of exchange of substances needed by cells and waste products between complex
organisms and the external environment (via diffusion) occurs slowly and not comprehensively
because complex organisms have a large volume. Therefore, complex organisms need to have a
specialised transport system. Through this specialised transport system, oxygen and nutrients
can be carried to all the body cells in complex organisms and waste products can be eliminated
from all the body cells to the external environment.
3.1.1 3.1.2 81
Importance of the Function of Transport System in Organisms
The importance of the function and impact of transport system in organisms is as shown in
Figure 3.2.
Transport system eliminates toxic waste products from the cells in organisms to the
external environment. Toxic waste products that fail to be eliminated from the cells
will poison and kill the organisms.
Activity 3.1
To gather and share information on the need, function, importance
and impact of transport system in organisms • ICS
• Discussion
Instructions activity
1. Work in groups.
2. Gather and share information on the following:
(a) Need for transport system in organisms
(b) Function of transport system in organisms
(c) Importance of transport system in organisms
(d) The impact if transport system cannot function well
3. Discuss the shared information.
4. Present the findings of your group discussion using multimedia presentation such as
MS PowerPoint.
82 3.1.3
Chapter 3: Transportation
Activity 3.2
To compare and contrast the blood circulatory system in vertebrates
• CPS
Instructions • Discussion
activity
1. Carry out active reading to compare and contrast the blood
circulatory system in vertebrates such as mammals, reptiles,
amphibians, birds and fish as shown in Figures 3.3 and 3.4.
Capillaries
C ill i iin gills
ill Capillaries in lungs
and skin
Artery
Ventricle
Heart Atrium
Atrium Atrium
Ventricle
V
Heart
Vein
Ca
Capillaries
apilla
p aries in the bodyy Capillaries in the body
(a) Fish (b) Amphibians
Figure 3.3
3.2.1 83
Capillaries
Cap
piilla
llaries
ri ini the
th
he lungs
he lun
lu
un
ngs Capillaries
Capil l ries in
illlar in the
he lungs
th llu
un
ngggs
Atrium
t m
trium Atrium
A
Atriu
um Atr
rium
m
Atrium A
Atriu
um
Atrium
Ventricle Ventr
Ventricle
Ventricle
ntricle Heartt He
eart
Heart
Capillaries
Ca
aap
pillar
pill iies in the body
illarrries od
dyy
d Capillaries
Cap
C ap in the body
(c) Reptiles (d)) Mammals
Mammals
mmals
ls aand
dbbir
birds
rds
Figure 3.4
2. Complete the chart which shows a comparison of the blood circulatory systems of
vertebrates such as mammals, reptiles, amphibians, birds and fish.
Similarities Differences
Mammals
Made up of Fish Amphibians Reptiles
and birds
a system that
allows blood to
continuously flow
in blood vessels
through the heart
which pumps blood
to the whole body
and back to the
heart.
84 3.2.1
Chapter 3: Transportation
H
Heart
Artery Vein
,
.
7(
Figure 3.5 Human blood circulatory system
3.2.1 3.2.2 85
Structure and Functions of the Human Heart
The human heart has four chambers, that is two atria and two ventricles as shown in
Figures 3.6 and 3.7.
5
*(
:
Aorta
Pulmonary artery
,
.
7(
Pulmonary
veins
Superior vena cava
Left atrium
Semilunar valve
Bicuspid valve
Right atrium
Key:
Oxygenated blood Right ventricle
Septum
Deoxygenated blood
Tricuspid valve
Function:
t "MMPXTUIFnPXPGCMPPEJOPOMZPOFEJSFDUJPOGSPNUIF right atrium to the right ventricle
86 3.2.2
Chapter 3: Transportation
SCIENCE INFO
Semilunar valves
The period of time for blood to
Function:
make one complete circulation
t 4FNJMVOBSWBMWFTBUUIF
from the heart to all parts of the
pulmonary artery and aorta
body including the lungs and back
ensure that blood flows only in
to the heart is approximately
one direction and not back into
1 minute!
UIFWFOUSJDMFT
Bicuspid valve
Function:
Left t "MMPXTUIFnPXPGCMPPEJOPOMZ
atrium one direction from the left
Right atrium into the left ventricle
atrium
3.2.2 87
Structure and Functions of Main Blood Vessels
There are three human blood vessels, namely arteries, capillaries and veins. Figure 3.8
shows the relationship between the artery, capillary and vein. Observe the direction of the blood
circulation through the artery, capillary and vein as shown in the figure.
To the heart From the heart
Capillary Lumen
Vein network Artery
Table 3.1 Structure and functions of the vein, capillary and artery
Type of
Vein Capillary Artery
blood vessel
Lumen
Valve
Circulation • Slow blood flow under • Slow blood flow under • Rapid blood flow under
of blood low blood pressure decreasing blood high blood pressure
• No pulse pressure • Pulse detected
• No pulse
88 3.2.2
Chapter 3: Transportation
Pulmonary Pulmonary
artery vein
Heart
Artery Vein
Heart
All parts of the body
except the lungs
Activity 3.3
To create a multimedia presentation based on research of a sheep’s
heart and, explain its structures and functions • ICS
• Active reading
Instructions activity
1. Work in groups.
2. Each group is required to create a presentation on the research of the heart of a
sheep to explain its structures and functions.
5
Example: *(
:
7(
3.2.2 89
Heartbeat
:
the process of
diastole and
,
Figure 3.10 shows the sequence of the opening and
.
systole 7(
closing of the val
valves
lves in the heart du
lves during heartbeats.
Semilunar Bicuspid
valves valves
closed Bicuspid closed
valve Tricuspid
open valves
closed Semilunar
Tricuspid
valve valves
opened open
DIASTOLE
DIAST SSYSTOLE
The ‘dub’ sound is produced by the closure of the The ‘lub’ sound is produced by the closure of the
semilunar valves at the aorta and pulmonary tricuspid and bicuspid valves between the atria and
artery when relaxation of the ventricles occurs. the ventricles when contraction of the ventricles
This condition is known as diastole. The pressure occurs. This condition is known as systole. The
reading of blood flowing into and filling the heart is pressure reading of blood flowing out of the heart is
called the diastolic pressure reading. called the systolic pressure reading.
SCIENCE INFO
Taking of diastolic and systolic
pressure readings from a
sphygmomanometer is based on
listening to the sounds produced
by the blood circulation
when diastole and systole
occur. Due to this, the use of
sphygmomanometer to take
readings of diastolic and systolic
pressures is usually done by an
experienced doctor.
Pulse Rate
Photograph 3.5 shows one of the medical
examination activities that is normally
carried out by a doctor on a patient.
What is the quantity measured as
shown in the photograph?
Pulse is produced by
the contraction and relaxation
of the muscular artery wall.
Is your pulse rate constant? Give two
examples of conditions in your daily
life that increase the pulse rate. Let
us carry out Experiment 3.1 to
study the factors that influence
the pulse rate.
3.2.3 91
Experiment 3.1
Aim
To study the factors that influence the pulse rate
Problem statement
How does the intensity of a physical activity influence the pulse rate?
Hypothesis
The more vigorous a physical activity, the higher the pulse rate.
Variables
(a) manipulated variable : Type of activity
(b) responding variable : Pulse rate
(c) constant variable : Duration of activity
Apparatus
Watch
Procedure
1. Rest for 5 minutes. Then, locate your pulse as
shown in Figure 3.11.
2. Count and record the number of pulses over a
period of 10 seconds in a table. Calculate the pulse
rate in number of pulses per minute.
3. Repeat steps 1 and 2 after carrying out each of
10
5
15
60
20
55
25
50
30
45
35
40
3
6
24 27 30
5 minutes:
(a) Walking slowly Figure 3.11
(b) Running
Pulse rate
Number of pulses over a
Type of activity (number of pulses
period of 10 seconds
per minute)
Resting
Walking slowly
Running
Conclusion
Is the hypothesis accepted? What is the conclusion of this experiment?
Questions
1. How does the type of activity influence the pulse rate?
2. How is the increase in pulse rate while carrying out vigorous activities related to the
rate of oxygen intake and release of carbon dioxide?
92 3.2.3
Chapter 3: Transportation
A Gender
The average pulse rate of an adult male is
between 70 to 72 beats per minute and the
average pulse rate of an adult female is between
78 to 82 beats per minute. The difference in
pulse rate between males and females is caused
by the difference in the size of the heart. The
heart of females which is normally of smaller size
pumps less blood for each heartbeat and needs to Photograph 3.6 A modern blood pressure
beat at a much higher rate compared to the heart and pulse rate measuring device
of males.
B Age
Look at Table 3.2. As the age of a person increases, the person’s pulse rate becomes lower.
Table 3.2 Average maximum pulse rate based on age
25 195
30 190
35 185
40 180
45 175
50 170
55 165
60 160
65 155
70 150
(Source: https://healthyforgood.heart.org/move-more/articles/target-heart-rates)
C Body health
The pulse rate of a less healthy individual is normally higher or lower than the normal pulse
rate. A pulse rate that is too high or too low is dangerous and can be life-threatening.
3.2.3 93
Importance of Maintaining a Healthy Heart
The health of a heart should be given attention since its functions are very important in the
continuity of human life. How are we able to enhance the knowledge and understanding of the
health of the heart among Malaysians? Carry out Activity 3.4.
Activity 3.4
Enhancing the knowledge and understanding of the health of the
heart through project-based learning using STEM approach • ICS, ISS,
CPS, STEM
• Project-based
Aim
activity
To study the relationship between dietary habits and lifestyle with
health of the heart among the locals
Materials
Printed materials and the Internet
Instructions
1. Work in groups of five to six.
2. Study the following problem statement:
Since 2005, heart disease remains as one of the main causes of death among
Malaysians. This problem is closely related to their dietary habits and lifestyles.
94 3.2.4
Chapter 3: Transportation
10. After the presentation and discussion sessions, carry out the following activities in
groups under the supervision of your teacher:
(a) Presentation of the findings of your study in the school assembly
(b) Health talk programme entitled “LET US TAKE CARE OF OUR HEART” as a
co-curricular activity
(c) Poster competition: Care for Our Heart
(d) Produce an infographics brochure on the health care of the heart related to
dietary habits and lifestyles
Note:
What is the K-W-L Chart Strategy?
My Malaysia!
In July 2017, heart specialists at the Institut Jantung Negara (IJN) successfully replaced
the damaged aorta of a heart patient with synthetic aorta. Gather further information on
this at the following website:
http://bt.sasbadi.com/sc3095
3.2.4 95
3.3 Human Blood
96 3.3.1
Chapter 3: Transportation
Components of Blood
Blood consists of a suspension of red blood cells, Blood plasma
white blood cells, platelets and blood plasma as (55%)
shown in Figure 3.12.
Blood plasma is made up of approximately White blood cells
90% water and 10% dissolved substances flowing to and platelets (<1%)
all parts of the body. These dissolved substances Red blood cells
include nutrients, carbon dioxide, enzymes, hormones (45%)
and waste products. Let us carry out Activity 3.5 to
study the substances transported by blood. Figure 3.12 Components of human blood
Activity 3.5
To study the substances transported by blood
• CPS
Instructions • Discussion
1. Work in groups to gather information on the substances activity
transported by blood, namely nutrients, gases, enzymes, hormones
and waste products.
2. Carry out active reading on the gathered information.
3. Discuss the information gathered and present the findings of your group’s discussion.
4. Complete the following tree map to show the substances transported by blood and
the characteristics of the substances.
3.3.1 97
Human Blood Groups
Antigens on Red Blood Cells
Human blood can be classified into four blood groups, namely A, B, AB and O according to the
type of antigen, if any, present on the red blood cells. The type of antigen present on red blood
cells is A antigen or B antigen. The classification of blood groups A, B, AB and O is shown in
Figure 3.13.
A antigen B antigen
A A Anti-B
B B Anti-A
AB A and B –
An antibody will attack its corresponding antigen and cause the coagulation of blood to occur.
This may cause death. For example, Anti-A antibody will coagulate with A antigen and Anti-B
antibody will coagulate with B antigen.
98 3.3.1 3.3.2
Chapter 3: Transportation
• An individual who has Anti-A antibodies (type B blood) cannot receive types A and AB
blood because these two blood types contain A antigen.
• An individual who has Anti-B antibodies (type A blood) cannot receive types B and AB
blood because these two blood types contain B antigen.
• An individual who has type AB blood is free to receive all types of blood because there
are no antibodies in his blood (universal recipient).
• On the other hand, an individual who has type O blood cannot receive any other blood
type because of the presence of Anti-A and Anti-B antibodies in his blood plasma.
Before blood transfusion, we need to know that the blood groups of the donor and the recipient
must be compatible as shown in Table 3.4. Otherwise, blood will coagulate. This situation can
cause the death of the recipient.
3.3.2 99
Activity 3.6
To understand and solve issues related to blood donation in the
context of daily life based on projects using the STEM approach • CPS, STEM
• Project-based
Instructions activity
1. Work in groups to study the following statement:
Every day blood is needed to save lives. Blood is required for surgery, accident
victims or to treat patients with leukaemia, haemophilia and other illnesses.
2. Prepare a project using the STEM approach to find creative and innovative solutions
for the following issues:
• Importance of blood donation
• Criteria to be a blood donor
• Issues related to blood donation
• Methods of handling and storing the donated blood
3. Gather the information or existing solutions from the relevant and reliable
government or private agencies as follows:
SCIENCE INFO
A healthy individual with a mass of more than
45 kg and between 18 to 60 years old can
donate blood. A donor can donate up to
0.5 litres of blood at any one time as shown
in Photograph 3.9.
When an individual donates blood, the
total red blood cells in his body reduces. This
forces the bone marrow to produce new cells.
The individual will become more energised and
able to function better.
AB
Figure 1
101
3.4 Transport System in Plants
LIM
102 3.4.1
Chapter 3: Transportation
Cuticle
Cross Section of a Leaf
Upper Palisade
The epidermis of a leaf is made up mesophyll
epidermis
of a single layer of epidermal cells cell
covering both the upper and lower
surfaces of the leaf, namely upper Xylem
Spongy
epidermis and lower epidermis as mesophyll Phloem
shown in Figure 3.17. Epidermal cell
cells secrete a waxy cuticle which
covers the outer surface of the Lower
epidermis
leaf to reduce water loss during Stomatal pore
transpiration. Figure 3.17 Cross section of a leaf
Exudation (Guttation)
Other than water loss from plants through
transpiration, water is also lost from plants through
SCIENCE INFO
exudation or guttation. Exudation or guttation is Guttation is different from
the water loss from plants in liquid form through dew drops. Dew drops are
formed from the condensation
hydathodes that are always open at the edges of the
process of water vapour in the
leaves. Guttation usually occurs at night or when atmosphere into water.
the air humidity is high. What is the name of the
water droplets that come out of leaves as shown
in Photograph 3.11? Carry out Activity 3.7 to
learn more about transpiration
and exudation (guttation).
Photograph 3.11
Exudation (guttation)
3.4.1 103
Activity 3.7
To make observations and create presentations to study the processes
of transpiration and exudation (guttation) in plants • ICS
• Innovation-
Instructions based activity
1. Work in groups.
2. Each group is required to create a presentation to study the processes of
transpiration and exudation (guttation) in plants.
SCIENCE INFO
The rate of transpiration of plants is normally estimated using a potometer as shown in Figures (a)
and (b) below.
Young balsam
Young balsam plant
plant
Cotton wool Water reservoir
Layer of Air bubble
Cotton Layer of oil
wool oil
Conical Water
flask
Beaker filled
Electronic Ruler
230.83 g with water
balance
Mass potometer measures the rate of transpiration of a plant according to the rate of mass of water
absorbed by the plant. Bubble potometer measures the rate of transpiration of a plant according to the
rate of volume of water absorbed by the plant.
Experiment 3.2
Aim
To study the effect of light intensity on the rate of transpiration
Problem statement
What is the effect of light intensity on the rate of transpiration?
Hypothesis
Increase in light intensity increases the rate of transpiration.
