STS C1 Class: Name: Date:

Issue

C1 Mobile phone and radiation scare

S T S activity

Related topics: The question of how the human body is influenced by electromagnetic
■ Electromagnetic waves radiation has still not been fully answered. In USA and Europe, governments
(11.1) have already required mobile phones to meet radiation safety standards.
Should Hong Kong follow the practice?

1 Are mobile phones safe?

Read the following passages and answer the questions.

Many studies have been done on animals and reported that radiation from
mobile phones may cause brain tumours (腫瘤), cancer, anxiety and memory
loss. In May 1998, a study was carried in Sweden on 11 000 mobile phone users.
It reported that symptoms such as fatigue (疲倦), headaches, burning sensations
on the skin were more common among those who made long phone calls.
(Adapted from Dr Dixon Futurist Web at http://www.globalchange.
com/radiation2.htm.)
Fig C1-1

1 What kind of electromagnetic wave is used by mobile phones?

Radio wave or microwaves are used by mobile phones.

2 In article 1, what common symptoms were reported among users who

made long phone calls?

Fatigue, headaches, burning sensations on the skin are more common among who

made long phone calls.

3 In article 1, results of some studies done on animals were reported.

Do you think these studies were relevant to human beings?

Yes, because human body is similar to animals.

Some UK schools have recently allowed mobile phone companies to put

transmitters on the school roof. But many parents are worried that the
radiation are bad for the health of their children.
There is still no evidence that such radiation would pose a health risk. So
what is the health risk? Lack of information and lack of planning control
cause worries that radiation is a risk to people living near transmitters.

(Adapted from Physics Education, vol. 36, no. 2 (March 2001), p. 95.)
Fig C1-2

70 New Physics at Work © Oxford University Press 2003

 Class: Name: Date: STS C1

4 In article 2, did the writer mention any hazards caused by the use of

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mobile phones?

No, the writer did not mention any hazards caused by the use of mobile phones.

5 In article 2, what are suggested to ease people’s worries?

Mobile phone companies should provide more information and have good planning

control.

6 Which article shows a more supportive view on using mobile phone?

Which shows a negative view?

Article 1 is more negative. Article 2 is more supportive.

More on web: 7 A mobile phone company proposes to set up transmitters on the roof
Visit the National Radiological of your school building. In return, the company agrees to pay a
Protection Board, UK monthly fee and provide discounts to mobile phone users in your
(http://www.nrpb.org.uk) for
school. Will you support or object to this company’s proposal?
details on the roof transmitter
story.
Ts may do a quick
survey on Ss’ preference
and present it to the
whole class for
discussion.
2 Labelling radiation level

From 1 April 2003 onwards, mobile phones approved by the

Telecommunication Authority (TA) in Hong Kong will have to
comply with the new radiation safety standard, and be affixed with
labels of a prescribed format (Fig C1-3).

Fig C1-3

The TA adopts the Specific Absorption Rate (SAR) as the unit for
measuring exposure to radiation from mobile phones. SAR
measures the absorption of low-frequency electromagnetic energy
by human body. A higher SAR means a greater health risk. The
maximum safety limit is 1.6 watts per kilogram in USA, and 2.0 in
Europe. Most phones on the market are now showing values
between 0.5 and 1.0. In USA, some manufacturers have published
the SAR levels in the user manuals.

© Oxford University Press 2003 New Physics at Work 71

 STS C1 Class: Name: Date:
S T S activity

TA does not currently make it mandatory for mobile phone

manufacturers to put SAR labels on all their products. It claims that
the majority of mobile phones on sale in Hong Kong have been
designed to emit radiation within the safety limits.
(31 December 2002)

Ts may do a quick 1 What are the factors you consider when you choose a mobile phone?
survey on Ss' preference Indicate your priorities (1 = highest priority).
and present it to the
whole class for Latest model. Colour. Functions.
discussion.
Size. SAR value. Others: .......................

2 Suppose there is a good-looking mobile phone that has various useful

functions. However, its SAR is far higher than the others. Would you
still use it? Why?

No specific answer, but reasons must be provided.

The scheme is ineffective if it is not mandatory

for manufacturers to put SAR labels on all
mobiles. The government should enforce the
scheme to protect the health of consumers.

Mr Li Wah Ming, a Legislative Council member

No specific answer, but 3 Do you think the government should require mobile phone
reasons must be manufacturers to put SAR labels on all their products? Why or why
provided.
not?

For: Sufficient information and a good control can remove people's worries and enable

them to make informed decision on the choice of mobile phones.

Against: Many major mobile phone manufacturers have taken the initiative to publish

data regarding the SAR of their products. The demand of 'healthy' mobile phone will

drive the manufacturers to continue to do so.

