Science Form 3 Text Book DLP KSSM

THEME
1
Maintenance and Continuity
of Life
Humans, animals and plants depend on stimuli and responses

for survival. Name the organs or parts involved in the stimuli
and responses based on the photographs shown.
Why is it healthier for us to exercise

during the day than at night?
1
Chapter
Chapter Stimuli and
111 Responses
What do you know about the

human nervous system?
How are stimuli related to
responses in humans?
How are stimuli related to
responses in plants?
What is the importance
of responses to stimuli
in animals?
Let’s study
Human nervous system
Stimuli and responses in humans
Stimuli and responses in plants
Importance of responses
to stimuli in animals
2
Science Gallery
Loudspeaker
Time measuring device
The sprint event in international sports competitions such as

the Olympics uses loudspeakers and time measuring devices
as shown in the above photograph. The time measuring
device measures the time interval between the sound from the
loudspeaker and the first push exerted by the runner’s foot
against the time measuring device. This time interval is known
as the reaction time.
In the 100 m sprint event at the 2016 Olympics, the
reaction time of the gold medal winner, Usain Bolt, was
0.155 s. If the measured reaction time of a runner is less than
0.1 s, the runner will be disqualified from competing. Why?
Keywords
Stimulus Voluntary action Hydrotropism
Response Involuntary action Thigmotropism
Spinal cord Photoreceptor Nastic movement
Peripheral nerve Taste bud Stereoscopic vision
Affector Optical illusion Monocular vision
Effector Geotropism Stereophonic hearing
3
1.1 Human Nervous System
In a game of badminton… 2 The brain interprets the

impulse, estimates the speed
1 The movement of
of the shuttlecock and
determines the direction and
the shuttlecock
the pattern of body
serves as a stimulus
movement.
that is detected by
the eye. An impulse
is triggered and 3 The brain then sends
sent to the brain. impulses to the hand
and leg muscles to
respond.
The human nervous system is an important control system in body coordination. Other than
sight, thinking and body movement, the human nervous system also controls and coordinates
organ functions in the body and maintains a balanced internal environment through a process.
What is this process?
Structure of the Human Nervous System

Look at Figure 1.1. The human nervous system consists of:
Brain Cranial nerves

Peripheral
nervous
Central system
nervous Spinal nerves
system
Spinal
cord Peripheral nervous
system consists of:
• 12 pairs of cranial
nerves connecting
the brain to the
sensory and internal
N
organs
CA • 31 pairs of spinal
S
nerves connecting
E
the spinal cord to the

AG
skeletal muscles

P

Figure 1.1 Human nervous system

4 1.1.1
Chapter 1: Stimuli and Responses
Functions of the Human

Nervous System
The human nervous system controls and
coordinates organs and parts of the body.
The human nervous system:
• detects stimuli
• sends information in the form of impulses
• interprets impulses
• produces appropriate responses
Photographs 1.1, 1.2 and 1.3 show examples
of daily activities that involve detection of
stimuli and production of responses to the
stimuli detected. State the stimulus and
response in each of the daily activities shown.
Photograph 1.1 Collecting garbage
Photograph 1.2 Sneezing Photograph 1.3 Surfing the Internet

1.1.1 5
Voluntary and Involuntary Actions
The responses of the human body to stimuli can be divided into voluntary actions and
involuntary actions. Observe the examples of responses of the human body in Figure 1.2.
RAFIQ
(a) Reading a book (b) Withdrawing hand from (c) Peristalsis in oesophagus
a hot object
Figure 1.2 Examples of responses of the human body
Based on Figure 1.2, which response is a voluntary action and which is an involuntary action?
Voluntary Actions
Voluntary actions are conscious actions and conducted under one’s will. All voluntary actions
are controlled by the brain. Examples of voluntary actions include reading, writing, speaking,
eating, drinking, walking, running and exercising. Figure 1.3 shows the pathway of impulse in a
voluntary action.
Affector (receptor)
Stimulus ne r v
in human ear e im
puls
e
Phone rings
e
puls
e im
Effector ne r v
Response (muscle or gland)
Brain
Touch the screen

Direction of the pathway of impulse from the
affector (receptor) to the effector
Figure 1.3 Pathway of impulse in a voluntary action
Let us learn more on voluntary actions by carrying out Activity 1.1 on page 7.
6 1.1.2
Activity 1.1 Inquiry-based activity

Measuring the reaction time by catching a free-falling ruler (voluntary action)
Aim: To measure reaction time
Apparatus
Half metre rule
Instructions
1. Work with a partner.
2. Ask your partner to hold the end of a half metre rule as shown in Figure 1.4.
Safety
30
Precautions
50
48
46
44
40 42
• Make sure that the hand used

38
36
34
32
to catch the ruler remains

30
28
26
stationary on the table.

24
22
18 20
• Be careful when releasing or

16
14
12
10
catching the ruler.

8
6
4
2
0
Table
Figure 1.4
3. Place your hand at the end of the ruler close to the zero mark without touching it as
shown in Figure 1.4.
4. Your partner will release the ruler without warning and you must try to catch the ruler
as quickly as possible.
5. Record the distance the ruler fell, x, that is, the scale on the ruler when you catch it.
The distance, x, is the measurement of your reaction time.
6. Repeat this activity four times. Then, calculate the average distance, xaverage.
Questions
1. In this activity, state the stimulus and its response. Is the response a voluntary action
or an involuntary action? Explain.
2. Why is the distance the ruler fell considered as the reaction time?
3. Explain the difference in the reaction time among the students in the class.
4. What is the importance of reaction time in our daily life?
Conclusion
Make a conclusion on the reaction time of the students in your class.
1.1.2 7
Involuntary Actions
SCIENCE INFO
Involuntary actions are actions that occur immediately
without conscious control or prior thoughts. Involuntary
actions can be classified into two.
Involuntary actions
Medulla
oblongata
Involving medulla Involving spinal cord Spinal cord
oblongata (reflex actions)
• Heartbeat • Withdrawing hand
• Breathing when it accidentally touches a hot object
• Peristalsis • Withdrawing foot when it accidentally steps on a sharp object
• Secretion of saliva • Sneezing when dust enters the nose
Affector (receptor)
Hot object Spinal cord

Effector
Direction of
impulse Direction of impulse from
the affector (receptor) to
the effector
Figure 1.5 Pathway of impulse in an involuntary action (reflex action)
Let us learn more on involuntary actions by carrying out Activity 1.3 on page 9.
Activity 1.2
Create a presentation on:
• the parts involved in the transmission of impulse from the affector • ICS
to the effector • Innovation-
based activity
• the pathway of impulses in voluntary and involuntary actions
Instructions
1. Work in groups.
2. Each group is required to create a presentation to illustrate the following:
• The parts involved in the transmission of impulse from the affector to the effector
• The pathway of impulses in voluntary and involuntary actions
8 1.1.2

Detecting changes in the size of the pupil in the eye towards light intensity
(involuntary action)
Aim: To observe changes in the size of the pupil of the eye towards different
light intensities
Apparatus
Mirror and lamp
Instructions
1. Identify the pupil of the eye in Figure 1.6.
Pupils
Figure 1.6
2. Observe the pupil using a mirror in bright light. Sketch the size of the pupil.
3. Observe the pupil in dim light. Sketch the size of the pupil.
4. Compare and contrast the size of the pupils in bright and dim lights.
Questions
1. In this activity, state the stimulus and its response. Is the response a voluntary or an
involuntary action? Explain.
2. What is the relationship between the size of the pupil and light intensity?
3. What is the importance of this response?
Conclusion
Make a conclusion about the changes in the size of the pupil towards light intensity.
SCIENCE INFO
The pupil in the human eye is circular. Is the pupil in other animals’ eye circular as well?
(a) Goat: (b) Stingray: (c) Crocodile: (d) Squid:

Rectangular Crescent Vertical slit W-shaped
1.1.2 9
BRAIN Importance of the Network of Human
TEASER Nervous System in Daily Life
Other than the nervous system, The network of the human nervous system controls and
what other body systems help
in body and internal organ
coordinates the organs and parts of the body to carry
movements? out processes in the body such as breathing and body
movements.
A damaged nervous system normally causes a person
to become temporarily, partially or completely paralysed.
For example, if the nerves in the muscles of a leg or hand
- Science, Technology,
Engineering, Mathematics are injured, the person will face difficulty in moving his leg
or hand. In the case of a more serious problem, he might
Humanoid robot
have to depend on machines to carry out his physiological
N processes such as breathing or heart beating.
CA
Humans are blessed with a nervous system, so they
S
should use and take good care of it.

E
G
PA
Photograph 1.4 Partially- Photograph 1.5 Patient using a breathing

paralysed individual machine
Formative Practice 1.1

1. State two main parts of the human nervous system.
2. (a) What is voluntary action? Give one example of a voluntary action.
(b) What is involuntary action? Give one example of an involuntary action.
3. What happens if a person has brain injury?
4. What is the importance of the network of human nervous system in life?
10 1.1.3
1.2 Stimuli and Responses in Humans
Humans face constant changes in surroundings.

These changes are called stimuli.
Examples of stimuli include light, sound and
chemical substances. Humans use their sensory
organs to detect stimuli.
Humans have five sensory organs: eyes,
ears, nose, skin and tongue as shown in
Photograph 1.6. Which sensory organ is
the largest?
Eyes (sense of sight)
Ear (sense of hearing)
Nose (sense of smell)
Tongue (sense of taste)
Skin (sense of touch)
Photograph 1.6 Human sensory organs
Eye
Study Figure 1.7. Can you identify the parts of the eye? Let us learn more on the parts of the
eye by referring to Figure 1.8 on page 12.
Sclera
Iris
Pupil
Figure 1.7 Front view of the eye
1.2.1 11
Ciliary muscle Eye lens Sclera Choroid
12
Muscle that changes Transparent and Strong layer that maintains Black layer that prevents
the thickness of the elastic convex the shape of the eye reflection of light in the eye and
eye lens through lens which and protects it. supplies oxygen and nutrients
Suspensory contractions focuses light to the eye.
ligaments and relaxations. onto the retina.
Strong fibres
which hold the Retina
eye lens in its Layer containing
position. photoreceptors which
detects light and produces
nerve impulses.
Cornea
Transparent layer
which refracts and Yellow spot
focuses light onto
Part of the retina which is
the retina.
most sensitive to light as
it has many photoreceptors.
Iris
The coloured part of
the eye which controls Optic nerves
the size of the pupil.
Nerve fibres which carry
nerve impulses from the
Pupil retina to the brain to be
Opening in the interpreted.
centre of the iris
which controls the
Aqueous humour Vitreous humour Blind spot
quantity of light
entering the eye. Transparent fluid which Conjunctiva
Transparent jelly-like substance Part of the retina which is not
maintains the shape of Transparent membrane which maintains the shape of sensitive to light as there are no
the eyeball and focuses which protects the front the eyeball and focuses light photoreceptors and an exit point for
light into the eye. part of the sclera. onto the retina. all optic nerve fibres.
1.2.1
Figure 1.8 Parts of the human eye and their functions

What is the Colour of the Object Seen?

The retina has two types of photoreceptors: rod cells and cone cells as shown in Figure 1.9.
Rod cells are sensitive to different light intensities including faint light but are not sensitive
to the colours of light.
Cone cells are sensitive to the colours of light under bright conditions. There are three
different types of cone cells, with each is sensitive to red light, green light and blue light.
Rod cell
Light
Cone cell
Vitreous humour Sclera

Retina
Choroid
Figure 1.9 Photoreceptors – rod and cone cells
Ear
What are the parts of the ear and their functions? Study Figure 1.10 and Table 1.1 on page 14.
Outer ear Middle ear Inner ear
Ossicles Semicircular canals
Auditory nerve
Cochlea
Earlobe Ear canal Eardrum Oval Eustachian tube

window
Figure 1.10 Parts of the human ear
1.2.1 13
Table 1.1 Functions of the parts of the human ear
Part of ear Structure of ear Functions
Earlobe Collects and directs sound waves into the ear canal
Outer ear
Ear canal Directs sound waves to the eardrum
Eardrum (thin Vibrates according to the frequency of the sound waves

membrane) received and transfers the vibrations to the ossicles
Ossicles (made up of Amplify sound vibrations and transfer them to the

three small bones) oval window
Middle ear
Oval window Collects and transfers sound vibrations from the ossicles
to the cochlea
Eustachian tube Balances the air pressure on both sides of the eardrum
Cochlea (contains fluid) Detects and converts sound vibrations into nerve impulses
Semicircular canals Detect the position of the head and help to balance the
Inner ear (contain fluid) body
Auditory nerve Sends nerve impulses from the cochlea to the brain to be
interpreted
Nose
What are the parts of the nose? Study Figure 1.11.
Nerve
Nerves to
the brain
Nasal cavity
rs
ente
Air Sensory cells
for smell
(smell
receptors)
Nose
Sensory cells for smell Mucous Tongue

Nostrils
Figure 1.11 Parts of the human nose

14 1.2.1
Structure of the Nose

The nose is the sensory organ of smell. Smells are chemical BRAIN
substances present in the air. About 10 million sensory TEASER
cells for smell are located at the roof of the nasal cavity Why is a person suffering from flu
as shown in Figure 1.11. normally unable to detect smells?
Function of Sensory Cells for Smell

Sensory cells for smell are tiny and covered with a layer of mucous. Chemical substances in the
air will dissolve in this layer of mucous and stimulate the cells to produce nerve impulses. The
nerve impulses are then sent to the brain to be interpreted to determine the type of smell.
Tongue
What are the parts of the tongue? Study Figure 1.12.
Pore
Supporting cell
Taste receptor
Nerves to
the brain
Papillae on the tongue Taste bud on the papillae
Tongue
Figure 1.12 Parts of the human tongue
Structure of the Tongue

The tongue is the sensory organ of taste. Observe the SCIENCE INFO
surface of your tongue using a mirror. There are tiny
Umami is classified as a basic
nodules known as papillae on the surface of the tongue. taste because there are taste
The surface of a papillae is covered by hundreds of taste receptors that can only detect
buds. Each taste bud contains 10 to 50 taste receptors. umami taste. This is the same as
These taste receptors can detect five types of basic tastes other basic tastes such as sweet,
which are sweet, salty, sour, bitter and umami. salty, sour and bitter. Umami taste
is related to delicious tastes such
Function of Taste Buds as the taste of meat in soups or
the taste of fermented foods such
When food is chewed, part or all the chemical substances as cheese and mushrooms or
in the food dissolve in the saliva. These dissolved chemical monosodium glutamate (MSG).
substances will diffuse into the taste buds through their
pores and stimulate the taste receptors in them to produce nerve impulses. These nerve
impulses are then sent to the brain to be interpreted as sweet, salty, sour, bitter, umami tastes
or a combination of the basic tastes.
1.2.1 15
Skin
What are parts of the skin? There are five types of receptors found in the skin. What are their
functions? Study Figure 1.13.
Pain receptor Cold receptor

Detects stimuli that Detects cold stimuli
causes pain
Hair Oil gland
Epidermis
Heat receptor
Detects heat stimuli
Dermis
Touch receptor
Detects touch stimuli
Fat layer
Nerve
Pressure receptor
Detects pressure exerted
Figure 1.13 Parts of the human skin
The skin is the largest sensory organ in the human

BRAIN
body. The human skin is made up of a thin outer layer TEASER
known as epidermis and an inner layer known as dermis.
How does the skin function as a
The skin has five types of receptors at different positions
sense of ‘sight’ for the blind?
to detect different stimuli as shown in Figure 1.13. State the
five types of stimuli which can be detected by the receptors
in the skin.
When the receptor in the skin is stimulated, nerve impulses are produced and sent through
the nervous system to the brain to be interpreted and to produce an appropriate response.
16 1.2.1
Mechanism of Hearing
How do we hear? Study Figure 1.14.
Ossicles
Brain
Auditory nerve
Cochlea
Earlobe Ear canal Eardrum Oval window Direction of sound
sound sound vibrations

Source Ossicle
Earlobe Ear canal Eardrum
of sound bones
Earlobe receives Ear canal channels the The vibrations are

and gathers sound waves to the amplified by the
vibrations
sound waves. eardrum causing it to ossicles and then
vibrate. sent to the
cochlea through
the oval window.
nerve nerve
impulses impulses vibrations
Sound is Auditory Oval
Brain Cochlea
interpreted nerve window
The nerve impulses are then sent through the auditory Nerve cells in the cochlea convert the
nerve to the brain to be interpreted. sound vibrations to nerve impulses.
Figure 1.14 Mechanism of hearing in humans
Activity 1.4
To study the mechanism of hearing using a model
• CPS, ICS
Instructions • Innovation-
1. Work in groups. based activity
2. Each group is required to present the mechanism of hearing using
a model prepared by the teacher.
3. Construct a flow chart that shows the direction of sound in the mechanism of hearing.
1.2.2 17
Mechanism of Sight
How do we see? Study Figure 1.15.
Ciliary muscle Vitreous humour

Light rays Retina
from an object Cornea
Brain
Aqueous
humour
Eye lens
Optic nerves
Light rays from an object enter the eye

through the cornea, aqueous humour, eye The light rays stimulate The brain interprets the
lens and vitreous humour before reaching photoreceptors to nerve impulses. The
the retina. These parts of the eye focus the produce nerve impulses smaller inverted image
light rays from the object onto the retina. that are sent to the on the retina will then
The object appears smaller and inverted. brain. appear upright.
Figure 1.15 Mechanism of sight in humans
Activity 1.5
To study the mechanism of sight using a model
• CPS, ICS
2. Each group is required to present the mechanism of sight using
a model prepared by the teacher.
3. Construct a flow chart that shows the direction of light in the mechanism of sight.
Photograph 1.7 A human eye model
18 1.2.2
Sensitivity of the Skin on Different Parts of the Body towards Stimuli

Photograph 1.8 shows a few examples of daily activities of humans which make use of the
sensitivity of skin on different parts of the body towards different stimuli.
Photograph 1.8 Sensitivity of the skin on different parts of the body
Why are the daily activities shown in Photograph 1.8 carried out on different parts of the
body? Let us investigate this in Activity 1.6.

To investigate the sensitivity of the skin on different parts of the body towards the
touch stimulus
Material
Cellophane tape
Apparatus
Ruler (30 cm), toothpick and handkerchief (or blindfold)
Instructions
1. Work in pairs.
2. Set up the apparatus as shown in Figure 1.16.
Toothpick 2
Ruler
0 1 2 3 4 5 6 7 8 9 10 11
Cellophane tape
Toothpick 3
Toothpick 1

Figure 1.16
Using the cellophane tape, attach:

• Toothpick 1 on the 0 mark of the ruler.
• Toothpick 2 opposite the first toothpick on the ruler.
• Toothpick 3 on the 0.5 cm mark of the ruler.
1.2.3 19
3. Cover your partner’s eyes with a handkerchief.
4. Prick the back of your partner’s hand with one or two
toothpicks as shown in Figure 1.17.
• Hold the sharp end of the
toothpick with care.
• Do not press the sharp end
of the toothpick too hard onto
the skin.
• Throw away all used
0 1 2 3 4 5 6 7 8 9 10 11
toothpicks into the rubbish bin.
Figure 1.17
Ask your partner if he or she feels it as one or two toothpicks.

5. Mark ‘•’ if the answer is correct and ‘×’ if the answer is wrong in the table below.
6. Repeat steps 4 and 5 three times.
7. Repeat steps 4 to 6 on different parts of the body such as the tip of the index finger,
elbow and arm.
Touch stimulus by using
one toothpick two toothpicks

Part of Body
1st 2nd 3rd 1st 2nd 3rd
attempt attempt attempt attempt attempt attempt
Back of the
hand
Tip of the
index finger
Elbow
Arm
Questions
1. At which part or parts of the body is the skin most sensitive to touch stimulus? Explain
your observation.
2. At which part or parts of the body is the skin least sensitive to touch stimulus? Explain
your observation.
3. Which type of receptor is stimulated in this activity?
4. State two factors that affect the sensitivity of skin on different parts of the body
towards touch stimulus.
The sensitivity of skin towards stimuli depends on the number of receptors and the
thickness of the skin epidermis. For example, the tip of the finger is very sensitive towards
touch because at the tip of the finger, there is a large number of touch receptors and the
epidermis is thin. The tongue, nose and lips are also very sensitive to touch. The elbow, the sole
of the foot and the back of the body are less sensitive to touch. Why?
20 1.2.3
Sensitivity of the Tongue towards Different Taste Stimuli

The tongue can detect five types of tastes which are sweet, salty, sour, bitter and umami. Each
type of taste is detected by a different receptor. Let us investigate the areas of the tongue that
detect different tastes in Activity 1.7.

To show that the sensitivity of the tongue towards
taste stimuli is related to the number of receptors
Materials Do not taste any chemical

Sugar solution (sweet), salt solution (salty), lime juice substance in the laboratory
(sour), strong coffee without sugar (bitter), mushroom without your teacher’s permission.
soup (umami) and distilled water
Apparatus
Drinking straw, handkerchief (or blindfold) and six cups
Instructions
1. Work in pairs. Your teacher will provide each pair of
students with five solutions of different tastes which are
sweet, salty, sour, bitter and umami, in different cups.
2. Cover your partner’s eyes with a handkerchief.
3. Ask your partner to gargle with distilled water.
4. Using a drinking straw, place a drop of sugar solution Photograph 1.9
on part A of his tongue as shown in Figure 1.18.
5. Ask your partner to identify the taste of the solution
without pulling the tongue back into the mouth. E
6. Mark ‘•’ if your partner correctly identifies the taste of C C
the solution and ‘×’ if your partner incorrectly or fails D
to identify the taste of the solution in a table as shown B B
below. A
7. Repeat steps 3 to 6 on parts B, C, D and E.
8. Repeat steps 3 to 7 using the four other solutions
provided. Figure 1.18
Type of taste
Part of the tongue
Sweet Salty Sour Bitter Umami
A
B
Questions
1. Why does your partner have to gargle each time before tasting the solutions?
2. Which part of the tongue is able to identify all the tastes of the solutions?
3. Which part of the tongue is most sensitive to taste? Explain your observation.
4. Which part of the tongue is least sensitive to taste? Explain your observation.
5. What conclusion can you make from this activity?
1.2.3 21
Different Areas of the Tongue are More
Sensitive to Specific Taste KEY:
Areas of the tongue are sensitive to all five tastes. Bitter

However, different areas of the tongue have
different sensitivities towards specific taste. For Sour
example, the area in front of the tongue is more
Sweet
sensitive to sweet taste whereas the sides are more
sensitive to sour and salty tastes. The area at the
Salty
back of the tongue is more sensitive to bitter taste.
The area at the centre of the tongue, however is
Umami
more sensitive to umami taste. Study Figure 1.19.
Figure 1.19 Different areas of the tongue
BRAIN are more sensitive to specific taste
TEASER
Nowadays, there is a toothbrush
equipped with a tongue cleaner. Does
the use of the tongue cleaner reduce
the sensitivity of the tongue?
Combination of the Sense of Taste and

the Sense of Smell
Look at Photograph 1.10. Can the child enjoy the fried
chicken? Does the sense of smell play a role when a
person tastes food? Let us investigate this matter in Photograph 1.10 Food eaten
Activity 1.8. without smelling

To investigate the relationship between sense of taste and sense of smell
Materials
Cordial drinks of different flavours (grape, orange, mango, strawberry) and distilled water
Apparatus
Handkerchief (or blindfold) and cups
Instructions
1. Work in pairs. Your teacher will provide each pair of students with cordial drinks of
different flavours such as grape, orange, mango and strawberry in different cups.
2. Cover the eyes of your partner with a handkerchief and ask him to pinch the nose as
shown in Photograph 1.11.
3. Give your partner a cup of distilled water and ask him to gargle.
22 1.2.3
4. Give your partner a cup of grape-flavoured

cordial drink and ask him to identify and state
the flavour of the cordial in the given cup.
5. Mark ‘•’ if your partner answers correctly and
‘×’ if your partner is unable or fails to answer
correctly in a table as shown below.
6. Repeat steps 3 to 5 using cordial drink of
other flavours.
7. Repeat steps 2 to 6 without pinching the nose.
Condition Flavour of cordial drink

of the
nose Grape Orange Mango Strawberry Photograph 1.11
Pinched
Without
being Make sure your partner is not
pinched allergic to all the flavours of the
cordial drinks investigated.
Questions
1. Under what condition is your partner able to identify the flavours of the cordial
drinks more easily, with his nose pinched or not being pinched?
2. State one inference based on your answer.
3. Why should your partner’s eyes be covered in this activity?
4. Why does hot food taste better?
Case Study
1. The judges in a cooking competition as shown in
Photograph 1.12 use several types of senses.
(a) State the types of senses used by the judges
to carry out their evaluation.
(b) What sensory organs are related to the sense
of taste?
Photograph 1.12
2. Have you ever carried out the daily activity as shown
in Photograph 1.13?
(a) What is the combination of senses used in this
activity?
(b) What is the importance of the combination of
sensory organs in carrying out this activity?
Photograph 1.13
1.2.3 23
How do Limitation of Senses, Defect in Sensory Organs and
Ageing Affect Human Hearing and Sight?
Audio visual which combines the senses of hearing and
sight, plays an important role in daily life. Let us investigate SCIENCE INFO
how limitation of senses, defect in sensory organs and Audio visual refers to the use
ageing affect the sensitivity of hearing and sight of humans. of two components, sound
component (audio) and graphic
component (visual).
Limitations of Sight
Limitation of sight is the limitation in the ability of the eye
to see objects. We cannot see very tiny objects such as microorganisms as well as very distant
objects such as planet Jupiter. Limitations of sight include optical illusions and blind spot.
Optical Illusions
P R X
Y
Q S
(a) Which line is longer? (b) Which spot in the (c) Are the sides of the square
centre is larger? straight or curved?
Figure 1.20 Optical illusions
Look at Figure 1.20 and answer

the questions given. Check your Optical illusion Without optical illusion
answer using a straight ruler. Is your P R P R
answer correct or wrong? Why?
Optical illusion occurs when
an object that is seen differs from
its actual state. Optical illusion
occurs because the brain is unable to Q S Q S
accurately interpret the object seen by With distractions around Without distractions around
the eye due to distractions around the straight lines PQ and RS straight lines PQ and RS
object. Look at Figure 1.21.
Figure 1.21 Factor causing an optical illusion
24 1.2.4
Blind Spot
Refer to the blind spot shown in Figure 1.8 on page 12. Why are images that fall on the blind
spot invisible?
We are unaware of the presence of the blind spot in the eye because it is not possible for the
image of the same object to fall on the blind spots of both eyes simultaneously. Carry out the
following simple activity to investigate the blind spot.
Figure 1.22 Investigating the blind spot
Instructions
1. Hold this book with your right hand and straighten your arm.
2. Cover your left eye and look at the cat in Figure 1.22 with your right eye.
3. Move this book slowly towards your eyes. Does the bird disappear from your sight at a
certain position? Why?
Photograph 1.14 shows examples of various devices used to overcome the limitations of
sight. Name these devices. Gather information on the use of these devices from the Internet,
magazines, books, newspapers and other sources. Discuss the
information gathered. Present the findings of your
discussions collaboratively using multimedia
presentation.
Binoculars
Light microscope
Scanning electron microscope Ultrasound machine X-ray machine

Photograph 1.14 Examples of devices to overcome limitations of sight
1.2.4 25
Defects of Sight and Ways to Correct Them
Defects of sight include short-sightedness, long-sightedness and astigmatism. How can these
defects of sight be corrected? Study Table 1.2.
Table 1.2 Defects of sight and ways to correct them
Defect of sight How it is corrected
Short-sightedness
(a) Inability to see distant objects clearly. Short-sightedness can be corrected using
(b) Distant objects appear blurry because the concave lens.
image is focused in front of the retina.
(c) This defect is caused by the eye lens being
too thick or the eyeball being too long.
Eye lens too thick
Distant object Distant object
Image formed Concave lens Image formed

in front of the retina on the retina
Eyeball too long
Distant object Distant object
Long-sightedness
(a) Inability to see near objects clearly. Long-sightedness can be corrected using
(b) Near objects appear blurry because the image convex lens.
is focused behind the retina.
(c) This defect is caused by the eye lens being
too thin or the eyeball being too short.
Eye lens too thin
Near object
Near object
Image formed Image formed

Convex
behind the retina on the retina
lens
Eyeball too short
Near object
Near object
26 1.2.4
Defect of sight How it is corrected
Astigmatism Astigmatism can be corrected using cylindrical

(a) Seeing part of an object clearer than the rest lenses.
of the object
(b) This defect is caused by the uneven curvature
of the cornea or eye lens.
12
11 1
10 2
9 3
8 4 Cylindrical lens
7 5
6
Figure 1.23
Test your eyes by looking at Figure 1.23. Can you

see all the lines clearly? If you cannot, you have
astigmatism.
Today in history
Limitations of Hearing
Limitations of hearing are limitations in the ability of the
ear to hear sound. We can only hear sounds of frequencies
between the range of 20 Hz to 20 000 Hz. The ears are
unable to detect sounds which lie outside this frequency
range. The frequency range of hearing of every individual
is different. When a person gets older, the frequency range The first stethoscope made of
of his hearing gets narrower as his eardrum becomes less wood was invented by Rene
elastic. Examples of devices invented and used to overcome Laennec at Necker-Enfants
the limitations of hearing are shown in Photograph 1.15. Malades Hospital, Paris in 1816.
A loudspeaker
amplifies sound so
that it can be heard
from far away.
Stethoscope helps us to listen

to the heartbeats.
Photograph 1.15 Examples of equipment used to overcome limitations of hearing

1.2.4 27
Defects of Hearing and Ways to Correct Them
Defects of hearing occur when the sense of hearing of a person does not function well. Defects
of hearing are normally caused by damage to the ear due to infection by microorganisms,
injury, ageing process or continuous exposure to loud sounds.
Damages to the outer ear and middle ear can be corrected easily. For example, the
clearing of foreign objects in the ear canal. Punctured eardrum and damaged ossicles can also
be corrected using medicine or surgery. Damage to the inner ear is more difficult to correct.
A damaged cochlea can be corrected using a cochlear implant but a damaged auditory nerve
cannot be corrected using medicine or surgery.
Photograph 1.16 shows how innovation and technology are applied to invent smaller and
more sophisticated hearing aids.
Photograph 1.16 Advancements in hearing aids
The Five Senses – a Gift