Variables
(a) manipulated variable : Light intensity
(b) responding variable : Rate of transpiration
(c) constant variables : Size and type of plant, air humidity, air movement, temperature
and time
Materials
Young balsam plant, water, cotton wool and oil
Apparatus
Electronic balance, conical flask, clock and source of light such as sunlight or lamp
Procedure
1. Set up the apparatus as shown in 4. Calculate the rate of transpiration of
Figures 3.19 and 3.20. the young balsam plant that is exposed
2. Measure the mass of both apparatus to a light source and also the one kept
set-ups and record your observation in in the dark in a cupboard using the
a table. following formula:
3. After 3 hours, measure the mass of change in the mass
both apparatus set-ups once again and of the potometer
Rate of
record your observation in the table. =
transpiration time taken
Light
Cupboard
source
Conclusion
Is the hypothesis accepted? What is the conclusion of this experiment?
3.4.2 105
Experiment 3.3
Aim
To study the effect of air humidity on the rate of transpiration
Problem statement
What is the effect of air humidity on the rate of transpiration?
Hypothesis
Increase in air humidity decreases the rate of transpiration.
Variables
(a) manipulated variable : Air humidity
(b) responding variable : Rate of transpiration
(c) constant variables : Size and type of plant, light intensity, air movement,
temperature and time
Materials
Young balsam plant, anhydrous calcium chloride, water, cotton wool and oil
Apparatus
Electronic balance, conical flask, plastic bag, clock and source of light such as sunlight
or lamp
Procedure
1. Set up the apparatus as shown in 3. After 3 hours, measure the mass of
Figures 3.21 and 3.22. both apparatus set-ups once again and
2. Measure the mass of both apparatus record your observation in the table.
set-ups and record your observation in 4. Calculate the rate of transpiration in
a table. both apparatus set-ups.
Plastic bag
Anhydrous
Cotton wool Cotton wool calcium chloride
Layer of oil Layer of oil
Water Water
Conclusion
Is the hypothesis accepted? What is the conclusion of this experiment?
106 3.4.2
Chapter 3: Transportation
Experiment 3.4
Aim
To study the effect of air movement on the rate of transpiration
Problem statement
What is the effect of air movement on the rate of transpiration?
Hypothesis
Increase in air movement increases the rate of transpiration.
Variables
(a) manipulated variable : Air movement
(b) responding variable : Rate of transpiration
(c) constant variables : Size and type of plant, light intensity, air humidity, temperature
and time
Materials
Young balsam plant, water, cotton wool and oil
Apparatus
Electronic balance, fan, conical flask and clock
Procedure
1. Set up the apparatus as shown in 3. After 3 hours, measure the mass of
Figures 3.23 and 3.24. both apparatus set-ups once again and
2. Measure the mass of both apparatus record your observation in the table.
set-ups and record your observation in 4. Calculate the rate of transpiration in
a table. both apparatus set-ups.
Water Water
Conclusion
Is the hypothesis accepted? What is the conclusion of this experiment?
3.4.2 107
Experiment 3.5
Aim
To study the effect of temperature on the rate of transpiration
Problem statement
What is the effect of temperature on the rate of transpiration?
Hypothesis
Increase in temperature increases the rate of transpiration.
Variables
(a) manipulated variable : Temperature
(b) responding variable : Rate of transpiration
(c) constant variables : Size and type of plant, light intensity, air humidity, air
movement and time
Materials
Young balsam plant, water, cotton wool and oil
Apparatus
Electronic balance, conical flask and clock
Procedure
1. Set up the apparatus as shown in 3. After 3 hours, measure the mass of
Figures 3.25 and 3.26. both apparatus set-ups once again
2. Measure the mass of both apparatus and record your observation in the
set-ups and record your observation in table.
a table. 4. Calculate the rate of transpiration in
both apparatus set-ups.
Water Water
244.73 g
Electronic 241.20 g Electronic
balance balance
Conclusion
Is the hypothesis accepted? What is the conclusion of this experiment?
108 3.4.2
Chapter 3: Transportation
Xylem
Phloem
Vascular
bundle Phloem
Xylem
Cross section of leaf
Cross section of stem
Sucrose transported
Xylem from the leaf to other
Vascular parts of the plant
bundle Phloem
Water and mineral
Cross section of root salts absorbed
by the roots
t Xylem USBOTQPSUTXBUFSBOEEJTTPMWFENJOFSBMTBMUTGSPNUIFSPPUTUPUIFMFBWFT
UISPVHIUIFTUFNUPDBSSZPVUQIPUPTZOUIFTJTBOEUPSFQMBDFXBUFSMPTUEVSJOHUSBOTQJSBUJPO
t PhloemUSBOTQPSUTTVDSPTFQSPEVDFECZMFBWFTEVSJOHQIPUPTZOUIFTJTUPPUIFSQBSUT
PGUIFQMBOU
The transport system in flowering plants is made up of two transport tissues, namely xylem
and phloem, which are found in a group of vessels known as vascular bundles. Observe the
formation pattern of the vascular bundles in the root, stem and leaf as shown in Figure 3.27. Is
the formation pattern of vascular bundles in the root, stem and leaf the same or different?
Visit the following websites and watch the video to find out the position and structure of
the xylem and phloem in a vascular bundle.
,
.
7(
3.4.3 109
Direction of Water and Food in the Transport System of Plants
In Activity 3.8 and Activity 3.9, we will investigate the functions of the xylem and phloem.
Materials
Balsam plant and eosin solution (red dye)
Apparatus
Conical flask, glass cover, folding knife, microscope and slide
Instructions
1. Wash the roots of the balsam plant carefully with water.
2. Immerse the roots of the balsam plant in a conical flask filled with eosin solution as
shown in Figure 3.28.
Leaf
Safety
Precautions
• Avoid coming in contact with
the eosin solution as it will stain
your clothes.
• Be careful when using a folding
knife.
Eosin solution
Roots
Figure 3.28
3. After 30 minutes, make thin cross-sections of the leaf, stem and root of the plant
using a folding knife.
4. Examine each of the sections under a microscope.
5. Draw a labelled diagram for each section that has been observed. Identify and label
the tissues that have been coloured red by the eosin solution.
Questions
1. Is the eosin solution spread evenly or does it have a specific pattern in the leaf, stem
and root of the plant?
2. Name the part which is coloured red in the cross-sections of the leaf, root and stem
in this activity.
3. What is the conclusion from this activity?
110 3.4.3
Chapter 3: Transportation
3. Water the plant every day and expose it to enough light so that the plant can carry
out photosynthesis as shown in Figure 3.30.
4. Observe and sketch the changes, if any, in the branch of the woody plant with its
bark removed after two to three months.
Questions
1. Sketch the changes in the part of the branch with its bark removed after two to three
months.
3.4.3 111
Case Study
Based on your understanding of the transport system in plants, discuss examples of
hypothetical situations such as when there are no xylem or phloem vessels in the
following context:
P: R:
Q:
S:
Cross section of stem Cross section of root
T: U:
Figure 1
Xylem Phloem
112 3.4.3
Chapter 3: Transportation
t #PUIBSFUSBOTQPSUTZTUFNT
t #PUIUSBOTQPSUXBUFS OVUSJFOUTBOEEJTTPMWFE
substances
t #PUIFYJTUJODPNQMFYPSHBOJTNT
Differences
System of vessels
Tubular system with
Structure without pump
heart and valves
or valve
Three types of
Types of transport Two types of vessels:
vessels: artery,
vessels xylem and phloem
capillary and vein
3.5.1 113
Summary
114
Transportation
in
involve
No specialised
transport system Specific transport systems
Self-reflection
S elf
lf-refl
fle
eccttiion
on
115
Summative Practice 3
Answer the following questions:
1. Solve the crossword puzzle below with the correct answers.
(e)
(d)
(a) P E P
(f)
(b) A T O
(c) C I
Across
(a) Carrying out vigorous activities increases the rate of .
(b) Loss of water from plants occurs through the process of .
(c) Blood vessel with the thinnest wall is the .
Down
(d) Sucrose is transported by the .
(e) The organ which pumps blood is the .
(f) Blood group A has one type of .
2. Mark ‘✓’ for the correct statement and ‘×’ for the incorrect statement on transport in
organisms.
(a) Amoeba sp. does not have a specific transport system.
(b) The function of transport system is only to carry useful substances to all
parts of the body of an organism.
(c) In a systemic circulatory system, blood flows from the heart to the lungs
and returns to the heart.
(d) Coagulation of the blood is an effect from the action of receiving a
compatible blood group.
116
Chapter 3: Transportation
P Q R
Figure 1
(a) Name the structure in blood vessel P that is not shown in Figure 1.
(b) State the function of blood vessel Q.
(c) Explain the adaptations in the structure of the following blood vessels:
(i) Blood vessel Q
(ii) Blood vessel R
4. (a) State five substances that are transported in the human body.
(b) State three substances that diffuse through the membrane or wall of plant cells and are
transported in plants.
(c) Why do plant cells not need a supply of oxygen from outside during the day?
6. (a) Table 1 shows four blood donors from different blood groups.
Table 1
117
A road accident victim lost a lot of blood. He is confirmed to have blood from group B.
(i) Which blood donor is suitable to donate blood to the victim?
(ii) Explain the effect to the victim if he receives blood from Sita.
(b) The Red Crescent Society launched a ‘Let’s Donate Blood’ campaign to replenish the
blood bank. Three individuals are interested to take part in the campaign. Table 2
shows their age, gender and body mass.
Table 2
Figure 2
118
Chapter 3: Transportation
Focus on HOTS
TS
8. Figure 3 shows the apparatus set-up of an investigation to study the factors that affect the
rate of transpiration of a plant and the results after three hours.
Light
source Cupboard
Results:
Set Initial mass (g) Final mass (g) Rate of transpiration (g/min)
A 300 246
B 300 264
Figure 3
9. Three students, Badrul, Azizah and Murad carried out a fitness activity to investigate the
health of their heart. Table 3 shows the pulse rates for the three of them before and after
the fitness activity.
Table 3
Pulse rate
(number of beats per minute)
Condition
Badrul Azizah Murad
Before the activity 63 70 65
Immediately after the activity 130 95 94
15 minutes after the activity 75 71 75
(a) Name the student who is most at risk of having heart disease.
Explain your answer.
(b) Name the student who has the healthiest heart.
Explain your answer.
119
10. All the members of the Science Club in your school have agreed to carry out a project
to plant herbs in school. Herbs that are to be planted will grow well when the rate
of transpiration is moderate and the exposure to sunlight is sufficient to carry out
photosynthesis. Figure 4 shows three areas:
• Area A, inside a dark laboratory
• Area B, in a shaded bright area
• Area C, in a hot school field under the sun
Zinc roof A
C
B
Figure 4
(a) Based on Figure 4, which is the most suitable area for the project site? Explain your
answer.
(b) Construct the most suitable model to make this project a success. The model is
a glasshouse or greenhouse in which the air humidity and light intensity can be
controlled. The construction of the model requires the use of the following
materials:
Water
Container and
A tr
transparent a roll of tissue
umbrella
120
THEME
2
Exploration of Elements
in Nature
UNUNUNIUM
NUNUNIUM UNUNBIUM
(272) (277)
121
Chapter
Chapter
Chapte
hapte
apte
apt
p er
Reactivity of Metals
41
Let’s study
Variety of minerals
Reactivity series of metals
Extraction of metals from their ores
122
Science Gallery
According to existing records, the first metal used by humans is gold. Gold was
discovered in its mineral element form in a cave in Spain in 40 000 BC. Due to
the importance of various metals used in daily life, scientists have constructed a
reactivity series of metals to understand the order of metals according to their
reactivity towards oxygen as shown in the figure below.
K Potassium
Na Sodium
Ca Calcium
Mg Magnesium
Al Aluminium
C Carbon
Reactivity
Zn Zinc
of metals
towards H Hydrogen
oxygen Fe Iron
increases
Sn Tin
Pb Lead
Cu Copper
Hg Mercury
Ag Silver
Au Gold
Keywords
123
4.1 Variety of Minerals
Look at Photograph 4.1. This photograph shows various types of ores found in Earth’s crust.
Each type of ore is different in terms of colour, structure, shape and texture because the ores
contain different minerals.
http://bt.sasbadi.com/sc3124
My World of Science
Soon, all cars using petrol or
diesel will be replaced with electric
cars. This can be realised with the
discovery of two minerals which
Is your guess close to the number of minerals listed by the
can produce long lasting batteries.
International Mineralogical Association, IMA? These two minerals are lithium
and cobalt.
124 4.1.1
Chapter 4: Reactivity of Metals
A Elements
Gold Silver
B Compounds
The common and systematic names of natural compounds and the combination of their
elements are shown in Table 4.1.
Table 4.1 Natural compounds and their elements
4.1.1 125
Natural Compounds are the Combination of Several Elements
BRAIN
TEASER
The compound
shown in this
photograph has
a common name,
that is bauxite or
aluminium ore. Its
systematic name is aluminium
oxide. Who normally uses the
common and systematic names
for this compound?
My World of Science
Calcium silicate is a natural
compound that can be used as an
additive in human food.
Photograph 4.4 Limestone quarry
Limestone is a mineral that has many uses in daily life such as in the construction of roads and
buildings, and for table tops. Is limestone a natural compound made up of a combination of
several elements? Let us investigate this by carrying out Activity 4.1. Then, carry out Activity 4.2
to create a multimedia presentation on examples of properties of natural minerals and their uses
in daily life.
Materials
Calcium carbonate powder, clear limewater and dilute hydrochloric acid
Apparatus
Boiling tube labelled P, boiling tube labelled Q, spatula, test tube, Bunsen burner, rubber
stopper with delivery tube, filter funnel and retort stand with clamp
Instructions
1. Put a spatula of calcium carbonate into boiling tubes P and Q.
2. Pour 10 ml of dilute hydrochloric acid into boiling tube P.
3. Set up the apparatus to test the property of the gas released by passing it through
limewater as shown in Figure 4.1.
126 4.1.2
Chapter 4: Reactivity of Metals
Calcium
carbonate
Calcium Retort stand Limewater Retort stand Limewater
carbonate Heat
and dilute
hydrochloric
acid
Observation
Condition of limewater
Action on calcium
carbonate before gas passes through after gas passes through
Questions
1. Name the gas that is tested using limewater.
2. How is the test for the gas carried out? Explain.
3. Name the gas released when calcium carbonate:
(a) reacts with dilute hydrochloric acid
(b) is heated strongly
4. Complete the word equation for each reaction in question 3.
(a) Calcium carbonate + hydrochloric acid + +
heated
(b) Calcium carbonate +
5. Name three elements that are combined in calcium carbonate.
4.1.2 127
SCIENCE INFO
Calcium carbonate is a natural compound that exists in various forms, colours and textures such as
calcite, limestone, marble, chalk, coral reefs and shells of marine animals.
Limestone
Li M
Marble
bl Ch
Chalk
lk C
Calcite
l i
Activity 4.2
To create a multimedia presentation on examples of properties
• Technology-
of natural minerals and their uses in daily life
based activity
Instructions
1. Work in groups.
2. Gather and discuss information on examples of properties of natural minerals and
their uses in daily life. Then, fill in the information in the table as follows:
128 4.1.3
Chapter 4: Reactivity of Metals
Compare and contrast the reactions of metals with oxygen in the air as shown in Photograph 4.5.
Is the vigour of the reactions of different metals such as magnesium and iron with oxygen the
same or different?
Au Ag Hg Cu Pb Sn Fe Zn Al Mg Ca Na K
Reactivity of metals towards oxygen increases
Let us carry out Activity 4.3 to compare and contrast the reactivity of several different metals
towards oxygen.
4.2.1 129
Activity 4.3 Inquiry-based activity
Investigating the reactivity of several metals towards oxygen
Aim: To study the reaction of heating metals such as magnesium, aluminium, zinc, iron
and lead with oxygen
Materials
Potassium manganate(VII) crystals, magnesium powder, aluminium powder, zinc powder,
iron powder, lead powder and glass wool
Apparatus
Boiling tube, retort stand with clamp, porcelain plate, spatula and Bunsen burner
Instructions
Safety
Precautions
• Glass wool fibres are very dangerous. Use forceps to handle them. Make sure you wear safety
glasses and cover your mouth and nose when handling glass wool. Do not allow glass wool to
enter your body. Wash your hands after handling glass wool.
• Potassium manganate(VII) crystals and metal powder can explode if mixed during heating. Make
sure both of these materials are always kept apart.
• Make sure you wear safety glasses and do not look directly at the flame caused by heating metal
powder with oxygen.
• Use only a small amount of metal powder.
1. Put a spatula of potassium manganate(VII) crystals into a dry boiling tube. Use some
glass wool to prevent it from coming out as shown in Figure 4.4.