Radiation from mobile phones may pose threats to our health.

....................................
However, there is no conclusive evidence yet. Whether mobile phone
radiation harms our health continues to be a controversial (具爭議性的)
issue in the coming years.

72 New Physics at Work © Oxford University Press 2003

 Class: Name: Date: STS C2

Issue

C2 UV threat: thinning of the ozone layer

Related topics:
■ Ultra-violet (11.1)
Ts may do a quick
survey on Ss’ experience
and present it to the
whole class.
The ⇒ arrows represent
the circulation in the
atmosphere which takes
things up in the tropics
and down at the poles.
The dotted lines ------ are
surfaces of constant
potential temperature,
along which chemicals
will mix rapidly.
The solid lines
represent ‘barriers’ which
inhibit transport between
different parts of the
atmosphere.
The vertical wavy lines
represent disturbances,
often coming off
mountains.
S T S activity
Which of the following statements describe(s) you?
1 You have a habit of using and disposing foam products
such as foam packaging and furniture.
2 You have a habit of using aerosols, e.g. air-refresher spray, hair spray or
insect spray.
3 Coolant from refrigerator or air-conditioner in your house has been
removed and disposed of.
■ Do you know the significance of answering one or more ‘Yes’ to this
question?
Read the following article and search information from the Internet to
answer the questions.
There are many layers in the atmosphere. The layer rich in ozone
(臭氧) is known as the ozone layer (about 20–25 km above sea level).
Ozone molecules have three oxygen atoms. Ozone, being poisonous
and a component of smog (毒霧), occurs in small amount at ground
level in the air we breathe. However the ozone layer provides vital
protection to all organisms on the Earth.
Mesosphere
50 Stratosphere
Polar
vortex

Note: Nearly all the ozone associated

with the 500 K
over the Antarctica has been ozone
20
height (km)

depleted (變得稀薄) over the hole

380 K
last 15 years, giving rise to
so-called ‘ozone hole’.
340 K
10
Mid-latitude and Arctic
depletion has also been Troposphere
300 K
observed.
1

0
South pole North pole
low ozone hight ozone
high water vapour low water vapour

Fig C2-1 The diagram is typical of the southern hemisphere winter (March), when in
recent years very low ozone levels have been observed over the Antarctica. (Photo
adapted from Ozone Loss Guide (Cambridge U))

© Oxford University Press 2003 New Physics at Work 73

 STS C2 Class:
S T S activity
Visit USA TODAY
(http://www.usatoday.com/
weather/resources/
coldscience/2000/
ozone121100.htm) and
The Ozone Hole Tour of
Cambridge U (http://www.
atm.ch.cam.ac.uk/tour/
part3.html) to know more
about this.
More on web:
Environmental Education Site
(EES) 2.2.2
US EPA:
http://www.epa.gov/oar/oaq
ps/gooduphigh
74 New Physics at Work
Name: Date:
Ozone absorbs the potentially damaging ultra-violet (UV) radiation
from the sun, which may lead to skin cancer, harm to vegetation
and damage to microscopic life in the ocean. Any depletion
(thinning) of the ozone layer would result in an increase in UV
radiation reaching the Earth's surface.
Scientists believe that the release of CFCs (chemicals used in aerosol
propellant and foams) into the atmosphere causes damage to the
ozone layer.
Ozone hole tends to occur over the Antarctica in winter as the
'ozone-eating' CFCs become trapped in the upper atmosphere due to
unique conditions in the very cold climate zone above the
Antarctica.
In recent years the level of CFCs in the atmosphere is slowly
decreasing due to international treaties that restrict the manufacture
of CFC products. But scientists estimate that Antarctica's ozone is
likely to take 50 years to fully recover.
Internet research
Visit Environmental Education Site (EES) for more information
(http://resources.ed.gov.hk/envir-ed/e_index.htm > Global issues > 2.2
Ozone Layer Depletion)
1 Why ozone can be both ‘good’ and ‘bad’?
Ozone absorbs some of the potentially harmful UV radiation from the sun, it prevents
skin cancer or damage to vegetation and microscopic life in the ocean surface. However,
strong sunlight and hot weather cause ground-level ozone to form in harmful
concentrations in the air.
2 What are the causes of ozone layer depletion? (See More in EES 2.2.5)
CFCs can catalyze ozone depletion. In the past 40 years, CFCs have been used in
many different areas.
© Oxford University Press 2003
 Class: Name:
Ts may encourage Ss to
search for more
information on what
chemicals can be used
to replace CFCs.
© Oxford University Press 2003
Date: STS C2
3 What are the effects of ozone layer depletion to human? (See More in
S T S activity
EES 2.2.6)
It may cause skin cancers, premature aging of the skin and other skin problems,
cataracts and other eye defects and immune system suppression.
4 Describe the impact to other living organism under the ozone hole in
Antarctica. (See More in EES 2.2.6)
Most Antarctic organisms have a low tolerance for UV radiation. As the ozone became
thinner, UV-B radiation can more easily penetrate the atmosphere. The population of
some organisms is reduced or it does not have enough food to survive.
5 Name FIVE products which contain CFCs. (See More in EES 2.2.4)
Any 5 of the following. Refrigerators and air conditioners (as coolant), cushions and
pillows (as blowing agent for making foam), fast-food containers, insulation (as blowing
agent for making foam), aerosol sprays, fire extinguishers (as propellant), cleansing
agents
6 What actions should the government take to deal with the problem of
ozone layer depletion? (See More in EES 2.2.7)
Control emissions of ozone-depleting substances such as CFCs.
Teaching people to aware the ozone crisis and avoid overexposure to the sun.
7 As a consumer, discuss whether you would change your habit of using
aerosol spray, cleansing agent, and etc.
Answers may vary. Be careful in choosing products free from CFCs.
ozone
Ozone hole is a region of marked thinning of the ...........................................
layer over the poles, mainly in winter. It is attributed to the chemical
ultraviolet
reaction of CFCs and ozone. The resulting increase in ............................................
radiation at ground level gives rise to an increased risk of
skin cancer.
...........................................
New Physics at Work 75
 STS C3 Class: Name: Date:

Investigation

C3 The ‘light-penetrating’ mirror

S T S activity

Related topics: The ‘light-penetrating’ mirror, also called the Chinese magic mirror, was first
■ Reflection of light (11.3) made in the Han Dynasty more than 2000 years ago. It is a mirror cast in
bronze. Its front is a highly polished mirror surface and its back has a special
pattern (Fig C3-1). The mirror has a peculiar property that has puzzled
Apparatus:
people for centuries. You will use a replica to investigate this property and
find out how it works.
■ 1 ‘light-penetrating’
mirror (i) (ii)

■ 1 slide projector
■ 1 white screen
■ 1 sheet of black paper
(15 cm × 15 cm) with
tin foil glued on one
side

If the ‘light-penetrating’
mirror is not available, Fig C3-1 The (i) front view and (ii) rear view of a replica of the ‘light-penetrating’ mirror.
see the video clip 11.3
for a quick run-through
of the experiment.
The mirror may be
purchased from
HKASME.
The ‘light-penetrating’ mirror
1 Set up a slide projector 4 or 5 m away from the ‘light-penetrating’
mirror. Direct a beam of light at the mirror. Put a screen facing the
mirror to capture an image on it (Fig C3-2).
screen

slide
projector

4
–
5
m
‘light-penetrating’
mirror

Fig C3-2

2 Examine the image. What is this image?

The pattern on the back of the mirror is projected on the screen as the image as if light

could 'pass through' the bronze and form an image on the screen.

76 New Physics at Work © Oxford University Press 2003

 Class: Name: Date: STS C3

3 Move the screen nearer to or further away from the mirror. Find out if

S T S activity
an image is still formed on it.

The image is still formed on the screen and is equally sharp for any distance of the

screen from the mirror. However, it increases in size with the distance.

Ss will find it very 4 Discuss in groups why the mirror forms such an image.
puzzling that the pattern
at the back of the mirror
can be projected on the
screen. Encourage Ss to
discuss in groups why
such an image is
formed. Allow them to
examine the mirror. At
this stage, do not
comment on any ideas
from Ss.

How does the mirror work?

The ‘light-penetrating’ mirror has been described in several early Chinese
books, but its property has been a puzzle for a long time. It was not until
the 1930s that scientists came up with an explanation for its property.

The following experiment will help you find an explanation for the
property of the mirror.

1 You are given a sheet of black paper with tin foil glued on one side.

2 With a ball-pen lightly write a letter F on the other side of the black
paper (Fig C3-3).

tin foil

Ss should be
encouraged to write
simple and asymmetric
letter such as 'F', 'J' etc.

(i) (ii)

Fig C3-3 (i) A piece of tin foil is glued on the black paper.
(ii) Lightly write a letter F on the black paper.