The five senses is a gift from God that we should
appreciate. However, unhealthy lifestyles and high risk
careers can affect the sensitivity of the sensory organs.
Based on Photographs 1.17 and 1.18,
• name the sensory organ whereby the sensitivity is
affected in each situation.
• describe how each situation can affect the
sensitivity of the sensory organ.
Photograph 1.17 Unhealthy lifestyle
• what are the devices or safety
measures taken to
maintain the safety and
health of the sensory organ
in each situation?
Photograph 1.18 High risk careers

28 1.2.5
Activity 1.9
Instructions
1. Work collaboratively in groups. • CPS, ISS, ICS
2. Each group is assigned by your teacher to create a multimedia • Technology-
presentation such as MS PowerPoint or animation on one of the based activity
following topics:
• Optical illusion and blind spot
• Various types of audio visual defects such as short-sightedness, long-sightedness,
astigmatism and defects of hearing
• Correction of audio visual defects using concave lenses, convex lenses and
hearing aids
• Examples and effects of unhealthy lifestyles or high risk careers that can affect the
sensitivity of the sensory organs
• The five senses – a gift and the importance of practising safety and healthcare of
the sensory organs

1. Complete the following mechanism of sight.
Light (a) Aqueous Humour
(b) Eye lens Vitreous Humour
(c) Optic nerve (d)

2. Which structure of the ear, if damaged, will not influence the mechanism of hearing?
3. Where is the sensory cell for smell located?
4. State the five tastes that can be detected by the tongue.
5. State two factors that influence the sensitivity of the skin to stimuli.
6. (a) State the type of stimulus that can be detected by the tongue.
(b) Explain how the stimulus in question 6 (a) can be detected.
29
1.3 Stimuli and Responses in Plants
After a week…
Will a plant grow faster Hello plant, please grow faster!
Why is the stimulus given
if we talk to it?
not effective?
Like humans and animals, plants can also

Responses
Responses of
of plants
plants
detect stimuli and respond to them. The
stimuli that can be detected by plants include
light, water, gravity and touch. The responses
of plants can be divided into two as shown in Tropism Nastic movement
Figure 1.24.
Figure 1.24 Responses of
plants to stimuli
Tropism
Tropism is a directional response of plants to stimuli such as light, water, gravity and touch
coming from a certain direction. A certain part of a plant will grow towards or move away from
the detected stimulus. The part of a plant which grows towards a stimulus is known as positive
tropism whereas the part of a plant which grows away from a stimulus is known as negative
tropism. The directional response of plants normally occurs slowly and less significantly. Let us
carry out Experiment 1.1 to determine the direction of response of plants to light, water, gravity
and touch.
Experiment 1.1
A Response of plants towards light or phototropism

Aim: To study the response of plants to light
Problem Statement: Which part of plants responds to light?
Hypothesis: Shoots of plants grow in the direction of light.
Variables
(a) manipulated variable : Direction of light towards the shoots of the seedlings
(b) responding variable : Direction of growth of the shoots of the seedlings
(c) constant variables : Seedlings of the same type and height, volume of water
30 1.3.1 1.3.2 1.3.3

Experiment
Materials
Green pea seedlings, soil, water and three boxes (one box with an opening at the top and
two other boxes with openings at the side)
Apparatus
Three beakers
Procedure
Light Green pea
seedlings
Light Light
Beaker Beaker Beaker
Box A Box B Box C

Figure 1.25

2. Observe and sketch the positions of the shoots of the seedlings in boxes A, B and C.
3. Keep all three boxes in the laboratory for five days. Keep the soil moist by watering it
with the same amount of water daily.
4. After five days, observe and sketch the positions of the shoots of the seedlings in
boxes A, B and C.
Conclusion
Is the hypothesis accepted? What is the conclusion of this experiment?
Questions
1. What is the stimulus used in this experiment?
2. State the part of the plant that responds to the stimulus.
3. Does the part of the plant in question 2 show positive or negative phototropism?
Explain your answer.
B Response of plants to gravity or geotropism

Aim: To study the response of plants to gravity
Problem statement: Which part of plants responds to gravity?
Hypotheses: (a) Roots of plants grow in the direction of gravity.
(b) Shoots of plants grow in the opposite direction of gravity.
Variables
(a) manipulated variable : Position of the seedlings relative to the direction of gravity
(b) responding variable : Direction of growth of the roots and shoots of the seedlings
(c) constant variables : Presence of water, absence of light, seedlings with straight
roots and shoots
Materials
Green pea seedlings with straight roots and shoots, moist cotton wool and plasticine
1.3.1 1.3.2 1.3.3 31

Experiment
Apparatus
Petri dish
Procedure
1. Set up the apparatus as shown in
Figure 1.26. Make sure that the green Petri dish
pea seedlings are arranged in different Moist cotton wool
positions in the Petri dish.
2. Observe and sketch the position of the Seedlings with
shoots and roots of the seedlings in the straight roots and
Petri dish. shoots
3. Keep the apparatus in a dark cupboard for
two days.
4. After two days, observe and sketch the Plasticine
position of the shoots and roots of the
seedlings in the Petri dish.
Figure 1.26
Conclusion
Are the hypotheses accepted? What is the conclusion of this experiment?
Questions
1. Why is the apparatus kept in a dark cupboard?
2. Based on your observations, state the direction of growth of the:
(a) shoots of the seedlings
(b) roots of the seedlings
3. Do plants show positive geotropism or negative geotropism? Explain your answer.
C Response of plants to water or hydrotropism

Aim: To study the response of plants to water
Problem statement: Which part of plants responds to water?
Hypothesis: Roots of plants grow in the direction of water.
Variables
(a) manipulated variable : Presence of a source of water
(b) responding variable : Direction of growth of roots of seedlings
(c) constant variables : Gravity, absence of light and seedlings with straight roots
Materials
Green pea seedlings with straight roots, moist cotton wool and anhydrous calcium
chloride
Apparatus
Rough wire gauze and two beakers
Procedure
2. Observe and sketch the positions of the roots of the seedlings in beakers X and Y.
3. Keep both beakers X and Y in a dark cupboard.
4. After two days, observe and sketch the positions of the roots of the seedlings in
beakers X and Y.
32 1.3.1 1.3.2 1.3.3

Experiment
Moist cotton wool

Seedlings with straight roots
Wire gauze
Water
Anhydrous calcium
X chloride Y
Figure 1.27
Conclusion
Questions
1. What is the stimulus used in this experiment?
2. State the part of the plant that responds to the stimulus.
3. What is the function of the anhydrous calcium chloride in beaker Y?
4. Does the part of the plant in question 2 show positive or negative hydrotropism?
Plants need to be responsive towards stimuli such as light, gravity and water so that they
can respond appropriately to ensure their sustainability and survival. Why do plants need
light and water? Name one stimulus that can be detected by plants but not investigated in
Experiment 1.1.
Phototropism Source
of light
Phototropism is the response of plants Grow towards light
towards light. Shoots of plants show
positive phototropism which is growth
towards the direction of light
(Photograph 1.19). As plants need light
to carry out photosynthesis, positive
phototropism ensures that shoots and
leaves of plants obtain enough sunlight to
make food through photosynthesis. Photograph 1.19 Shoots of plants show
positive phototropism
Hydrotropism
Hydrotropism is the response of plants
towards water. Roots of plants show
Water
positive hydrotropism which is growth
Moist
towards the direction of water (Figure 1.28). soil
Positive hydrotropism allows roots Positive
of plants to obtain water to carry out hydrotropism
photosynthesis and absorb dissolved (Grow towards
mineral salts to stay alive. water)
Figure 1.28 Roots showing positive hydrotropism
1.3.1 1.3.2 1.3.3 33
Geotropism Positive
geotropism
Geotropism is the response of plants towards gravity. (Grow in the
Roots of plants show positive geotropism which is direction of
downward growth towards the direction of gravity. gravity) Negative
geotropism
Positive geotropism allows the roots of plants to grow
(Grow in
deep into the ground to grip and stabilise the position the opposite
of the plant in the ground. On the other hand, shoots direction of
of plants show negative geotropism which is upward gravity)
growth in the opposite direction of gravity. Negative
geotropism allows the shoots and leaves of plants to
Figure 1.29 Roots show positive
grow upwards to obtain sunlight for photosynthesis
geotropism whereas shoots show
(Figure 1.29). negative geotropism
Thigmotropism
Thigmotropism is the response towards touch. Tendrils or twining stems show positive
thigmotropism when they cling onto whatever objects or other plants they come into contact
(Photograph 1.20). This response enables plants to grow upwards to obtain sunlight and grip
objects to obtain support. Roots show negative thigmotropism since they avoid any object that
obstructs their search for water.
(a) Cucumber plant has tendrils that twine (b) Morning glory plant has stems that twine
around objects in contact with it around objects in contact with it
Photograph 1.20 Tendrils and stems which twine around objects show positive thigmotropism
Nastic Movement
Nastic movement is the response towards a stimulus
such as touch but does not depend on the direction of Nastic movement N
the stimulus. What are other stimuli that can cause nastic CA
of the Mimosa sp.
S
movement? Why is nastic movement not a type of tropism?

Nastic movement occurs more rapidly than tropism. For
E
G
PA
example, the Mimosa sp. responds to touch by folding its
leaves inwards when touched as shown in Photograph 1.21.
This nastic movement serves as a defence of the Mimosa sp.
against its enemies and strong wind.
34 1.3.1 1.3.2
Photograph 1.21 Nastic movement of a leaf of Mimosa sp.
Activity 1.10
To investigate responses of plants in different situations
• CPS
The responses of plants towards the earth’s gravity • Inquiry-based
and the period of exposure to sunlight in a day activity
influence the growth of shoots and roots of plants.
These ensure the sustainability and survival of the
plants.
At the International Space Station (ISS), scientists
investigate the growth of plants in the following
situations:
(a) no gravity
(b) period of exposure to sunlight
Instructions Photograph 1.22 A scientist carrying

1. Work in groups. out investigations at the ISS
2. Gather information on the results of the
investigations of the scientists on the growth pattern of shoots and roots of plants
towards stimuli (gravity and sunlight).
3. Present the outcome of the discussion of each group using multimedia presentation.

1. (a) What is tropism?
(b) State the type of tropism towards the following stimuli:
(i) Touch
(ii) Gravity
(iii) Light
2. (a) Which parts of a plant show:
(i) positive phototropism?
(ii) positive geotropism?
(iii) positive thigmotropism?
(b) What is the importance of hydrotropism to plants?
3. State one similarity and one difference between the responses of tropism and nastic movement.
1.3.1 1.3.2 1.3.3 35

Importance of Responses to Stimuli in
1.4 Animals
Stereoscopic and Monocular
Visions
What is the importance
Study Figure 1.30 to understand of the location of eyes to
stereoscopic and monocular visions. humans and animals?
Table 1.3 shows the characteristics
and importance of stereoscopic and LIM
monocular visions in animals.
• Humans and animals such as cats and • Animals such as rats, chickens and
owls have a pair of eyes located in front rabbits have a pair of eyes located on
of their head. opposite sides of their head.
• They have stereoscopic vision. • They have monocular vision.
Large Small
overlap overlap
Field of monocular vision Field of monocular vision

Field of stereoscopic vision Field of stereoscopic vision
(a) Stereoscopic vision (b) Monocular vision
Figure 1.30 Stereoscopic and monocular visions

36 1.4.1
Table 1.3 Differences between stereoscopic and monocular vision

Stereoscopic vision Monocular vision
Both eyes located in front of the head. Both eyes located at the sides of the head.
A narrow field of vision. A wide field of vision.
Fields of vision overlap to a great extent. Fields of vision do not overlap or overlap only
Overlapping fields of vision produce vision slightly.
in three dimensions.
Three dimensional images formed in the Two dimensional images formed in the non-
overlapping fields of vision allow the distance, overlapping fields of vision prevent the distance,
size and depth of objects to be estimated size and depth of objects from being estimated
accurately. accurately.
The ability to estimate distance accurately helps A wide field of vision helps animals to detect their
animals to hunt. enemies coming from any direction.
Humans and most predators have stereoscopic Most prey have monocular vision.
vision.
Stereophonic Hearing
What is the importance of having a
Source of sound
pair of ears to humans and animals?
Stereophonic hearing is hearing
using both ears. Stereophonic
hearing allows us to determine the
direction of the sound accurately.
Look at Figure 1.31.
The importance of stereophonic
hearing to humans is to determine Figure 1.31 Stereophonic hearing
the location of a source of
sound. Stereophonic hearing
helps predators to determine the
location of their prey. Conversely,
stereophonic hearing also helps prey Based on the above
to determine the location of their diagram, the ear which is LIM
predators and to escape nearer to the source of

from them. sound (right ear) receives
sound earlier and louder
than the other ear.
BRAIN The difference in time and loudness of the

TEASER sound received by both ears is detected by
the brain which then allows us to determine
How does the ear function as a the direction of the source of sound which is
sense of ‘sight’ for the blind? from the right.
1.4.1 37
Hearing Frequencies of Animals I CAN
Different animals can hear sounds of different frequencies REMEMBER!
as shown in Figure 1.32. Frequencies of sounds that can
be detected by the human ear
are limited to the range of 20 Hz
to 20 000 Hz.
Sea lion
450 – 50 000 Hz
Rat Dolphin
200 – 80 000 Hz 40 – 100 000 Hz
Frequencies
of hearing
range
Bat Elephant
2 000 – 110 000 Hz 16 – 12 000 Hz
Dog
67 – 45 000 Hz
Figure 1.32 Frequencies of hearing range of different animals
Activity 1.11
Instructions
1. Work collaboratively in groups. • CPS, ISS, ICS
• Technology-
2. Each group will be assigned by your teacher to create a
based activity
multimedia presentation such as MS PowerPoint or animation on
one of the following topics:
(a) Stereoscopic and monocular visions in animals
(b) Stereophonic hearing
(c) Different hearing frequencies for different animals
38 1.4.1
Sensory Organs Ensure the Survival of MARVELS OF

Animals on Earth SCIENCE
Animals such as ants, snakes,
Responses to stimuli ensure the survival of animals on frogs and birds are believed to
Earth. The sensory organs and responses of several animals be able to predict earthquakes.
are shown in Photograph 1.23. Carry out Activity 1.12 to Scientists are investigating the
investigate the sensory organs and responses of several types of stimuli detected by these
other animals. animals before earthquakes occur.
Sensory organ:
Response:
Lateral line Lateral
Secretion of line Websites
pheromone
Electric field of an electric eel
http://links.andl17.com/BT_
Science_39
Response:
Producing electric field
Photograph 1.23 Sensory organs and responses of animals
Activity 1.12
To explain the sensory organs and responses of other animals
on Earth • ICS
• Discussion
Instructions activity
1. Work in groups.
2. Each group is required to gather information on how responses of animals in
Photograph 1.23 are able to ensure their survival on Earth.
3. Discuss the information gathered.
4. Present the outcome of the discussion of each group in class using
multimedia presentation.

1. State two types of vision of animals.
2. State the factor that determines the type of vision of animals.
3. What is the type of vision of a primary consumer? Give your reasons.
4. What is the importance of stereophonic hearing?
5. In the dark, Azman can determine the location of a mewing cat. Explain how Azman is
able to determine the location of the cat.
1.4.2 39
Summary
40
Stimuli and responses
in
Humans Plants Other animals
are controlled by such as such as
Human nervous system Sensory organs Tropism Nastic Stereoscopic Monocular Stereophonic
movement vision vision hearing
consists of such as that includes
– Central Eye, ear, nose, Phototropism, in in which

nervous system skin, tongue geotropism,
– Peripheral hydrotropism, Predators Prey Uses both
nervous system sensitive to stimuli thigmotropism ears
such as
responses
through to hear
to
Voluntary action, Light, sound, smell, Light, gravity, Sounds with

involuntary action touch, taste water, touch different
frequency
ranges for
through different
Sensitivity to
stimuli animals
Mechanism of
hearing and
mechanism related to
of sight
Number Combination of
of receptors sensory organs
Self-reflection
After studying this chapter, you are able to:
1.1 Human Nervous System

Describe the structures and functions of human nervous system through drawings.
Make a sequence to show the pathway of impulses in voluntary and involuntary actions.
Justify the importance of human nervous system in life.
1.2 Stimuli and Responses in Human

Draw the structures of sensory organs and explain their functions and sensitivities towards
stimuli.
Explain the mechanism of hearing and sight through drawing.
Relate human sensory organs to the sensitivity towards various combination of stimuli.
Explain through examples how the limitation of senses, defect in sensory organs and ageing
affect human hearing and sight.
Justify how innovations and technologies can improve the ability to sense in sensory
organs.
1.3 Stimuli and Responses in Plants

Describe the parts of a plant that are sensitive towards stimuli.
Justify how responses in plants ensure their sustainability and survival.
Carry out experiments to study responses in plants towards various stimuli.
1.4 Importance of Responses to Stimuli in Animals

Explain with examples the types of sight and hearing in animals.
Communicate how sensory organs ensure the survival of animals on Earth.
Summative Practice 1
Answer the following questions:
1. Mark ‘•’ the correct statement and ‘×’ the incorrect statement about the human nervous
system.
(a) The peripheral nervous system is made up of nerves connecting the

brain with the spinal cord.
(b) Without a functioning brain, voluntary actions cannot be carried out.
(c) Playing badminton is an involuntary action.
(d) Impulses can only be interpreted by the brain.
41
2. Figure 1 shows structures P, Q and R of the human nervous system.
P:
Q: R:

Figure 1
Label P, Q and R in Figure 1.
3. Figure 2 shows responses A and B of the eye.

Response A Response B
Figure 2
(a) State the responses shown in Figure 2.

(b) State the stimuli that cause these responses.
(c) How do the stimuli cause these responses?
(d) These responses protect the eye especially the retina by preventing light of excessive
intensity from entering the eye. During the solar eclipse, explain why we should
observe this event on the water surface in a basin of water.
4. In a science class, Azura studies the mechanisms of hearing and sight.

(a) Draw one flow chart that shows the pathway of sound from a source of sound entering
the ear.
(b) Draw one flow chart that shows the pathway of light from an object entering the eye.
42
5. Figure 3 shows the structure of the human skin.

Y:
X:

Figure 3
(a) Label X and Y in Figure 3.

(b) Explain why the fingertip and not the palm of the hand is used to detect
Braille symbols.
(c) Mazlan classifies the tongue as skin that possesses taste receptors. Do you agree
with the classification of the tongue as skin? Explain your answer.
6. (a) What is the importance of the sense of smell when we are in the science laboratory?
Give one example.
(b) Why are dogs in police units trained to detect the presence of drugs kept in bags?
7. (a) State two responses in plants that help photosynthesis.

(b) How do the two responses of plants in question 7 (a) help photosynthesis?
8. (a) Name the type of vision of an eagle.

(b) What is the importance of the type of vision in question 8 (a) to the survival of
the eagle?
Focus on HOTS
9. Pak Dollah who is long-sighted forgot to bring his
glasses during breakfast in a restaurant. You are
required to invent a lens to enable Pak Dollah to
read the newspaper. Your invention must make use
of the materials shown in Figure 4.
Transparent
Water
plastic bottle
Figure 4
43
Chapter
Chapter
2
12 Respiration
What are the parts of the

human respiratory system?
What are respiratory diseases?
What are examples of
substances that are harmful
to the respiratory system?
Let’s study
Human respiratory system
Movement and exchange of gases in human body
Health of human respiratory system
Adaptations in respiratory systems
Gaseous exchange in plants
44
Science Gallery
(a) Running at high altitude (b) Running in a hypoxic training room
How can the above two locations increase the efficiency of an athlete’s respiration?
The higher the altitude, the lower the concentration of oxygen in the air. Therefore, less
oxygen is transported to the cells in the body. Shortage of oxygen in these cells will stimulate the
body to respond by:
• releasing red blood cells stored in the spleen
• increasing the production rate of red blood cells
• facilitating the decomposition of oxyhaemoglobin to release oxygen
All these responses will increase the efficiency of respiration. What is the importance of this
adaptation in human survival?
Keywords
Intercostal muscles Cell respiration

Trachea Emphysema
Bronchus Lung cancer
Bronchiole Bronchitis
Alveolus Asthma
Diaphragm Stoma
Oxyhaemoglobin Osmosis
Diffusion Guard cell
45
2.1 Human Respiratory System
Human Respiratory System

Breathing is the process of inhaling and What are the functions
of the human respiratory
exhaling air by the lungs. The system in the
system?
body that helps us to breathe is known as the
human respiratory system. The structure of
the human respiratory system is shown in AIN
Figure 2.1.
Nasal I CAN
cavity REMEMBER!
The human respiratory system
Nostrils functions to supply oxygen and
removes carbon dioxide from the
Larynx body cells.
Pharynx
Bronchus
Epiglottis Intercostal
muscles
Bronchiole
Trachea
Right
lung
Diaphragm
Left lung Alveolus
Figure 2.1 Human respiratory system

46 2.1.1
Chapter 2: Respiration
Activity 2.1
To explain the structure of the human respiratory system
• ICS, ISS, CPS
Instructions • Technology-
2. Search the Internet for the structures of the human respiratory
system.
3. Create a multimedia presentation from the results of your search.
Breathing Mechanism
Inhale and exhale. Can you feel the air entering and leaving through your nose? Place your
hand on your chest. Do you realise that your chest rises and falls during breathing?
The direction of air from the nose to the lungs is as shown in Figure 2.2.
Nostrils Nasal cavity Pharynx Larynx
Trachea Bronchus Bronchiole Alveolus
Figure 2.2 Direction of air in breathing mechanism
SCIENCE INFO
Most people take
breathing for granted
to the extent of not
realising that they are Inhalation and exhalation
breathing right now! Are N
you breathing? In this CA
S
active world, the correct

technique of breathing
E
plays an important role

G
PA
to ensure the physical
and mental health
of humans. Correct
breathing technique
will improve the
performance during exercise or sports events such as
weightlifting.
2.1.1 47
Inhalation
Pathway of air
Trachea
Lung Air is breathed
in
Intercostal Rib cage moves

muscles upwards and
outwards
Rib cage Volume of the

thoracic cavity
increases
Diaphragm contracts
Diaphragm and moves downwards
(a) Front view (b) Side view

Figure 2.3 Inhalation
When you inhale,

• intercostal muscles contract and pull the rib cage upwards and outwards as shown in
Figure 2.3.
• diaphragm muscles contract and pull the diaphragm to descend and become flat.
• movements of the rib cage and diaphragm make the thoracic cavity bigger and cause air
pressure in the thoracic cavity to decrease.
• the higher air pressure outside forces air to enter the lungs as shown in Figure 2.3 (b).
SCIENCE INFO
The action of epiglottis during swallowing of bolus and breathing
During swallowing of bolus During breathing
Bolus Epiglottis
Epiglottis is Bolus moves up
Epiglottis
upright
moves up
Epiglottis
Trachea drops down Trachea Esophagus
is opened Trachea
is opened is opened
Esophagus Trachea is closed
Epiglottis moves up
Epiglottis drops down and closes the trachea when a bolus is swallowed into causing the trachea
the esophagus. to open.
48 2.1.1
Exhalation
Pathway of air
Lung Trachea
Air is breathed
out
Rib cage moves

downwards and
inwards
Volume of the thoracic

cavity decreases
Rib cage
Diaphragm
Diaphragm relaxes and
curves upwards
(a) Front view
(b) Side view
Figure 2.4 Exhalation
When you exhale,

• intercostal muscles relax and the rib cage moves downwards and inwards as shown in
Figure 2.4.
• diaphragm muscles relax and curve upwards.
• movements of the rib cage and diaphragm make the thoracic cavity smaller and cause the
air pressure in the thoracic cavity to increase.
• the higher air pressure in the lungs pushes the air out as shown in Figure 2.4 (b).
Activity 2.2
To create a model or simulation to describe the breathing mechanism
• ICS, ISS
2. Create a model or multimedia simulation to describe the actions of the diaphragm,
intercostal muscles, movement of the rib cage, changes in the volume and air pressure
in the thoracic cavity during inhalation and exhalation.
3. Present the breathing mechanism based on the model or simulation created.
2.1.1 49
Experiment 2.1
A Percentage of oxygen in inhaled and exhaled air

Aim
To study the difference in the percentage of oxygen in inhaled and exhaled air
Problem statement
What is the difference in the percentage of oxygen in inhaled and exhaled air?
Hypothesis
The percentage of oxygen in inhaled air is higher than the percentage of oxygen in
exhaled air.
Variables
(a) manipulated variable : Type of air in gas jar Safety
Precaution
(b) responding variable : Final water level in gas jar
(c) constant variables : Air temperature and air Gas jar filled with exhaled air
pressure, volume of gas jar should be covered with a gas jar
cover while being transferred to be
Materials inverted over a candle.
Candle, plasticine, matches, permanent marker, water,
inhaled air and exhaled air
Apparatus
Glass basin, gas jar, gas jar cover and gas jar stand
Procedure
1. Set up the apparatus as shown in Figure 2.5 (a) and (b).
Gas jar Gas jar
Volume of gas
jar is divided into
five equal parts
Water Candle
and marked using
level the permanent
mark Glass basin
marker
Water
Gas jar Water level
stand Plasticine mark
(a) (b)
Figure 2.5
2. Light a candle and invert the gas jar filled

with air over the candle as shown in
Figure 2.6.
3. Observe and record the final water
level (in units of the number of equal
parts marked on the gas jar) after the Candle
candle flame extinguishes. Estimate the
percentage of oxygen in the air in the
gas jar. Figure 2.6
50 2.1.2
Experiment
4. Set up the apparatus as shown in Figure 2.7 to collect exhaled air until the water level
mark.
5. Repeat steps 2 and 3.
Gas jar Collected

exhaled air
Exhaled air
Water level
mark Candle
Glass basin
Plasticine
Gas jar stand Water
Figure 2.7
Results
Final water level in gas jar Percentage of oxygen
Type of air in gas jar
(number of parts) in the air
Inhaled air
Exhaled air
Conclusion
Is the hypothesis of this experiment accepted? What is the conclusion of this experiment?
Question
In which gas jar does the water level rise higher? Explain your observation.
B Concentration of carbon dioxide in inhaled and exhaled air

Aim
To study the difference in concentration of carbon dioxide in inhaled and exhaled air
Problem statement
What is the difference in concentration of carbon dioxide in inhaled and exhaled air?
Hypothesis
Concentration of carbon dioxide in exhaled air is higher than concentration of carbon
dioxide in inhaled air.
Variables
(a) manipulated variable : Type of air passed through limewater
(b) responding variable : Condition of limewater
(c) constant variables : Concentration of limewater, volume of conical flask
Materials
Limewater, inhaled air and exhaled air
Apparatus
Conical flask, connecting tube, rubber tubing, glass tube and rubber stopper
2.1.2 51
Procedure
2. Close clip A. Inhale and hold your breath. Then, close clip B and open clip A. After
that, exhale.
Clip A Clip B
Air Air
breathed breathed
out in
Limewater

Figure 2.8
3. Observe and record if the limewater in the conical flasks where inhaled and exhaled
air passes through appears clear or cloudy.
Results
Type of air that passes through limewater Condition of limewater
Inhaled air
Exhaled air
Conclusion
Is the hypothesis of the experiment accepted? What is the conclusion of this experiment?
Question
In which conical flask does the limewater become cloudy? Explain your observation.
In theory,
Percentage/Concentration Inhaled air Exhaled air
Oxygen Higher Lower
Carbon dioxide Lower Higher
Do the results of Experiment 2.1 support this theory? Explain your answer.
52 2.1.2

1. Complete the flow chart below which describes the direction of air during inhalation.
Nostrils Nasal cavity Pharynx Larynx
(a) (b) (c) Alveolus
2. Mark ‘•’ for the correct statements and ‘×’ for the incorrect statements
on breathing.
(a) Epiglottis is the structure that opens or closes the trachea.
(b) Exchange of gases in the body cells occurs in the bronchioles.
(c) The diaphragm moves downwards and flattens during exhalation.
(d) The percentage of carbon dioxide in exhaled air is less than inhaled air.
3. What is the importance of good ventilation in a class with many students?

4. Figure 1 shows a simple model used to show the breathing mechanism.
Y-shaped glass tube

Glass jar
Balloon
Thin rubber sheet

Figure 1
(a) Name the parts of the human respiratory system represented by the following parts:
(i) Glass jar
(ii) Thin rubber sheet
(iii) Y-shaped glass tube
(iv) Balloon
(b) Why is a thin rubber sheet used in the above model instead of a thick rubber
sheet?
(c) Name the breathing processes shown by the following actions performed on the thin
rubber sheet:
(i) Pulling the thin rubber sheet downwards.
(ii) Pushing the thin rubber sheet upwards.
(d) Why does the glass jar fail to function as a rib cage in the breathing mechanism using
the above model?
53
Movement and Exchange of Gases in the
2.2 Human Body
Movement and Exchange of Oxygen and Carbon Dioxide in the
Human Body
Have you ever wondered about the process of movement of particles such as oxygen and carbon
dioxide molecules from an area of higher concentration to an area of lower concentration?
What is this process?
Observe the movement and exchange of oxygen and carbon
dioxide in the alveolus and blood capillaries as shown in Figure 2.9.
Blood with lower

concentration
of oxygen
Inhaled and higher
air concentration of
carbon dioxide
Exhaled
Alveolus air
Blood capillary
wall
3
Blood capillary
Red blood cell

Oxygen Carbon
Blood with 1 dioxide KEY:
higher Oxygen (O2)
concentration Carbon dioxide
of oxygen and (CO2)
lower
concentration of 2
carbon dioxide
Blood capillary
Red blood
cell 6
4
O2
5 CO2
Body cell
Figure 2.9 Movement and exchange of oxygen and carbon dioxide in the human body
54 2.2.1
Activity 2.3
To create a presentation to show the movement and
exchange of gases in the human body • ISS
• Innovation-
based activity
Instructions
1. Work in groups.
2. Each group needs to create a presentation showing the following:
• Exchange of oxygen and carbon dioxide due to the difference in concentration in
the alveolus and blood capillaries
• Process of diffusion of oxygen from the alveolus into the blood capillaries
• Formation of an unstable compound, that is oxyhaemoglobin
• Release of oxygen into the body cells
• Process of oxidation of food, that is, cellular respiration to produce energy
• Diffusion of carbon dioxide from the body cells into the blood capillaries and then
into the alveolus
1 The air inhaled into the alveolus 2 In red blood cells, there is a dark red-coloured
has a higher concentration of compound known as haemoglobin. Haemoglobin
oxygen compared to the will combine with oxygen to form oxyhaemoglobin
concentration of oxygen in the which is an unstable compound and bright red in
blood. Therefore, oxygen will colour.
diffuse through the wall of the
alveolus into the walls of the Haemoglobin + oxygen oxyhaemoglobin
capillaries and into the blood.
4 When the blood reaches the area around the body 3 Blood with oxyhaemoglobin is
cells that has a low concentration of oxygen, the transported from the lungs to the
oxyhaemoglobin being an unstable compound will heart and pumped to the other
decompose to release oxygen molecules and change parts of the body.
back into haemoglobin.
Oxyhaemoglobin → haemoglobin + oxygen
5 In the body cells, the diffused oxygen oxidises 6 Carbon dioxide released by
glucose molecules into carbon dioxide, water and energy the cells diffuses into the blood
through the process of cellular respiration as capillaries and is transported to
summarised in the following chemical equation. the alveolus to be removed
during exhalation.
Glucose + oxygen → carbon dioxide + water + energy
2.2.1 55
Importance of the Adaptations of the Alveolar Structure
The adaptations of the alveolar structure increase the efficiency and maximise the exchange
of gases in the human body. Among the adaptations of the alveolar structure are as shown in
Figure 2.10.
Thickness of the walls of alveolus and blood Moist wall of alveolus

capillaries
The moist wall of alveolus allows respiratory
The alveolus and blood capillaries have thin gases to dissolve and diffuse into the blood
walls which are made up of only one layer of capillaries.
cells. This structure facilitates and increases
the rate of diffusion of gases across the walls
of the alveolus and blood capillaries. Adaptations
of the
alveolar
structure
Surface area of alveolus Network of capillaries covering the

alveolus
The lungs contain millions of alveoli which
provide a large surface area for the The alveolus is covered by a compact
exchange of gases. network of capillaries which increases the
rate of gaseous exchange between the
alveolus and the blood capillaries.
Figure 2.10 Adaptations of the alveolar structure to increase efficiency in the exchange of gases
SCIENCE INFO
Other than the alveolar structure, another factor that can increase the exchange of gases in the
human body is the difference in concentration of gases in the alveoli and blood capillaries. The
greater the difference in concentration of a gas in the alveoli and blood capillaries, the higher the
rate of diffusion of the gas between the alveoli and the blood capillaries.