Metal powder
Glass wool
Reaction between metal and
oxygen
Porcelain Potassium
plate 5
*(
manganate(VII)
crystals
:
Heat Heat
,
.
7(
Figure 4.4
2. Clamp the boiling tube horizontally onto the retort stand as shown in Figure 4.4.
3. Put a spatula of magnesium powder on a small porcelain plate. Put the porcelain
plate into the boiling tube as shown in Figure 4.4.
130 4.2.1
Chapter 4: Reactivity of Metals
4. Heat the magnesium powder strongly. Then, heat the potassium manganate(VII)
crystals.
5. Observe the vigour of the reaction.
6. Record your observations in a table. Take a video recording and/or photographs of
the reaction.
7. Repeat steps 1 to 6 using the powdered form of the metals listed in the following
table:
Observations
Observation
Metal Metal
Metal burns burns Metal Metal Metal
very quickly burns glows glows
quickly and slowly brightly dimly
and brightly brightly
Magnesium
Aluminium
Zinc
Iron
Lead
Questions
1. Complete the word equation for the reaction of each metal with oxygen.
(a) Magnesium + oxygen
2. State the relationship between the vigour of the reactions and the reactivity of the
metals towards oxygen.
3. Based on the results from this activity, complete the following sequence of metals
according to their decreasing reactivity towards oxygen.
4.2.1 131
Position of Carbon in the Reactivity Series of Metals
The position of a metal in the reactivity series of metals BRAIN
depends on the reactivity of the metal when reacting TEASER
with oxygen. Can the position of a non-metal such as
Write the word equation for the
carbon and hydrogen in the reactivity series of metals
reaction between:
be determined according to the reactivity of carbon and • carbon and oxygen
hydrogen with oxygen? • hydrogen and oxygen
Let us carry out Activity 4.4 to determine the position
of carbon in the reactivity series of metals.
Aim: To determine the position of carbon in the reactivity series of metals by heating the
following substances:
(a) Zinc oxide with carbon
(b) Aluminium oxide with carbon
(c) Lead(II) oxide with carbon
Materials
Carbon powder, zinc oxide, aluminium oxide and lead(II) oxide
Apparatus
Crucible, spatula, Bunsen burner, pipeclay triangle and tripod stand
Instructions
A Teacher’s demonstration
Observe carefully when the teacher conducts a demonstration of steps 1 to 4 as follows:
1. Put a spatula of carbon powder and a spatula of zinc oxide powder into a dry
crucible. Mix the powders evenly in the crucible.
2. Place the crucible on a pipeclay triangle on a tripod stand as shown in Figure 4.5.
5
Heat *(
:
,
.
7(
Figure 4.5
132 4.2.2
Chapter 4: Reactivity of Metals
B Student’s activity
Repeat steps 1 to 4 replacing zinc oxide with aluminium oxide and lead(II) oxide.
Observations
Mixture Observation Reactivity of carbon
Zinc oxide
and carbon
Aluminium oxide
and carbon
Lead(II) oxide
and carbon
Questions
1. Complete the word equation for each reaction of metal oxide with carbon, if any.
(a) Zinc oxide + carbon
Increasing
reactivity
4. Give one application of the position of carbon in the reactivity series of metals for
industrial use. Explain your answer.
5. Underline the correct answer for the following statements:
(a) If carbon can remove oxygen from a metal oxide, it means carbon is (more/less)
reactive than the metal.
(b) If carbon cannot remove oxygen from a metal oxide, it means carbon is
(more/less) reactive than the metal.
4.2.2 133
Position of Hydrogen in the Reactivity Series of Metals
The position of hydrogen in the reactivity series of metals can be determined through
interpretation of the data based on Figure 4.6 and Table 4.2.
Figure 4.6 shows the apparatus set-up used to determine the position of hydrogen in the
reactivity series of metals.
Burning of excess
Thistle funnel Dry hydrogen
Hydrogen gas hydrogen gas
gas
Combustion tube
5
*(
:
Zinc
,
.
7(
Anhydrous calcium chloride
Figure 4.6 Apparatus set-up to determine the position of hydrogen in the reactivity series of metals
Table 4.2 shows the results from activities carried out by chemists to determine the position
of hydrogen in the reactivity series of metals.
Table 4.2 The results from activities to determine the position of hydrogen
in the reactivity series of metals
Mixture Observation Inference
Hydrogen and Aluminium oxide does not glow. Hydrogen does not reduce
aluminium oxide Aluminium oxide is white in colour. aluminium oxide.
Hydrogen and Iron(III) oxide burns brightly. Reddish brown Iron is produced. Hydrogen
iron(III) oxide powder turns shiny grey. reduces iron(III) oxide to iron.
Hydrogen and Copper(II) oxide burns very brightly. Copper is produced. Hydrogen
copper(II) oxide Black powder turns brown. reduces copper(II) oxide to copper.
134 4.2.2
Chapter 4: Reactivity of Metals
My World of Science
Reactivity Series of Metals
Lithium
Lith
Lith batteries will explode
whe
when heated. Due to this,
K Potassium pas
passengers are not allowed to
keep lithium batteries in their
kee
Na Sodium luggage placed in aircrafts.
lugg
Ca Calcium
Mg Magnesium
Al Alumimium
C Carbon
Reactivity Zn Zinc
of metal
towards H Hydrogen
oxygen
increases Fe Iron SCIENCE INFO
Sn Tin Coal is one of the minerals found
Malaysia. About 80% of the coal
in Ma
Pb Lead found in Sarawak, 19% in Sabah
is fou
dan 1% in Peninsular Malaysia. The
Cu Copper largest coal reserve is located in
large
Merit Pila, Sarawak.
Hg Mercury
Ag Silver
5
Au Gold *(
:
,
.
Figure 44.77 R
Fi Reactivity
eacti
tivit
ity series
seriies off metals
mettals
l 7(
4.2.2 135
Formative Practice 4.2
1. What is reactivity series of metals?
2. Figure 1 shows the reaction between metal X and oxygen in the air.
Figure 1
Reactivity
of metal
towards
oxygen
decreases
136
Chapter 4: Reactivity of Metals
K Potassium
Al Aluminium
C Carbon
Zn Zinc
For metals lower than
H Hydrogen carbon in the reactivity
Extraction through series of metals, the
Fe Iron reduction of metal oxides extraction of the metal
by carbon. from its ore is through the
Sn Tin reduction of its oxide
with carbon.
Pb Lead
Ag Silver
Exist in the form of elements in
Earth’s crust.
Au Gold
Figure 4.8 Reactivity series of metals and methods of extracting metals from their ores
4.3.1 137
Process of Iron Extraction
The extraction of iron from its ore 1 A mixture of concentrated iron ore or iron
is carried out in a blast furnace as oxide, coke and limestone is added into
a blast furnace through the top.
shown in Figure 4.9.
5
*(
,
.
7(
Blast furnace
Slag is released
Molten metal is
released
138 4.3.1
Chapter 4: Reactivity of Metals
Production of iron
t $PLFPSDBSCPOSFBDUTXJUIPYZHFOJOUIFIPUBJSUPQSPEVDFDBSCPOEJPYJEFBOEIFBU
t$BSCPOEJPYJEFUIBUJTQSPEVDFESFBDUTXJUIUIFSFTUPGUIFIPUDPLFUPGPSN
Carbon dioxide + carbon carbon monoxide
DBSCPONPOPYJEFXIJDIJTBTUSPOHSFEVDJOHBHFOU
t$BSCPONPOPYJEFBOEDBSCPOSFEVDFTJSPOPYJEFJOUPJSPO
Production of slag
t-JNFTUPOFPSDBMDJVNDBSCPOBUFEFDPNQPTFTUPGPSNDBMDJVNPYJEFBOEDBSCPOEJPYJEF
t$BMDJVNPYJEFSFBDUTXJUIJNQVSJUJFTTVDIBTTBOEPSTJMJDPOEJPYJEFJOJSPOPSFUPGPSNTMBH
PSDBMDJVNTJMJDBUF
4.3.1 139
Activity 4.5
To create a multimedia presentation explaining how metal extraction
is carried out based on the processes of iron and tin extractions • ICS
in Malaysia • Technology-
based activity
Instructions
1. Work in groups.
2. Gather materials from various media on how metals are extracted in the mining
sector in Malaysia.
3. Examples of websites are as follows:
4. Discuss the processes of iron and tin extractions from their ores.
5. Present the findings of your group discussion using multimedia presentation such as
MS PowerPoint.
Let us carry out Activity 4.6 to study problems of mining issues in Malaysia shown in
Figure 4.10.
140 4.3.2
Chapter 4: Reactivity of Metals
Activity 4.6
To solve problems of mining issues in Malaysia
• ICS
Instructions • Discussion/
1. Work in groups. project-based
2. Gather information on issues of poorly planned mining activities activity
in Malaysia and their impact on life in the local or global context.
3. Examples of websites are as follows:
3. State one adverse effect from unplanned mining activities and ways to solve it in the
following contexts:
(a) Local context
(b) Global context
4.3.2 141
Summary
142
Variety of minerals in Earth’s crust extracted in the sector Mining
such as
on
classified
Non-metals Metals Reactivity Metal oxides Life
in series of metals
Self-reflection
Summative Practice 4
Answer the following questions:
1. The following are some of the minerals found in Earth’s crust.
(a) Classify the above minerals into two groups, namely elements and compounds.
Elements Compounds
143
(b) Give one example of metal ore and name the elements combined in the metal ore.
Figure 1
4. (a) Name the substance that reacts with metals and is used to determine the position of
the metals in the reactivity series of metals.
(b) Potassium and sodium are kept in dark reagent bottles filled with paraffin oil.
Explain why.
5. Figure 2 shows the apparatus set-up of an activity to test the reaction of a metal towards
gas X.
Heat Heat
Figure 2
144
Chapter 4: Reactivity of Metals
6. How can the position of carbon in the reactivity series of metals determine the method of
extraction of metals from their ores or metallic compounds?
Focus on HOTS
HO
7. The construction of 3D (three dimensional) models are normally used in various fields.
You are required to make a 3D model of a blast furnace using the following materials:
• Drinking straw
• Empty mineral water bottle
• Water
• Cooking oil
• Iron powder
• Coke
• Limestone powder
• Transparent plastic bag
• Motor
• Blade of fan
• Paper clips
145
Chapter
Chapter
Chapte
hapte
er
Thermochemistry
5
What is thermochemistry?
What are endothermic and
exothermic reactions?
What is the importance of
the concept of endothermic
and exothermic reactions in
daily life?
Let’s study
Endothermic and exothermic reactions
146
Science Gallery
Every chemical reaction is followed by a change in the form of energy.
When chemical reactions occur, chemical energy stored in the reactants is
converted to heat energy and released into the surroundings.
Thermochemistry is the study of heat changes when chemical
reactions occur. There are many applications of thermochemistry in our
daily life which include instant hot packs and instant cold packs as shown
in the photographs below.
Keywords
147
5.1 Endothermic and Exothermic Reactions
SCIENCE INFO
The prefix ‘exo’ originates from the Greek word which means ‘outside’ while the suffix ‘thermic’ originates from
the Greek word which means ‘heat’. The prefix ‘endo’ originates from the Greek word which means ‘inside’.
LIM
RIFQI
Alright, sir.
LIM
RIFQI
SCIENCE INFO
Recall the relationship between
temperature and heat, and the
concept of thermal equilibrium
which you have learnt in Form 2.
5.1
Experiment 5.1
Aim
Compare and contrast the exothermic and endothermic reactions
Problem statement
What are the similarities and differences between the exothermic and endothermic reactions?
Hypothesis
An exothermic reaction is a chemical reaction that releases heat into the surroundings while
an endothermic reaction is a chemical reaction that absorbs heat from the surroundings.
Thermometer
Spatula
Sodium hydroxide
Polystyrene cup
Water
Figure 5.1
Thermometer
Polystyrene cup
Sodium hydroxide
solution
Figure 5.2
150 5.1.3
Chapter 5: Thermochemistry
Observations
Hydrochloric Hydrochloric
Sodium Ammonium acid and acid and
Reactants hydroxide chloride salt sodium sodium
and water and water hydroxide hydrogen
solution carbonate
Temperature before
reaction (°C)
Maximum
or minimum
temperature during
reaction (°C)
Type of reaction
Conclusion
Is the hypothesis of the experiment accepted? What is the conclusion of this experiment?
Questions
1. What is the operational definition for:
(a) the release of heat in this experiment?
(b) the absorption of heat in this experiment?
2. (a) What happens when the temperature shown on the thermometer is at maximum
or minimum?
(b) Explain your answer to question 2(a).
3. State the criteria used in this experiment to classify the reaction as:
(a) exothermic
(b) endothermic
4. List the exothermic reactions in this experiment.
5. List the endothermic reactions in this experiment.
6. (a) How can the accuracy of the maximum or minimum temperature be increased?
(b) Explain your answer to question 6(a).
5.1.3 151
Examples of Exothermic and Endothermic Reactions in Daily Life
Examples of exothermic and endothermic reactions in daily life are shown in Photograph 5.2.
152 5.1.4
Chapter 5: Thermochemistry
Activity 5.1
To study engineering designs to solve problems in daily life
• ICS, CPS,
STEM
Instructions
• Project-based
1. Work in groups. learning
2. Gather information on the engineering design process to: activity
(a) produce materials to relieve muscle cramp
3. Write the information and research results obtained by your group in the form of
a folio.
5.1.5 153
Formative Practice 5.1
1. Define the following types of chemical reactions:
(a) Endothermic reaction
(b) Exothermic reaction
2. What is thermochemistry?
3. Why does our body temperature increase when performing vigorous physical activities?
4. (a) Name one example of a global phenomenon caused by exothermic reaction.
(b) Give one solution to the phenomenon mentioned in question 4(a).
5. (a) Name the reaction produced by materials to relieve muscle cramp.
(b) Explain your answer.
Summary
Thermochemistry
is
The study of heat changes that occur when chemical reactions take place
where
Heat is released into the surroundings Heat is absorbed from the surroundings
in in
154
Chapter 5: Thermochemistry
Self-reflection
Summative Practice 5
Answer the following questions:
1. There are two types of reactions: exothermic reaction and endothermic reaction. Match the
examples of processes with the correct type of reaction.
(b) Photosynthesis
155
3. Solve the crossword puzzle below.
(e)
(b) P E Across
(a) Study of heat
change when
chemical reactions
take place.
(f) (d) (b) Endothermic
reaction that
E T
occurs in plants.
(c) Exothermic
reaction that
(a) T R M occurs in animals.
(c) R
Down
(d) A device that measures change in temperature during exothermic and endothermic
reactions.
(e) Chemical reaction that absorbs heat from the surroundings.
(f) Chemical reaction that releases heat into the surroundings.
Calcium Limewater
carbonate
Retort stand
Heat
Figure 1
156 5.1.1
Chapter 5: Thermochemistry
5. Differentiate the reaction between hydrochloric acid and sodium carbonate, and the
reaction between hydrochloric acid and sodium hydrogen carbonate.
6. How can the effects of global warming be reduced by the replanting of trees?
7. (a) Figure 2 shows a thermite reaction, that is the heating of iron(II) oxide, aluminium
powder and magnesium tape.
Figure 2
Figure 3
157
Focus on HOTS
H S
8. Figure 4 shows an instant hot pack and an instant cold pack used in hospitals to relieve
muscle cramps and reduce the swelling of wounds.
INSTANT INSTANT
HOT COLD
PACK PACK
Press Press
here here
Figure 4
Using your creativity, modify and make an instant hot pack and an instant cold pack using
the following materials. Explain.
Ammonium nitrate
Calcium chloride
158
THEME
3
Energy and Sustainability
of Life
Solar cells are used to generate electricity. What is the importance of the generation
of electricity using solar energy in Malaysia?
159
Chapter
Chapter
Chapte
hapt
apte
apt er Electricity and
6
1 Magnetism
Let’s study
Generation of electricity
Transformer
Transmission and distribution of electricity
Calculating the cost of electricity consumption
160
Science Gallery
According to a report from the Malaysian Nuclear Agency,
Malaysia needs to have a nuclear power station in 2030. This power
station should generate electricity that is sufficient to meet the
electricity needs of our country. Do you agree or disagree with
having of this power station in Malaysia? Why?
