SCIENCE
SCIENCE
RM 9.60
ISBN 978-983-77-1939-2
D SEKOLAH M
DAR EN
AN E
ST
M
NG
U
AH
UL
KURIK
FT075002
IA
YS
LA
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MA
K
EN N
TER KA
I A N P E N DIDI
RUKUN NEGARA
Bahawasanya Negara Kita Malaysia
mendukung cita-cita hendak:
SCIENCE
Writers
Tho Lai Hoong
Thum Lai Chun
Translators
Thum Lai Chun
Tho Lai Hoong
Editors
Syafiqa Hayati binti Mohd Ali
Najwa binti Md Salleh
Graphic Designer
Mohd Nabil bin Nakim
Illustrator
Rosmi bin Abd Rahman
2020
KEMENTERIAN PENDIDIKAN MALAYSIA
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Printed by: Al Masrie bin Sheikh Mustapha
Percetakan Rina Sdn. Bhd. (31964-X) r *OEJWJEVBMTXIPXFSFJOWPMWFEEJSFDUMZPS
Lot 45, Persiaran Mewah, indirectly in perfecting the publishing of
Bandar Tun Razak, this textbook
Cheras,
56000 Kuala Lumpur. Some of the websites referred to in this book
contain materials that can be used by the public.
The information may be updated from time to
time. The publisher and the authors will not be
involved in, subjected to or held responsible for
the contents in these websites.
ii
Contents
Introduction v
CHAPTER 1 MICROORGANISMS 2
1
1.1 World of Microorganisms 4
1.2 Useful Microorganisms 28
1.3 Prevention and Treatment of Diseases Caused by Microorganisms 33
Summative Practice 1 43
iii
CHAPTER 6 ELECTROCHEMISTRY 176
6.1 Electrolytic Cell 178
6.2 Chemical Cell 192
Summative Practice 6 197
Answers 251
Laboratory Rules and Safety Measures 253
Glossary 254
References 255
Index 256
iv
Introduction
The Form 5 Science Kurikulum Standard Sekolah Menengah (KSSM) textbook is written
for Form 5 students based on the Dokumen Standard Kurikulum dan Pentaksiran
Tingkatan 5 developed by the Ministry of Education Malaysia. This textbook is based on
a holistic approach that aims to produce students who are intelligent, creative, innovative,
critical and possess noble values in line with the National Education Philosophy.
This book is written with emphasis on Lower Order Thinking Skills (LOTS) and
Higher Order Thinking Skills (HOTS), scientific skills, communication skills,
decision-making and problem-solving skills in daily life so that students can master the
skills needed in the 21st century. In addition, the Science, Technology, Engineering and
Mathematics (STEM) teaching and learning approach is also incorporated through
activities and projects so that students become interested and involved in science
and technology.
To achieve these objectives, this book incorporates special features as follows:
BRAIN
TEASER Questions that challenge students’ thinking
Today in
history Information on scientific developments and
science-related historical events
Click@Web
Additional information on topics from websites
v
Flashback
Recalling acquired information
Video
Video links to help students understand a topic
Entrepreneurship
Information on the knowledge, understanding and
application of entrepreneurship concepts
CAUTION!
Emphasis on matters that could be potentially
harmful during scientific investigations
vi
Students are notified of websites, additional information and
videos that can be accessed for an in-depth understanding of a
certain topic. Apart from website addresses (URLs), students
can also access websites, additional information and videos
using the QR code displayed. Students only need to follow
these steps:
Step1 Step 2
Activity 1.1
Discussion Innovative activity
Technology-based
Debate
activity
Experiment 1.1
Scientific investigation through
guided experiments
Formative Practive
Practice 2.1
Questions at the end of each subtopic to test
students’ understanding
vii
Components at the end of a chapter:
Summary
S y Graphic summary of concepts
Quiz
http://buku- Interactive multiple-choice questions to
teks.com/
sc5043 test students’ understanding
Step 1 Step 2
Find this icon Scan
Scan the QR code on the Page
on pages:
right with a smart device and
download the BT Sains T5
15, 210, 225, 226, 239
application
Step 3
Users do not need to close and reactivate Activate the BT Sains T5
the BT Sains T5 application to scan application and scan the
subsequent pages entire page
viii
HEME
Maintenance and
1
Continuity of Life
Why is disinfection
important as one of the ways
to avoid COVID-19?
1
CHAPTER
1 MICROORGANISMS
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Science Bulletin
Coronavirus disease or COVID-19 is an
infectious disease first detected and
identified in Wuhan, China. Due to the
outbreak of COVID-19 worldwide, it has
been categorised as a pandemic by the
World Health Organisation (WHO).
Coronavirus
Keywords
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1.1 World of Microorganisms
Normal Flora
Normal flora refers to the microorganisms
found in organisms including humans and
animals which do not cause illness. Observe
the normal flora found in the different parts
of the human body in Figure 1.1.
Lactobacillus sp.
Urethra
t StaphylococcusTQ
t CorynebacteriumTQ
Streptococcu
s sp.
Figure 1.1 Normal flora in humans
4 1.1.1
Chapter 1 Microorganisms
.
Staphylococcus sp
Corynebacterium sp.
Upper part of
respiratory tract
t StaphylococcusTQ
t StreptococcusTQ
Classification of Microorganisms
Microorganisms are normally classified into five groups (Figure 1.2).
Microorganisms
1.1.1 5
Fungi
Size
The sizes of fungi vary (Photograph 1.1). There are BRAIN
macroscopic fungi such as mushrooms which can TEASER
be seen with the naked eye and microscopic fungi
If mucor is microscopic, then
such as yeast and mucor which measure
why can mucor on bread be
10 μm – 100 μm. Microscopic fungi can only be seen with the naked eye?
seen with the help of a microscope. Fungi like
mucor normally exist in colonies or groups.
Shape
Unicellular fungi such as yeast are shaped like small spheres (Figure 1.3).
Multicellular fungi such as mucor are normally made up of sporangium which is
spherical and hypha which is filamentous (Figure 1.4).
Mucor
(greenish
white spot)
Spore
Cell wall
Cell membrane
Cytoplasm Nucleus Sporangium
Vacuole
Glycogen granule
Hypha
Basic structure of a yeast
Figure 1.3 Unicellular fungi – yeast Figure 1.4 Multicellular fungi – mucor
6 1.1.1
Chapter 1 Microorganisms
Nutrition
Why are fungi cells unable to make their own food? Some fungi are saprophytes
which obtain nutrients from dead and decaying organisms, and some are parasites
which obtain nutrients from their hosts (Photograph 1.2).
Flashback
What is the importance of
saprophytic fungi in the
nitrogen cycle, carbon cycle
and oxygen cycle?
Habitat
The habitat of a microorganism is normally related
Characteristics to its nutrition. Therefore, fungi normally live
in places which contain a lot of decaying matter,
of fungi faeces, animal skin and food. Fungi also grow well
in dark and moist places. State one example of
habitat for Trichophyton rubrum.
Methods of reproduction
Budding (asexual reproduction)
Unicellular fungi such as
Buds Yeasts
yeast reproduce asexually
by budding (Figure 1.5).
Multicellular fungi such Yeast
as mucor reproduce
asexually by spore Figure 1.5 Yeast reproduces by budding
formation or sexually
by conjugation (Figure 1.6).
Spores are microscopic cells Formation of spores
(asexual reproduction)
released by a sporangium. When
Sporangium
the very fine and light spores are
Conjugation
carried by wind to a favourable
(sexual
environment, the spores will reproduction)
germinate without fertilisation. Meeting
of hyphae
In the conjugation process, Hypha
(conjugation –
the meeting of hyphae occurs, sexual
gametes are produced and the reproduction)
fertilisation of gametes produces Figure 1.6 Asexual and sexual
new mucor. reproduction in mucor
1.1.1 7
Algae
Size
Algae have different sizes. There are macroscopic algae such as sea algae which
can be seen with the naked eye and microscopic algae such as Chlamydomonas sp.
and Spirogyra sp. which measure from 1 μm to hundreds of μm (Photograph 1.3).
(b) S i
Spirogyra sp.
Flagellum
Vacuole
Mitochondrion Nucleus
Cell wall
Chloroplast
Cell membrane
Cytoplasmic Vacuole
thread
8 1.1.1
Chapter 1 Microorganisms
Nutrition
Most algae are green in colour because of the BRAIN
presence of chlorophyll in their cells. This TEASER
also differentiates microscopic algae from other
microorganisms. Chlorophyll enables algae to carry Why are algae not found at
the bottom of the ocean?
out photosynthesis to produce their own food.
Habitat
Characteristics The habitats of algae are fresh water,
of algae salt water, moist soil and tree barks
that are exposed to sunlight.
Methods of reproduction
Algae such as Chlamydomonas sp. normally reproduce asexually by binary fission
and sexually by conjugation. Algae such as Spirogyra sp. reproduce sexually
by conjugation.
Mitosis
+ Zygote
Conjugation
Sexual reproduction Meiosis
Asexual reproduction
+
Zoospores
Gamete from a different
Chlamydomonas sp. New cells
Zoospores
Figure 1.8 Asexual and sexual reproduction in Chlamydomonas sp.
1.1.1 9
Protozoa
Size
Most protozoa are unicellular microorganisms measuring 5 μm – 250 μm
and can be seen under the low powers of a light microscope. Protozoa normally
exist in colonies.
Shape
Protozoa have various shapes. Observe Cytoplasm
Cilia
the structures in Paramecium sp. and Cell membrane
Amoeba sp. (Figures 1.9 and 1.10).
Paramecium sp. is slipper-shaped Macronucleus Micronucleus
and has structures such as micronucleus, Contractile vacuole
Food vacuole
macronucleus, cytoplasm, food vacuoles,
contractile vacuoles, cell membrane and Figure 1.9 Basic structure
tiny hairs known as cilia. of Paramecium sp.
Amoeba sp. does not have
a fixed shape. It keeps changing
its shape while moving. It has Cytoplasm
structures like nucleus, cytoplasm,
Contractile Nucleus
food vacuoles, contractile vacuoles vacuole
and cell membrane.
Food vacuole Cell membrane
Nutrition
Protozoa practise different types of nutrition. Euglena sp. carries out photosynthesis.
Plasmodium sp. is a parasitic protozoa. Amoeba sp. obtains nutrients through
phagocytosis. Amoeba sp. uses projections of its cytoplasm known as pseudopodia
or ‘false feet’ to move and engulf food during phagocytosis (Figure 1.11).
10 1.1.1
Chapter 1 Microorganisms
Methods of reproduction
Binary fission starts with the division of Paramecium sp. Amoeba sp.
the nucleus followed by the division of the
cytoplasm (Figure 1.12). Paramecium sp.
and Amoeba sp. reproduce asexually by
binary fission. The parent cell divides into
two to form two daughter cells which have
similar genetic materials as the parent.
Paramecium sp. also reproduces sexually
by conjugation. Two Paramecium sp. unite
and the exchange of genetic materials
occurs (Figure 1.13).
Macronucleus
Micronucleus
Characteristics
of protozoa
Habitat
The habitat of Paramecium sp.
is fresh water. The habitat of 4 daughter cells
Amoeba sp. includes moist soil, Figure 1.13 Sexual reproduction
fresh water, seawater and its host. of Paramecium sp. by conjugation
1.1.1 11
Bacteria
Size
Bacteria are unicellular microorganisms measuring 0.2 μm – 10 μm. Bacteria can
be seen under the high powers of a light microscope.
Shape BRAIN
TEASER
The naming and classification of bacteria are based on
the basic shape of the bacteria, which are spherical What is the shape of the
(coccus), spiral (spirillum), rod (bacillus) and bacterium known as diplococcus?
comma (vibrio) (Photograph 1.4).
Basic structures
Observe the basic structure of a Capsule Glycogen granules
bacterium in Figure 1.14. Most Cell wall
bacteria have a firm cell wall Cell membrane
that gives shape and support to Genetic material
the bacteria. The cell wall of Flagellum
a bacterium is not made of Cytoplasm
cellulose but is made of amino 1 μm
acids and polysaccharides. Figure 1.14 Basic structure of bacterium
Some bacteria have capsules
which protect the cell wall. Some have fine hair structures known as pili which
enable the bacteria to attach to certain surfaces. Others have a structure shaped
like a tail known as flagellum to help in their movement.
Nutrition
Bacteria obtain food in various ways. Bacteria which have chlorophyll produce
their own food. Some bacteria are parasitic in which they obtain nutrients from
their hosts. There are also saprophytic bacteria which obtain nutrients from
dead organisms.
12 1.1.1
Chapter 1 Microorganisms
Science
Plasmid resembles a small circular chromosome that can replicate
independently and is responsible for transferring genetic materials
during conjugation in bacteria.
Special characteristics
Bacteria such as Bacillus anthracis form endospores (Figure 1.16) to withstand
extreme surroundings such as very hot or cold places, drought and food shortage.
Endospores are spores formed in bacterial
cells and have a strong protective coat. This
protective coat will rupture when the surroundings
of the endospores become favourable for growth. Protective
This allows germination to form new bacteria. coat Spore
Endospores
1.1.1 13
Viruses
Size
Viruses are the smallest
microorganisms with a size of less
than 0.5 μm. Viruses can only be
seen under an electron microscope
(Photograph 1.5).
Shape
Different viruses have different
shapes such as spherical, helix,
polyhedral and complex
(combination of helix and
polyhedral) (Figure 1.17).
Shapes of viruses
Protein Protein
Protein
RNA layer layer
layer
RNA DNA
Protein DNA
layer
Glycoprotein
Influenza virus Mosaic virus Adenovirus Bacteriophage
(combination of helix
and polyhedral)
Basic structures
Viruses are made up of nucleic acid threads (deoxyribonucleic acid (DNA) or
ribonucleic acid (RNA)) which are protected by a protein layer. This protein
layer known as capsid determines the shape of the virus (Figure 1.17).
14 1.1.1
Chapter 1 Microorganisms
Special characteristics
Unlike other organisms, viruses do not
have living characteristics outside their
host because they do not respire, excrete,
Characteristics grow and respond towards stimulus. Viruses
only reproduce by infecting the cells of
of viruses their hosts such as bacteria, animals and
plants. Figure 1.18 shows the reproduction
sequence of a bacteriophage by infecting its
host cell, which is a bacterium.
Bacterium
Virus
Scan
Page 1 Virus attaches itself to the
surface of its host cell such
as a bacterial cell.
1.1.1 15
Activity 1.1
21st Century Skills
To classify microorganisms into fungi, algae, protozoa, bacteria and viruses • ICS
based on size, shape, methods of reproduction, nutrition and habitat • Inquiry-based activity
Instructions
1. Carry out this activity in groups.
2. Prepare 10 quiz cards which contain one characteristic of microorganism based on size,
shape, habitat, methods of reproduction or nutrition.
Examples of quiz cards:
BRAIN
TEASER
During a cholera epidemic,
water that is used to wash
hands is normally boiled
water. Why?
Photograph 1.6 Awareness
of hand hygiene in all
daily activities
16 1.1.1
Chapter 1 Microorganisms
Experiment 1.1
Aim: To compare the growth of bacteria on sterile nutrient agar that has
been streaked with:
(a) unwashed fingers
(b) fingers that have been washed with water only
(c) fingers that have been washed with soap and water
Problem statement: How does the cleanliness level of the fingers which streak the surface
of the sterile nutrient agar affect the rate of bacterial growth on the
surface of the sterile nutrient agar?
Hypothesis: When the cleanliness level of the fingers which streak the surface of the
sterile nutrient agar increases, the bacterial growth on the surface of
the sterile nutrient agar will decrease.
Variables: (a) manipulated : Cleanliness of the fingers which streak the sterile
nutrient agar
(b) responding : Number of bacterial colonies on the sterile
nutrient agar
(c) constant : Surrounding Safety Precautions
temperature
1. Wash your hands with
Materials: Sterile nutrient agar, cellophane tape soap and water after the
experiment.
and marker pen
2. Sterilise all waste before
disposal.
Apparatus: Four sterile Petri dishes with lids 3. Immerse all used apparatus
labelled A, B, C and D, and sterile in disinfectant after the
measuring cylinder (10 cm3) experiment.
Procedure:
1. Prepare the apparatus set-up (Figure 1.19).
A B C D
Figure 1.19
Figure 1.20
1.1.2 17
(c) Wash your hands with soap and water and repeat step 2(a) by replacing Petri dish A
with Petri dish C.
(d) The sterile nutrient agar in Petri dish D is not streaked with fingers.
3. Cover Petri dishes A, B, C and D, and seal the lids with cellophane tape. Invert every
Petri dish (Figure 1.21).
Petri dish
Nutrient
Cellophane agar
tape
4. Keep the inverted Petri dishes A, B, C and D at room temperature for three days in
a dark cupboard.
5. After three days, remove the Petri dishes A, B, C and D from the cupboard.
6. Observe the number of bacterial colonies in each Petri dish. Record your observations in a
table. State in the table whether there are no colonies, a few colonies or many colonies in
each Petri dish.
Observation:
Conclusion:
Is the hypothesis accepted? What is the conclusion for this experiment?
Questions:
1. Why are the nutrient agar and Petri dishes sterilised?
2. Explain why the Petri dishes are kept in these conditions:
(a) covered and the lids are sealed with cellophane tape
(b) inverted
(c) kept in a dark cupboard
3. (a) Which of the following Petri dishes, A, B or C, has the highest number of bacterial
colonies? Give a reason.
(b) Which of the following Petri dishes, A, B or C, has the lowest number of bacterial
colonies? Give a reason.
4. What is the function of the sterile nutrient agar in Petri dish D?
5. Are there any colonies of bacteria growing on the nutrient agar in Petri dish D?
Give a reason.
18 1.1.2
Chapter 1 Microorganisms
1.1.3 19
Let us carry out Experiment 1.2 to investigate the factors that affect the growth
of microorganisms.
Experiment 1.2
The students in the class are divided into five groups. Cooperative
Each group is assigned to investigate one different factor learning –
that affects the growth of microorganisms (Bacillus sp.). problem-solving
activity in groups
A Effect of nutrients on the growth of Bacillus sp.
Aim: To study the effect of nutrients on the growth
of Bacillus sp.
Problem statement: What is the effect of nutrients on the growth of Bacillus sp.?
Hypothesis: Bacillus sp. needs nutrients for its growth.
Materials: Bacillus sp. culture solution, sterile nutrient agar, sterile non-nutrient
agar and cellophane tape
Apparatus: Two Petri dishes with lids labelled A and B, and wire loop
Procedure:
1. Prepare a Petri dish that contains 10 cm3 of sterile
nutrient agar and label it as A. Prepare another Safety Precautions
Petri dish that contains 10 cm3 of sterile non-nutrient
agar and label it as B. 1. Wash your hands with soap
and water before and after
2. Sterilise the wire loop by heating it over a Bunsen burner
the experiment.
flame until it glows (Figure 1.23).
2. Wear gloves during the
experiment.
Wire loop 3. Sterilise all waste before
disposal.
4. Immerse all used apparatus
in disinfectant after the
experiment.
Figure 1.23
3. After sterilising the wire loop, remove it from the Bunsen burner flame and allow it to cool
to room temperature.
4. Insert the end of the wire loop into the Bacillus sp. culture solution (Figure 1.24).
20 1.1.3
Chapter 1 Microorganisms
Sterilised
wire loop
Figure 1.24
5. Use the end of the wire loop to smear the bacteria culture in a zigzag pattern onto the
surface of the nutrient agar in Petri dish A (Figure 1.25).
Bacillus sp.
culture solution
Figure 1.25
A B
Figure 1.26
Nutrient agar
Cellophane tape
Bacillus sp. culture
9. Keep the inverted Petri dishes at room temperature for three days in a dark cupboard.
1.1.3 21
10. After three days, remove the Petri dishes from the cupboard.
11. Observe the number of bacterial colonies in each Petri dish. Record your observations in a
table. State in the table whether there are no colonies, a few colonies or many colonies in
each Petri dish.
Observation:
Conclusion:
Is the hypothesis accepted? What is the conclusion for this experiment?
Questions:
1. How is the number of bacterial colonies related to the growth of bacteria?
2. What is the function of the nutrient agar in this experiment?
Problem statement: What is the effect of humidity on the growth of Bacillus sp.?
Materials: Bacillus sp. culture solution, moist sterile nutrient agar and
cellophane tape
22 1.1.3
Chapter 1 Microorganisms
C D
Figure 1.28
5. Invert Petri dishes C and D and keep them at room temperature for three days in a
dark cupboard.
6. After three days, remove the Petri dishes from the cupboard.
7. Observe the number of bacterial colonies in each Petri dish. Record your observations in a
table. State in the table whether there are no colonies, a few colonies or many colonies in
each Petri dish.
Observation:
Conclusion:
Is the hypothesis accepted? What is the conclusion for this experiment?
Question:
Why should the nutrient agar that is removed from the oven be cooled first before Bacillus sp.
culture solution is smeared onto it?
Problem statement: What is the effect of light on the growth of Bacillus sp.?
Materials: Bacillus sp. culture solution, sterile nutrient agar and cellophane tape
Apparatus: Two sterile Petri dishes with lids labelled E and F, and wire loop
1.1.3 23
Procedure:
1. Prepare two Petri dishes that contain 10 cm3 of sterile nutrient agar and label them as
E and F.
2. Repeat steps 2 to 5 (Experiment 1.2 A) by replacing Petri dishes A and B with Petri dishes
E and F.
3. Cover Petri dishes E and F, and seal their lids with cellophane tape.
4. Keep Petri dish E (inverted) in a dark cupboard and Petri dish F (inverted) in a bright area
such as near a window for three days (Figure 1.29).
Observation:
Conclusion:
Is the hypothesis accepted? What is the conclusion for this experiment?
Question:
Why is Petri dish F not placed under direct sunlight?
Problem statement: What is the effect of temperature on the growth of Bacillus sp.?
24 1.1.3
Chapter 1 Microorganisms
Materials: Bacillus sp. culture solution, sterile nutrient agar and cellophane tape
Apparatus: Three sterile Petri dishes with lids labelled G, H and I, wire loop,
refrigerator, incubator and thermometer
Procedure:
1. Prepare three Petri dishes that contain 10 cm3 of sterile nutrient agar and label them as
G, H and I.
2. Repeat steps 2 to 5 (Experiment 1.2 A) by replacing Petri dishes A and B with Petri dishes
G, H and I.
3. Cover Petri dishes G, H and I, and seal their lids with cellophane tape.
4. Keep Petri dish G (inverted) in a dark cupboard at room temperature, Petri dish H (inverted)
in a refrigerator at 5°C and Petri dish I (inverted) in an incubator at 70°C for three days
(Figure 1.30).
Safety Precautions
Bacillus sp. culture solution
and nutrient agar 1. Wash your hands with soap
and water before and after
the experiment.
2. Wear gloves during the
G H experiment.
I
3. Sterilise all waste before
disposal.
Room temperature Temperature, 5°C Temperature, 70°C 4. Immerse all used apparatus
in disinfectant after the
Figure 1.30 experiment.
5. After three days, remove Petri dish G from the dark
cupboard, Petri dish H from the refrigerator and Petri dish I from the incubator.
6. Observe the number of bacterial colonies in each Petri dish. Record your observations in a
table. State in the table whether there are no colonies, a few colonies or many colonies in
each Petri dish.
Observation:
Conclusion:
Is the hypothesis accepted? What is the conclusion for this experiment?
Question:
Why is Bacillus sp. kept in an incubator at a high temperature?
1.1.3 25
E Effect of pH value on the growth of Bacillus sp.
Aim: To study the effect of pH value on the growth of Bacillus sp.
Problem statement: What is the effect of pH value on the growth of Bacillus sp.?
J K L
Figure 1.31
2. Repeat steps 2 to 5 (Experiment 1.2 A) by replacing Petri dishes A and B with Petri dishes
J, K and L.
3. Cover Petri dishes J, K and L, and seal the lids with cellophane tape (Figure 1.32).
Mixture of Bacillus sp. Mixture of Bacillus sp. Mixture of Bacillus sp.
culture solution, culture solution, nutrient culture solution, nutrient
nutrient agar and agar and dilute agar and dilute
distilled water hydrochloric acid sodium hydroxide solution
J K L
Figure 1.32
26 1.1.3
Chapter 1 Microorganisms
4. Invert Petri dishes J, K and L and keep them in a dark cupboard at room temperature for
three days.
5. After three days, remove the Petri dishes from the cupboard.
6. Observe the number of bacterial colonies in each Petri dish. Record your observations in a
table. State in the table whether there are no colonies, a few colonies or many colonies in
each Petri dish.
Observation:
Conclusion:
Is the hypothesis accepted? What is the conclusion for this experiment?
Question:
State one daily activity that applies the effect of pH value on bacteria. Explain your answer.
Figure 1
1.1.3 27
1.2 Useful Microorganisms
Animal digestion
Bifidobacteria sp.
Industry
Food
Hormones Applications
like insulin of useful
microorganisms Nitrobacter sp.
Antibiotics Vaccines
like penicillin
Activity 1.2
21st Century Skills
To explain the role of microorganisms in medicine, agriculture and industry • ICS
• Discussion
Instructions
1. Carry out this activity in groups.
2. Gather information on the roles of microorganisms in the following fields (refer to Figure 1.33):
(a) medicine
(b) agriculture
(c) industry
3. Discuss the information gathered.
4. Present the outcome of your group discussion to the class using a multimedia presentation.
Activity 1.3
21st Century Skills
To understand the process of food production or other industrial products • TPS, ISS, ICS
that use microorganisms • Inquiry-based activity
Instructions
1. Carry out this activity in groups.
2. Visit any factory that manufactures food or other industrial products in your neighbourhood
which uses microorganisms in their manufacturing process.
3. Gather information related to the process of producing food or other industrial products
using microorganisms.
4. Identify the elements of entrepreneurship practised in the industry you visited.
5. Discuss the information gathered including the elements of entrepreneurship that can be
inculcated and practised from your visit.
6. Present the outcome of your group discussion to the class using a multimedia presentation.
Click@Web
Yoghurt – an accidental discovery that has become a
global commercial product
http://buku-teks.com/sc5029
The differences between eco enzyme cleaning solutions and chemical cleaning
substances are shown in Table 1.1.
Table 1.1 Differences between eco enzyme cleaning solution and chemical cleaning substance
Type of cleaner
Aspects
Eco enzyme cleaning solution Chemical cleaning substance
Production process Fermentation of agricultural waste Use of chemical substances
Action on fat and Enzymes in the eco enzyme Surfactants in chemical cleaning
grease decompose fat and grease into substances emulsify fat and
smaller molecules grease into foam
Ease of use Need not scrub as fat and grease Need to scrub hard
are easily removed
Clog drainage The small molecules produced by Foam produced by surfactants
enzymes do not clog drainage clogs drainage
Cost Low High
Waste production Less More
Environment Environmentally friendly Pollutes the environment
Click@Web
Making an eco enzyme cleaning solution
http://buku-teks.com/sc5030
30 1.2.2
Chapter 1 Microorganisms
Facilitates
Removes animal
odour digestion
Uses of
Treats Lactobacillus sp. Makes
sewage bacterial serum compost
Improves
Produces
the fishing
enzyme
industry
Photograph 1.8
Lactobacillus sp.
bacterial serum Figure 1.34 Uses of Lactobacillus sp. bacterial serum
Activity 1.4
21st Century Skills
To do active reading on the potential uses of microorganisms • TPS
• Active reading
Instructions • Discussion
1.2.2 31
Active reading strategy
http://buku-teks.com/sc5032a
Info 1
Modul Teknologi Hijau Biologi, CETREE USM
Title: Enzim Teknologi Hijau
pages 56 – 65
http://buku-teks.com/sc5032b
Info 2
Modul Teknologi Hijau Biologi, CETREE USM
Title: Memahami impak mikroorganisma terhadap sisa untuk kehidupan lestari
pages 40 – 55
http://buku-teks.com/sc5032d
Note: Modul Teknologi Hijau, prepared by CETREE USM, is only available in bahasa Melayu.
Figure 1
32 1.2.2
Chapter 1 Microorganisms
Aseptic Technique
Aseptic technique refers to the
healthcare procedure carried out
to prevent infections caused by
pathogens or to remove existing
pathogens. As such, the aseptic
technique is in line with the phrase
‘prevention is better than cure’. Photograph 1.9 The use of
This means preventing someone antiseptics such as alcohol
from being infected with pathogens swabs on a body part before
is better than treating someone who an injection is given
has been infected by the pathogens.
Based on Figure 1.35, which aseptic techniques
have you used before? What was your purpose for
using them?
Aseptic techniques
1.3.1 1.3.2 33
Sterilisation
Sterilisation is the process of killing or eliminating microorganisms from an object or a
particular surrounding. Methods of sterilisation are shown in Figure 1.36.
Methods of sterilisation
Chemical
Heat substances Radiation High pressure Filter
Ultraviolet
Autoclave Soap Pressure cooker Micron filter
rays
Boiling
Boiling water at a temperature of 100°C
is normally used to kill microorganisms
on everyday objects such as milk bottles
(Photograph 1.10), injection needles and
dental equipment.
34 1.3.2
Chapter 1 Microorganisms
Antiseptic
Antiseptic is a chemical substance that can be applied on human skin or wounds
to prevent pathogenic infections. Examples of antiseptics are acriflavine (yellow
medicine), povidone and 70% isopropyl alcohol (IPA) (Photograph 1.11).
(a) Acriflavine (yellow medicine) (b) Povidone (c) 70% isopropyl alcohol
Photograph 1.11 Types of antiseptics
Some antiseptics such as acriflavine and povidone can kill microorganisms while
other antiseptics such as proflavine blocks or prevents the growth of microorganisms.
70% isopropyl alcohol can be used as an antiseptic and sterilising agent.
Disinfectant
Disinfectant is a chemical
substance used on non-living
things such as bed sheets,
toilets and swimming pools to
kill microorganisms especially
pathogens. Disinfectants are not
suitable to be used on skin or
wounds. Examples of disinfectants
commonly used in daily life
include bleach, hydrogen peroxide
and liquid chlorine (Photograph 1.12).
Give one example of an object
or a place where disinfectants
are used.
(a) B
Bleach
leach (b) Hydrogen
(b gen (c) L
Liiquid
Liquid
peroxide chlorine
1.3.2 35
Radiation
Ionising radiation such as
ultraviolet ray, X-ray and
gamma ray can be used to
kill microorganisms. These
rays penetrate into the
microorganisms’ cells and
destroy them. For example,
ultraviolet rays are used to kill
microorganisms in operating
theatres (Photograph 1.13).
Antibiotic
Have you ever been WHAT IS
given antibiotics
by doctors to treat
ANTIBIOTIC?
infectious diseases? Medicine used to treat infections caused
Study the meaning by bacteria.
of antibiotics and Antibiotics are NOT EFFECTIVE on viral
antibiotic resistance infections such as common fever,
from the poster cold and cough.
Activity 1.5
21st Century Skills
To gather information on antibiotics • ICS, TPS, ISS
• Discussion
Instructions
1. Use the link given to read the articles provided to gather information on antibiotics.
2. Use the information gathered to answer the following questions:
(a) What is antibiotic?
(b) What will happen to a patient who does not take the prescribed antibiotics according to
time or does not complete the antibiotic course?
(c) What is antibiotic resistance?
Click@Web
Read the following article about antibiotics
http://buku-teks.com/sc5037
(Medium: bahasa Melayu)
Carry out Experiment 1.3 to study the effect of concentration of antibiotic (penicillin)
on the growth of bacteria (Bacillus sp.).
Experiment 1.3
Aim: To study the effect of concentration of antibiotic (penicillin) on the
growth of bacteria (Bacillus sp.)
Hypothesis: The higher the concentration of antibiotic, the lower the growth
of bacteria.
Materials: Bacillus sp. culture solution, sterile nutrient agar, four filter paper discs
of 6 mm in diameter, penicillin solutions of different concentrations
such as 10%, 20% and 30% (or filter paper discs of 6 mm diameter and
three penicillin discs of different concentrations such as 10, 20 and 30
units of penicillin), distilled water, marker pen and cellophane tape
1.3.2 1.3.3 37
Apparatus: Petri dish with lid, syringe, sterile forceps and transparent grid sheet
Procedure:
1. Prepare the apparatus set-up (Figure 1.38).
Figure 1.38
(a) Pour 1 cm3 of Bacillus sp. culture solution on top of sterile nutrient agar in a Petri dish.
(b) Use sterile forceps to place the filter paper discs soaked in distilled water and
penicillin solution of concentrations 10%, 20% and 30% on top of the nutrient agar
and Bacillus sp. culture in the Petri dish (Figure 1.38).
2. Cover the Petri dish and seal its lid with cellophane tape (Figure 1.39).
Figure 1.39
3. Keep the Petri dish in a dark cupboard at room temperature for three days.
4. After three days, remove the Petri dish from the cupboard.
5. Observe the clear region around every filter paper disc in the Petri dish. Sketch
your observation (refer to Figure 1.40).
6. Measure the area of the clear regions by using a transparent grid sheet.
38 1.3.3
Chapter 1 Microorganisms
Observation:
Concentration
Area of clear region
of antibiotic
(cm2) 10%
(% or unit)
0 Distilled 20%
0%
water
10
20 30%
30
Figure 1.40
Conclusion:
Is the hypothesis accepted? What is the conclusion for this experiment?
Questions:
1. What is the purpose of using a filter paper disc soaked in distilled water in this experiment?
2. How does the clear region on the surface of the nutrient agar show the action of penicillin
on bacterial growth?
3. Explain your observations. Give reasons.
Today in
history
Sir Alexander Fleming studied the action of the
Penicillium sp. fungus on the bacterial growth
on sterile nutrient agar, similar to Experiment 1.3
which you carried out. Sir Alexander Fleming was
the first person to discover antibiotics.
Penicillin disc
Clear region
1.3.3 39
Methods of Treating Infectious Diseases
Recall the infectious diseases you studied in Form 2. Observe examples of infectious
diseases and the pathogens that cause them in Figure 1.41.
Infectious diseases
such as
Figure 1.41 The use of antibiotic, antifungal and antiviral in the treatment of infectious diseases
40 1.3.4
Chapter 1 Microorganisms
BRAIN
TEASER
What are superbugs? How can superbugs be prevented?
Activity 1.6
21st Century Skills
To compare and contrast the use of antibiotic, antifungal and antiviral in the • ICS
treatment of infectious diseases • Discussion
Instructions
1. Carry out this activity in groups.
2. Search for information. Then, compare and contrast the use of antibiotic, antifungal and
antiviral in the treatment of infectious diseases as follows:
(a) using antibiotic to treat lung infections and other diseases
(b) using antifungal to treat athlete’s foot and other diseases
(c) using antiviral to treat shingles and other diseases
3. Present the outcome of your group discussion to the class in the form of a
multimedia presentation.
BRAIN
TEASER
How do vaccine and antiviral act on virus?
1.3.4 41
42
Summary
S y
Microorganisms
are classified
Self-Reflection
Se
elf-Reflectio
on
After studying this chapter, you are able to:
1.1 World of Microorganisms 1.3 Prevention and Treatment
Communicate about microorganisms. of Diseases Caused by
Conduct an experiment to show Microorganisms
the presence of microorganisms. Explain the phrase ‘prevention is
Conduct experiments to investigate better than cure’ for diseases caused
factors that affect the growth of by microorganisms.
microorganisms. Explain the aseptic techniques to
control the spread of microorganisms.