1. What factor determines the rate of exchange of oxygen between the alveolus and blood
capillaries?
2. Describe the conditions in the following processes:
(a) Haemoglobin changes into oxyhaemoglobin
(b) Oxyhaemoglobin decomposes into haemoglobin
3. Write a chemical equation to describe cellular respiration
4. What happens to the efficiency of the exchange of oxygen in the human body at a high
altitude? Explain your answer
5. State four adaptations that influence the efficiency of the alveolus to maximise the
exchange of gases in the body
56 2.2.2
2.3 Health of Human Respiratory System
Substances that are Harmful What is the importance

to the Human Respiratory of forest reserves to
the health of the
System respiratory system?
The air that we inhale during breathing AIN
LIM
may contain substances that can be

harmful to the respiratory system. Examples
of such substances are as follow:
Forest reserves can
reduce the substances
• Cigarette tar that can be harmful to the
• Carbon monoxide respiratory system.
• Sulphur dioxide
• Nitrogen dioxide
• Haze, dust and BRAIN
pollen TEASER SCIENCE INFO
Why are forests Cigarette tar and tar used in
commonly known as making roads are different
‘green lungs’? substances. Cigarette tar is
Cigarette Tar normally labelled as ‘tar’ which
Cigarette tar is one of the toxic substances found in is the acronym for ‘total aerosol
residue’.
cigarette smoke. Cigarette tar in inhaled air sticks to and
kills cells in the air passage such as the thorax, pharynx,
epiglottis, larynx, bronchi, bronchioles and alveoli. Cigarette tar also increases the production of
mucus and phlegm in the lungs. Why do smokers often cough or have flu?
Based on the data of lung cancer patients, most of them are smokers. Cigarette tar is an
example of a substance in cigarette smoke that can cause lung cancer.
Stearic
BATTERY
Cadmium acid Toluene Nicotine Ammonia

Alkaline battery Candle Industrial solvent Insecticide FLOOR Floor cleaner
CLEANER
Butane
Acetone
Lighter
Paint
fuel
Carbon
monoxide Methane Arsenic
Smoke from Cyanide Methanol
Sewage Rat
motor vehicle Poison Fuel
fumes poison
exhaust
Figure 2.11 Harmful substances found in cigarette smoke

2.3.1 57
Carbon Monoxide
Carbon monoxide is usually found in cigarette smoke and exhaust gases of motor vehicles.
Carbon monoxide is a colourless and odourless gas. When carbon monoxide diffuses from
the alveoli into the blood capillaries, it will combine chemically with haemoglobin to form
carboxyhaemoglobin which is a stable compound.
Carbon monoxide + haemoglobin ⎯→ carboxyhaemoglobin
This causes a shortage of oxyhaemoglobin in blood that transports oxygen to the body
cells. Due to this shortage, the body cells are unable to produce the required amount of energy
through cellular respiration. Can body cells live without energy?
Sulphur Dioxide
Sulphur dioxide that is released into the air is normally BRAIN
produced by the combustion of coal from power stations TEASER
as shown in Photograph 2.1. Sulphur dioxide is a Why should we support ‘SAY NO
colourless gas with a pungent smell. It irritates the air TO SMOKING’ campaigns?
passage causing cough, difficulty in breathing, bronchitis
and lung cancer.
My World of Science
The number 220 displayed on this
food label is the code for a
substance, that is sulphur dioxide,
used to preserve food.
Photograph 2.1 Smoke released from a power station

58 2.3.1
Nitrogen Dioxide BRAIN

Nitrogen dioxide that is released into the air is normally
TEASER
produced by the combustion of fuels such as petrol and How does the use of electric
buses conserve the human
diesel in motor vehicles as shown in Photograph 2.2.
respiratory system?
Nitrogen dioxide is a brown-coloured gas with a pungent
smell. This gas irritates the air passage and causes cough,
difficulty in breathing and asthma.
SCIENCE INFO
On 23 June 2013, the Air
Pollutant Index (API) in Muar,
Johor rose up to 746 at 7.00 a.m.
far above the minimum hazardous
level of 300. This situation caused
the government to declare a
state of emergency in Muar and
Ledang (which was subsequently
withdrawn on the morning of 25
June 2013).
Photograph 2.2 Motor vehicles My Malaysia

Health Education Division, Ministry
of Health Malaysia
Haze, Dust and Pollen http://links.andl17.com/BT_Science
_59
Haze, dust and pollen are solid
particles which are fine, light and
suspended in the air. The smoke
from motor vehicle exhaust, open
burning and forest fires produces
haze and dust (Photograph 2.3).
Pollen released from anthers into
the air is carried by the wind over
long distances in all directions.
Haze, dust and pollen irritate
the respiratory system and cause
respiratory diseases such as asthma.
Photograph 2.3 Condition of the surroundings during haze

2.3.1 59
Respiratory Diseases and their Symptoms
Asthma
Symptoms and ways to treat
Asthma is triggered by the presence of dust, pollen, haze, asthma
smoke from cigarette and motor vehicle exhaust, open N
CA
burning and forest fires. Symptoms of asthma include
S
shortness of breath, wheezing and coughing.
E
G
Bronchitis PA

Bronchitis is an inflammation of the bronchus caused by
tar and irritants in cigarette smoke. Symptoms of
bronchitis include shortness of breath, persistent coughing
and insomnia.
Websites
Emphysema
• Is this flu, bronchitis or
Emphysema is the inflammation of the lungs?
condition of the alveoli http://links.andl17.com/BT_
Science_60_2
in the lungs which are
damaged by harmful
substances in the air such
as irritants in cigarette
smoke. Symptoms of
emphysema include
shortness of breath, pain • Emphysema, symptoms and
when breathing and feeling ways to treat it
tired from doing even a http://links.andl17.com/BT_
Science_60_3
light task. Emphysema
Photograph 2.4 Emphysema
patients cannot be cured patients need oxygen supply even
but the symptoms of this while at rest
disease can be controlled
(Photograph 2.4).
(a) Healthy alveoli (b) Damaged alveoli due

to emphysema
Figure 2.12 Difference between healthy alveoli and
damaged alveoli
60 2.3.1
Lung Cancer
Lung cancer is caused by cancer causing chemical
substances known as carcinogens. These chemical
Today in history
substances are inhaled during breathing. Cigarette smoke World Cancer Day is celebrated
contains various carcinogens, for example tar that causes on 4 February every year since
lung cancer. Symptoms of lung cancer include persistent 2000.
coughing, blood in the phlegm and feeling pain when
breathing. Observe the difference between healthy lungs and
the lungs of a cancer patient shown in Photograph 2.5.
My Malaysia
National Cancer Institute
Screening test for lung cancer is
provided free of charge to
Malaysians between the ages of
50 and 70.
http://links.andl17.com/BT_Science
_61
(a) Lungs of a healthy person (b) Lungs of a cancer patient
Photograph 2.5 Difference between healthy and

cancerous lungs
Activity 2.4
To gather and analyse data on respiratory diseases
• ICS
Instructions • Discussion
1. Work in groups. activity
2. Gather and analyse information based on data obtained from the
Ministry of Health Malaysia or from other countries on respiratory diseases such as
asthma, bronchitis, emphysema and lung cancer.
http://links.andl17. http://links.andl17.
com/BT_Science com/BT_Science
_61_2 _61_3
3. Discuss the analysed information.

4. Present the outcome of your group's discussion in class in the form of multimedia
presentation.
2.3.1 61
yonkinog
Sasm
to
!
Effects of Smoking on the Lungs
CIGARETTE IS HARMFUL
Smoking is not only harmful to the respiratory system of REGARDLESS OF WHAT TYPE IT IS...
smokers but also to the respiratory system of other people in
the vicinity of the smokers. A person who does not smoke Are you
keen to stop
smoking?
FLOW CHART CLINIC
TO STOP SMOKING
but inhales cigarette smoke is known as a passive smoker. Reference/Walk in
The harmful Registration
effects of
cigarette smoke
Examination/
Screening
Have you ever
to the human tried to stop

smoking before
this?
Modification of
behaviour
Pharmacology
treatment
respiratory
(consultation) (if necessary)
Appointment for 6
system do not months (minimum
6 sessions)
only happen Assessment on the

status of stop
in the body of We are ready to help

you. Register at the
smoking
the smoker but stop smoking clinic in

Shah Alam Hospital
Contact:
Health Education Unit
Shah Alam Hospital
now!
also in the body Tel.: 03-55263000 ext.: 1208/1209
of the passive
smoker.
Photograph 2.6 Signboards at the hospital related to smoking
Experiment 2.2 (Demonstration by teacher)

Aim Safety
To study the effects of smoking on the lungs Precautions
Problem statement • Carry out this experiment in a
What are the effects of smoking on the lungs? fume chamber.
• Avoid inhaling cigarette smoke.
Hypothesis • U-tube and conical flask are
Cigarette smoke contains cigarette tar (brown-coloured fragile. Be careful when handling
substance) and acidic gases that damage the lungs. these apparatus.
Variables
(a) manipulated : Presence of cigarette Rubber tube
variable smoke Glass tube
(b) responding : Colour of cotton wool
variables and litmus solution at
the end of the Clamp of To filter
experiment retort stand pump
(c) constant : Rate of suction U-tube
variable of air using the filter Cotton
Conical
pump wool
flask
Materials Wooden Litmus
solution
Cigarette, cotton wool, litmus solution block
and matches or lighter Figure 2.13 (a)
Apparatus
U-tube, conical flask, rubber stopper, filter pump, rubber tube, glass tube, retort stand
with clamps and wooden block
62 2.3.2
Experiment
Procedure
1. Set up the apparatus as shown in Lighted cigarette
Figure 2.13 (a). Rubber tube Glass tube
2. Observe and record the colour of
the cotton wool and litmus solution.
3. Switch on the filter pump for
10 minutes. Clamp of To filter
4. Switch off the filter pump. retort stand pump
5. Observe and record the change in
colour of the cotton wool (if any) U-tube Conical
and litmus solution in a table. Cotton flask
wool
6. Repeat steps 1 to 5 with a Litmus
lighted cigarette as shown in Wooden block solution
Figure 2.13 (b).
Figure 2.13 (b)
Observation
Presence of Colour of cotton wool Colour of litmus solution

cigarette beginning of end of beginning of end of
smoke experiment experiment experiment experiment
No
Yes
Conclusion
Questions
1. Name the substance in cigarette smoke that is deposited on the cotton wool.
2. Is cigarette smoke acidic or alkaline? Explain your answer.
3. Name three other harmful substances found in cigarette smoke.

1. (a) Name four examples of solids in the air that are harmful to the human
respiratory system.
(b) Name three examples of gases in the air that are harmful to the human
respiratory system.
2. Name one substance released by plants that is harmful to the human respiratory system.
3. State one symptom of each of the following respiratory diseases:
(a) Emphysema (c) Bronchitis
(b) Lung cancer (d) Asthma
4. Name two types of respiratory diseases that are caused by harmful substances in
cigarette smoke.
5. What is meant by passive smoker?
2.3.2 63
2.4 Adaptations in Respiratory Systems
How the Respiratory System Adapts in Different Surroundings

The respiratory structures of most organisms including humans have three features to ensure
an efficient gaseous exchange with the surroundings. These three features are as follows:
Thin respiratory Large surface

Moist surface
structures such as area of respiratory
of respiratory
the walls of alveolus structures such as
structures such as
and blood capillaries the surface area
the moist surface
which are one cell of millions of
of alveoli.
thick. alveoli.
Different organisms have different respiratory systems and adapt to maximise the rate of
gaseous exchange in different surroundings. The respiratory structures which adapt in different
surroundings include moist outer skin, gills and trachea.
Moist Outer Skin

Amphibians such as frogs are organisms which can live on land and in water. The respiratory
structure of frogs can adapt to increase the efficiency of gaseous exchange while they are on
land (Figure 2.14). Name one respiratory structure of frogs which can adapt for gaseous
exchange while they are on land.
Other than lungs, frogs usually use
their moist outer skin for gaseous
Moist outer
exchange. The skin of frogs is thin
Glottis skin
and very permeable to gas. The skin
of frogs is also always moist because
it is covered by a layer of mucus
which causes the respiratory gases to Lungs
Nostril
dissolve and diffuse easily.
Under the layers of skin is a dense
network of blood capillaries to Oral
increase the diffusion rate cavity
of gases between the skin and
the blood capillaries.
Figure 2.14 Respiratory system of a frog

64 2.4.1
Gills
SCIENCE INFO
Fish is an organism that can only live in water. Therefore,
the respiratory structure of fish, namely gills can
adapt to increase the efficiency of gaseous exchange
in water.
Gills are made up of two rows of fine filaments that
have many thin and flat projections known as lamellae Mudskippers are classified as
as shown in Figure 2.15. The number of filaments and amphibious fish because they
lamellae produces a large surface area to facilitate gaseous breathe through their gills like
fish and also through their moist
exchange. Since fish live in water, their gills are surrounded outer skin like amphibians.
by water and this causes the respiratory gases to dissolve and
diffuse easily.
Network of
Flow of water blood capillaries
Deoxygenated
blood
Blood vessel
Flow
of water
Lamella
Flow of
Filament Oxygenated blood
blood
Figure 2.15 Structure of gills in fish
Trachea Trachea
The respiratory system of insects
Air sacs Oxygen
is the trachea system made up
of air tubes known as trachea Trachea
Spiracle
as shown in Figure 2.16. Air
enters or leaves the trachea Tracheole Carbon
through breathing pores known dioxide
as spiracles. The opening and Muscles
Spiracles
closing of spiracles are controlled
by valves which allow air to leave Figure 2.16 Trachea system of grasshopper
and enter the body.
Trachea is divided into fine branches known as tracheoles. Tracheoles have thin and
moist walls to increase the efficiency of gaseous exchange. The large number of tracheoles
also provides a large surface area to facilitate gaseous exchange through diffusion directly into
the cells. Some insects such as grasshoppers have air sacs in their trachea system. These sacs
are filled with air to increase the rate of exchange of respiratory gases between tissues and the
surroundings during energetic activities.
2.4.1 65
Activity 2.5
To create a presentation showing how respiratory system adapts in
different surroundings • ISS
• Inovation-
Instructions based activity
1. Work in groups.
2. Each group is required to create a presentation explaining how other organisms
carry out respiration through respiratory systems that can adapt in different
surroundings through:
(a) moist outer skin (b) gills (c) trachea
Activity 2.6
Active reading on the adaptation and ability of the human
respiratory system • CPS
Instructions
Active reading Info 1
Carry out active reading on
strategy The adaptation and
adaptation and ability of the
http://links. ability of the human
human respiratory system in
andl17.com/ respiratory system
the following contexts:
BT_Science_66_5 during exercise
(a) Different altitudes (at the
http://links.andl17.
bottom of the sea and in
com/BT_Science_66_3
mountainous regions).
Flashback: Refer to
Info 2
Science Gallery on
Sickle cell anaemia
page 45
http://links.
(b) Sports activities and
andl17.com/BT_
lifestyles (athlete and swimmer). Refer Info 1.
Science_66_4
(c) Sickle cell anaemia.
Refer Info 2.

1. Name the respiratory structure in the following animals:
(a) Fish (b) Insects (c) Amphibians
2. State two adaptations in the outer skin of frogs that facilitate quick and efficient gaseous
exchange between the outer skin and the surroundings.
3. Why is the circulatory system of insects not involved in the respiratory mechanism of
insects?
4. What is the importance of exercise in maintaining a healthy respiratory system?
5. Choosing a healthy lifestyle is important for respiration. State two examples of healthy
lifestyles.
66 2.4.1
2.5 Gaseous Exchange in Plants
All living things including plants During the day, besides

carry out respiration. During respiration, plants also carry
respiration, oxygen is taken in and out photosynthesis by taking
carbon dioxide is removed. in carbon dioxide and giving
out oxygen.
SELVI
RIFQI
Mechanism of Gaseous BRAIN

TEASER
Exchange in Plants State one function
Most plants carry out the process of the aerial roots
of gaseous exchange with their of mangrove
plants as shown
surroundings through their leaves,
in the photograph
stems and roots. These three parts on the right.
provide a large surface area for gaseous
exchange. Gaseous exchange in plants
is shown in Figure 2.17.
During the day During the night
Taking in carbon Giving out

dioxide and oxygen and Taking in Giving out
oxygen carbon dioxide oxygen carbon dioxide
Figure 2.17 Gaseous exchange in plants
2.5.1 67
Diffusion of Carbon Dioxide What is the structure in leaves that
allows gases to diffuse either into or
The structure in leaves that shows the pathway out of plant cells to the atmosphere?
of gaseous exchange is as shown in Figure 2.18.
The diffusion of carbon dioxide occurs through the
stoma according to the difference in concentration
of carbon dioxide in the cells and in the air spaces ADNAN
between the cells during photosynthesis.
1 When carbon dioxide is used in photosynthesis, the

concentration of carbon dioxide in the cells becomes lower
compared to the concentration of carbon dioxide in the air
space between the cells. This difference in concentrations
I CAN
allows the dissolved carbon dioxide in the moist surface of
REMEMBER!
cells to diffuse from the air space between the cells into the Diffusion is the process of
cells. movement of particles from a region
of high concentration to a region of
low concentration.
Cuticle
Upper epidermis
Palisade
mesophyll cell
O2
Air space Xylem
between cells
Phloem
O
CO2 2
Spongy
mesophyll cell
Lower epidermis
CO2
O2 KEY:
Guard cell Carbon dioxide (CO2)
Stoma Oxygen (O2)
2 This causes the concentration of carbon dioxide in the air space between the cells to become lower
compared to the concentration of carbon dioxide in the air outside the stoma. This difference in
concentrations causes the diffusion of carbon dioxide from the atmosphere into the air space between the
cells through the stoma which is open.
Figure 2.18 Pathway of gaseous exchange in leaves during photosynthesis

68 2.5.1
Stomatal pore Guard cells

Stomatal Pore and Guard Cells
Stoma is made up of a stomatal pore
bounded by a pair of guard cells. Guard
cells contain chloroplasts to carry out
photosynthesis. Stomata of plants open
during photosynthesis when there is light
and close when it gets dark or when the
plant loses a lot of water on a hot day as (a) Open stoma (b) Closed stoma
shown in Photograph 2.7. Photograph 2.7 Open and closed stoma
SCIENCE INFO
Process of Osmosis Affects the Stoma
Stoma – singular
Stomata – plural
Concept of Osmosis
Osmosis is the process of movement of water molecules from a region of high concentration
of water molecules (solution with a low concentration of solutes) to a region of low
concentration of water molecules (solution with a high concentration of solutes) through
a semipermeable membrane (Figure 2.19). This membrane is permeable to water but not
permeable to some solutes such as sucrose molecules.
Semipermeable membrane Only water molecules are able

prevents the movement of large to pass through the pores of
solute molecules the semipermeable membrane
KEY:
Water molecule
Solute molecule
such as sucrose
Figure 2.19 Osmosis
Process of Osmosis in Guard Cells

When there is light, guard cells carry out photosynthesis to produce glucose. The concentration
of glucose in guard cells increases and causes water from surrounding cells to diffuse into the
guard cells through osmosis. Hence, the guard cells become turgid and curved as shown
in Figure 2.20. Conversely, at night or on a hot day, water diffuses out of the guard cells also
through osmosis and causes the guard cells to become flaccid and straight.
Turgid and KEY:

curved guard Flaccid and
Water diffuses into cell
cell straight
through osmosis
guard cell
Water diffuses out of cell
through osmosis
Figure 2.20 Change in shape of guard cells caused by osmosis

2.5.1 69
Effects of Osmosis on Stoma
The process shown in Figure 2.20 explains how during the day, water diffuses into the guard
cells through osmosis and causes both the guard cells to curve and open the stoma as shown in
Figure 2.21.
At night or on a hot day, water diffuses out of the guard cells through osmosis and causes
both the guard cells to become straight and close the stoma as shown in Figure 2.22.
Guard cells Nucleus

Thin
Thin outer
outer wall Nucleus Chloroplast wall
Vacuole Stomatal
Stomatal
pore
pore Thick inner wall
Figure 2.21 Open stoma Figure 2.22 Closed stoma
Activity 2.7
To show the mechanism of gaseous exchange in plants
• ICS, ISS
Instructions • Technology-
2. Create a multimedia presentation to show the following:
• Stomatal pore is controlled by two guard cells
• During the day, water diffuses into the guard cells through osmosis and causes
both the guard cells to curve and open the stoma
• Diffusion of carbon dioxide occurs in the stoma due to the difference in
concentration
• At night, water diffuses out of the guard cells through osmosis and causes the
stoma to close
Importance of Unpolluted Environment for the Survival of Plants

The environment, especially unpolluted air, is very important to ensure the growth and survival
of plants.
Effects of Haze and Dust on the Survival of Plants

If the surrounding is hazy and dusty, the polluted air will be harmful to the growth and survival
of plants as shown in the article on page 71. Visit the website and study the article published.
Other than reducing sunlight from reaching the plants and reducing the rate of
photosynthesis, haze and dust that settle on stomata prevent gaseous exchange between plants
and their surrounding. What will happen to a plant if its stomata are clogged with dust?
70 2.5.1 2.1.1
2.5.2
http://links.andl17.com/
BT_Science_71_1
Photograph 2.8 Official website of MARDI
Effects of Acidic Gases in the Air on the Survival of Plants

Air pollutant gases which are acidic such as sulphur dioxide and nitrogen dioxide dissolve
in rainwater to produce acid rain. Acid rain kills plant cells and causes soil to be acidic and
less fertile. Most plants cannot live in highly acidic soil. This will reduce agricultural produce
and cause food shortage.
Among the preventive measures against the effects of pollution on plants in the local and
global context are as follows:
• Ban open burning in Indonesia and Malaysia BRAIN
• Limit the number of motor vehicles on the road in TEASER
Beijing, China Why do efforts to prevent air
• Encourage the use of alternative energy such as pollution require the cooperation
of the global society?
solar energy
Examples of research and information gathered by scientists on the effects of acid rain and
steps taken to prevent air pollution in this region are as follows:
Effects of acid rain in Asia ASEAN – Haze preventive measures

http://links.andll17.com/BT_Science_71_3 http://links.andl17.com/BT_Science_71_2
2.5.2 71
Activity 2.8
To create a multimedia presentation on the effects of pollution on
plants and the preventive measures against pollution in local or global • ICS, ISS
• Technology-
context
based activity
Instructions
1. Work in groups.
2. Gather and analyse further information on the following:
• Effects of pollution on plants
• Preventive measures against pollution in the local or global context
3. Discuss the information analysed.
4. Present the findings of each group in the form of multimedia presentation.

1. Figure 1 shows mangrove plants.

Figure 1
Name three parts of a mangrove plant where gaseous exchange occurs.

2. Figure 2 shows a structure found in a leaf.
P:
Q:
Figure 2
Label parts P and Q.

3. (a) Are stomata open or closed during the day? Explain.
(b) Are stomata open or closed at night? Explain.
(c) Why are stomata closed on hot days?
4. What are the effects of polluted air on the growth and survival of plants?
72
Summary
Respiration
Human respiratory system Adaptations in respiratory system
Structure Movement and Health Animals Plants

gaseous exchange in
the human body harmed by
consists of
substances
Amphibians Fish Insects Stoma
Exchange of oxygen such as
Nostril, nasal cavity,
and carbon dioxide which
pharynx, epiglottis, larynx, Cigarette smoke, Moist Gills Trachea
intercostal muscles, cigarette tar, dust, outer
Diffusion of oxygen Opens during
trachea, bronchus, haze, pollen, skin
from alveolus into the day
bronchiole, alveolus, carbon monoxide,
blood capillaries
diaphragm, lungs sulphur dioxide,
nitrogen dioxide and
Formation of
Breathing oxyhaemoglobin
mechanism Closes at
cause diseases night and
Release of oxygen to such as on hot days
body cells
Asthma,
Cellular respiration produces bronchitis,
Importance of
Inhaled Exhaled carbon dioxide and energy lung cancer,
unpolluted
air air emphysema
Diffusion of carbon dioxide environment
• More • Less
from body cells into
oxygen oxygen Thickness to ensure
capillaries and alveolus
• Less • More
carbon carbon Moisture Growth and
dioxide dioxide survival of
depends Surface area plants
Efficiency of
alveolus on Network of capillaries
73
Self-reflection
2.1 Human Respiratory System

Draw and label the internal structures of the human respiratory system and describe the
breathing mechanism.
Carry out experiments to investigate the differences in the content of gases in inhaled and
exhaled air.
2.2 Movement and Exchange of Gases in the Human Body

Describe the movement and exchange of oxygen and carbon dioxide in the human
body.
Justify the importance of adaptations of the alveolar structure to increase efficiency of
gaseous exchange in the human body.
2.3 Health of Human Respiratory System

Communicate about substances that are harmful to the respiratory system as well as
diseases and their symptoms.
Carry out an experiment to show the effects of smoking on the lungs.
2.4 Adaptations in Respiratory System

Justify how the respiratory system adapts in different situations.
2.5 Gaseous Exchange in Plants

Explain the mechanism of gaseous exchange in plants.
Communicate to justify the importance of an unpolluted environment for the growth and
survival of plants.
1. Complete the following flow chart to show the direction of air that is breathed out
from the lungs.
(a) Bronchiole (b) Trachea

Larynx Pharynx (c) Nostrils

74
2. Figure 1 shows the human respiratory system.
P:
Q:
R:
Figure 1
Label P, Q and R in Figure 1 using the following words:

Alveolus Bronchiole Bronchus Trachea
3. Figure 2 shows the breathing mechanism during exhalation.
Rib cage
Thoracic cavity
Diaphragm
Figure 2
Mark ‘•’ for the correct statements, about the mechanism.

(a) Air leaves the lungs when the diaphragm moves upwards.
(b) When exhaling, the rib cage moves downwards.
(c) Air pressure is lower in the lungs.
(d) Volume of thoracic cavity decreases.
4. Underline the correct answers.

(a) Percentage of oxygen in inhaled air is (higher/lower) than in exhaled air.
(b) Percentage of carbon dioxide in inhaled air is (higher/lower) than in exhaled air.
75
5. (a) What is the function of haemoglobin in the human respiratory system?
(b) What is the importance of the characteristic of oxyhaemoglobin as an unstable
compound in gaseous exchange in the body?
6. Azura is an asthma patient.