(Source:http://www.utusan.com.my/sains-teknologi/inovasi/loji-
nuklear-negara-beroperasi-2030-1.146680)
MALAYSIA
# #
##
Keywords
161
6.1 Generation of Electricity
Energy sources
Renewable Non-renewable
energy sources energy sources
Definition Definition
162 6.1.1
Chapter 6: Electricity and Magnetism
Power stations
in Malaysia
Sultan Azlan Shah power station in Manjung,
Perak (Energy source: Coal)
6.1.1 163
Process of Generating Electricity
A generator is a device used to generate electricity. Look at Photograph 6.1 which shows an
example of a generator model.
Magnet
LED RIFQI
Magnet
30
30
G 20
40
40
30
50
50
– +
40
50
–
6 1
• Movement of the wire which causes the 8
8
30
30
G
40
40
50
50
– +
164 6.1.2
Chapter 6: Electricity and Magnetism
Materials
PVC insulated copper wire, connecting wire and cardboard tube with a coil of PVC
insulated copper wire (coil of wire/solenoid)
Apparatus
Bar magnet, U-shaped magnet and centre-zero galvanometer
Instructions
1. Connect the PVC insulated copper wire to the centre-zero galvanometer.
2. Move the copper wire downwards between the north and south poles of a U-shaped
magnet and then upwards as shown in Figure 6.3. Observe and record the deflection
of the galvanometer pointer.
3. Move the U-shaped magnet upwards and then downwards as shown in Figure 6.5.
Observe and record the deflection of the galvanometer pointer.
4. Connect the coil of PVC insulated copper wire to the centre-zero galvanometer.
5. Move the coil of wire as shown in Figure 6.4. Observe and record the deflection of
the galvanometer pointer.
6. Move the bar magnet as shown in Figure 6.6. Observe and record the deflection of
the galvanometer pointer.
Observations
Questions
1. What is detected by the galvanometer when the galvanometer pointer deflects?
2. What happens when a magnet moves relative to a copper wire or coil of copper wire?
3. What is produced by the cutting of the magnetic field lines by a copper wire or coil
of copper wire?
6.1.2 165
Activity 6.2
To build a simple generator that can light up an LED using magnets
and a coil of wire • ICS, ISS,
STEM
Materials • Innovation-
PVC insulated copper wire, cellophane tape, connecting wires with based activity
crocodile clips and LED
Magnadur magnet
Apparatus Coil of wire
Armature with axle, two magnadur magnets,
wooden plank (base) and C-shaped
magnet holder 1 6
Cellophane
tape to keep Commutator
Instructions commutator Carbon
1. Work in groups. in position brush
2. Construct a simple direct current (d.c.)
generator as shown in Figure 6.7. LED
3. Make sure the axle is stationary.
Observe and record if the LED
Ends of the coil of wire to
lights up. build commutator
4. Rotate the axle. Then, observe
and record if the LED lights up. Magnadur magnet Axle
5. Present your findings.
Observation N
LED Rotated
Condition of S
Stationary Rotating
axle
LED
(a) When the coil of wire and magnet are stationary, the magnetic field
lines are cut.
(b) When the coil of wire moves inside the stationary magnet, the
magnetic field lines are cut.
(c) Current will only be induced when the magnetic field lines are cut.
166 6.1.2
Chapter 6: Electricity and Magnetism
Power station using non-renewable energy sources such as diesel, natural gas
1 and coal.
Boiler Generator
Steam
Transmission tower
Turbine
SCIENCE INFO
A pylon is a tall metal structure to
Seawater which transmission cables carrying
electricity are fixed so that they
Fuel Condenser are safely held high above the
ground.
Figure 6.8 Thermal power station
Mechanism
Energy Change
Mechanism
Energy Change
6.1.2 167
3 Hydroelectric power station.
Water reservoir
Power tunnel
Generator
Transmission tower
Turbine
Water flows
into river
Mechanism
Water flows from
High dam Flow of water Generator produces
high level to low
stores water rotates turbine electricity
level
Energy Change
Gravitational
potential energy Kinetic energy Electrical energy
Tower
Base
Mechanism
Energy Change
168 6.1.2
Chapter 6: Electricity and Magnetism
5 Power station
using nuclear Uranium Steam Generator
fuel.
Pump
Transmission
Turbine tower
Nuclear reactor Pump Seawater
Condenser
Water
Energy Change
Steam Turbine
6 Power station
using
biomass. Boiler Generator
Water
Transmission
Burning of methane tower
Pump Seawater
Methane
Condenser
Water
Biomass
Biomass
Boiling water Steam rotates Generator produces
produces
produces steam the turbine electricity
methane
Energy Change
6.1.2 169
Activity 6.3
To gather information and understand how electricity is generated at
• ICS, ISS,
power stations
STEM
• Discussion
Instructions activity
1. Work in groups.
2. Gather information on how electricity is generated at power stations using various
sources of energy as shown in Figures 6.8 to 6.13:
(a) Process of generating electricity from various sources of energy
(b) Locations of power stations which use various sources of energy in Malaysia
3. Share the findings of your group discussion in class.
Electric current is divided into two types, direct current (d.c.) and alternating current (a.c.).
:
for direct current and alternating current. For this, you are encouraged to gather
information on how to handle several control switches on the C.R.O. before
,
.
carrying out Activity 6.4. For this purpose, observe Photograph 6.5. 7(
Y-gain Knob
To change the
magnitude of the
height of the light spot Intensity Control Knob
To control the brightness
Y-shift Knob of the light spot on the
C.R.O. screen
To adjust the position of
the light spot vertically
Material
Dry cell
Apparatus
Connecting wire, cell holder, C.R.O. and power source
Instructions
1. Switch on the C.R.O. and wait for a light spot to appear on the screen. Turn off the
time-base knob. Turn the intensity control and focus control knobs to adjust the
brightness and sharpness of the light spot shown in Figure 6.14.
2. Use the X-shift and Y-shift knobs to adjust the light spot so that it is at the zero
position in the centre of the screen as shown in Figure 6.14.
3. Turn on the time-base knob and observe the trace displayed on the screen as shown
in Figure 6.15.
4. Select the input switch to d.c. and adjust the Y-gain knob to 1 V/division. Turn off the
time-base knob.
5. Connect a dry cell to the Y-input (Photograph 6.6).
C.R.O.
Dry cell
Y-input
Photograph 6.6
172 6.1.3
Chapter 6: Electricity and Magnetism
6. Observe and record the trace displayed on the screen shown in Figure 6.16.
Determine the voltage across the dry cell by multiplying the displacement with the
value of Y-gain.
7. Turn on the time-base knob. Observe and record the trace displayed on the screen
as shown in Figure 6.17.
8. Repeat steps 5 to 7 but reverse the connection of the dry cell terminals. Observe and
record the trace displayed on the screen shown in Figure 6.18.
9. Turn on the time-base knob. Observe and record the trace displayed on the screen
as shown in Figure 6.19.
Photograph 6.7
6.1.3 173
13. Turn on the time-base knob. Observe and record the trace displayed on the screen
as shown in Figure 6.21.
14. Repeat steps 10 to 13 but reverse the connection of the terminals of the power supply.
Observe and record the trace displayed on the screen as shown in Figure 6.22.
15. Turn on the time-base knob. Observe and record the trace displayed on the screen
as shown in Figure 6.23.
Observations
12
13
14
15
174 6.1.3
Chapter 6: Electricity and Magnetism
Questions
1. What is the function of the C.R.O. in this activity?
2. Compare and contrast the traces displayed on the screen as shown in steps 6 and 8.
3. What two inferences can be made based on your observations of the trace displayed
on the screen in steps 7 and 9?
(a) First inference
(b) Second inference
4. Based on your observations of the trace displayed on the screen in steps 12 and 14,
describe the change in voltage produced by the power supply. Explain your answer.
5. What are two inferences that can be made based on your observations of the trace
displayed on the screen in steps 13 and 15?
(a) First inference
(b) Second inference
6. Name the type of electric current supplied by the following energy sources:
(a) Dry cell
(b) Power supply
Activity 6.5
To create or innovate a model for generating electricity using turbines
• ICS, CPS
and generators in rural areas without affecting the environment
• Project-based
activity
Instructions
1. Work in groups.
2. Create or innovate a model for generating electricity using turbines and generators in
rural areas without affecting the environment.
U S U S U S
(a) In which arrangement does the LED light up? Explain your answer.
(b) In which arrangement does the LED not light up? Explain your answer.
3. What is the function of a cathode ray oscilloscope or C.R.O.?
176 6.1.4
Chapter 6: Electricity and Magnetism
6.2 Transformer
ADAM
Laminated soft
iron core
There are two types of transformers, the step-up transformer and the step-down
transformer as described in Table 6.1.
6.2.1 177
Table 6.1 Step-up transformer and step-down transformer
Primary
Primary Secondary Secondary
coil
coil coil coil
Load Load
a.c. supply
a.c. supply
Symbol Symbol
Primary voltage (input), Vp, across the primary Primary voltage (input), Vp, across the primary
coil is lower than the secondary voltage (output), coil is higher than the secondary voltage (output),
Vs, across the secondary coil. Vs, across the secondary coil.
Number of turns of the primary coil is less than Number of turns of the primary coil is more than
that in the secondary coil. that in the secondary coil.
Carry out Experiment 6.1 to construct and study the functions of simple step-up and
step-down transformers.
Experiment 6.1
Aim
To construct and study the functions of simple step-up and step-down transformers using
laminated soft iron core
Problem statement
What are the functions of step-up and step-down transformers?
Hypothesis
(a) In a step-up transformer, the secondary voltage (output) is higher than the primary
voltage (input).
(b) In a step-down transformer, the secondary voltage (output) is lower than the primary
voltage (input).
Variables
(a) manipulated variable : Number of turns of the secondary coil, Ns
(b) responding variable : Brightness of light bulb
(c) constant variable : Number of turns of the primary coil, Np
Materials
Connecting wire, insulated copper wire and light bulbs
Apparatus
a.c. power supply and laminated C-shaped soft iron core
178 6.2.1
Chapter 6: Electricity and Magnetism
Procedure
1. Wind 30 turns of wire around one arm of the Safety
laminated soft iron core to form a primary coil as Precaution
shown in Figure 6.25.
Practise safety steps while
2. Wind 15 turns of wire around the other arm of the
handling power supply.
laminated soft iron core to form a secondary coil as
shown in Figure 6.25.
3. Connect the primary coil to an a.c. power supply. Then, connect light bulb P to the
primary coil and light bulb S to the secondary coil as shown in Figure 6.25.
TOTAL LOAD 0
4
8 AMP. MAX.
11
3
0N A.C. 2 VOLTS
Primary coil
(30 turns)
P
Laminated C-shaped
soft iron core
Secondary coil
(15 turns)
Figure 6.25
Observations
Brightness of bulb
Number of turns of Number of turns of
primary coil, Np secondary coil, Ns P S
30 15
30 60
Conclusion
Is the hypothesis of the experiment accepted? What is the conclusion of this experiment?
6.2.1 179
Questions
1. Based on the results of this experiment:
(a) What is the effect on the brightness of the bulb if Np > Ns?
(b) What is the relationship between Vp and Vs if Np > Ns?
(c) What type of transformer is this?
2. Based on the results of this experiment:
(a) What is the effect on the brightness of the bulb if Np < Ns?
(b) What is the relationship between Vp and Vs if Np < Ns?
(c) What type of transformer is this?
3. What happens to the change in voltage of the alternating current in a transformer
if the difference between the number of turns in its primary coil and the number of
turns in its secondary coil is increased?
4. Why are the numbers of turns in the primary and secondary coils different in
all transformers?
Transformer
Laminated
iron core
Photograph 6.9 A mobile phone charger
Activity 6.6
To discuss the transformer and its functions in home electrical
appliances • ICS
• Technology-
based activity
Instructions
1. Work in groups.
2. Use various sources to gather information on transformers and their functions in
home electrical appliances.
(a) Battery charger (b) Mobile phone charger (c) Ceiling fan
of a laptop regulator
Step-down transformer
mer
0V
2V
240 V 4V
1
2
3 a.c. 6V
0 4 8V
5 5 10 V
4 0
3 1
2
Example
Figure 6.27 shows a 40 V bulb connected to a 240 V power supply through a transformer.
240 V Np = 120 Ns 40 V
Figure 6.27
Find out the number of turns of the secondary coil, Ns, that is required for the bulb to light up
at normal brightness?
Solution
The bulb will light up at normal brightness if it is supplied with a voltage of 40 V.
• Output voltage, Vs = 40 V
• Input voltage, Vp = 240 V
• Number of turns in primary coil, Np = 120
Vp Np
=
Vs Ns
240 120
=
40 Ns
40
Ns = 120 ×
240
= 20
182 6.2.3
Chapter 6: Electricity and Magnetism
Transformer
Figure 1(a)
Figure 1(b) shows a circuit diagram of the transformer in the mobile phone charger.
Figure 1(b)
183
Transmission and Distribution of
6.3 Electricity
Functions of the Components in the Electricity Transmission
and Distribution System
The electricity transmission and distribution system that connects a power station to your
house is shown in Figure 6.28.
132 kV/
11 kV/ 275 kV/
25 kV 500 kV
$ %Q
33 kV
( %W
240 V 415 V 415 V
Office Hospital
House
The high voltage alternating current is then transmitted through a network of transmission cables called
the National Grid Network (C) as shown in the photographs below.
500 kV alternating current transmission cables along 132 kV alternating current transmission cables at the
the North-South Highway. Tanjung Kling Power Station, Malacca
Transmission through
long distances
33 kV 11 kV
6.3.1 185
Impact on Residences Located Near the National Grid Network Pylons
High voltage alternating current is transmitted through transmission cables on the National
Grid Network pylons as shown in Photograph 6.10. A strong electromagnetic field is produced
by the high voltage alternating current and can be detected in the surrounding areas close to the
pylons. Observe the effect of this electromagnetic field by using a compass. What happens to
the position of the compass needle?
My Malaysia
Go to the following websites:
https://www.tnb.com.my/
https://www.sesb.com.my/
http://www.sarawakenergy.com.my/
What are the facilities provided by
Tenaga Nasional Berhad (TNB),
Sabah Electricity Sdn. Bhd. (SESB)
and Sarawak Energy Berhad
(Sarawak Energy) to consumers
in Malaysia?
Let us carry out Activity 6.7 to discuss the impact of the National Grid Network pylons on
nearby residences.
Activity 6.7
To discuss the impact of the National Grid Network pylons on nearby
residences • ICS, CPS
• Discussion
activity
Instructions
1. Work in groups.
2. Gather information related to the issues of
the impact on residences located near the
National Grid Network pylons as follows:
(a) Strength of electromagnetic field close
to the National Grid Network pylons
(b) The impact of electromagnetic field on
human health perceived by locals and
confirmed by medical experts
(c) Ways to solve the issues regarding the
electromagnetic field on residential areas Photograph 6.11 Residences located
close to the National Grid Network pylons near a National Grid Network pylon
3. Share the outcome of your group discussion
in class.
186 6.3.1
Chapter 6: Electricity and Magnetism
P
P: Peak
One cycle
Websites
The single-phase wiring is only suitable and Ways to identify the types of
stable enough for electricity usage not exceeding electrical wiring
10 kW or 50 A, such as in rural residential areas.
http://bt.sasbadi.com/sc3187
Phase 1 Phase 2 Phase 3
P P P
P P P
Electric meter
t .FBTVSFTUIFUPUBMVOJUTPG
electricity used
Main switch
t $POUSPMTUIFUPUBMDVSSFOUnPXJOH
through the circuit in the house
&BSUI-FBLBHF$JSDVJU#SFBLFS
Consumer unit &-$#
and fuse box t #SFBLTUIFDJSDVJUXIFOUPPNVDI 5A
DVSSFOUnPXTUISPVHIJU
30 A
KEY: Air conditioning
-JWFXJSF circuit
/FVUSBMXJSF
Earth wire 30 A
Earth wire
188 6.3.2
Chapter 6: Electricity and Magnetism
-JHIUJOHDJSDVJUJTNBEFVQ
PGMJWFXJSFBOEOFVUSBM
wire.
Lighting circuit
Socket
Socket
Socket
6.3.2 189
3-pin Plugs and 2-pin Plugs
Compare and contrast the structures of the 3-pin plugs and 2-pin plugs shown in Photograph 6.13.