1.2 Useful Microorganisms Conduct an experiment to study
Justify the applications of useful the effect of antibiotic on bacterial
microorganisms in life. growth.
Generate ideas on the potential Communicate about methods of
use of microorganisms in treatment of infectious diseases.
biotechnology and sustainability
of the environment.
Summative Practice
Pracctice 1 Quiz
http://buku-
Answer the following questions: teks.com/
sc5043
1. Figure 1 shows the results of an experiment to study
the effect of different antibiotic concentrations on
the growth of bacteria.
Antibiotic disc Cellophane tape
43
2. Figure 2 shows microorganisms P, Q, R, S and T.
P Q R
S T
Figure 2
which
(b) Name the group of microorganisms that has no cell wall and cell membrane.
(c) (i) Name microorganism P.
(ii) Is microorganism P a useful microorganism or a pathogen?
Explain your answer.
44
Chapter 1 Microorganisms
Q 37 Cloudy
5 cm3 of nutrient broth and
1 cm3 of bacterial culture R 77 Slightly cloudy
Figure 3
(a) State one observation of the nutrient broth that was kept at a temperature of
37°C for three days.
(b) State the hypothesis for this experiment.
(c) State the variables in this experiment.
(i) Manipulated variable
(ii) Responding variable
(d) State one inference that can be made based on the observation of
this experiment.
Enrichment Practice
Pra
actiice
4. By using the apparatus set-up in Figure 4, suggest five different ways to measure
the rate of carbon dioxide production from the action of yeast in sugar solutions at
different temperatures.
Balloon
Syringe
Mixture of
yeast and
Limewater Mixture of yeast and
sugar solution
sugar solution
45
CHAPTER
2 NUTRITION
AND FOOD
TECHNOLOGY
What are the concepts presented by the “Pinggan Sihat Malaysia”
campaign introduced by the Ministry of Health Malaysia?
Let’s study
L
t#BMBODFEEJFUBOEDBMPSJmDWBMVF
t/VUSJFOUSFRVJSFNFOUTJOQMBOUT
t/JUSPHFODZDMF
t'PPEQSPEVDUJPOUFDIOPMPHZ
t'PPEQSPDFTTJOHUFDIOPMPHZ
t)FBMUIGPPETBOETVQQMFNFOUT
46
Science Bulletin
bulletin
A smart consumer will always check the safety List of banned products
status of food products or health supplements. http://buku-teks.com/sc5047
Are you a smart consumer? (Medium: bahasa Melayu)
A list of banned products is additional
information prepared by the Pharmacy
Enforcement Division, Ministryy of Health (MOH)
Malaysia. This list aims to inform
rm traders,
enforcement agencies as well
as the public regarding health h
products, cosmetics and food
products or beverages that KKM
PBKD DCA
are tainted with poison or
prohibited chemical
substances.
G 66352409
An example of label and QR code for a health
supplement approved by MOH
Keywords
r Balanced diet r Nitrogen cycle
r Calorific requirements r Food Regulations 1985
r Pinggan Sihat Malaysia r Food production
r Food calorie technology
r Food Act 1983 r Food processing
r Bomb calorimeter technology
r Eating pattern r Halal status
r Macronutrient r Malaysia Halal
r Micronutrient Certification Procedure
47
2.1 Balanced Diet and Calorific Value
Activity 2.1
21st Century Skills
To gather information on balanced diet, factors that affect calorific • ICS
requirements and the amount of energy needed by an individual • Discussion
Instructions
1. Carry out this activity in groups.
2. Gather information on the following:
(a) balanced diet and Pinggan Sihat
(b) factors that affect calorific requirements
(c) energy requirements for different individuals
3. Discuss the gathered information.
4. Present the outcome of your group discussion to the class using a multimedia presentation.
Malnutrition
A lack or an excess of any class of food can cause malnutrition. Several examples of
health problems resulting from malnutrition are shown in Photograph 2.1. State the
cause of each health problem.
Fill a quarter of
the plate with fish
or other sources
of protein.
hy meals a day
• Eat 3 main healt
snacks
• Eat 1 – 2 healthy
between me als if needed
re al fo ods
• Eat more ce
ed fo od or food that
• Eat less fri
lk
contains coconut mi
oo ke d fo od more
• Eat home-c
frequently
#SukuSukuSeparuh
Figure
Fig
Fi
Figu
ig
igu
gur
ure
ure 2.2
22 EExam
Ex
Exa
Examples
xam
ammp
mple
ple
p
pl off Pinggan Sihat Malaysia
lleess o
2.1.1 49
Calorific Value of Food
Calorific value (or energy value) of food is the
amount of energy that is released from the complete
oxidation or combustion of 1 g of that food.
Class of
Carbohydrate Fat Protein
food
Calorific
value 16.7 37.6 16.7
(kJ g–1)
50 2.1.2
Chapter 2 Nutrition and Food Technology
For example, observe Figure 2.3 and Table 2.2 which show several examples of food
and their estimated calorific values.
14%
Carbohydrate
13% 8%
Fat
100% 18% 100% 2%
69% 76% Protein
Water
Experiment 2.1
Aim: To estimate the calorific value of several samples of food using
a calorimeter
Problem statement: Which food sample has the highest calorific value?
2.1.2 51
Apparatus: Retort stand, boiling tube, thermometer, shield, plasticine and needle
Procedure:
1. Prepare the apparatus set-up (Figure 2.4).
Thermometer
Shield
Cotton wool
Boiling tube
Distilled water
Food sample Retort stand
Needle
Plasticine
Figure 2.4
2. Record in the table the type of food sample and its mass, mass of water in the calorimeter
and initial temperature, T1, on the thermometer.
3. Use a lighter to set the food sample alight.
4. Observe and record the final temperature, T2, after the food sample has been completely
burnt.
Result:
Data analysis:
Calculate and record the calorific value of each food sample using the following formula:
4.2 J g–1 °C–1 × Mass of water (g) × Change in water temperature (°C)
Calorific value of food =
Mass of food sample (g) × 1 000
52 2.1.2
Chapter 2 Nutrition and Food Technology
Conclusion:
Is the hypothesis accepted? What is the conclusion for this experiment?
Questions:
1. (a) Is the calorific value of the food sample determined using the calorimeter bigger or
smaller than its actual calorific value?
(b) Explain your answer.
2. Give one example of food sample used to estimate the calorific value for each of the
following classes of food using a calorimeter:
(a) carbohydrate
(b) fat
(c) protein
3. Name one class of food that has no calorific value. Give your reason.
(b) Obese
Photograph 2.4 Examples of
effects of total calorie intake
which does not meet an
individual’s requirements
2.1.2 2.1.3 53
Health problem Cause Effect
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Atherosclerosis lumen causes high blood
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(a type of pressure
artery walls
arteriosclerosis) t *ODSFBTFESJTLPGIFBSU
diseases and stroke
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ure 2.5 u s and
nd effects
effe tss of sseeveral health
heallth
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pr
rooble
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b
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emms
54 2.1.3
Chapter 2 Nutrition and Food Technology
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can cause:
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2.1.3 55
Click@Web
Info about obesity Junk food retards growth of
http://buku-teks.com/sc5056a human body and IQ
http://buku-teks.com/sc5056b
(Medium: bahasa Melayu)
Activity 2.2
21st Century Skills
To study the effects of insufficient or excessive total calorie intake • ICS
• Discussion
Instructions
1. Carry out this activity in groups.
2. Search for information on the following:
(a) effects of insufficient or excessive total calorie intake
(b) relationship between the lifestyle and eating patterns of Malaysians and the effects
on health
(c) effects of 24-hour restaurants, fast food restaurants and junk food advertisements
on the eating patterns and health of Malaysians
3. Discuss the information gathered.
4. Present the outcome of your group discussion to the class in the form of a
multimedia presentation.
56 2.1.3
Chapter 2 Nutrition and Food Technology
Besides humans and animals, plants also require certain nutrients for growth,
development and reproduction. Nutrients required by plants can be classified into two
groups, namely macronutrients and micronutrients (Figure 2.7).
Macronutrients Micronutrients
Activity 2.3
21st Century Skills
To gather information and classify the elements required by plants based on their • ICS
quantities as well as functions • Discussion
Instructions
1. Carry out this activity in groups.
2. Gather information from the Internet, print media and other electronic media about the
classification of elements required by plants based on their quantities and functions.
3. Discuss the information gathered.
4. Present the outcome of your group discussion using a multimedia presentation.
Compare the outcome of your discussion from Activity 2.3 with the information given
in Table 2.3 and Table 2.4 on page 58.
2.2.1 57
Macronutrients
Macronutrients are elements (or minerals) required by plants in large quantities.
Table 2.3 Examples of macronutrients and their functions
Macronutrient Functions
Nitrogen • Synthesises protein, chlorophyll, enzyme and nucleic acid
• Helps the growth of branches and leaves
• Increases the production of fruits and seeds
Phosphorus • Synthesises protein and nucleic acid
• Promotes cell division for the production of flowers and fruits
Potassium • Synthesises protein
• Promotes plant cell division
• Strengthens resistance to infectious diseases
Magnesium • Important component in chlorophyll
Calcium • Synthesises spindle fibres during cell division
• Helps growth of meristem at tips of shoots and roots
Sulphur • Synthesises protein and chlorophyll
• Helps development of fruits
• Promotes plant cell division
Oxygen • Involved in plant cell respiration to produce energy
Carbon • Builds sugar or starch during photosynthesis
Hydrogen • Builds cellulose
Micronutrients
Micronutrients are elements (or minerals) required by plants in small quantities.
Table 2.4 Examples of micronutrients and their functions
Micronutrient Functions
Boron • Synthesises chlorophyll and cell wall
• Helps the formation of fruits and seeds
Iron • Helps growth of young tree parts
• Helps cell respiration
Copper • Involved in photosynthesis and respiration
Molybdenum • Synthesises protein
• Helps growth of plants
Manganese • Involved in photosynthesis and respiration
• Helps formation of amino acid
Zinc • Helps synthesis of protein and formation of chlorophyll
• Helps formation of leaves
58 2.2.1
Effects of Nitrogen, Phosphorus and Potassium Deficiency on Plant Growth
2.2.2
Table 2.5 shows the effects of nitrogen, phosphorus and potassium deficiency on plant growth compared to a plant that
obtains all these nutrients.
Table 2.5 Effects of nitrogen, phosphorus and potassium deficiency on plant growth
Plant with nitrogen Plant with phosphorus Plant with potassium
Healthy plant
deficiency deficiency deficiency
Leaves are
Fruit yellow Leaves with
dead tissues
Fruit around
the edges
Growth of roots
deteriorates
• Normal plant growth • Stunted plant growth • Stunted plant growth; slow to • Stunted plant growth; dies
• Strong stem • Weak stem grow and mature before reaching maturity
• Leaves at the top are small • Leaves at the top are smaller • Weak stem • Weak stem
and light green and fall easily • Leaves at the top are smaller • Leaves at the top have
Chapter 2
• Leaves at the bottom are • Leaves at the bottom are and purplish brown spots, curled ends
bigger and dark green pale green or yellow • Leaves at the bottom are and chlorosis
• The production of flowers (lacking chlorophyll or bluish green, curled and with • Leaves at the bottom wilt
and fruits is normal chlorosis) brown edges and have dead tissues
• The growth of roots • The production of flowers • The production of flowers around the edges
is normal and fruits is stunted and fruits stops • The production of flowers is
• The growth of roots • The growth of roots reduced and the production
is normal deteriorates of fruit stops
• The growth of roots
59
is reduced
Nutrition and Food Technology
Experiment 2.2
Aim: To study the effects of macronutrient (nitrogen, phosphorus and
potassium) deficiency on plant growth
Problem statement: What are the effects of macronutrient (nitrogen, phosphorus and
potassium) deficiency on plant growth?
Procedure:
1. Prepare the apparatus set-up (Figure 2.8).
Connecting
tube
Maize seedling Maize seedling
Cotton
To wool
air
Cork
pump
Black Black
paper paper
2. Place the apparatus set-up in a bright place such as near the laboratory window where
there is sunlight.
3. Pump air into the culture solution in each boiling tube for 5 minutes every day.
4. The culture solution in each boiling tube is replaced once a week with the same type of
culture solution.
5. After two weeks, observe and record the conditions of the seedlings in terms of size of
plant, colour of leaves and growth of roots.
60 2.2.2
Chapter 2 Nutrition and Food Technology
Observation:
Plant growth
Nutrient
Type of culture solution
deficiency Plant Colour of Root
size leaf growth
Conclusion:
Is the hypothesis accepted? What is the conclusion of this experiment?
Questions:
1. Why are the boiling tubes wrapped in black paper?
2. What is the importance of aerating the culture solutions every day?
3. Why is the culture solution in each boiling tube changed once a week with the same type
of culture solutions?
4. State one factor, besides nutrient, that affects the growth of seedlings.
3. Match the macronutrient with the effect of its deficiency on plant growth.
2.2.2 61
2.3 Nitrogen Cycle
Nitrogen cycle is a natural cycle that recycles nitrogen between plants and
animals, and the atmosphere, soil and water. Figure 2.9 shows the nitrogen cycle
in an ecosystem.
Approximately 78% of air is made up of nitrogen. But plants cannot absorb
nitrogen directly from the air. So how do plants obtain the nitrogen required for
healthy growth?
Lightning
Animal protein
Plants eaten
by animals Nitrogenous fertilisers
Legume
plants
Plant
Denitrification
Remains of dead animals protein
(denitrifying
bacteria) and plants undergo
decomposition (decomposing
bacteria and fungi)
Nitrogen fixation
(nitrogen-fixing
bacteria)
Ammonium compounds
Nitrification
(nitrifying bacteria)
Nitrification
(nitrifying bacteria)
Nitrate ions
Plants can only absorb nitrogen in the form of nitrate ions from the soil through
their roots. There are two processes in the nitrogen cycle, namely the process of
nitrate ion addition to the soil and the process of nitrate ion extraction from
the soil (Figure 2.10).
62 2.3.1
Chapter 2 Nutrition and Food Technology
Nitrogen cycle
Processes that add nitrate ions to the soil Processes that extract nitrate ions from the soil
such as such as
• Lightning and volcanic eruptions • Process of absorbing nitrate ions from the soil
• Nitrogen fixation • Denitrification
• Nitrification • Nitrate leaching
Nitrogen Fixation
Nitrogen-fixing bacteria in the soil, water or living
symbiotically in legume plant root nodules
(Photograph 2.8), convert nitrogen in the air into nitrate
ions. The resulting action of nitrogen-fixing bacteria
increases nitrate ions in the soil. Photograph 2.7 Volcanic
eruption
Nitrification
When animals and plants die, decomposing bacteria
convert animal protein and plant protein into ammonium
compounds through the process of decomposition. Then,
nitrifying bacteria convert ammonium compounds into
nitrite ions and then nitrate ions. The resulting action of
nitrifying bacteria on ammonium compounds increases Legume plant
nitrate ions in the soil. root nodules
2.3.1 63
Processes that Extract Nitrate Ions from the Soil
Nitrate Ion Absorption from the Soil
Plants absorb nitrate ions from the soil to meet their nitrogen requirement. These ions
are used to form plant protein. When animals eat plants, plant protein is transferred
to the animals to form animal protein. What will happen to the protein in dead plants
and animals?
Denitrification
There are also denitrifying bacteria in the soil which convert nitrate ions in the soil
into nitrogen which then leaves the soil and returns to the air. This process is known
as denitrification.
Nitrate Leaching
Nitrate leaching is a natural process. Through this process, nitrate ions in the soil
dissolve in water and then flow into rivers or underground water. This process also
removes nitrate ions from the soil.
Activity 2.4
21st Century Skills
To gather information on nitrogen cycle and its importance • ICS, TPS
• Inquiry-based activity
Instructions
1. Carry out this activity in groups.
2. Gather information from the Internet, print media and electronic media on nitrogen cycle
and its importance.
3. Discuss the gathered information.
4. Present the outcome of your group discussion to the class in the form of a
multimedia presentation.
2.3.1 65
2.4 Food Production Technology
Food production technology is applied to solve the problem of global food shortage.
The measures used in food production technology include:
• increasing food quality
• increasing the quantity of food production
• producing and using quality breeds
• using various types of modern technology
Use of modern
technology
Ways to
increase quality and
quantity of national
food production
Efficient land
management Research and
development
Optimal use of
land and water
resources
Figure 2.11 Ways to increase quality and quantity of national food production
66 2.4.1
Chapter 2 Nutrition and Food Technology
T
Tenera oil palm yields
m fruits with larger
more
k
kernel, thicker pulp,
t
thinner shell and higher
o content
oil
Photograph 2.12 Use of quality breeds to increase the yield of crops and livestock
Modern
technology
Biotechnology such as embryo transfer, cloning The use of the drone to spray pesticides
and genetic engineering is used to increase can save time and reduce labour cost.
the quality and quantity of food.
2.4.1 69
Education and Guidance for Farmers
Various agencies and institutions provide education and guidance to farmers to increase
their knowledge and skills in the agricultural field in order to increase quality and
quantity of national food production (Photograph 2.13).
Photograph 2.13 Oil palm farmers are given guidance and educated by the staff of
Advanced Biotechnology and Breeding Centre (ABBC)
My Malaysia Click@Web
Several agencies or institutions are tasked with providing How does Advanced
education and guidance to farmers as follows: Biotechnology and
• Ministry of Agriculture and Food Industries Breeding Centre
https://www.mafi.gov.my/alamat-jabatan-dan-agensi (ABBC) help farmers
• Malaysian Agricultural Research and Development Institute in agriculture
(MARDI) especially food crops
https://www.mardi.gov.my/ like oil palm?
• Malaysian Palm Oil Board (MPOB) http://buku-teks.com/sc5070
http://www.mpob.gov.my/
70 2.4.1
Chapter 2 Nutrition and Food Technology
• develop idle land into land suitable for agricultural or livestock activities
• fertilise barren land
• develop abandoned mining pools into areas suitable for freshwater aquaculture
activities
• develop marshland that is easily flooded by seawater into areas suitable for marine
aquaculture activities
• build dams and canals for agricultural or livestock land that experiences
water shortage
Science
Two farming techniques, namely aeroponic and hydroponic do not require soil.
Mist nozzle
Grow tube
Air
Reservoir
2.4.1 71
My Malaysia
FELDA (Federal Land Development Authority) is responsible for restoring idle land into fertile land
suitable for agriculture.
First
year
Second
year
Mixed planting
Third
year
72 2.4.1
Chapter 2 Nutrition and Food Technology
Activity 2.5
21st Century Skills
To study the efforts of various agencies in diversifying food sources to • ICS, TPS
increase food quality and quantity of national food production • Discussion
Instructions
1. Carry out this activity in groups.
2. Gather information from the Internet, print media and electronic media on efforts to diversify
food sources by various agencies or institutions to increase food quality and quantity of
national food production as follows:
(a) use of quality breeds
(b) use of modern technology
(c) education and guidance for farmers
(d) research and development
(e) optimal use of land and water resources
(f) efficient land management
3. Discuss the information gathered.
4. Present the outcome of your group discussion to the class using a multimedia presentation.
Use of Insecticides
The elimination of crop pests playss
an important role in ensuring the
quality and quantity of crop yields..
Photograph 2.16 shows several
examples of crop pests.
Pesticides such as insecticides
are easily used to control
the population of crop pests
(Photograph 2.17). However,
the use of pesticides such as
insecticides has side effects
like polluting the environment, Photograph 2.16 Rat, grasshopper
increasing the pesticide resistance and snail are crop pests
of crop pests, killing earthworms
and useful microorganisms in the
soil, and contaminating the land
and crop yields.
Photograph 2.19
Wasps lay eggs in the
eggs of butterflies and
destroy them (Type of
interaction: Parasitism)
Biological control used without proper planning can cause various problems. For
example, the use of mongoose (Photograph 2.20) to control the population of rats in
sugarcane plantations on the islands of Hawaii failed because the mongoose is active
during daytime while the rat is active at night. This resulted in the mongoose feeding on
birds and turtle eggs.
Why does the biological control using barn owls
to hunt rats in urban areas also fail? Give
your reasons.
Activity 2.6
21st Century Skills
To evaluate the use of insecticides and biological control to increase • ICS, TPS
the quality and quantity of national food production • Discussion
Instructions
1. Carry out this activity in groups. Click@Web
2. Discuss and evaluate the use of insecticides and biological An integrated crop pest
control to increase the quality and quantity of national management system using
food production based on the following aspects: Integrated Pest Management
(a) advantages of using insecticides and biological control (IPM) by Sarawak Land
(b) disadvantages of using insecticides and Consolidated and Rehabilitation
biological control Authority (SALCRA).
3. Present the outcome of your group discussion to the class http://buku-teks.com/sc5075
in the form of a multimedia presentation.
According to nutritionists, fresh raw food is better as it is healthier for our body.
However, not all raw food substances can be eaten fresh. As such, most raw food is
converted into other forms using food production technology. Processed food lasts
longer, is more delicious and attractive, and can be digested easily.
2.4.2 2.5.1 75
Food Processing Technology
The methods and examples of food products processed through food processing
technology are shown on pages 76 to 79.
Cooking
• Method
Food is processed by heating food using techniques such as blanching, frying,
grilling, smoking, braising, stir-frying, baking and steaming.
• Examples of food products processed using cooking techniques:
chicken curry, fried fish, grilled chicken, rice, vegetables and cakes
Fermentation
• Method
The breakdown of complex substances into simpler substances through the action
of bacteria, yeast or other useful microorganisms. For example, the fermentation
of glucose using yeast is used in the making of bread.
Yeast
Glucose Ethanol + Carbon dioxide
• Examples of food products processed through fermentation:
soy sauce, kimchi, tempeh, yoghurt and tapai
Tapai
T
Soy ssauce
aucee Teempeh
Tempehh
Kimchi Y
Yoghu rt
Yoghurt
76 2.5.1
Chapter 2 Nutrition and Food Technology
Dehydration or Drying
• Method
Water is removed from food through dehydration or evaporation by drying under the
sun, using flame or smoke or in the oven.
• Examples of food products processed through dehydration or drying:
dried shrimp, dried squid, dried fish, dried fruits, cereal, mushroom and
milk powder
Dried shrimps
F ood
processing
technology Dried fruits
Pasteurisation
• Method
Liquid is heated to a temperature
below its boiling point to kill
pathogens and then cooled quickly.
For example, fresh milk is heated
to a temperature of 63°C for
30 minutes or to a temperature
of 72°C for 15 seconds and then
cooled immediately.
• Examples of food products
processed through Jus buah-buahan
pasteurisation: Fruit juices Susu
Milk
milk, dairy products and
fruit juices Photograph 2.23 Examples of food products
processed through pasteurisation
2.5.1 77
Canning
• Method
Food is kept in cans which are sterilised and heated to a temperature exceeding
115°C under high pressure to kill microorganisms and their spores. The air in
the can containing the sterilised food is removed before the can is sealed.
The can is then heated again to kill any remaining microorganisms before being
cooled quickly.
• Examples of food products processed through canning:
meat, soup, beans, fish, fruits, sauce and canned milk
Freezing
• Method
Food is kept at a temperature
of 0°C or lower so that it can
last longer. For example, meat
is frozen at a temperature
of –18°C to –24°C. At
temperatures less than –18°C:
• enzyme action stops
• the growth and reproduction
of microorganisms
are inhibited
• Examples of food products
processed through freezing:
seafood, meat, chicken and fish
78 2.5.1
Chapter 2 Nutrition and Food Technology
Irradiation
• Method
Food is exposed to ionising radiation such as
gamma ray, ultraviolet ray and X-ray to kill
microorganisms such as Salmonella sp. and
Campylobacter sp. in raw meat, and insects such
as weevils in rice, which spoil the food. Ionising
radiation can also slow down seed germination,
budding of root vegetables and ripening of fruits.
• Examples of food products processed
through irradiation:
vegetables, cereal and fruits
Food
Photograph 2.26 An example
processing
of food product processed
technology through irradiation
Vacuum Packaging
• Method
Air is removed completely from the container or plastic bag used to pack the food
before the package is sealed tight. The absence of air in the package prevents the
growth of microorganisms in the package and stops food oxidation.
• Examples of food products processed through vacuum packaging:
nuts, rice, durian and vegetables
2.5.1 79
Chemical Substances Used in Food Processing and their Impacts
on Health
Chemical substances used in food processing are shown in Table 2.7.
80 2.5.1
Chapter 2 Nutrition and Food Technology
Examples of chemical
Chemical
Functions substance (natural or Examples of food
substance
artificial)
Sweetener • Sweetens food and Sugar, palm sugar, Cakes, drinks
drinks honey (natural)
Aspartame (artificial) Cordial, drinks, jam
Sorbitol (artificial) Food for diabetic
patients
Antioxidant • Slows down the Ascorbic acid, Cooking oil
oxidation of fatty food vitamin C (natural)
• Prevents fruits and
Tocopherol, vitamin E Margarine, biscuit
vegetables from
(natural)
turning brown
Butylated hydroxyanisole Vitamin pills
(artificial)
Emulsifier • Emulsifies substances Lecithin from egg yolk Ice cream, chocolate
which do not mix or soya beans (natural)
such as fat and water
Pectin (natural) Mayonnaise, pudding
in food
• Improves homogeneity, Fatty acid such as Yoghurt, cheese
stability and texture monoglyceride (natural),
of food magnesium stearate
(artificial)
The impacts of excess chemical substances in food processing on human health are
shown in Table 2.8.
Table 2.8 Impacts of excess chemical substances in food processing on human health
Chemical
Impacts on health
substance
Preservative • Cancer • Foetal defects in mother’s womb
• Disrupts the human digestive • Damages liver and kidney
system
• Allergy, rash and itchy skin
Colouring • Cancer • Food poisoning
• Infertility • Damages liver and kidney
Bleach • Cancer • Food poisoning
Flavouring • Cancer • Mental retardation in children
• High blood pressure • Damages liver and kidney
• Heart diseases
Sweetener • Cancer • Obesity
• Diabetes mellitus • Damages liver and kidney
• Allergy, rash and itchy skin
Antioxidant • Retards body growth • Rash and itchy skin
• Damages liver and kidney
2.5.1 81
Activity 2.7
21st Century Skills
To make a multimedia presentation on food processing methods, chemicals • TPS, ISS, ICS
used in food processing and the impacts of using these chemical substances • Technology-based
activity
on human health
Instructions
1. Carry out this activity in groups.
2. Create a multimedia presentation on one of the following topics:
(a) processing methods
(b) chemical substances used in food processing with examples
(c) the impacts of using chemical substances excessively in food processing on human health
Figure 1
82 2.5.1
Chapter 2 Nutrition and Food Technology
Health Foods
Health foods are naturalural
food substances in
a normal diet that
maintain health and
do not contain chemical cal
substances.
Among the issues
related to health foodss
are availability, high price,
rice,,
processing method and d
chemical substances
used in food processing.
ng.
Photograph 2.28 Examples of
health foods
Health Supplements
Health supplements are nutrients taken n
in the form of capsule, pill, liquid and
powder in pre-determined doses.
Photograph 2.29
Examples of health supplements
2.6.1 83
National Food Safety Policy
The National Food Safety Policy is enforced by the Food
Safety and Quality Division, Ministry of Health through
food safety programmes. This policy is aimed at protecting
the public from:
• risks of consuming food and drinks which endanger healthh
• fake health foods and health supplements
Furthermore, this policy promotes the local and global
food trade.
The Drug Control Authority (DCA) is entrusted to
register and monitor health supplements and traditional
medicine before being marketed. Stickers with labels
and QR codes will be affixed to bottles or boxes of health
supplements and traditional medicine which have been
approved and registered (Photograph 2.30).
KKM
M
PBKD DCA
In addition to the use of labels and QR codes,
emphasis is also placed on efforts to raise public
awareness through consumer education.
G 66352409
Advertisements and marketing methods on the quality
of health foods and supplements are often confusing which Photograph 2.30
makes it difficult for consumers to choose the right health Example of label and
food for their needs. To protect the welfare and facilitate QR code for health
the food selection process of consumers, the Malaysian supplements approved
government monitors food quality through the by MOH
Food Act 1983 and the Food Regulations 1985.
Click@Web
National Pharmaceutical Regulatory Registration of health supplements
Agency http://buku-teks.com/sc5084b
http://buku-teks.com/sc5084a
84 2.6.1
Chapter 2 Nutrition and Food Technology
BRAIN
TEASER
Why is Food Regulations 1985
frequently updated?
EXAMPLE OF FOOD LABEL
NUTRITIONAL QUALITY
Shows the nutritional quality of the product.
NAME OF FOOD
The name of food must be clear,
accurate and not confusing. NUTRITIONAL LABEL
Information about the nutritional
content of the product.
LIST OF INGREDIENTS
Ingredients used in the STATEMENT ON FOOD ADDITIVES
product listed according All permitted food additives such
to weight in descending as preservatives, colouring,
order. flavouring, additional flavours,
antioxidants and conditioners
HIGH IN
should be stated.
BREAD CALCIUM
Nutrition information
Manufactured by:
EXPIRY DATE
manufacturer/packaging/agent KLM Sdn. Bhd.
No.1, Jalan 123 Make sure that the chosen food is
(including imported product). 50000 Kuala Lumpur, Malaysia
My Malaysia Click@Web
Malaysia’s success and its global recognition in
halal certification is well known amongst the halal Definition of halal
industries. Why is halal certification important for http://buku-teks.
Malaysia’s economy? com/sc5086b
http://buku-teks.com/sc5086a (Medium: bahasa
(Medium: bahasa Melayu) Melayu)
Activity 2.8
21st Century Skills
To gather information and discuss health foods, health supplements, • ICS, ISS
Food Act 1983, Food Regulations 1985, halal food status and • Discussion
Malaysia Halal Certification
Instructions
1. Carry out this activity in groups. Click@Web
2. Gather information on health food, health supplements, Malaysian Halal Certification
Food Act 1983, Food Regulations 1985, halal food status Procedure Manual
and Malaysia Halal Certification from the Internet, http://buku-teks.
print media and electronic media. com/sc5086c
3. Discuss the information gathered.
4. Present the outcome of your group discussion using
a multimedia presentation.
86 2.6.2
Su
Summary
S ry
y
• Carbon • Calcium • Boron Processes such Importance:
Unit of measurement: • Hydrogen • Magnesium • Zinc as: • maintains total
kJ or kcal • Oxygen • Sulphur • Manganese • nitrogen nitrogen in the
• Nitrogen • Copper fixation atmosphere
• Phosphorus • Iron • nitrification • increases harvest
• Potassium • Molybdenum • denitrification yield
Calorific value of food
• nitrate leaching • preserves soil fertility
and such as such as
Humans Plants
Nitrogen cycle
through
Methods: Chemical substances:
• Food Act 1983
• cooking • preservative
• Food Regulations 1985
• Use of quality breeds • fermentation • colouring
• Malaysia Halal Certification Procedure
• Use of modern technology • dehydration/drying • bleach
• Education for farmers • pasteurisation • flavouring
• Research and development • canning • stabiliser • Food Safety and Quality
• Optimal use of land and • freezing • sweetener Division, MOH
water resources • irradiation • antioxidant • Drug Control Authority
87
• Efficient land management • vacuum packaging • emulsifier (DCA), MOH
Nutrition and Food Technology
Self-Reflection
Se
elf-Reflectio
on
After studying this chapter, you are able to:
2.1 Balanced Diet and Calorific Value 2.4 Food Production Technology
Describe a balanced diet. Communicate about ways to improve
Conduct an experiment to estimate resources, food quality and quantity
the calorific value in food samples. of food production.
Justify the effects of consuming Evaluate the use of pesticides
calories that do not meet an and biological control to increase
individual’s requirements. the quality and quantity of
food production.
2.2 Nutrient Requirements in Plants
Explain with examples the functions 2.5 Food Processing Technology
of macronutrients and micronutrients Communicate about food processing
in plants. technology.
Conduct an experiment to study the
effects of macronutrient deficiency 2.6 Health Foods and Health
in plants. Supplements
Communicate about issues related to
2.3 Nitrogen Cycle health foods and health supplements.
Communicate about the nitrogen Communicate about issues related to
cycle and its importance. halal food status.
Summative Practice
Pracctice 2 Quiz
http://buku-
Answer the following questions: teks.com/
sc5088
1. Study the following situation.
The diet of Eskimos normally contains meat rich in fat such as whale meat. The
consumption of whale meat can warm the body.
88
Chapter 2 Nutrition and Food Technology
2. Table 1 shows the average daily energy requirements of females aged between 5
and 40 years old.
Table 1
Age (years) Average daily energy requirement (kJ)
5 5 500
10 8 000
15 9 500
20 11 000
25 13 500
30 12 000
35 10 500
40 10 000
(a) Using the data in Table 1, draw a graph of average daily energy requirement
against age.
(b) Based on the graph in question 2(a), state the average daily energy requirement
for a 12-year-old individual.
(c) What is the relationship between average daily energy requirement and age
between 30 and 40 years?
Enrichment Practice
Pra
actiice
3. Nowadays, Malaysia exports local durians to other countries like China and
Singapore. The exported durians are processed using vacuum packaging to prevent
the release of its strong smell
into the air. Besides durian,
other fruits such as jackfruit
and cempedak also release
strong smells into the air.
(a) Using the items shown
in Figure 1, explain the
vacuum packaging Bicycle pump
method for cempedak. Cempedak
(b) Explain how the bicycle
pump functions as a
vacuum pump.
(c) How is the effectiveness
of the vacuum packaging
evaluated?
Sealing machin
machine for
plastic bag
Plastic bag
Figure 1
89
CHAPTER
3 SUSTAINABILITY
OF THE
ENVIRONMENT
Why do solar cells which do not release carbon dioxide into the
atmosphere have carbon footprint?
Why are plastic bags being replaced with paper bags for
environmental sustainability?
Let’s study
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90
Science Bulletin
Upcycle is a recycling process to produce new products of higher value than the
original product. The above photograph shows a sofa made from recycled waste
paper. Is this sofa an upcycle product?
Keywords
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91
3.1 Product Life Cycle
Carbon Footprint
Water Release of
Carbon footprint refers to the total amount greenhouse gases
CO2
of carbon dioxide released into the atmosphere Fuel
as a result of the activities of an individual,
event, organisation, community or products Personal Electrical energy
which are used in daily life. activities
Identify and discuss processes which influence Transportation
carbon footprint (Figure 3.1). Name two Gas
processes in Figure 3.1 that can reduce Offset
carbon footprint. Recycling
The carbon footprint study of an individual
begins by breaking down the products used in
a day. As an example, the refrigerator represents Waste
a product that is used throughout the day in the
life of an individual from the early hours of the
morning until bedtime. Figure 3.1 Carbon footprint
Science
Offset refers to processes
that can reduce the release
of greenhouse gases such as
planting of green plants.
92 3.1.1
Chapter 3 Sustainability of the Environment
Let us carry out Activity 3.1 to break down the products used in the daily life
of an individual.