(a) Why does the doctor advise Azura to reduce her visits to botanical gardens during
Spring?
(b) Other than the botanical gardens, state two other locations that should be avoided by
Azura. Explain your answer.
7. (a) State four factors that affect the efficiency of the alveolus to maximise gaseous
exchange in the human body.
(b) State one symptom of each of the following respiratory diseases. What causes the
symptom?
(i) Asthma
Symptom :
Cause :
(ii) Bronchitis
Symptom :
Cause :
(iii) Emphysema
Symptom :
Cause :
8. Describe three ways to maintain the health of the respiratory system.
9. Why should waiting areas for public transport such as LRT stations and bus stands be
designated as non-smoking areas?
10. (a) Give one similarity in the gaseous exchange between insects and plants.
(b) Is the insect respiratory system more or less effective compared to the human
respiratory system?
(c) Explain your answer in 10 (b).
11. (a) Gas X is harmful to the human respiratory system. Gas X can diffuse into a stationary
car with its air conditioning on, windows closed and engine running. Name gas X.
(b) Explain the effects of the gas in the situation in 11 (a).
76
Focus on HOTS
12. Changes in the volume of air in the lungs of runners X and Y are as shown in Figures 3 (a)
and 3 (b).
Volume of air in the lungs of runner X against time Volume of air in the lungs of runner Y against time
5 5
Volume of air in the lungs (dm3)

Volume of air in the lungs (dm3)
4 4
3 3
2 2

Walking Running Walking
1 Walking Running Walking 1
0 0
20 40 60 80 100 20 40 60 80 100
Time (seconds) Time (seconds)
Figure 3(a) Figure 3(b)

(a) State the maximum volume of air in the lungs of the following runners while walking.
(i) Runner X
(ii) Runner Y
(b) State the maximum volume of air in the lungs of the following runners:
(i) Runner X
(ii) Runner Y
(c) From the graphs in Figures 3 (a) and 3 (b), state the relationship between the types of
activity performed and the maximum volume of lungs of each runner. Explain.
(d) If one of the runners X or Y is a smoker, which one is the smoker? Explain.
(e) How does the increase in the maximum volume of the lungs affect the respiration rate?
Explain.
77
Chapter
Chapter
Chapte
hapte
pte
p er
Transportation
3
1
What is the transport system

in organisms?
What are the components,
constituents and blood groups
of humans?
What factors affect the rate
of transpiration in plants?
Let’s study
Transport system in organisms
Blood circulatory system
Human blood
Transport system in plants
Blood circulatory system in animals and transport system in plants
78
Science Gallery
In 1966, a science fiction film ‘Fantastic Voyage’ attracted the

interest of many viewers including scientists!
In this film, a team of medical personnel is put into a
submarine which is reduced to microscopic size (size of a red
blood cell) for an hour using the technological creation of
scientist, Jan Benes. This submarine is then injected into the
blood circulatory system in Jan Benes’s body to eliminate a
blood clot in his brain using laser.
The submarine in Jan Benes’s blood circulatory system
needs to travel through the heart, lungs and other parts of the
body before reaching the blood clot in his brain. Can the blood
clot be eliminated using laser in one hour? Is there a possibility
of this film being classified as a science documentary film in the
future? Why?
Keywords
Heart Antibody
Artery Transpiration
Vein Guttation
Capillary Xylem
Antigen Phloem
79
3.1 Transport System in Organisms
Photograph 3.1 Klang Valley Rail Transit Map
Why is KL Sentral known

RIFQI Have you ever used the Klang Valley
as the ‘heart’ of the transit AIN
Rail Transit Map as shown in
route network?
Photograph 3.1 to plan your trip?
Compare and contrast the

What is the importance of a public transport system
transit route network in the with the transport system
public transport system? in organisms.
80
Chapter 3: Transportation
Need for Transport System in Organisms

Every cell needs oxygen for cell respiration and nutrients to obtain energy. At the same time,
carbon dioxide and other waste products produced by cells need to be eliminated to the
external environment. The process of carrying oxygen, nutrients and other useful substances
from the external environment into the cells is through diffusion. The process of eliminating
waste products from the cells is also through diffusion. What is the system that carries useful
substances to all parts of the body of an organism and eliminates
waste products from the body?
Transport System in Simple Organisms

Simple organisms such as unicellular organisms
(Photograph 3.2) do not have a specialised transport system.
Substances needed by cells such as oxygen and nutrients enter Amoeba sp.
directly into cells via diffusion through the cell membrane. Waste
products such as carbon dioxide are also eliminated from cells to Euglena
E sp.
the external environment via diffusion through the cell membrane.
Transport System in Complex Organisms

Complex organisms such as humans, vertebrates and Paramecium sp.
multicellular plants have a specialised transport system as Photograph 3.2 Examples of
shown in Figure 3.1. unicellular organisms
Xylem
Heart Blood
vessels
Phloem Xylem
Stoma Phloem
Phloem
Xylem
(a) Human (b) Plant
Figure 3.1 Examples of complex organisms with specialised transport system
The process of exchange of substances needed by cells and waste products between complex
organisms and the external environment (via diffusion) occurs slowly and not comprehensively
because complex organisms have a large volume. Therefore, complex organisms need to have a
specialised transport system. Through this specialised transport system, oxygen and nutrients
can be carried to all the body cells in complex organisms and waste products can be eliminated
from all the body cells to the external environment.
3.1.1 3.1.2 81
Importance of the Function of Transport System in Organisms
The importance of the function and impact of transport system in organisms is as shown in
Figure 3.2.
Transport system carries

substances needed by Transport system carries
cells such as oxygen and substances needed by plant
nutrients that are used to Importance of cells such as mineral salts,
produce energy through the function of water and products of
cellular respiration. This transport system photosynthesis to carry out all
energy is used for living in organisms living processes in plants.
processes in organisms.
Transport system eliminates toxic waste products from the cells in organisms to the
external environment. Toxic waste products that fail to be eliminated from the cells
will poison and kill the organisms.
Figure 3.2 Importance of the function of transport system in organisms
Activity 3.1
To gather and share information on the need, function, importance
and impact of transport system in organisms • ICS
• Discussion
1. Work in groups.
2. Gather and share information on the following:
(a) Need for transport system in organisms
(b) Function of transport system in organisms
(c) Importance of transport system in organisms
(d) The impact if transport system cannot function well
3. Discuss the shared information.
4. Present the findings of your group discussion using multimedia presentation such as
MS PowerPoint.

1. What is the function of the transport system in organisms?
2. State two examples of substances needed by cells and two examples of waste products
that are eliminated from cells.
3. What is the importance of the function of transport system in organisms?
4. Explain the impact on organisms if the transport system in the organisms cannot
function well.
82 3.1.3
3.2 Blood Circulatory System
Blood Circulatory System in Vertebrates

Humans and all vertebrates such as mammals, reptiles, amphibians, birds and fish (complex
organisms) have a specialised transport system, that is the blood circulatory system. In the
blood circulatory system of all vertebrates, blood flows continuously in blood vessels to all parts
of the body in one complete cycle through the heart. However, there are significant differences
in the blood circulatory system among mammals, reptiles, amphibians, birds and fish. How
many times does the blood flow through the heart of mammals, reptiles, amphibians, birds and
fish in one complete cycle to all parts of the body? What is the number of atria and ventricles
in the heart of mammals, reptiles, amphibians, birds and fish? Carry out Activity 3.2 to find out
the differences.
Activity 3.2
To compare and contrast the blood circulatory system in vertebrates
• CPS
activity
1. Carry out active reading to compare and contrast the blood
circulatory system in vertebrates such as mammals, reptiles,
amphibians, birds and fish as shown in Figures 3.3 and 3.4.
Capillaries
C
Capi
illaries iin gills Capillaries in lungs
and skin
Artery
Ventricle
Heart Atrium
Atrium Atrium
V
Ventricle
Heart
Vein
Ca
apilla
p aries in the bodyy
Capillaries Capillaries in the body
(a) Fish (b) Amphibians
Figure 3.3
3.2.1 83
Capillaries
C ap
piilla
llaries
ri ini the
th
he lungs
he lun
lu
unngs Capil
illlar
l ries iin
Capillaries n th
he llu
the unngggs
lungs
t m
trium
Atrium A
Atriu
um
Atrium Atr
rium
m
Atrium A
Atriu
um
Atrium
Ventricle Ventr
Ventricle
ntricle
Ventricle Heartt He
eart
Heart
Capillaries
Ca
aap
pillar
p riies in
illar
ill ries the
in th body
hee bo
h boddyy
d Cap
C ap
piiillllar
p llalaarriiies
lar
Capillaries es in
n th
tthe
he b
h bo
odyy
body
(c) Reptiles (d)) Mammals
Mammals
mmals
ls aand
dbbir
birds
rds
Figure 3.4
2. Complete the chart which shows a comparison of the blood circulatory systems of
vertebrates such as mammals, reptiles, amphibians, birds and fish.
Blood circulatory system

of vertebrates
Similarities Differences
Mammals
Made up of Fish Amphibians Reptiles
and birds
a system that
allows blood to
continuously flow
in blood vessels
through the heart
which pumps blood
to the whole body
and back to the
heart.
84 3.2.1
Blood Circulatory System in Humans

The human blood circulatory system involves the circulation of blood which is pumped from
an organ known as the heart to all parts of the body and specialised blood vessels, namely
arteries, capillaries and veins as shown in Figure 3.5.
H
Heart
Artery Vein
• Human blood circulatory system

• Functions of blood circulatory
system
5
*(
:
,
.
7(
Figure 3.5 Human blood circulatory system
3.2.1 3.2.2 85
Structure and Functions of the Human Heart
The human heart has four chambers, that is two atria and two ventricles as shown in
Figures 3.6 and 3.7.
5
*(
:
Aorta
Pulmonary artery
,
.
7(
Pulmonary
veins
Superior vena cava
Left atrium
Semilunar valve
Bicuspid valve
Right atrium
Tricuspid valve Semilunar valve
Inferior vena cava Left ventricle
Key:
Oxygenated blood Right ventricle
Septum
Deoxygenated blood
Figure 3.6 Longitudinal section of the human heart
Right atrium has thin muscular wall.

Functions:
t Deoxygenated blood from the whole body except the lungs enters the right atrium
through the superior and inferior vena cava
t 8IFOUIFright atrium contracts deoxygenated blood is forced to flow into the
DIBNCFSCFMPXJU OBNFMZUIFright ventricle
Tricuspid valve
Function:
t "MMPXTUIFnPXPGCMPPEJOPOMZPOFEJSFDUJPOGSPNUIF right atrium to the right ventricle
Right ventricle has thick muscular wall.

Function:
t 8IFOUIFSJHIUWFOUSJDMFDPOUSBDUT EFPYZHFOBUFECMPPEJTGPSDFEUP
flow out into the pulmonary artery to be carried to the lungs
86 3.2.2
SCIENCE INFO
Semilunar valves
The period of time for blood to
Function:
make one complete circulation
t 4FNJMVOBSWBMWFTBUUIF
from the heart to all parts of the
pulmonary artery and aorta
body including the lungs and back
ensure that blood flows only in
to the heart is approximately
one direction and not back into
1 minute!
UIFWFOUSJDMFT
Left atrium has thin muscular

Aorta wall.
Functions:
Semilunar valves t Oxygenated blood from the
lungs enters the left atrium
Pulmonary artery through the pulmonary vein
Pulmonary
vein t 8IFOUIFMFGUBUSJVNDPOUSBDUT
oxygenated blood is forced to
nPXJOUPUIFDIBNCFSCFMPXJU
namely the left ventricle
Vena cava
Bicuspid valve
Function:
Left t "MMPXTUIFnPXPGCMPPEJOPOMZ
atrium one direction from the left
Right atrium into the left ventricle
atrium
Left ventricle has the thickest

muscular wall.
Function:
t 8IFOUIFMFGUWFOUSJDMF
DPOUSBDUT PYZHFOBUFECMPPEJT
Left forced to flow out into the aorta
Right
ventricle to be carried to all parts of the
ventricle
body except the lungs
Septum is the muscular wall

which separates the left side of
the heart from the right side of
the heart.
Function:
t 1SFWFOUTPYZHFOBUFECMPPE
from mixing with deoxygenated
blood
Figure 3.7 Simple structure of the human heart
and circulation of blood through the heart
3.2.2 87
Structure and Functions of Main Blood Vessels
There are three human blood vessels, namely arteries, capillaries and veins. Figure 3.8
shows the relationship between the artery, capillary and vein. Observe the direction of the blood
circulation through the artery, capillary and vein as shown in the figure.
To the heart From the heart
Lumen Valve Lumen

Thin wall
Thick, muscular
Lumen and elastic wall
Capillary Lumen
Vein network Artery
Figure 3.8 Relationship between the vein, capillary and artery
Table 3.1 Structure and functions of the vein, capillary and artery
Type of
Vein Capillary Artery
blood vessel
Structure Lumen One layer of cells Lumen
Lumen
Valve
• Thin, less muscular • Thinnest wall which is • Thick and muscular

and less elastic wall to one cell thick without wall with a lot of elastic
facilitate blood flow under any muscle or elastic tissues to withstand high
low blood pressure tissue blood pressure
• Has valves • No valves • No valves
• Large lumen • Smallest lumen • Small lumen
Functions • Transports deoxygenated • Allows the exchange of • Transports oxygenated

blood back to the heart gases, food and waste blood from the heart to
from the whole body products between the the whole body except the
except the lungs blood and body cells lungs
• Pulmonary vein via diffusion through the • Pulmonary artery
transports oxygenated thin wall of the capillary transports deoxygenated
blood from the lungs to blood from the heart to
the heart the lungs
Circulation • Slow blood flow under • Slow blood flow under • Rapid blood flow under
of blood low blood pressure decreasing blood high blood pressure
• No pulse pressure • Pulse detected
• No pulse
88 3.2.2
‘Double’ Blood Circulatory System

Humans and other mammals have a ‘double’ blood circulatory system that is made up of the
pulmonary circulatory system and systemic circulatory system. Carry out active reading to
compare and contrast the pulmonary circulatory system and systemic circulatory system as
Pulmonary artery Pulmonary vein Pulmonary Circulatory System

Lungs Lungs
Pulmonary Pulmonary
artery vein
Heart
Systemic Circulatory System

Heart All parts of the
Vein Artery body except
the lungs
Artery Vein
Heart
All parts of the body
except the lungs
Figure 3.9 Pulmonary circulatory system and systemic circulatory system
Activity 3.3
To create a multimedia presentation based on research of a sheep’s
heart and, explain its structures and functions • ICS
• Active reading
1. Work in groups.
2. Each group is required to create a presentation on the research of the heart of a
sheep to explain its structures and functions.
5
Example: *(
:
Video on the dissection of a

sheep’s heart
,
.
7(
3.2.2 89
Heartbeat
Have you ever heard the ‘lub dub’

sound produced by a beating heart
as shown in Photograph 3.3?
SELVI Between the ’lub’ and ‘dub’

sounds, which is louder? Photograph 3.3 Hearing the ‘lub dub’ sound
when the heart is beating
How is the ‘lub dub’

sound produced?
Watch this video 5

*(
to understand
:
the process of
diastole and
,
Figure 3.10 shows the sequence of the opening and
.
systole 7(
vallves
lves in the heart during
closing of the valves du heartbeats.
Semilunar Bicuspid
valves valves
closed Bicuspid closed
valve Tricuspid
open valves
closed Semilunar
Tricuspid
valve valves
opened open
DIASTOLE
DIAST SSYSTOLE
The ‘dub’ sound is produced by the closure of the The ‘lub’ sound is produced by the closure of the
semilunar valves at the aorta and pulmonary tricuspid and bicuspid valves between the atria and
artery when relaxation of the ventricles occurs. the ventricles when contraction of the ventricles
This condition is known as diastole. The pressure occurs. This condition is known as systole. The
reading of blood flowing into and filling the heart is pressure reading of blood flowing out of the heart is
called the diastolic pressure reading. called the systolic pressure reading.
Figure 3.10 Diastole and systole

90 3.2.3
Measurement of Blood Pressure

Blood pressure is usually measured using a sphygmomanometer as shown in Photograph 3.4.
SCIENCE INFO
Taking of diastolic and systolic
pressure readings from a
sphygmomanometer is based on
listening to the sounds produced
by the blood circulation
when diastole and systole
occur. Due to this, the use of
sphygmomanometer to take
readings of diastolic and systolic
pressures is usually done by an
experienced doctor.
Photograph 3.4 Measuring blood pressure
The systolic pressure reading of a youth is normally BRAIN

120 mm Hg and the diastolic pressure reading is 75 mm Hg. TEASER
Hence, this blood pressure reading is normally written as Why is the reading of systolic
120/75 mm Hg. Measure and read your blood pressure pressure higher than the reading
of diastolic pressure?
(systolic and diastolic) using a sphygmomanometer.
Pulse Rate
Photograph 3.5 shows one of the medical
examination activities that is normally
carried out by a doctor on a patient.
What is the quantity measured as
shown in the photograph?
Pulse is produced by
the contraction and relaxation
of the muscular artery wall.
Is your pulse rate constant? Give two
examples of conditions in your daily
life that increase the pulse rate. Let
us carry out Experiment 3.1 to
study the factors that influence
the pulse rate.
Photograph 3.5 Detecting pulse
3.2.3 91
Experiment 3.1
Aim
To study the factors that influence the pulse rate
Problem statement
How does the intensity of a physical activity influence the pulse rate?
Hypothesis
The more vigorous a physical activity, the higher the pulse rate.
Variables
(a) manipulated variable : Type of activity
(b) responding variable : Pulse rate
(c) constant variable : Duration of activity
Apparatus
Watch
Procedure
1. Rest for 5 minutes. Then, locate your pulse as
2. Count and record the number of pulses over a
period of 10 seconds in a table. Calculate the pulse
rate in number of pulses per minute.
3. Repeat steps 1 and 2 after carrying out each of
10
5
15
60
20
55
25
50
30
45
35
40
3
6
24 27 30
the following types of activities over a period of

15 12 9
21
18
5 minutes:
(a) Walking slowly Figure 3.11
(b) Running
Pulse rate
Number of pulses over a
Type of activity (number of pulses
period of 10 seconds
per minute)
Resting
Walking slowly
Running
Conclusion
Questions
1. How does the type of activity influence the pulse rate?
2. How is the increase in pulse rate while carrying out vigorous activities related to the
rate of oxygen intake and release of carbon dioxide?
92 3.2.3
Other Factors that Influence the Pulse Rate

Apart from physical activities, other factors which
influence the pulse rate are as follows:
A Gender
The average pulse rate of an adult male is
between 70 to 72 beats per minute and the
average pulse rate of an adult female is between
78 to 82 beats per minute. The difference in
pulse rate between males and females is caused
by the difference in the size of the heart. The
heart of females which is normally of smaller size
pumps less blood for each heartbeat and needs to Photograph 3.6 A modern blood pressure
beat at a much higher rate compared to the heart and pulse rate measuring device
of males.
B Age
Look at Table 3.2. As the age of a person increases, the person’s pulse rate becomes lower.
Table 3.2 Average maximum pulse rate based on age
Age (years) Average maximum pulse rate (pulse per minute)

20 200
25 195
30 190
35 185
40 180
45 175
50 170
55 165
60 160
65 155
70 150
(Source: https://healthyforgood.heart.org/move-more/articles/target-heart-rates)
C Body health
The pulse rate of a less healthy individual is normally higher or lower than the normal pulse
rate. A pulse rate that is too high or too low is dangerous and can be life-threatening.
3.2.3 93
Importance of Maintaining a Healthy Heart
The health of a heart should be given attention since its functions are very important in the
continuity of human life. How are we able to enhance the knowledge and understanding of the
health of the heart among Malaysians? Carry out Activity 3.4.
Activity 3.4
Enhancing the knowledge and understanding of the health of the
heart through project-based learning using STEM approach • ICS, ISS,
CPS, STEM
• Project-based
Aim
activity
To study the relationship between dietary habits and lifestyle with
health of the heart among the locals
Materials
Printed materials and the Internet
Instructions
1. Work in groups of five to six.
2. Study the following problem statement:
Since 2005, heart disease remains as one of the main causes of death among
Malaysians. This problem is closely related to their dietary habits and lifestyles.
3. Gather information related to the given problem statement as follows:

(a) Types of heart diseases
(b) Causes of heart diseases
(c) Ways to prevent heart diseases
(d) Other related matters
4. Discuss the information required to complete a K-W-L Chart as a guide to prepare a
questionnaire.
5. The K-W-L Chart is prepared for a “Gallery Walk” session.
6. Prepare a questionnaire related to the topic of the study.
7. Carry out the study (at least 30 respondents) and analyse the data of the study.
8. Present the analysis of each item in the questionnaire using chart papers or
MS PowerPoint software.
9. Present the findings of the study in the form of graphs using MS PowerPoint software.
94 3.2.4
10. After the presentation and discussion sessions, carry out the following activities in
groups under the supervision of your teacher:
(a) Presentation of the findings of your study in the school assembly
(b) Health talk programme entitled “LET US TAKE CARE OF OUR HEART” as a
co-curricular activity
(c) Poster competition: Care for Our Heart
(d) Produce an infographics brochure on the health care of the heart related to
dietary habits and lifestyles
Note:
What is the K-W-L Chart Strategy?
The K-W-L Chart Strategy is an active reading strategy. It prepares students

to predict what is read and is able to get other students to participate in
the content of the topic discussed.
K-W-L Chart Strategy
K – What we know W – What we want to L – What we learn

know
My Malaysia!
M
In July 2017, heart specialists at the Institut Jantung Negara (IJN) successfully replaced
the damaged aorta of a heart patient with synthetic aorta. Gather further information on
this at the following website:
http://links.andl17.com/BT_Science_95_1

1. What is blood circulatory system?
2. Differentiate the functions of the artery, capillary and vein.
3. State four factors that influence the pulse rate.
4. What is the importance of taking care of the heart?
3.2.4 95
3.3 Human Blood
Components and Constituents Name the component of

of Human Blood blood which transports
oxygen to all parts of
Blood transports oxygen and the body.
nutrients to the body cells.
Blood also transports waste LIM
products from the body cells. What is the

colour of this
component?
Science Careers
Haematologists are medical
specialists who study the
components, constituents and
diseases related to human blood.
Blood is a type of mixture because it

can be separated into two components,
a yellow liquid floating on top of a red
liquid as shown in Photograph 3.7.
The components of blood are normally Yellow liquid
separated using the centrifugal method.
The mixture of blood is rapidly spun in a Red liquid
centrifuge as shown in Photograph 3.8.
Photograph 3.7 Two components of blood
Appearance of blood Appearance of blood

before centrifugation after centrifugation
Photograph 3.8 Separation of the components of blood using centrifugal method
96 3.3.1
Components of Blood
Blood consists of a suspension of red blood cells, Blood plasma
white blood cells, platelets and blood plasma as (55%)
Blood plasma is made up of approximately White blood cells
90% water and 10% dissolved substances flowing to and platelets (<1%)
all parts of the body. These dissolved substances Red blood cells
include nutrients, carbon dioxide, enzymes, hormones (45%)
and waste products. Let us carry out Activity 3.5 to
study the substances transported by blood. Figure 3.12 Components of human blood
Activity 3.5
To study the substances transported by blood
• CPS
1. Work in groups to gather information on the substances activity
transported by blood, namely nutrients, gases, enzymes, hormones
and waste products.
2. Carry out active reading on the gathered information.
3. Discuss the information gathered and present the findings of your group’s discussion.
4. Complete the following tree map to show the substances transported by blood and
the characteristics of the substances.
Substances transported by blood
Nutrients Gases Enzymes Hormones Waste products
3.3.1 97
Human Blood Groups
Antigens on Red Blood Cells
Human blood can be classified into four blood groups, namely A, B, AB and O according to the
type of antigen, if any, present on the red blood cells. The type of antigen present on red blood
cells is A antigen or B antigen. The classification of blood groups A, B, AB and O is shown in
Figure 3.13.
Blood group A Blood group B
Individuals with Individuals with

blood group A have blood group B have
only the A antigen. only the B antigen.
Red blood
cell A antigen B antigen
Blood group AB Blood group O
Individuals with Individuals with

blood group AB blood group O do
have both A and B not have A or B
antigens. antigens.
A antigen B antigen
Figure 3.13 Classification of human blood groups
Antibodies in Blood Plasma

Blood plasma contains antibodies. The types of antibodies present in blood plasma are Anti-A
and Anti-B antibodies. The types of blood, antigens and antibodies are as shown in Table 3.3.
Table 3.3 Types of blood, antigens and antibodies
Types of antigens Types of antibodies

Type of blood
(On the surface of red blood cells) (In blood plasma)
A A Anti-B
B B Anti-A
AB A and B –
O – Anti-A and Anti-B
An antibody will attack its corresponding antigen and cause the coagulation of blood to occur.
This may cause death. For example, Anti-A antibody will coagulate with A antigen and Anti-B
antibody will coagulate with B antigen.
98 3.3.1 3.3.2
Summary based on Table 3.3
• An individual who has Anti-A antibodies (type B blood) cannot receive types A and AB
blood because these two blood types contain A antigen.
• An individual who has Anti-B antibodies (type A blood) cannot receive types B and AB
blood because these two blood types contain B antigen.
• An individual who has type AB blood is free to receive all types of blood because there
are no antibodies in his blood (universal recipient).
• On the other hand, an individual who has type O blood cannot receive any other blood
type because of the presence of Anti-A and Anti-B antibodies in his blood plasma.
Therefore, whether a person can receive blood or not

BRAIN
depends on the presence of antibodies in his blood plasma.
TEASER
Why is an individual who has
Compatibility of Blood Groups of Donors type O blood known as the
and Recipients universal donor?
Before blood transfusion, we need to know that the blood groups of the donor and the recipient
must be compatible as shown in Table 3.4. Otherwise, blood will coagulate. This situation can
cause the death of the recipient.
Table 3.4 Compatibility of blood groups of donors and recipients

Blood group of recipient
Blood group of donor
A B AB O
A ✓ × ✓ ×
B × ✓ ✓ ×
AB × × ✓ ×
O ✓ ✓ ✓ ✓
Note: Compatibility of blood for transfusion (: compatible ×: not compatible)
Importance of Blood Donation

Every day blood
Take note of the facts shown in Figure 3.14. is needed to save
Do you agree with the efforts to justify lives. Blood is
the importance of blood donation in the required for surgery,
y,
y,
context of daily life? Carry out project-based accident victims
learning using the STEM approach or to treat patients
with leukaemia,
on the importance of blood donation
haemophilia and
through Activity 3.6. other illnesses.
Figure 3.14 The importance of blood

donation
3.3.2 99
Activity 3.6
To understand and solve issues related to blood donation in the
context of daily life based on projects using the STEM approach • CPS, STEM
• Project-based
1. Work in groups to study the following statement:
Every day blood is needed to save lives. Blood is required for surgery, accident
victims or to treat patients with leukaemia, haemophilia and other illnesses.
2. Prepare a project using the STEM approach to find creative and innovative solutions
for the following issues:
• Importance of blood donation
• Criteria to be a blood donor
• Issues related to blood donation
• Methods of handling and storing the donated blood
3. Gather the information or existing solutions from the relevant and reliable
government or private agencies as follows:
National Ministry of Malaysian

Blood Health Red
Centre Malaysia Crescent
http:// http://links. http://links.
links. andl17. andl17.
andl17.com/BT_ com/BT_Science_100_2 com/BT_Science_100_3
Science_100_1
4. Discuss the solutions obtained.

Present the findings of your group discussion.
SCIENCE INFO
A healthy individual with a mass of more than
45 kg and between 18 to 60 years old can
donate blood. A donor can donate up to
0.5 litres of blood at any one time as shown
in Photograph 3.9.
When an individual donates blood, the
total red blood cells in his body reduces. This
forces the bone marrow to produce new cells.
The individual will become more energised and
able to function better.
Photograph 3.9 Blood donation campaign
100 3.3.2 3.3.3


1. State four components of human blood.
2. State the largest component of human blood.
3. Mark ‘✓’ for blood groups of donor and recipient that are compatible and ‘×’ for the
blood groups of donor and recipient that are not compatible.
Blood group of Blood group of recipient

donor A B AB O
AB
4. (a) What is the importance of blood donation?

(b) State two examples of diseases that can be treated through blood transfusion.
5. (a) Why is a blood donor with blood group O known as a universal donor?
(b) Why is a blood recipient with blood group AB known as a universal recipient?
(c) Why is the blood storage centre known as the blood bank?
6. (a) State two public places where people can donate blood.
(b) Give one situation that requires a large amount of donated blood.
7. Figure 1 shows a bag filled with a donor’s blood that has been tested.
Figure 1
(a) Based on Figure 1, state the blood group of the donor.

(b) Other than blood group, what else is tested in the blood sample of the donor?
(c) The blood bag contains several chemical substances such as sodium citrate.
What is the function of sodium citrate?
101
3.4 Transport System in Plants
Look at Figures 3.15(a), (b),

(c) and (d). Can you explain
the changes to this plant?
(a) Normal (b) Wilted
LIM
(d) Normal (c) Watered

ered
Figure 3.15 Different conditions of a plant
Transpiration Loss of water

through
Transpiration is a process evaporation from
of water loss in the form the surface of
of water vapour from the leaves via
transpiration
surface of leaves to the air
through evaporation.
Study Figure 3.16. Leaves
are part of a plant where Pathway of
most water loss occurs water
through transpiration. moving
upwards in
the plant
Absorption of
water through
osmosis into the
plant via its roots
Figure 3.16 Transpiration and absorption of water in a plant
102 3.4.1
Cuticle
Cross Section of a Leaf
Upper Palisade
The epidermis of a leaf is made up mesophyll
epidermis
of a single layer of epidermal cells cell
covering both the upper and lower
surfaces of the leaf, namely upper Xylem
Spongy
epidermis and lower epidermis as mesophyll Phloem
shown in Figure 3.17. Epidermal cell
cells secrete a waxy cuticle which
covers the outer surface of the Lower
epidermis
leaf to reduce water loss during Stomatal pore
transpiration. Figure 3.17 Cross section of a leaf
Function of Stoma during Transpiration

Guard cells
Most of the water which is lost
during transpiration in plants occurs
through the stomatal pores found in
the epidermis of the leaf as shown in
Photograph 3.10.
When photosynthesis takes place
during the day, the stoma is usually Stomatal
open as shown in Photograph 3.10(a). pore
What enters the guard cells that causes
the stoma to open?
Opening of stoma also causes
the plant to lose water through
(a) Open stoma (b) Closed stoma
transpiration. Photograph 3.10(b)
shows closed stoma to reduce the loss Photograph 3.10 Open and closed stoma
of water through transpiration.
Exudation (Guttation)
Other than water loss from plants through
transpiration, water is also lost from plants through
SCIENCE INFO
exudation or guttation. Exudation or guttation is Guttation is different from
the water loss from plants in liquid form through dew drops. Dew drops are
formed from the condensation
hydathodes that are always open at the edges of the
process of water vapour in the
leaves. Guttation usually occurs at night or when atmosphere into water.
the air humidity is high. What is the name of the
water droplets that come out of leaves as shown
in Photograph 3.11? Carry out Activity 3.7 to
learn more about transpiration
and exudation (guttation).
Photograph 3.11
Exudation (guttation)
3.4.1 103
Activity 3.7
To make observations and create presentations to study the processes
of transpiration and exudation (guttation) in plants • ICS
• Innovation-
Instructions based activity
1. Work in groups.
2. Each group is required to create a presentation to study the processes of
transpiration and exudation (guttation) in plants.
Rate of Transpiration Light

intensity
Transpiration occurs mainly
Temperature
through the stomata. Due to this,
the number of stomata affects
the rate of transpiration in plants.
Transpiration is faster if the plant Factors
has more stomata. Other factors affecting
affecting the rate of transpiration transpiration
are as shown in Figure 3.18.
Carry out Experiments 3.2, 3.3, Movement
3.4 and 3.5 to study the factors Air humidity of air
affecting the rate of transpiration.
Figure 3.18 Factors affecting

the rate of transpiration
SCIENCE INFO
The rate of transpiration of plants is normally estimated using a potometer as shown in Figures (a)
and (b) below.
Young balsam
Young balsam plant
plant
Cotton wool Water reservoir
Layer of Air bubble
Cotton Layer of oil
wool oil
Conical Water
flask
Beaker filled
Electronic Ruler
230.83 g with water
balance
(a) Mass potometer (b) Bubble potometer
Mass potometer measures the rate of transpiration of a plant according to the rate of mass of water
absorbed by the plant. Bubble potometer measures the rate of transpiration of a plant according to the
rate of volume of water absorbed by the plant.
104 3.4.1 3.4.2

Experiment 3.2
Aim
To study the effect of light intensity on the rate of transpiration
Problem statement
What is the effect of light intensity on the rate of transpiration?
Hypothesis
Increase in light intensity increases the rate of transpiration.
Variables
(a) manipulated variable : Light intensity
(b) responding variable : Rate of transpiration
(c) constant variables : Size and type of plant, air humidity, air movement, temperature
and time
Materials
Young balsam plant, water, cotton wool and oil
Apparatus
Electronic balance, conical flask, clock and source of light such as sunlight or lamp
Procedure
1. Set up the apparatus as shown in 4. Calculate the rate of transpiration of
Figures 3.19 and 3.20. the young balsam plant that is exposed
2. Measure the mass of both apparatus to a light source and also the one kept
set-ups and record your observation in in the dark in a cupboard using the
a table. following formula:
3. After 3 hours, measure the mass of change in the mass
both apparatus set-ups once again and of the potometer
Rate of
record your observation in the table. =
transpiration time taken
Light
Cupboard
source
Cotton wool Cotton wool

Layer of oil Layer of oil
Water
Water
240.03 g Electronic 242.50 g Electronic

balance balance
Figure 3.19 Figure 3.20
Conclusion
3.4.2 105
Experiment 3.3
Aim
To study the effect of air humidity on the rate of transpiration
Problem statement
What is the effect of air humidity on the rate of transpiration?
Hypothesis
Increase in air humidity decreases the rate of transpiration.
Variables
(a) manipulated variable : Air humidity
(c) constant variables : Size and type of plant, light intensity, air movement,
temperature and time
Materials
Young balsam plant, anhydrous calcium chloride, water, cotton wool and oil
Apparatus
Electronic balance, conical flask, plastic bag, clock and source of light such as sunlight
or lamp
Procedure
1. Set up the apparatus as shown in 3. After 3 hours, measure the mass of
Figures 3.21 and 3.22. both apparatus set-ups once again and
2. Measure the mass of both apparatus record your observation in the table.
set-ups and record your observation in 4. Calculate the rate of transpiration in
a table. both apparatus set-ups.
Plastic bag
Anhydrous
Cotton wool Cotton wool calcium chloride
Water Water

balance balance
Conclusion
106 3.4.2
Experiment 3.4
Aim
To study the effect of air movement on the rate of transpiration
Problem statement
What is the effect of air movement on the rate of transpiration?
Hypothesis
Increase in air movement increases the rate of transpiration.
Variables
(a) manipulated variable : Air movement
(c) constant variables : Size and type of plant, light intensity, air humidity, temperature
and time
Materials
Apparatus
Electronic balance, fan, conical flask and clock
Procedure
Figures 3.23 and 3.24. both apparatus set-ups once again and
2. Measure the mass of both apparatus record your observation in the table.
set-ups and record your observation in 4. Calculate the rate of transpiration in
a table. both apparatus set-ups.