Photograph 6.13 3-pin plugs and 2-pin plugs used in different countries
The 3-pin plug and 2-pin plug used in our country are explained in Table 6.2.
Table 6.2 3-pin plug and 2-pin plug in the wiring system in homes
3-pin plug 2-pin plug
Electrical appliances such as electric kettles and Electrical appliances such as hair dryers and
irons obtain electricity from the sockets on the electric toothbrushes obtain electricity from the
walls through 3-pin plugs. sockets on the walls through 2-pin plugs.
The live wire, neutral wire and earth wire connected to 3-pin plug are required to follow the
international colour code for wiring shown in Figure 6.32 to ensure the safety of electricity use.
Fuse
Neutral wire
(blue) Live wire
(brown)
190 6.3.2
Chapter 6: Electricity and Magnetism
Activity 6.8
To discuss the safety components in the wiring system in homes
• ICS
• Discussion
Instructions
activity
1. Work in groups.
2. Identify and discuss the following:
(a) Functions, types and values of fuses
(b) Function of an earth wire
(c) Function of circuit breakers, namely Miniature Circuit Breaker (MCB) and Earth
Leakage Circuit Breaker (ELCB)
(d) Lightning conductor and switch
3. Use various sources to gather the required information.
4. Present the outcome of the discussion using multimedia presentation.
192 6.3.3
Chapter 6: Electricity and Magnetism
13 A
N
Activity 6.9
To create brochures or posters on safety and electrical accidents
• ICS
• Project-based
Instructions activity
1. Work in groups.
2. Gather information from various sources regarding the following:
(a) Causes of short circuits
(b) Causes of electrical accidents
(c) Safety measures when using electrical appliances
(d) Steps to be taken when an electric shock occurs
3. Discuss the information gathered.
4. Create brochures or posters on the above matters.
5. Display the brochures or posters created on the science bulletin board in your
class or science laboratory.
6.3.4 193
Formative Practice 6.3
1. In a science class, Wazir learnt about the components in an electricity transmission and
distribution system.
Using the words given above, complete the following flowchart. This flowchart shows the
sequence of the components in the electricity transmission and distribution system.
Main
(c) (b)
substation
Figure 1
194
Chapter 6: Electricity and Magnetism
ADNAN
Energy Efficiency
Energy efficiency is the percentage of energy input converted BRAIN
to useful form of energy output. Energy efficiency can be TEASER
defined as follows:
Do you agree that the use
Useful energy output of filament bulbs should
Energy efficiency = × 100% be banned in Malaysia?
Energy input supplied Explain your reasons.
Example
Photograph 6.16 shows a lighted filament bulb. What is the energy efficiency of the bulb?
Photograph 6.16
Solution
Useful energy output
Energy efficiency of filament bulb = × 100%
Energy input supplied
8J
= × 100%
100 J
= 8%
6.4.1 195
Technology which Applies the Concept of Energy Efficiency
The technology of electrical lighting devices which applies the concept of energy efficiency is
shown in Table 6.3.
Table 6.3 Technology of electrical lighting devices which applies the concept of energy efficiency
Structure
MARVELS OF
SCIENCE
Case
Ca
Cas
Ca
ase
se
e S
Study
tud
tu
tudy
dy
y The filament bulb lasts
approximately 1 000 hours, CFL
Gather information on technology applying the concept lasts 8 000 hours and LED lasts
of energy efficiency from various sources including the between 20 000 to 50 000 hours!
following website:
http://bt.sasbadi.com/sc3196
Discuss the information gathered. List examples of technology that apply the concept of
energy efficiency in order of their importance in daily life.
Do you know how we can identify an energy efficient electrical appliance? Have you ever seen
the energy efficient label introduced by the Energy Commission (EC) shown in Figure 6.36?
196 6.4.2
Chapter 6: Electricity and Magnetism
My Malaysia
The Energy Commission (EC) has launched an energy efficiency labelling program for various types of
electrical appliances for public interest.
Appliance type
Lebih Banyak Bintang
Lebih Jimat Belanja
More Stars
More Energy Saving
Appliance energy rating
PENGGUNAAN TENAGA (Equals the number in the energy rating)
ENERGY CONSUMPTION
Figure 6.36 Energy efficiency label introduced by the Energy Commission (EC)
Electric Current, I
Electric current, I, is defined as the rate of flow of electric charge, Q, through a conductor. The
S.I. unit for electric current is ampere (A) and electric charge is coulomb (C). Electric current
is defined as follows:
Voltage, V
Voltage, V, is defined as the electrical energy, E, used to move a unit of electric charge, Q,
through a conductor. The S.I. unit for voltage is volt (V). Voltage can be defined as follows:
SCIENCE INFO
40 W 60 W
Photograph 6.18 shows two light bulbs which are used in homes. The 40 W light bulb uses electrical
energy at the rate of 40 J s–1 while the 60 W light bulb uses electrical energy at the rate of 60 J s–1.
Therefore, the 40 W light bulb with a lower watt rating uses less energy.
198 6.4.3
Chapter 6: Electricity and Magnetism
Solution
Using the equation P = VI
P
I=
V
2.2 kW
=
240 V
2 200 W
=
240 V
= 9.17 A
Activity 6.10
To study the power, voltage and current flowing through electrical
• ICS
home appliances
• Inquiry-based
activity
Instructions
1. Work individually.
2. List examples of electrical appliances in your home. Gather information on the power
and voltage of these electrical appliances.
3. Calculate the total current that flows through these electrical appliances using the
following equation:
6.4.3 199
Calculating the Cost of Electrical Energy Used
The common unit used for electrical energy is kilowatt-hour (kWh) as shown on the electric
meter in Photograph 6.17. 1 kilowatt-hour is the amount of electrical energy used at the rate of
1 kilowatt or 1 000 watts in 1 hour. 1 kWh is usually referred to as 1 unit. Electrical energy can
be calculated using the following equation:
Example
A 2 kW electric kettle takes 10 minutes to boil water. Calculate the cost of electrical energy
used to boil the water if the rate per unit is 21 sen.
Solution
Electrical energy used (kWh) = Power (kW) × Time (h)
10
= 2 kW × h
60
1
= kWh
3
1
= unit
3
1
Cost of electrical energy used for the electric kettle = unit × 21 sen/unit
3
= 7 sen
Let us carry out Activity 6.11 to audit the cost of electrical energy used at home as a way of
saving electrical energy.
Activity 6.11
To audit the cost of electrical energy used at home as a way of saving
electrical energy • CPS
• Project-based
Instructions activity
1. Work individually.
2. Gather your home electricity bills for the past three months.
3. Study and draw a conclusion on the pattern
of the cost of electrical energy used in
your home which is observed based on http://bt.sasbadi.com/
the records of the electricity bills. sc3200
4. Download the PDF page from the URL
on the right.
5. Suggest other practices that save
electrical energy besides those listed in
the electrical energy saving guide.
6. Take measures to save electrical energy for a period of three months. Compare and
contrast the pattern of the cost of electrical energy used in your home before and
after the measures are taken.
7. Share your findings in class.
Activity 6.12
To understand the green building concept in the local and
global contexts • ICS, ISS
• Technology
based activity
Instructions
1. Work in groups.
2. Gather and share information on the following:
(a) Green building concept in the local context
(b) Green building concept in the global context
Latest information on
greenhouse and reducing
the release of carbon 1. Obey the ethics of social
dioxide. media use.
http://bt.sasbadi.com/ 2. Respect intellectual
property rights.
sc3201-2
6.4.6 201
Designing a Model of a Green Building
Did you build a model of a greenhouse when you were in Form 2? Let us carry out Activity 6.13
to innovate or invent another model of a greenhouse which uses the concept of energy savings.
Activity 6.13
Innovate or design a model of a green building using the concept of • ICS, ISS, CPS
energy savings • Project-based
Instructions
1. Work in groups.
2. Innovate or create a green building model using the concept of energy conservation
in a local or global context. Among the points to be emphasized are:
(a) energy efficiency
(b) power sales
(c) appliances with Energy Efficiency Rating and Labelling
3. You can refer to the following websites:
4. Present your group's innovation or creation of the green building model in class.
202 6.4.6
Summary
Electricity and magnetism
is applied in
203
Chapter 6: Electricity and Magnetism
Self-reflection
Summative Practice 6
Answer the following questions:
1. Determine whether the given statements about electricity or magnetism are True or False.
Write your answer in the space provided.
(a) Power stations that use wind energy do not contaminate the air.
(b) Solar cells can produce alternating current.
(c) 2-pin plugs are not connected to the earth wire.
204
Chapter 6: Electricity and Magnetism
2. Match each of the following energy sources with the correct type of energy.
(a) Coal
Renewable energy
(b) Biomass source
(d) Wave
Figure 1
Figure 2(a)
205
(a) Name the device shown in Figure 2(a).
(b) What are the properties of electric current studied using this device?
(c) Figures 2(b) and 2(c) show two traces displayed on the screen of this device.
Name the type of electric current represented by the trace on the screen in the
following figures:
(i) Figure 2(b) (ii) Figure 2(c)
6. (a) Name the safety component in the electrical wiring system in homes supplied by TNB,
SEB or SESB.
(b) State one similarity and one difference between a fuse and Miniature Circuit Breaker
(MCB).
(c) What is the suitable fuse rating of a hair dryer rated 700 W, 240 V? Explain your
answer.
Focus on HOTS
HO
7. An electric heater is rated 230 V, 10 A.
(a) Calculate the power of the electric heater in kW.
(b) Which fuse is most suitable for the electric heater? Explain your answer.
(c) Explain why other fuses are not suitable to be used based on the answer for
question 7(b).
206
Chapter 6: Electricity and Magnetism
Reset button
Contact
Iron
Fulcrum
Spring
Current
Current
Figure 4
Shoe box
Plastic toothpick
Copper wire
Rubber
eraser
Plastic rod
Nail Plasticine
207
Chapter
Chapter
Chapte
hapte
apte
pte
er
Energy and Power
7
7
Let’s study
Work, energy and power
Potential energy and kinetic energy
Principle of Conservation of Energy
208
Science Gallery
Activities such as climbing stairs can:
t NBJOUBJOUIFIFBMUIPGCPEZPSHBOTTVDIBTUIFIFBSUBOEMVOHT
t FOTVSFBNPSFFGmDJFOUCMPPEDJSDVMBUJPOQSPDFTTJOUIFCPEZ
t SFEVDFUIFSJTLPGIFBSUBUUBDL EJBCFUFT IJHICMPPEQSFTTVSFBOE
DPMPODBODFS
t JODSFBTFUIFCPEZTJNNVOJUZ
t QSPEVDFIFBMUIZCPOFTBOESFEVDFUIFSJTLPGPTUFPQPSPTJT
t TUSFOHUIFONVTDMFT
t GBDJMJUBUFUIFCVSOJOHPGCPEZGBUBOEUIVTNBJOUBJOCPEZXFJHIU
Keywords
209
7.1 Work, Energy and Power
Work
What is the meaning of work? Compare and contrast your
meaning of work with the definition of work in science
SCIENCE INFO
as follows: Displacement is the distance
travelled in a specified direction.
Work, W, is defined as the product of force, F, and
displacement, s, in the direction of the force, that is
W = Fs.
1 joule (J) of work is done when a force of 1 newton (N) is used to move an object
over a distance of 1 metre (m) in the direction of the force, that is 1 J = 1 Nm.
Force against
gravitational
force, 20 N
Weight of
load, 20 N
20 N
Activity A
Lifting an object vertically through a height of 1 m
with a force of 20 N against the gravitational force.
Activity B
Pushing a trolley over a distance
of 5 m with a force of 10 N.
Activity C
Pulling a drawer over a distance of 30 cm
with a force of 2 N.
A 20 Vertical 1 W = Fs
= 20 N × 1 m
= 20 J
B 10 Horizontal 5 W = Fs
= 10 N × 5 m
= 50 J
C 2 Horizontal 0.3 W = Fs
= 2 N × 0.3 m
= 0.6 J
Example 1
Figure 7.2 shows a student weighing 400 N carrying a
load of 100 N while climbing a flight of stairs of a vertical
height of 3 m. Calculate the work done.
Solution 3m
W = Fs
= (400 + 100) N × 3 m
= 500 N × 3 m
= 1 500 J Figure 7.2
7.1.1 211
Example 2
Figure 7.3 shows Ali lifting a box of mass 10 kg from the floor to the top of a cupboard. How
much work is done by Ali?
(Assume gravitational force acting on an object of mass 1 kg = 10 N)
Solution
Weight of box = 10 × 10 N 2m
= 100 N
W = Fs
= 100 N × 2 m
= 200 J Figure 7.3
Example 3 BRAIN
TEASER
A labourer pulled a bucket of cement weighing 300 N from
the ground to the first floor of a building using a pulley Is work done
in the situation
system. The first floor is 10 m from the ground. What is the
shown in the
work done by the labourer? photograph?
Solution
W = Fs
= 300 N × 10 m
= 3 000 J
Weight
Ah Kit
of load
10 N
Work done, W
Power, P =
Time taken, t Figure 7.4
The S.I. unit for power is watt (W). When 1 joule (J) of work is done in 1 second (s), power of
1 watt (W) is used, that is 1 W = 1 J s–1.
212 7.1.1
Chapter 7: Energy and Power
B
30 N
2m
Activity E
Activity D Aizul pulled a box up a smooth
Activity F
A monkey weighing 50 N ramp from A to B with a force of
climbed a height of 3 m up a 30 N over a distance of 2 m (in A 150 N weight is lifted to a
tree in 20 s. the direction of the force) in 5 s. height of 1 m in 0.5 s.
Work done and power needed in activities D, E and F are shown in Table 7.2.
Table 7.2 Work done and power needed in Activities D, E and F
Daily activity D E F
Displacement in the
3 2 1
direction of force (m)
W = Fs W = Fs W = Fs
Work done = 50 N × 3 m = 30 N × 2 m = 150 N × 1 m
= 150 J = 60 J = 150 J
W W W
P= P= P=
t t t
Power needed 150 J 60 J 150 J
= = =
20 s 5s 0.5 s
= 7.5 W = 12 W = 300 W
7.1.2 213
Calculating Work and Power Needed
Pull
Table
1.0 m
Figure 7.6
Spring balance 2
4
0.5 m
5
10
100 g weight
Floor
Figure 7.7
Questions
1. State the type of force to overcome when:
Today in history
(a) pulling a wooden block on the surface of A unit usually used for power in the
the table olden days is horsepower (hp).
(b) lifting a 100 g weight vertically from the floor
2. Which activity involves more work?
3. State three factors that affect power.
4. Which activity is carried out with higher power?
5. (a) Give one example of an activity or object in daily life that involves high power.
(b) Give one example of an activity or object in daily life that involves low power.
S
see piling operations
pile. The force produced by the hammer in a vertical
direction drives the pile into the ground.
E
G
PA
Hammer
Pile
(a) Hammer before being dropped (b) Hammer after being dropped
Photograph 7.2 Gravitational potential
energy is used in a piledriver
Why is work done?
RIFQI
216 7.2.1
Chapter 7: Energy and Power
7.2.1 217
Elastic Potential Energy
Photograph 7.4 shows the steps to refill a stapler with staples. There is a spring that is stretched
and then released. The force produced by the stretched spring moves the staples in the direction
of the force.
AIN
Staples
A spring that is compressed or stretched possesses elastic potential energy. Elastic potential
energy is the work done to compress or stretch an elastic material over a displacement of x from
the position of equilibrium.
1
Elastic potential energy = Fx
2
• F is the stretching or compression force in N
• x is the displacement from the equilibrium position in m
218 7.2.2
Chapter 7: Energy and Power
Force (N)
Original
length of F
spring
Extension of
spring, x m
Force, 0 N
0 Extension/
Force = F N x
Compression (m)
(a) (b)
7.2.2 219
Kinetic Energy
Kinetic energy is the energy possessed by a moving object.
1
Kinetic energy = mv2
2
• m is mass in kg
• v is velocity in m s–1
Example 2
A ball bearing of mass 0.2 kg possesses kinetic energy of 3.6 J. What is the velocity, v of the
ball bearing?
Solution
1
Kinetic energy = mv2
2
1
3.6 J = × 0.2 kg × v2
2
3.6 J
∴ v2 =
0.1 kg
= 36 m2 s–2
v = 36 m2 s–2
= 6 m s–1
Example 3
Calculate the kinetic energy of an electron of mass 9 × 10–31 kg and velocity 4 × 106 m s–1.