Activity 3.1
21st Century Skills
To break down the products used in the daily life of an individual • ICS, TPS, ISS
• Inquiry-based
Instructions activity
Observation
Example:
Electrical lighting device LED lamp
Power of electrical lighting device (kW) 0.009
Frequency of use in one day (h) 5
Electrical energy used in one day (kWh) 0 .045
Amount of carbon dioxide released into the air (g) 0 .0351
Carbon footprint of the electrical lighting device used in a day (g) 0 .0351
Discussion
1. Discuss the carbon footprint of the electrical lighting device you used with your classmates.
2. Discuss ways on how to reduce the carbon footprint of the device.
Besides carbon footprint, some questions that need to be considered regarding products
used in daily life to preserve the sustainability of the environment include:
• Is the product environmentally friendly?
• What are the negative impacts of the manufacturing
process of the product?
• Is the product safe to be used?
• How much waste is produced after the product
is used?
• What other products can be produced from its Photograph 3.2 Coffee waste
waste (Photograph 3.2)? can be used as a fertiliser
3.1.2 93
Carbon Footprint and Carbon Handprint of a Product
The carbon handprint of a product is aimed at reducing its carbon footprint and
increasing its positive impacts on environmental sustainability. Some of the carbon
handprint steps to reduce greenhouse gas emissions throughout the life cycle of a
product are as follows:
Rechargeablee
Solar panels battery
94 3.1.3
Chapter 3 Sustainability of the Environment
CO2 Biomass
CO2 Plants
power station
BIOMASS
ENERGY CYCLE
CO2
CO2
Forests Biomass and
Oceans Wood products Biomass carbon products
3.1.3 95
Life Cycle of a Product
96
The common life cycle of a product starts from source to disposal either through recycling (cradle-to-cradle life cycle) or decay
(cradle-to-grave life cycle) (Figure 3.5).
Cradle-to- Cradle-to-
cradle life grave life
cycle of a cycle of a
product product
Disposal
Manufacturing Manufacturing
Usage
Transportation Transportation
3.1.4
Figure 3.5 Life cycle of a product
Chapter 3 Sustainability of the Environment
Activity 3.2
21st Century Skills
To sketch the common life cycle of a product from source to disposal either • ICS, TPS
through recycling or decay • Inquiry-based
activity
Instructions
1. Carry out this activity in groups.
2. Gather and analyse information on the common life cycle of:
(a) a product from source to disposal through recycling (cradle-to-cradle life cycle of
a product)
(b) a product from source to disposal through decay (cradle-to-grave life cycle of a product)
3. Discuss the information analysed and sketch the life cycles of both products.
4. Present the life cycle sketches of the chosen products to the class.
5. Conduct a ‘Gallery Walk’.
Plastic broom
Used plastic bottles
Upcycle
3.1.4 3.1.5 97
Activity 3.3
21st Century Skills
To generate ideas about efficient management of plastic waste towards • TPS, STEM
environmental sustainability based on projects using the STEM approach • Project-based
activity
Instructions
1. Carry out this activity in groups in a safe area in your school or neighbourhood to study the
following statement:
Plastic pollution is the accumulation of plastic products that has adverse effects on the
environment, wildlife, their habitats and humans. Furthermore, the chemical structure of
most plastics allows them to withstand the natural decomposition process and take a
longer time to decompose.
2. Carry out a project using the STEM approach to generate ideas on the efficient management
of plastic waste towards environmental sustainability through the following actions:
(a) conduct a study on plastic pollution
(b) gather data and run a campaign on the impact of plastic use to raise awareness in the
school and local communities
3. Gather and analyse information or available solutions from relevant and reliable
sources, for example:
Modul Teknologi Hijau Kimia, CETREE USM.
Title: Melestarikan Polimer Mesra Alam (Student’s Activity) page 47
http://buku-teks.com/sc5098
Note: Modul Teknologi Hijau, prepared by CETREE USM, is only available in bahasa Melayu.
4. Discuss the creative and innovative ideas generated among your group members. Then,
present the outcome of your group discussion to the class.
Microplastics
Figure 3.6 shows the transfer of microplastics between various types of organisms
through the food web until they end up in humans and marine mammals.
The issue of microplastics in the food chain can be solved by reducing plastic waste
and the use of plastic products. Do you agree that the use of plastic products such as
plastic bags and plastic straws in supermarkets and restaurants should be stopped? Give
your reasons.
Types of
environmental pollution
Type of environmental
Sources of environmental pollution
pollution
Air pollution • Burning of fossil and biomass fuels, automobile exhaust gases,
decaying organic substances and waste which release greenhouse
gases and various types of toxic gases such as sulphur dioxide
into the air.
• Natural air pollution
– volcanic eruptions
– forest fires
– dust storms
– decaying organic waste
• Man-made air pollution
– exhaust gases from motorised equipment or vehicles
– blast furnaces
– thermal power stations
– industries and garbage disposal sites
100 3.2.1
Chapter 3 Sustainability of the Environment
Activity 3.4
21st Century Skills
To use a graphic organiser to show types and sources of • TPS, ICS, ISS
environmental pollution • Innovative activity
Instructions
1. Carry out this activity in groups.
2. Use a graphic organiser to present in a creative and innovative way, the types and sources of
environmental pollution shown in Table 3.1.
3. Discuss and improve on the graphic organiser of your group.
4. Present your group’s graphic organiser to the class.
Activity 3.5
21st Century Skills
To determine the water pollution level in different water samples • TPS
• Inquiry-based
Materials activity
0.1% methylene blue solution and four different water samples
(200 cm3 for each sample)
Safety Precautions
Apparatus
Make sure the needle of the
Four reagent bottles fitted with covers, syringe, watch and syringe is placed under the
measuring cylinder surface of the water sample
when adding the methylene
Instructions blue solution.
1. Prepare the apparatus set-up shown in Figure 3.8.
Syringe Syringe
1 cm3 of 1 cm3 of
methylene methylene
A blue B 200 cm3 of C blue D
river water
solution solution
sample
200 cm3 of 200 cm3 200 cm3 of
tap water of distilled pond water
sample water sample sample
Figure 3.8
2. Add 1 cm3 of methylene blue solution into each reagent bottle A, B, C and D, using a
syringe and close all the reagent bottles.
3. Keep all the reagent bottles in a dark cupboard.
4. Observe the colour of the water samples every 30 minutes and record the time taken for the
methylene blue solution to decolourise.
102 3.2.2
Chapter 3 Sustainability of the Environment
Observation
Questions
1. What is the use of methylene blue solution in this activity?
2. What is the relationship between the time taken for the methylene blue solution to
decolourise and the amount of dissolved oxygen in the water sample?
3. Which water sample is the most polluted? Explain your answer.
Click@Web
Experiment to determine water pollution level by measuring the time taken for
methylene blue solution to decolourise
http://buku-teks.com/sc5103
(Medium: bahasa Melayu)
Apparatus
Tray, watering can and basin
Instructions
1. Carry out this activity in groups.
2. Prepare materials to make 10 EM mud balls according to the procedure shown
in Figure 3.9.
EM
BOKASHI
Figure 3.9
104 3.2.3
Chapter 3 Sustainability of the Environment
Thinking Skills
“LOVE OUR RIVERS” CAMPAIGN
Gather and study information on the effectiveness of the “Love Our Rivers” campaign
http://buku-teks.com/sc5105
(Medium: bahasa Melayu)
405
(parts per million)
Science
Eco currency
The preservation and conservation of the environment requires global efforts to manage natural resources.
As such, a type of universal currency known as eco currency has been proposed as a medium of exchange
in transactions as one of the many efforts to maintain environmental balance.
Click@Web Video
Introduction of the term Importance of eco currency
eco currency http://buku-teks.com/sc5106c
http://buku-teks.com/sc5106b
106 3.3.1
Chapter 3 Sustainability of the Environment
Activity 3.7
21st Century Skills
To discuss the use of Negative Emission Technologies and Green Technology in • ICS, TPS
• Discussion
several sectors
Instructions
1. Carry out this activity in groups.
2. Gather and discuss information on the following:
(a) use of Negative Emission Technologies to reduce the carbon dioxide content in the
atmosphere
(b) use of Green Technology in the following sectors:
(i) solar technology
(ii) green buildings
(iii) zero carbon emission
(iv) biodiesel
(v) hybrid cars
References
Modul Teknologi Hijau Fizik, CETREE USM
Title: Tenaga Solar dan Matahariku
http://buku-teks.com/sc5107a http://buku-teks.com/sc5107b
pages 42 – 51 pages 66 – 87
Note: Modul Teknologi Hijau, prepared by CETREE USM, is only available in bahasa Melayu
3. Present the outcome of your group discussion in the form of a multimedia presentation.
3.3.1 107
The Role of United Nations (UN) in Addressing Global
Environmental Issues
The United Nations (UN) plays an effective role in Science
addressing global environmental issues. UN increases
the cooperation and efforts of countries around the The international conferences
and agreements sponsored by
world to address global environmental issues through
UN to promote cooperation
the following ways: and joint efforts among
countries of the world include:
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on Environment and
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Development (UNCED) in
HMPCBMDPNNVOJUZ 1992, to address global
environmental issues
r TFDVSFTBEFRVBUFTVQQMZPGDMFBOESJOLJOHXBUFS • the Kyoto Protocol in 1997,
to reduce the emission of
r QSPUFDUTUIFP[POFMBZFSCZCBOOJOHUIFVTFPG greenhouse gases
DIMPSPáVPSPDBSCPOøXIJDIDBVTFTUIFUIJOOJOHPG • the Paris Agreement
UIFP[POFMBZFS in 2016, to reduce the
content and emission of
r CBOTUIFVTFPGUPYJDDIFNJDBMTVCTUBODFTTVDIBT greenhouse gases and
%%5QFTUJDJEFT limit the rise in global
temperature by 1.5°C.
Activity 3.8
21st Century Skills
To debate on the role of the United Nations (UN) on the basis of conventions • ICS, ISS, TPS
that have been held such as the Rio Conference, Kyoto Protocol and • Debate
Paris Agreement
Instructions
1. Carry out this activity in groups.
2. Gather information from the Internet, print media and other electronic media on the role of
the United Nations (UN) on the basis of conventions that have been held such as the Rio
Conference, Kyoto Protocol and Paris Agreement.
3. Discuss the information gathered.
4. Conduct a debate.
108 3.3.2
Su
Summary
S ry
y
Product’s carbon Preservation and
is influenced Sustainability of the Environment is influenced
footprint by by conservation of
the environment
which involves is influenced by
• Rio Conference
Reduce release of Greenhouse effect, Time taken for
• Kyoto Protocol
greenhouse gases global warming, methylene blue
• Paris Agreement
Chapter 3
or
Product life cycle
109
life cycle life cycle (EM mud balls)
Sustainability of the Environment
Self-Reflection
Se
elf-Reflectio
on
After studying this chapter, you are able to:
3.1 Product Life Cycle Study the water pollution level from
Explain the meaning of domestic waste.
carbon footprint. Create and design a purification
Break down the products used by an method for contaminated water using
individual in a day. Green Technology.
Justify the actions that need to be
taken, that is, carbon handprint to 3.3 Preservation and Conservation of
reduce the greenhouse gas emissions the Environment
in a day of one’s life. Justify the role of individuals
Communicate about the life cycle of in managing natural resources
a product. to maintain the balance in the
Generate ideas about efficient environment.
management of plastic waste towards Debate on the role of the United
environmental sustainability. Nations (UN) in addressing global
environmental issues.
3.2 Environmental Pollution
Explain the types and sources of
environmental pollution.
Summative Practice
Pracctice 3 Quiz
http://buku-
Answer the following questions: teks.com/
sc5110
1. Figure 1 shows an experiment to study the level of water
pollution in different water samples.
Syringe Syringe
Methylene Methylene
blue blue
A B C D
solution solution
Tap water sample River water sample Distilled water sample Pond water sample
Figure 1
Table 1 shows the time taken for the methylene blue solution to decolourise in the
different water samples in Figure 1.
110
Chapter 3 Sustainability of the Environment
Table 1
Reagent Type of Time taken for methylene blue
bottle water sample solution to decolourise (hour)
A Tap water 4
B River water 1
The solution does not decolourise throughout the
C Distilled water
experiment
D Pond water 2
3. (a) Figure 3 shows the symbol for carbon footprint. State four activities that can
be related to carbon footprint.
CO2
Figure 3
111
(b) Figure 4 shows various types of environmental pollution.
• Air pollution
Types of • Thermal pollution
pollution
• Water pollution
• Land pollution
Figure 4
Enrichment Practice
Pra
actiice
4. Air conditioners are electrical appliances that are widely used in our daily
lives. Have you experienced the hot air emitted from the compressor of an
air conditioner (Figure 5)?
Figure 5
112
HEME
Exploration of
2
Elements in Nature
Video
http://buku-
teks.com/sc5113
Lithium is used to
build electrochemical cells namely
cells, which are
electrolytic cell and
chemical cell. Name one
electrolytic battery from another
type of ion which can potentially
replace lithium-ion battery. Is the
rate of chemical reaction in
electrochemical cells high or low? Lithium Fluorine
113
CHAPTER
4 RATE OF
REACTION
Let’s study
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Science Bulletin
The process of making toast involves a chemical reaction known
as the Maillard reaction. In the Maillard reaction, carbohydrate
reacts with protein to form Amadori compounds that cause bread
to become brown and turn into toast. The Maillard reaction is a
fast reaction.
Keywords
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4.1 Introduction to Rate of Reaction
Chemical reaction
Reactant Product
For example, the reaction between the reactants, colourless potassium iodide
solution and colourless lead(II) nitrate solution will produce yellow-coloured
lead(II) iodide precipitate and colourless potassium nitrate solution as the products.
Time Time
Observe and understand the similarities and differences between the graphs of
changes in the quantity of reactant or product against time in fast reactions and
slow reactions (Figures 4.2(a), (b) and 4.3).
Quantity of Quantity of
reactant product
Fast reaction: Fast reaction:
Slow reaction:
Quantity of Quantity of
Quantity of reactant
reactant product Slow reaction:
decreases slowly.
decreases increases quickly. Quantity of product
quickly. increases slowly.
0 Time 0 Time
(a) Quantity of reactant against time (b) Quantity of product against time
Figure 4.2 Graphs of changes in quantities of reactant and product against time
116 4.1.1
Chapter 4 Rate of Reaction
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Figure 4.3 Similarities and differences between fast reaction and slow reaction
Activity 4.1
21st Century Skills
To identify examples of fast reactions and slow reactions • TPS
• Discussion
Instructions
1. Carry out this activity in groups.
2. Gather information on several examples of reactions usually found in daily life from
the Internet, print media and other electronic media.
3. Identify and discuss whether the examples of reactions that you have collected are fast
reactions or slow reactions.
4. Present the outcome of your group discussion in the form of a multimedia presentation.
4.1.1 117
Rate of Reaction
Rate of reaction is the change in the quantity of reactant or product per unit time.
Magnesium
tape
Solution
Decrease in mass of magnesium
Rate of reaction =
Time taken
(0.3 – 0.0) g
= 30 s
0.3 g
= 30 s
= 0.01 g s–1
35.0
Observe Figure 4.5.
30.0 Calculate the average rate of reaction:
25.0 (a) for the first minute
20.0 (b) for the first 2 minutes
15.0
(c) in the second minute
(d) in the third minute
10.0
(e) for the whole reaction
5.0
0 Time (s)
60 120 180 240 300 360
Figure 4.5
Solution
(a) Volume of hydrogen gas (cm3)
Average rate of First minute is
35.0 reaction for the from 0 s to
first minute 60 s
30.0
25.0 Total volume of hydrogen gas
20.0 collected in the first
60 seconds
15.0 =
Time of reaction
10.0
20.00 cm3
5.0 =
60 s
0 Time (s) = 0.33 cm3 s–1
60 120 180 240 300 360
4.1.3 119
(c) Volume of hydrogen gas (cm3)
Average rate of Second minute
35.0 reaction in the is from 60 s to
30.0 second minute 120 s
120 4.1.3
Chapter 4 Rate of Reaction
Example 1
Example
Rate of Gradient of the
Volume of hydrogen gas (cm3)
reaction at = tangent to the
time t curve at time t
Observe Figure 4.6. P
50.0
Rate of Gradient of the
reaction tangent to the
at the = curve at the
40.0
20th second 20th second
PQ
=
RQ 30.0
(49.0 – 21.0) cm3
=
(29 – 9) s
28.0 cm3 20.0 R Q
=
20 s
= 1.40 cm3 s–1
10.0
Science
How to draw a tangent 0
http://buku-teks.com/ 10 20 30 40 Time (s)
sc5121 Figure 4.6
Example 2
Hydrogen gas
Delivery tube
Burette
Figure 4.7
4.1.3 121
The volume of hydrogen gas released is recorded at intervals of 40 seconds. The graph
of volume of hydrogen gas against time is shown in Figure 4.8.
50.0
40.0
30.0
20.0
10.0
Figure 4.8
50.0
43.0 Y
40.0
30.0
23.0 X Z
20.0
10.0
122 4.1.3
Chapter 4 Rate of Reaction
50.0 Q
47.5
40.0 P
38.5 R
30.0
20.0
10.0
4.1.3 123
Activity 4.2
21st Century Skills
To solve numerical problems involving data analysis • TPS
• Discussion
Instructions
1. Carry out this activity individually.
2. Solve the following numerical problems involving data analysis:
(a) 1.3 g of zinc powder is mixed with excess
dilute nitric acid. 480 cm3 of hydrogen gas is Table 4.1
collected in 10 s. Calculate the average rate
of reaction for the whole reaction in cm3 s–1. Volume of oxygen
(b) The volume of oxygen gas released from Time (s)
gas (cm3)
a mixture of hydrogen peroxide solution
0 0.00
and manganese(IV) oxide powder is
recorded at intervals of 30 seconds for 30 14.50
270 seconds in Table 4.1. 60 23.00
(i) Based on Table 4.1, draw a graph of
90 28.50
volume of oxygen gas against time.
(ii) Calculate the average rate of reaction: 120 33.00
• for the first 2 minutes 150 36.50
• in the second minute
180 39.00
• for the whole reaction
(iii) Calculate the rate of reaction: 210 40.00
th
• at the 60 second 240 40.00
• at the 150th second
270 40.00
• at the 240th second
0
30 60 90 120 150 180 210 240 Time (s)
Figure 1
124 4.1.3
Chapter 4 Rate of Reaction
Let us carry out Experiments 4.1 – 4.4 to study how factors such as the
temperature of reactants, concentration of reactants, size of reactants and presence of
catalyst affect the rate of reaction.
Experiment 4.1
Aim: To study the effect of temperature of reactants on rate of reaction
Problem statement: How does temperature of reactants affect the rate of reaction?
Hypothesis: The higher the temperature of reactants, the higher the rate of reaction.
4.2.1 125
Materials: 0.2 mol dm–3 sodium thiosulphate solution, 1 mol dm–3 sulphuric acid
and a piece of white paper with an ‘X’ at the centre
Apparatus: 250 cm3 conical flask, 50 cm3 measuring cylinder, 10 cm3 measuring
cylinder, stopwatch, thermometer, Bunsen burner, tripod stand and
wire gauze
Procedure:
1. Using a measuring cylinder, measure and pour 50 cm3 of 0.2 mol dm–3 sodium thiosulphate
solution into a clean and dry conical flask.
2. Leave the solution for 5 minutes.
3. Measure and record in the table the temperature of the sodium thiosulphate solution.
4. Place the conical flask on the ‘X’ on the white paper (Figure 4.10).
Conical flask
Sodium thiosulphate
solution White paper with ‘X’
Figure 4.10
5. Measure and quickly pour 5 cm3 of 1 mol dm–3 sulphuric acid into the sodium thiosulphate
solution and start the stopwatch simultaneously.
6. Observe the ‘X’ from the mouth of the conical flask (Figure 4.11).
Eye
Conical flask
Sodium thiosulphate
solution + sulphuric acid
White paper
with ‘X’
Figure 4.11
7. Stop the stopwatch once the ‘X’ on the white paper is no longer visible.
1
8. Record the time taken in the table. Calculate the value of .
time
126 4.2.1
Chapter 4 Rate of Reaction
Thermometer
Conical flask
Sodium thiosulphate
Wire gauze solution
Tripod stand
Heat
Figure 4.12
Result:
Temperature of Room
35 40 45 50
sodium thiosulphate solution (°C) temperature
1
(s–1)
time
Data analysis:
Draw the following graphs:
(a) graph of temperature against time
1
(b) graph of temperature against
time
Conclusion:
Is the hypothesis accepted? What is the conclusion for this experiment?
Questions:
1. State the factor that affects the rate of reaction in this experiment.
2. How does the factor concerned affect the rate of reaction?
3. State the operational definition of rate of reaction based on this experiment.
4.2.1 127
Experiment 4.2
Aim: To study the effect of concentration of reactants on the rate of reaction
Problem statement: How does concentration of reactants affect the rate of reaction?
Hypothesis: The higher the concentration of reactants, the higher the rate
of reaction.
Materials: 0.20, 0.16, 0.12, 0.08, 0.04 mol dm–3 sodium thiosulphate solutions,
1 mol dm–3 sulphuric acid, distilled water and a piece of white paper
with an ‘X’ at the centre
Apparatus: 250 cm3 conical flask, 50 cm3 measuring cylinder, 10 cm3 measuring
cylinder and stopwatch
Procedure:
1. Using a measuring cylinder, measure and pour 50 cm3 of 0.20 mol dm–3 sodium thiosulphate
solution into a clean and dry conical flask.
2. Place the conical flask on the ‘X’ on the white paper (Figure 4.13).
3. Measure and quickly pour 5 cm3 of 1 mol dm–3 sulphuric acid into the sodium thiosulphate
solution and start the stopwatch simultaneously.
4. Observe the ‘X’ from the mouth of the conical flask (Figure 4.14).
Eye
Sodium thiosulphate
Sodium thiosulphate
solution + sulphuric
solution
acid
5. Stop the stopwatch once the ‘X’ on the white paper is no longer visible.
1
6. Record the time taken in the table. Calculate the value of .
time
7. Repeat steps 1 to 6 by replacing the 0.20 mol dm–3 sodium thiosulphate solution with
sodium thiosulphate solution of different concentrations as given in the table.
128 4.2.1
Chapter 4 Rate of Reaction
Result:
Concentration of
0.20 0.16 0.12 0.08 0.04
sodium thiosulphate solution (mol dm–3)
1
(s–1)
time
Data analysis:
Draw the following graphs:
(a) graph of concentration of sodium thiosulphate solution against time
1
(b) graph of concentration of sodium thiosulphate solution against
time
Conclusion:
Is the hypothesis accepted? What is the conclusion for this experiment?
Questions:
1. State the factor which affects the rate of reaction in this experiment.
2. How does the factor affect the rate of reaction?
Experiment 4.3
Aim: To study the effect of size of solid reactants on rate of reaction
Problem statement: How does the size of reactants affect the rate of reaction?
Hypothesis: The smaller the size of solid reactants, the higher the rate
of reaction.
Materials: Small pieces of marble chips, large pieces of marble chips and
0.1 mol dm–3 dilute hydrochloric acid
Apparatus: 250 cm3 conical flask, 50 cm3 measuring cylinder, rubber stopper with
delivery tube, burette, basin, electronic balance, retort stand with
clamp and stopwatch
4.2.1 129
Procedure:
1. Fill the burette and basin with water. Then, invert the burette into the basin filled with
water and clamp the burette vertically using a retort stand (Figure 4.15).
Vo
Burette
Retort
stand
Basin
Water
Figure 4.15
2. Adjust the water level in the burette. Observe and record the initial burette reading, V0.
3. Measure 40 cm3 of 0.1 mol dm–3 dilute hydrochloric acid using a measuring cylinder. Pour
the measured acid into a clean and dry conical flask.
4. Weigh 2 g of large pieces of marble chips using an electronic balance. Then, put the 2 g of
marble pieces into the conical flask.
5. Immediately close the conical flask with the rubber stopper which is connected to
a delivery tube. The other end of the delivery tube is placed under the burette (Figure 4.16).
Start the stopwatch.
6. Observe the burette reading. When 30.00 cm3 of gas is collected, stop the stopwatch.
Observe and record the reading on the stopwatch.
Figure 4.16
7. Repeat steps 1 to 6 by replacing the large pieces of marble chips with small pieces of
marble chips of the same mass.
130 4.2.1
Chapter 4 Rate of Reaction
Result:
Data analysis:
1. Compare the time taken to collect 30.00 cm3 of carbon dioxide released from the reaction
using large pieces of marble chips to the reaction using small pieces of marble chips.
2. Compare the rate of reaction of a reaction using large pieces of marble chips to the rate of
reaction of a reaction using small pieces of marble chips.
Conclusion:
Is the hypothesis accepted? What is the conclusion for this experiment?
Question:
How does the size of marble chips affect the rate of reaction between marble and
hydrochloric acid?
Experiment 4.4
Aim: To study the effect of presence of catalyst on rate of reaction
Problem statement: How does the presence of a catalyst affect the rate of reaction?
Materials: Small pieces of zinc, 0.1 mol dm–3 dilute hydrochloric acid and
0.5 mol dm–3 copper(II) sulphate solution
Apparatus: 250 cm3 conical flask, 50 cm3 measuring cylinder, rubber stopper with
delivery tube, burette, basin, electronic balance, retort stand with
clamp, spatula and stopwatch
4.2.1 131
Procedure:
1. Fill the burette and basin with water. Then, invert the burette into the basin filled with
water and clamp the burette vertically using a retort stand (Figure 4.17).
CAUTION!
Vo The mixture of hydrogen and
air in the burette can explode
when ignited. Do not ignite
the gas in the burette.
Burette Retort stand
Basin
Water
Figure 4.17
2. Adjust the water level in the burette. Observe and record the initial burette reading, V0.
3. Measure 40 cm3 of 0.1 mol dm–3 dilute hydrochloric acid using a measuring cylinder.
Pour the measured acid into a clean and dry conical flask.
4. Weigh 2 g of zinc pieces using an electronic balance. Then, put the 2 g of zinc pieces into
the conical flask.
5. Immediately close the conical flask with the rubber stopper which is connected to a
delivery tube. The other end of the delivery tube is placed under the burette (Figure 4.18).
Start the stopwatch.
Delivery Burette
tube
Retort stand
Pieces of Basin
zinc Water
Figure 4.18
6. Observe the burette reading. When 30.00 cm3 of gas is collected, stop the stopwatch.
Record the reading on the stopwatch.
132 4.2.1
Chapter 4 Rate of Reaction
7. Repeat steps 1 to 6 by replacing the 40 cm3 of 0.1 mol dm–3 dilute hydrochloric acid with
a mixture of 40 cm3 of 0.1 mol dm–3 dilute hydrochloric acid and 5 cm3 of 0.5 mol dm–3
copper(II) sulphate solution (Figure 4.19).
Delivery Burette
tube
Retort stand
Basin
Dilute hydrochloric acid + Water
copper(II) sulphate solution
Zinc pieces
Figure 4.19
Result:
Mixture in the conical flask Time taken to collect 30.00 cm3 of gas (s)
Data analysis:
1. Compare the time taken to collect 30.00 cm3 of hydrogen gas released from the reaction
using a mixture of zinc and dilute hydrochloric acid to the reaction using a mixture of zinc,
dilute hydrochloric acid and copper(II) sulphate solution as a catalyst.
2. Compare the rate of reaction of a reaction using a mixture of zinc and dilute hydrochloric
acid to a reaction using a mixture of zinc, dilute hydrochloric acid and copper(II) sulphate
solution as a catalyst.
Conclusion:
Is the hypothesis accepted? What is the conclusion for this experiment?
Questions:
1. State the factor which affects the rate of reaction in this experiment.
2. How does the factor affect the rate of reaction?
4.2.1 133
Besides the factors studied in Experiments 4.1 – 4.4, BRAIN
one other factor which affects the rate of reaction is TEASER
pressure. Pressure affects the rate of reaction of a reaction
that involves gaseous reactants. For reactions involving Why is the rate of reaction
gaseous reactants, the rate of reaction usually increases for solid or liquid reactant
normally not affected
when pressure increases. Name two examples of industrial by pressure?
processes which use high pressure to increase their
rate of reaction.
Haber Process
In the Haber Process, a mixture of nitrogen gas, N2 and hydrogen gas, H2 in the
ratio of 1:3 at a temperature of 450°C – 550°C and a pressure of 200 atm is passed over
iron filings, Fe which functions as a catalyst to produce ammonia, NH3 (Figure 4.20).
N2 + 3H2 2NH3
Nitrogen Hydrogen Ammonia
Unreacted
nitrogen
and hydrogen
gases
Nitrogen
gas
Mixture of nitrogen and
hydrogen gases is
compressed at a Ammonia gas
Iron filings (catalyst),
pressure of 200 atm cools to form
Hydrogen temperature
liquid ammonia
gas 450°C – 550°C
Contact Process
In the Contact Process, sulphur is burnt in an excess of air to produce sulphur dioxide
gas, SO2.
S + O2 SO2
Sulphur Oxygen Sulphur dioxide
Sulphur dioxide gas mixed with an excess of air at a temperature of 450°C and a
pressure of 1 atm is passed over vanadium(V) oxide, which functions as a catalyst, to
produce sulphur trioxide gas, SO3.
2SO2 + O2 2SO3
Sulphur dioxide Oxygen Sulphur trioxide
4.3.1 135
Sulphur trioxide gas is dissolved in concentrated sulphuric acid to produce
oleum, H2S2O7.
Oleum is diluted with water to produce concentrated sulphuric acid (Figure 4.21).
Factors which increase the rate of reaction in Haber Process and Contact Process are
as follows:
136 4.3.1
Su
Summary
S ry
y
Rate of Reaction
Factors:
• temperature of reactants
• size of solid reactants
• concentration of reactants
• presence of catalyst
• pressure
are applied in
Chapter 4
137
Rate of Reaction
Self-Reflection
Se
elf-Reflectio
on
After studying this chapter, you are able to:
4.1 Introduction to Rate of Reaction 4.2 Factors Affecting Rate of Reaction
Explain with examples fast reactions Carry out experiments to study
and slow reactions in daily life. factors affecting rate of reaction.
Define the rate of reaction. 4.3 Application of the Concept of
Determine the rate of reaction. Rate of Reaction
Communicate about the application
of the concept of rate of reaction in
daily life and industries.
Summative Practice
Pracctice 4 Quiz
http://buku-
Answer the following questions: teks.com/
sc5138
1. (a) What is meant by chemical reaction?
(b) Is the rate of reaction affected by pressure?
Explain your answer.
Figure 1
The student carried out the experiment using marble chips (Set I) and repeated
the experiment by replacing the marble chips with marble powder (Set II). Table 1
shows the results of the experiment for Set I and Set II.
Table 1
138
Chapter 4 Rate of Reaction
Enrichment Practice
Pra
actiice
3. Digestive enzymes function as biological catalysts to change the rate of
decomposition of complex food molecules into simpler molecules in the digestive
system. What is the use of digestive enzymes other than aiding in the digestion of
food? Figure 2 shows one application of biological catalysts in daily life.
Figure 2
139
CHAPTER
5 CARBON
COMPOUNDS
Let’s study
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Science Bulletin
According to sources from the ESRL’s Global Monitoring Laboratory (GML) of the National Oceanic and
Atmospheric Administration (NOAA), the composition of greenhouse gases including carbon dioxide in
the atmosphere continues to rise. To date, efforts ranging from global bodies like the United Nations (UN)
down to individuals have yet to successfully address the carbon dioxide issue.
Keywords
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141
5.1 Introduction to Carbon Compounds
Limestone,
Respiration Respiration Photosynthesis
carbon dioxide
Form
(petroleum, natural gas, coal)
Carbon Cycle
The carbon cycle shows how carbon elements are recycled through the formation
or decomposition of carbon compounds in living things and organic substances in the
environment through processes such as respiration, combustion, decomposition and
photosynthesis (Figure 5.2).
Carbon dioxide in
the atmosphere
Burning
of fuels
Decay
Are eaten by
Green plants
Dead
Organisms Fossil fuels
Form
(petroleum, natural gas, coal)
Carbon dioxide is released into the atmosphere through three main processes:
(a) Respiration
Carbon dioxide is a carbon compound which is released into the atmosphere through
the respiration of all living things including animals, plants and microorganisms.
(b) Combustion
Burning of fossil fuels releases carbon dioxide into the atmosphere. Natural
phenomena such as volcanic eruptions and forest fires also release carbon dioxide
into the atmosphere.
Photograph 5.1 Smoke from Photograph 5.2 Smoke from forest fire
petrol combustion
(c) Decomposition
During the process of decomposition by decomposers such as bacteria and fungi,
carbon dioxide is released into the atmosphere.
Carbon dioxide
Carbon dioxide is absorbed by
green plants from the atmosphere to Light
carry out photosynthesis (Figure 5.3). energy Oxygen
The importance of photosynthesis includes:
• enabling green plants to make their
own food Photosynthesis
Photosy
Ph
PPho
Photo
hhotosynth
hoto
oottto
tos
oossyyynth
osyn ynthesis
yn
nnth
tthes
hes
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• providing food to animals ((happens
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hhaappp
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aapp
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chlorophyll)
chlo
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phyllll)lll)
• increasing the oxygen content in the air
• removing excess carbon dioxide from the
air to maintain the carbon dioxide content Glucose
ucos
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o e
in the air
Water
143
5.1.2
Activity 5.1
21st Century Skills
To illustrate the carbon cycle in the form of a diagram • ICS
• Project-based activity
Instructions
1. Complete the carbon cycle diagram in Figure 5.4.
Plant
Factory
Animal
Rubbish
SOYA
KICAP
SOYA
SOYA
Algae and
aquatic animals
Figure 5.4
2. Present and display your illustration of the carbon cycle to the class.
3. Justify the enhancements or changes made to your group’s illustration of the carbon cycle.
144 5.1.2
Chapter 5 Carbon Compounds
5.2 Hydrocarbons
Sea Sea
Seabed
Coal
Millions of years ago, the Over millions of years, the The combined effects of pressure exerted
remains of dead plants remains become buried deeper by the layers of rock, heat absorbed from
were naturally buried and deeper into the ground the surroundings, and decomposition
underground. under thick layers of rocks. caused by bacteria changes the buried
plant fossils into coal.
5.2.1 145
Fractional Distillation of Petroleum Science
Petroleum is a mixture of hydrocarbons. This mixture Fractional
of hydrocarbons needs to be separated through the distillation in a
fractional distillation process before the petroleum distillation tower at
an oil refinery and
fractions can be used. Fractional distillation is used
uses of different
because the petroleum fractions have different petroleum fractions.
boiling points. http://buku-teks.com/sc5146
Activity 5.2
21st Century Skills
To separate crude oil into four different petroleum fractions using • TPS
fractional distillation • ISS
Materials
Crude oil, wooden splinter, ice, water and glass wool Safety Precautions
• Wash your hands with soap
Apparatus and water if you get crude
Measuring cylinder, boiling tube, retort stand, test tubes, oil on your hands.
test tube rack, beaker, rubber stopper with delivery tube, • Heating crude oil releases
petroleum vapour which is
thermometer (0oC – 360oC), Bunsen burner and
highly flammable.
evaporating dishes
Instructions
1. Fill a boiling tube with 10 cm3 of crude oil. CAUTION!
2. Prepare the apparatus set-up (Figure 5.7).
• Use crude oil only.