© Oxford University Press 2003 New Physics at Work 77

 STS C3 Class: Name: Date:

The writing on the back 3 Direct a beam of light from the slide projector at the tin foil of the
S T S activity

changes the curvature of black paper. Put the screen facing the tin foil to capture an image on it
the reflecting tin-foil
(Fig C3-4). Examine the image on the screen.
surface slightly.
The tin-foil-on-black- screen
slide projector
paper (the reflecting
surface) should be
slightly convex in shape.
Ts may prepare this by
putting the tin-foil-on-
black-paper in a beaker
overnight in order to give 4–
them a permanent 5m
convex shape.

Fig C3-4

4 Describe the image formed on the screen.

The image of letter F at the back of the tin-foil is formed on the screen.

5 Explain the image formed by the ‘light penetrating’ mirror.

The mirror is made by pouring molten bronze into a mould having the pattern as the

regular back of the mirror. When the bronze cools, the thinner parts of the mirror cool faster than
reflecting
reflectioin
surface of
(bright
the mirror
region) the thicker parts resulting in some slight variation in curvature of the reflecting surface

which depends on the pattern on the back of the mirror. When parallel light shines on the

mirror, regular reflection occurs on some parts of the reflecting surface and diffuse
incident back of
parallel the mirror reflection occurs at other parts where the curvature changes slightly. This results in
rays
diffuse reflectioin
bright and dark regions on the screen, producing an 'image' of the pattern on the back of
(dark region)

the mirror.

1 curvature
There are some slight changes in the .................................... of the reflecting
surface of the ‘light-penetrating’ mirror.

2 diffuse
When parallel light shines on the mirror, ............................................................
(regular/diffuse) reflection occurs at some parts where there is a slight
regular
change in curvature while .................................... (regular/diffuse) reflection
occurs at the other parts. Thus an image with bright and dark regions is
captured on the screen.

78 New Physics at Work © Oxford University Press 2003

 Class: Name: Date: STS C4

Issue

C4 Noise pollution and solutions in Hong

S T S activity
Kong

Related topics: Noise pollution is very serious in Hong Kong. Noise is not only annoying,
■ Noise (12.2) but also causes stress, sleeplessness, fright or even mental illness and loss
of hearing. In this activity, you will learn the various sources of noise around
us and some measures to tackle the noise problem.

1 Sources of noise pollution around us

Table C4-1 shows the most typical sources of noise pollution in
Hong Kong. Give examples for each source.

Type of noise Example

busy road traffic, railway, tram, roar of engines, repeated
Traffic noise
wail of a loud car horn, etc.

piling works, noisy diesel hammers, excavator, crusher

Construction noise
sawing, drilling and moving heavy, clanging equipment, etc.

Commercial and ventilation and air-conditioning systems of restaurants and

industrial noise commercial or industrial buildings, machinery noise, etc.

residential area under the flight path (e.g. HK International

Aircraft noise
Airport at Chek Lap Kok), etc.

music, TV or radio, banging doors, parties, dogs barking,

Domestic noise
children playing, alarm clock, etc.

Noise from public mobile-phone nuisance, concerts or sports activities (e.g.

places stadiums), etc.

Noise from intruder false fire/house/car alarms, etc.

alarm system
Other source of
noise:

Table C4-1
Ts may encourage Ss to express
their views which are useful for
class discussion. Ss’ views may be ■ Are you often disturbed by noise? What did you do to get rid of the
collected from a quick survey: noise? Share your experience.
1 No. of students often disturbed by
noise
2 Categories of methods used to
handle noise (e.g. stay away from
the source, use partition, achieve
destructive interference etc.)

© Oxford University Press 2003 New Physics at Work 79

 STS C4 Class: Name: Date:

2 How does the government tackle the noise

S T S activity

problem?
a Technical solutions against noise

Reducing the source of the noise

It is the most effective means of noise control as this approach reduces
the noise emission.

Changing the path of the noise and insulation

More on web:
http://www.epd.gov.hk/epd/
english/environmentinhk/
noise/guide_ref/hous_design
5.html
In this approach, a barrier shelters the recipient who is no longer directly
exposed to the noise source.
Sound absorption
Specially designed materials are used to absorb the sound energy of noise.

Protecting the recipient

This approach prevents the noise from entering our ear.

■ For each of the following measures against noise, identify which

technical approach mentioned above is used.

Fig D4-1 Resurfacing roads with low-noise Fig D4-2 Wearing an ear protector in factory
surfacing materials
reducing the source of
Approach: ...................................... protecting the receipient
Approach: ......................................
the noise
........................................................ ........................................................

Fig D4-3 Noise barrier on road side
changing the path of
Approach: ......................................
the noise
........................................................
Fig D4-4 Noise enclosure next to residential
area
insulation
Approach: ......................................
........................................................