Solution
1
Kinetic energy of electron = mv2
2
1
= × (9 × 10–31 kg) × (4 × 106 m s–1)2
2
= 7.2 × 10–18 J
220 7.2.3
Chapter 7: Energy and Power
Let us carry out Activity 7.2 to discuss the meaning and examples of gravitational potential
energy, elastic potential energy and kinetic energy in daily life.
Activity 7.2
To discuss the meaning and examples of gravitational potential energy,
elastic potential energy and kinetic energy in daily life • ICS, ISS
• Discussion
Instructions activity
1. Work in groups.
2. Each group needs to search for information on the meaning and examples of
gravitational potential energy, elastic potential energy and kinetic energy in daily life.
3. Present the information in a mind map.
Figure 2
7.2.3 221
7.3 Principle of Conservation of Energy
Pendulum bob
X Z
4 3
Bob released
1 2
Y
Z Z
2 3
Equilibrium
Y Y position
1 4
X X
Load
P.E. = maximum
P.E. = maximum K.E. = zero Potential
K.E. = zero Kinetic energy,
energy, P.E.
K.E.
–A O A –A O A Displacement
Equilibrium position Equilibrium position
P.E. = minimum
K.E. = maximum
SCIENCE INFO
Based on the Principle of Conservation of Energy, energy can transform from one form to another. When
energy transforms, a small portion of the energy is converted into useful energy. A large portion of the
energy is converted into wasted energy such as heat energy caused by friction. A closed system is a
system in which there is no external force such as friction. Hence, heat energy is not produced in a closed
system.
Let us carry out Activity 7.3 to discuss daily situations involving transformation of energy.
Activity 7.3
To discuss daily situations involving transformation of energy
• ICS, ISS
Instructions • Discussion
1. Work in groups. activity
2. Each group needs to gather information on transformation of
energy in daily situations such as the oscillation of a swing, an object falling from a
certain height, a roller coaster and toys with springs such as toy cars and pistols.
3. Label and state the form and transformation of energy at certain positions.
4. Present the outcome of your group discussion in class.
7.3.2 225
Example of numerical problem
Figure 7.14 shows a toy pistol. The length of the spring 50 mm 250 mm
in the toy pistol is 300 mm. If a force of 5 N is used to
compress the spring until its length becomes 50 mm,
calculate the maximum speed of the plastic ball of mass
Plastic ball
50 g when it is fired from the pistol. State an assumption
that is made in solving this problem.
Solution
Based on the Principle of Conservation of Energy, Figure 7.14
elastic potential energy stored in the spring = kinetic energy
of the plastic ball.
1 1
Fx = mv 2
2 2
1 250 1 50
×5N× m= × kg × v2
2 1 000 2 1 000
∴ v2 = 25 m2 s–2
Additional Example
v = 25 m2 s–2
http://bt.sasbadi.
com/sc3226 = 5 m s–1
Assumption: No energy loss into the surroundings.
Figure 1
Figure 2
226 7.3.2
Chapter 7: Energy and Power
Summary
Energy
Work
Gravitational Elastic Kinetic
is defined as is related to potential potential energy
energy energy 1 mv2
= —
Work = Force × displacement Power =
Work = mgh 1 Fx 2
=—
W = Fs Time 2
W
P=
measured in S.I. unit t
which
joule (J) measured in S.I. unit
Can transform from
1 J defined as watt (W) one form to another
Self-reflection
227
Summative Practice 7
Answer the following questions:
1. There are many forms of energy. Match the following form of energy with its
correct definition.
Form of energy Definition
Ability to do work
228
Chapter 7: Energy and Power
Focus on HOTS
HOT
6. Figure 3 shows the oscillation of a simple pendulum in a
closed system. The mass of the pendulum bob is 40 g.
(a) State the principle that needs to be obeyed by the
oscillation of a simple pendulum in a closed system.
(b) At which position does the pendulum possess
gravitational potential energy and kinetic energy of equal
value? X Z
(c) Calculate the difference in gravitational potential energy 5 cm Y
of the pendulum at positions X and Y.
Figure 3
7. Figure 4 shows a model of a simple roller coaster.
Figure 4
You are required to build a functional model of a roller coaster using the materials below.
Rubber hose
Ball bearing
Retort stands
Sketch your roller coaster model. Explain the special features of the model.
229
Chapter
Cha
Chapter
Chapte
hapte
pte
p ter
er
8
1 Radioactivity
Let’s study
Discovery of radioactivity
Atom and nucleus
Ionising radiation and non-ionising radiation
Uses of radioactive radiation
230
Science Gallery
The Sun is the largest radioactive source which is close to Earth. However,
many scientific investigations show that the Sun’s rays are normal and do
not contain any radioactive radiation. Due to this, the Sun is considered a
safe radioactive source because no radioactive radiation is released. Is this
fact true?
The analysis of gathered data about the coronal mass ejection in the
Sun on 6 September 2017 from the astronomical telescope, Fermi, shows
that the Sun’s rays also contain gamma rays (radioactive radiation). How
do we protect ourselves from these gamma rays?
The UV umbrella shown in the photograph below is used to block the
ultraviolet rays from the Sun’s rays. Can the UV umbrella protect our body
from gamma rays as well? Suggest one material to make an umbrella
which is able to block gamma rays. Is the material practical? Explain your
answer.
Keywords
231
8.1 Discovery of Radioactivity
History of Radioactivity
Study Figure 8.1 on the discovery of radioactivity.
+ 20 000 V _
Glass Tungsten
container target Electron
Fins
Vacuum
Anode Cathode
To low
Window power
X-ray Heating supply
filament
Wilhelm Roentgen Wilhelm Roentgen's
X-ray photograph of X-ray tube
his wife's hand
Science Careers
Various types of careers exist in
the field of radioactivity.
Among them are:
t researcher at Malaysian
Nuclear Agency
t nuclear physicist
t nuclear engineer
t nuclear medical specialist
232 8.1.1
Chapter 8: Radioactivity
α particle
92p 90p
146n 144n
Gamma
ray
8.1.1 233
Radioactivity
Radioactivity is a random and spontaneous decay process of an unstable nucleus by emitting
radioactive radiation as shown in Figure 8.2. Radioactive radiation consists of:
• alpha particles (alpha radiation), α
• beta particles (beta radiation), β
• gamma ray, γ
Product of decay
Product of decay
Proton (p) e-
-
Neutron (n)
Electron
90p
144n
91p
143n - Radioactive
radiation
Thorium-234 Protactinium-234 Electron
Beta particle, β
(b) Decay of thorium-234
Figure 8.2 Three types of radioactive radiation emitted from the spontaneous
decay of nuclei
Radioactive decay is a random and spontaneous process where an unstable nucleus emits
radioactive radiation until the nucleus becomes more stable. Examples of radioactive elements
that have unstable nuclei and decay spontaneously by emitting radioactive radiation are
as follows:
234 8.1.2
Chapter 8: Radioactivity
Units of Radioactivity
SCIENCE INFO
The first unit of radioactivity introduced was curie (Ci).
1 Ci is approximately the
The rate of unstable nuclei decay (or activity in nuclei number of decays per second
decay) is measured in curie. One curie is 3.7 × 1010 decays in 1 g of Radium-226 (Ra-226).
per second, that is: Radium-226 is a radioactive
substance studied by Marie and
1 Ci = 3.7 × 1010 decays/s Pierre Curie.
1
1 8
4
1 1
2 2
3 7
4 8
Example 1
Protactinium-234(Pa-234) decays to Uranium-234(U-234) with half-life, T 12 , of 5.2 hours.
Calculate the mass of Pa-234 after 20.8 hours with its original mass of 80 g.
Solution
0 hours 5.2 hours 10.4 hours 15.6 hours 20.8 hours
80 g 40 g 20 g 10 g 5g
Thus, the remaining mass of Pa-234 after 20.8 hours is 5 g.
8.1.2 235
Example 2
A graph of activity against time for radioactive substance P is shown in Figure 8.4.
Graph of activity against time
for radioactive substance P
Activity (Bq)
1000
800
600
400
200
0
20 40 60 80 100 120
Time (s)
Figure 8.4
1000
Solution
Original activity = 800 Bq 800
Example 3
The activity of radioactive substance Q against time is shown in Table 8.1.
Table 8.1
Time (minutes) 0 5 10 15 20 25
236 8.1.2
Chapter 8: Radioactivity
Solution
(a) Activity (Bq) Graph of activity against time (b) Original activity = 120 Bq
for radioactive substance Q Activity at half-life
140
1
= × 120 Bq
120 2
= 60 Bq
100 From the graph in
80 Figure 8.6, the half-life
of Q is 9 minutes.
60
40
20
0
5 10 15 20 25
Time (minutes)
Figure 8.6
Activity 8.1
To gather information on a cloud chamber to view the tracks produced
by radioactive substances • ICS
• Inquiry-based
Instructions activity
1. Work in groups.
2. Gather information on the method to build a cloud chamber to view the tracks
produced by radioactive substances.
3. Present the findings of your group.
8.1.2 237
8.2 Atom and Nucleus
Atoms originate from the word ‘atomos’ which means indivisible. In 1808, John Dalton,
introduced a theory on the structure of atom. According to Dalton’s Atomic Theory, an atom
is the smallest particle and cannot be further divided. However, the development of science has
succeeded in finding particles that are even smaller called protons, electrons and neutrons.
Structure of Atom
Recall the three subatomic particles in the structure of an atom that you have learnt in Form 1
as shown in Figure 8.7.
When the number of protons in an atom is the same as the number of its electrons, the
atom is neutral.
Positively
Negatively charged
charged particle
particle (Proton)
(Electron) Nucleus
Neutral particle
that is not
charged
(Neutron)
Example
Table 8.2 Formation of sodium ion, Na+
Sodium atom, Na Sodium ion, Na+
Subatomic particle Number Charge Subatomic particle Number Charge
neutron, n 12 0 neutron, n 12 0
proton, p 11 +11 loses 1 e– proton, p 11 +11
electron, e 11 –11 electron, e 10 –10
The charge on sodium atom, Na 0 The charge on sodium ion, Na+ +1
Example
Table 8.3 Formation of chloride ion, Cl–
Chlorine atom, Cl Chloride ion, Cl–
Subatomic Subatomic
Number Charge Number Charge
particle particle
neutron, n 45 0 electron neutron, n 45 0
proton, p 35 +35 transfer proton, p 35 +35
electron, e 35 –35 electron, e 36 –36
The charge on bromine atom, Br 0 The charge on ion, X –1
(a) How many electrons are lost or gained by the bromine atom in the formation of ion X?
(b) Explain your answer in 4(a).
(c) Name ion X that is formed and write its symbol.
8.2.2 239
8.3 Ionising Radiation and Non-ionising Radiation
D particle α particle
loses energy
Infrared
Radio
Very low frequency Ultraviolet
wave
Microwave X-ray
Let us carry out Activity 8.2 to learn more about ionising radiation, namely alpha radiation,
beta radiation, gamma ray and X-ray.
Activity 8.2
Surf the Internet and share information on ionising radiation
• ICS
• Discussion
Instructions
activity
1. Work in groups.
2. Surf the Internet to gather information on the following ionising radiation:
(a) Alpha radiation, α (alfa particle) (c) Gamma ray, γ
(b) Beta radiation, β (beta particle) (d) X-ray
3. Discuss several aspects such as size of particle, ionising power, penetration power,
deflection by magnetic field and deflection by electric field.
4. Present the outcome of your group discussion using multimedia presentation.
Type of
Alpha radiation, α Beta radiation, β Gamma ray, γ
radioactive radiation
Penetration power
γ
Radioactive
source β
α
Paper
Aluminium (3 mm) Lead (10 cm)
Deflection by electric
field Negative plate
Radioactive γ
source
Positive plate
Deflection by magnetic
field α (upwards)
Radioactive S
source
γ (straight)
N
β (downwards)
8.3.2 241
Sources of Ionising Radiation in the Environment
In the environment, sources of ionising radiation are classified as natural sources of ionising
radiation and man-made sources of ionising radiation as shown in Figure 8.10.
Natural Man-made
Examples: Examples:
– Cosmic rays – Nuclear accidents
– Background radiation – Nuclear tests
– Use of radioisotope for
medical purposes
– Background radiation
Let us carry out Activity 8.3 to detect natural sources of ionising radiation in the environment.
Activity 8.3
To gather information on natural sources of ionising radiation in
the environment • CPS
• Inquiry-based
activity
Instructions
1. Work in groups.
2. Gather information on natural sources of ionising radiation in the environment.
242 8.3.3
Chapter 8: Radioactivity
Cosmic Rays
Cosmic rays are
high-energy radiation
produced outside the
Solar System or from
another galaxy. These
cosmic rays are also
known as galactic
cosmic rays.
Background Radiation
Background radiation is made up of various types of ionising radiation in the environment.
Background radiation is released from various sources including natural sources and man-made
sources. Sources of background radiation include:
• cosmic rays
• radioactive radiation from natural radioactive substances in the surroundings
• radioactive wastes from nuclear accidents and nuclear tests
• radioisotopes from medical use
Study and compare the readings of the dose rate of background radiation on a Geiger Counter
in Photograph 8.2. What is the unit of dose rate measurement for background radiation shown
in the readings on the counter?
8.3.3 243
Safe Background Radiation Dose in Daily Life
Background radiation
or ionising radiation SCIENCE INFO Websites
dose of less than
Safe level of background radiation
0.2 μSv/h is the dose is: Exposure to radiation in daily life
normal level or • < 0.2 μSv/h
safe level. Based on • < 0.0002 mSv/h
Photograph 8.2, the • < 1 752 μSv/year
garden and school • < 1.752 mSv/year
compound are safe
areas because both areas have background radiation dose of http://bt.sasbadi.com/sc3244
less than 0.2 μSv/h.
The estimation of dose rate of ionising radiation from
various sources in daily life are shown in Figure 8.11.
Identify which sources are safe for an individual.
TV/computer:
X-ray
Outter space:
Outer ionising radiation
5.5 mSv/medical
cosmic
mic rays 0.01 mSv/h
test
0.35 mSv/year
/
High altitude:
cosmic rays Smoking:
0.3 - 0.5 mSv/year radioactive
radiation
55 mSv/cigarette
Flight:
cosmic rays Building:
0.003 mSv/h radioactive radiation
Food: radioactive 1.5 mSv/year
radiation
Environment: 0.1 – 0.5 mSv/year
background radiation
0.4 – 1.0 mSv/year
Activity 8.4
To interpret data on health risks related to the absorption level of
ionising radiation by the human body • ICS
• Simulation
Instructions activity
1. Work in groups.
2. Gather information from various sources on the health risks related to the absorption
level of ionising radiation by the human body.
3. Discuss the health risks to the human body due to absorption of the following doses
of ionising radiation in a year.
(a) Doses of 10 Sv.
(b) Doses in the range of 1 Sv to 10 Sv.
(c) Doses in the range of 0.1 Sv to 1 Sv.
(d) Doses of less than 0.1 Sv.
4. Share the outcome of your group discussion in class.
8.3.4 245
Examples of Absorption of Ionising
Websites
Radiation Exceeding the Safe Level and
Safety Measures that Need to be Taken Safety measures for airline crew
members who are exposed to
As most cosmic rays are absorbed by the atmosphere, the cosmic rays.
dose of cosmic rays on the surface of Earth is normally at
a value of less than 0.2 μSv/h, which is a normal or safe
level. The higher a person is from the surface of Earth, the
stronger the cosmic rays he receives. Name an example of a
career that involves working at high altitudes.
http://bt.sasbadi.com/sc3246
246 8.3.4
Chapter 8: Radioactivity
Agriculture
In agriculture, the rate at which beta radiation is
emitted during the nuclei decay of phosphorus-32
(P-32) is used to determine the absorption rate
of phosphate fertiliser in plants. Radioactive
radiation is also used to kill beetles, control the
population of pests by sterilisation, determine the
best type of phosphate fertiliser, and modify the
Figure 8.12 Determining the absorption
characteristics of plants. rate of phosphorus-32 (P-32) fertiliser
8.4.1 247
Defence
Radioactive substances can be used in the field of defence such as the nuclear bomb. Besides
heat, radioactive radiation released from the explosion of a nuclear bomb destroys almost all
living things including humans and its effect exists for generations.