• Do not substitute crude oil
Thermometer with any other fuel.
(0°C – 360°C)
Retort stand
Delivery tube
Test tube
Crude oil
Glass wool
Heat
Distillate
146 5.2.1
Chapter 5 Carbon Compounds
3. Heat the crude oil in the boiling tube gently from room temperature to 80ºC.
4. Stop heating the crude oil when its temperature reaches 80ºC. Continue the heating process
when its temperature drops below 80ºC.
5. When there is about 1 cm3 of distillate collected in the test tube, replace the test tube
with another empty test tube.
6. Label the distillate collected from room temperature to 80ºC as Fraction 1.
7. Repeat step 3 to collect three more fractions of petroleum at the following ranges
of temperatures:
(a) 80ºC – 150ºC with the collected distillate labelled as Fraction 2
(b) 150ºC – 230ºC with the collected distillate labelled as Fraction 3
(c) 230ºC – 250ºC with the collected distillate labelled as Fraction 4
8. Observe and record the colour of each of the fractions labelled 1, 2, 3 and 4.
9. Pour each petroleum fraction into separate evaporating dishes.
10. Observe and compare the rate of flow or viscosity of each petroleum fraction.
11. Record the viscosity of each petroleum fraction obtained.
12. Ignite each petroleum fraction with a burning splinter. Compare and record how flammable
each fraction is.
Observation
Fraction 1 2 3 4
Range of boiling points 30oC – 80oC 80oC – 150oC 150oC – 230oC 230oC – 250oC
Colour
Viscosity
Flammability
Questions
1. Name the method of separation used in this activity.
2. Is petroleum a compound or a mixture? Give your reasons.
3. Based on the information from Science Info on page 146, name the distillate obtained
from the fractions labelled as follows:
(a) Fraction 1:
(b) Fraction 2:
(c) Fraction 3:
(d) Fraction 4:
4. What characteristic of the petroleum fractions is applied in the fractional distillation
of petroleum?
5.2.1 147
Saturated and Unsaturated Hydrocarbons
Figure 5.8 shows two types of hydrocarbon compounds, namely saturated
hydrocarbons and unsaturated hydrocarbons.
Hydrocarbon compounds
H H H H H H
H C C C H H C C C H
H H H H
Homologous Series
In organic chemistry, a homologous series is made up of a specific group of organic
compounds which have similar chemical properties. Examples of homologous series are
the alkane and the alkene.
Alkane
Alkanes are saturated hydrocarbon compounds. Each carbon Single covalent bond
atom in an alkane molecule forms single covalent bonds with
other carbon atoms (Figure 5.9). H H H
As alkane is a homologous series, each member of the alkane H C C C H
homologous series can be represented by the general formula
H H H
Cn H2n+2 where n = 1, 2, 3, …
Figure 5.9 Alkane
Alkene
Alkenes are unsaturated hydrocarbon compounds. Each alkene
molecule has at least one double covalent bond between two H H H
carbon atoms (Figure 5.10). H C C C H
As alkene is a homologous series, each member of the alkene H
homologous series can be represented by the general formula Double covalent bond
Cn H2n where n = 2, 3, …
Figure 5.10 Alkene
148 5.2.2
Chapter 5 Carbon Compounds
The names of the first six members of alkane and first five members of alkene are given
in Table 5.1.
Table 5.1 Names of alkanes and alkenes
Number of carbons, n Alkane Alkene
1 Methane –
2 Ethane Ethene
3 Propane Propene
4 Butane Butene
5 Pentane Pentene
6 Hexane Hexene
Activity 5.3
21st Century Skills
To build and name molecular models of alkane and alkene • ICS, ISS
• Project-based activity
Materials
Environmental-friendly materials for building model such as waste paper and wooden splinters
Instructions
1. Carry out this activity in groups.
2. Build and name models of the following alkane and alkene molecules using used materials:
(a) first 6 members of the alkane homologous series
(b) first 5 members of the alkene homologous series
3. Present your built models to the class.
Many countries, including Malaysia, have the potential to build nuclear power
stations to obtain energy. The advantages and disadvantages of building nuclear power
stations should be taken into consideration before any decision is made.
5.2.2 5.2.3 149
Activity 5.4
21st Century Skills
To produce methane gas from school canteen food waste • ICS, ISS, TPS, STEM
• STEM project-based
activity
Instructions
1. Carry out this activity in groups.
2. Gather information related to alternative energy and renewable energy sources in daily life.
3. Read and understand the following information:
Rubbish disposal sites release carbon dioxide and methane gases as a result of organic
waste decay. There are some countries which use methane gas to generate electrical energy.
5.3 Alcohol
Alcohol is an organic carbon compound which contains carbon, hydrogen and oxygen
elements. Alcohol is prepared through the fermentation process by using the action of
yeast on food containing glucose or starch such as sugar, grapes, apples, sugarcane, rice,
wheat, potato and barley.
Activity 5.5
21st Century Skills
To prepare ethanol through fermentation • TPS
• Inquiry-based activity
Materials
Distilled water, yeast, sugar, starchy substances such as bread and rice, fruits such as banana and
apple, porcelain chips and limewater
Apparatus
Beaker, glass rod, conical flask, measuring cylinder, delivery tube with stopper, test tube,
distillation flask, Liebig condenser, thermometer, Bunsen burner, tripod stand and wire gauze
Instructions
1. Carry out this activity in groups.
2. Your teacher will instruct each group to prepare either apparatus set-up A, B or C as follows:
5.3.1 151
Apparatus set-up C Procedure
Observation
Observation
Substance
Beginning of activity End of activity
Mixture in apparatus
set-up A, B or C
Limewater
Colour:
Distillate –
Smell:
Questions
1. What product turns the limewater cloudy?
2. What is the purpose of the distillation process in this activity?
3. What is the principle used to separate ethanol from the products of fermentation
through distillation?
152 5.3.1
Chapter 5 Carbon Compounds
Activity 5.6
21st Century Skills
• CPS, ISS
To study the physical and chemical properties of ethanol
• Inquiry-based activity
Materials
Ethanol, ethanoic acid, concentrated sulphuric acid, limewater, dry cobalt chloride paper, matches
and water
Apparatus
Boiling tube, measuring cylinder, delivery tube, dropper, evaporating dish, test tube holder,
filter funnel, beaker, test tube, retort stand, connecting tube and Bunsen burner
Instructions
A. Physical properties of ethanol
Observe and record the following Delivery tube
physical properties of ethanol: Connecting
tube
• colour
• state of matter at room temperature Test tube
Filter
• smell
funnel
• solubility in water
Evaporating
B. Combustion dish
1. Measure 2 cm3 of ethanol using a Ethanol Limewater
measuring cylinder and pour into an
Figure 5.15
evaporating dish.
2. Ignite the ethanol in the evaporating dish (Figure 5.15).
3. Observe and record the colour of the flame.
4. Test the gas released with limewater.
5. Test the droplets of liquid formed on the filter funnel with dry cobalt chloride paper.
C. Esterification
1. Measure 2 cm3 of ethanol and 2 cm3 of ethanoic acid using a measuring cylinder and pour
both liquids into a boiling tube (Figure 5.16(a)). Shake the boiling tube.
5.3.2 153
Dropper Test tube holder
Ethanol
Water
Heat
(a) (b) (c) (d)
Figure 5.16
6. Add five drops of concentrated sulphuric acid into the
boiling tube mixture (Figure 5.16(b)) in a fume chamber. CAUTION!
Shake the boiling tube.
7. Heat the mixture for several minutes (Figure 5.16(c)). Concentrated sulphuric acid
8. Pour the mixture into a beaker filled with water is very corrosive. Its use is
limited within the fume
(Figure 5.16(d)). Observe and record the characteristics
chamber.
of the product.
Observation
A. Physical properties of ethanol
B. Combustion
Characteristic Observation
Colour of flame
Change(s) to limewater
Change(s) to dry cobalt chloride paper
C. Esterification
Characteristic Observation
Smell of product
Solubility of product in water
Questions
1. What is produced from the combustion of alcohol?
2. (a) What is produced from the reaction between ethanol and ethanoic acid?
(b) What are the physical properties of the product of the reaction between ethanol and
ethanoic acid?
3. What is the function of sulphuric acid in the process of esterification?
154 5.3.2
Chapter 5 Carbon Compounds
Fuel
Alcohol is a good fuel because this organic carbon compound is highly flammable,
burns with a blue flame and produces a complete and clean combustion without soot.
For example, alcohol is used as a biofuel for motorised vehicles in the Philippines.
Medicine
Alcohol is used as an antiseptic and disinfectant to kill microorganisms and it is also
used as a solvent for various types of medicine.
Cosmetics
Alcohol is also used as a solvent for various cosmetics such as perfume, lotion
and lipstick.
Industry
Alcohol is normally used as a solvent in industry because it can dissolve organic
substances that are used to prepare various types of industrial substances such as liquid
cleaners and food. Alcohol is also a reactant in the formation of ester which is used in
food processing, cosmetics, paint and other industries. Ethanediol, on the other hand,
is a type of alcohol used as an antifreeze in industries.
Photograph 5.4 Uses of industrial substances which contain alcohol and ester in daily life
5.3.3 155
Effects of Excessive Alcohol Consumption
Alcohol consumption, especially in excess, causes
addiction. Alcohol addiction normally causes social Click@Web
problems in families and social crimes that disrupt Scientific studies on effects of
societal peace. alcohol consumption
A person who is drunk as a result of excessive http://buku-teks.com/sc5156
alcohol consumption normally causes various
problems such as dangerous driving and altercations.
Expectant mothers who consume excessive alcohol can
cause defects in their baby known as foetal alcohol
syndrome. Babies with foetal alcohol syndrome
have small-sized head and brain, abnormal face and
stunted growth.
156 5.3.4
Chapter 5 Carbon Compounds
Activity 5.7
21st Century Skills
To produce posters or pamphlets or a scrap book on the effects of • ICS
excessive alcohol consumption on health • Project-based activity
Instructions
1. Carry out this activity in groups.
2. Gather information from various sources about the effects of excessive alcohol consumption
on health.
3. Discuss the information gathered.
4. Prepare posters or pamphlets or a scrap book based on the outcome of your group
discussion.
5. Present and display the posters or pamphlets or a scrap book on the science notice board
in your class or science laboratory.
5.4 Fats
Fat is a type of organic carbon compound which
contains carbon, hydrogen and oxygen elements.
What is the importance of fats as a class of food for
humans? Photograph 5.5 shows various sources of fats
in the human diet.
Differences
Figure 5.17 Similarities and differences between saturated fats and unsaturated fats
Cholesterol
build-up
Normal Lumen
lumen
Activity 5.8
21st Century Skills
To gather information on fats • ICS
• Discussion
Instructions
1. Carry out this activity in groups.
2. Gather information from the Internet, print media and other electronic media on
the following:
(a) fat content of various sources in daily life
(b) saturated and unsaturated fats
(c) effects of excessive fat intake on health
3. Discuss the information gathered.
4. Present the outcome of your group discussion to the class using a multimedia presentation.
5.4.3 159
Formative Practice 5.4
1. What are fats?
2. Give one example of fats and the source.
3. State one similarity and one difference between saturated fats and
unsaturated fats.
4. State three health problems caused by food intake which contains excess fats.
Activity 5.9
21st Century Skills
To observe the structure of the oil palm fruit and identify the quantity aspect of • TPS
• Inquiry-based
oil from pulp and kernel
activity
Materials
10 oil palm fruits
Apparatus
Forceps, knife, magnifying glass, press, Bunsen burner, tripod stand, wire gauze and white tile
Instructions
1. Place an oil palm fruit on a white tile. Hold the oil palm fruit using forceps and make
a cross-sectional cut on the oil palm fruit using a knife (Figure 5.19).
Observation Pulp
Sketch and label a cross section of the
oil palm fruit.
Shell
Figure 5.21
Press
Palm oil
Figure 5.22
Questions
1. What is the aim of boiling the oil palm fruits?
2. What is the difference in the quantity of oil extracted from the pulp and the kernel?
3. State the difference in colour of the oil extracted from the pulp with the oil extracted from
the kernel.
Sterilisation
The whole bunch of oil palm fruits is sterilised with steam at a high pressure and temperature. The heat from
the steam kills microorganisms such as bacteria and fungi which can spoil the oil palm fruits. Steam also
softens the pulp of the oil palm fruits and makes it easier to remove the fruits from the bunches.
Threshing
The oil palm fruits are detached from their bunches in a threshing machine.
Digestion
The oil palm fruits are reheated at a high temperature and pounded by rotating beater arms to separate the pulp
from the shell. The pulp and shell which contain the kernel are then processed separately.
Pulp (Extraction of palm oil (PO)) Kernel (Extraction of palm kernel oil (PKO))
The pulp is squeezed with a hydraulic or spindle The shell which contains the kernel is steamed at a high
press to extract PO. pressure. Then, the kernel is separated. The kernel is
dried and PKO is extracted from it with a hydraulic or
spindle press.
Filtration
The pulp fibres are separated from the PO through Filtration
filtration. The kernel is separated from the PKO through filtration.
PO – Palm oil
Purification PKO – Palm kernel
t Steam is flowed through the PO to remove odour and eliminate acid which oil
causes the PO to become sour.
t PO flows through activated carbon to be decolourised.
162 5.5.3
Chapter 5 Carbon Compounds
Activity 5.10
21st Century Skills
To prepare a review about a visit to a palm oil processing factory or to the • TPS, ISS, ICS
Malaysian Palm Oil Board (MPOB) • Inquiry-based activity
Instructions
1. Pay a visit to a palm oil processing factory or to the Malaysian Palm Oil Board (MPOB).
2. Gather and record information on the sequence of the industrial extraction process of palm
oil in your notebook.
3. Based on the information gathered, review the industrial extraction process of palm oil.
Palm oil
Palm oil is made up of saturated fatty acids such as palmitic acid and stearic acid,
as well as unsaturated fatty acids such as oleic acid and linoleic acid.
Activity 5.11
21st Century Skills
To study the differences in composition such as glycerol and fatty acid in palm ICS
oil and other vegetable oils
Instructions
1. Carry out this activity in groups.
2. Conduct online searches through the Internet to gather information on the differences in
composition such as the glycerol and fatty acid content in palm oil and other vegetable oils.
3. Discuss the information gathered.
4. Present your findings using a graphic organiser.
Coconut
oil 0.1 6 47 18 9 3 6 2 -
Palm
0.2 4 48 16 8 3 15 2 -
kernel oil
Peanut
4.0 - - - 11 2 48 32 -
oil
Sesame
6.6 - - - 9 4 41 45 -
oil
Soya
5.7 - - - 11 4 24 54 7
bean oil
164 5.5.5
Chapter 5 Carbon Compounds
(b) Hydrolysis
Hydrolysis occurs in palm oil when palm oil molecules react with water. In the
hydrolysis process, the reaction between palm oil and water produces glycerol and
fatty acids.
(c) Esterification
Esterification of palm oil occurs when its fatty acid molecules react with alcohol to
produce ester (methyl ester), that is palm oil biodiesel.
Activity 5.12
21st Century Skills
To study the use of palm oil-based products as well as their effects • ICS
on human health • Discussion
Instructions
1. Carry out this activity in groups.
2. Conduct online searches through the Internet to gather information on the uses of palm oil-
based products in:
(a) medicine (b) plastic surgery (c) cosmetics (d) prosthetics
3. Discuss the information gathered. Give reasons why the use of palm oil-based products and
their effects on human health need to be justified.
4. Present your findings using a graphic organiser or multimedia presentation.
Soap Production
Soap is a fatty acid salt normally produced through Entrepreneurship
the reaction between palm oil and concentrated alkali A soap business can be carried
(concentrated sodium hydroxide or concentrated out from home. The substances
potassium hydroxide) as in the following used are natural substances,
word equation: natural fruit extracts and
fragrances from approved
aromatic resources for making
Oil + Alkali Fatty acid salt (soap) + Glycerol organic soap.
Experiment 5.1
Aim: To produce soap through saponification
Apparatus: Beaker, measuring cylinder, glass rod, Bunsen burner, tripod stand,
wire gauze, filter funnel, retort stand, spatula, test tube and conical flask
Procedure:
Soap
Heat Heat
1. Measure and pour 10 cm3 of palm oil into a clean beaker using a measuring cylinder.
2. Measure and pour 50 cm3 of 5 mol dm–3 concentrated sodium hydroxide solution into the
beaker (Figure 5.25(a)). Observe and record the changes of the mixture in the beaker.
3. Stir and boil the mixture in the beaker for 5 minutes (Figure 5.25(b)). Observe and record
the changes to the mixture in the beaker after heating.
5.5.10 167
4. Stop heating the mixture. Measure and pour 50 cm3 of distilled water as well as three
spatula full of sodium chloride into the solution in the beaker (Figure 5.25(c)). Observe and
record changes to the mixture in the beaker.
5. Stir and boil the mixture in the beaker again for 5 minutes (Figure 5.25(d)).
6. Filter the mixture in the beaker (Figure 5.25(e)).
7. Rinse the residue with distilled water and dry it.
8. Add a little water to the dried residue in a test tube and shake it. Observe and record the
changes when the residue is mixed with water and shaken, and when you touch it with your
fingers (Figure 5.25 (f)).
9. Test the mixture of the residue and water with red and blue litmus papers. Observe and
record the change in colour, if any, to the red and blue litmus papers.
Observations:
Record your observations for procedures 2, 3, 4, 8 and 9.
Conclusion:
What is the conclusion for this experiment?
Head Tail
Fronds made into fertilisers Tree trunks as Empty fruit bunches turned
wood replacement into compost
Shells are burnt Pulp fibre is made into POME turned into
to boil water carpets and textile biogas and fertilisers
Figure 5.28 Applications of the zero waste concept in the oil palm industry
170 5.5.12
Chapter 5 Carbon Compounds
Activity 5.13
21st Century Skills
To conduct a debate or forum on the efficient management of the palm oil • ICS, ISS, TPS
industry to counter the negative perceptions of Western countries on local • Debate
palm oil
Instructions
1. Carry out this activity in groups.
2. Gather information from the Internet, print media and other electronic media on the
negative perceptions of Western countries on local palm oil.
3. Discuss and generate ideas on sustainable management to counter the negative perceptions
of Western countries on local palm oil. The scope of discussion should include:
(a) land use
(b) wastewater
(c) air quality
(d) oil palm waste
4. Conduct a debate or forum to discuss this topic.
5.5.12 171
Summary
S y
172
Saturated
Alkane
hydrocarbons
Hydrocarbon Organic carbon Inorganic carbon Oil palm fruit
compounds compounds compounds
Unsaturated
Alkene
hydrocarbons
Pulp Kernel
Its importance
fermentation
Glucose or starch Alcohol Carbon cycle
Palm oil Palm kernel oil
Carbon Compounds
Physical properties of alcohol: Chemical properties
• colour of alcohol:
• odour • combustion Chemical Contents: Products:
Fats
• physical condition at room • esterification properties: • unsaturated • soap
temperature • oxidation fats • medicine
• volatility • hydrolysis • saturated fats • plastic
• boiling point • esterification • vitamins surgery
• antioxidants • cosmetics
Saturated fats Unsaturated fats • prosthetics
Uses of alcohol:
• fuel
• medicine
• cosmetics
• industry
Alcohol addiction
Chapter 5 Carbon Compounds
Self-Reflection
Se
elf-Reflectio
on
After studying this chapter, you are able to:
5.1 Introduction to Carbon 5.5 Palm Oil
Compounds Describe the structure of oil
Identify carbon compounds palm fruit.
in nature. Identify the quantity of oil from pulp
Explain the importance of and kernel.
carbon cycle. Explain in order the process of palm
oil extraction in industry.
5.2 Hydrocarbons Describe components of palm oil.
Describe hydrocarbon compounds Compare and contrast the
and explain how carbon compounds composition of palm oil with other
are obtained from natural sources. vegetable oils.
Name members of the homologous State the chemical properties of
series of alkanes and alkenes from palm oil.
carbon 1 to carbon 6. Explain the emulsification process of
Communicate about alternative palm oil.
energy sources and renewable energy List the nutritional content of
in daily life. palm oil.
Justify the use of palm oil in
5.3 Alcohol healthcare and food.
Describe the preparation of alcohol. Carry out an experiment to produce
Identify the physical properties and soap through saponification.
chemical properties of alcohol. Communicate about the cleansing
Communicate about the uses of action of soap.
alcohol in daily life. Generate ideas on sustainable
Communicate about the effects of management and their importance in
excessive alcohol consumption. the palm oil industry.
5.4 Fats
State the content of fats and its
sources.
Compare and contrast between
saturated and unsaturated fats.
Explain with examples, the effects of
eating food containing excess fat
on health.
173
Summative Practice
Pracctice 5 Quiz
http://buku-
Answer the following questions: teks.com/
sc5174
1. Figure 1 shows an experiment to study the preparation
of a type of carbon compound.
Test tube
Conical flask
Sugar solution
+ yeast
Limewater
Figure 1
Substance P
Lumen
Figure 2
174
Chapter 5 Carbon Compounds
X:
Y:
Z:
Figure 3
(d) Give three reasons why palm oil is suitable as cooking oil.
Enrichment Practice
4. Assume that you are tasked to build a new palm oil mill which operates based on
zero waste concept.
Figure 4
Build a graphic organiser to show how zero waste concept is applied in the oil palm
industry such as the conversion of oil palm waste into oil palm biomass.
175
CHAPTER
6 ELECTROCHEMISTRY
Let’s study
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Science Bulletin
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The properties of superior car batteries include, their ability to produce and store a lot of energy,
rapid rate of charging, durable, light and can be safely used at high or low temperatures without
exploding. What are the advantages of the battery fitted to electric cars?
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177
6.1 Electrolytic Cell
Electrolysis
In Form 2, you studied about
electrolysis that is used to determine Test tube
the composition of elements in water
molecules using an electrolytic cell Carbon
(Figure 6.1). electrodes Distilled water
Electrolysis is the decomposition + dilute
hydrochloric
of a compound in the molten or acid
aqueous state into its constituent
elements when electric current flows + –
through it. What are the decomposed Switch
compound and constituent elements
produced in the electrolysis process Figure 6.1 Electrolytic cell
(Figure 6.1)?
An electrolytic cell is made up of: Battery
• an electrical source such as battery + – e-
• an anode which is the electrode
connected to the positive terminal Rheostat A
of an electrical source e-
• a cathode which is the electrode
Anode (+) Cathode (–)
connected to the negative terminal
of an electrical source
• an electrolyte which contains positive Cation + _ +
ions (cations) and negative ions _
+
(anions) (Figure 6.2) _ _ Anion
Electrolyte
+ +
178 6.1.1
Chapter 6 Electrochemistry
Electrical Source
The function of the electrical source in an electrolytic cell is to produce electric
current to carry out electrolysis. Electrolysis cannot take place if there is no electric
current flowing through the electrolyte.
Electrode
Electrode is the electric conductor that is connected to the battery and enables electric
current to enter or leave the electrolyte during electrolysis. The electrode connected to
the positive terminal of the electrical source is known as the anode while the electrode
connected to the negative terminal of the electrical source is known as the cathode.
Electrolyte
Substances in the molten or aqueous state which allow electric current to flow through
them and undergo chemical changes are known as electrolytes. Substances which
do not allow electric current to flow through them in the molten or aqueous state are
known as non-electrolytes.
Table 6.1 Examples of electrolyte and non-electrolyte
Electrolytes are ionic compounds in the molten or aqueous state which consist
of positive ions, cations and negative ions, anions. For example, sodium chloride is
an electrolyte which is an ionic compound made up of sodium ions, Na+ (positively
charged ions) and chloride ions, Cl– (negatively charged ions).
Activity 6.1
21st Century Skills
To draw and label the structures of an electrolytic cell • TPS
Instructions
1. Carry out this activity individually.
2. Draw and label the electrolytic cell in Figure 6.1. The parts that need to be labelled include:
(a) anode
(b) cathode
(c) electrolyte
3. Present the drawing of the labelled electrolytic cell to the class.
6.1.1 179
Electrolysis Process
During the electrolysis process,
• positively charged ions (cations) move to the cathode (negative electrode)
• negatively charged ions (anions) move to the anode (positive electrode)
For example, during the electrolysis of molten lead(II) bromide, PbBr2, positively
charged lead(II) ions, Pb2+, move to the negatively charged cathode while negatively
charged bromide ions, Br–, move to the positively charged anode (Figure 6.3).
Battery
+ – Positively Negatively
charged anode charged cathode
Anode Cathode
Electrolytes in the solid state cannot conduct electricity because there are no
free-moving ions to conduct the electricity.
Experiment 6.1
Aim: To study the electrolysis of ionic compounds in solid, molten and
aqueous states
Problem statement: Can ionic compounds in solid, molten and aqueous states be
electrolysed?
Materials: Solid lead(II) bromide, PbBr2 and 0.1 mol dm–3 copper(II) sulphate
solution, CuSO4
Procedure:
Crocodile clip
+ –
Switch
Light bulb
+ –
Battery
Figure 6.6
2. Turn on the switch for 5 minutes. Observe and record the changes that happen to the
light bulb.
6.1.2 181
Observation:
Solid
lead(II) bromide, PbBr2
Molten
lead(II) bromide, PbBr2
Conclusion:
Are the hypotheses accepted? What is the conclusion for this experiment?
Questions:
1. Why should the electrolysis of molten lead(II) bromide, PbBr2, be carried out in a
fume chamber?
2. What is the purpose of connecting a light bulb to the electrolytic cell?
3. Why does electrolysis not occur in ionic compounds that are in the solid state?
Science
When a positive ion is discharged, the ion will receive one or more electrons, become neutral, and form
an atom or a molecule. When a negative ion is discharged, the ion will donate one or more electrons,
become neutral, and form an atom or a molecule.
Cation Anion
Potassium ion, K+ Fluoride ion, F –
Sodium ion, Na+ Sulphate ion, SO42–
Calcium ion, Ca2+ Nitrate ion, NO3 –
Magnesium ion, Mg2+ Chloride ion, Cl –
Aluminium ion, Al3+ Ease of Bromide ion, Br –
Zinc ion, Zn2+ Iodide ion, I –
Iron(II) ion, Fe2+
discharge Hydroxide ion, OH –
Tin ion, Sn2+ increases
Lead(II) ion, Pb2+
Hydrogen ion, H+
Copper(II) ion, Cu2+
Silver ion, Ag+
Ions at the bottom of the electrochemical series have higher tendencies to be discharged.
Example 1
6.1.3 183
Example 2
Electrolysis of copper(II) sulphate solution
(a) Ions present in a copper(II) sulphate solution during electrolysis are copper(II)
ions, sulphate ions, hydrogen ions and hydroxide ions.
(b) Cathode (negative electrode)
(i) Attracts positive ions, namely copper(II) ions and hydrogen ions
(ii) Copper(II) ions are selected to be discharged because the copper(II) ion is
less electropositive compared to the hydrogen ion
(iii) Copper is deposited at the cathode
(c) Anode (positive electrode)
(i) Attracts negative ions, namely sulphate ions and hydroxide ions
(ii) Hydroxide ions are selected to be discharged because the hydroxide ion is
less electronegative compared to the sulphate ion
(iii) Oxygen gas is produced at the anode
Experiment 6.2
Aim: To study the effect of the position of ions in the electrochemical series
on the tendency of the ion to be discharged at the electrode
Problem statement: How does the position of ions in the electrochemical series affect the
tendency of the ion to be discharged at the electrode?
H+
Ease of
184 6.1.3
Chapter 6 Electrochemistry
Procedure:
1. Prepare the apparatus set-up with an electrolytic
cell half-filled with 0.5 mol dm–3 magnesium nitrate Test tube
solution, Mg(NO3)2.
2. Fill completely two test tubes with 0.5 mol dm–3
magnesium nitrate solution, Mg(NO3)2, and invert Carbon Magnesium
both test tubes in the electrolytic cell (Figure 6.9). electrodes nitrate
3. Turn on the switch. Observe and record the solution,
Crocodile
changes that occur at the anode and cathode. clip
Mg(NO3)2
4. Turn off the switch when the test tube is almost + –
full with gas released from the electrode. Switch A Ammeter
5. Test the gas released using a glowing wooden + –
splinter and a burning wooden splinter.
6. Observe and record the results. Battery
7. Repeat steps 1 to 6 by replacing magnesium nitrate
solution, Mg(NO3)2, with sodium sulphate solution, Figure 6.9
Na2SO4.
Science
Glowing wooden splinter Burning wooden splinter
test (test for oxygen gas) test (test for hydrogen gas)
• Insert a glowing wooden Glowing • Bring a burning wooden Burning
splinter into the test tube wooden splinter close to the mouth wooden
containing the gas. splinter of the test tube containing splinter
• If the glowing wooden the gas.
splinter ignites, the gas in • If the gas explodes with a
the test tube is oxygen. ‘pop’ sound, the gas in the
test tube is hydrogen.
Observation:
Sodium sulphate Glowing wooden splinter test: Glowing wooden splinter test:
solution, Na2SO4
Burning wooden splinter test: Burning wooden splinter test:
Conclusion:
Is the hypothesis accepted? What is the conclusion for this experiment?
6.1.3 185
Questions:
1. Name the ions in the following solutions:
(a) magnesium nitrate solution, Mg(NO3)2
(b) sodium sulphate solution, Na2SO4
2. Based on your observations in Experiment 6.2, name the gas produced at the anode and
cathode for each electrolyte in the table below.
Product formed at
Electrolyte
anode cathode
Magnesium nitrate solution, Mg(NO3)2
Sodium sulphate solution, Na2SO4
3. Name the ion selected to be discharged at the anode and cathode for each electrolyte in
the table below.
Concentration of Electrolyte
The concentration of ions in an electrolyte also affects the selection of ion to be discharged.
Negative ions which are more concentrated in an electrolyte are more likely to be discharged
at the anode. However, the selection of positive ions to be discharged at the cathode is still
influenced by the position of the positive ions in the electrochemical series.
Example
Electrolysis of concentrated sodium chloride solution and dilute
sodium chloride solution
(a) Ions present in a concentrated or dilute sodium chloride solution during
electrolysis are sodium ions, chloride ions, hydrogen ions and hydroxide ions.
(b) Cathode (negative electrode)
(i) Attracts positive ions, namely sodium ions and hydrogen ions
(ii) Hydrogen ions are selected to be discharged because the hydrogen ion is
less electropositive compared to the sodium ion
(iii) Hydrogen gas is produced at the cathode
(c) Anode (positive electrode)
(i) Attracts negative ions, namely chloride ions and hydroxide ions
(ii) The negative ion discharged at the anode is influenced by the concentration
of the negative ion in the electrolyte as follows:
186
6.1.3
Chapter 6 Electrochemistry
Experiment 6.3
Aim: To study the effect of concentration CAUTION!
of ions in electrolytes on the selection
Chlorine gas is poisonous.
of ion to be discharged at the anode
Problem statement: How does the concentration of hydrochloric acid, HCl, influence
the selection of ion to be discharged at the anode?
Materials: 1.0 mol dm–3 hydrochloric acid, HCl, 0.0001 mol dm–3 hydrochloric acid,
HCl and wooden splinter
Procedure:
Test tube
1. Prepare the apparatus set-up with an
electrolytic cell half-filled with
1.0 mol dm–3 hydrochloric acid, HCl. Carbon
Hydrochloric acid,
2. Fill completely two test tubes with electrodes
HCl
1.0 mol dm–3 hydrochloric acid, HCl, and
invert both test tubes in the electrolytic Crocodile clip
cell (Figure 6.10).
+ –
3. Turn on the switch. Observe and record Switch
the changes which occur at the anode. A Ammeter
4. Turn off the switch when the test tube + –
is almost filled with gas released from Battery
the anode.
Figure 6.10
6.1.3 187
5. Test any gas released using a glowing wooden splinter, and moist blue and red litmus papers.
6. Observe and record the results of the gas tests.
7. Repeat steps 1 to 6 by replacing 1.0 mol dm–3 hydrochloric acid, HCl, with
0.0001 mol dm–3 hydrochloric acid, HCl.
Science
Moist blue litmus paper test Moist red litmus paper test
Moist blue Moist red
• Place a piece of moist blue • Place a piece of moist red
litmus paper litmus paper
litmus paper close to the litmus paper close to the
mouth of the test tube mouth of the test tube
containing the gas. containing the gas.
• If the moist blue litmus paper • If the moist red litmus paper
turns red, the gas in the test turns blue, the gas in the test
tube is acidic. tube is alkaline.
• If the colour of the moist blue • If the moist red litmus paper
litmus paper bleaches, the gas in does not change colour, the
the test tube is halogen gas. gas in the test tube is acidic
• If the moist blue litmus paper or neutral.
does not change colour, the gas in
the test tube is alkaline or neutral.
Observation:
Conclusion:
Is the hypothesis accepted? What is the conclusion for this experiment?
Questions:
1. What is the difference in the concentration of chloride ion, Cl–, between 1.0 mol dm–3
hydrochloric acid, HCl and 0.0001 mol dm–3 hydrochloric acid, HCl?
2. Based on your observations in Experiment 6.3, name the product formed at the anode of
each of the following electrolytes:
(a) 1.0 mol dm–3 hydrochloric acid, HCl
(b) 0.0001 mol dm–3 hydrochloric acid, HCl
3. Name the ion selected to be discharged at the anode of each of the following electrolytes:
(a) 1.0 mol dm–3 hydrochloric acid, HCl
(b) 0.0001 mol dm–3 hydrochloric acid, HCl
188 6.1.3
Chapter 6 Electrochemistry
Types of Electrode
The type of electrode used also affects the selection of ion to be discharged as follows:
(a) If the metal used as the anode is the same as the metal ion in the electrolyte, then
• at the anode, the metal atoms will ionise to form positive ions that dissolve into
the electrolyte
• at the cathode, the metal ions will discharge to form atoms of the metal which
are then deposited at the cathode
• the concentration of metal ions in the electrolyte does not change because the
rate of metal atoms ionised to form metal ions at the anode is the same as the
rate of metal ions discharged to form metal atoms which are then deposited at
the cathode
(b) If the type of substance used as the anode is not the same as the type of metal
ion in the electrolyte, then
• the atoms of the anode do not dissolve in the electrolyte. Negative ions in the
electrolyte are discharged at the anode
• at the cathode, the less electropositive ion will be selected to be discharged
Example
6.1.3 189
(b) Cathode (negative electrode)
(i) Attracts positive ions, namely silver ions and hydrogen ions
(ii) Silver ions are selected to be discharged because the silver ion is less
electropositive compared to the hydrogen ion
(iii) Silver is deposited at the cathode
(c) Anode (positive electrode)
(i) Attracts negative ions, namely nitrate ions and hydroxide ions
(ii) Hydroxide ions are selected to be discharged because the hydroxide ion is
less electronegative compared to the nitrate ion
(iii) Oxygen gas is produced at the anode
(d) The concentration of silver ions in the electrolyte decreases because the silver
ions from the electrolyte are discharged to become silver atoms and deposited
at the cathode.
Experiment 6.4
Aim: To study the effect of the type of electrode on the selection of ion to
be discharged at the electrode
Problem statement: How does the type of electrode affect the selection of ion to be
discharged at the anode?