80 New Physics at Work © Oxford University Press 2003

 Class: Name: Date: STS C4

S T S activity
Give another daily example:
sound-proofing wall in studio

Fig D4-5 Installing sound-proofing window

Approach: ......................................
insulation Approach: ......................................
sound absorption

........................................................ ........................................................

Table C4-2

b Legislative regulation

There are situations that the above technical solutions cannot help.
Legislation is necessary to control noise emission. The noise control
ordinance in Hong Kong stated that, for example:

1 One should not produce noise causing annoyance to any person at

night (11 p.m. to 7 a.m.) or on a public holiday.

2 Without a Construction Noise Permit (建築噪音許可證), construction

work using powered mechanical equipment is not permitted during
the restricted hours (7 p.m. to 7 a.m.) and on holidays.
No specific answer, but ■ Besides the effort of the government, what can we help to reduce
reasons must be noise pollution?
provided.
Citizens should be educated to be aware of the adverse effect of noise pollution to both

physical and mental health, so that they can become more considerate when producing

noise.

3 Other noise control methods

Visit Environmental Protection Department’s web site to learn more about
noise control solutions.
(http://www.epd.gov.hk/epd/english/environmentinhk/noise/noise_mainconte
nt.html)

© Oxford University Press 2003 New Physics at Work 81

 STS C4 Class: Name: Date:

Sound intensity level can

4 How good is your school environment for
S T S activity

be measured by using
sound intensity level
meter or data-logging
equipment.
If there is not enough
equipment for sound
intensity level, groups
may take turn to make
the measurement or one
group is assigned to
make the measurement
for the whole class.
learning?
The answer depends on the noise level at places inside or next to your
school.
In Table C4-3:
(a) Suggest a few more places which you want to investigate.
(b) Choose the time when learning is taking place.
(c) Record the sound intensity level as measured by sound intensity level
meter (or data-logging equipment).
(d) Assess the effect of the noises at different places on learning by
referring to the noise chart (p.152 of Book 1C).
(e) If the noises disturb learning in the classroom, make suggestions for
reducing the noises.

Sound intensity
Place Time Suggestion for reducing noise
level / dB

When students are

Classroom
reading

Pavement next
During lesson hours
to school

Table C4-3

82 New Physics at Work © Oxford University Press 2003

 Class: Name: Date: STS C5

Game

C5 Crossword puzzle: waves

S T S activity
Related topics: This puzzle uses the words you learnt in this section. See if you can
Waves (Ch 9–12) complete it and see who is the fastest to complete it.

i
A
M
d
A P
N L
1
M A T T E R I
a
C I T
9 g
C O N C A V E lens P T U
N H R D
2
S P A R A L L E L
T S N
R E S
3 4 h
U L T R A S O U N D V A C U U M
C E A
T R N
5 c
V I R T U A L S C
V O E E
E U L
D
b
C N
6 f
P A R A L L E L R
E S A
7
S S P E R I O D
T E
e
F P
9
D I F F R A C T I O N
C T
11
W A V E L E N G T H C
10
I H Z
O
N
S

© Oxford University Press 2003 New Physics at Work 83

 STS C5 Class: Name: Date:

Across Down
S T S activity

1 Waves transfer energy without transfer of a Constructive interference occurs when two
______________
matter
______________. waves reinforce each other.

2 The vibrations of particles in a longitudinal b crest

There are wave ______________ and wave trough
parallel
wave are ______________ to the direction of in a transverse wave.
travel of the wave.
c loudness
The ______________ of a musical note increases
3 Sound waves of frequency above 20 kHz. Ultrasound with the amplitude of the sound wave.

4 Sound waves can travel through solid, liquid and d Particles which are half wavelength apart vibrate
vacuum
gas, but not ______________. antiphase
exactly ______________.

5 Images formed by a concave lens are always e pitch

The ______________ of a musical note increases
virtual
______________, erect, diminished and on the with the frequency of the sound wave.
same side as the object.
f When a loudspeaker cone vibrates, a series of
6 A ray passing through the principal focus of a rarefactions
compressions and ______________ travels through
parallel
convex lens is refracted ______________ to the the air.
principal axis.
g transverse
Light and water waves are both ______________
7 The time taken for one complete cycle of waves.
vibration. Period
h Destructive interference occurs when two waves
8 Bending of waves around corners. Diffraction cancel
that are exactly out of phase ______________ each
other.
9 A lens which diverges light rays passing
through it. Concave lens i amplitude
The ______________ of a wave is the size of
maximum disturbance measured from the resting
10 The SI unit of frequency. Hz
position.
11 As a particle makes one complete vibration, the
wave moves forwards a distance equal to one
wavelength
______________.

84 New Physics at Work © Oxford University Press 2003