Today in history
On 20 September 2017, Malaysia
signed the ICAN agreement to ban
nuclear weapons at a United
Nations (UN) Conference.
Food preservation
The Radura logo in Figure 8.13 is used to label food preserved using radioactive radiation
such as gamma rays. Gamma rays are used in the preservation of food such as fruits to kill
bacteria in the food.
Medical
Gamma rays from caesium-137 (Cs-137) or
cobalt-60 (Co-60) are used to kill cancer cells.
Radioactive radiation is also used to determine
the location of blood clots using sodium-24
(Na-24), treat tumours in the brain using
technetium-99 (Tc-99), destroy germs using
cobalt-60 (Co-60) and treat thyroid glands using
iodine-131 (I-131).
Photograph 8.8 Gamma rays used
to treat cancer
248 8.4.1
Chapter 8: Radioactivity
Activity 8.5
To carry out a Gallery Walk on the use of radioactive radiation in
various fields • ICS
• Technology-
based activity
Instructions • STEM
1. Work in groups.
2. Gather information from the Internet, print media and other electronic media on the
use of radioactive radiation in the areas of agriculture, defence, medicine, archeology
or geochronology, industry and food preservation.
3. Discuss the following:
(a) Types of radioactive radiation used
(b) Ways of using radioactive radiation
(c) Careers related to the use of radioactive radiation
4. Carry out the gallery walk activity.
Storing radioactive sources Radioactive substances are Robotic hands are used to
or radioactive waste in shielded with thick slabs of handle radioactive substances
containers with thick lead lead. safely.
walls.
Figure 8.14 Safety measures in the handling of radioactive sources and radioactive waste
8.4.1 8.4.2 249
Appreciating the Importance of
Websites
Radioactive Radiation
The importance of radioactive radiation for the well-being Handling the disposal of
of humans makes us grateful to the Almighty for creating radioactive waste safely and
properly
radioactive particles that have many uses to sustain life.
The first artificial radioactive element, phosphorus-30
(P-30), was created by Irene Joliot-Curie, the daughter
of Marie Curie. Since 1934, many artificial radioactive
elements have been produced by scientists. Artificial
radioactive elements cannot be produced without the
radioactive particles. http://bt.sasbadi.com/sc3250
2. (a) State the type of radioactive radiation used in the preservation of food.
(b) How can this type of radioactive radiation preserve food?
3. Why are radioactive sources or radioactive waste kept in boxes with thick lead walls?
Figure 1
5. (a) State one metal that is used to make appropriate protective clothing to handle
radioactive substances.
(b) State one advantage and one disadvantage of using the metal to make the protective
clothing mentioned in 5(a).
250 8.4.2
Summary
Radioactivity
251
Chapter 8: Radioactivity
Self-reflection
Summative Practice 8
Answer the following questions:
1. Mark ‘✓’ for the correct statements and ‘×’ for the incorrect statements.
(a) Wilhelm Roentgen discovered the X-ray. ( )
(b) Henri Becquerel used the element radium in his investigations on radioactivity. ( )
(c) The death of Marie Curie is caused by the exposure to gamma rays. ( )
3. Name the radioactive substance in the common salt used in the medical field.
4. Pa-234 decays to U-234 by emitting beta radiation. If the half-life of Pa-234 is 5.2 hours,
what is the remaining mass of Pa-234 after 20.8 hours given its original mass is 32 g?
252
Chapter 8: Radioactivity
Table 1(a)
Magnesium atom, Mg Magnesium ion, Mg2+
Table 1(b)
Fluorine atom, F Fluoride ion, F –
(a) Is the ion formed in Table 1(a) a positive ion or negative ion? Explain your answer.
(b) Is the ion formed in Table 1(b) a positive ion or negative ion? Explain your answer.
Focus on HOTS
TS
6. (a) State three similarities between X-ray and gamma ray.
(b) Figure 1 shows the condition of two samples of strawberries, X and Y, before and after
7 days.
253
(i) Which sample has been preserved? Explain your answer.
(ii) What is the radioactive radiation used to preserve food?
(iii) How can this radioactive radiation preserve food?
(iv) Is food preserved using this radioactive radiation safe to be consumed?
Explain your answer.
7. (a) Figure 2(a) shows an activity that is normally carried out in a laboratory to study
radioactive substances.
Figure 2(a)
Based on the activity in Figure 2(a), describe the safety measures taken when handling
radioactive substances.
(b) Figure 2(b) shows an example of the use Beta radiation Radiation
of beta radiation in an industry. source detector
Beta radiation is used to monitor the
Bottle of
volume of drink in bottles. Beta radiation
drink
is directed towards the passing bottle
Conveyor
as shown in Figure 2(b). If the bottle is
belt
not filled sufficiently, the beta radiation
will pass through the bottle and is then
detected by a detector. The circuit attached
to the detector then removes the bottle. Bottles removed
• LED
• Empty mineral water bottle
• Newspaper
• Mirror
254
THEME
4
Earth and Space
Exploration
255
Chapter
Chapte
Chapt
hapte
hapt
aptter
1
9 Space Weather
Let’s study
Activities of the Sun that affect Earth
Space weather
256
Science Gallery
Keywords
Sun Corona
Core Solar flare
Radiation zone Sunspot
Convection zone Solar cycle
Photosphere Solar wind
Chromosphere Magnetosphere
Granule Prominence
257
9.1 Activities of the Sun that Affect Earth
Corona Core
Photosphere
Activity 9.1
To gather and share information on the structure of the Sun
consisting of the core, radiation zone, convection zone, photosphere, • ICS, ISS
chromosphere and corona • Discussion
activity
Instructions
1. Work in groups.
2. Gather information from the Internet, printed media and other electronic media
on the structure of the Sun consisting of the core, radiation zone, convection zone,
photosphere, chromosphere and corona.
3. Discuss and share the information gathered.
4. Present the outcome of your group discussion using multimedia presentation.
258 9.1.1
Chapter 9: Space Weather
60°N
30°N
Equator
30°S
60°S
1870 1880 1890 1900 1910 1920 1930 1940 1950 1960 1970 1980 1990 2000 2010 2020
(Source: NASA)
9.1.1 259
Prominence
A prominence shown in Photograph 9.2 is a huge loop
or arched column of glowing gases over the sunspot.
Prominences can reach heights of hundreds of thousands
of kilometres and may last for several days or months.
Prominences that are very strong can throw out matter from
the Sun into space at speeds ranging from 600 km s-1 to
more than 1 000 km s-1. Photograph 9.2 Prominence
Solar Flares
A solar flare shown in Photograph 9.3 is a column of large
amounts of charged gases erupting from the Sun and often
occurs near sunspots. Solar flares are strong and spectacular
explosions of gases. Solar flares attain their maximum
brightness level within a few seconds or minutes and then
become dim after a few minutes or hours. Solar flares spout
charged gas particles at high speeds into outer space. The
light from solar flares which is at the speed of light takes
eight minutes to reach Earth while the charged gas particles
take tens of minutes. Photograph 9.3 Solar flare
These charged gas particles often collide with atoms and
molecules in Earth’s atmosphere to produce a stunning light
display in the sky known as aurora which uniquely occurs
only in the air space around Earth’s poles.
,
.
7(
260 9.1.1
Chapter 9: Space Weather
Solar Wind
Particles in plasma such as electrons, protons and
alpha particles that erupt from the Sun to outer
space travel together at high speeds known as
solar wind as shown in Photograph 9.5.
Solar wind also carries the interplanetary
magnetic field along with it. The speed of solar
wind is supersonic with values ranging from Earth
250 km s-1 to 750 km s-1. However, the speed, Solar wind
temperature and density of the solar wind
changes along the course of its movement.
Photograph 9.5 Solar wind (in yellow)
Magnetosphere
Magnetosphere
Compare and contrast the pattern of magnetic field lines between Earth’s magnetic field and
Earth’s magnetosphere. Even though both of these patterns of magnetic field lines are not
fixed, the pattern of Earth’s magnetic field lines changes
slightly while the pattern of the magnetic field lines in MARVELS OF
the magnetosphere changes a lot based on the interaction SCIENCE
between solar wind and Earth’s magnetic field. Animation that shows
the relationship between
magnetosphere and solar wind.
Definition of Earth’s Magnetosphere
Earth’s magnetosphere is defined as a region in outer
space surrounding Earth where the magnetic field in Earth’s
magnetosphere is a combination of Earth’s magnetic field (as
the prime magnetic field) and the magnetic field in the region
in outer space as shown in Figure 9.4(b). http://bt.sasbadi.com/sc3261
9.1.2 261
Formation of Earth’s Magnetosphere
Magnetosphere is formed by the interaction between the magnetic field brought by the solar
wind and Earth’s magnetic field. As the number and energy of particles brought by the solar
wind change, the shape of the magnetosphere also changes.
Magnetosphere
(magnetic field lines
Solar wind in blue)
(in yellow)
Earth protected
by magnetosphere
Magnetosphere
(magnetic field lines
in blue)
Activity 9.2
To gather and share information on the definition, formation, shape
and importance of the magnetosphere • ICS, CPS, ISS
• Discussion
Instructions activity
1. Work in groups.
2. Gather information from the Internet, printed media and other electronic media on
the definition, formation, shape and importance of the magnetosphere.
3. Discuss and share the information gathered.
4. Brainstorm on the condition of Earth without the magnetosphere.
5. Present the outcome of your group discussion using multimedia presentation.
262 9.1.2
Chapter 9: Space Weather
http://bt.sasbadi.com/sc3263
Solar wind
Solar flare
Geomagnetic storm
Activity 9.4
To interpret data on space weather
• ICS, CPS, ISS
Instructions • Discussion
1. Work in groups. activity
2. Gather information or data on space weather from the Internet,
printed media and other electronic media.
3. Interpret data on space weather by relating the number of sunspots or solar cycles
with the increase in coronal mass ejections and solar winds.
4. Present your group’s interpretation of space weather data using multimedia presentation.
264 9.2.1
Chapter 9: Space Weather
Summary
Space weather
is influenced by
265
Self-reflection
Summative Practice 9
Answer the following questions:
1. Figure 1 shows the structure of the Sun.
A: D:
B: E:
C:
F:
Figure 1
266
Chapter 9: Space Weather
4. State three examples of equipment or service used daily which is disrupted by solar
winds.
Focus on HOTS
HO
6. Earth’s magnetosphere shown in Figure 2, is a region in space which protects Earth.
Figure 2
You are required to create a model of the magnetosphere using the following materials:
Sketch the model of the magnetosphere. Explain how the model functions.
267
Chapter
Cha
Chapter
Chapte
hapte
pte
p ter
er
1
100
Space Exploration
Let’s study
Development in astronomy
Development of technology and its application in space exploration
268
Science Gallery
Keywords
Geocentric Satellite
Heliocentric Space probe
Kepler’s Law Remote sensing
Ellipse Geology
Focal point Disaster management
Rocket Space Telescope
269
10.1 Development in Astronomy
Ptolemy Copernicus
o"% o
t 1PMJTIBTUSPOPNFS
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Earth Mercury
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Moon
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10.1.1 271
Activity 10.1
To understand the development of the Solar System models built by
Ptolemy, Copernicus and Kepler • ICS
• Discussion
Instructions Activity
1. Work in groups.
2. Carry out active reading by visiting websites or going on a study tour to the National
Planetarium to gather information on the development of the Solar System models
built by:
(a) Ptolemy
(b) Copernicus
(c) Kepler
Examples of websites are as follows:
3. Discuss and present to the class how knowledge gained through scientific research is
the product of human effort to obtain rational explanations about natural phenomena.
4. Present the outcome of your group discussion using multimedia presentation.
272 10.1.1
Chapter 10: Space Exploration
1990: US launched
Hubble Space Telescope 1996: Malaysian
1989: First Neptune satellites MEASAT 1
flyby – US Voyager 2 from space shuttle
and 2 launched
1981: First Discovery
flight of US
space shuttle
– Columbia
1973: First Jupiter flyby – US 1969: First human to 1961: First human to orbit Earth –
Pioneer 10 set foot on the Moon – Yuri Gagarin, aboard USSR Vostok 1
Neil Armstrong,
US Apollo 11
10.2.1 273
Applications of Technology in Space Exploration and their
Importance
Space Telescope
Figure 10.3 shows the development of the telescope.
Rocket
Rockets are used widely in space
explorations. When the fuel in a rocket
burns, hot gases are released at high speed
through the bottom of the rocket. The
release of these gases produces a force
which pushes the rocket upwards.
Vostok K Redstone Atlas Voskhod Titan II Soyuz Saturn 1B Saturn V STS Long Falcon SLS Angara Atlas V
March 2F 9 5P
Photograph 10.1 Rockets used to send humans to space
Based on Photograph 10.1, which rocket was used to send astronauts to the Moon?
274 10.2.1
Chapter 10: Space Exploration
Satellite
The first satellite,
Websites
Sputnik 1 was sent to
Satellite launch
outer space in 1957.
How many satellites are
orbiting around Earth
today? Which country
has the largest number
of satellites? Photograph 10.2 Weather http://bt.sasbadi.com/sc3275
satellite GOES-16 gathers
data on solar flares
Space Probe
MARVELS OF
A space probe is a spacecraft SCIENCE
that gathers information and In 2017, space probe Cassini was
sends it back to Earth. Space still active orbiting Saturn even
probes do not orbit Earth like after 20 years in space.
satellites but travel further
into and out of the Solar
Photograph 10.3 Space
System. Space probes carry
probe Cassini
cameras and remote sensing
instruments as well as radio
transmitters and receivers for the purpose of
communicating with scientists on Earth.
Remote Sensing
Remote sensing is a method of gathering and recording information from a distance. In
Malaysia, remote sensing instruments are fitted to TiungSAT-1 to receive or detect visible,
ultraviolet and infrared lights produced by objects on the surface or below the surface of
Earth. The information gathered by TiungSAT-1 is then sent to two data receiving stations at
the National Planetarium Station, Federal Territory of Kuala Lumpur and the Mission Control
Station (MCGS), Bangi, Selangor.
Photograph 10.4 shows the pattern and movement of
clouds taken from TiungSAT-1’s remote sensing camera.
What is the use of the information obtained from this
photograph?
Remote sensing technology is used in various fields in
daily life as follows:
• Agriculture – To detect suitable regions for agricultural
development
• Geology – To detect locations such as mineral sources,
mass depletion and land depletion Photograph 10.4 A picture of
• Disaster management – To identify pollution and forest fires the pattern and movement of
• Defence – To detect intrusions of enemy ships, aircraft and clouds
vehicles
10.2.1 275
Activity 10.2
To understand the development of technology in space exploration
• ICS
Instructions • Discussion
1. Work in groups. activity
2. Carry out active reading by visiting websites or going on a study
tour to the National Planetarium, MACRES and National Space Agency to gather
information on the development of technology in space exploration in:
(a) early history of space exploration
(b) the construction of rocket, satellite and space probe
(c) remote sensing used in agriculture, geology, disaster management and defence
3. Discuss and present the development and technological applications in space
exploration and their importance.
4. Present the findings of your group discussion using multimedia presentation.
Activity 10.3
To debate the issue of continual space exploration
• ISS, CPS
Instructions • Project-based
1. Work in groups. activity
2. Gather information from the Internet, printed media and other
electronic media on the importance of space exploration in the local and global
context.
3. Share and discuss the gathered information.
4. Debate the issue of continual space exploration in the local and global context.
is infuenced by
277
Chapter 10: Space Exploration
Self-reflection
Summative Practice 10
Answer the following questions:
1. Figure 1 shows the Spitzer space telescope.
Figure 1
Mark ‘✓’ for the correct statements and ‘×’ for the incorrect statements.
(b) The Spitzer space telescope ‘observes’ better than ordinary telescopes.
278
Chapter 10: Space Exploration
2. Match the Solar System model to the astronomer who built it.
4. Why are space probes not used to send astronauts into space?
Figure 2
6. State two examples of the use of remote sensing technology in the following fields:
(a) Agriculture
(b) Geology
(c) Disaster management
(d) Defence
279
Focus on HOTS
TS
7. Figure 3 shows a rocket.
Figure 3
8. Astronomers have successfully discovered three planets revolving around the TRAPPIST-1
star which are suitable for all life on Earth.
As these three planets are extremely far, a special spacecraft needs to be invented to
transfer life on Earth to these planets.