Procedure: Ammeter
1. Prepare the apparatus set-up with an electrolytic + –
A
cell half-filled with 0.1 mol dm–3 copper(II) sulphate
solution, CuSO4. + –
2. Fill completely a test tube with 0.1 mol dm–3 Switch
Battery
copper(II) sulphate solution, CuSO4 and then invert
the test tube at the anode (Figure 6.11). Figure 6.11
190 6.1.3
Chapter 6 Electrochemistry
3. Turn on the switch for 15 minutes. Observe and record the changes that occur at
the anode.
4. Test any gas released using a glowing wooden splinter.
5. Observe and record the result of the gas test.
6. Repeat steps 1 to 4 by replacing the carbon electrodes with copper electrodes.
Observation:
Carbon electrode
Copper electrode
Conclusion:
Are the hypotheses accepted? What is the conclusion for this experiment?
Questions:
1. Name the ions present in the electrolyte during electrolysis.
2. Name the ions selected to be discharged or the ions produced at the anode for the
following types of electrodes:
(a) carbon electrode
(b) copper electrode
V ION
Voltmeter
Potassium ion, K+
Sodium ion, Na+
Calcium ion, Ca2+
– +
Increasing electropositivity
Magnesium ion, Mg2+
Magnesium Copper
Aluminium ion, Al3+
Zinc ion, Zn2+
Iron(II) ion, Fe2+
Tin ion, Sn2+
Lead(II) ion, Pb2+
Copper(II) sulphate Hydrogen ion, H+
solution, CuSO4 Copper(II) ion, Cu2+
Silver ion, Ag+
By referring to the simple chemical cell in Figure 6.14, magnesium becomes the
negative terminal and copper becomes the positive terminal. This is because magnesium
is more electropositive than copper (Figure 6.15). Magnesium is more likely to donate
electrons compared to copper.
• Magnesium which donates electrons forms • Electrons from magnesium are received by the
magnesium ions and dissolves in the copper(II) ion from the electrolyte and not by the
electrolyte (copper(II) sulphate solution). hydrogen ion because the copper(II) ion is less
• Magnesium acts as the negative terminal of electropositive than the hydrogen ion.
the chemical cell. • Solid copper is formed and deposited on the
• The released electrons will flow through the copper strip.
external circuit from magnesium to copper • Copper acts as the positive terminal of the
which acts as the positive terminal of the chemical cell.
chemical cell.
Figure 6.16 Chemical reactions in a chemical cell with different metal electrodes
6.2.1 193
Activity 6.2
21st Century Skills
To build a simple chemical cell • TPS
• Inquiry-based activity
Materials
Sandpaper, two magnesium ribbons, two copper strips and 1.0 mol dm–3 sodium chloride
solution, NaCl
Apparatus
Measuring cylinder, beaker, connecting wires with crocodile clips and voltmeter
Instructions
1. Clean two magnesium ribbons and
Voltmeter
two copper strips with sandpaper.
2. Measure and pour 150 cm3 of 1.0 mol dm–3 V
sodium chloride solution, NaCl into a clean
beaker using a measuring cylinder. Switch
3. Immerse a magnesium ribbon and a copper
– +
strip into the sodium chloride solution, NaCl,
in the beaker. Magnesium Copper
4. Connect the magnesium ribbon, copper ribbon strip
strip and voltmeter with connecting
wires (Figure 6.17).
5. Turn on the switch. Observe and record the
voltmeter reading.
6. Repeat steps 1 to 5 by replacing the Sodium chloride
magnesium ribbon and copper strip with solution, NaCl
a pair of magnesium ribbons and a pair of
copper strips. Figure 6.17 Simple chemical cell
Result
Activity 6.3
21st Century Skills
To generate electrical energy from fruits or other plant parts and seawater • TPS, STEM
• STEM project-
based activity
Instructions
1. Carry out this activity in groups to generate ideas on how the concept of
chemical cell can be applied to generate electrical energy from a variety of sources.
Study the following statement:
2. Plan and carry out a project based on the STEM approach. Build a simple chemical cell
which can convert chemical energy into electrical energy from various sources such as fruits
or other plant parts and seawater.
3. Gather and discuss information or ways to construct a simple chemical cell from fruits or
other plant parts and seawater from the following websites:
Related websites
(a) Electrical energy produced from fruits
http://buku-teks.com/sc5195a
6.2.2 195
Summary
S y
196
Electrochemistry
Study in the field of chemistry on the relationship between chemical and electrical phenomena
Anode, cathode, anion, cation, electrolyte and electrical source Electrolyte and two different types of metals
at
Self-Reflection
Se
elf-Reflectio
on
After studying this chapter, you are able to:
6.1 Electrolytic Cell 6.2 Chemical Cell
Understand electrolysis. Explain the energy change in a
Carry out experiments to study simple chemical cell.
electrolysis of ionic compounds in Generate ideas on the application
various conditions. of the chemical cell concept in
Carry out experiments to study generating electricity from a variety
the factors affecting the products of sources.
in electrolysis.
Communicate about the application
of electrolysis in industries.
Summative Practice
Pracctice 6 Quiz
http://buku-
Answer the following questions: teks.com/
sc5197
1. Figure 1 shows an apparatus set-up to study the electrolysis
of an aqueous copper(II) sulphate solution, CuSO4 using
different electrodes as shown in electrolytic cell P and
electrolytic cell Q.
+ – + –
Carbon Copper
Aqueous
copper(II) sulphate
solution, CuSO4
Figure 1
197
2. Figure 2 shows an apparatus set-up to study the electrolysis of aqueous
sodium nitrate solution, NaNO3, using carbon electrodes labelled P and Q.
Aqueous sodium
Electrode P nitrate solution, NaNO3
Electrode Q
+ –
Ammeter A
+ –
Battery
Figure 2
3. Rohani found a rusted iron nail. Using your knowledge of electrolysis, describe a
simple way to prevent the rusting of the iron nail.
Enrichment Practice
Pra
actiice
4. You are given three potatoes, three iron nails, three copper rods, light bulb and
connecting wires with crocodile clips. Using these materials, design a simple
chemical cell with the following features:
(a) simple chemical cell that can light up a light bulb with maximum brightness.
(b) simple chemical cell that can last the longest when lighting up a light bulb.
198
HEME
Energy and
3 The Swedish 1-m Solar
Telescope in La Palma, Spain
has a convex lens as the
objective lens with a diameter of
approximately 1.10 m. Why do
astronomers need to observe
outer space through the
Sustainability telescope all the time, that is,
24 hours a day?
of Life
Click@Web
Biggest telescope in
the world
http://buku-teks.com/sc5199a
Look through a
‘live’ telescope
http://buku-teks.com/sc5199b
199
CHAPTER
7 LIGHT AND
OPTICS
Let’s study
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200
Science Bulletin
Nowadays, the use of lenses in optical instruments is
expanding. For example, the telephone which was originally an
audio communication device has been developed into a
smartphone which can function as an audio-visual
communication device using a camera to take photographs
and videos.
Keywords
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r $PODBWFMFOT r 0QUJDBMDFOUSF r /PSNBMBEKVTUNFOU
r %JWFSHJOHMFOT r 0CKFDUEJTUBODF rCCTV
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201
7.1 Formation of Images by Lenses
Convex lens
Concave lens
Figure 7.2 shows the path of light rays before and after passing through a
convex lens and a concave lens. What happens to the light rays after passing through
these lenses?
Figure 7.2 Refraction of light rays after passing through a convex lens and a concave lens
Based on Figure 7.2, light rays converge after passing through a convex lens while
light rays diverge after passing through a concave lens. Therefore, a convex lens is known
as a converging lens while a concave lens is known as a diverging lens.
202 7.1.1
Chapter 7 Light and Optics
For convex lenses, the focal point, F is a point where light rays parallel to the
principal axis converge after passing through the convex lens (Figure 7.3(a)).
Figure 7.3 Focal point and focal length for convex lens and concave lens
When light rays which diverge after passing through a concave lens are extrapolated
backwards, the light rays will intersect at a point. This point is the focal point, F for
the concave lens (Figure 7.3(b)).
Let us carry out Activity 7.1 to study some properties of convex lenses and concave
lenses using an Optical Ray Kit.
Activity 7.1
21st Century Skills
Use the Optical Ray Kit to: • TPS
• Inquiry-based activity
(a) show the convex lens as a converging lens and the concave lens as a
diverging lens
(b) determine the focal points of convex lenses and concave lenses
Materials
White paper (sized 86 cm × 86 cm)
Apparatus
Optical Ray Kit containing ray box, cylindrical biconvex lens, cylindrical biconcave lens,
triple slit plate, ruler and pencil
7.1.1 203
Instructions
White paper
Figure 7.4
1. Prepare the apparatus set-up shown in Figure 7.4.
2. Trace the shape of the convex lens onto a piece of white Video
paper using a pencil. Mark the centre point of the convex Eduweb TV:
lens, that is the optical centre, O on the tracing of the Physics – lenses
convex lens. http://buku-teks.
3. Direct three parallel light rays from the ray box in the com/sc5204
direction of the convex lens. Observe the path of light (Medium: bahasa
rays before and after passing through the convex lens. Melayu)
4. Make two marks, one near to the lens and another far
from the lens, on each path of the light rays before and
after passing through the convex lens. Remove the convex lens from the white paper.
5. Draw a straight line using a pencil and ruler to connect the two marks on each path of the
light rays before and after passing through the convex lens (Figure 7.3(a)).
6. Mark the point of intersection of the three light rays as the focal point, F for the
convex lens.
7. Repeat steps 1 to 5 by replacing the convex lens with a concave lens.
8. Extrapolate the light rays which diverge after passing through the concave lens backwards
until a point of intersection (Figure 7.3(b)).
9. Mark the point of intersection of the three light rays as the focal point, F for the
concave lens.
Questions
1. Why is it more suitable for this activity to be carried out in the dark?
2. What happens to light rays after passing through the following lenses?
(a) Convex lens
(b) Concave lens
3. Describe the observations made in this activity that show the following properties of lenses:
(a) convex lens as a converging lens
(b) concave lens as a diverging lens
204 7.1.1
Chapter 7 Light and Optics
Axis of lens
Object
O F 2F
Principal axis
2F F
Image
f f
u v
Object
Image
Principal axis O
2F F F 2F
f f
u
(b) Concave lens
Figure 7.5 Convex lens and concave lens
7.1.2 205
Let us carry out Activity 7.2 to determine the Parallel
focal length of a convex lens using a distant light rays o F
object by applying the concept that light rays from a O
from a distant object are parallel (Figure 7.6). distant
object
f
Figure 7.6
Activity 7.2
21st Century Skills
To determine the focal length of a convex lens using a distant object • TPS
• Inquiry-based activity
Materials
Convex lens, lens holder, white screen and metre rule
Instructions
1. Prepare the apparatus set-up as shown Laboratory window
in Figure 7.7.
2. Position the convex lens towards a Convex lens White screen
distant object seen through an open
window.
Lens holder
3. Adjust the position of the white screen
until a sharp image of the distant
object is formed on the screen. Figure 7.7
4. Measure and record the distance
between the centre of the convex lens and the screen, that is the focal length, f of the
convex lens using a metre rule.
Questions
1. Why are laboratory objects not used to determine the focal length of a convex lens in
this activity?
2. State the characteristics of the image formed on the white screen.
3. If the convex lens in this activity is replaced with a concave lens, can the focal length of the
concave lens be estimated? Explain your answer.
1 A light ray parallel to the principal axis refracts and passes through the focal point, F.
Object 1
1
F F
2 A light ray heading towards the optical centre continues in a straight line through the
optical centre without refracting.
Object 1
1
2 F
F Real image
2
Concave lens
1 A light ray parallel to the principal axis refracts and appears to come from the
focal point, F.
1
Object 1
F F
2 A light ray heading towards the optical centre continues in a straight line through the
optical centre without refracting.
1
Object 1
2
F Virtual F
image 2
7.1.3 207
Tables 7.3 and 7.4 show the positions of object, ray diagrams, positions of image and
characteristics of images for convex lens and concave lens, respectively.
Table 7.3 Ray diagrams to determine the characteristics of images formed by a convex lens
208 7.1.3
Chapter 7 Light and Optics
Table 7.4 Ray diagrams to determine the characteristics of images formed by a concave lens
Note: The characteristics of images formed by concave lenses for any object distance are:
• virtual
• upright BRAIN
• diminished TEASER
• positioned between the object and the concave lens
Reinforcement practice
http://buku-teks.com/sc5207
Lens X Lens Y
Figure 1
7.1.3 209
7.2 Optical Instruments
The function of optical instruments is normally related to the type of image, whether
real or virtual, and the size of image formed by the lens. The ray diagrams in Tables 7.3
and 7.4 show that the image size
formed by a lens depends
on the position of the object
from the centre of the lens.
Photograph 7.1 shows three optical instruments. Describe the characteristics of the final
image formed by these three optical instruments.
Scan
Formation of the Final Image by a Microscope Page
Study the two ray diagrams in Figure 7.8.
(a) Object is between F and 2F (b) Object is between F and the optical centre, O
Objective lens Eyepiece
Object F 2F F
2F F O O F
Object
Image Image
Image position: Image is further than 2F Image position: Image is further than F
Image characteristics: • Real Image characteristics: • Virtual
• Inverted • Upright
• Magnified • Magnified
Figure 7.8 Ray diagrams for the images formed by the objective lens and eyepiece of a microscope
210 7.2.1
Chapter 7 Light and Optics
Based on your understanding of the two ray diagrams in Figure 7.8, the formation of
the final image by a microscope is shown in Figure 7.9.
Objective lens Eyepiece
Construction lines
First
Object image,
Fo Fe Io Fe
2Fo
Fo
Virtual
final
image,
I
Figure 7.9 Ray diagram showing the formation of the final image in a microscope
Photograph 7.2
7.2.1 211
Formation of the Final Image by a Telescope
Study the two ray diagrams in Figure 7.10.
F F 2F F F 2F
Image Object
Figure 7.10 Ray diagrams for the images formed by the objective lens and eyepiece of
a telescope
Based on your understanding of the two ray diagrams in Figure 7.10, the formation of
the final image by a telescope is shown in Figure 7.11.
fo fe
Parallel incident
rays from a Fo
distant object
Fe
Fo First image, Io Fe
Figure 7.11 Ray diagram showing the formation of the final image in a telescope
In normal adjustment, the distance between the objective lens and eyepiece = ƒo + ƒe
where ƒo = focal length of objective lens,
ƒe = focal length of eyepiece
so that the image can be viewed more comfortably.
212 7.2.1
Chapter 7 Light and Optics
Activity 7.3
21st Century Skills
To build a simple telescope model • ICS, ISS, STEM
• Innovative activity
Materials
Hollow paper cylinder and cellophane tape
Apparatus
Convex lens with focal length, ƒo ≥ 10 cm, convex lens with focal length, ƒe ≤ 2 cm, ruler, scissors
or knife and pencil
Instructions
1. Carry out the activity in groups.
2. Gather information from the Internet, print media and other electronic media about
the following:
(a) type, size and function of lenses used in a telescope
(b) selection criteria for the objective lens and eyepiece of a telescope which can produce
the clearest and brightest image
(c) ray diagram to show the formation of image in a simple telescope
3. Discuss the information needed to complete the K-W-L Strategic Data Form as a guide to
design and build your simple telescope. You can download and print the form from the
website given below.
Download K-W-L
Strategic Data Form K-W-L Strategic Data Form
http://buku-teks.com/ What students already know, wish to know and will know (K-W-L chart)
sc5213
Already know Wish to know Will know
(K – Know) (W – Wonder) (L – Learn)
Questions
1. Why is the cylinder for the model telescope constructed from materials that are opaque and
not transparent or translucent?
2. What is the distance between the objective lens and the eyepiece so that the final image
can be seen more comfortably?
3. What is the name of the condition mentioned in question 2?
7.2.2 213
Application of Lenses in Optical Instruments
Digital single-lens reflex High-resolution closed-circuit Spy camera in
(DSLR) camera with two television (CCTV) safety device
different lenses
Camera image formed using a lens of Camera image formed using a lens of
focal length 70 mm from a distance focal length 24 mm from a distance
of 15 m of 15 m
Activity 7.4
21st Century Skills
To study the contributions of science and technology towards the invention • ICS, ISS, TPS
of optical instruments that can help or overcome the limitations of human • Discussion
sight
Instructions
1. Carry out the activity in groups.
2. Gather information from the Internet, print media and other electronic media on the
following:
(a) use of lenses in daily instruments such as cameras, smartphones, LCD projectors,
spectacles, magnifying glasses and CCTV
(b) the thickness and focal length of the camera lens of smartphones
3. Discuss the information gathered.
4. Present the outcome of your group discussion in the form of a multimedia presentation.
Science
Photograph 7.5 shows a water lens placed under
the sunlight.
Video
A water lens can function as
a magnifying glass
http://buku-teks.com/sc5215
7.2.3 215
Summary
S y
216
Light and Optics
by
Self-Reflection
Se
elf-Reflectio
on
After studying this chapter, you are able to:
7.1 Formation of Images by Lenses 7.2 Optical Instruments
Describe convex lens as a converging Describe the formation of the final
lens and concave lens as a image by telescopes and microscopes.
diverging lens. Design and build a simple telescope.
Determine the focal length of a Communicate about the application
convex lens using a distant object. of lenses in optical instruments.
Determine the characteristics of images
formed by convex and concave lenses
using ray diagrams.
Summative Practice
Pracctice 7 Quiz
http://buku-
Answer the following questions: teks.com/
sc5217
1. Draw ray diagrams which describe the following
characteristics of lenses:
(a) convex lens as a converging lens
217
2. Figure 1 shows an object placed in front of a convex lens at a distance less than the
focal length, ƒ.
Object
F F
Figure 1
(a) Draw a ray diagram in Figure 1 to determine the image formed by the
convex lens.
(b) State the characteristics of the image formed by the convex lens in Figure 1.
P 2F Q F R F 2F
Figure 2
(i) Write the problem statement.
(ii) State the position of the object (at P, Q or R).
(iii) Using an arrow (↑) as the object, draw a ray diagram to show the
formation and position of the image. Complete Figure 2 to obtain
your answer.
(iv) State two other characteristics of the image formed in 3(b)(iii).
218
Chapter 7 Light and Optics
Enrichment Practice
4. Optics is a scientific field that studies the properties of light, interactions between
light and substances such as glass, human sight and instruments which use or
detect light. Study and understand the contents of the poster in Figure 3.
Diminished
image of fly
Magnified image of fly
A fly seen through a convex lens will A fly seen through a concave lens will
appear larger than its actual size. appear smaller than its actual size.
Figure 3
How effective is this poster in explaining the concept of image formation by lenses
and optical instruments in the study of optics?
219
CHAPTER
8 FORCE AND
PRESSURE
Let’s study
L
t1SFTTVSFJOnVJET
220
Science Bulletin
Have you ever heard a loud hissing sound made by a heavy vehicle such as a tour bus or
oil tanker when the vehicle stops? What is the system that operates in the heavy vehicle
and produces this loud hissing sound?
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8.1 Pressure in Fluids
x x+d
y y+d
z z+d
(a) No additional pressure (b) Additional pressure is
is exerted on the water exerted on the water
Pascal’s principle states that the transmission of pressure exerted on a fluid (liquid
or gas) in an enclosed system is uniform throughout the fluid and in all directions.
Activity 8.1
21st Century Skills
• TPS
To explain Pascal’s principle using Pascal’s equipment • Inquiry-based activity
Apparatus
Round-bottom flask with fine pores and piston, and large beaker
222 8.1.1
Chapter 8 Force and Pressure
Instructions
1. Carry out this activity in groups.
Piston
2. Prepare the apparatus set-up (Figure 8.2).
3. Pull the piston up until water fills the flask. Flask with
4. Remove the flask from the beaker and push the fine pores
piston into the flask. Water
5. Observe and sketch the direction of water shooting
Beaker
out from the fine pores of the flask.
Figure 8.3
Pascal’s principle is commonly applied in daily life such as in the operation of the
hydraulic system.
Load
10 N
Valve Valve
The lever is moved downwards with the release valve closed, valve A closes and valve B opens
(The lever is moved downwards and upwards a few times to lift the load to a desired height)
Pivot
Air hole Load
Liquid reservoir Large piston rises
Lever is moved Release valve
downwards is closed
Small piston Liquid transmits its
exerts pressure pressure to the loaded
on the liquid large piston and
pushes it upwards
Valve A closes Valve B opens
The lever is moved upwards with the release valve closed, valve A opens and valve B closes
➋ Liquid from reservoir flows below the
small piston through the open valve A Load
➍ Position of large piston
Air hole is maintained
➊ Lever is moved Liquid reservoir Release valve ➌ A constant liquid
upwards is closed pressure is exerted
on the large piston
to maintain its
position
Valve A opens Valve B closes
8.1.2 225
The Hydraulic Brake System
The hydraulic brake system is commonly used to slow down or stop Scan
wheeled vehicles such as moving cars. The operation of a hydraulic Page
brake system is shown in Figure 8.9.
Dental Chair
The operation of the dental chair is related to the hydraulic
raulic
system. Observe the dental chair in Photograph 8.3.
Then, study and understand the application of Pascal’ss
principle in the dental chair as shown in the following video
or other sources of information.
Video
Is hydraulic system used in a dental chair?
http://buku-teks.com/sc5226b
Figure 8.10 shows that the fluid pressure at P1 , P2 and P3 is the same because the
fluid is not flowing.
P1 P2 P3
P1 P2 P3
8.1.3 227
Activity 8.2
21st Century Skills
To explain Bernoulli’s principle by using a Venturi tube • TPS
• Inquiry-based activity
Materials
Tap water
Apparatus
Venturi tube, rubber tube and clip
Instructions
1. Carry out this activity in groups.
2. Prepare the apparatus set-up as shown in Figure 8.12.
3. Close the clip. Turn on the tap and allow tubes
X Y Z
X, Y and Z to be filled with water.
4. Observe and compare the height of the water
level in tubes X, Y and Z.
5. Sketch your observations in figure (a).
6. Open the clip and the tap so that water Clip
From
flows into the sink continuously through the
the tap
glass tube. P Q R To the sink
7. Repeat step 4. Sketch your observations in
figure (b). Figure 8.12
Observations
X Y Z X Y Z
P Q R P Q R
(a) (b)
Questions
1. State the relationship between fluid velocity and pressure based on your observations of
figures (a) and (b).
2. Name the effect of the change in pressure of the fluid which flows through the narrower part
of the Venturi tube.
3. What is the principle shown in the observation in figure (b)?
Angle of attack Air with low velocity Flow of gas and air mixture
but high pressure
will be sucked in
Low velocity High velocity
airflow, high air gas, with low
Lift pressure pressure
Helicopter Drone
High velocity airflow, low air pressure High velocity airflow, low air pressure
Force
Low velocity airflow,
high air pressure
In the space between a moving train and a person standing near the safety lines, the velocity of the airflow
is high and the air pressure is low.
As such, there is a strong possibility for a person who stands beyond the safety lines to be pushed by force
towards the moving train. Thus, avoid standing beyond the safety lines.
Instructions
1. Carry out this activity in groups.
2. Gather information from the Internet, print media and other electronic media on the
application of Bernoulli’s principle in various sports such as sailing and windsurfing.
3. Discuss the information gathered.
4. Present the outcome of your group discussion in the form of a report.
Activity 8.4
21st Century Skills
To design a tool using the principle of pressure in fluids • TPS, ICS, STEM
• Project-based
Instructions activity
Pressure in Fluids
231
Force and Pressure
Self-Reflection
Se
elf-Reflectio
on
After studying this chapter, you are able to:
8.1 Pressure in Fluids
Explain the concept of pressure in fluids in an enclosed system.
Communicate about the application of Pascal’s principle in daily life.
Explain the relationship between fluid velocity and pressure.
Communicate about the application of Bernoulli’s principle in daily life.
Design a tool using the principle of pressure in fluids.
Quiz
Summative Practice
Pracctice 8 http://buku-
teks.com/
sc5232a
Answer the following questions:
Enrichment Practice
2. A dental chair as shown in Figure 2 is an application
of Pascal’s principle which plays an important role in
helping dentists during the dental treatment of their
patients. Dental chairs must be easily adjustable for the
comfort of both patients and dentists.
• Build a creative model of a dental chair by applying
Pascal’s principle.
• Describe the creative features of your model.
• Discuss in your group on how the model can be
modified into an automated massage chair.
• Present your ideas to your class.
Source of reference:
Figure 2
Video on building a model of a dental
chair
http://buku-teks.com/sc5232b
232
HEME
Earth and Space
4
Exploration
233
CHAPTER
9 SPACE
TECHNOLOGY
Let’s study
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Science Bulletin
Malaysia is among the first Asian countries to launch a
5G demonstration project
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235
9.1 Satellite
GS
Types of Satellite Orbits
O
The orbits of satellites which
circle Earth are grouped into O
ME
five types according to
orbital height (altitude) LEO
(Figure 9.1).
GE O
Activity 9.1
21st Century Skills
To gather information and explain the types of satellite orbits • ICS
• Discussion
Instructions
1. Carry out this activity in groups.
2. Gather information from the Internet, print media and other electronic media about the
types of satellite orbits, namely LEO, MEO, HEO, GSO and GEO.
Examples of reference websites are as follows:
Geosynchronous Orbit (GSO) Catalogue of types of
and Geostationary Orbit (GEO) satellite orbits
http://buku-teks.com/sc5236a http://buku-teks.com/sc5236b
236 9.1.1
Chapter 9 Space Technology
Orbital Shapes
There are two orbital shapes, perfectly
circular and elliptical (Figure 9.2). GEO is
an example of a perfectly circular orbit while
MEO and HEO are examples of elliptical
orbits. LEO and GSO are perfectly Perfectly circular Elliptical
circular or elliptical. Figure 9.2 Orbital shapes
Earth
Perigee Apogee
Figure 9.4 Examples of types of satellites, orbital heights and satellite speeds
The higher the orbital height of a satellite, the lower the satellite speed for it to remain
in orbit. This is because the gravitational force on a satellite decreases when the orbital
height of the satellite increases.
Activity 9.2
21st Century Skills
To draw a conclusion on the relationship between orbital height and satellite speed • TPS, ICS
• Inquiry-based
Instructions activity
Activity 9.3
21st Century Skills
To explain how a satellite is placed into orbit • ICS
• Inquiry-based
Instructions activity
1. Carry out this activity in groups.
2. Gather information from watching the following video clip to explain how satellites are
placed into orbit directly or through Hohmann transfer orbit.
Watch the following video clip:
http://buku-teks.com/sc5238b Click@Web
Start time 5:00/10:05 Launch and
End time 9:14/10:05 placement of
3. Discuss your observations after watching the video. satellite into orbit
http://buku-teks.
4. Present the way satellites are placed into orbit as
com/sc5238c
observed from the video to the class.
ELV RLV
Let us carry out Activity 9.4 to look for information about the differences between ELV
and RLV.
Activity 9.4
21st Century Skills
To differentiate ELV from RLV • TPS, ICS
• Inquiry-based activity
Instructions
1. Carry out this activity in groups.
2. Gather information from the Internet, print media and other electronic media about the
differences between expendable launch vehicle (ELV) and reusable launch vehicle (RLV).
3. Present the differences between ELV and RLV using a multimedia presentation to the class.
9.1.4 239
Function of the International
Space Station
The International Space Station (ISS)
is the result of efforts from five space
agencies namely NASA (America),
Roscosmos (Russia), JAXA (Japan),
ESA (Europe) and CSA (Canada).
Dato’ Dr. Sheikh Muszaphar Shukor
Al Masrie bin Sheikh Mustapha is
the first Malaysian to reach the ISS.
Let us carry out Activity 9.5 to
understand the functions and lives Photograph 9.2 The International
of astronauts on the ISS. Space Station (ISS)
Click@Web
What is the International Space
Station (ISS)?
http://buku-teks.com/sc5240a
Activity 9.5
21st Century Skills
To understand the functions of the ISS and the lives of astronauts on • ICS
the ISS • Inquiry-based activity
Instructions
1. Carry out this activity in groups.
2. Gather information from watching the following videos about space stations such as the ISS,
its functions and the lives of astronauts on this space station.
Examples of reference websites are as follows:
Functions of the ISS Lives of astronauts on the ISS
http://buku-teks.com/sc5240b http://buku-teks.com/sc5240c
240 9.1.5
Chapter 9 Space Technology
The frequency of the ISS orbiting Earth in a day can be calculated by using its orbital
height and speed.
Activity 9.6
21st Century Skills
To calculate the frequency of the ISS orbiting Earth in a day • ICS, TPS
• Inquiry-based activity
Instructions
1. Carry out this activity in groups.
2. Use the data of orbital height and speed of the ISS in Activity 9.2 as well as radius of Earth
(6.37 ⫻ 106 m) to calculate the frequency of the ISS orbiting Earth in a day.
Length of orbit
Period of orbit, T =
Speed of satellite
2π × (Orbital height + Radius of Earth)
=
Speed of satellite
86 400 s (1 day)
Frequency of the ISS orbiting Earth in a day =
Period of orbit, T
3. Present the outcome of your group calculations to the class.
Activity 9.7
21st Century Skills
To gather information related to the impact of rapid development • ICS
in space technology • Discussion
Instructions
1. Carry out this activity in groups.
2. Gather information from the Internet, print media and other electronic media on the impact
of rapid development in space technology such as:
(a) increase in space junk
(b) increase in research and development activities in various fields in the life and health
of humans
3. Discuss the information that you have gathered.
4. Present the outcome of your group discussion to the class.
242 9.1.7
Chapter 9 Space Technology
Space segment
Control
segment
How GPS Functions
GPS is made up of three segments,
the control segment, space segment
and user segment. Figure 9.9 How GPS functions
9.2.1 243
Control Segment Space segment
The control segment is made up of a master
control station, alternative master control
station, command and control antennas as
well as monitor stations. Signals received by
the monitor stations from the GPS satellite are
sent to the master control station which will
Monitor
generate navigation messages on Earth stations
(Figure 9.10). The information sent from
the antenna on Earth to the GPS satellite
Control segment
includes the GPS satellite position, time Master control
correction factor for the GPS satellite clock, station
atmospheric data and almanac.
Figure 9.10 Control segment and
space segment in GPS
Space Segment
GPS is made up of a satellite network. GPS
satellites orbit Earth at an orbital height of onous
y n chr
20 000 km. The orbit of a GPS satellite is -s it
mi rb
usually known as a semi-synchronous Earth Se rth o
E a
orbit (Figure 9.11) with an orbital period of
about 12 hours. Figure 9.11 GPS satellite orbit
At least 4 GPS satellites can be seen at an
angle of 15° or more from the horizontal axis
GPS satellites
at any time from all locations on Earth
(Figure 9.12). The information sent from
the GPS satellite to the GPS receiving device
includes the position of the GPS satellite and
the time the signal is sent.
User Segment
A GPS user is anyone who uses a GPS 5°26'25"N 100°18'32"E
receiving device such as a smartphone. The Georgetown, Pulau Pinang
location of a place can be written in two
formats as follows:
Figure 9.13 GPS coordinates in
(a) Degrees, minutes and seconds (DMS)
DMS format
(b) Decimal degree (DD)
244 9.2.1
Chapter 9 Space Technology
GPS coordinates can be written in two formats, namely DMS and DD.
Example
GPS coordinate:
(a) National Planetarium, Kuala Lumpur
DMS format coordinates : 3°08'22.04"N (Latitude) 101°41'22.53"E (Longitude)
DD format coordinates : 3.139456 101.689593
Activity 9.8
21st Century Skills
To navigate from one location to another within the school using GPS • Inquiry-based activity
coordinates
Instructions
1. Carry out this activity in groups in an open area in school such as the school field.
2. Mark five locations with a minimum distance of 10 m between each location in the open area
of the school.
Location: 1 2 3 4 5
• x • • • •
x ≥ 10 m
3. Use a GPS receiving device such as a smartphone to determine the GPS coordinates at
each location.
9.2.2
9.1.1 245
4. Observe and record the coordinates for the five locations in the following formats:
(a) Degrees, minutes and seconds (DMS)
(b) Decimal degree (DD)
Result
Questions
1. Why is this activity carried out in an open space and not in class?
2. What is the main purpose of using GPS coordinates?
3. Name two examples of navigation applications which use the GPS coordinate system
in daily life.
Uses of GPS
GPS is used for
navigational purposes
in various types of
transport such as land,
sea, air and space
transport. Examples
of applications of
navigation which use GPS
coordinates are Google
Maps and Waze.
Photograph
ph
p h9
9.4
4SScreenshots
Scre
Sc reen
re enshots
hots of
of Google
Go
oogglle Maps
oogl Map
aps
p
and Waze
246 9.2.2
Chapter 9 Space Technology
Click@Web
Navigational applications Find Pizza (Video)
(Animation) http://buku-teks.com/sc5247b
http://buku-teks.com/sc5247a
Activity 9.9
21st Century Skills
To study the Global Positioning System (GPS) • TPS, ICS
• Inquiry-based activity
Instructions
1. Carry out this activity in groups.
2. Gather information from various sources on the meaning of GPS, how GPS functions and the
uses of GPS.
3. Discuss the information that you have gathered.
4. Present the outcome of your group discussion to the class using a multimedia presentation.
9.2.2 247
Summary
S y
248
which develops Increase in space junk,
Space Technology increase in research
rapidly causing
and development
activities
• Low Earth Orbit (LEO) Is launched and placed into • GPS coordinates
• Medium Earth Orbit (MEO) orbit directly or through • Degrees, minutes and
• High Earth Orbit (HEO) Hohmann transfer orbit seconds (DMS)
• Geostationary Orbit (GEO) • Decimal degree (DD)
• Geosynchronous Orbit (GSO)
The higher the satellite orbit, • Expendable launch vehicle (ELV) Navigation applications such
the lower the satellite velocity • Reusable launch vehicle (RLV) as Google Maps and Waze
Chapter 9 Space Technology
Self-Reflection
Se
elf-Reflectio
on
After studying this chapter, you are able to:
9.1 Satellite Communicate about the methods for
Explain the types of satellite orbits. tracking space stations.
Explain with diagrams the apogee Elaborate the impact of rapid
and perigee of a satellite in an development in space technology.
elliptical orbit.
Relate the height of an orbit with the 9.2 Global Positioning System (GPS)
velocity of a satellite. Explain Global Positioning
Explain how a satellite is launched System (GPS).
and placed into orbit. Apply the GPS coordinate system for
Explain the function of a space navigational purposes.
station.
Summative Practice
Pracctice 9 Quiz
http://buku-
Answer the following questions: teks.com/
sc5249
1. Figure 1 shows an example of the orbit for satellite X
which has an orbital period of 12 hours.
Satellite X
Figure 1
249
3. Figure 2 shows different types of satellite orbits labelled A, B, C and D.
C
B
D
Figure 2
(a) Label the types of orbits in Figure 2 with the following abbreviations.
(b) Based on Figure 2, name the type of orbit for GPS satellites.
Enrichment Practice
4. The clock in a GPS satellite needs to be adjusted from time to time.
What is the importance of accurate time information from GPS satellites in our
daily activities?