Water Water

balance balance
Conclusion
3.4.2 107
Experiment 3.5
Aim
To study the effect of temperature on the rate of transpiration
Problem statement
What is the effect of temperature on the rate of transpiration?
Hypothesis
Increase in temperature increases the rate of transpiration.
Variables
(a) manipulated variable : Temperature
(c) constant variables : Size and type of plant, light intensity, air humidity, air
movement and time
Materials
Apparatus
Electronic balance, conical flask and clock
Procedure
Figures 3.25 and 3.26. both apparatus set-ups once again
2. Measure the mass of both apparatus and record your observation in the
set-ups and record your observation in table.
a table. 4. Calculate the rate of transpiration in
both apparatus set-ups.
Room that is Room that is

cold or at low hot or at high
temperature temperature

Water Water
244.73 g
Electronic 241.20 g Electronic
balance balance
Conclusion
108 3.4.2
Structures and Functions of the Components in Vascular Bundles

of Plants
Transpiration facilitates the transportation of water and mineral salts in plants. During
transpiration, water and dissolved mineral salts diffuse into plants through the roots to the stem
and leaves as shown in Figure 3.27.
Xylem
Phloem
Vascular
bundle Phloem
Xylem
Cross section of leaf
Cross section of stem
Sucrose transported
Xylem from the leaf to other
Vascular parts of the plant
bundle Phloem
Water and mineral
Cross section of root salts absorbed
by the roots
t Xylem USBOTQPSUTXBUFSBOEEJTTPMWFENJOFSBMTBMUTGSPNUIFSPPUTUPUIFMFBWFT
UISPVHIUIFTUFNUPDBSSZPVUQIPUPTZOUIFTJTBOEUPSFQMBDFXBUFSMPTUEVSJOHUSBOTQJSBUJPO
t PhloemUSBOTQPSUTTVDSPTFQSPEVDFECZMFBWFTEVSJOHQIPUPTZOUIFTJTUPPUIFSQBSUT
PGUIFQMBOU
Figure 3.27 Transport system in a flowering plant and distribution of

vascular bundles in the leaves, stem and roots
The transport system in flowering plants is made up of two transport tissues, namely xylem
and phloem, which are found in a group of vessels known as vascular bundles. Observe the
formation pattern of the vascular bundles in the root, stem and leaf as shown in Figure 3.27. Is
the formation pattern of vascular bundles in the root, stem and leaf the same or different?
Visit the following websites and watch the video to find out the position and structure of
the xylem and phloem in a vascular bundle.
Info 1 Info 2 Video

http://links. http://links. 5
andl17.com/BT_ andl17.com/BT_ *(
:
Science_109_2 Science_109_3
,
.
7(
3.4.3 109
Direction of Water and Food in the Transport System of Plants
In Activity 3.8 and Activity 3.9, we will investigate the functions of the xylem and phloem.

Studying the direction of water in plants
Aim: To study the direction of water in a plant
Materials
Balsam plant and eosin solution (red dye)
Apparatus
Conical flask, glass cover, folding knife, microscope and slide
Instructions
1. Wash the roots of the balsam plant carefully with water.
2. Immerse the roots of the balsam plant in a conical flask filled with eosin solution as
Leaf
Safety
Precautions
• Avoid coming in contact with
the eosin solution as it will stain
your clothes.
• Be careful when using a folding
knife.
Eosin solution
Roots
Figure 3.28
3. After 30 minutes, make thin cross-sections of the leaf, stem and root of the plant
using a folding knife.
4. Examine each of the sections under a microscope.
5. Draw a labelled diagram for each section that has been observed. Identify and label
the tissues that have been coloured red by the eosin solution.
Questions
1. Is the eosin solution spread evenly or does it have a specific pattern in the leaf, stem
and root of the plant?
2. Name the part which is coloured red in the cross-sections of the leaf, root and stem
in this activity.
3. What is the conclusion from this activity?
110 3.4.3

Studying the direction of food in plants
Aim: To investigate the direction of food in a plant
Material Safety
Woody plant Precaution
Handle the scalpel with care.
Apparatus
Scalpel
Instructions
1. Choose a healthy branch of a woody plant.
2. Cut a complete ring out of the bark of the plant including the phloem as shown in
Figure 3.29.
3. Water the plant every day and expose it to enough light so that the plant can carry
out photosynthesis as shown in Figure 3.30.
4. Observe and sketch the changes, if any, in the branch of the woody plant with its
bark removed after two to three months.
Questions
1. Sketch the changes in the part of the branch with its bark removed after two to three
months.
(a) Beginning of activity (b) End of activity
2. What is the conclusion from this activity?
3.4.3 111
Case Study
Based on your understanding of the transport system in plants, discuss examples of
hypothetical situations such as when there are no xylem or phloem vessels in the
following context:
Propose and discuss:

Ř ways to transport water and dissolved mineral salts in plants without xylem
Ř ways to transport sucrose from leaves to all parts of plants without phloem
Ř adaptations in the transport system to replace xylem and phloem vessels in plants

1. What is the meaning of transpiration?
2. Underline the correct answer on the transport system in plants.
(a) Loss of water from plants through transpiration is in the form of (liquid/vapour)
while loss of water through exudation is in the form of (liquid/vapour).
(b) The tissue that transports water in plants is (phloem/xylem) while the tissue that
transports sucrose is (phloem/xylem).
3. State four factors that affect the rate of transpiration in plants.
4. Why is dye used to investigate the direction of water in xylem?
5. Figure 1 shows the structure of xylem and phloem in vascular bundles in different parts
of a plant.
P: R:
Q:
S:
Cross section of stem Cross section of root
T: U:
Cross section of leaf
Figure 1
Label P, Q, R, S, T and U using the following words:
Xylem Phloem
112 3.4.3
Blood Circulatory System in Animals and

Studies on the blood circulatory system in animals and transport system in plants have made us
aware of the uniqueness of circulatory systems to the continuity of life of organisms created by
God. What are the similarities and differences between the blood circulatory system in animals
and the transport system in plants? Study Figure 3.31.
Blood circulatory system Transport system

in animals Similarities in plants
t #PUIBSFUSBOTQPSUTZTUFNT
t #PUIUSBOTQPSUXBUFS OVUSJFOUTBOEEJTTPMWFE
substances
t #PUIFYJTUJODPNQMFYPSHBOJTNT
Differences
System of vessels
Tubular system with
Structure without pump
heart and valves
or valve
Three types of
Types of transport Two types of vessels:
vessels: artery,
vessels xylem and phloem
capillary and vein
Arteries, capillaries Xylem and phloem

and veins are Connection between are not connected
connected to form transport vessels and are two
one continuous vessel separate vessels
Figure 3.31 Comparison between blood circulatory system in

animals and transport system in plants

1. Give one similarity and one difference between the blood circulatory system in animals
and the transport system in plants.
2. Why should we be thankful for the uniqueness of the circulatory system to the continuity
of life of organisms?
3.5.1 113
Summary
114
Transportation
in
Simple organisms Complex organisms
involve
No specialised
transport system Specific transport systems
Substances Blood circulatory system Transport system

needed by cells in plants
such as oxygen in
and nutrients involves
from external Vertebrates Humans
environment
Vascular bundles
enter the cells involves
through diffusion
Mammals, made up of
reptiles, Blood Heart Blood
amphibians, vessels Xylem Phloem
Excretory products
birds,
of cells such as
fish transports
carbon dioxide needs to be
substances groups transports transports
and water are taken care of
such as
eliminated from
the cells to the Water, Food
Arteries, Pulse To ensure Nutrients, A, B,
external dissolved
capillaries, rate healthy gas, enzymes, AB, O
environment mineral
veins heart hormones,
through diffusion salts
excretory
products
Self-reflection
S elf
lf-refl
fle
eccttiion
on
3.1 Transport System in Organisms

Describe the function of transport systems in complex and simple organisms.
Compare and contrast the functions of transport systems in complex and simple organisms.
Justify the importance of the function of transport system in organisms.
3.2 Blood Circulatory System

Generalise the meaning of blood circulatory system in animals.
Communicate to explain the structure and functions of a heart and blood vessels in human
blood circulatory system.
Carry out experiments to study factors that affect pulse rate.
Justify the importance of maintaining a heathy heart.
3.3 Human Blood

Separate the components and constituents of human blood.
Identify blood groups and the effects of receiving incompatible blood groups.
Communicate the importance of blood donation in context of daily life.

Describe transpiration in plants.
Carry out experiments to investigate the factors affecting the rate of transpiration.
Differentiate between the structures and functions of components in a vascular bundle of a
plant.
3.5 Blood Circulatory System in Animals and Transport System in Plants

Compare blood circulatory system in animals with transport sytem in plants.
115
1. Solve the crossword puzzle below with the correct answers.
(e)
(d)
(a) P E P
(f)
(b) A T O
(c) C I
Across
(a) Carrying out vigorous activities increases the rate of .
(b) Loss of water from plants occurs through the process of .
(c) Blood vessel with the thinnest wall is the .
Down
(d) Sucrose is transported by the .
(e) The organ which pumps blood is the .
(f) Blood group A has one type of .
2. Mark ‘✓’ for the correct statement and ‘×’ for the incorrect statement on transport in
organisms.
(a) Amoeba sp. does not have a specific transport system.
(b) The function of transport system is only to carry useful substances to all
parts of the body of an organism.
(c) In a systemic circulatory system, blood flows from the heart to the lungs
and returns to the heart.
(d) Coagulation of the blood is an effect from the action of receiving a
compatible blood group.
116
3. Figure 1 shows three types of blood vessels in the human body.
P Q R
Figure 1
(a) Name the structure in blood vessel P that is not shown in Figure 1.
(b) State the function of blood vessel Q.
(c) Explain the adaptations in the structure of the following blood vessels:
(i) Blood vessel Q
(ii) Blood vessel R
4. (a) State five substances that are transported in the human body.
(b) State three substances that diffuse through the membrane or wall of plant cells and are
transported in plants.
(c) Why do plant cells not need a supply of oxygen from outside during the day?
5. (a) Underline the correct answers.

(i) The (‘lub’/‘dub’) sound is produced by the closure of the valves at the aorta and
pulmonary artery.
(ii) The (‘lub’/‘dub’) sound is produced by the closure of the valves between the atria
and ventricles.
(iii) The pressure reading of blood flowing out of the heart is known as
(diastolic/systolic).
(iv) The pressure reading of blood flowing into and filling the heart is known as
(diastolic/systolic).
(b) Between diastolic and systolic pressure readings, which is higher?
6. (a) Table 1 shows four blood donors from different blood groups.
Table 1
Blood donor Blood group

Dollah A
Eric B
Sita AB
Roy O
117
A road accident victim lost a lot of blood. He is confirmed to have blood from group B.
(i) Which blood donor is suitable to donate blood to the victim?
(ii) Explain the effect to the victim if he receives blood from Sita.
(b) The Red Crescent Society launched a ‘Let’s Donate Blood’ campaign to replenish the
blood bank. Three individuals are interested to take part in the campaign. Table 2
shows their age, gender and body mass.
Table 2
Individual Age (years) Gender Body mass (kg)

1 15 Male 62
2 30 Female 70
3 61 Male 66
(i) Based on Table 2, which individual is most suitable to donate blood?

(ii) What is the special additional condition for blood donors with regard to their
suitability to donate blood?
7. Figure 2 shows a cross section of the stem of a plant.
Figure 2
(a) State one function of X.

(b) State the structure in the stem of the plant that transports water from the roots to
the leaves.
(c) (i) What will happen to the plant if a ring of its bark and X are removed? Explain
your answer.
(ii) What will happen to the plant if X and Y are removed?
118
Focus on HOTS
8. Figure 3 shows the apparatus set-up of an investigation to study the factors that affect the
rate of transpiration of a plant and the results after three hours.
Light
source Cupboard

Water
Water
300 g Electronic 300 g Electronic

balance balance
Results:
Set Initial mass (g) Final mass (g) Rate of transpiration (g/min)
A 300 246
B 300 264
Figure 3
Calculate the rate of transpiration in this investigation.
9. Three students, Badrul, Azizah and Murad carried out a fitness activity to investigate the
health of their heart. Table 3 shows the pulse rates for the three of them before and after
the fitness activity.
Table 3
Pulse rate
(number of beats per minute)
Condition
Badrul Azizah Murad
Before the activity 63 70 65
Immediately after the activity 130 95 94
15 minutes after the activity 75 71 75
(a) Name the student who is most at risk of having heart disease.
(b) Name the student who has the healthiest heart.
119
10. All the members of the Science Club in your school have agreed to carry out a project
to plant herbs in school. Herbs that are to be planted will grow well when the rate
of transpiration is moderate and the exposure to sunlight is sufficient to carry out
photosynthesis. Figure 4 shows three areas:
• Area A, inside a dark laboratory
• Area B, in a shaded bright area
• Area C, in a hot school field under the sun
Zinc roof A
C
B
Figure 4
(a) Based on Figure 4, which is the most suitable area for the project site? Explain your
answer.
(b) Construct the most suitable model to make this project a success. The model is
a glasshouse or greenhouse in which the air humidity and light intensity can be
controlled. The construction of the model requires the use of the following
materials:
Water
Container and
A tr
transparent a roll of tissue
umbrella
120
THEME
Exploration of Elements
2 in Nature
At the end of the 17th century, the number of metals

listed in the reactivity series of metals was only twelve!
Why? What changes do you expect in the reactivity
series of metals in future?
UNUNUNIUM
NUNUNIUM UNUNBIUM
(272) (277)
Colourful fireworks display

is one of the applications of
thermochemistry.
Does the chemical reaction
of the fireworks display
release or absorb heat?
What is the use of heat
in the fireworks display ?
121
Chapter
Chapter
Chapte
hapte
apte
apt
p er
Reactivity of Metals
4
1
What are minerals?

What are the uses of minerals in daily life?
What is the reactivity series of metals?
How is the process of tin extraction carried
out in Malaysia?
Let’s study
Variety of minerals
Reactivity series of metals
Extraction of metals from their ores
122
Science Gallery
According to existing records, the first metal used by humans is gold. Gold was
discovered in its mineral element form in a cave in Spain in 40 000 BC. Due to
the importance of various metals used in daily life, scientists have constructed a
reactivity series of metals to understand the order of metals according to their
reactivity towards oxygen as shown in the figure below.
K Potassium
Na Sodium
Ca Calcium
Mg Magnesium
Al Aluminium
C Carbon
Reactivity
Zn Zinc
of metals
towards H Hydrogen
oxygen Fe Iron
increases
Sn Tin
Pb Lead
Cu Copper
Hg Mercury
Ag Silver
Au Gold
Based on this reactivity series of metals, we can determine the properties of

metals such as the reactions of metals with oxygen, acid or water. We can also
understand how the extraction of a metal from its ore is carried out. The mining
issues of metals can also be highlighted to increase awareness on the
importance of sustainable management and development of the environment.
Keywords
Mineral Reactivity series of metals Chemical characteristic

Natural compound Extraction of metal Blast furnace
Element Mining issues Slag
Earth’s crust Physical characteristic
123
4.1 Variety of Minerals
Look at Photograph 4.1. This photograph shows various types of ores found in Earth’s crust.
Each type of ore is different in terms of colour, structure, shape and texture because the ores
contain different minerals.
What are the

names of these
ores?
LIM XUAN YUN
Photograph 4.1 Various types of ores found in

Earth’s crust
SCIENCE INFO
Try to guess, how many minerals exist on this Earth! Mineralogy or the study of minerals
Then, compare your guess with the number of minerals is an active field of science because
listed in the following website: the number and properties of
minerals keep increasing.
BT_Science_124 and click
“Recent new minerals”
My World of Science
Soon, all cars using petrol or
diesel will be replaced with electric
cars. This can be realised with the
discovery of two minerals which
Is your guess close to the number of minerals listed by the
can produce long lasting batteries.
International Mineralogical Association, IMA? These two minerals are lithium
and cobalt.
124 4.1.1
Chapter 4: Reactivity of Metals
Various Forms of Minerals in Earth’s Crust

Minerals are solid elements or compounds present naturally with definite crystalline structures
and chemical compositions. Various minerals are contained in rocks found in Earth’s crust.
Minerals that can be found in Earth’s crust are made up of the following:
A Elements
Gold Silver
Photograph 4.2 Gold and silver
B Compounds
Bauxite Hematite Galena Cassiterite
Photograph 4.3 Bauxite, hematite, galena and cassiterite
The common and systematic names of natural compounds and the combination of their
elements are shown in Table 4.1.
Table 4.1 Natural compounds and their elements
Common name Systematic name Combination of elements
Hematite Iron(III) oxide Iron, oxygen
Cassiterite Tin(IV) oxide Tin, oxygen
Quartz Silicon dioxide Silicon, oxygen
Bauxite (aluminium ore) Aluminium oxide Aluminium, oxygen
Galena (lead ore) Lead(II) sulphide Lead, sulphur
Pyrite Iron(II) sulphide Iron, sulphur
Calcite Calcium carbonate Calcium, carbon, oxygen
4.1.1 125
Natural Compounds are the Combination of Several Elements
BRAIN
TEASER
The compound
shown in this
photograph has
a common name,
that is bauxite or
aluminium ore. Its
systematic name is aluminium
oxide. Who normally uses the
common and systematic names
for this compound?
My World of Science
Calcium silicate is a natural
compound that can be used as an
additive in human food.
Photograph 4.4 Limestone quarry
Limestone is a mineral that has many uses in daily life such as in the construction of roads and
buildings, and for table tops. Is limestone a natural compound made up of a combination of
several elements? Let us investigate this by carrying out Activity 4.1. Then, carry out Activity 4.2
to create a multimedia presentation on examples of properties of natural minerals and their uses
in daily life.

To show that a natural compound is a combination of several elements
Materials
Calcium carbonate powder, clear limewater and dilute hydrochloric acid
Apparatus
Boiling tube labelled P, boiling tube labelled Q, spatula, test tube, Bunsen burner, rubber
stopper with delivery tube, filter funnel and retort stand with clamp
Instructions
1. Put a spatula of calcium carbonate into boiling tubes P and Q.
2. Pour 10 ml of dilute hydrochloric acid into boiling tube P.
3. Set up the apparatus to test the property of the gas released by passing it through
limewater as shown in Figure 4.1.
126 4.1.2
Boiling tube P Boiling tube Q

Test tube Test tube
Calcium
carbonate
Calcium Retort stand Limewater Retort stand Limewater
carbonate Heat
and dilute
hydrochloric
acid
Figure 4.1 Apparatus set-up to Figure 4.2 Apparatus set-up to

test gas released heat calcium carbonate
4. Observe and record the changes in the Safety

limewater, if any, in a table. Precaution
Heat the calcium carbonate in boiling tube Q Do not point the mouth of the
boiling tube that is being heated
strongly until gas is released.
at yourself or others.
6. Observe and record the changes in the
limewater, if any, in the table.
Observation
Condition of limewater
Action on calcium
carbonate before gas passes through after gas passes through
Calcium carbonate mixed

with dilute hydrochloric acid
Calcium carbonate heated

strongly
Questions
1. Name the gas that is tested using limewater.
2. How is the test for the gas carried out? Explain.
3. Name the gas released when calcium carbonate:
(a) reacts with dilute hydrochloric acid
(b) is heated strongly
4. Complete the word equation for each reaction in question 3.
(a) Calcium carbonate + hydrochloric acid + +
heated
(b) Calcium carbonate +
5. Name three elements that are combined in calcium carbonate.
4.1.2 127
SCIENCE INFO
Calcium carbonate is a natural compound that exists in various forms, colours and textures such as
calcite, limestone, marble, chalk, coral reefs and shells of marine animals.
Limestone
Li M
Marble
bl Ch
Chalk
lk C
Calcite
l i
Activity 4.2
To create a multimedia presentation on examples of properties
• Technology-
of natural minerals and their uses in daily life
based activity
Instructions
1. Work in groups.
2. Gather and discuss information on examples of properties of natural minerals and
their uses in daily life. Then, fill in the information in the table as follows:
Natural Physical Chemical Uses in

mineral characteristics characteristics daily life
3. Present the findings of your group discussion in class.

1. What are minerals?
2. Name one example of a mineral in the form of:
(a) element
(b) natural compound
3. State two examples of minerals, their chemical or physical characteristics and their uses in
daily life.
128 4.1.3
4.2 Reactivity Series of Metals
Compare and contrast the reactions of metals with oxygen in the air as shown in Photograph 4.5.
(a) Magnesium burning in air (b) Iron exposed to air
Photograph 4.5 Reactions between metals and oxygen
Is the vigour of the reactions of different metals such as magnesium and iron with oxygen the
same or different?
In a vigorous reaction between a more In a less vigorous reaction between a less

reactive metal such as magnesium and reactive metal such as iron and oxygen, only
oxygen, a bright flame is observed as a glow or slow change in colour is observed
shown in Photograph 4.5(a). as shown in Photograph 4.5(b).
Constructing Reactivity Series of Metals

Different metals have different reactivities towards oxygen. Metals that are more reactive
towards oxygen react more vigorously with oxygen. Reactivity series of metals is a list of
metals arranged in order of their reactivity towards oxygen as shown in Figure 4.3.
Au Ag Hg Cu Pb Sn Fe Zn Al Mg Ca Na K
Reactivity of metals towards oxygen increases
Figure 4.3 Reactivity series of metals towards oxygen
Let us carry out Activity 4.3 to compare and contrast the reactivity of several different metals
towards oxygen.
4.2.1 129
Investigating the reactivity of several metals towards oxygen
Aim: To study the reaction of heating metals such as magnesium, aluminium, zinc, iron
and lead with oxygen
Materials
Potassium manganate(VII) crystals, magnesium powder, aluminium powder, zinc powder,
iron powder, lead powder and glass wool
Apparatus
Boiling tube, retort stand with clamp, porcelain plate, spatula and Bunsen burner
Instructions
Safety
Precautions
• Glass wool fibres are very dangerous. Use forceps to handle them. Make sure you wear safety
glasses and cover your mouth and nose when handling glass wool. Do not allow glass wool to
enter your body. Wash your hands after handling glass wool.
• Potassium manganate(VII) crystals and metal powder can explode if mixed during heating. Make
sure both of these materials are always kept apart.
• Make sure you wear safety glasses and do not look directly at the flame caused by heating metal
powder with oxygen.
• Use only a small amount of metal powder.
1. Put a spatula of potassium manganate(VII) crystals into a dry boiling tube. Use some
glass wool to prevent it from coming out as shown in Figure 4.4.
Metal powder
Glass wool
Reaction between metal and
oxygen
Porcelain Potassium
plate 5
*(
manganate(VII)
crystals
:
Heat Heat
,
.
7(
Figure 4.4
2. Clamp the boiling tube horizontally onto the retort stand as shown in Figure 4.4.
3. Put a spatula of magnesium powder on a small porcelain plate. Put the porcelain
plate into the boiling tube as shown in Figure 4.4.
130 4.2.1
4. Heat the magnesium powder strongly. Then, heat the potassium manganate(VII)
crystals.
5. Observe the vigour of the reaction.
6. Record your observations in a table. Take a video recording and/or photographs of
the reaction.
7. Repeat steps 1 to 6 using the powdered form of the metals listed in the following
table:
Observations
Observation
Metal Metal
Metal burns burns Metal Metal Metal
very quickly burns glows glows
quickly and slowly brightly dimly
and brightly brightly
Magnesium
Aluminium
Zinc
Iron
Lead
Questions
1. Complete the word equation for the reaction of each metal with oxygen.
(a) Magnesium + oxygen
(b) Aluminium + oxygen
(c) Zinc + oxygen
(d) Iron + oxygen
(e) Lead + oxygen
2. State the relationship between the vigour of the reactions and the reactivity of the
metals towards oxygen.
3. Based on the results from this activity, complete the following sequence of metals
according to their decreasing reactivity towards oxygen.
4.2.1 131
Position of Carbon in the Reactivity Series of Metals
The position of a metal in the reactivity series of metals BRAIN
depends on the reactivity of the metal when reacting TEASER
with oxygen. Can the position of a non-metal such as
Write the word equation for the
carbon and hydrogen in the reactivity series of metals
reaction between:
be determined according to the reactivity of carbon and • carbon and oxygen
hydrogen with oxygen? • hydrogen and oxygen
Let us carry out Activity 4.4 to determine the position
of carbon in the reactivity series of metals.

Determining the position of carbon in the reactivity series of metals
Aim: To determine the position of carbon in the reactivity series of metals by heating the
following substances:
(a) Zinc oxide with carbon
(b) Aluminium oxide with carbon
(c) Lead(II) oxide with carbon
Materials
Carbon powder, zinc oxide, aluminium oxide and lead(II) oxide
Apparatus
Crucible, spatula, Bunsen burner, pipeclay triangle and tripod stand
Instructions
A Teacher’s demonstration
Observe carefully when the teacher conducts a demonstration of steps 1 to 4 as follows:
1. Put a spatula of carbon powder and a spatula of zinc oxide powder into a dry
crucible. Mix the powders evenly in the crucible.
2. Place the crucible on a pipeclay triangle on a tripod stand as shown in Figure 4.5.
Crucible Mixture of carbon

and metal oxide
Pipeclay triangle
Position of carbon in the reactivity
series of metals
5
Heat *(
:
,
.
7(
Figure 4.5
132 4.2.2
3. Heat the mixture in the crucible strongly.

4. Observe the changes that happen to the mixture. Record your observation in a table.
B Student’s activity
Repeat steps 1 to 4 replacing zinc oxide with aluminium oxide and lead(II) oxide.
Observations
Mixture Observation Reactivity of carbon
Zinc oxide
and carbon
Aluminium oxide
and carbon
Lead(II) oxide
and carbon
Questions
1. Complete the word equation for each reaction of metal oxide with carbon, if any.
(a) Zinc oxide + carbon
(b) Aluminium oxide + carbon
(c) Lead(II) oxide + carbon

2. Name the metal that is less reactive than carbon. Explain your answer.
3. Based on the results of this activity, complete the following sequence to show the
arrangement of elements according to their increasing reactivity towards oxygen:
Increasing
reactivity
4. Give one application of the position of carbon in the reactivity series of metals for
industrial use. Explain your answer.
5. Underline the correct answer for the following statements:
(a) If carbon can remove oxygen from a metal oxide, it means carbon is (more/less)
reactive than the metal.
(b) If carbon cannot remove oxygen from a metal oxide, it means carbon is
(more/less) reactive than the metal.
4.2.2 133
Position of Hydrogen in the Reactivity Series of Metals
The position of hydrogen in the reactivity series of metals can be determined through
interpretation of the data based on Figure 4.6 and Table 4.2.
Figure 4.6 shows the apparatus set-up used to determine the position of hydrogen in the
reactivity series of metals.
Burning of excess
Thistle funnel Dry hydrogen
Hydrogen gas hydrogen gas
gas
Combustion tube
Dilute sulphuric Heat Metal oxide on

acid + copper(II)
U-tube porcelain plate
sulphate solution
5
*(
:
Zinc
,
.
7(
Anhydrous calcium chloride
Figure 4.6 Apparatus set-up to determine the position of hydrogen in the reactivity series of metals
Table 4.2 shows the results from activities carried out by chemists to determine the position
of hydrogen in the reactivity series of metals.
Table 4.2 The results from activities to determine the position of hydrogen
in the reactivity series of metals
Mixture Observation Inference
Hydrogen and Aluminium oxide does not glow. Hydrogen does not reduce
aluminium oxide Aluminium oxide is white in colour. aluminium oxide.
Zinc oxide does not glow.