You are required to invent a model of the spacecraft using the following materials:
• Cardboard
• Cellophane tape
• Black plastic sheet
• Aluminium foil
280
Answer
Only selected answers are provided here
281
bronchitis patients to be Diastolic pressure reading is reading of blood
frequently breathless. pressure which is lower when heart ventricle
(iii) Emphysema slackens to facilitate blood flowing from the
Symptom: Shortness of breath whole body back to the heart.
Cause: The alveolus in emphysema 6. (a) (i) Eric, Roy
patients is damaged by (ii) Blood will coagulate.The victim may die.
dangerous substances in (b) (i) Individual 2.
the air such as irritants in This is because she fulfils the age
cigarette smoke. Hence, the condition of 18 years and above but less
surface area for gaseous than 60 years. She also fulfils the body
exchange in the alveolus is mass condition of more than 45 kg.
reduced causing shortness (ii) Pregnant women are not suitable to
of breath. donate blood.
8. – Stop smoking.
To avoid harmful substances found in cigarette CHAPTER 4 Reactivity of Metals
smoke from entering the lungs and harming the Summative Practice 4
respiratory system. 1. (a) Elements: Iron, Silver, Potassium, Tin
– Avoid places with polluted air. Compounds: Quartz, Bauxite, Galena,
To avoid inhaling air that contains harmful Hematite, Limestone
substances such as cigarette tar, carbon (b) Bauxite, Aluminium and oxygen
monoxide, sulphur dioxide, nitrogen dioxide, 2. (a) Tin(IV) oxide
haze, dust and pollen which are harmful to the (b) Carbon
respiratory system. (c) Tin + oxygen → Tin(IV) oxide
– Have proper exercise and lead a healthy lifestyle.
3. (b) ✓ (c) ✓
To maintain a healthy respiratory system.
4. (a) Oxygen
(b) Potassium and sodium are very reactive metals.
CHAPTER 3: Transportation Paraffin prevents potassium and sodium from
reacting with oxygen and water vapour in the air.
Summative Practice 3
5. (a) Oxygen
1. (a) PULSE (d) PHLOEM
(b) To provide oxygen for the reaction.
(b) TRANSPIRATION (e) HEART
(c) Heat the powdered metal until it glows before
(c) CAPILLARY (f) ANTIGEN
heating potassium manganate(VII) to provide
2. (a) ✓ (b) × (c) × (d) ×
oxygen for the reaction.
3. (a) Valve
(d) To construct a reactivity series of metals.
(b) Transport oxygenated blood
(c) (i) Blood vessel Q has thick walls to
withstand high blood pressure. CHAPTER 5 Thermochemistry
(ii) Blood vessel R has walls which are one Summative Practice 5
cell thick to increase the efficiency of 1. (a) Exothermic reaction
exchange of substances between blood (b) Endothermic reaction
and body cells through diffusion. (c) Exothermic reaction
4. (a) Oxygen, carbon dioxide, water, digested food, (d) Endothermic reaction
waste products (e) Exothermic reaction
(b) Oxygen, carbon dioxide, water (f) Exothermic reaction
(c) During the day, plant cells carry out 2. (a) released (c) hot
photosynthesis and produce oxygen. Hence, (b) increases (d) absorbed
plant cells do not need oxygen supply. 3. (a) THERMOCHEMISTRY
5. (a) (i) dub (b) PHOTOSYNTHESIS
(ii) lub (c) RESPIRATION
(iii) systolic (d) THERMOMETER
(iv) diastolic (e) ENDOTHERMIC
(b) Systolic pressure reading is higher than diastolic (f) EXOTHERMIC
pressure reading. Systolic pressure reading is 4. Heating of calcium carbonate is an endothermic
reading of blood pressure which is higher when reaction. Heat is absorbed by the chemical reaction
heart ventricle contracts to force blood out of that occurs during the decomposition of calcium
the heart to be distributed to the whole body. carbonate.
282
5. The reaction between hydrochloric acid and sodium 1
(b) Elastic potential energy = Fx,
carbonate is an exothermic reaction whereas the 2
reaction between hydrochloric acid and sodium where F is the compression or stretching force
hydrogen carbonate is an endothermic reaction. x is the displacement from equilibrium
position
1
CHAPTER 6 Electricity and Magnetism (c) Kinetic energy = mv2,
2
Summative Practice 6 where m is the mass
1. (a) True (b) False (c) True v is the velocity
2. (a) Non-renewable energy source
(b) Renewable energy source
(c) Renewable energy source CHAPTER 8 Radioactivity
(d) Renewable energy source Summative Practice 8
3. (a) Magnetic field lines are cut 1. (a) ✓ (b) × (c) ✓
(b) Induced current 2. Radioactive decay is a spontaneous process by
(c) LED lights up. Induced current flows through which an unstable nucleus emits radioactive
the LED. The flow of current through the LED radiation until the nucleus becomes more stable.
causes the LED to light up. 3. sodium-24 (Na-24)
(d) Generator 4. 0 hours 5.2 hours 10.4 hours
4. (a) Cathode Ray Oscilloscope 32 g 16 g 8g
(b) Shape of graph, direction of current and
voltage changes for direct current and 15.6 hours 20.8 hours
alternating current. 4g 2g
(c) (i) Alternating current Therefore the remaining mass of Pa-234 after
(ii) Direct current 20.8 hours is 2 g.
5. (a) Step-down transformer
(b) Number of turns in the primary coil is more
than the number of turns in the secondary
CHAPTER 9 Space Weather
coil. Summative Practice 9
(c) To reduce eddy current and increase the 1. A: Convection zone D: Radiation zone
efficiency of the transformer B: Chromosphere E: Core
V N C: Photosphere F: Corona
(d) Using the formula, p = p 2. 11 years
Vs Ns
3. Sunspots
10 V 100 turns 4. – Smartphone (mobile)
=
Vs 20 turns – Internet
20 turns
Secondary voltage, Vs = 10 V × – TV broadcast
100 turns
– Global positioning system (GPS)
= 2V
Artery A type of blood vessel which transports oxygenated blood from the heart to the whole
body.
Aurora A stunning light display in the sky when charged gas particles interact with atoms and
molecules in Earth’s atmosphere.
Cathode Ray Oscilloscope (C.R.O.) An electronic device that can be used to show the
differences in the shape of graph, direction of current and voltage change for direct current and
alternating current.
Coronal mass ejection A huge cloud of plasma that erupts from the Sun and often occurs
together with huge and strong solar flares.
Earth’s magnetosphere A region in outer space surrounding Earth where the magnetic field in
Earth’s magnetosphere is a combination of Earth’s magnetic field and the magnetic field in the
region in space.
Electric meter A device used to measure the quantity of electrical energy used.
Energy efficiency Percentage of energy input that is converted to useful form of energy output.
Exudation (guttation) Process of water loss from plants in liquid form through hydathodes
found at the edges of leaves.
Fuse A short, fine wire, heats up easily and melts when the current flowing through it exceeds
the value of the fuse.
Generator A device used to generate electrical energy in the form of an induced current.
Geocentric model Solar System Model with Earth at the centre and the Sun revolving
around Earth.
284
Green building A building which applies the concept of energy conservation to save the cost of
energy consumption and reduce the release of carbon dioxide.
Heliocentric model Solar System Model with the Sun at the centre and Earth and other planets
revolving around the Sun.
Involuntary action Action that occurs immediately without conscious control or prior thoughts.
Long-sightedness A type of visual defect which causes near objects to appear blurry because
the images are focused behind the retina.
Mineral Solid element or compound present naturally with definite crystalline structure and
chemical composition.
Nastic response Response towards stimulus such as touch but does not depend on the direction
of the stimulus.
Non-renewable energy sources Energy sources that cannot be replaced and will deplete.
Optical illusion An object that is seen differs from its actual state.
Passive smoker A person who does not smoke but inhales cigarette smoke from nearby
smokers.
Prominence Huge loop or arched column of glowing gases over the sunspot.
Pulse Produced by the contraction and relaxation of the muscular artery wall.
Reactivity series of metals Arrangement of metals according to their reactivity with oxygen.
Renewable energy sources Energy sources that can be replaced continually and will
never deplete.
Short-sightedness A type of visual defect which causes distant objects to appear blurry because
the images are focused in front of the retina.
285
Solar cycle The activity of sunspot that seems to appear and disappear according to a 11-year
cycle.
Solar wind Particles in plasma such as electrons, protons and alpha particles that erupt from
the Sun to outer space travelling together at high speeds.
Space probe Spacecraft that gathers information and sends the information back to
the Earth.
Space weather Phenomena that occur on the surface of the Sun (such as prominences, solar
flares, sunspots and coronal mass ejections) and in space (such as solar winds, solar radiation
storms and geomagnetic storms).
Transpiration Process of water loss in the form of water vapour from the surface of plants to
the air through evaporation.
Tropism Directional response of plants towards stimuli such as light, water, gravity and touch
from a certain direction.
Value of fuse Maximum value of current that can flow through the fuse without causing the
fuse wire to melt.
Vein A type of blood vessel which transports deoxygenated blood from the whole body to the
heart.
Voltage Electrical energy used to move a unit of electric charge through a conductor.
Xylem Component in vascular bundle which transports water and dissolved mineral salts from
the roots to the leaves.
286
Reference
David Applin (2012). Biology, United Kingdom: Nelson Thornes
Gareth Williams (2011). New Biology for You, Updated, United Kingdom: Nelson Thornes
Gary Philpott and Jennifer Clifford (2009). Longman Physics 11-14 (2009 edition),
England: Longman.
Ian J. Burton (2015). Cambridge O Level Biology Revision Guide, 2nd Revision, United Kingdom:
Cambridge University Press.
Joanne Baker (2010). 50 ideas universe, United Kingdom: Quercus Editions Ltd, London.
Keith Johnson (2011). New Physics for You, Updated, United Kingdom: Nelson Thornes.
Lawrie Ryan (2011). New Chemistry for You, Updated, United Kingdom: Oxford Longman,
Pearson Education Limited.
Martin Redfern (2012). 50 ideas earth, United Kingdom: Quercus Editions Ltd.
Mary Jones, Geoff Jones (2015). Biology Coursebook, United Kingdom: Cambridge University
Press
Ooi Chong Oui, Suzita binti Mohd Resa and Umagowrie a/p Supramaniam (2012). Sains
Tingkatan 3, Malaysia: Pustaka Sistem Pelajaran Sdn. Bhd.
Phillipa Gardom Hulme (2013). Complete Chemistry for Cambridge, United Kingdom: Oxford
University Press.
Stephen Schneider and Thomas Arny (2015). Pathways to Astronomy, United States: Glencoe
Science Mc-Graw Hill.
Tho Lai Hoong (1990). Fakta Penting Fizik Moden SPM, Malaysia: Penerbit Fajar Bakti Sdn. Bhd.
Tho Lai Hoong (1991). Fizik Tingkatan 4 KBSM, Malaysia: Didika Sdn. Bhd.
Tho Lai Hoong (1996). Pure Physics Modern Certificate Guides, Singapore: Oxford University
Press.
Tho Lai Hoong, Hasnah binti Abu Samah (2012). Sains Tingkatan 3, Malaysia: Sasbadi Sdn. Bhd.
287
Index
Alternating current 161, 170 – 172, Geocentric 269 – 270, 284 Principle of conservation of
177, 180, 183 – 186, 194, 199, Geochronology 231, 247, energy 208 – 209, 222 – 223,
203 – 204, 283 – 284, 286 249 – 251 225 – 228
Alveolus 45 – 47, 53 – 56, 64, 73, Geotropism 3, 31 – 32, 34 – 35, Prominence 257, 259 – 260, 263,
75 – 76, 281 – 282 40, 284 265, 285
Antibody 79, 98 Gravitational potential energy 168, Pulmonary circulatory system 89
Antigen 79, 98 – 99, 282 208 – 209, 216- 217, 221 – 223, Radiation zone 257 – 258,
Artery 79, 83, 85 – 91, 95, 226 – 229, 283 265 – 266, 283
113, 117, 284 – 285 Guard cell 45, 68 – 70, 103 Radioactive decay 231, 234 – 235,
Astigmatism 26, 27, 29 Heart 8, 10, 27, 55, 79 – 81, 252, 283
Becquerel (Bq) 231, 233, 235, 83 – 90, 93 – 95, 113 – 117, 119, Radioactive substance 159, 231,
251 – 252 209, 282, 284 235 – 237, 243, 245, 248 – 251,
Blood clot 79, 248 Heliocentric 269 – 271, 285 252, 254
Blood vessel 65, 81, 83 – 85, 88, Human nervous system 2, 4 – 5, Reactivity Series of Metals 121 – 123,
115 – 117, 282, 284 10, 40 – 42 129, 132 – 137, 143, 145, 282,
Capillary 54, 79, 88, 95, 113, 282, Hydrotropism 3, 32 – 33, 35, 40, 285
284 281, 285 Remote sensing 268 – 269,
Carboxyhaemoglobin 58, 284 Induced current 161, 164, 166, 180, 275 – 279, 285
Cathode Ray Oscilloscope (C.R.O.) 203, 283 – 284 Renewable energy source 160,
171 – 172, 176, 283, 284 Involuntary action 3, 6 – 10, 162 – 163, 167, 176, 201, 203,
Cell respiration 45, 81 40 – 41, 285 205, 283, 286
Centrifugation 96 Ionising power 231, 233, Satellite 255, 269, 273, 275 – 277
Chromosphere 257 – 258, 265, 283 240 – 241, 246 Secondary coil 161, 177 – 183,
Convection zone 257 – 259, 265, Kepler’s Law 269, 271 206, 283
266, 283 Kinetic energy 167 – 169, 208 – Solar cycle 257, 259, 264 – 266, 286
Corona 231, 257 – 260, 263 – 266, Solar flare 257, 259 – 260, 263 – 264,
209, 216, 220 – 229, 283, 285
283, 285 275, 284 – 285
Magnetosphere 257, 261 – 263,
Coronal mass ejection 257, Solar wind 257, 259, 261 – 265,
265 – 267, 284
259 – 260, 263 – 265, 284 – 285, 267, 283, 285 – 286
Mineral 33, 82, 109, 112, 114,
288 Space probe 269, 275 – 277, 279,
122 – 126, 128, 135, 140,
Curie (Ci) 231 – 233, 235, 245, 283, 286
142 – 145, 254, 275, 285 – 286
250 – 252 Space telescope 269, 273 – 274, 278
Monocular vision 3, 36 – 38, 40
Dalton’s Atomic Theory 231, Stereophonic hearing 3, 37 – 39
Nastic movement 3, 30, 34 – 35, 40
238 – 239 Stereoscopic vision 3, 36 – 37, 40
National Grid Network 161,
Direct current 161, 166, 170 – 172, Stomatal pore 69 – 70, 103
184 – 186, 194, 203
203 – 204 Sunspot 257, 259 – 260, 263 – 265,
Earth wire 161, 188 – 192, 193, 204 Non-renewable energy source 160, 283, 285
Earth’s crust 123 – 125, 137, 162 – 163, 167, 176, 203, 205, Systemic circulatory system 89, 116
142 – 144 283, 285 Taste bud 3, 15
Effector 3, 6, 8 Optical illusion 3, 24, 29, 285 Thermal equilibrium 147, 149
Elastic potential energy 208 – 209, Oxyhaemoglobin 45, 55 – 56, 58, Thigmotropism 3, 34 – 35, 40, 286
218 – 219, 221 – 222, 224, 73, 76 Transpiration 78 – 79, 102 – 109,
226 – 228 Passive smoker 62– 63, 285 112, 115, 119 – 120, 282, 286
Elliptic 271, 277, 279 Peripheral nerve 3 Umami 15, 21 – 22
Endothermic reaction 146 – 149, Phloem 68, 79, 81, 103, 109, Vascular bundle 109, 112,
151 – 157 110 – 114, 282, 285 114 – 115, 285 – 286
Exothermic reaction 147 – 149, Photosphere 257 – 259, 265 – 266, Vein 79, 83, 85 – 89, 95, 113 – 114,
151 – 157, 282 – 283 283 284, 286
Extraction of metal 122 – 123, Phototropism 30 – 31, 33, 35, 40, Voluntary action 3, 6 – 10, 40 – 41,
136 – 137, 143, 145 281, 285 285
Exudation (Guttation) 103 – 104, Primary coil 161, 177 – 180, Xylem 68, 79, 81, 103, 109 – 110,
284 182 – 183, 206 112 – 114
288
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