250
Answers
Only selected
elected answers are provided here
251
(d) 1. Reduce the intake of fatty food 2. (a)
2. Eat unsaturated fats which can reduce
the level of cholesterol in blood
(any suitable answer)
CHAPTER 6 Electrochemistry
F
Summative Practice 6
1. (a) Electrolysis is the process of decomposition Virtual F Object
image
of a compound in the molten or aqueous
state into its constituent elements when
electric current flows through it.
(b) Virtual, upright, magnified
(b) Copper(II) ion, Cu2+, hydrogen ion, H+,
3. (a) To produce images of different sizes using
sulphate ion, SO42–, hydroxide ion, OH–
camera lenses of different focal lengths
(c) (i) At anode: Hydroxide ion
At cathode: Copper(II) ion
(ii) At anode: No ion is discharged
At cathode: Copper(II) ion CHAPTER 8 Force and Pressure
(d) Purification of metal Summative Practice 8
2. (a) (i) Sodium ion, Na+, hydrogen ion, H+ 1. (a) P1
(ii) Nitrate ion, NO3–, hydroxide ion, OH– (b) When air flows through the narrow space
(b) Electrode P between the two cars, the velocity of air
(c) (i) Hydroxide ion flow increases and the pressure, P1 in
(ii) Hydrogen ion the narrow space reduces. According to
(d) Sodium ions and hydrogen ions move Bernoulli’s principle, when a fluid such
to the cathode. The hydrogen ion is as air passes through a narrow space, the
selected to be discharged because it is velocity of the fluid flow increases and
less electropositive compared to the pressure in the space decreases.
sodium ion. (c) Pressure P0 which is higher compared to
P1 will cause both vehicles to be pushed
towards each other until they collide.
CHAPTER 7 Light and Optics
Summative Practice 7 CHAPTER 9 Space Technology
1. (a)
Summative Practice 9
Convex lens
1. (a) GPS satellite
(b) For navigational purposes
Focal point,
F 2. (a) • GPS satellite is a communication
satellite
• Orbital height for a GPS satellite
is 20 000 km
Focal length, f • Orbital period for a GPS satellite is
12 hours
(b) (b) Smartphone
Concave lens (c) Navigational purposes
(any suitable answer)
(d) Google Maps, Waze
Focal point, F
Complete answers
for teachers
http://buku-teks.
Focal length, f com/sc5252
252
Laboratory Rules and
Safety Measures
In this Form 5 Science KSSM textbook, there are some experiments that need to be carried out
in the laboratory. Therefore, all students must comply with the rules and safety measures in the
laboratory to avoid accidents.
In the laboratory
1. Open all windows and doors.
2. Do not run or play.
3. Do not eat or drink.
4. Do not carry out any experiment or procedure without the teacher’s permission.
5. Follow all procedures in the experiment with the teacher’s guidance.
6. Take safety measures such as reading all instructions and warning symbols on the labels of
reagent bottles before using the chemicals.
7. Take fire safety measures such as keeping yourself, books, clothes, hair and other flammable
things away from fire.
Emergencies
1. Know the location of and how to use the fire extinguisher and the first aid kit.
2. If any chemical substance gets into your eyes, wash it off immediately with plenty of running
water.
3. If any chemical substance spills onto your skin or clothes, wash it off immediately with
plenty of water.
4. If any chemical substance is accidentally swallowed, spit it out immediately and rinse your
mouth with plenty of water. Inform the teacher of the accident immediately for medical
treatment.
5. If your clothes are on fire, do not panic, roll your body on the floor or wrap your body with
a fire blanket to extinguish the fire.
6. Report all accidents to the teacher immediately.
253
Glossary
Anion – A negative ion. Electrolytic cell – A cell made up of electrical
Antibiotic – Substance produced by fungi or source, electrodes and electrolyte.
bacteria that kills or retards the growth of other Expendable launch vehicle (ELV) – Launch
fungi or bacteria. vehicle that can be used only once.
Antifungal – Substance used to treat infectious Fat – Organic carbon compound which contains
diseases caused by fungi. carbon, hydrogen and oxygen.
Antiseptic – Chemical substance applied on Focal length, f – The distance between the focal
human skin to prevent pathogenic infections. point, F and the optical centre, O of a lens.
Antiviral – Substance used to treat infectious Global Positioning System (GPS)
diseases caused by viruses. – A navigation system which gives information
Apogee – Position of satellite furthest on location and time to its users in all weather
away from the planets or stars encircled by conditions.
the satellite. Hydraulic system – System applied to carry
Bernoulli’s principle – A fluid moving at a higher out heavy work using a small force.
velocity produces a lower pressure in that region. Hydrocarbons – Organic carbon
Biochemical Oxygen Demand (BOD) compounds made up of only carbon and
– The amount of dissolved oxygen needed hydrogen elements.
by microorganisms to disintegrate organic Macronutrient – Nutrient needed by plants
substances in a water source. in large quantities.
Biological control – A method which Malnutrition – A condition caused by an
applies interaction between organisms such as imbalanced diet.
prey-predator and parasitism to control crop Micronutrient – Nutrient needed by plants
pests in a habitat. in small quantities.
Calorific value of food – Amount of energy Microplastic – Plastic piece of less than 5 mm
that can be released from the complete oxidation in length.
or combustion of 1 g of food.
Normal flora – Microorganisms found in
Carbon footprint – Total amount of carbon organisms which do not cause disease.
dioxide released into the air from human activities.
Organic carbon compounds – Carbon
Carbon handprint – Activities to reduce compounds which originate from living things.
carbon footprint
Pascal’s principle – Transmission of pressure
Carbon sinks – Natural places for the elimination in a fluid in an enclosed system is uniform
of carbon dioxide from the air. throughout the fluid and in all directions.
Cation – A positive ion. Perigee – Position of satellite closest to the
Chemical cell – A cell made up of two different planets or stars encircled by the satellite.
types of metals and an electrolyte. Reusable launch vehicle (RLV) – Launch
Disinfectant – Chemical substance used vehicle that can be reused.
on non-living things to kill pathogens. Upcycle – Recycling to produce new products
Eco enzyme – Natural product obtained from of higher value than the original product.
the fermentation of agricultural waste. Venturi effect – The effect or change
Electrochemistry – Chemical study of in the pressure of the fluid that flows through
the relationship between electrical and the narrower part of the Venturi tube.
chemical phenomena.
254
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Williams, J. and Workman, C. (2012). Biology. Harlow, England: Pearson Education Limited.
256
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Tarikh Penerimaan:
SCIENCE
SCIENCE
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Exploration of
2
Elements in Nature
Video
http://buku-
teks.com/sc5113
Lithium is used to
build electrochemical cells namely
cells, which are
electrolytic cell and
chemical cell. Name one
electrolytic battery from another
type of ion which can potentially
replace lithium-ion battery. Is the
rate of chemical reaction in
electrochemical cells high or low? Lithium Fluorine
113
CHAPTER
4 RATE OF
REACTION
Let’s study
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114
Science Bulletin
The process of making toast involves a chemical reaction known
as the Maillard reaction. In the Maillard reaction, carbohydrate
reacts with protein to form Amadori compounds that cause bread
to become brown and turn into toast. The Maillard reaction is a
fast reaction.
Keywords
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4.1 Introduction to Rate of Reaction
Chemical reaction
Reactant Product
For example, the reaction between the reactants, colourless potassium iodide
solution and colourless lead(II) nitrate solution will produce yellow-coloured
lead(II) iodide precipitate and colourless potassium nitrate solution as the products.
Time Time
Observe and understand the similarities and differences between the graphs of
changes in the quantity of reactant or product against time in fast reactions and
slow reactions (Figures 4.2(a), (b) and 4.3).
Quantity of Quantity of
reactant product
Fast reaction: Fast reaction:
Slow reaction:
Quantity of Quantity of
Quantity of reactant
reactant product Slow reaction:
decreases slowly.
decreases increases quickly. Quantity of product
quickly. increases slowly.
0 Time 0 Time
(a) Quantity of reactant against time (b) Quantity of product against time
Figure 4.2 Graphs of changes in quantities of reactant and product against time
116 4.1.1
Chapter 4 Rate of Reaction
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Activity 4.1
21st Century Skills
To identify examples of fast reactions and slow reactions • TPS
• Discussion
Instructions
1. Carry out this activity in groups.
2. Gather information on several examples of reactions usually found in daily life from
the Internet, print media and other electronic media.
3. Identify and discuss whether the examples of reactions that you have collected are fast
reactions or slow reactions.
4. Present the outcome of your group discussion in the form of a multimedia presentation.
4.1.1 117
Rate of Reaction
Rate of reaction is the change in the quantity of reactant or product per unit time.
Magnesium
tape
Solution
Decrease in mass of magnesium
Rate of reaction =
Time taken
(0.3 – 0.0) g
= 30 s
0.3 g
= 30 s
= 0.01 g s–1
35.0
Observe Figure 4.5.
30.0 Calculate the average rate of reaction:
25.0 (a) for the first minute
20.0 (b) for the first 2 minutes
15.0
(c) in the second minute
(d) in the third minute
10.0
(e) for the whole reaction
5.0
0 Time (s)
60 120 180 240 300 360
Figure 4.5
Solution
(a) Volume of hydrogen gas (cm3)
Average rate of First minute is
35.0 reaction for the from 0 s to
first minute 60 s
30.0
25.0 Total volume of hydrogen gas
20.0 collected in the first
60 seconds
15.0 =
Time of reaction
10.0
20.00 cm3
5.0 =
60 s
0 Time (s) = 0.33 cm3 s–1
60 120 180 240 300 360
4.1.3 119
(c) Volume of hydrogen gas (cm3)
Average rate of Second minute
35.0 reaction in the is from 60 s to
30.0 second minute 120 s
120 4.1.3
Chapter 4 Rate of Reaction
Example 1
Example
Rate of Gradient of the
Volume of hydrogen gas (cm3)
reaction at = tangent to the
time t curve at time t
Observe Figure 4.6. P
50.0
Rate of Gradient of the
reaction tangent to the
at the = curve at the
40.0
20th second 20th second
PQ
=
RQ 30.0
(49.0 – 21.0) cm3
=
(29 – 9) s
28.0 cm3 20.0 R Q
=
20 s
= 1.40 cm3 s–1
10.0
Science
How to draw a tangent 0
http://buku-teks.com/ 10 20 30 40 Time (s)
sc5121 Figure 4.6
Example 2
Hydrogen gas
Delivery tube
Burette
Figure 4.7
4.1.3 121
The volume of hydrogen gas released is recorded at intervals of 40 seconds. The graph
of volume of hydrogen gas against time is shown in Figure 4.8.
50.0
40.0
30.0
20.0
10.0
Figure 4.8
50.0
43.0 Y
40.0
30.0
23.0 X Z
20.0
10.0
122 4.1.3
Chapter 4 Rate of Reaction
50.0 Q
47.5
40.0 P
38.5 R
30.0
20.0
10.0
4.1.3 123
Activity 4.2
21st Century Skills
To solve numerical problems involving data analysis • TPS
• Discussion
Instructions
1. Carry out this activity individually.
2. Solve the following numerical problems involving data analysis:
(a) 1.3 g of zinc powder is mixed with excess
dilute nitric acid. 480 cm3 of hydrogen gas is Table 4.1
collected in 10 s. Calculate the average rate
of reaction for the whole reaction in cm3 s–1. Volume of oxygen
(b) The volume of oxygen gas released from Time (s)
gas (cm3)
a mixture of hydrogen peroxide solution
0 0.00
and manganese(IV) oxide powder is
recorded at intervals of 30 seconds for 30 14.50
270 seconds in Table 4.1. 60 23.00
(i) Based on Table 4.1, draw a graph of
90 28.50
volume of oxygen gas against time.
(ii) Calculate the average rate of reaction: 120 33.00
• for the first 2 minutes 150 36.50
• in the second minute
180 39.00
• for the whole reaction
(iii) Calculate the rate of reaction: 210 40.00
th
• at the 60 second 240 40.00
• at the 150th second
270 40.00
• at the 240th second
0
30 60 90 120 150 180 210 240 Time (s)
Figure 1
124 4.1.3
Chapter 4 Rate of Reaction
Let us carry out Experiments 4.1 – 4.4 to study how factors such as the
temperature of reactants, concentration of reactants, size of reactants and presence of
catalyst affect the rate of reaction.
Experiment 4.1
Aim: To study the effect of temperature of reactants on rate of reaction
Problem statement: How does temperature of reactants affect the rate of reaction?
Hypothesis: The higher the temperature of reactants, the higher the rate of reaction.
4.2.1 125
Materials: 0.2 mol dm–3 sodium thiosulphate solution, 1 mol dm–3 sulphuric acid
and a piece of white paper with an ‘X’ at the centre
Apparatus: 250 cm3 conical flask, 50 cm3 measuring cylinder, 10 cm3 measuring
cylinder, stopwatch, thermometer, Bunsen burner, tripod stand and
wire gauze
Procedure:
1. Using a measuring cylinder, measure and pour 50 cm3 of 0.2 mol dm–3 sodium thiosulphate
solution into a clean and dry conical flask.
2. Leave the solution for 5 minutes.
3. Measure and record in the table the temperature of the sodium thiosulphate solution.
4. Place the conical flask on the ‘X’ on the white paper (Figure 4.10).
Conical flask
Sodium thiosulphate
solution White paper with ‘X’
Figure 4.10
5. Measure and quickly pour 5 cm3 of 1 mol dm–3 sulphuric acid into the sodium thiosulphate
solution and start the stopwatch simultaneously.
6. Observe the ‘X’ from the mouth of the conical flask (Figure 4.11).
Eye
Conical flask
Sodium thiosulphate
solution + sulphuric acid
White paper
with ‘X’
Figure 4.11
7. Stop the stopwatch once the ‘X’ on the white paper is no longer visible.
1
8. Record the time taken in the table. Calculate the value of .
time
126 4.2.1
Chapter 4 Rate of Reaction
Thermometer
Conical flask
Sodium thiosulphate
Wire gauze solution
Tripod stand
Heat
Figure 4.12
Result:
Temperature of Room
35 40 45 50
sodium thiosulphate solution (°C) temperature
1
(s–1)
time
Data analysis:
Draw the following graphs:
(a) graph of temperature against time
1
(b) graph of temperature against
time
Conclusion:
Is the hypothesis accepted? What is the conclusion for this experiment?
Questions:
1. State the factor that affects the rate of reaction in this experiment.
2. How does the factor concerned affect the rate of reaction?
3. State the operational definition of rate of reaction based on this experiment.
4.2.1 127
Experiment 4.2
Aim: To study the effect of concentration of reactants on the rate of reaction
Problem statement: How does concentration of reactants affect the rate of reaction?
Hypothesis: The higher the concentration of reactants, the higher the rate
of reaction.
Materials: 0.20, 0.16, 0.12, 0.08, 0.04 mol dm–3 sodium thiosulphate solutions,
1 mol dm–3 sulphuric acid, distilled water and a piece of white paper
with an ‘X’ at the centre
Apparatus: 250 cm3 conical flask, 50 cm3 measuring cylinder, 10 cm3 measuring
cylinder and stopwatch
Procedure:
1. Using a measuring cylinder, measure and pour 50 cm3 of 0.20 mol dm–3 sodium thiosulphate
solution into a clean and dry conical flask.
2. Place the conical flask on the ‘X’ on the white paper (Figure 4.13).
3. Measure and quickly pour 5 cm3 of 1 mol dm–3 sulphuric acid into the sodium thiosulphate
solution and start the stopwatch simultaneously.
4. Observe the ‘X’ from the mouth of the conical flask (Figure 4.14).
Eye
Sodium thiosulphate
Sodium thiosulphate
solution + sulphuric
solution
acid
5. Stop the stopwatch once the ‘X’ on the white paper is no longer visible.
1
6. Record the time taken in the table. Calculate the value of .
time
7. Repeat steps 1 to 6 by replacing the 0.20 mol dm–3 sodium thiosulphate solution with
sodium thiosulphate solution of different concentrations as given in the table.
128 4.2.1
Chapter 4 Rate of Reaction
Result:
Concentration of
0.20 0.16 0.12 0.08 0.04
sodium thiosulphate solution (mol dm–3)
1
(s–1)
time
Data analysis:
Draw the following graphs:
(a) graph of concentration of sodium thiosulphate solution against time
1
(b) graph of concentration of sodium thiosulphate solution against
time
Conclusion:
Is the hypothesis accepted? What is the conclusion for this experiment?
Questions:
1. State the factor which affects the rate of reaction in this experiment.
2. How does the factor affect the rate of reaction?
Experiment 4.3
Aim: To study the effect of size of solid reactants on rate of reaction
Problem statement: How does the size of reactants affect the rate of reaction?
Hypothesis: The smaller the size of solid reactants, the higher the rate
of reaction.
Materials: Small pieces of marble chips, large pieces of marble chips and
0.1 mol dm–3 dilute hydrochloric acid
Apparatus: 250 cm3 conical flask, 50 cm3 measuring cylinder, rubber stopper with
delivery tube, burette, basin, electronic balance, retort stand with
clamp and stopwatch
4.2.1 129
Procedure:
1. Fill the burette and basin with water. Then, invert the burette into the basin filled with
water and clamp the burette vertically using a retort stand (Figure 4.15).
Vo
Burette
Retort
stand
Basin
Water
Figure 4.15
2. Adjust the water level in the burette. Observe and record the initial burette reading, V0.
3. Measure 40 cm3 of 0.1 mol dm–3 dilute hydrochloric acid using a measuring cylinder. Pour
the measured acid into a clean and dry conical flask.
4. Weigh 2 g of large pieces of marble chips using an electronic balance. Then, put the 2 g of
marble pieces into the conical flask.
5. Immediately close the conical flask with the rubber stopper which is connected to
a delivery tube. The other end of the delivery tube is placed under the burette (Figure 4.16).
Start the stopwatch.
6. Observe the burette reading. When 30.00 cm3 of gas is collected, stop the stopwatch.
Observe and record the reading on the stopwatch.
Figure 4.16
7. Repeat steps 1 to 6 by replacing the large pieces of marble chips with small pieces of
marble chips of the same mass.
130 4.2.1
Chapter 4 Rate of Reaction
Result:
Data analysis:
1. Compare the time taken to collect 30.00 cm3 of carbon dioxide released from the reaction
using large pieces of marble chips to the reaction using small pieces of marble chips.
2. Compare the rate of reaction of a reaction using large pieces of marble chips to the rate of
reaction of a reaction using small pieces of marble chips.
Conclusion:
Is the hypothesis accepted? What is the conclusion for this experiment?
Question:
How does the size of marble chips affect the rate of reaction between marble and
hydrochloric acid?
Experiment 4.4
Aim: To study the effect of presence of catalyst on rate of reaction
Problem statement: How does the presence of a catalyst affect the rate of reaction?
Materials: Small pieces of zinc, 0.1 mol dm–3 dilute hydrochloric acid and
0.5 mol dm–3 copper(II) sulphate solution
Apparatus: 250 cm3 conical flask, 50 cm3 measuring cylinder, rubber stopper with
delivery tube, burette, basin, electronic balance, retort stand with
clamp, spatula and stopwatch
4.2.1 131
Procedure:
1. Fill the burette and basin with water. Then, invert the burette into the basin filled with
water and clamp the burette vertically using a retort stand (Figure 4.17).
CAUTION!
Vo The mixture of hydrogen and
air in the burette can explode
when ignited. Do not ignite
the gas in the burette.
Burette Retort stand
Basin
Water
Figure 4.17
2. Adjust the water level in the burette. Observe and record the initial burette reading, V0.
3. Measure 40 cm3 of 0.1 mol dm–3 dilute hydrochloric acid using a measuring cylinder.
Pour the measured acid into a clean and dry conical flask.
4. Weigh 2 g of zinc pieces using an electronic balance. Then, put the 2 g of zinc pieces into
the conical flask.
5. Immediately close the conical flask with the rubber stopper which is connected to a
delivery tube. The other end of the delivery tube is placed under the burette (Figure 4.18).
Start the stopwatch.
Delivery Burette
tube
Retort stand
Pieces of Basin
zinc Water
Figure 4.18
6. Observe the burette reading. When 30.00 cm3 of gas is collected, stop the stopwatch.
Record the reading on the stopwatch.
132 4.2.1
Chapter 4 Rate of Reaction
7. Repeat steps 1 to 6 by replacing the 40 cm3 of 0.1 mol dm–3 dilute hydrochloric acid with
a mixture of 40 cm3 of 0.1 mol dm–3 dilute hydrochloric acid and 5 cm3 of 0.5 mol dm–3
copper(II) sulphate solution (Figure 4.19).
Delivery Burette
tube
Retort stand
Basin
Dilute hydrochloric acid + Water
copper(II) sulphate solution
Zinc pieces
Figure 4.19
Result:
Mixture in the conical flask Time taken to collect 30.00 cm3 of gas (s)
Data analysis:
1. Compare the time taken to collect 30.00 cm3 of hydrogen gas released from the reaction
using a mixture of zinc and dilute hydrochloric acid to the reaction using a mixture of zinc,
dilute hydrochloric acid and copper(II) sulphate solution as a catalyst.
2. Compare the rate of reaction of a reaction using a mixture of zinc and dilute hydrochloric
acid to a reaction using a mixture of zinc, dilute hydrochloric acid and copper(II) sulphate
solution as a catalyst.
Conclusion:
Is the hypothesis accepted? What is the conclusion for this experiment?
Questions:
1. State the factor which affects the rate of reaction in this experiment.
2. How does the factor affect the rate of reaction?
4.2.1 133
Besides the factors studied in Experiments 4.1 – 4.4, BRAIN
one other factor which affects the rate of reaction is TEASER
pressure. Pressure affects the rate of reaction of a reaction
that involves gaseous reactants. For reactions involving Why is the rate of reaction
gaseous reactants, the rate of reaction usually increases for solid or liquid reactant
normally not affected
when pressure increases. Name two examples of industrial by pressure?
processes which use high pressure to increase their
rate of reaction.
Haber Process
In the Haber Process, a mixture of nitrogen gas, N2 and hydrogen gas, H2 in the
ratio of 1:3 at a temperature of 450°C – 550°C and a pressure of 200 atm is passed over
iron filings, Fe which functions as a catalyst to produce ammonia, NH3 (Figure 4.20).
N2 + 3H2 2NH3
Nitrogen Hydrogen Ammonia
Unreacted
nitrogen
and hydrogen
gases
Nitrogen
gas
Mixture of nitrogen and
hydrogen gases is
compressed at a Ammonia gas
Iron filings (catalyst),
pressure of 200 atm cools to form
Hydrogen temperature
liquid ammonia
gas 450°C – 550°C
Contact Process
In the Contact Process, sulphur is burnt in an excess of air to produce sulphur dioxide
gas, SO2.
S + O2 SO2
Sulphur Oxygen Sulphur dioxide
Sulphur dioxide gas mixed with an excess of air at a temperature of 450°C and a
pressure of 1 atm is passed over vanadium(V) oxide, which functions as a catalyst, to
produce sulphur trioxide gas, SO3.
2SO2 + O2 2SO3
Sulphur dioxide Oxygen Sulphur trioxide
4.3.1 135
Sulphur trioxide gas is dissolved in concentrated sulphuric acid to produce
oleum, H2S2O7.
Oleum is diluted with water to produce concentrated sulphuric acid (Figure 4.21).
Factors which increase the rate of reaction in Haber Process and Contact Process are
as follows:
136 4.3.1
Su
Summary
S ry
y
Rate of Reaction
Factors:
• temperature of reactants
• size of solid reactants
• concentration of reactants
• presence of catalyst
• pressure
are applied in
Chapter 4
137
Rate of Reaction
Self-Reflection
Se
elf-Reflectio
on
After studying this chapter, you are able to:
4.1 Introduction to Rate of Reaction 4.2 Factors Affecting Rate of Reaction
Explain with examples fast reactions Carry out experiments to study
and slow reactions in daily life. factors affecting rate of reaction.
Define the rate of reaction. 4.3 Application of the Concept of
Determine the rate of reaction. Rate of Reaction
Communicate about the application
of the concept of rate of reaction in
daily life and industries.
Summative Practice
Pracctice 4 Quiz
http://buku-
Answer the following questions: teks.com/
sc5138
1. (a) What is meant by chemical reaction?
(b) Is the rate of reaction affected by pressure?
Explain your answer.
Figure 1
The student carried out the experiment using marble chips (Set I) and repeated
the experiment by replacing the marble chips with marble powder (Set II). Table 1
shows the results of the experiment for Set I and Set II.
Table 1
138
Chapter 4 Rate of Reaction
Enrichment Practice
Pra
actiice
3. Digestive enzymes function as biological catalysts to change the rate of
decomposition of complex food molecules into simpler molecules in the digestive
system. What is the use of digestive enzymes other than aiding in the digestion of
food? Figure 2 shows one application of biological catalysts in daily life.
Figure 2
139
CHAPTER
5 CARBON
COMPOUNDS
Let’s study
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Science Bulletin
According to sources from the ESRL’s Global Monitoring Laboratory (GML) of the National Oceanic and
Atmospheric Administration (NOAA), the composition of greenhouse gases including carbon dioxide in
the atmosphere continues to rise. To date, efforts ranging from global bodies like the United Nations (UN)
down to individuals have yet to successfully address the carbon dioxide issue.
Keywords
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141
5.1 Introduction to Carbon Compounds
Limestone,
Respiration Respiration Photosynthesis
carbon dioxide
Form
(petroleum, natural gas, coal)
Carbon Cycle
The carbon cycle shows how carbon elements are recycled through the formation
or decomposition of carbon compounds in living things and organic substances in the
environment through processes such as respiration, combustion, decomposition and
photosynthesis (Figure 5.2).
Carbon dioxide in
the atmosphere
Burning
of fuels
Decay
Are eaten by
Green plants
Dead
Organisms Fossil fuels
Form
(petroleum, natural gas, coal)
Carbon dioxide is released into the atmosphere through three main processes:
(a) Respiration
Carbon dioxide is a carbon compound which is released into the atmosphere through
the respiration of all living things including animals, plants and microorganisms.
(b) Combustion
Burning of fossil fuels releases carbon dioxide into the atmosphere. Natural
phenomena such as volcanic eruptions and forest fires also release carbon dioxide
into the atmosphere.
Photograph 5.1 Smoke from Photograph 5.2 Smoke from forest fire
petrol combustion
(c) Decomposition
During the process of decomposition by decomposers such as bacteria and fungi,
carbon dioxide is released into the atmosphere.
Carbon dioxide
Carbon dioxide is absorbed by
green plants from the atmosphere to Light
carry out photosynthesis (Figure 5.3). energy Oxygen
The importance of photosynthesis includes:
• enabling green plants to make their
own food Photosynthesis
Photosy
Ph
PPho
Photo
hhotosynth
hoto
oottto
tos
oossyyynth
osyn ynthesis
yn
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tthes
hes
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• providing food to animals ((happens
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hhaappp
appens
aapp
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chlorophyll)
chlo
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phyllll)lll)
• increasing the oxygen content in the air
• removing excess carbon dioxide from the
air to maintain the carbon dioxide content Glucose
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in the air
Water
143
5.1.2
Activity 5.1
21st Century Skills
To illustrate the carbon cycle in the form of a diagram • ICS
• Project-based activity
Instructions
1. Complete the carbon cycle diagram in Figure 5.4.
Plant
Factory
Animal
Rubbish
SOYA
KICAP
SOYA
SOYA
Algae and
aquatic animals
Figure 5.4
2. Present and display your illustration of the carbon cycle to the class.
3. Justify the enhancements or changes made to your group’s illustration of the carbon cycle.
144 5.1.2
Chapter 5 Carbon Compounds
5.2 Hydrocarbons
Sea Sea
Seabed
Coal
Millions of years ago, the Over millions of years, the The combined effects of pressure exerted
remains of dead plants remains become buried deeper by the layers of rock, heat absorbed from
were naturally buried and deeper into the ground the surroundings, and decomposition
underground. under thick layers of rocks. caused by bacteria changes the buried
plant fossils into coal.
5.2.1 145
Fractional Distillation of Petroleum Science
Petroleum is a mixture of hydrocarbons. This mixture Fractional
of hydrocarbons needs to be separated through the distillation in a
fractional distillation process before the petroleum distillation tower at
an oil refinery and
fractions can be used. Fractional distillation is used
uses of different
because the petroleum fractions have different petroleum fractions.
boiling points. http://buku-teks.com/sc5146
Activity 5.2
21st Century Skills
To separate crude oil into four different petroleum fractions using • TPS
fractional distillation • ISS
Materials
Crude oil, wooden splinter, ice, water and glass wool Safety Precautions
• Wash your hands with soap
Apparatus and water if you get crude
Measuring cylinder, boiling tube, retort stand, test tubes, oil on your hands.
test tube rack, beaker, rubber stopper with delivery tube, • Heating crude oil releases
petroleum vapour which is
thermometer (0oC – 360oC), Bunsen burner and
highly flammable.
evaporating dishes
Instructions
1. Fill a boiling tube with 10 cm3 of crude oil. CAUTION!
2. Prepare the apparatus set-up (Figure 5.7).
• Use crude oil only.
• Do not substitute crude oil
Thermometer with any other fuel.
(0°C – 360°C)
Retort stand
Delivery tube
Test tube
Crude oil
Glass wool
Heat
Distillate
146 5.2.1
Chapter 5 Carbon Compounds
3. Heat the crude oil in the boiling tube gently from room temperature to 80ºC.
4. Stop heating the crude oil when its temperature reaches 80ºC. Continue the heating process
when its temperature drops below 80ºC.
5. When there is about 1 cm3 of distillate collected in the test tube, replace the test tube
with another empty test tube.
6. Label the distillate collected from room temperature to 80ºC as Fraction 1.
7. Repeat step 3 to collect three more fractions of petroleum at the following ranges
of temperatures:
(a) 80ºC – 150ºC with the collected distillate labelled as Fraction 2
(b) 150ºC – 230ºC with the collected distillate labelled as Fraction 3
(c) 230ºC – 250ºC with the collected distillate labelled as Fraction 4
8. Observe and record the colour of each of the fractions labelled 1, 2, 3 and 4.
9. Pour each petroleum fraction into separate evaporating dishes.
10. Observe and compare the rate of flow or viscosity of each petroleum fraction.
11. Record the viscosity of each petroleum fraction obtained.
12. Ignite each petroleum fraction with a burning splinter. Compare and record how flammable
each fraction is.
Observation
Fraction 1 2 3 4
Range of boiling points 30oC – 80oC 80oC – 150oC 150oC – 230oC 230oC – 250oC
Colour
Viscosity
Flammability
Questions
1. Name the method of separation used in this activity.
2. Is petroleum a compound or a mixture? Give your reasons.
3. Based on the information from Science Info on page 146, name the distillate obtained
from the fractions labelled as follows:
(a) Fraction 1:
(b) Fraction 2:
(c) Fraction 3:
(d) Fraction 4:
4. What characteristic of the petroleum fractions is applied in the fractional distillation
of petroleum?
5.2.1 147
Saturated and Unsaturated Hydrocarbons
Figure 5.8 shows two types of hydrocarbon compounds, namely saturated
hydrocarbons and unsaturated hydrocarbons.
Hydrocarbon compounds
H H H H H H
H C C C H H C C C H
H H H H
Homologous Series
In organic chemistry, a homologous series is made up of a specific group of organic
compounds which have similar chemical properties. Examples of homologous series are
the alkane and the alkene.
Alkane
Alkanes are saturated hydrocarbon compounds. Each carbon Single covalent bond
atom in an alkane molecule forms single covalent bonds with
other carbon atoms (Figure 5.9). H H H
As alkane is a homologous series, each member of the alkane H C C C H
homologous series can be represented by the general formula
H H H
Cn H2n+2 where n = 1, 2, 3, …
Figure 5.9 Alkane
Alkene
Alkenes are unsaturated hydrocarbon compounds. Each alkene
molecule has at least one double covalent bond between two H H H
carbon atoms (Figure 5.10). H C C C H
As alkene is a homologous series, each member of the alkene H
homologous series can be represented by the general formula Double covalent bond
Cn H2n where n = 2, 3, …
Figure 5.10 Alkene
148 5.2.2
Chapter 5 Carbon Compounds
The names of the first six members of alkane and first five members of alkene are given
in Table 5.1.
Table 5.1 Names of alkanes and alkenes
Number of carbons, n Alkane Alkene
1 Methane –
2 Ethane Ethene
3 Propane Propene
4 Butane Butene
5 Pentane Pentene
6 Hexane Hexene
Activity 5.3
21st Century Skills
To build and name molecular models of alkane and alkene • ICS, ISS
• Project-based activity
Materials
Environmental-friendly materials for building model such as waste paper and wooden splinters
Instructions
1. Carry out this activity in groups.
2. Build and name models of the following alkane and alkene molecules using used materials:
(a) first 6 members of the alkane homologous series
(b) first 5 members of the alkene homologous series
3. Present your built models to the class.
Many countries, including Malaysia, have the potential to build nuclear power
stations to obtain energy. The advantages and disadvantages of building nuclear power
stations should be taken into consideration before any decision is made.
5.2.2 5.2.3 149
Activity 5.4
21st Century Skills
To produce methane gas from school canteen food waste • ICS, ISS, TPS, STEM
• STEM project-based
activity
Instructions
1. Carry out this activity in groups.
2. Gather information related to alternative energy and renewable energy sources in daily life.
3. Read and understand the following information:
Rubbish disposal sites release carbon dioxide and methane gases as a result of organic
waste decay. There are some countries which use methane gas to generate electrical energy.
5.3 Alcohol
Alcohol is an organic carbon compound which contains carbon, hydrogen and oxygen
elements. Alcohol is prepared through the fermentation process by using the action of
yeast on food containing glucose or starch such as sugar, grapes, apples, sugarcane, rice,
wheat, potato and barley.
Activity 5.5
21st Century Skills
To prepare ethanol through fermentation • TPS
• Inquiry-based activity
Materials
Distilled water, yeast, sugar, starchy substances such as bread and rice, fruits such as banana and
apple, porcelain chips and limewater
Apparatus
Beaker, glass rod, conical flask, measuring cylinder, delivery tube with stopper, test tube,
distillation flask, Liebig condenser, thermometer, Bunsen burner, tripod stand and wire gauze
Instructions
1. Carry out this activity in groups.
2. Your teacher will instruct each group to prepare either apparatus set-up A, B or C as follows:
5.3.1 151
Apparatus set-up C Procedure
Observation
Observation
Substance
Beginning of activity End of activity
Mixture in apparatus
set-up A, B or C
Limewater
Colour:
Distillate –
Smell:
Questions
1. What product turns the limewater cloudy?
2. What is the purpose of the distillation process in this activity?
3. What is the principle used to separate ethanol from the products of fermentation
through distillation?