Hydrogen and Hydrogen does not reduce zinc
Zinc oxide turns yellow when hot and white on
zinc oxide oxide.
cooling.
Hydrogen and Iron(III) oxide burns brightly. Reddish brown Iron is produced. Hydrogen
iron(III) oxide powder turns shiny grey. reduces iron(III) oxide to iron.
Hydrogen and Lead(II) oxide burns brightly. Lead is produced. Hydrogen

lead(II) oxide Yellow powder turns shiny grey. reduces lead(II) oxide to lead.
Hydrogen and Copper(II) oxide burns very brightly. Copper is produced. Hydrogen
copper(II) oxide Black powder turns brown. reduces copper(II) oxide to copper.
Based on the results given in Table 4.2,

(a) Underline the correct answers about the reactivity of hydrogen.
(i) Hydrogen is (less/more) reactive than aluminium.
(ii) Hydrogen is (less/more) reactive than zinc.
134 4.2.2
(iii) Hydrogen is (less/more) reactive than iron.

(iv) Hydrogen is (less/more) reactive than copper.
(v) Hydrogen is (less/more) reactive than lead.
(b) State the metals which are more reactive than hydrogen.
(c) State the metals which are less reactive than hydrogen.
Conclusion on the Position of Carbon and Hydrogen in the

Reactivity Series of Metals
In Activity 4.3, you have arranged metals according to their reactivity towards oxygen. The
arrangement you made is part of the reactivity series of metals. In Activity 4.4 and data
interpretation in Table 4.2, you determined the position of carbon and hydrogen in the
reactivity series of metals. Even though the reactivity series of metals is an arrangement of
metals according to their reactivity towards oxygen, the position of n non-metals such as carbon
hydrogen
and hyydroggen is also shown in the reactivityy series of metals (Figure 4.7).
My World of Science
Lithium
Lith
Lith batteries will explode
whe
when heated. Due to this,
K Potassium pas
passengers are not allowed to
keep lithium batteries in their
kee
Na Sodium luggage placed in aircrafts.
lugg
Ca Calcium
Mg Magnesium
Al Alumimium
C Carbon
Reactivity Zn Zinc
of metal
towards H Hydrogen
oxygen
increases Fe Iron SCIENCE INFO
Sn Tin Coal is one of the minerals found
Malaysia. About 80% of the coal
in Ma
Pb Lead found in Sarawak, 19% in Sabah
is fou
dan 1% in Peninsular Malaysia. The
Cu Copper largest coal reserve is located in
large
Merit Pila, Sarawak.
Hg Mercury
Ag Silver
5
Au Gold *(
:
,
.
Figure 4.7
Fi 47 RReactivity
eacti
tivit
ity series
seriies off metals
mettals
l 7(
4.2.2 135
1. What is reactivity series of metals?
2. Figure 1 shows the reaction between metal X and oxygen in the air.
Figure 1
(a) Is metal X reactive towards oxygen? Explain your answer.

(b) Metal Y glows brightly when it reacts with oxygen. Is metal Y more or less reactive
than metal X?
(c) If metal Z does not react with oxygen, arrange metals X, Y and Z in the reactivity
series of metals based on their reactions.
Reactivity
of metal
towards
oxygen
decreases

(a) Metals are arranged in the reactivity series of metals based on the reaction of the metal
towards (carbon/oxygen).
(b) The most reactive metal in the reactivity series of metals is (calcium/potassium).
(c) The reactivity series of metals is applied in the (melting/extraction) of metals from
their ores.
4. (a) State the most reactive metal in the reactivity series of metals.
(b) State the least reactive metal in the reactivity series of metals.
5. (a) State two non-metal elements that are included in the reactivity series of metals.
(b) Why are these two non-metal elements included in the reactivity series of metals?
136
4.3 Extraction of Metals from their Ores
Extraction of Metals My Malaysia

M
Extraction of metals is the process to obtain metals from The extraction of iron from its ore
their ores. Observe the relationship between the position by a local company in Malaysia.
of carbon and hydrogen in the reactivity series of metals http://links.andl17.com/BT_Science
and the method used to extract metals from their ores as _137_2
K Potassium
For metals higher than

Na Sodium
carbon in the reactivity
Extraction through series of metals, the
Ca Calcium electrolysis of metallic extraction of the metal
compounds in molten form. from its metallic compound
Mg Magnesium is through electrolysis.
Al Aluminium
C Carbon
Zn Zinc
For metals lower than
H Hydrogen carbon in the reactivity
Extraction through series of metals, the
Fe Iron reduction of metal oxides extraction of the metal
by carbon. from its ore is through the
Sn Tin reduction of its oxide
with carbon.
Pb Lead
Cu Copper Extraction of the metals is done

through direct heating of the
Hg Mercury metallic compounds.
Ag Silver
Exist in the form of elements in
Earth’s crust.
Au Gold
Figure 4.8 Reactivity series of metals and methods of extracting metals from their ores
4.3.1 137
Process of Iron Extraction
The extraction of iron from its ore 1 A mixture of concentrated iron ore or iron
is carried out in a blast furnace as oxide, coke and limestone is added into
a blast furnace through the top.
5
*(
,
.
7(
Blast furnace
2 A very hot blast of air is

pumped into the furnace
through the bottom.
Slag is released
Molten metal is
released
Figure 4.9 Extraction of iron in a blast furnace
138 4.3.1
3 Reactions that occur in the furnace at high temperature.
Production of iron
t $PLFPSDBSCPOSFBDUTXJUIPYZHFOJOUIFIPUBJSUPQSPEVDFDBSCPOEJPYJEFBOEIFBU
Carbon + oxygen carbon dioxide
t$BSCPOEJPYJEFUIBUJTQSPEVDFESFBDUTXJUIUIFSFTUPGUIFIPUDPLFUPGPSN
Carbon dioxide + carbon carbon monoxide
DBSCPONPOPYJEFXIJDIJTBTUSPOHSFEVDJOHBHFOU
Carbon dioxide + carbon carbon monoxide
t$BSCPONPOPYJEFBOEDBSCPOSFEVDFTJSPOPYJEFJOUPJSPO
Iron(III) oxide + carbon iron + carbon dioxide

Iron(III) oxide + carbon monoxide iron + carbon dioxide
Iron(II) oxide + carbon iron + carbon dioxide
Iron(II) oxide + carbon monoxide iron + carbon dioxide
Production of slag
t-JNFTUPOFPSDBMDJVNDBSCPOBUFEFDPNQPTFTUPGPSNDBMDJVNPYJEFBOEDBSCPOEJPYJEF
Calcium carbonate calcium oxide + carbon dioxide
t$BMDJVNPYJEFSFBDUTXJUIJNQVSJUJFTTVDIBTTBOEPSTJMJDPOEJPYJEFJOJSPOPSFUPGPSNTMBH
PSDBMDJVNTJMJDBUF
Calcium oxide + silicon dioxide calcium silicate
4 At high temperature in the furnace,

tiron UIBUJTQSPEVDFEXJMMNFMU5IJTNPMUFOJSPOnPXTUPUIFCPUUPNQBSUPGUIFGVSOBDF
'SPNUJNFUPUJNF UIFNPMUFOJSPOJTUBQQFEPGGBOEDIBOOFMMFEJOUPNPVMETBOEBMMPXFE
UPDPPMBOEGSFF[F5IFNPMUFOJSPOUIBUIBTTPMJEJmFEJTLOPXOBTcast iron.
tslag UIBUJTQSPEVDFEXJMMNFMU5IJTNPMUFOTMBHBMTPnPXTUPUIFCPUUPNQBSUPGUIF
GVSOBDF4JODFNPMUFOTMBHJTMFTTEFOTFUIBONPMUFOJSPO UIFTMBHXJMMnPBUPOUPQPGUIF
NPMUFOJSPO'SPNUJNFUPUJNF UIFNPMUFOTMBHJTUBQQFEPGGBOEVTFEUPNBLFUIFCBTF
PGCVJMEJOHTBOESPBET
4.3.1 139
Activity 4.5
To create a multimedia presentation explaining how metal extraction
is carried out based on the processes of iron and tin extractions • ICS
in Malaysia • Technology-
based activity
Instructions
1. Work in groups.
2. Gather materials from various media on how metals are extracted in the mining
sector in Malaysia.
3. Examples of websites are as follows:
• Source of minerals in • Process of tin extraction

Malaysia in Malaysia
http://links.andl17.com/ http://links.andl17.
BT_Science_140 com/BT_Science_140_2
4. Discuss the processes of iron and tin extractions from their ores.
MS PowerPoint.
Mining Issues in Malaysia

Mining issues in Malaysia and their impact on life in the local or global context are shown in
Figure 4.10.
Air pollution Usage of large

due to burning amount of
of fuels electrical energy
Water pollution Air pollution by

due to cleaning Mining gases released from
of ore issues in blast furnaces
Malaysia
Soil erosion Destruction of

due to mining habitat due to
of ore Sound pollution construction of mines
from mining
machinery
Figure 4.10 Mining issues in Malaysia and their impact
Let us carry out Activity 4.6 to study problems of mining issues in Malaysia shown in
Figure 4.10.
140 4.3.2
Activity 4.6
To solve problems of mining issues in Malaysia
• ICS
Instructions • Discussion/
1. Work in groups. project-based
2. Gather information on issues of poorly planned mining activities activity
in Malaysia and their impact on life in the local or global context.
3. Examples of websites are as follows:
• The Ministry of Human • Impact of bauxite

Resources mining in Kuantan,
http://links.andl17.com/ Pahang
BT_Science_141_1 http://links.andl17.
com/BT_Science_141_2
4. Debate on the information gathered.

5. Generate ideas to solve problems of the adverse effects from mining activities that
have been poorly planned to life on Earth.
6. Prepare posters for Gallery Walk on efforts to conserve mining areas towards
sustainable development.
7. Display three of the best posters on the science bulletin board.

1. State the extraction method of the following metals from P
their ore or metal oxides:
(a) Aluminium oxide
(b) Iron ore
2. Figure 1 shows a blast furnace used to extract iron.
(a) Name one example of a metal other than iron that is
extracted using the blast furnace. Q
(b) Name the substance that is added into the blast furnace
through the parts labelled: S R
(i) P (ii) Q
(c) Name the substance that is tapped off from the blast
furnace through the parts labelled:
(i) R (ii) S Figure 1
3. State one adverse effect from unplanned mining activities and ways to solve it in the
following contexts:
(a) Local context
(b) Global context
4.3.2 141
Summary
142
Variety of minerals in Earth’s crust extracted in the sector Mining
made up of that is poorly planned

will cause
Mineral elements Mineral compounds Adverse effects

and impact
such as
on
classified
Non-metals Metals Reactivity Metal oxides Life
in series of metals
example examples based on examples that needs
Vigour of reaction To be solved using

Graphite Gold, silver rBauxite (aluminium ore)
of metal towards application of creative
rGalena (lead ore)
oxygen and innovative ideas
rHematite (iron ore)
and ways
rCassiterite(tin ore)
Extracted from metal ore using

electrolysis or carbon as the
reducing agent in a blast furnace
Self-reflection
4.1 Variety of Minerals

Explain with examples minerals that are found in Earth’s crust.
Identify elements found in natural compounds.
Explain with examples the characteristics of natural minerals and its uses in daily life.
4.2 Reactivity Series of Metals

Construct a reactivity series of metals based on its reactivity with oxygen and write the
word equation for the reactions.
Determine the position of carbon and hydrogen in the reactivity series of metals.
4.3 Extraction of Metals from their Ores

Communicate the extraction of metals from its ore using illustrations.
Generate ideas on how to solve problems from unplanned mining activities to life on Earth.
1. The following are some of the minerals found in Earth’s crust.
Iron Quartz Silver Bauxite Potassium
Galena Tin Hematite Limestone
(a) Classify the above minerals into two groups, namely elements and compounds.
Minerals in Earth’s crust
Elements Compounds
143
(b) Give one example of metal ore and name the elements combined in the metal ore.
2. Figure 1 shows tin ore.
Figure 1
(a) What is the systematic name of tin ore?

(b) State the substance used to extract tin from tin ore.
(c) Write the word equation for the reaction between tin and oxygen.
3. Mark ' ✓' for the correct statements.

(a) The number of minerals in Earth’s crust is the same as the number of elements. ( )
(b) Aluminium ore is a mineral compound in Earth’s crust. ( )
(c) Calcium oxide that is used to reduce the acidity of soil is basic. ( )
(d) Carbon is used to form metal ores. ( )
4. (a) Name the substance that reacts with metals and is used to determine the position of
the metals in the reactivity series of metals.
(b) Potassium and sodium are kept in dark reagent bottles filled with paraffin oil.
Explain why.
5. Figure 2 shows the apparatus set-up of an activity to test the reaction of a metal towards
gas X.
Metal powder Glass wool
Potassium manganate(VII) crystals

Porcelain plate
Heat Heat
Figure 2
144
(a) Name gas X.

(b) What is the function of potassium manganate(VII) crystals in this activity?
(c) Explain the steps of the correct heating procedure in this activity.
(d) State the aim of this activity.
6. How can the position of carbon in the reactivity series of metals determine the method of
extraction of metals from their ores or metallic compounds?
Focus on HOTS
7. The construction of 3D (three dimensional) models are normally used in various fields.
You are required to make a 3D model of a blast furnace using the following materials:
• Drinking straw
• Empty mineral water bottle
• Water
• Cooking oil
• Iron powder
• Coke
• Limestone powder
• Transparent plastic bag
• Motor
• Blade of fan
• Paper clips
Sketch your 3D model and explain.
145
Chapter
Chapter
Chapte
hapte
er
Thermochemistry
5
What is thermochemistry?
What are endothermic and
exothermic reactions?
What is the importance of
the concept of endothermic
and exothermic reactions in
daily life?
Let’s study
Endothermic and exothermic reactions
146
Science Gallery
Every chemical reaction is followed by a change in the form of energy.
When chemical reactions occur, chemical energy stored in the reactants is
converted to heat energy and released into the surroundings.
Thermochemistry is the study of heat changes when chemical
reactions occur. There are many applications of thermochemistry in our
daily life which include instant hot packs and instant cold packs as shown
in the photographs below.
Instant hot packs are used to

release heat into the surroundings.
The heat released by instant hot
packs can relieve muscle cramp
and increase the size of lumen in
the blood capillaries so that the rate
of blood circulation through these
capillaries is increased.
Instant cold packs are used to

absorb heat from the surroundings.
The heat absorbed by instant cold
packs can reduce the swelling of
wounds, get rid of heat from
inflamed tissues or body organs
and reduce the size of lumen in the
blood capillaries so that the rate of
blood circulation through these
capillaries is reduced and this
helps to stop bleeding.
Keywords
Thermochemistry Thermal equilibrium

Endothermic reaction Heat
Exothermic reaction Temperature
147
5.1 Endothermic and Exothermic Reactions
When sodium is added to

water, the chemical reaction
that occurs is shown in
Photograph 5.1.
Name three forms

LIM
of energy that are
released in this
chemical reaction.
What form of energy is

released or absorbed in
most chemical reactions?
Chemical reactions can be divided into two Photograph 5.1 Reaction

types based on the heat change that occurs between sodium and water
during the reactions. These are the exothermic
reactions and endothermic reactions.
SCIENCE INFO
The prefix ‘exo’ originates from the Greek word which means ‘outside’ while the suffix ‘thermic’ originates from
the Greek word which means ‘heat’. The prefix ‘endo’ originates from the Greek word which means ‘inside’.
Sir, how can we identify whether the

reaction shown in Photograph 5.1
is an exothermic or endothermic
reaction?
LIM
RIFQI
That’s easy. We only need to detect the change

in temperature of the water in the container. If the
water in the container becomes hot, the chemical
reaction is an exothermic reaction. If the water in
the container becomes cold, the chemical
reaction is an endothermic reaction.
148 5.1.1 5.1.2

Chapter 5: Thermochemistry
Now, I would like to ask a question. Name one measuring

device that is suitable for determining exothermic and
endothermic reactions. Then, explain your answer.
LIM A thermometer, sir. A rise in the reading of the

thermometer shows that heat is released into the
RIFQI
surroundings. This is an exothermic reaction.
On the contrary, a drop in the reading of the
thermometer shows that heat is absorbed from
the surroundings. This is an endothermic reaction.
Very good! Let’s carry out Experiment 5.1 to compare

and contrast the exothermic and endothermic reactions.
on
Alright, sir.
LIM
RIFQI
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ane
SCIENCE INFO
Recall the relationship between
temperature and heat, and the
concept of thermal equilibrium
which you have learnt in Form 2.
5.1
Experiment 5.1
Aim
Compare and contrast the exothermic and endothermic reactions
Problem statement
What are the similarities and differences between the exothermic and endothermic reactions?
Hypothesis
An exothermic reaction is a chemical reaction that releases heat into the surroundings while
an endothermic reaction is a chemical reaction that absorbs heat from the surroundings.
5.1.2 5.1.3 149

Variables
(a) manipulated variable : Type of chemical substance
(b) responding variable : Final temperature reading
(c) constant variable : Volume of water
Materials
Sodium hydrogen carbonate powder, sodium hydroxide, ammonium chloride,
0.1M sodium hydroxide solution and 0.1M hydrochloric acid
Apparatus
Polystyrene cup, thermometer, spatula and measuring cylinder
Procedure
1. Measure and pour 50 ml of water into a polystyrene cup.
2. Leave the water in the polystyrene cup for 2 minutes.
3. Record the initial temperature reading of the water in the given table.
4. Add two spatulas of sodium hydroxide into the polystyrene cup and stir the mixture
until all the sodium hydroxide dissolves in the water as shown in Figure 5.1.
Thermometer
Spatula
Sodium hydroxide
Polystyrene cup
Water
Figure 5.1
5. Record the maximum or minimum temperature in the table.

6. Repeat steps 1 to 5 by replacing sodium hydroxide with ammonium chloride.
7. Measure and pour 25 ml of hydrochloric acid into a polystyrene cup.
8. Leave the acid in the polystyrene cup for 2 minutes.
9. Record the initial temperature of the acid in the given table.
10. Measure and pour 25 ml of sodium hydroxide solution into the polystyrene cup and
stir the mixture as shown in Figure 5.2.
Thermometer
Polystyrene cup
Sodium hydroxide
solution
Polystyrene cup Hydrochloric acid
Figure 5.2
150 5.1.3
11. Record the maximum or minimum temperature in the table.

12. Repeat steps 7 to 11 by replacing sodium hydroxide solution with 2 spatulas of
sodium hydrogen carbonate powder.
Observations
Hydrochloric Hydrochloric
Sodium Ammonium acid and acid and
Reactants hydroxide chloride salt sodium sodium
and water and water hydroxide hydrogen
solution carbonate
Temperature before
reaction (°C)
Maximum
or minimum
temperature during
reaction (°C)
Type of reaction
Conclusion
Questions
1. What is the operational definition for:
(a) the release of heat in this experiment?
(b) the absorption of heat in this experiment?
2. (a) What happens when the temperature shown on the thermometer is at maximum
or minimum?
(b) Explain your answer to question 2(a).
3. State the criteria used in this experiment to classify the reaction as:
(a) exothermic
(b) endothermic
4. List the exothermic reactions in this experiment.
5. List the endothermic reactions in this experiment.
6. (a) How can the accuracy of the maximum or minimum temperature be increased?
(b) Explain your answer to question 6(a).
5.1.3 151
Examples of Exothermic and Endothermic Reactions in Daily Life
Examples of exothermic and endothermic reactions in daily life are shown in Photograph 5.2.
Fireworks display Photosynthesis
Cake baking Respiration
Photograph 5.2 Examples of exothermic and endothermic reactions
Based on Photograph 5.2:

• which are exothermic reactions?
• which are endothermic reactions?
152 5.1.4
Designing Materials Using the Concept of Exothermic and

Endothermic Reactions to Solve Problems in Daily Life
Carry out Activity 5.1 to design materials using the concept of exothermic and endothermic
reactions to solve problems in daily life.
Activity 5.1
To study engineering designs to solve problems in daily life
• ICS, CPS,
STEM
Instructions
• Project-based
1. Work in groups. learning
2. Gather information on the engineering design process to: activity
(a) produce materials to relieve muscle cramp
(b) produce an emergency lamp when there is a power failure
(c) design a container that can maintain high or low temperature
3. Write the information and research results obtained by your group in the form of
a folio.
5.1.5 153
1. Define the following types of chemical reactions:
(a) Endothermic reaction
(b) Exothermic reaction
2. What is thermochemistry?
3. Why does our body temperature increase when performing vigorous physical activities?
4. (a) Name one example of a global phenomenon caused by exothermic reaction.
(b) Give one solution to the phenomenon mentioned in question 4(a).
5. (a) Name the reaction produced by materials to relieve muscle cramp.
(b) Explain your answer.
Summary
Thermochemistry
is
The study of heat changes that occur when chemical reactions take place
where
Heat is released into the surroundings Heat is absorbed from the surroundings
in in
Exothermic reactions Endothermic reactions
in processes such as in processes such as
Burning of paper, bomb Photosynthesis, cake baking, extraction

explosion, respiration, of iron from iron ore, dissolving
neutralisation of acid with alkali ammonium salt in water
which cause which cause
A rise in temperature A drop in temperature
in the in the
Product of reaction Product of reaction
154
Self-reflection
5.1 Endothermic and Exothermic Reactions

Define endothermic and exothermic reactions.
Relate heat absorbed or released in a chemical reaction to endothermic and exothermic
reactions.
Carry out an experiment to compare and contrast endothermic and exothermic reactions.
Explain with examples exothermic and endothermic reactions.
Design materials using the concept of exothermic and endothermic processes to solve
problems in life.
1. There are two types of reactions: exothermic reaction and endothermic reaction. Match the
examples of processes with the correct type of reaction.
(a) Burning of petrol
(b) Photosynthesis
(c) Respiration Exothermic reaction
(d) Making bread

Endothermic reaction
(e) Neutralisation
(f) Rusting of iron

(a) The burning of a candle is an exothermic reaction because heat is (released/absorbed).
(b) Exothermic reaction in the body (increases/decreases) the body temperature.
(c) Exothermic reaction is applied in instant (cold/hot) packs.
(d) Baking a cake is not an exothermic reaction because heat is (released/absorbed).
155
3. Solve the crossword puzzle below.
(e)
(b) P E Across
(a) Study of heat
change when
chemical reactions
take place.
(f) (d) (b) Endothermic
reaction that
E T
occurs in plants.
(c) Exothermic
reaction that
(a) T R M occurs in animals.
(c) R
Down
(d) A device that measures change in temperature during exothermic and endothermic
reactions.
(e) Chemical reaction that absorbs heat from the surroundings.
(f) Chemical reaction that releases heat into the surroundings.
4. Figure 1 shows an apparatus set up to heat calcium carbonate.
Calcium Limewater
carbonate
Retort stand
Heat
Figure 1
Is the heating of calcium carbonate an exothermic reaction or an endothermic reaction?

156 5.1.1
5. Differentiate the reaction between hydrochloric acid and sodium carbonate, and the
reaction between hydrochloric acid and sodium hydrogen carbonate.
6. How can the effects of global warming be reduced by the replanting of trees?
7. (a) Figure 2 shows a thermite reaction, that is the heating of iron(II) oxide, aluminium
powder and magnesium tape.
Figure 2
Is a thermite reaction an exothermic reaction or endothermic reaction? Explain your

answer.
(b) Figure 3 shows an application of a thermite reaction.
Figure 3
Describe the application of thermite reaction in Figure 3.
157
Focus on HOTS
HOTS
8. Figure 4 shows an instant hot pack and an instant cold pack used in hospitals to relieve
muscle cramps and reduce the swelling of wounds.
INSTANT INSTANT
HOT COLD
PACK PACK
Press Press
here here
Figure 4
Using your creativity, modify and make an instant hot pack and an instant cold pack using
the following materials. Explain.
Two thin plastic

bags (size: small) terr
Water
Two thick plastic
bags (size: large)
Toothpick
Toot
Tooth
thp
pick
ick
Ammonium nitrate
Calcium chloride
158
THEME
Energy and Sustainability
3 of Life
Solar cells are used to generate electricity. What is the importance of the generation
of electricity using solar energy in Malaysia?
According to the law in Malaysia,

the installation of smoke detectors in
buildings such as hospitals, hotels,
supermarkets and office buildings is
compulsory. Smoke detectors normally
contain a small amount of radioactive
substance. Name this radioactive
substance. What is the importance
of handling radioactive substances
effectively in daily life?
159
Chapter
Chapter
Chapte
hapt
apte
apt er Electricity and
6
1 Magnetism
What are renewable

and non-renewable
energy sources?
What are the functions

of step-up and
step-down transformers?
How is the cost of

electricity consumption
calculated?
Let’s study
Generation of electricity
Transformer
Transmission and distribution of electricity
Calculating the cost of electricity consumption
160
Science Gallery
According to a report from the Malaysian Nuclear Agency,
Malaysia needs to have a nuclear power station in 2030. This power
station should generate electricity that is sufficient to meet the
electricity needs of our country. Do you agree or disagree with
having of this power station in Malaysia? Why?
(Source:http://www.utusan.com.my/sains-teknologi/inovasi/loji-
nuklear-negara-beroperasi-2030-1.146680)
MALAYSIA
# #
##
Where should nuclear power

RIFQI
stations be built in our country?
Keywords
Power station Secondary coil Short circuit

Induced current Input voltage Electric shock
Direct current Output voltage Kilowatt-hour (kWh)
Alternating current National Grid Network Energy efficiency
Primary coil Earth wire
161
6.1 Generation of Electricity
Various Energy Sources to Generate My Malaysia

M
Electricity Malaysia is currently the leading
Did you know that our country, Malaysia is a country country in biomass industry in the
which is very successful in using various energy sources to Southeast Asian region.
Sarawak and Sabah are two states
generate electricity? What are the energy sources used in in Malaysia that have a variety and
Malaysia to generate electricity? a large amount of biomass. The
Electricity is generated through various energy sources. variety of biomass includes the
These different energy sources can be classified into two biomass of oil palm, forests, rubber
main groups, namely renewable energy sources and non- trees, garbage, rice husks and
maize. Besides the generation of
renewable energy sources as shown in Figure 6.1.
electricity, biomass is also used to
Figure 6.2 shows renewable and non-renewable energy produce innovative products such
sources used in power stations in Malaysia. as building materials.
Energy sources
Renewable Non-renewable
energy sources energy sources
Definition Definition
Energy sources that can Energy sources that cannot

be replaced continually be replaced and will
and will never deplete. deplete.
Hybrid power station in Pulau Perhentian
Kecil, Terengganu (Energy source: Wind,
Solar, Diesel)
Examples Examples
tHydro energy tNuclear energy
tWave energy tCoal
tSolar energy tNatural gas
tTidal energy tPetroleum
tWind energy
tBiomass energy
tGeothermal energy
Figure 6.1 Renewable and non-renewable energy sources
162 6.1.1
Chapter 6: Electricity and Magnetism
Bakun hydroelectric power station in

Sarawak (Energy source: Hydro energy)
Tuanku Jaafar power station in Negeri
Sembilan (Energy source: Natural gas)
Power stations
in Malaysia
Sultan Azlan Shah power station in Manjung,
Perak (Energy source: Coal)
Gelugor power station in Pulau Pinang

(Energy source: Diesel)
TSH Bio-Energy Sdn. Bhd. Biomass power
station in Sabah (Energy source: Biomass)
Figure 6.2 Power stations in Malaysia that use renewable

and non-renewable energy sources
6.1.1 163
Process of Generating Electricity
A generator is a device used to generate electricity. Look at Photograph 6.1 which shows an
example of a generator model.
Magnet Name two main components

that generate current in this
Coil of wire generator model.
Crank
Magnet
LED RIFQI
Photograph 6.1 Generator model
When the crank of the generator model is turned, a current known

as induced current is produced. The flow of this induced current
lights up the LED.
In 1831, a scientist named Michael
Faraday conducted a series of investigations
on the generation of electricity using Galvanometer
a magnetic field. Electric current is Galvanometer
meter
produced by: 20
10 0 10
20
Magnet 0
30
30
10
G 20
10
20
40
40
30
30
50
50
– +
G
40
40
50
50
– +
6 1
• Movement of the wire which causes the 8
magnetic field lines to be cut.

Solenoid
A connecting wire or solenoid is moved
is moved
rapidly through the space between the
magnetic poles as shown in Figures 6.3 Connecting wire is 6
and 6.4. An induced current is produced moved

in the connecting wire or solenoid, and Figure 6.3 Figure 6.4
it flows through the galvanometer. The
pointer in the galvanometer deflects.
Galvanometer Galvanometer
meter
• Movement of the magnet which causes Magnet
the magnetic field lines to be cut. is moved 20
10 0 10
20
30
30
G
40
40
4
50
50
– +
A magnet is moved as shown in

10 0 10
20 20
8
30
30
G
40
40
50
50
– +
Figures 6.5 and 6.6 so that the magnetic

Solenoid
field lines are cut by the connecting wire
or solenoid. An induced current is 6 1 Magnet is moved
produced in the connecting wire or
solenoid, and it flows through the Connecting wire
galvanometer. The pointer in the
galvanometer deflects. Figure 6.5 Figure 6.6
164 6.1.2

To study the production of electric current when magnetic field lines are cut by a copper wire
Materials
PVC insulated copper wire, connecting wire and cardboard tube with a coil of PVC
insulated copper wire (coil of wire/solenoid)
Apparatus
Bar magnet, U-shaped magnet and centre-zero galvanometer
Instructions
1. Connect the PVC insulated copper wire to the centre-zero galvanometer.
2. Move the copper wire downwards between the north and south poles of a U-shaped
magnet and then upwards as shown in Figure 6.3. Observe and record the deflection
of the galvanometer pointer.
3. Move the U-shaped magnet upwards and then downwards as shown in Figure 6.5.
Observe and record the deflection of the galvanometer pointer.
4. Connect the coil of PVC insulated copper wire to the centre-zero galvanometer.
5. Move the coil of wire as shown in Figure 6.4. Observe and record the deflection of
the galvanometer pointer.
6. Move the bar magnet as shown in Figure 6.6. Observe and record the deflection of
the galvanometer pointer.
Observations
Step Deflection of galvanometer pointer
Questions
1. What is detected by the galvanometer when the galvanometer pointer deflects?
2. What happens when a magnet moves relative to a copper wire or coil of copper wire?
3. What is produced by the cutting of the magnetic field lines by a copper wire or coil
of copper wire?
6.1.2 165
Activity 6.2
To build a simple generator that can light up an LED using magnets
and a coil of wire • ICS, ISS,
STEM
Materials • Innovation-
PVC insulated copper wire, cellophane tape, connecting wires with based activity
crocodile clips and LED
Magnadur magnet
Apparatus Coil of wire
Armature with axle, two magnadur magnets,
wooden plank (base) and C-shaped
magnet holder 1 6
Cellophane
tape to keep Commutator
Instructions commutator Carbon
1. Work in groups. in position brush
2. Construct a simple direct current (d.c.)
generator as shown in Figure 6.7. LED
3. Make sure the axle is stationary.
Observe and record if the LED
Ends of the coil of wire to
lights up. build commutator
4. Rotate the axle. Then, observe
and record if the LED lights up. Magnadur magnet Axle
5. Present your findings.
Observation N
LED Rotated
Condition of S
Stationary Rotating
axle
LED
Figure 6.7 Simple d.c. generator

Questions
1. Mark ' ✓ ' for the true statement related to the cutting of magnetic field lines.
(a) When the coil of wire and magnet are stationary, the magnetic field
lines are cut.
(b) When the coil of wire moves inside the stationary magnet, the
magnetic field lines are cut.
(c) Current will only be induced when the magnetic field lines are cut.
2. How is induced current detected in this activity?