152 5.3.1
Chapter 5 Carbon Compounds
Activity 5.6
21st Century Skills
• CPS, ISS
To study the physical and chemical properties of ethanol
• Inquiry-based activity
Materials
Ethanol, ethanoic acid, concentrated sulphuric acid, limewater, dry cobalt chloride paper, matches
and water
Apparatus
Boiling tube, measuring cylinder, delivery tube, dropper, evaporating dish, test tube holder,
filter funnel, beaker, test tube, retort stand, connecting tube and Bunsen burner
Instructions
A. Physical properties of ethanol
Observe and record the following Delivery tube
physical properties of ethanol: Connecting
tube
• colour
• state of matter at room temperature Test tube
Filter
• smell
funnel
• solubility in water
Evaporating
B. Combustion dish
1. Measure 2 cm3 of ethanol using a Ethanol Limewater
measuring cylinder and pour into an
Figure 5.15
evaporating dish.
2. Ignite the ethanol in the evaporating dish (Figure 5.15).
3. Observe and record the colour of the flame.
4. Test the gas released with limewater.
5. Test the droplets of liquid formed on the filter funnel with dry cobalt chloride paper.
C. Esterification
1. Measure 2 cm3 of ethanol and 2 cm3 of ethanoic acid using a measuring cylinder and pour
both liquids into a boiling tube (Figure 5.16(a)). Shake the boiling tube.
5.3.2 153
Dropper Test tube holder
Ethanol
Water
Heat
(a) (b) (c) (d)
Figure 5.16
6. Add five drops of concentrated sulphuric acid into the
boiling tube mixture (Figure 5.16(b)) in a fume chamber. CAUTION!
Shake the boiling tube.
7. Heat the mixture for several minutes (Figure 5.16(c)). Concentrated sulphuric acid
8. Pour the mixture into a beaker filled with water is very corrosive. Its use is
limited within the fume
(Figure 5.16(d)). Observe and record the characteristics
chamber.
of the product.
Observation
A. Physical properties of ethanol
B. Combustion
Characteristic Observation
Colour of flame
Change(s) to limewater
Change(s) to dry cobalt chloride paper
C. Esterification
Characteristic Observation
Smell of product
Solubility of product in water
Questions
1. What is produced from the combustion of alcohol?
2. (a) What is produced from the reaction between ethanol and ethanoic acid?
(b) What are the physical properties of the product of the reaction between ethanol and
ethanoic acid?
3. What is the function of sulphuric acid in the process of esterification?
154 5.3.2
Chapter 5 Carbon Compounds
Fuel
Alcohol is a good fuel because this organic carbon compound is highly flammable,
burns with a blue flame and produces a complete and clean combustion without soot.
For example, alcohol is used as a biofuel for motorised vehicles in the Philippines.
Medicine
Alcohol is used as an antiseptic and disinfectant to kill microorganisms and it is also
used as a solvent for various types of medicine.
Cosmetics
Alcohol is also used as a solvent for various cosmetics such as perfume, lotion
and lipstick.
Industry
Alcohol is normally used as a solvent in industry because it can dissolve organic
substances that are used to prepare various types of industrial substances such as liquid
cleaners and food. Alcohol is also a reactant in the formation of ester which is used in
food processing, cosmetics, paint and other industries. Ethanediol, on the other hand,
is a type of alcohol used as an antifreeze in industries.
Photograph 5.4 Uses of industrial substances which contain alcohol and ester in daily life
5.3.3 155
Effects of Excessive Alcohol Consumption
Alcohol consumption, especially in excess, causes
addiction. Alcohol addiction normally causes social Click@Web
problems in families and social crimes that disrupt Scientific studies on effects of
societal peace. alcohol consumption
A person who is drunk as a result of excessive http://buku-teks.com/sc5156
alcohol consumption normally causes various
problems such as dangerous driving and altercations.
Expectant mothers who consume excessive alcohol can
cause defects in their baby known as foetal alcohol
syndrome. Babies with foetal alcohol syndrome
have small-sized head and brain, abnormal face and
stunted growth.
156 5.3.4
Chapter 5 Carbon Compounds
Activity 5.7
21st Century Skills
To produce posters or pamphlets or a scrap book on the effects of • ICS
excessive alcohol consumption on health • Project-based activity
Instructions
1. Carry out this activity in groups.
2. Gather information from various sources about the effects of excessive alcohol consumption
on health.
3. Discuss the information gathered.
4. Prepare posters or pamphlets or a scrap book based on the outcome of your group
discussion.
5. Present and display the posters or pamphlets or a scrap book on the science notice board
in your class or science laboratory.
5.4 Fats
Fat is a type of organic carbon compound which
contains carbon, hydrogen and oxygen elements.
What is the importance of fats as a class of food for
humans? Photograph 5.5 shows various sources of fats
in the human diet.
Differences
Figure 5.17 Similarities and differences between saturated fats and unsaturated fats
Cholesterol
build-up
Normal Lumen
lumen
Activity 5.8
21st Century Skills
To gather information on fats • ICS
• Discussion
Instructions
1. Carry out this activity in groups.
2. Gather information from the Internet, print media and other electronic media on
the following:
(a) fat content of various sources in daily life
(b) saturated and unsaturated fats
(c) effects of excessive fat intake on health
3. Discuss the information gathered.
4. Present the outcome of your group discussion to the class using a multimedia presentation.
5.4.3 159
Formative Practice 5.4
1. What are fats?
2. Give one example of fats and the source.
3. State one similarity and one difference between saturated fats and
unsaturated fats.
4. State three health problems caused by food intake which contains excess fats.
Activity 5.9
21st Century Skills
To observe the structure of the oil palm fruit and identify the quantity aspect of • TPS
• Inquiry-based
oil from pulp and kernel
activity
Materials
10 oil palm fruits
Apparatus
Forceps, knife, magnifying glass, press, Bunsen burner, tripod stand, wire gauze and white tile
Instructions
1. Place an oil palm fruit on a white tile. Hold the oil palm fruit using forceps and make
a cross-sectional cut on the oil palm fruit using a knife (Figure 5.19).
Observation Pulp
Sketch and label a cross section of the
oil palm fruit.
Shell
Figure 5.21
Press
Palm oil
Figure 5.22
Questions
1. What is the aim of boiling the oil palm fruits?
2. What is the difference in the quantity of oil extracted from the pulp and the kernel?
3. State the difference in colour of the oil extracted from the pulp with the oil extracted from
the kernel.
Sterilisation
The whole bunch of oil palm fruits is sterilised with steam at a high pressure and temperature. The heat from
the steam kills microorganisms such as bacteria and fungi which can spoil the oil palm fruits. Steam also
softens the pulp of the oil palm fruits and makes it easier to remove the fruits from the bunches.
Threshing
The oil palm fruits are detached from their bunches in a threshing machine.
Digestion
The oil palm fruits are reheated at a high temperature and pounded by rotating beater arms to separate the pulp
from the shell. The pulp and shell which contain the kernel are then processed separately.
Pulp (Extraction of palm oil (PO)) Kernel (Extraction of palm kernel oil (PKO))
The pulp is squeezed with a hydraulic or spindle The shell which contains the kernel is steamed at a high
press to extract PO. pressure. Then, the kernel is separated. The kernel is
dried and PKO is extracted from it with a hydraulic or
spindle press.
Filtration
The pulp fibres are separated from the PO through Filtration
filtration. The kernel is separated from the PKO through filtration.
PO – Palm oil
Purification PKO – Palm kernel
t Steam is flowed through the PO to remove odour and eliminate acid which oil
causes the PO to become sour.
t PO flows through activated carbon to be decolourised.
162 5.5.3
Chapter 5 Carbon Compounds
Activity 5.10
21st Century Skills
To prepare a review about a visit to a palm oil processing factory or to the • TPS, ISS, ICS
Malaysian Palm Oil Board (MPOB) • Inquiry-based activity
Instructions
1. Pay a visit to a palm oil processing factory or to the Malaysian Palm Oil Board (MPOB).
2. Gather and record information on the sequence of the industrial extraction process of palm
oil in your notebook.
3. Based on the information gathered, review the industrial extraction process of palm oil.
Palm oil
Palm oil is made up of saturated fatty acids such as palmitic acid and stearic acid,
as well as unsaturated fatty acids such as oleic acid and linoleic acid.
Activity 5.11
21st Century Skills
To study the differences in composition such as glycerol and fatty acid in palm ICS
oil and other vegetable oils
Instructions
1. Carry out this activity in groups.
2. Conduct online searches through the Internet to gather information on the differences in
composition such as the glycerol and fatty acid content in palm oil and other vegetable oils.
3. Discuss the information gathered.
4. Present your findings using a graphic organiser.
Coconut
oil 0.1 6 47 18 9 3 6 2 -
Palm
0.2 4 48 16 8 3 15 2 -
kernel oil
Peanut
4.0 - - - 11 2 48 32 -
oil
Sesame
6.6 - - - 9 4 41 45 -
oil
Soya
5.7 - - - 11 4 24 54 7
bean oil
164 5.5.5
Chapter 5 Carbon Compounds
(b) Hydrolysis
Hydrolysis occurs in palm oil when palm oil molecules react with water. In the
hydrolysis process, the reaction between palm oil and water produces glycerol and
fatty acids.
(c) Esterification
Esterification of palm oil occurs when its fatty acid molecules react with alcohol to
produce ester (methyl ester), that is palm oil biodiesel.
Activity 5.12
21st Century Skills
To study the use of palm oil-based products as well as their effects • ICS
on human health • Discussion
Instructions
1. Carry out this activity in groups.
2. Conduct online searches through the Internet to gather information on the uses of palm oil-
based products in:
(a) medicine (b) plastic surgery (c) cosmetics (d) prosthetics
3. Discuss the information gathered. Give reasons why the use of palm oil-based products and
their effects on human health need to be justified.
4. Present your findings using a graphic organiser or multimedia presentation.
Soap Production
Soap is a fatty acid salt normally produced through Entrepreneurship
the reaction between palm oil and concentrated alkali A soap business can be carried
(concentrated sodium hydroxide or concentrated out from home. The substances
potassium hydroxide) as in the following used are natural substances,
word equation: natural fruit extracts and
fragrances from approved
aromatic resources for making
Oil + Alkali Fatty acid salt (soap) + Glycerol organic soap.
Experiment 5.1
Aim: To produce soap through saponification
Apparatus: Beaker, measuring cylinder, glass rod, Bunsen burner, tripod stand,
wire gauze, filter funnel, retort stand, spatula, test tube and conical flask
Procedure:
Soap
Heat Heat
1. Measure and pour 10 cm3 of palm oil into a clean beaker using a measuring cylinder.
2. Measure and pour 50 cm3 of 5 mol dm–3 concentrated sodium hydroxide solution into the
beaker (Figure 5.25(a)). Observe and record the changes of the mixture in the beaker.
3. Stir and boil the mixture in the beaker for 5 minutes (Figure 5.25(b)). Observe and record
the changes to the mixture in the beaker after heating.
5.5.10 167
4. Stop heating the mixture. Measure and pour 50 cm3 of distilled water as well as three
spatula full of sodium chloride into the solution in the beaker (Figure 5.25(c)). Observe and
record changes to the mixture in the beaker.
5. Stir and boil the mixture in the beaker again for 5 minutes (Figure 5.25(d)).
6. Filter the mixture in the beaker (Figure 5.25(e)).
7. Rinse the residue with distilled water and dry it.
8. Add a little water to the dried residue in a test tube and shake it. Observe and record the
changes when the residue is mixed with water and shaken, and when you touch it with your
fingers (Figure 5.25 (f)).
9. Test the mixture of the residue and water with red and blue litmus papers. Observe and
record the change in colour, if any, to the red and blue litmus papers.
Observations:
Record your observations for procedures 2, 3, 4, 8 and 9.
Conclusion:
What is the conclusion for this experiment?
Head Tail
Fronds made into fertilisers Tree trunks as Empty fruit bunches turned
wood replacement into compost
Shells are burnt Pulp fibre is made into POME turned into
to boil water carpets and textile biogas and fertilisers
Figure 5.28 Applications of the zero waste concept in the oil palm industry
170 5.5.12
Chapter 5 Carbon Compounds
Activity 5.13
21st Century Skills
To conduct a debate or forum on the efficient management of the palm oil • ICS, ISS, TPS
industry to counter the negative perceptions of Western countries on local • Debate
palm oil
Instructions
1. Carry out this activity in groups.
2. Gather information from the Internet, print media and other electronic media on the
negative perceptions of Western countries on local palm oil.
3. Discuss and generate ideas on sustainable management to counter the negative perceptions
of Western countries on local palm oil. The scope of discussion should include:
(a) land use
(b) wastewater
(c) air quality
(d) oil palm waste
4. Conduct a debate or forum to discuss this topic.
5.5.12 171
Summary
S y
172
Saturated
Alkane
hydrocarbons
Hydrocarbon Organic carbon Inorganic carbon Oil palm fruit
compounds compounds compounds
Unsaturated
Alkene
hydrocarbons
Pulp Kernel
Its importance
fermentation
Glucose or starch Alcohol Carbon cycle
Palm oil Palm kernel oil
Carbon Compounds
Physical properties of alcohol: Chemical properties
• colour of alcohol:
• odour • combustion Chemical Contents: Products:
Fats
• physical condition at room • esterification properties: • unsaturated • soap
temperature • oxidation fats • medicine
• volatility • hydrolysis • saturated fats • plastic
• boiling point • esterification • vitamins surgery
• antioxidants • cosmetics
Saturated fats Unsaturated fats • prosthetics
Uses of alcohol:
• fuel
• medicine
• cosmetics
• industry
Alcohol addiction
Chapter 5 Carbon Compounds
Self-Reflection
Se
elf-Reflectio
on
After studying this chapter, you are able to:
5.1 Introduction to Carbon 5.5 Palm Oil
Compounds Describe the structure of oil
Identify carbon compounds palm fruit.
in nature. Identify the quantity of oil from pulp
Explain the importance of and kernel.
carbon cycle. Explain in order the process of palm
oil extraction in industry.
5.2 Hydrocarbons Describe components of palm oil.
Describe hydrocarbon compounds Compare and contrast the
and explain how carbon compounds composition of palm oil with other
are obtained from natural sources. vegetable oils.
Name members of the homologous State the chemical properties of
series of alkanes and alkenes from palm oil.
carbon 1 to carbon 6. Explain the emulsification process of
Communicate about alternative palm oil.
energy sources and renewable energy List the nutritional content of
in daily life. palm oil.
Justify the use of palm oil in
5.3 Alcohol healthcare and food.
Describe the preparation of alcohol. Carry out an experiment to produce
Identify the physical properties and soap through saponification.
chemical properties of alcohol. Communicate about the cleansing
Communicate about the uses of action of soap.
alcohol in daily life. Generate ideas on sustainable
Communicate about the effects of management and their importance in
excessive alcohol consumption. the palm oil industry.
5.4 Fats
State the content of fats and its
sources.
Compare and contrast between
saturated and unsaturated fats.
Explain with examples, the effects of
eating food containing excess fat
on health.
173
Summative Practice
Pracctice 5 Quiz
http://buku-
Answer the following questions: teks.com/
sc5174
1. Figure 1 shows an experiment to study the preparation
of a type of carbon compound.
Test tube
Conical flask
Sugar solution
+ yeast
Limewater
Figure 1
Substance P
Lumen
Figure 2
174
Chapter 5 Carbon Compounds
X:
Y:
Z:
Figure 3
(d) Give three reasons why palm oil is suitable as cooking oil.
Enrichment Practice
4. Assume that you are tasked to build a new palm oil mill which operates based on
zero waste concept.
Figure 4
Build a graphic organiser to show how zero waste concept is applied in the oil palm
industry such as the conversion of oil palm waste into oil palm biomass.
175
CHAPTER
6 ELECTROCHEMISTRY
Let’s study
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Science Bulletin
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rapid rate of charging, durable, light and can be safely used at high or low temperatures without
exploding. What are the advantages of the battery fitted to electric cars?
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177
6.1 Electrolytic Cell
Electrolysis
In Form 2, you studied about
electrolysis that is used to determine Test tube
the composition of elements in water
molecules using an electrolytic cell Carbon
(Figure 6.1). electrodes Distilled water
Electrolysis is the decomposition + dilute
hydrochloric
of a compound in the molten or acid
aqueous state into its constituent
elements when electric current flows + –
through it. What are the decomposed Switch
compound and constituent elements
produced in the electrolysis process Figure 6.1 Electrolytic cell
(Figure 6.1)?
An electrolytic cell is made up of: Battery
• an electrical source such as battery + – e-
• an anode which is the electrode
connected to the positive terminal Rheostat A
of an electrical source e-
• a cathode which is the electrode
Anode (+) Cathode (–)
connected to the negative terminal
of an electrical source
• an electrolyte which contains positive Cation + _ +
ions (cations) and negative ions _
+
(anions) (Figure 6.2) _ _ Anion
Electrolyte
+ +
178 6.1.1
Chapter 6 Electrochemistry
Electrical Source
The function of the electrical source in an electrolytic cell is to produce electric
current to carry out electrolysis. Electrolysis cannot take place if there is no electric
current flowing through the electrolyte.
Electrode
Electrode is the electric conductor that is connected to the battery and enables electric
current to enter or leave the electrolyte during electrolysis. The electrode connected to
the positive terminal of the electrical source is known as the anode while the electrode
connected to the negative terminal of the electrical source is known as the cathode.
Electrolyte
Substances in the molten or aqueous state which allow electric current to flow through
them and undergo chemical changes are known as electrolytes. Substances which
do not allow electric current to flow through them in the molten or aqueous state are
known as non-electrolytes.
Table 6.1 Examples of electrolyte and non-electrolyte
Electrolytes are ionic compounds in the molten or aqueous state which consist
of positive ions, cations and negative ions, anions. For example, sodium chloride is
an electrolyte which is an ionic compound made up of sodium ions, Na+ (positively
charged ions) and chloride ions, Cl– (negatively charged ions).
Activity 6.1
21st Century Skills
To draw and label the structures of an electrolytic cell • TPS
Instructions
1. Carry out this activity individually.
2. Draw and label the electrolytic cell in Figure 6.1. The parts that need to be labelled include:
(a) anode
(b) cathode
(c) electrolyte
3. Present the drawing of the labelled electrolytic cell to the class.
6.1.1 179
Electrolysis Process
During the electrolysis process,
• positively charged ions (cations) move to the cathode (negative electrode)
• negatively charged ions (anions) move to the anode (positive electrode)
For example, during the electrolysis of molten lead(II) bromide, PbBr2, positively
charged lead(II) ions, Pb2+, move to the negatively charged cathode while negatively
charged bromide ions, Br–, move to the positively charged anode (Figure 6.3).
Battery
+ – Positively Negatively
charged anode charged cathode
Anode Cathode
Electrolytes in the solid state cannot conduct electricity because there are no
free-moving ions to conduct the electricity.
Experiment 6.1
Aim: To study the electrolysis of ionic compounds in solid, molten and
aqueous states
Problem statement: Can ionic compounds in solid, molten and aqueous states be
electrolysed?
Materials: Solid lead(II) bromide, PbBr2 and 0.1 mol dm–3 copper(II) sulphate
solution, CuSO4
Procedure:
Crocodile clip
+ –
Switch
Light bulb
+ –
Battery
Figure 6.6
2. Turn on the switch for 5 minutes. Observe and record the changes that happen to the
light bulb.
6.1.2 181
Observation:
Solid
lead(II) bromide, PbBr2
Molten
lead(II) bromide, PbBr2
Conclusion:
Are the hypotheses accepted? What is the conclusion for this experiment?
Questions:
1. Why should the electrolysis of molten lead(II) bromide, PbBr2, be carried out in a
fume chamber?
2. What is the purpose of connecting a light bulb to the electrolytic cell?
3. Why does electrolysis not occur in ionic compounds that are in the solid state?
Science
When a positive ion is discharged, the ion will receive one or more electrons, become neutral, and form
an atom or a molecule. When a negative ion is discharged, the ion will donate one or more electrons,
become neutral, and form an atom or a molecule.
Cation Anion
Potassium ion, K+ Fluoride ion, F –
Sodium ion, Na+ Sulphate ion, SO42–
Calcium ion, Ca2+ Nitrate ion, NO3 –
Magnesium ion, Mg2+ Chloride ion, Cl –
Aluminium ion, Al3+ Ease of Bromide ion, Br –
Zinc ion, Zn2+ Iodide ion, I –
Iron(II) ion, Fe2+
discharge Hydroxide ion, OH –
Tin ion, Sn2+ increases
Lead(II) ion, Pb2+
Hydrogen ion, H+
Copper(II) ion, Cu2+
Silver ion, Ag+
Ions at the bottom of the electrochemical series have higher tendencies to be discharged.
Example 1
6.1.3 183
Example 2
Electrolysis of copper(II) sulphate solution
(a) Ions present in a copper(II) sulphate solution during electrolysis are copper(II)
ions, sulphate ions, hydrogen ions and hydroxide ions.
(b) Cathode (negative electrode)
(i) Attracts positive ions, namely copper(II) ions and hydrogen ions
(ii) Copper(II) ions are selected to be discharged because the copper(II) ion is
less electropositive compared to the hydrogen ion
(iii) Copper is deposited at the cathode
(c) Anode (positive electrode)
(i) Attracts negative ions, namely sulphate ions and hydroxide ions
(ii) Hydroxide ions are selected to be discharged because the hydroxide ion is
less electronegative compared to the sulphate ion
(iii) Oxygen gas is produced at the anode
Experiment 6.2
Aim: To study the effect of the position of ions in the electrochemical series
on the tendency of the ion to be discharged at the electrode
Problem statement: How does the position of ions in the electrochemical series affect the
tendency of the ion to be discharged at the electrode?
H+
Ease of
184 6.1.3
Chapter 6 Electrochemistry
Procedure:
1. Prepare the apparatus set-up with an electrolytic
cell half-filled with 0.5 mol dm–3 magnesium nitrate Test tube
solution, Mg(NO3)2.
2. Fill completely two test tubes with 0.5 mol dm–3
magnesium nitrate solution, Mg(NO3)2, and invert Carbon Magnesium
both test tubes in the electrolytic cell (Figure 6.9). electrodes nitrate
3. Turn on the switch. Observe and record the solution,
Crocodile
changes that occur at the anode and cathode. clip
Mg(NO3)2
4. Turn off the switch when the test tube is almost + –
full with gas released from the electrode. Switch A Ammeter
5. Test the gas released using a glowing wooden + –
splinter and a burning wooden splinter.
6. Observe and record the results. Battery
7. Repeat steps 1 to 6 by replacing magnesium nitrate
solution, Mg(NO3)2, with sodium sulphate solution, Figure 6.9
Na2SO4.
Science
Glowing wooden splinter Burning wooden splinter
test (test for oxygen gas) test (test for hydrogen gas)
• Insert a glowing wooden Glowing • Bring a burning wooden Burning
splinter into the test tube wooden splinter close to the mouth wooden
containing the gas. splinter of the test tube containing splinter
• If the glowing wooden the gas.
splinter ignites, the gas in • If the gas explodes with a
the test tube is oxygen. ‘pop’ sound, the gas in the
test tube is hydrogen.
Observation:
Sodium sulphate Glowing wooden splinter test: Glowing wooden splinter test:
solution, Na2SO4
Burning wooden splinter test: Burning wooden splinter test:
Conclusion:
Is the hypothesis accepted? What is the conclusion for this experiment?
6.1.3 185
Questions:
1. Name the ions in the following solutions:
(a) magnesium nitrate solution, Mg(NO3)2
(b) sodium sulphate solution, Na2SO4
2. Based on your observations in Experiment 6.2, name the gas produced at the anode and
cathode for each electrolyte in the table below.
Product formed at
Electrolyte
anode cathode
Magnesium nitrate solution, Mg(NO3)2
Sodium sulphate solution, Na2SO4
3. Name the ion selected to be discharged at the anode and cathode for each electrolyte in
the table below.
Concentration of Electrolyte
The concentration of ions in an electrolyte also affects the selection of ion to be discharged.
Negative ions which are more concentrated in an electrolyte are more likely to be discharged
at the anode. However, the selection of positive ions to be discharged at the cathode is still
influenced by the position of the positive ions in the electrochemical series.
Example
Electrolysis of concentrated sodium chloride solution and dilute
sodium chloride solution
(a) Ions present in a concentrated or dilute sodium chloride solution during
electrolysis are sodium ions, chloride ions, hydrogen ions and hydroxide ions.
(b) Cathode (negative electrode)
(i) Attracts positive ions, namely sodium ions and hydrogen ions
(ii) Hydrogen ions are selected to be discharged because the hydrogen ion is
less electropositive compared to the sodium ion
(iii) Hydrogen gas is produced at the cathode
(c) Anode (positive electrode)
(i) Attracts negative ions, namely chloride ions and hydroxide ions
(ii) The negative ion discharged at the anode is influenced by the concentration
of the negative ion in the electrolyte as follows:
186
6.1.3
Chapter 6 Electrochemistry
Experiment 6.3
Aim: To study the effect of concentration CAUTION!
of ions in electrolytes on the selection
Chlorine gas is poisonous.
of ion to be discharged at the anode
Problem statement: How does the concentration of hydrochloric acid, HCl, influence
the selection of ion to be discharged at the anode?
Materials: 1.0 mol dm–3 hydrochloric acid, HCl, 0.0001 mol dm–3 hydrochloric acid,
HCl and wooden splinter
Procedure:
Test tube
1. Prepare the apparatus set-up with an
electrolytic cell half-filled with
1.0 mol dm–3 hydrochloric acid, HCl. Carbon
Hydrochloric acid,
2. Fill completely two test tubes with electrodes
HCl
1.0 mol dm–3 hydrochloric acid, HCl, and
invert both test tubes in the electrolytic Crocodile clip
cell (Figure 6.10).
+ –
3. Turn on the switch. Observe and record Switch
the changes which occur at the anode. A Ammeter
4. Turn off the switch when the test tube + –
is almost filled with gas released from Battery
the anode.
Figure 6.10
6.1.3 187
5. Test any gas released using a glowing wooden splinter, and moist blue and red litmus papers.
6. Observe and record the results of the gas tests.
7. Repeat steps 1 to 6 by replacing 1.0 mol dm–3 hydrochloric acid, HCl, with
0.0001 mol dm–3 hydrochloric acid, HCl.
Science
Moist blue litmus paper test Moist red litmus paper test
Moist blue Moist red
• Place a piece of moist blue • Place a piece of moist red
litmus paper litmus paper
litmus paper close to the litmus paper close to the
mouth of the test tube mouth of the test tube
containing the gas. containing the gas.
• If the moist blue litmus paper • If the moist red litmus paper
turns red, the gas in the test turns blue, the gas in the test
tube is acidic. tube is alkaline.
• If the colour of the moist blue • If the moist red litmus paper
litmus paper bleaches, the gas in does not change colour, the
the test tube is halogen gas. gas in the test tube is acidic
• If the moist blue litmus paper or neutral.
does not change colour, the gas in
the test tube is alkaline or neutral.
Observation:
Conclusion:
Is the hypothesis accepted? What is the conclusion for this experiment?
Questions:
1. What is the difference in the concentration of chloride ion, Cl–, between 1.0 mol dm–3
hydrochloric acid, HCl and 0.0001 mol dm–3 hydrochloric acid, HCl?
2. Based on your observations in Experiment 6.3, name the product formed at the anode of
each of the following electrolytes:
(a) 1.0 mol dm–3 hydrochloric acid, HCl
(b) 0.0001 mol dm–3 hydrochloric acid, HCl
3. Name the ion selected to be discharged at the anode of each of the following electrolytes:
(a) 1.0 mol dm–3 hydrochloric acid, HCl
(b) 0.0001 mol dm–3 hydrochloric acid, HCl
188 6.1.3
Chapter 6 Electrochemistry
Types of Electrode
The type of electrode used also affects the selection of ion to be discharged as follows:
(a) If the metal used as the anode is the same as the metal ion in the electrolyte, then
• at the anode, the metal atoms will ionise to form positive ions that dissolve into
the electrolyte
• at the cathode, the metal ions will discharge to form atoms of the metal which
are then deposited at the cathode
• the concentration of metal ions in the electrolyte does not change because the
rate of metal atoms ionised to form metal ions at the anode is the same as the
rate of metal ions discharged to form metal atoms which are then deposited at
the cathode
(b) If the type of substance used as the anode is not the same as the type of metal
ion in the electrolyte, then
• the atoms of the anode do not dissolve in the electrolyte. Negative ions in the
electrolyte are discharged at the anode
• at the cathode, the less electropositive ion will be selected to be discharged
Example
6.1.3 189
(b) Cathode (negative electrode)
(i) Attracts positive ions, namely silver ions and hydrogen ions
(ii) Silver ions are selected to be discharged because the silver ion is less
electropositive compared to the hydrogen ion
(iii) Silver is deposited at the cathode
(c) Anode (positive electrode)
(i) Attracts negative ions, namely nitrate ions and hydroxide ions
(ii) Hydroxide ions are selected to be discharged because the hydroxide ion is
less electronegative compared to the nitrate ion
(iii) Oxygen gas is produced at the anode
(d) The concentration of silver ions in the electrolyte decreases because the silver
ions from the electrolyte are discharged to become silver atoms and deposited
at the cathode.
Experiment 6.4
Aim: To study the effect of the type of electrode on the selection of ion to
be discharged at the electrode
Problem statement: How does the type of electrode affect the selection of ion to be
discharged at the anode?
Procedure: Ammeter
1. Prepare the apparatus set-up with an electrolytic + –
A
cell half-filled with 0.1 mol dm–3 copper(II) sulphate
solution, CuSO4. + –
2. Fill completely a test tube with 0.1 mol dm–3 Switch
Battery
copper(II) sulphate solution, CuSO4 and then invert
the test tube at the anode (Figure 6.11). Figure 6.11
190 6.1.3
Chapter 6 Electrochemistry
3. Turn on the switch for 15 minutes. Observe and record the changes that occur at
the anode.
4. Test any gas released using a glowing wooden splinter.
5. Observe and record the result of the gas test.
6. Repeat steps 1 to 4 by replacing the carbon electrodes with copper electrodes.
Observation:
Carbon electrode
Copper electrode
Conclusion:
Are the hypotheses accepted? What is the conclusion for this experiment?
Questions:
1. Name the ions present in the electrolyte during electrolysis.
2. Name the ions selected to be discharged or the ions produced at the anode for the
following types of electrodes:
(a) carbon electrode
(b) copper electrode
V ION
Voltmeter
Potassium ion, K+
Sodium ion, Na+
Calcium ion, Ca2+
– +
Increasing electropositivity
Magnesium ion, Mg2+
Magnesium Copper
Aluminium ion, Al3+
Zinc ion, Zn2+
Iron(II) ion, Fe2+
Tin ion, Sn2+
Lead(II) ion, Pb2+
Copper(II) sulphate Hydrogen ion, H+
solution, CuSO4 Copper(II) ion, Cu2+
Silver ion, Ag+
By referring to the simple chemical cell in Figure 6.14, magnesium becomes the
negative terminal and copper becomes the positive terminal. This is because magnesium
is more electropositive than copper (Figure 6.15). Magnesium is more likely to donate
electrons compared to copper.
• Magnesium which donates electrons forms • Electrons from magnesium are received by the
magnesium ions and dissolves in the copper(II) ion from the electrolyte and not by the
electrolyte (copper(II) sulphate solution). hydrogen ion because the copper(II) ion is less
• Magnesium acts as the negative terminal of electropositive than the hydrogen ion.
the chemical cell. • Solid copper is formed and deposited on the
• The released electrons will flow through the copper strip.
external circuit from magnesium to copper • Copper acts as the positive terminal of the
which acts as the positive terminal of the chemical cell.
chemical cell.
Figure 6.16 Chemical reactions in a chemical cell with different metal electrodes
6.2.1 193
Activity 6.2
21st Century Skills
To build a simple chemical cell • TPS
• Inquiry-based activity
Materials
Sandpaper, two magnesium ribbons, two copper strips and 1.0 mol dm–3 sodium chloride
solution, NaCl
Apparatus
Measuring cylinder, beaker, connecting wires with crocodile clips and voltmeter
Instructions
1. Clean two magnesium ribbons and
Voltmeter
two copper strips with sandpaper.
2. Measure and pour 150 cm3 of 1.0 mol dm–3 V
sodium chloride solution, NaCl into a clean
beaker using a measuring cylinder. Switch
3. Immerse a magnesium ribbon and a copper
– +
strip into the sodium chloride solution, NaCl,
in the beaker. Magnesium Copper
4. Connect the magnesium ribbon, copper ribbon strip
strip and voltmeter with connecting
wires (Figure 6.17).
5. Turn on the switch. Observe and record the
voltmeter reading.
6. Repeat steps 1 to 5 by replacing the Sodium chloride
magnesium ribbon and copper strip with solution, NaCl
a pair of magnesium ribbons and a pair of
copper strips. Figure 6.17 Simple chemical cell
Result
Activity 6.3
21st Century Skills
To generate electrical energy from fruits or other plant parts and seawater • TPS, STEM
• STEM project-
based activity
Instructions
1. Carry out this activity in groups to generate ideas on how the concept of
chemical cell can be applied to generate electrical energy from a variety of sources.
Study the following statement:
2. Plan and carry out a project based on the STEM approach. Build a simple chemical cell
which can convert chemical energy into electrical energy from various sources such as fruits
or other plant parts and seawater.
3. Gather and discuss information or ways to construct a simple chemical cell from fruits or
other plant parts and seawater from the following websites:
Related websites
(a) Electrical energy produced from fruits
http://buku-teks.com/sc5195a
6.2.2 195
Summary
S y
196
Electrochemistry
Study in the field of chemistry on the relationship between chemical and electrical phenomena
Anode, cathode, anion, cation, electrolyte and electrical source Electrolyte and two different types of metals
at
Self-Reflection
Se
elf-Reflectio
on
After studying this chapter, you are able to:
6.1 Electrolytic Cell 6.2 Chemical Cell
Understand electrolysis. Explain the energy change in a
Carry out experiments to study simple chemical cell.
electrolysis of ionic compounds in Generate ideas on the application
various conditions. of the chemical cell concept in
Carry out experiments to study generating electricity from a variety
the factors affecting the products of sources.
in electrolysis.
Communicate about the application
of electrolysis in industries.
Summative Practice
Pracctice 6 Quiz
http://buku-
Answer the following questions: teks.com/
sc5197
1. Figure 1 shows an apparatus set-up to study the electrolysis
of an aqueous copper(II) sulphate solution, CuSO4 using
different electrodes as shown in electrolytic cell P and
electrolytic cell Q.
+ – + –
Carbon Copper
Aqueous
copper(II) sulphate
solution, CuSO4
Figure 1
197
2. Figure 2 shows an apparatus set-up to study the electrolysis of aqueous
sodium nitrate solution, NaNO3, using carbon electrodes labelled P and Q.
Aqueous sodium
Electrode P nitrate solution, NaNO3
Electrode Q
+ –
Ammeter A
+ –
Battery
Figure 2
3. Rohani found a rusted iron nail. Using your knowledge of electrolysis, describe a
simple way to prevent the rusting of the iron nail.
Enrichment Practice
Pra
actiice
4. You are given three potatoes, three iron nails, three copper rods, light bulb and
connecting wires with crocodile clips. Using these materials, design a simple
chemical cell with the following features:
(a) simple chemical cell that can light up a light bulb with maximum brightness.
(b) simple chemical cell that can last the longest when lighting up a light bulb.
198
HEME
Energy and
3 The Swedish 1-m Solar
Telescope in La Palma, Spain
has a convex lens as the
objective lens with a diameter of
approximately 1.10 m. Why do
astronomers need to observe
outer space through the
Sustainability telescope all the time, that is,
24 hours a day?
of Life
Click@Web
Biggest telescope in
the world
http://buku-teks.com/sc5199a
Look through a
‘live’ telescope
http://buku-teks.com/sc5199b
199
CHAPTER
7 LIGHT AND
OPTICS
Let’s study
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200
Science Bulletin
Nowadays, the use of lenses in optical instruments is
expanding. For example, the telephone which was originally an
audio communication device has been developed into a
smartphone which can function as an audio-visual
communication device using a camera to take photographs
and videos.
Keywords
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201
7.1 Formation of Images by Lenses
Convex lens
Concave lens
Figure 7.2 shows the path of light rays before and after passing through a
convex lens and a concave lens. What happens to the light rays after passing through
these lenses?
Figure 7.2 Refraction of light rays after passing through a convex lens and a concave lens
Based on Figure 7.2, light rays converge after passing through a convex lens while
light rays diverge after passing through a concave lens. Therefore, a convex lens is known
as a converging lens while a concave lens is known as a diverging lens.
202 7.1.1
Chapter 7 Light and Optics
For convex lenses, the focal point, F is a point where light rays parallel to the
principal axis converge after passing through the convex lens (Figure 7.3(a)).
Figure 7.3 Focal point and focal length for convex lens and concave lens
When light rays which diverge after passing through a concave lens are extrapolated
backwards, the light rays will intersect at a point. This point is the focal point, F for
the concave lens (Figure 7.3(b)).
Let us carry out Activity 7.1 to study some properties of convex lenses and concave
lenses using an Optical Ray Kit.
Activity 7.1
21st Century Skills
Use the Optical Ray Kit to: • TPS
• Inquiry-based activity
(a) show the convex lens as a converging lens and the concave lens as a
diverging lens
(b) determine the focal points of convex lenses and concave lenses
Materials
White paper (sized 86 cm × 86 cm)
Apparatus
Optical Ray Kit containing ray box, cylindrical biconvex lens, cylindrical biconcave lens,
triple slit plate, ruler and pencil
7.1.1 203
Instructions
White paper
Figure 7.4
1. Prepare the apparatus set-up shown in Figure 7.4.
2. Trace the shape of the convex lens onto a piece of white Video
paper using a pencil. Mark the centre point of the convex Eduweb TV:
lens, that is the optical centre, O on the tracing of the Physics – lenses
convex lens. http://buku-teks.
3. Direct three parallel light rays from the ray box in the com/sc5204
direction of the convex lens. Observe the path of light (Medium: bahasa
rays before and after passing through the convex lens. Melayu)
4. Make two marks, one near to the lens and another far
from the lens, on each path of the light rays before and
after passing through the convex lens. Remove the convex lens from the white paper.
5. Draw a straight line using a pencil and ruler to connect the two marks on each path of the
light rays before and after passing through the convex lens (Figure 7.3(a)).
6. Mark the point of intersection of the three light rays as the focal point, F for the
convex lens.
7. Repeat steps 1 to 5 by replacing the convex lens with a concave lens.
8. Extrapolate the light rays which diverge after passing through the concave lens backwards
until a point of intersection (Figure 7.3(b)).
9. Mark the point of intersection of the three light rays as the focal point, F for the
concave lens.
Questions
1. Why is it more suitable for this activity to be carried out in the dark?
2. What happens to light rays after passing through the following lenses?
(a) Convex lens
(b) Concave lens
3. Describe the observations made in this activity that show the following properties of lenses:
(a) convex lens as a converging lens
(b) concave lens as a diverging lens
204 7.1.1
Chapter 7 Light and Optics
Axis of lens
Object
O F 2F
Principal axis
2F F
Image
f f
u v
Object
Image
Principal axis O
2F F F 2F
f f
u
(b) Concave lens
Figure 7.5 Convex lens and concave lens
7.1.2 205
Let us carry out Activity 7.2 to determine the Parallel
focal length of a convex lens using a distant light rays o F
object by applying the concept that light rays from a O
from a distant object are parallel (Figure 7.6). distant
object
f
Figure 7.6
Activity 7.2
21st Century Skills
To determine the focal length of a convex lens using a distant object • TPS
• Inquiry-based activity
Materials
Convex lens, lens holder, white screen and metre rule
Instructions
1. Prepare the apparatus set-up as shown Laboratory window
in Figure 7.7.
2. Position the convex lens towards a Convex lens White screen
distant object seen through an open
window.
Lens holder
3. Adjust the position of the white screen
until a sharp image of the distant
object is formed on the screen. Figure 7.7
4. Measure and record the distance
between the centre of the convex lens and the screen, that is the focal length, f of the
convex lens using a metre rule.
Questions
1. Why are laboratory objects not used to determine the focal length of a convex lens in
this activity?
2. State the characteristics of the image formed on the white screen.
3. If the convex lens in this activity is replaced with a concave lens, can the focal length of the
concave lens be estimated? Explain your answer.
1 A light ray parallel to the principal axis refracts and passes through the focal point, F.
Object 1
1
F F
2 A light ray heading towards the optical centre continues in a straight line through the
optical centre without refracting.
Object 1
1
2 F
F Real image
2
Concave lens
1 A light ray parallel to the principal axis refracts and appears to come from the
focal point, F.
1
Object 1
F F
2 A light ray heading towards the optical centre continues in a straight line through the
optical centre without refracting.
1
Object 1
2
F Virtual F
image 2
7.1.3 207
Tables 7.3 and 7.4 show the positions of object, ray diagrams, positions of image and
characteristics of images for convex lens and concave lens, respectively.
Table 7.3 Ray diagrams to determine the characteristics of images formed by a convex lens
208 7.1.3
Chapter 7 Light and Optics
Table 7.4 Ray diagrams to determine the characteristics of images formed by a concave lens
Note: The characteristics of images formed by concave lenses for any object distance are:
• virtual
• upright BRAIN
• diminished TEASER
• positioned between the object and the concave lens
Reinforcement practice
http://buku-teks.com/sc5207
Lens X Lens Y
Figure 1
7.1.3 209
7.2 Optical Instruments
The function of optical instruments is normally related to the type of image, whether
real or virtual, and the size of image formed by the lens. The ray diagrams in Tables 7.3
and 7.4 show that the image size
formed by a lens depends
on the position of the object
from the centre of the lens.
Photograph 7.1 shows three optical instruments. Describe the characteristics of the final
image formed by these three optical instruments.
Scan
Formation of the Final Image by a Microscope Page
Study the two ray diagrams in Figure 7.8.
(a) Object is between F and 2F (b) Object is between F and the optical centre, O
Objective lens Eyepiece
Object F 2F F
2F F O O F
Object
Image Image
Image position: Image is further than 2F Image position: Image is further than F
Image characteristics: • Real Image characteristics: • Virtual
• Inverted • Upright
• Magnified • Magnified
Figure 7.8 Ray diagrams for the images formed by the objective lens and eyepiece of a microscope
210 7.2.1
Chapter 7 Light and Optics
Based on your understanding of the two ray diagrams in Figure 7.8, the formation of
the final image by a microscope is shown in Figure 7.9.
Objective lens Eyepiece
Construction lines
First
Object image,
Fo Fe Io Fe
2Fo
Fo
Virtual
final
image,
I
Figure 7.9 Ray diagram showing the formation of the final image in a microscope
Photograph 7.2
7.2.1 211
Formation of the Final Image by a Telescope
Study the two ray diagrams in Figure 7.10.
F F 2F F F 2F
Image Object
Figure 7.10 Ray diagrams for the images formed by the objective lens and eyepiece of
a telescope
Based on your understanding of the two ray diagrams in Figure 7.10, the formation of
the final image by a telescope is shown in Figure 7.11.
fo fe
Parallel incident
rays from a Fo
distant object
Fe
Fo First image, Io Fe
Figure 7.11 Ray diagram showing the formation of the final image in a telescope
In normal adjustment, the distance between the objective lens and eyepiece = ƒo + ƒe
where ƒo = focal length of objective lens,
ƒe = focal length of eyepiece
so that the image can be viewed more comfortably.
212 7.2.1
Chapter 7 Light and Optics
Activity 7.3
21st Century Skills
To build a simple telescope model • ICS, ISS, STEM
• Innovative activity
Materials
Hollow paper cylinder and cellophane tape
Apparatus
Convex lens with focal length, ƒo ≥ 10 cm, convex lens with focal length, ƒe ≤ 2 cm, ruler, scissors
or knife and pencil
Instructions
1. Carry out the activity in groups.
2. Gather information from the Internet, print media and other electronic media about
the following:
(a) type, size and function of lenses used in a telescope
(b) selection criteria for the objective lens and eyepiece of a telescope which can produce
the clearest and brightest image
(c) ray diagram to show the formation of image in a simple telescope
3. Discuss the information needed to complete the K-W-L Strategic Data Form as a guide to
design and build your simple telescope. You can download and print the form from the
website given below.
Download K-W-L
Strategic Data Form K-W-L Strategic Data Form
http://buku-teks.com/ What students already know, wish to know and will know (K-W-L chart)
sc5213
Already know Wish to know Will know
(K – Know) (W – Wonder) (L – Learn)
Questions
1. Why is the cylinder for the model telescope constructed from materials that are opaque and
not transparent or translucent?
2. What is the distance between the objective lens and the eyepiece so that the final image
can be seen more comfortably?
3. What is the name of the condition mentioned in question 2?
7.2.2 213
Application of Lenses in Optical Instruments
Digital single-lens reflex High-resolution closed-circuit Spy camera in
(DSLR) camera with two television (CCTV) safety device
different lenses
Camera image formed using a lens of Camera image formed using a lens of
focal length 70 mm from a distance focal length 24 mm from a distance
of 15 m of 15 m
Activity 7.4
21st Century Skills
To study the contributions of science and technology towards the invention • ICS, ISS, TPS
of optical instruments that can help or overcome the limitations of human • Discussion
sight
Instructions
1. Carry out the activity in groups.
2. Gather information from the Internet, print media and other electronic media on the
following:
(a) use of lenses in daily instruments such as cameras, smartphones, LCD projectors,
spectacles, magnifying glasses and CCTV
(b) the thickness and focal length of the camera lens of smartphones
3. Discuss the information gathered.
4. Present the outcome of your group discussion in the form of a multimedia presentation.
Science
Photograph 7.5 shows a water lens placed under
the sunlight.
Video
A water lens can function as
a magnifying glass
http://buku-teks.com/sc5215
7.2.3 215
Summary
S y
216
Light and Optics
by
Self-Reflection
Se
elf-Reflectio
on
After studying this chapter, you are able to:
7.1 Formation of Images by Lenses 7.2 Optical Instruments
Describe convex lens as a converging Describe the formation of the final
lens and concave lens as a image by telescopes and microscopes.
diverging lens. Design and build a simple telescope.
Determine the focal length of a Communicate about the application
convex lens using a distant object. of lenses in optical instruments.
Determine the characteristics of images
formed by convex and concave lenses
using ray diagrams.
Summative Practice
Pracctice 7 Quiz
http://buku-
Answer the following questions: teks.com/
sc5217
1. Draw ray diagrams which describe the following
characteristics of lenses:
(a) convex lens as a converging lens
217
2. Figure 1 shows an object placed in front of a convex lens at a distance less than the
focal length, ƒ.
Object
F F
Figure 1
(a) Draw a ray diagram in Figure 1 to determine the image formed by the
convex lens.
(b) State the characteristics of the image formed by the convex lens in Figure 1.
P 2F Q F R F 2F
Figure 2
(i) Write the problem statement.
(ii) State the position of the object (at P, Q or R).
(iii) Using an arrow (↑) as the object, draw a ray diagram to show the
formation and position of the image. Complete Figure 2 to obtain
your answer.
(iv) State two other characteristics of the image formed in 3(b)(iii).
218
Chapter 7 Light and Optics
Enrichment Practice
4. Optics is a scientific field that studies the properties of light, interactions between
light and substances such as glass, human sight and instruments which use or
detect light. Study and understand the contents of the poster in Figure 3.
Diminished
image of fly
Magnified image of fly
A fly seen through a convex lens will A fly seen through a concave lens will
appear larger than its actual size. appear smaller than its actual size.
Figure 3
How effective is this poster in explaining the concept of image formation by lenses
and optical instruments in the study of optics?
219
CHAPTER
8 FORCE AND
PRESSURE
Let’s study
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220
Science Bulletin
Have you ever heard a loud hissing sound made by a heavy vehicle such as a tour bus or
oil tanker when the vehicle stops? What is the system that operates in the heavy vehicle
and produces this loud hissing sound?
Keywords
r 1SFTTVSFJOáVJET
r 1BTDBMTQSJODJQMF
r &ODMPTFETZTUFN
r )ZESBVMJDTZTUFN
r )ZESBVMJDKBDLTZTUFN
r )ZESBVMJDCSBLFTZTUFN
r %JTDCSBLF
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221
8.1 Pressure in Fluids
x x+d
y y+d
z z+d
(a) No additional pressure (b) Additional pressure is
is exerted on the water exerted on the water
Pascal’s principle states that the transmission of pressure exerted on a fluid (liquid
or gas) in an enclosed system is uniform throughout the fluid and in all directions.
Activity 8.1
21st Century Skills
• TPS
To explain Pascal’s principle using Pascal’s equipment • Inquiry-based activity
Apparatus
Round-bottom flask with fine pores and piston, and large beaker
222 8.1.1
Chapter 8 Force and Pressure
Instructions
1. Carry out this activity in groups.
Piston
2. Prepare the apparatus set-up (Figure 8.2).
3. Pull the piston up until water fills the flask. Flask with
4. Remove the flask from the beaker and push the fine pores
piston into the flask. Water
5. Observe and sketch the direction of water shooting
Beaker
out from the fine pores of the flask.
Figure 8.3
Pascal’s principle is commonly applied in daily life such as in the operation of the
hydraulic system.
Load
10 N
Valve Valve
The lever is moved downwards with the release valve closed, valve A closes and valve B opens
(The lever is moved downwards and upwards a few times to lift the load to a desired height)
Pivot
Air hole Load
Liquid reservoir Large piston rises
Lever is moved Release valve
downwards is closed
Small piston Liquid transmits its
exerts pressure pressure to the loaded
on the liquid large piston and
pushes it upwards
Valve A closes Valve B opens
The lever is moved upwards with the release valve closed, valve A opens and valve B closes
➋ Liquid from reservoir flows below the
small piston through the open valve A Load
➍ Position of large piston
Air hole is maintained
➊ Lever is moved Liquid reservoir Release valve ➌ A constant liquid
upwards is closed pressure is exerted
on the large piston
to maintain its
position
Valve A opens Valve B closes
8.1.2 225
The Hydraulic Brake System
The hydraulic brake system is commonly used to slow down or stop Scan
wheeled vehicles such as moving cars. The operation of a hydraulic Page
brake system is shown in Figure 8.9.
Dental Chair
The operation of the dental chair is related to the hydraulic
raulic
system. Observe the dental chair in Photograph 8.3.
Then, study and understand the application of Pascal’ss
principle in the dental chair as shown in the following video
or other sources of information.
Video
Is hydraulic system used in a dental chair?
http://buku-teks.com/sc5226b
Figure 8.10 shows that the fluid pressure at P1 , P2 and P3 is the same because the
fluid is not flowing.
P1 P2 P3
P1 P2 P3
8.1.3 227
Activity 8.2
21st Century Skills
To explain Bernoulli’s principle by using a Venturi tube • TPS
• Inquiry-based activity
Materials
Tap water
Apparatus
Venturi tube, rubber tube and clip
Instructions
1. Carry out this activity in groups.
2. Prepare the apparatus set-up as shown in Figure 8.12.
3. Close the clip. Turn on the tap and allow tubes
X Y Z
X, Y and Z to be filled with water.
4. Observe and compare the height of the water
level in tubes X, Y and Z.
5. Sketch your observations in figure (a).
6. Open the clip and the tap so that water Clip
From
flows into the sink continuously through the
the tap
glass tube. P Q R To the sink
7. Repeat step 4. Sketch your observations in
figure (b). Figure 8.12
Observations
X Y Z X Y Z
P Q R P Q R
(a) (b)
Questions
1. State the relationship between fluid velocity and pressure based on your observations of
figures (a) and (b).
2. Name the effect of the change in pressure of the fluid which flows through the narrower part
of the Venturi tube.
3. What is the principle shown in the observation in figure (b)?
Angle of attack Air with low velocity Flow of gas and air mixture
but high pressure
will be sucked in
Low velocity High velocity
airflow, high air gas, with low
Lift pressure pressure
Helicopter Drone
High velocity airflow, low air pressure High velocity airflow, low air pressure
Force
Low velocity airflow,
high air pressure
In the space between a moving train and a person standing near the safety lines, the velocity of the airflow
is high and the air pressure is low.
As such, there is a strong possibility for a person who stands beyond the safety lines to be pushed by force
towards the moving train. Thus, avoid standing beyond the safety lines.
Instructions
1. Carry out this activity in groups.
2. Gather information from the Internet, print media and other electronic media on the
application of Bernoulli’s principle in various sports such as sailing and windsurfing.
3. Discuss the information gathered.
4. Present the outcome of your group discussion in the form of a report.
Activity 8.4
21st Century Skills
To design a tool using the principle of pressure in fluids • TPS, ICS, STEM
• Project-based
Instructions activity
Pressure in Fluids
231
Force and Pressure
Self-Reflection
Se
elf-Reflectio
on
After studying this chapter, you are able to:
8.1 Pressure in Fluids
Explain the concept of pressure in fluids in an enclosed system.
Communicate about the application of Pascal’s principle in daily life.
Explain the relationship between fluid velocity and pressure.
Communicate about the application of Bernoulli’s principle in daily life.
Design a tool using the principle of pressure in fluids.
Quiz
Summative Practice
Pracctice 8 http://buku-
teks.com/
sc5232a
Answer the following questions:
Enrichment Practice
2. A dental chair as shown in Figure 2 is an application
of Pascal’s principle which plays an important role in
helping dentists during the dental treatment of their
patients. Dental chairs must be easily adjustable for the
comfort of both patients and dentists.
• Build a creative model of a dental chair by applying
Pascal’s principle.
• Describe the creative features of your model.
• Discuss in your group on how the model can be
modified into an automated massage chair.
• Present your ideas to your class.
Source of reference:
Figure 2
Video on building a model of a dental
chair
http://buku-teks.com/sc5232b
232
HEME
Earth and Space
4
Exploration
233
CHAPTER
9 SPACE
TECHNOLOGY
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Science Bulletin
Malaysia is among the first Asian countries to launch a
5G demonstration project
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235
9.1 Satellite
GS
Types of Satellite Orbits
O
The orbits of satellites which
circle Earth are grouped into O
ME
five types according to
orbital height (altitude) LEO
(Figure 9.1).
GE O
Activity 9.1
21st Century Skills
To gather information and explain the types of satellite orbits • ICS
• Discussion
Instructions
1. Carry out this activity in groups.
2. Gather information from the Internet, print media and other electronic media about the
types of satellite orbits, namely LEO, MEO, HEO, GSO and GEO.
Examples of reference websites are as follows:
Geosynchronous Orbit (GSO) Catalogue of types of
and Geostationary Orbit (GEO) satellite orbits
http://buku-teks.com/sc5236a http://buku-teks.com/sc5236b
236 9.1.1
Chapter 9 Space Technology
Orbital Shapes
There are two orbital shapes, perfectly
circular and elliptical (Figure 9.2). GEO is
an example of a perfectly circular orbit while
MEO and HEO are examples of elliptical
orbits. LEO and GSO are perfectly Perfectly circular Elliptical
circular or elliptical. Figure 9.2 Orbital shapes
Earth
Perigee Apogee
Figure 9.4 Examples of types of satellites, orbital heights and satellite speeds
The higher the orbital height of a satellite, the lower the satellite speed for it to remain
in orbit. This is because the gravitational force on a satellite decreases when the orbital
height of the satellite increases.
Activity 9.2
21st Century Skills
To draw a conclusion on the relationship between orbital height and satellite speed • TPS, ICS
• Inquiry-based
Instructions activity
Activity 9.3
21st Century Skills
To explain how a satellite is placed into orbit • ICS
• Inquiry-based
Instructions activity
1. Carry out this activity in groups.
2. Gather information from watching the following video clip to explain how satellites are
placed into orbit directly or through Hohmann transfer orbit.
Watch the following video clip:
http://buku-teks.com/sc5238b Click@Web
Start time 5:00/10:05 Launch and
End time 9:14/10:05 placement of
3. Discuss your observations after watching the video. satellite into orbit
http://buku-teks.
4. Present the way satellites are placed into orbit as
com/sc5238c
observed from the video to the class.
ELV RLV
Let us carry out Activity 9.4 to look for information about the differences between ELV
and RLV.
Activity 9.4
21st Century Skills
To differentiate ELV from RLV • TPS, ICS
• Inquiry-based activity
Instructions
1. Carry out this activity in groups.
2. Gather information from the Internet, print media and other electronic media about the
differences between expendable launch vehicle (ELV) and reusable launch vehicle (RLV).
3. Present the differences between ELV and RLV using a multimedia presentation to the class.
9.1.4 239
Function of the International
Space Station
The International Space Station (ISS)
is the result of efforts from five space
agencies namely NASA (America),
Roscosmos (Russia), JAXA (Japan),
ESA (Europe) and CSA (Canada).
Dato’ Dr. Sheikh Muszaphar Shukor
Al Masrie bin Sheikh Mustapha is
the first Malaysian to reach the ISS.
Let us carry out Activity 9.5 to
understand the functions and lives Photograph 9.2 The International
of astronauts on the ISS. Space Station (ISS)
Click@Web
What is the International Space
Station (ISS)?
http://buku-teks.com/sc5240a
Activity 9.5
21st Century Skills
To understand the functions of the ISS and the lives of astronauts on • ICS
the ISS • Inquiry-based activity
Instructions
1. Carry out this activity in groups.
2. Gather information from watching the following videos about space stations such as the ISS,
its functions and the lives of astronauts on this space station.
Examples of reference websites are as follows:
Functions of the ISS Lives of astronauts on the ISS
http://buku-teks.com/sc5240b http://buku-teks.com/sc5240c
240 9.1.5
Chapter 9 Space Technology
The frequency of the ISS orbiting Earth in a day can be calculated by using its orbital
height and speed.
Activity 9.6
21st Century Skills
To calculate the frequency of the ISS orbiting Earth in a day • ICS, TPS
• Inquiry-based activity
Instructions
1. Carry out this activity in groups.
2. Use the data of orbital height and speed of the ISS in Activity 9.2 as well as radius of Earth
(6.37 ⫻ 106 m) to calculate the frequency of the ISS orbiting Earth in a day.
Length of orbit
Period of orbit, T =
Speed of satellite
2π × (Orbital height + Radius of Earth)
=
Speed of satellite
86 400 s (1 day)
Frequency of the ISS orbiting Earth in a day =
Period of orbit, T
3. Present the outcome of your group calculations to the class.
Activity 9.7
21st Century Skills
To gather information related to the impact of rapid development • ICS
in space technology • Discussion
Instructions
1. Carry out this activity in groups.
2. Gather information from the Internet, print media and other electronic media on the impact
of rapid development in space technology such as:
(a) increase in space junk
(b) increase in research and development activities in various fields in the life and health
of humans
3. Discuss the information that you have gathered.
4. Present the outcome of your group discussion to the class.
242 9.1.7
Chapter 9 Space Technology
Space segment
Control
segment
How GPS Functions
GPS is made up of three segments,
the control segment, space segment
and user segment. Figure 9.9 How GPS functions
9.2.1 243
Control Segment Space segment
The control segment is made up of a master
control station, alternative master control
station, command and control antennas as
well as monitor stations. Signals received by
the monitor stations from the GPS satellite are
sent to the master control station which will
Monitor
generate navigation messages on Earth stations
(Figure 9.10). The information sent from
the antenna on Earth to the GPS satellite
Control segment
includes the GPS satellite position, time Master control
correction factor for the GPS satellite clock, station
atmospheric data and almanac.
Figure 9.10 Control segment and
space segment in GPS
Space Segment
GPS is made up of a satellite network. GPS
satellites orbit Earth at an orbital height of onous
y n chr
20 000 km. The orbit of a GPS satellite is -s it
mi rb
usually known as a semi-synchronous Earth Se rth o
E a
orbit (Figure 9.11) with an orbital period of
about 12 hours. Figure 9.11 GPS satellite orbit
At least 4 GPS satellites can be seen at an
angle of 15° or more from the horizontal axis
GPS satellites
at any time from all locations on Earth
(Figure 9.12). The information sent from
the GPS satellite to the GPS receiving device
includes the position of the GPS satellite and
the time the signal is sent.
User Segment
A GPS user is anyone who uses a GPS 5°26'25"N 100°18'32"E
receiving device such as a smartphone. The Georgetown, Pulau Pinang
location of a place can be written in two
formats as follows:
Figure 9.13 GPS coordinates in
(a) Degrees, minutes and seconds (DMS)
DMS format
(b) Decimal degree (DD)
244 9.2.1
Chapter 9 Space Technology
GPS coordinates can be written in two formats, namely DMS and DD.
Example
GPS coordinate:
(a) National Planetarium, Kuala Lumpur
DMS format coordinates : 3°08'22.04"N (Latitude) 101°41'22.53"E (Longitude)
DD format coordinates : 3.139456 101.689593
Activity 9.8
21st Century Skills
To navigate from one location to another within the school using GPS • Inquiry-based activity
coordinates
Instructions
1. Carry out this activity in groups in an open area in school such as the school field.
2. Mark five locations with a minimum distance of 10 m between each location in the open area
of the school.
Location: 1 2 3 4 5
• x • • • •
x ≥ 10 m
3. Use a GPS receiving device such as a smartphone to determine the GPS coordinates at
each location.
9.2.2
9.1.1 245
4. Observe and record the coordinates for the five locations in the following formats:
(a) Degrees, minutes and seconds (DMS)
(b) Decimal degree (DD)
Result
Questions
1. Why is this activity carried out in an open space and not in class?
2. What is the main purpose of using GPS coordinates?
3. Name two examples of navigation applications which use the GPS coordinate system
in daily life.
Uses of GPS
GPS is used for
navigational purposes
in various types of
transport such as land,
sea, air and space
transport. Examples
of applications of
navigation which use GPS
coordinates are Google
Maps and Waze.
Photograph
ph
p h9
9.4
4SScreenshots
Scre
Sc reen
re enshots
hots of
of Google
Go
oogglle Maps
oogl Map
aps
p
and Waze
246 9.2.2
Chapter 9 Space Technology
Click@Web
Navigational applications Find Pizza (Video)
(Animation) http://buku-teks.com/sc5247b
http://buku-teks.com/sc5247a
Activity 9.9
21st Century Skills
To study the Global Positioning System (GPS) • TPS, ICS
• Inquiry-based activity
Instructions
1. Carry out this activity in groups.
2. Gather information from various sources on the meaning of GPS, how GPS functions and the
uses of GPS.
3. Discuss the information that you have gathered.
4. Present the outcome of your group discussion to the class using a multimedia presentation.
9.2.2 247
Summary
S y
248
which develops Increase in space junk,
Space Technology increase in research
rapidly causing
and development
activities
• Low Earth Orbit (LEO) Is launched and placed into • GPS coordinates
• Medium Earth Orbit (MEO) orbit directly or through • Degrees, minutes and
• High Earth Orbit (HEO) Hohmann transfer orbit seconds (DMS)
• Geostationary Orbit (GEO) • Decimal degree (DD)
• Geosynchronous Orbit (GSO)
The higher the satellite orbit, • Expendable launch vehicle (ELV) Navigation applications such
the lower the satellite velocity • Reusable launch vehicle (RLV) as Google Maps and Waze
Chapter 9 Space Technology
Self-Reflection
Se
elf-Reflectio
on
After studying this chapter, you are able to:
9.1 Satellite Communicate about the methods for
Explain the types of satellite orbits. tracking space stations.
Explain with diagrams the apogee Elaborate the impact of rapid
and perigee of a satellite in an development in space technology.
elliptical orbit.
Relate the height of an orbit with the 9.2 Global Positioning System (GPS)
velocity of a satellite. Explain Global Positioning
Explain how a satellite is launched System (GPS).
and placed into orbit. Apply the GPS coordinate system for
Explain the function of a space navigational purposes.
station.
Summative Practice
Pracctice 9 Quiz
http://buku-
Answer the following questions: teks.com/
sc5249
1. Figure 1 shows an example of the orbit for satellite X
which has an orbital period of 12 hours.
Satellite X
Figure 1
249
3. Figure 2 shows different types of satellite orbits labelled A, B, C and D.
C
B
D
Figure 2
(a) Label the types of orbits in Figure 2 with the following abbreviations.
(b) Based on Figure 2, name the type of orbit for GPS satellites.
Enrichment Practice
4. The clock in a GPS satellite needs to be adjusted from time to time.
What is the importance of accurate time information from GPS satellites in our
daily activities?
250
Answers
Only selected
elected answers are provided here
251
(d) 1. Reduce the intake of fatty food 2. (a)
2. Eat unsaturated fats which can reduce
the level of cholesterol in blood
(any suitable answer)
CHAPTER 6 Electrochemistry
F
Summative Practice 6
1. (a) Electrolysis is the process of decomposition Virtual F Object
image
of a compound in the molten or aqueous
state into its constituent elements when
electric current flows through it.
(b) Virtual, upright, magnified
(b) Copper(II) ion, Cu2+, hydrogen ion, H+,
3. (a) To produce images of different sizes using
sulphate ion, SO42–, hydroxide ion, OH–
camera lenses of different focal lengths
(c) (i) At anode: Hydroxide ion
At cathode: Copper(II) ion
(ii) At anode: No ion is discharged
At cathode: Copper(II) ion CHAPTER 8 Force and Pressure
(d) Purification of metal Summative Practice 8
2. (a) (i) Sodium ion, Na+, hydrogen ion, H+ 1. (a) P1
(ii) Nitrate ion, NO3–, hydroxide ion, OH– (b) When air flows through the narrow space
(b) Electrode P between the two cars, the velocity of air
(c) (i) Hydroxide ion flow increases and the pressure, P1 in
(ii) Hydrogen ion the narrow space reduces. According to
(d) Sodium ions and hydrogen ions move Bernoulli’s principle, when a fluid such
to the cathode. The hydrogen ion is as air passes through a narrow space, the
selected to be discharged because it is velocity of the fluid flow increases and
less electropositive compared to the pressure in the space decreases.
sodium ion. (c) Pressure P0 which is higher compared to
P1 will cause both vehicles to be pushed
towards each other until they collide.
CHAPTER 7 Light and Optics
Summative Practice 7 CHAPTER 9 Space Technology
1. (a)
Summative Practice 9
Convex lens
1. (a) GPS satellite
(b) For navigational purposes
Focal point,
F 2. (a) • GPS satellite is a communication
satellite
• Orbital height for a GPS satellite
is 20 000 km
Focal length, f • Orbital period for a GPS satellite is
12 hours
(b) (b) Smartphone
Concave lens (c) Navigational purposes
(any suitable answer)
(d) Google Maps, Waze
Focal point, F
Complete answers
for teachers
http://buku-teks.
Focal length, f com/sc5252
252
Laboratory Rules and
Safety Measures
In this Form 5 Science KSSM textbook, there are some experiments that need to be carried out
in the laboratory. Therefore, all students must comply with the rules and safety measures in the
laboratory to avoid accidents.
In the laboratory
1. Open all windows and doors.
2. Do not run or play.
3. Do not eat or drink.
4. Do not carry out any experiment or procedure without the teacher’s permission.
5. Follow all procedures in the experiment with the teacher’s guidance.
6. Take safety measures such as reading all instructions and warning symbols on the labels of
reagent bottles before using the chemicals.
7. Take fire safety measures such as keeping yourself, books, clothes, hair and other flammable
things away from fire.
Emergencies
1. Know the location of and how to use the fire extinguisher and the first aid kit.
2. If any chemical substance gets into your eyes, wash it off immediately with plenty of running
water.
3. If any chemical substance spills onto your skin or clothes, wash it off immediately with
plenty of water.
4. If any chemical substance is accidentally swallowed, spit it out immediately and rinse your
mouth with plenty of water. Inform the teacher of the accident immediately for medical
treatment.
5. If your clothes are on fire, do not panic, roll your body on the floor or wrap your body with
a fire blanket to extinguish the fire.
6. Report all accidents to the teacher immediately.
253
Glossary
Anion – A negative ion. Electrolytic cell – A cell made up of electrical
Antibiotic – Substance produced by fungi or source, electrodes and electrolyte.
bacteria that kills or retards the growth of other Expendable launch vehicle (ELV) – Launch
fungi or bacteria. vehicle that can be used only once.
Antifungal – Substance used to treat infectious Fat – Organic carbon compound which contains
diseases caused by fungi. carbon, hydrogen and oxygen.
Antiseptic – Chemical substance applied on Focal length, f – The distance between the focal
human skin to prevent pathogenic infections. point, F and the optical centre, O of a lens.
Antiviral – Substance used to treat infectious Global Positioning System (GPS)
diseases caused by viruses. – A navigation system which gives information
Apogee – Position of satellite furthest on location and time to its users in all weather
away from the planets or stars encircled by conditions.
the satellite. Hydraulic system – System applied to carry
Bernoulli’s principle – A fluid moving at a higher out heavy work using a small force.
velocity produces a lower pressure in that region. Hydrocarbons – Organic carbon
Biochemical Oxygen Demand (BOD) compounds made up of only carbon and
– The amount of dissolved oxygen needed hydrogen elements.
by microorganisms to disintegrate organic Macronutrient – Nutrient needed by plants
substances in a water source. in large quantities.
Biological control – A method which Malnutrition – A condition caused by an
applies interaction between organisms such as imbalanced diet.
prey-predator and parasitism to control crop Micronutrient – Nutrient needed by plants
pests in a habitat. in small quantities.
Calorific value of food – Amount of energy Microplastic – Plastic piece of less than 5 mm
that can be released from the complete oxidation in length.
or combustion of 1 g of food.
Normal flora – Microorganisms found in
Carbon footprint – Total amount of carbon organisms which do not cause disease.
dioxide released into the air from human activities.
Organic carbon compounds – Carbon
Carbon handprint – Activities to reduce compounds which originate from living things.
carbon footprint
Pascal’s principle – Transmission of pressure
Carbon sinks – Natural places for the elimination in a fluid in an enclosed system is uniform
of carbon dioxide from the air. throughout the fluid and in all directions.
Cation – A positive ion. Perigee – Position of satellite closest to the
Chemical cell – A cell made up of two different planets or stars encircled by the satellite.
types of metals and an electrolyte. Reusable launch vehicle (RLV) – Launch
Disinfectant – Chemical substance used vehicle that can be reused.
on non-living things to kill pathogens. Upcycle – Recycling to produce new products
Eco enzyme – Natural product obtained from of higher value than the original product.
the fermentation of agricultural waste. Venturi effect – The effect or change
Electrochemistry – Chemical study of in the pressure of the fluid that flows through
the relationship between electrical and the narrower part of the Venturi tube.
chemical phenomena.
254
References
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256
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