3. How is induced current produced by the d.c. generator?
4. State two forms of energy other than electrical energy produced in this activity.
5. State two advantages of LED as a lighting device compared to a filament bulb.
166 6.1.2
Electricity Generated at Power Stations

Study Figures 6.8 to 6.13. Observe how electricity is generated at power stations using various
sources of energy.
Power station using non-renewable energy sources such as diesel, natural gas
1 and coal.
Boiler Generator
Steam
Transmission tower
Turbine
SCIENCE INFO
A pylon is a tall metal structure to
Seawater which transmission cables carrying
electricity are fixed so that they
Fuel Condenser are safely held high above the
ground.
Figure 6.8 Thermal power station
Mechanism
Burning of Boiling water Steam rotates Generator produces

fuel produces steam the turbine electricity
Energy Change
Chemical energy Heat energy Kinetic energy Electrical energy
2 Power station using solar energy.

Solar panel
Mechanism
Solar panels convert light energy from

Sunrays
the Sun into electricity
Energy Change
Solar energy Electrical energy Figure 6.9 Power station

using solar energy
6.1.2 167
3 Hydroelectric power station.
Water reservoir
Power tunnel
Generator
Transmission tower
Turbine
Water flows
into river
Figure 6.10 Hydroelectric power station
Mechanism
Water flows from
High dam Flow of water Generator produces
high level to low
stores water rotates turbine electricity
level
Energy Change
Gravitational
potential energy Kinetic energy Electrical energy
Power station using wind

4 energy.
Blade
Generator
Tower
Base
Figure 6.11 Power station using wind energy
Mechanism
Moving air Wind moves Blades rotate Generator produces

or wind blades turbine electricity
Energy Change
Kinetic energy Electrical energy
168 6.1.2
5 Power station
using nuclear Uranium Steam Generator
fuel.
Pump
Transmission
tower
Turbine
Nuclear reactor Pump Seawater
Condenser
Water
Figure 6.12 Nuclear power station

Mechanism
Nuclear Boiling water Steam rotates Generator

reaction produces steam the turbine produces
electricity
Energy Change
Nuclear energy Heat energy Kinetic energy Electrical energy
Steam Turbine
6 Power station
using
biomass. Boiler Generator
Water
Transmission
Burning of methane tower
Pump Seawater
Methane
Condenser
Water
Biomass
Figure 6.13 Biomass power station

Mechanism
Biomass
Boiling water Steam rotates Generator produces
produces
produces steam the turbine electricity
methane
Energy Change
Chemical energy Heat energy Kinetic energy Electrical energy
6.1.2 169
Activity 6.3
To gather information and understand how electricity is generated at
• ICS, ISS,
power stations
STEM
• Discussion
1. Work in groups.
2. Gather information on how electricity is generated at power stations using various
sources of energy as shown in Figures 6.8 to 6.13:
(a) Process of generating electricity from various sources of energy
(b) Locations of power stations which use various sources of energy in Malaysia
3. Share the findings of your group discussion in class.
Direct Current and Alternating Current
Do electric charges flow

Do you still remember the
through a conductor in
topic of electric current in AIN
one direction only or in

Form 2?
constantly changing directions?
Electric current is divided into two types, direct current (d.c.) and alternating current (a.c.).
Direct Current (d.c.)

Direct current is an electric current that flows in one direction only. Examples of devices that
use direct current are shown in Photograph 6.2.
(a) Torchlight (b) Calculator ((c)) T

Toy car
Photograph 6.2 Examples of devices that use direct current
Examples of generators or sources of electricity that produce direct current are shown in
Photograph 6.3.
(a) Solar cells (b) Accumulators (c) Batteries

Photograph 6.3 Examples of generators or sources of electricity that produce direct current
170 6.1.2 6.1.3
Alternating Current (a.c.)

Alternating current is an electric current that flows in constantly reversing directions. Look at
Photograph 6.4 which shows examples of devices that use alternating current.
(a) Bread toaster (b) Hair dryer (c) Air conditioner
Photograph 6.4 Examples of devices that use alternating current
Do most of the electricity generators in power stations produce d.c. or a.c.?
Cathode Ray Oscilloscope (C.R.O.)

Cathode Ray Oscilloscope (C.R.O.) is an electronic device that is used to show 5
*(
the differences in the shape of graph, direction of current and voltage change
:
for direct current and alternating current. For this, you are encouraged to gather
information on how to handle several control switches on the C.R.O. before
,
.
carrying out Activity 6.4. For this purpose, observe Photograph 6.5. 7(
Y-gain Knob
To change the
magnitude of the
height of the light spot Intensity Control Knob
To control the brightness
Y-shift Knob of the light spot on the
C.R.O. screen
To adjust the position of
the light spot vertically
Focus Control Knob

X-shift Knob
To control the sharpness
To adjust the position of of the light spot on the
the light spot horizontally C.R.O. screen
Direct Current/ Time-base Knob

Alternating Current To control the movement
Switch of the light spot which
Selected according to the sweeps across the C.R.O.
type of input received screen horizontally
Photograph 6.5 Switches and control knobs on the C.R.O.

6.1.3 171
Using a Cathode Ray Oscilloscope (C.R.O.) to show the differences in the shape of graph,
direction of current and voltage change for direct current (d.c.) and alternating current (a.c.)
Material
Dry cell
Apparatus
Connecting wire, cell holder, C.R.O. and power source
Instructions
1. Switch on the C.R.O. and wait for a light spot to appear on the screen. Turn off the
time-base knob. Turn the intensity control and focus control knobs to adjust the
brightness and sharpness of the light spot shown in Figure 6.14.
2. Use the X-shift and Y-shift knobs to adjust the light spot so that it is at the zero
position in the centre of the screen as shown in Figure 6.14.
3. Turn on the time-base knob and observe the trace displayed on the screen as shown
in Figure 6.15.
4. Select the input switch to d.c. and adjust the Y-gain knob to 1 V/division. Turn off the
time-base knob.
5. Connect a dry cell to the Y-input (Photograph 6.6).
C.R.O.
Dry cell
Y-input
Photograph 6.6
172 6.1.3
6. Observe and record the trace displayed on the screen shown in Figure 6.16.
Determine the voltage across the dry cell by multiplying the displacement with the
value of Y-gain.
7. Turn on the time-base knob. Observe and record the trace displayed on the screen
as shown in Figure 6.17.
8. Repeat steps 5 to 7 but reverse the connection of the dry cell terminals. Observe and
record the trace displayed on the screen shown in Figure 6.18.
10. Select the input switch to

Power C.R.O.
a.c. and adjust the Y-gain supply
knob to 1 V/division. Turn
off the time-base knob.
11. Connect a 2 V a.c.
terminal from the power
supply to the Y-input as
shown in Photograph 6.7.
12. Observe and record the Y-input
trace displayed on the
screen as shown in
Figure 6.20.
Photograph 6.7
6.1.3 173
14. Repeat steps 10 to 13 but reverse the connection of the terminals of the power supply.
Observe and record the trace displayed on the screen as shown in Figure 6.22.
Observations
Step Trace observed on the screen
12
13
14
15
174 6.1.3
Questions
1. What is the function of the C.R.O. in this activity?
2. Compare and contrast the traces displayed on the screen as shown in steps 6 and 8.
3. What two inferences can be made based on your observations of the trace displayed
on the screen in steps 7 and 9?
(a) First inference
(b) Second inference
4. Based on your observations of the trace displayed on the screen in steps 12 and 14,
describe the change in voltage produced by the power supply. Explain your answer.
5. What are two inferences that can be made based on your observations of the trace
displayed on the screen in steps 13 and 15?
(a) First inference
(b) Second inference
6. Name the type of electric current supplied by the following energy sources:
(a) Dry cell
(b) Power supply
Solving Problems Related to Electricity

Supply in Life
My Malaysia
M
‘Giant’ generators known as
Have you ever experienced disruptions of electricity supply gensets from TNB are used to
while at home or in school? If disruptions of electricity provide backup supply of electricity
supply is a big problem in your life, can you imagine the during disruptions.
lives of people living in rural areas without any electricity
supply? Let us carry out Activity 6.5 to make a model of a
generator that can produce electricity.
Activity 6.5
To create or innovate a model for generating electricity using turbines
• ICS, CPS
and generators in rural areas without affecting the environment
• Project-based
activity
Instructions
1. Work in groups.
2. Create or innovate a model for generating electricity using turbines and generators in
rural areas without affecting the environment.
6.1.3 6.1.4 175

Examples of innovations to generate electricity.
Wireless electrical transmission and

Roof with solar cells distribution
Absorbs and changes solar energy to Changes electrical energy to radio

electrical energy without affecting the wave or microwave energy to be
environment transmitted and distributed without
wires to electrical devices. These
electrical devices then change the
radio wave or microwave energy
back to electrical energy.
rbines and generators to generate electricity

3. Present your model or innovation using turbines electricity.

1. What is meant by renewable energy sources and non-renewable energy sources?
2. Figure 1 shows three arrangements, P, Q and R with moving or stationary magnet and
coil of wire.
Coil remains stationary Coil moves towards the magnet Coil remains stationary
U S U S U S
LED LED LED

Magnet moves Magnet remains Magnet remains
towards the coil stationary stationary
Arrangement P Arrangement Q Arrangement R
Figure 1
(a) In which arrangement does the LED light up? Explain your answer.
(b) In which arrangement does the LED not light up? Explain your answer.
3. What is the function of a cathode ray oscilloscope or C.R.O.?
176 6.1.4
6.2 Transformer
Have you ever seen the device

shown in Photograph 6.8 in the area
where you live? What is the
importance of this structure in daily
life?
ADAM
Photograph 6.8 Transformer
Step-up Transformer and Step-down Transformer

A transformer is a device for changing the voltage of an alternating current (Va.c.). A simple
transformer is made up of laminated soft iron core which is wrapped by two insulated coils,
the primary coil and the secondary coil as shown in Figure 6.24.
Laminated soft
iron core
a.c. supply Load
Primary coil Secondary coil
Figure 6.24 Structure of a simple transformer
There are two types of transformers, the step-up transformer and the step-down
transformer as described in Table 6.1.
6.2.1 177
Table 6.1 Step-up transformer and step-down transformer
Step-up transformer Step-down transformer
Primary
Primary Secondary Secondary
coil
coil coil coil
Load Load
a.c. supply
a.c. supply
Symbol Symbol
Primary voltage (input), Vp, across the primary Primary voltage (input), Vp, across the primary
coil is lower than the secondary voltage (output), coil is higher than the secondary voltage (output),
Vs, across the secondary coil. Vs, across the secondary coil.
Number of turns of the primary coil is less than Number of turns of the primary coil is more than
that in the secondary coil. that in the secondary coil.
Carry out Experiment 6.1 to construct and study the functions of simple step-up and
step-down transformers.
Experiment 6.1
Aim
To construct and study the functions of simple step-up and step-down transformers using
laminated soft iron core
Problem statement
What are the functions of step-up and step-down transformers?
Hypothesis
(a) In a step-up transformer, the secondary voltage (output) is higher than the primary
voltage (input).
(b) In a step-down transformer, the secondary voltage (output) is lower than the primary
voltage (input).
Variables
(a) manipulated variable : Number of turns of the secondary coil, Ns
(b) responding variable : Brightness of light bulb
(c) constant variable : Number of turns of the primary coil, Np
Materials
Connecting wire, insulated copper wire and light bulbs
Apparatus
a.c. power supply and laminated C-shaped soft iron core
178 6.2.1
Procedure
1. Wind 30 turns of wire around one arm of the Safety
laminated soft iron core to form a primary coil as Precaution
Practise safety steps while
2. Wind 15 turns of wire around the other arm of the
handling power supply.
laminated soft iron core to form a secondary coil as
3. Connect the primary coil to an a.c. power supply. Then, connect light bulb P to the
primary coil and light bulb S to the secondary coil as shown in Figure 6.25.
a.c. power supply
INPUT : 220/240V A.C.50/60Hz OUTPUT; Max 12V AC/DC ST909T

7 8
0FF 6
D.C. 9
5
TOTAL LOAD 0
4
8 AMP. MAX.
11
3
0N A.C. 2 VOLTS
Primary coil
(30 turns)
P
Laminated C-shaped
soft iron core
Secondary coil
(15 turns)
Figure 6.25
4. Switch on the a.c. power supply and adjust its voltage to 2 V.

5. Observe and compare the brightness of the two bulbs.
6. Repeat steps 3 to 5 but using a primary coil with 30 turns and a secondary coil with
60 turns.
Observations
Brightness of bulb
Number of turns of Number of turns of
primary coil, Np secondary coil, Ns P S
30 15
30 60
Conclusion
6.2.1 179
Questions
1. Based on the results of this experiment:
(a) What is the effect on the brightness of the bulb if Np > Ns?
(b) What is the relationship between Vp and Vs if Np > Ns?
(c) What type of transformer is this?
2. Based on the results of this experiment:
(a) What is the effect on the brightness of the bulb if Np < Ns?
(b) What is the relationship between Vp and Vs if Np < Ns?
(c) What type of transformer is this?
3. What happens to the change in voltage of the alternating current in a transformer
if the difference between the number of turns in its primary coil and the number of
turns in its secondary coil is increased?
4. Why are the numbers of turns in the primary and secondary coils different in
all transformers?
Function of Transformer in Home

SCIENCE INFO
Electrical Appliances
An induced current formed in
In Malaysia, the supply voltage of alternating current the iron core of a transformer
provided to our home is 240 V. Give one example of is known as the eddy current.
an electrical appliance at home that operates at 240 V The formation of the eddy current
alternating current without using a transformer. in a transformer will reduce the
efficiency of the transformer. Due
Most electrical appliances at home use transformers to this, a laminated iron core
such as those in mobile phone chargers (Photograph 6.9). is used to reduce eddy current
and increase the efficiency of the
transformer. A laminated iron core
is made up of layers of soft iron
and layers of insulators arranged
alternately.
Transformer
Laminated
iron core
Photograph 6.9 A mobile phone charger
Is the transformer in a mobile phone charger a step-up

or step-down transformer? Let us carry out Activity 6.6
to discuss the transformers and their functions in home
electrical appliances.
180 6.2.1 6.2.2

Activity 6.6
To discuss the transformer and its functions in home electrical
appliances • ICS
• Technology-
based activity
Instructions
1. Work in groups.
2. Use various sources to gather information on transformers and their functions in
home electrical appliances.
Examples of the use of transformers in home electrical appliances
(a) Battery charger (b) Mobile phone charger (c) Ceiling fan
of a laptop regulator
3. Discuss the gathered information.

4. Present the outcome of the discussion using multimedia presentation.
Solving Problems Related to Transformers in Daily Life

Figure 6.26 shows an example of a home electrical appliance which is a ceiling fan regulator that
uses a step-down transformer. What is the formula used to determine the number of turns in
the secondary coil to lower the input voltage from 240 V to voltages ranging from 2 V to 10 V?
Step-down transformer
mer
0V
2V
240 V 4V
1
2
3 a.c. 6V
0 4 8V
5 5 10 V
4 0
3 1
2
Figure 6.26 Ceiling fan regulator
6.2.2 6.2.3 181

Transformer Equation
The ratio of the primary voltage to the secondary voltage is equal to the ratio of the number of
turns of the primary coil to the number of turns of the secondary coil in a transformer. This
relationship can be written in the following formula:
where Vp = input voltage of the primary coil or primary voltage

Vp Np
= Vs = output voltage of the secondary coil or secondary voltage
Vs Ns Np = number of turns of primary coil
Ns = number of turns of secondary coil
Example
Figure 6.27 shows a 40 V bulb connected to a 240 V power supply through a transformer.
240 V Np = 120 Ns 40 V
Figure 6.27
Find out the number of turns of the secondary coil, Ns, that is required for the bulb to light up
at normal brightness?
Solution
The bulb will light up at normal brightness if it is supplied with a voltage of 40 V.
• Output voltage, Vs = 40 V
• Input voltage, Vp = 240 V
• Number of turns in primary coil, Np = 120
Vp Np
=
Vs Ns
240 120
=
40 Ns
40
Ns = 120 ×
240
= 20
Number of turns in secondary coil, Ns = 20
182 6.2.3

1. What is a transformer?
(a) Transformers only function using (direct/alternating) current.
(b) In a step-down transformer, the number of turns in the primary coil is (more/less)
than the number of turns in the secondary coil.
(c) A (step-up/step-down) transformer is used to change 25 kV to 250 kV.
(d) A (step-up/step-down) transformer is fixed in a radio.
3. State one example of a home electrical appliance which uses the following types of
transformers:
(a) Step-up transformer
(b) Step-down transformer
4. Figure 1(a) shows a transformer in a 5 V mobile phone charger connected to the 240 V
main power supply.
Transformer
Figure 1(a)
Figure 1(b) shows a circuit diagram of the transformer in the mobile phone charger.
240 V Np Ns = 10 5V Mobile phone
Figure 1(b)
(a) Calculate the number of turns in the primary coil.

(b) Is the transformer in the mobile phone charger a step-up or step-down transformer?
183
Transmission and Distribution of
6.3 Electricity
Functions of the Components in the Electricity Transmission
and Distribution System
The electricity transmission and distribution system that connects a power station to your
house is shown in Figure 6.28.
Alternating current from the power stations is then transmitted

Generators at power stations to a step-up transformer station (Bn). Here, the voltage of
produce alternating current with the alternating current is increased to 132 kV, 275 kV or 500 kV
a voltage of 11 kV or 25 kV. using a step-up transformer.
132 kV/
11 kV/ 275 kV/
25 kV 500 kV
$ %Q
33 kV
( %W
240 V 415 V 415 V
Office Hospital
House
KEY: C – National Grid Network

A – Power station D – Switch zone
Bn – Step-up transformer station E1 – Main substation
Bt – Step-down transformer station E2 – Branch substation
Figure 6.28 Electricity transmission and distribution system

184 6.3.1
The high voltage alternating current is then transmitted through a network of transmission cables called
the National Grid Network (C) as shown in the photographs below.
500 kV alternating current transmission cables along 132 kV alternating current transmission cables at the
the North-South Highway. Tanjung Kling Power Station, Malacca
Transmission through
long distances
At the end of the grid, the alternating current flows to a

& switch zone (D) at the main substation (E1). This switch
zone enables electricity to be sent to the branch
substation (E2) when needed. This switch zone is also
used to enable specific power stations and grids to be
closed for maintenance works without disrupting the
electricity supply to consumers.
(
'
%W
33 kV
Heavy industrial area

Main substation Switch zone
33 kV 11 kV
( %W At the main substation (E1) and branch substation (E2),

the alternating current is transmitted through a series of
step-down transformers (Bt) at the step-down
Light industrial area transformer station. The voltage of the alternating current
is reduced gradually to different voltage values to be
supplied to consumers according to their needs. For
example:
tIFBWZJOEVTUSJBMBSFBBU33 kV
tMJHIUJOEVTUSJBMBSFBBU11 kV
tPGmDF CVTJOFTTBOESFTJEFOUJBMBSFBTBU240 V
6.3.1 185
Impact on Residences Located Near the National Grid Network Pylons
High voltage alternating current is transmitted through transmission cables on the National
Grid Network pylons as shown in Photograph 6.10. A strong electromagnetic field is produced
by the high voltage alternating current and can be detected in the surrounding areas close to the
pylons. Observe the effect of this electromagnetic field by using a compass. What happens to
the position of the compass needle?
My Malaysia
M
Go to the following websites:
https://www.tnb.com.my/
https://www.sesb.com.my/
http://www.sarawakenergy.com.my/
What are the facilities provided by
Tenaga Nasional Berhad (TNB),
Sabah Electricity Sdn. Bhd. (SESB)
and Sarawak Energy Berhad
(Sarawak Energy) to consumers
in Malaysia?
Photograph 6.10 Transmission cables

on the National Grid Network pylons
Let us carry out Activity 6.7 to discuss the impact of the National Grid Network pylons on
nearby residences.
Activity 6.7
To discuss the impact of the National Grid Network pylons on nearby
residences • ICS, CPS
• Discussion
activity
Instructions
1. Work in groups.
2. Gather information related to the issues of
the impact on residences located near the
National Grid Network pylons as follows:
(a) Strength of electromagnetic field close
to the National Grid Network pylons
(b) The impact of electromagnetic field on
human health perceived by locals and
confirmed by medical experts
(c) Ways to solve the issues regarding the
electromagnetic field on residential areas Photograph 6.11 Residences located
close to the National Grid Network pylons near a National Grid Network pylon
3. Share the outcome of your group discussion
in class.
186 6.3.1
Electrical Wiring System in Malaysia BRAIN

The electrical wiring system in Malaysia consists of TEASER
two different types, one-phase wiring (or single-phase) Tenaga Nasional Berhad (TNB)
and three-phase wiring as shown in Figures 6.29 and 6.30. suggests that users of single-
phase wiring who use more
than 10 kW or 50 A to switch
to three-phase wiring. Compare
Phase 1 and contrast the importance of
single-phase wiring and three-
phase wiring in electricity usage.
Does your family accept TNB's
P suggestion? Give your reasons.
P
P: Peak
One cycle
Websites
The single-phase wiring is only suitable and Ways to identify the types of
stable enough for electricity usage not exceeding electrical wiring
10 kW or 50 A, such as in rural residential areas.
Figure 6.29 Single-phase wiring
Phase 1 Phase 2 Phase 3 Science _187
P P P
P P P
One cycle P: Peak
In commercial and industrial areas where

electricity usage is more than 10 kW or 50 A,
the three-phase wiring which is more stable and
reliable is used.
Figure 6.30 Three-phase wiring

6.3.2 187
Electricity Supply and Wiring System in Homes
Figure 6.31 shows an example of electricity supply and wiring system in homes.
Electric wires from the main cable that

are connected to homes are made up of: Neutral Live wire
t -JWFXJSFBU7 wire
t /FVUSBMXJSFBU7
Main fuse box with one

main fuse
Electric meter
t .FBTVSFTUIFUPUBMVOJUTPG
electricity used
Main switch
t $POUSPMTUIFUPUBMDVSSFOUnPXJOH
through the circuit in the house
&BSUI-FBLBHF$JSDVJU#SFBLFS
Consumer unit &-$#
and fuse box t #SFBLTUIFDJSDVJUXIFOUPPNVDI 5A

DVSSFOUnPXTUISPVHIJU
Miniature Circuit Breaker (MCB) 15 A

t 4FQBSBUFTUIFmOBMDJSDVJUUP
different electrical appliances Heating circuit
30 A
KEY: Air conditioning
-JWFXJSF circuit
/FVUSBMXJSF
Earth wire 30 A
Earth wire
Photograph 6.12 Earthing earth wire
188 6.3.2
-JHIUJOHDJSDVJUJTNBEFVQ
PGMJWFXJSFBOEOFVUSBM
wire.
Lighting circuit
Power circuit is made up

PGMJWFXJSF OFVUSBMXJSF
Two way switch and earth wire.
Socket
Socket
Socket
Figure 6.31 Example of electricity supply and wiring system in homes
6.3.2 189
3-pin Plugs and 2-pin Plugs
Compare and contrast the structures of the 3-pin plugs and 2-pin plugs shown in Photograph 6.13.
Hong Kong India North America Japan Europe
Photograph 6.13 3-pin plugs and 2-pin plugs used in different countries
The 3-pin plug and 2-pin plug used in our country are explained in Table 6.2.
Table 6.2 3-pin plug and 2-pin plug in the wiring system in homes
3-pin plug 2-pin plug
Electrical appliances such as electric kettles and Electrical appliances such as hair dryers and
irons obtain electricity from the sockets on the electric toothbrushes obtain electricity from the
walls through 3-pin plugs. sockets on the walls through 2-pin plugs.
The live wire, neutral wire and earth wire connected to 2-pin and 3-pin plugs are required to follow
the international colour code for wiring shown in Figure 6.32 to ensure the safety of electricity use.
Earth wire (yellow

and green stripes)
13 A
Fuse
Neutral wire
(blue) Live wire
(brown)
Figure 6.32 International colour code for wiring
190 6.3.2
Safety Components in the Wiring System in Homes

In the wiring system in homes, some of the safety components are shown in Photograph 6.14.
(a) Switch (b) 3 A, 5 A, 10 A and (c) Earth Leakage Circuit

13 A fuses Breaker (ELCB)
(d) Miniature circuit (e) Earth wire (f) Lightning conductor

breaker (MCB)
Photograph 6.14 Safety components in the wiring system in homes
Fuse Filled with nitrogen or

quartz particles
Structure of Fuse Fuse wire
A fuse, as shown in Figure 6.33, is
Metal contact
a fine and short wire that heats up cap
easily and melts when the current
flowing through it exceeds the value
$
of the fuse. If the wire of the fuse

melts, the electricity supply will be
cut off. Glass or porcelain
Value of fuse
casing
Figure 6.33 Structure of a fuse
6.3.2 6.3.3 191

Cartridge Fuse and Replaceable Wire Fuse
The two types of fuses usually used are cartridge fuse and replaceable wire fuse (fuse installed
with a fuse wire) as shown in Figure 6.34.
Glass casing Metal cap Fuse wire
(a) Cartridge fuse (b) Replaceable wire fuse

Figure 6.34 Two types of fuses
What is the maximum current
All fuses including cartridge fuses and replaceable wire fuses that can flow through a 3-pin
function as electrical safety devices in circuits or electrical plug installed with a 13 A fuse?
appliances to protect the wires and appliances from any
excessive current flow.
Determining the Value of a Fuse

The value of a fuse is the maximum value of current that can
flow through the fuse without causing its fuse wire to melt. For
example, a 5 A fuse wire allows a maximum current of 5 A to RIFQI
flow through it. Some common fuse ratings are 1 A, 2 A, 3 A,

5 A, 10 A, 13 A, 15 A and 30 A.
Choosing the value of a fuse depends on the value of the
maximum current that flows through a circuit or electrical
appliance. The fuse to be used should have a value which is
BRAIN
TEASER
slightly higher than the maximum current that flows through
a circuit or electrical appliance in normal operating conditions. Why is an electric kettle fixed
with a 3-pin plug that has a
For example, an electric kettle that uses a maximum electric 13 A fuse?
current of 11.34 A should be installed with a 13 A fuse.
Activity 6.8
To discuss the safety components in the wiring system in homes
• ICS
• Discussion
Instructions
activity
1. Work in groups.
2. Identify and discuss the following:
(a) Functions, types and values of fuses
(b) Function of an earth wire
(c) Function of circuit breakers, namely Miniature Circuit Breaker (MCB) and Earth
Leakage Circuit Breaker (ELCB)
(d) Lightning conductor and switch
3. Use various sources to gather the required information.
4. Present the outcome of the discussion using multimedia presentation.
192 6.3.3
Safety in the Use of Electrical Appliances

When using electrical appliances,
safety measures should be
prioritised. This is because the E Live wire
Earth wire
ratio of deaths due to injury from
13 A
N
electrical accidents is high compared The earth wire is

to other categories of accidents. Neutral wire
connected to the
Failure to adhere to safety measures metal casing of the
electric iron
will result in serious accidents.
One of the safety measures
in the use of electrical appliances
Metal casing
is shown in Figure 6.35. When
an individual touches the metal
part that has been earthed, a large Heating
current flows to Earth through the element
earth wire and not through the
individual. This large current also
melts the fuse which then cuts off
the electric circuit. Let us carry out Figure 6.35 The earth wire connects the
Activity 6.9 to learn more about metal casing to Earth
safety in the transmission and
distribution system of electricity and
the use of electrical appliances.
Activity 6.9
To create brochures or posters on safety and electrical accidents
• ICS
• Project-based
1. Work in groups.
2. Gather information from various sources regarding the following:
(a) Causes of short circuits
(b) Causes of electrical accidents
(c) Safety measures when using electrical appliances
(d) Steps to be taken when an electric shock occurs
3. Discuss the information gathered.
4. Create brochures or posters on the above matters.
5. Display the brochures or posters created on the science bulletin board in your
class or science laboratory.
6.3.4 193
1. In a science class, Wazir learnt about the components in an electricity transmission and
distribution system.
Step-up transformer station Step-down transformer station Switch zone
Using the words given above, complete the following flowchart. This flowchart shows the
sequence of the components in the electricity transmission and distribution system.
Power station (a) National Grid Network
Main
(c) (b)
substation
Branch substation Step-down transformer

(a) The voltage of the alternating current is (increased/decreased) before it is transmitted
through the National Grid Network.
(b) The voltage of the alternating current is highest at the (power station/National Grid
Network/branch substation).
(c) The (Switch zone/National Grid Network) enables electricity to be transmitted to the
branch substation when needed.
3. (a) State three safety components in the wiring system in homes.

(b) What is the function of a fuse?
4. (a) State one example of the cause of a short

circuit. Explain your answer.
(b) Figure 1 shows several electrical appliances
with their respective 2-pin plugs connected
to a socket.
(i) State the electrical condition as shown
in Figure 1.
(ii) Give one example of an electrical
accident that might occur. Explain
your answer.
Figure 1
194
6.4 Calculate the Cost of Electricity Consumption
Photograph 6.15 shows electric

bulbs connected to a 240 V
electrical supply which light up
with different brightness. The
power of each bulb is as labelled.
ADNAN
Which bulb has the

10 W 20 W 100 W 100 W highest efficiency?
Photograph 6.15 Electric bulbs that light up
with different brightness
Energy Efficiency
Energy efficiency is the percentage of energy input converted BRAIN
to useful form of energy output. Energy efficiency can be TEASER
defined as follows:
Do you agree that the use
Useful energy output of filament bulbs should
Energy efficiency = × 100% be banned in Malaysia?
Energy input supplied Explain your reasons.
Example
Photograph 6.16 shows a lighted filament bulb. What is the energy efficiency of the bulb?
8 J of useful energy output in the form

of light
100 J of input
electrical energy
supplied
92 J of energy output wasted (or not
beneficial) into the form of heat released
to the surroundings
Photograph 6.16
Solution
Useful energy output
Energy efficiency of filament bulb = × 100%
Energy input supplied
8J
= × 100%
100 J
= 8%
6.4.1 195
Technology which Applies the Concept of Energy Efficiency
The technology of electrical lighting devices which applies the concept of energy efficiency is
shown in Table 6.3.
Table 6.3 Technology of electrical lighting devices which applies the concept of energy efficiency
Energy saving lamp

Lighting device Filament lamp (compact fluorescent LED lamp
lamp, CFL)
Structure
Maximum electrical Maximum electrical Maximum electrical

Energy efficiency energy converted to energy converted to energy converted to
light energy ≈ 10% light energy ≈ 50% light energy ≈ 90%
MARVELS OF
SCIENCE
Case
Ca
Ca
ase
se
se S
St
Study
t dy
tu
tudy
tudy The filament bulb lasts
approximately 1 000 hours, CFL
Gather information on technology applying the concept lasts 8 000 hours and LED lasts
of energy efficiency from various sources including the between 20 000 to 50 000 hours!
following website:
http://links.andl17.com/BT_Science_196
Discuss the information gathered. List examples of technology that apply the concept of
energy efficiency in order of their importance in daily life.
Do you know how we can identify an energy efficient electrical appliance? Have you ever seen
the energy efficient label introduced by the Energy Commission (EC) shown in Figure 6.36?
196 6.4.2
My Malaysia
M
The Energy Commission (EC) has launched an energy efficiency labelling program for various types of
electrical appliances for public interest.
Energy rating: 1 to 5-star
Appliance type
Lebih Banyak Bintang
Lebih Jimat Belanja
More Stars
More Energy Saving
Appliance energy rating
PENGGUNAAN TENAGA (Equals the number in the energy rating)
ENERGY CONSUMPTION
Penyaman Udara XXX

GWC09KF-K3DNA6A/1
Information on the brand and model
Energy consumption (in kWh/year)

Penggunaan Tenaga Purata Setahun
Average Energy Consumption Per Year
1597 kWh Energy savings compared to 2-star rated

Produk ini Menggunakan 51.55% Kurang Tenaga
Daripada Produk Biasa product (in percentage)
This product consume 51.55 % Less Energy Than An Average Product
Diuji Mengikut / Tested According To MS ISO 5151: 2004
Testing standards used

Suruhanjaya Tenaga www.st.gov.my
62229936279
Figure 6.36 Energy efficiency label introduced by the Energy Commission (EC)
Use of Electricity in Electrical Appliances

Photograph 6.17 shows an electric meter for a three-phase wiring system. The function of an
electric meter is to measure the quantity of electricity used. The reading on the electric meter
is taken at the end of every month for the purpose
of determining the cost of electricity consumed.
Do you know how to

read the electric meter
SELVI in your house?
What is the electric

meter reading in
Photograph 6.17?
Photograph 6.17 Electric meter
6.4.2 6.4.3 197

Electric Power, P
Electric power, P, is the rate of electrical energy, E, used by an electrical device. The S.I. unit
for power is watt (W). The power of 1 watt (W) means 1 joule (J) of electrical energy used in
1 second (s). Electric power can be defined as follows:
Electrical energy used, E (J)

Electric power, P (W) =
Time taken, t (s)
Electric Current, I
Electric current, I, is defined as the rate of flow of electric charge, Q, through a conductor. The
S.I. unit for electric current is ampere (A) and electric charge is coulomb (C). Electric current
is defined as follows:
Electric charge, Q (C)

Electric current, I (A) =
Time taken, t (s)
Voltage, V
Voltage, V, is defined as the electrical energy, E, used to move a unit of electric charge, Q,
through a conductor. The S.I. unit for voltage is volt (V). Voltage can be defined as follows:
Electrical energy used, E (J)

Voltage, V (V) =
Electric charge, Q (C)
SCIENCE INFO
40 W 60 W
Photograph 6.18 Two light bulbs with different electrical power
Photograph 6.18 shows two light bulbs which are used in homes. The 40 W light bulb uses electrical
energy at the rate of 40 J s–1 while the 60 W light bulb uses electrical energy at the rate of 60 J s–1.
Therefore, the 40 W light bulb with a lower watt rating uses less energy.
198 6.4.3
Calculating Flow of Current through Electrical Appliances

By relating power, voltage and electric current, the total electric current that flows through
an electrical appliance can be determined. Observe the following example. Then, carry out
Activity 6.10 to learn more about power, voltage and current that flows through electrical
home appliance.
BRAIN
Example TEASER
Model : SJK-17M MS 472 : 1979 Can the electric jug
Voltage : 240VAC/50Hz Capacity : 1.7L manufactured in Malaysia
Watt : 2.2kW
Product of Malaysia shown in Photograph 6.19
be used in Thailand?
Electric jug with
Power rating = 2 200 W In Thailand, the voltage for
Voltage rating = 240 V alternating current supplied
to homes is 120 V. What will
happen if the electric jug is
Photograph 6.19 used in Thailand?
The electric jug shown in Photograph 6.19 is rated

2.2 kW, 240 V. Calculate the current that flows through it.
Solution
Using the equation P = VI
P
I=
V
2.2 kW
=
240 V
2 200 W
=
240 V
= 9.17 A
Activity 6.10
To study the power, voltage and current flowing through electrical
• ICS
home appliances
• Inquiry-based
activity
Instructions
1. Work individually.
2. List examples of electrical appliances in your home. Gather information on the power
and voltage of these electrical appliances.
3. Calculate the total current that flows through these electrical appliances using the
following equation:
Power (W) = Voltage (V) × Electric current (A)

4. Present the information you have gathered.
6.4.3 199
Calculating the Cost of Electrical Energy Used
The common unit used for electrical energy is kilowatt-hour (kWh) as shown on the electric
meter in Photograph 6.17. 1 kilowatt-hour is the amount of electrical energy used at the rate of
1 kilowatt or 1 000 watts in 1 hour. 1 kWh is usually referred to as 1 unit. Electrical energy can
be calculated using the following equation:
Electrical energy used (kWh) = Power (kW) × Time (h)
Example
A 2 kW electric kettle takes 10 minutes to boil water. Calculate the cost of electrical energy
used to boil the water if the rate per unit is 21 sen.
Solution
Electrical energy used (kWh) = Power (kW) × Time (h)
10
= 2 kW × h
60
1
= kWh
3
1
= unit
3
1
Cost of electrical energy used for the electric kettle = unit × 21 sen/unit
3
= 7 sen
Let us carry out Activity 6.11 to audit the cost of electrical energy used at home as a way of
saving electrical energy.
Activity 6.11
To audit the cost of electrical energy used at home as a way of saving
electrical energy • CPS
• Project-based
1. Work individually.
2. Gather your home electricity bills for the past three months.
3. Study and draw a conclusion on the pattern
of the cost of electrical energy used in
your home which is observed based on http://links.andl17.com/
the records of the electricity bills. BT_Science_200
4. Download the PDF page from the URL
on the right.
5. Suggest other practices that save
electrical energy besides those listed in
the electrical energy saving guide.
6. Take measures to save electrical energy for a period of three months. Compare and
contrast the pattern of the cost of electrical energy used in your home before and
after the measures are taken.
7. Share your findings in class.
200 6.4.4 6.4.5

Ways to Save Electrical Energy

Consumption
Other than encouraging the saving of
electrical energy consumption in homes,
the Energy Commission also provides
services such as ECOS for the use of
industries and businesses that apply the
concept of energy conservation.
The green building shown in Photograph 6.20 A green building
Photograph 6.20 which applies the concept
of energy conservation has succeeded in reducing
the cost of electrical energy consumption.
My Malaysia
M
The construction of green buildings is gradually ECOS – Online system
provided by Energy
expanding in Malaysia. Among the features of a green
Commission related to
building are as follows: energy efficiency.
• Efficient ventilation system to reduce the use of air http://links.andl17.com/
conditioning and fans BT_Science_202_2
• Maximising the use of natural lighting to reduce the
cost of electrical energy consumption
• Installation of solar panels as a renewable energy BRAIN
source to replace conventional energy sources TEASER
Let us carry out Activity 6.12 to further understand Does a green building mean a
the green building concept in local and global contexts. building that only has green plants?
Activity 6.12
To understand the green building concept in the local and
global contexts • ICS, ISS
• Technology
based activity
Instructions
1. Work in groups.
2. Gather and share information on the following:
(a) Green building concept in the local context
(b) Green building concept in the global context
Latest information on
greenhouse and reducing
the release of carbon 1. Obey the ethics of social
dioxide. media use.
http://links.andl17.com/ 2. Respect intellectual
property rights.
BT_Science_201
3. Discuss the information shared.

MS PowerPoint or social media.
6.4.6 201
Designing a Model of a Green Building
Did you build a model of a greenhouse when you were in Form 2? Let us carry out Activity 6.13
to innovate or invent another model of a greenhouse which uses the concept of energy savings.
Activity 6.13
Innovate or design a model of a green building using the concept of • ICS, ISS, CPS
energy savings • Project-based
Instructions
1. Work in groups.
2. Innovate or create a green building model using the concept of energy conservation
in a local or global context. Among the points to be emphasized are:
(a) energy efficiency
(b) power sales
(c) appliances with Energy Efficiency Rating and Labelling
3. You can refer to the following websites:
TNB – Energy efficiency, ECOS – Energy Commission

power sales, appliances (EC) services related to
with Energy Efficiency energy efficiency
Rating and Labelling http://links.andl17.com/
http://links.andl17.com_ BT_Science_202_2
BT_Science_202_1
4. Present your group's innovation or creation of the green building model in class.

1. Give the definition of energy efficiency.
2. The electrical energy used by an air conditioner for 2 minutes is 180 kJ. Calculate the
power of this air conditioner in the following units:
(a) W (b) kW
3. A microwave oven rated 1.2 kW, 240 V is connected to a 240 V electricity supply.
Calculate the current that flows through the oven.
4. An electric rice cooker rated 800 W, 230 V is switched on for 30 minutes.
(a) How much electrical energy is used by the rice cooker?
(b) Calculate the cost of energy that is used by the rice cooker if the cost per kWh is
30 sen.
5. (a) What is the importance of star rating labelling of an electrical appliance?
(b) How many stars in the star rating label of an electrical appliance should be used?
202 6.4.6
Summary
Electricity and magnetism
is applied in
Generation of electricity Electricity Solar cells Transmission and Electric

generator and dry cells distribution system efficiency
from
produces produce made up of depends on
Renewable Non-renewable Alternating current Direct current Power, voltage,

Power station, step-up
energy sources energy sources current, energy
tra
transformer station,
With variable With fixed voltage
W consumption,
Na
National Grid Network,
voltage cost of energy
such as such as ste
step-down transformer
sta
station, main consumption
su
substation, switch
Hydro, wave, Nuclear energy,y, and
zo
zone, branch
solar, tidal, coal, natural gas,
as,
su
substation
wind, biomass, petroleum Method of
geothermal C.R.O. screen C.R.O. screen saving electrical
energies with
energy used

With a.c. voltage
With fixed One-phase and
producing d.c. voltage three-phase wiring
increased by decreased by systems
Induced current Step-up Step-down
transformer transformer and
when
Safety
According to the components
magnetic field lines
formula:
are cut by coil of wire
Vp Np
=
203
Vs Ns
Self-reflection

6.1 Generation of Electricity
Describe energy sources in terms of renewable energy and non-renewable energy.
Explain with examples the process of generating electricity from various sources
of energy.
Differentiate between direct current and alternating current.
Solve problems related to electricity supply in life.
6.2 Transformer
Carry out an experiment to build step-up and step-down transformer.
Communicate transformers and the use of transformers in electrical home appliances.
Solve numerical problems using formula involving transformers.
6.3 Transmission and Distribution of Electricity
Explain the functions of the components in the transmission and distribution of electricity
by drawing.
Explain with examples electricity supply and wiring systems in homes.
Distinguish between safety components in a home electrical wiring system.
Communicate safety in transmission and distribution of electricity and the use of
electrical appliances.
6.4 Calculate the Cost of Electricity Consumption
Define energy efficiency.
List examples of technology that applies the concept of energy efficiency.
Determine the amount of electricity used in electrical appliances.
Relate electrical energy consumption, power and time by calculating the cost of electrical
energy used by electrical appliances.
Conduct a home energy audit of electrical appliances used as a measure of saving electricity
use at home.
Communicate ways of saving electrical energy use at home.
1. Determine whether the given statements about electricity or magnetism are True or False.
Write your answer in the space provided.
(a) Power stations that use wind energy do not contaminate the air.
(b) Solar cells can produce alternating current.
(c) 2-pin plugs are not connected to the earth wire.
204
2. Match each of the following energy sources with the correct type of energy.
Energy source Type of energy source
(a) Coal
Renewable energy
(b) Biomass source
(c) Geothermal Non-renewable energy

source
(d) Wave
3. A coil of wire is moved in the direction

of the arrow through the space between
two magnets as shown in Figure 1. LED Coil of wire
(a) What is the effect on the magnetic
field when the coil is moved?
(b) What is produced in the coil
of wire?
(c) What happens to the LED?
Direction
Explain your answer. of
(d) Name a device in power stations movement
that applies a similar concept. of coil
Figure 1
4. Figure 2(a) shows a device used to investigate electric current.
Figure 2(a)
205
(a) Name the device shown in Figure 2(a).
(b) What are the properties of electric current studied using this device?
(c) Figures 2(b) and 2(c) show two traces displayed on the screen of this device.
Figure 2(b) Figure 2(c)
Name the type of electric current represented by the trace on the screen in the
following figures:
(i) Figure 2(b) (ii) Figure 2(c)
5. Figure 3 shows a type of transformer. Primary Secondary

(a) Name the type of transformer. coil coil
(b) Explain your answer in question 5(a).
(c) Why is a laminated iron core used in
a transformer?
(d) If the number of turns in the primary
coil is 100 and the number of turns in
the secondary coil is 20, calculate the
secondary voltage if the primary voltage Figure 3
is 10 V.
6. (a) Name the safety component in the electrical wiring system in homes supplied by TNB,
SEB or SESB.
(b) State one similarity and one difference between a fuse and Miniature Circuit Breaker
(MCB).
(c) What is the suitable fuse rating of a hair dryer rated 700 W, 240 V? Explain your
answer.
Focus on HOTS
HOTS
7. An electric heater is rated 230 V, 10 A.
(a) Calculate the power of the electric heater in kW.
(b) Which fuse is most suitable for the electric heater? Explain your answer.
(c) Explain why other fuses are not suitable to be used based on the answer for
question 7(b).
206
8. Figure 4 shows a model of Miniature Circuit Breaker (MCB).
Reset button
Contact
Iron
Fulcrum
Spring
Current
Current
Figure 4
(a) What is an MCB?

(b) State the function of an MCB and the way it works.
(c) You are required to build an MCB model using the materials provided below. Explain
the function of each part.
Ice cream stick
Shoe box
Plastic toothpick
Copper wire
Rubber
eraser
Plastic rod
Nail Plasticine
207
Chapter
Chapter
Chapte
hapte
apte
pte
er
Energy and Power
77
What is the definition of work, energy and power?
What is meant by gravitational potential energy,
elastic potential energy and kinetic energy?
What is the Principle of Conservation of Energy?
Let’s study
Work, energy and power
Potential energy and kinetic energy
Principle of Conservation of Energy
208
Science Gallery
Activities such as climbing stairs can:
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t JODSFBTFUIFCPEZTJNNVOJUZ
t QSPEVDFIFBMUIZCPOFTBOESFEVDFUIFSJTLPGPTUFPQPSPTJT
t TUSFOHUIFONVTDMFT
t GBDJMJUBUFUIFCVSOJOHPGCPEZGBUBOEUIVTNBJOUBJOCPEZXFJHIU
)PTQJUBMTUBGGBOEWJTJUPSTPG4IBI"MBN)PTQJUBM 4FMBOHPS BSFFODPVSBHFE

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0UIFSUIBOUIFOVNCFSPGTUFQT TUBUFBOPUIFSGBDUPSUIBUEFUFSNJOFTUIF
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TUBJSTXJUIJOBTIPSUUJNFPOPVSIFBMUI
Keywords
Work Elastic potential energy Principle of Conservation of Energy

Energy Kinetic energy Oscillation of a simple pendulum
Power Displacement Oscillation of a loaded spring
Gravitational Average force Closed system
potential energy
209
7.1 Work, Energy and Power
Work
What is the meaning of work? Compare and contrast your
meaning of work with the definition of work in science
SCIENCE INFO
as follows: Displacement is the distance
travelled in a specified direction.
Work, W, is defined as the product of force, F, and
displacement, s, in the direction of the force, that is
W = Fs.
The S.I. unit for work is joule (J).
1 joule (J) of work is done when a force of 1 newton (N) is used to move an object
over a distance of 1 metre (m) in the direction of the force, that is 1 J = 1 Nm.
Moment of force and energy are two physical quantities BRAIN

other than work which are measured in units of newton metre TEASER
(Nm). Larger units such as kilojoule (kJ) and megajoule (MJ)
Complete the following:
are also used in the measurement of work. (a) 1 kJ = J
(b) 1 MJ = J
Examples of Calculation of Work in Daily Activities
Study Figure 7.1 and Photograph 7.1. The figure and photograph show several activities in
daily life.
(Correct way to lift a heavy load) 20 N
Force against
gravitational
force, 20 N
Weight of
load, 20 N
20 N
Activity A
Lifting an object vertically through a height of 1 m
with a force of 20 N against the gravitational force.
Figure 7.1 Daily activity related to work

210 7.1.1
Chapter 7: Energy and Power
Activity B
Pushing a trolley over a distance
of 5 m with a force of 10 N.
Activity C
Pulling a drawer over a distance of 30 cm
with a force of 2 N.
Photograph 7.1 Daily activities related to work
The work done in Activities A, B and C are shown in Table 7.1.
Table 7.1 Work done in Activities A, B and C
Direction of Displacement in the

Daily activity Force (N) Work done
force direction of the force (m)
A 20 Vertical 1 W = Fs
= 20 N × 1 m
= 20 J
B 10 Horizontal 5 W = Fs
= 10 N × 5 m
= 50 J
C 2 Horizontal 0.3 W = Fs
= 2 N × 0.3 m
= 0.6 J
Calculating Work Done
Example 1
Figure 7.2 shows a student weighing 400 N carrying a
load of 100 N while climbing a flight of stairs of a vertical
height of 3 m. Calculate the work done.
Solution 3m
W = Fs
= (400 + 100) N × 3 m
= 500 N × 3 m
= 1 500 J Figure 7.2
7.1.1 211
Example 2
Figure 7.3 shows Ali lifting a box of mass 10 kg from the floor to the top of a cupboard. How
much work is done by Ali?
(Assume gravitational force acting on an object of mass 1 kg = 10 N)
Solution
Weight of box = 10 × 10 N 2m
= 100 N
W = Fs
= 100 N × 2 m
= 200 J Figure 7.3
Example 3 BRAIN
TEASER
A labourer pulled a bucket of cement weighing 300 N from
the ground to the first floor of a building using a pulley Is work done
in the situation
system. The first floor is 10 m from the ground. What is the
shown in the
work done by the labourer? photograph?
Solution
W = Fs
= 300 N × 10 m
= 3 000 J
Energy and Power

Energy is defined as the ability to do work. The S.I. unit for energy is joule (J). When a force of
1 N is used to move an object over a distance of 1 m in the direction of the force, 1 J of energy
is used.
Study Figure 7.4. If Kamal and Weight Kamal

Ah Kit climbed the steps starting of load
from the ground floor simultaneously, 10 N
who has a higher power? Why?
LIM
Weight
Ah Kit
of load
10 N
Power, P, is defined as the rate of doing work, W, that is:
Work done, W
Power, P =
Time taken, t Figure 7.4
The S.I. unit for power is watt (W). When 1 joule (J) of work is done in 1 second (s), power of
1 watt (W) is used, that is 1 W = 1 J s–1.
212 7.1.1
Examples of Calculation of Power in Daily Activities

Figure 7.5 shows several activities in daily life.
B
30 N
2m
Activity E
Activity D Aizul pulled a box up a smooth
Activity F
A monkey weighing 50 N ramp from A to B with a force of
climbed a height of 3 m up a 30 N over a distance of 2 m (in A 150 N weight is lifted to a
tree in 20 s. the direction of the force) in 5 s. height of 1 m in 0.5 s.
Figure 7.5 Daily activities related to power
Work done and power needed in activities D, E and F are shown in Table 7.2.
Table 7.2 Work done and power needed in Activities D, E and F
Daily activity D E F
Force (N) 50 30 150
Displacement in the
3 2 1
direction of force (m)
W = Fs W = Fs W = Fs
Work done = 50 N × 3 m = 30 N × 2 m = 150 N × 1 m
= 150 J = 60 J = 150 J
Time taken (s) 20 5 0.5
W W W
P= P= P=
t t t
Power needed 150 J 60 J 150 J
= = =
20 s 5s 0.5 s
= 7.5 W = 12 W = 300 W
7.1.2 213
Calculating Work and Power Needed

Aim: To calculate work and power needed
Materials
100 g weight, thread and wooden block
Apparatus
Spring balance, metre rule and stopwatch
Instructions
Wooden block
Thread Spring balance
Pull
Table

1.0 m
Figure 7.6
2. Pull the spring balance until the wooden block

starts to move and record the force shown on
the spring balance.
3. Pull the wooden block over a distance of 1.0 m
with the force as shown in Figure 7.6. Ask your 0
friend to measure the time taken to move the

2
wooden block by using a stopwatch.

6
4. Record the time taken. Calculate and record the

10
0
work done and power needed in a table.

6. Lift the 100 g weight to a vertical height of
0.5 m from the floor by using the spring balance.
7. Record the force shown on the spring balance.
8. Ask your friend to measure the time taken to
move the weight by using the stopwatch.
9. Record the time taken. Calculate and record the 0
work done and power needed in a table.

1
Spring balance 2
4
0.5 m
5
10
100 g weight
Floor
Figure 7.7
214 7.1.1 7.1.2

Force Distance Work Time Power

Activity (N) (m) (J) (s) (W)
Pulling a wooden block over a

distance of 1.0 m horizontally
Lifting a 100 g weight to a

height of 0.5 m vertically
Questions
1. State the type of force to overcome when:
Today in history
(a) pulling a wooden block on the surface of A unit usually used for power in the
the table olden days is horsepower (hp).
(b) lifting a 100 g weight vertically from the floor
2. Which activity involves more work?
3. State three factors that affect power.
4. Which activity is carried out with higher power?
5. (a) Give one example of an activity or object in daily life that involves high power.
(b) Give one example of an activity or object in daily life that involves low power.

1. (a) State the definition of work.
(b) What is the S.I. unit for work?
2. What is the meaning of energy?
3. (a) State the definition of power.
(b) What is the S.I. unit for power?
4. Figure 1 shows an electromagnetic crane lifting
a load weighing 2 500 N to a height of 4 m.
(a) Calculate the work done.
(b) How much energy is used by the crane to
lift the load?
(c) If the time taken by the crane to lift the
load is 1.2 minutes, calculate the power of
the crane.
Figure 1
7.1.1 7.1.2 215

7.2 Potential Energy and Kinetic Energy
Gravitational Potential Energy

In a piledriver shown in Photograph 7.2, a hammer N
Watch this video to CA
is pulled upwards and then released to fall and hit a
S
see piling operations
pile. The force produced by the hammer in a vertical
direction drives the pile into the ground.
E
G
PA
Hammer
Pile
(a) Hammer before being dropped (b) Hammer after being dropped
Photograph 7.2 Gravitational potential
energy is used in a piledriver
Why is work done?
RIFQI
A hammer lifted to a height, h from the

Earth’s surface possesses gravitational potential What type of force is
produced by the hammer?
energy. Gravitational potential energy is the
work done to lift an object to a height, h, from
the Earth's surface. Where does the energy to
do the work come from?
Gravitational potential energy = mgh

• m is the object mass in kg
• g is the gravitational acceleration in m s–2 SCIENCE INFO
• h is the height in m Weight = mass, m × gravitational acceleration, g
where g is estimated at 10 m s–2 (or 10 N kg–1)
216 7.2.1
Relationship between Work and Gravitational

Potential Energy
Figure 7.8 shows an object of mass, m, being lifted
vertically to a height, h, from Earth’s surface. Weight
Work done = Force × displacement in direction of force

= Weight × height lifted
= (m × g) × h
h
= mgh
Since there is no other form of energy produced, all work
done on the object will be converted to gravitational
potential energy.
Gravitational potential energy = work done
= mgh
Figure 7.8
Example of numerical problem

Photograph 7.3 shows a lift at KLCC mall. The lift can carry a
load of mass 1 500 kg to a height of 30 m.
(a) How much work is done by this lift?
(b) What is the gravitational potential energy of this lift at a
height of 30 m?
(c) What is the relationship between work done by the lift and
gravitational potential energy of the lift?
(d) What is the power of the lift in kW if the time taken to lift
a load of mass 1 500 kg to a height of 30 m is 0.5 minutes?
Solution
(a) W = Fs
= mgh
= 1 500 kg × 10 m s–2 × 30 m
= 450 000 J
(b) Gravitational potential energy = mgh
= 1 500 kg × 10 m s–2 × 30 m
= 450 000 J
(c) Work done by the lift = Gravitational potential energy of
the lift
W
(d) Power, P =
t
450 000 J
=
0.5 minutes
450 000 J
= Additional Examples
30 s http://links.
= 15 000 W and l17.com/BT_
= 15 kW Science_217_2
Photograph 7.3
7.2.1 217
Elastic Potential Energy
Photograph 7.4 shows the steps to refill a stapler with staples. There is a spring that is stretched
and then released. The force produced by the stretched spring moves the staples in the direction
of the force.
What type of force is

produced by the spring?
Why is work done?
Where does the energy

that carries out the
work come from?
Spring
AIN
Staples
Photograph 7.4 Elastic potential energy used in a stapler
A spring that is compressed or stretched possesses elastic potential energy. Elastic potential
energy is the work done to compress or stretch an elastic material over a displacement of x from
the position of equilibrium.
1
Elastic potential energy = Fx
2
• F is the stretching or compression force in N
• x is the displacement from the equilibrium position in m
218 7.2.2
Relationship between Work and Elastic Potential Energy

Assume a spring is stretched x m with a
force of F N (Figure 7.9(a)). So, the value Elastic potential energy = work done
of force acting on the spring changes = area under the graph
from 0 N to F N as shown in the graph
1
(Figure 7.9(b)). For situations involving = Fx
2
springs, work done is equivalent to the
area under the F-x graph.
Force (N)
Original
length of F
spring
Extension of
spring, x m
Force, 0 N
0 Extension/
Force = F N x
Compression (m)
(a) (b)
Figure 7.9 Relationship between work and elastic potential energy

The original length of spring S is 20 cm. When the final force Force, 20 N
exerted on spring S is 20 N, its new length becomes 12 cm.
Calculate the elastic potential energy possessed by the
compressed spring S.
20 cm Spring S
Solution 12 cm
Distance of compression, x = original length – new length
= 20 cm – 12 cm
= 8 cm
Figure 7.10
= 0.08 m
1
Elastic potential energy = Fx
2 Additional Examples
1 http://links.
= × 20 N × 0.08 m and l17.com/BT_
2
Science_219_2
= 0.8 J
7.2.2 219
Kinetic Energy
Kinetic energy is the energy possessed by a moving object.
1
Kinetic energy = mv2
2
• m is mass in kg
• v is velocity in m s–1

Example 1
When a train of mass 500 000 kilogram moves with a velocity of 360 km h–1, how much kinetic
energy is possessed by the train?
Solution
1
Velocity of train = 360 km h–1 Kinetic energy = mv2
2
360 km of train
= 1
1h = × 500 000 kg × (100 m s–1)2
2
360 000 m = 2 500 000 000 J
=
3 600 s
= 100 m s–1
Example 2
A ball bearing of mass 0.2 kg possesses kinetic energy of 3.6 J. What is the velocity, v of the
ball bearing?
Solution
1
Kinetic energy = mv2
2
1
3.6 J = × 0.2 kg × v2
2
3.6 J
∴ v2 =
0.1 kg
= 36 m2 s–2
v = 36 m2 s–2
= 6 m s–1
Example 3
Calculate the kinetic energy of an electron of mass 9 × 10–31 kg and velocity 4 × 106 m s–1.
Solution
1
Kinetic energy of electron = mv2
2
1
= × (9 × 10–31 kg) × (4 × 106 m s–1)2
2
= 7.2 × 10–18 J
220 7.2.3
Let us carry out Activity 7.2 to discuss the meaning and examples of gravitational potential
energy, elastic potential energy and kinetic energy in daily life.
Activity 7.2
To discuss the meaning and examples of gravitational potential energy,
elastic potential energy and kinetic energy in daily life • ICS, ISS
• Discussion
1. Work in groups.
2. Each group needs to search for information on the meaning and examples of
gravitational potential energy, elastic potential energy and kinetic energy in daily life.
3. Present the information in a mind map.

1. (a) What is the relationship between gravitational potential energy and work?
(b) What is the relationship between elastic potential energy and work?
2. Liza lifts a chair weighing 40 N to a height of 50 cm.
(a) How much work is done by Liza to lift the chair?
(b) What is the form of energy possessed by the chair?
(c) How much energy is possessed by the chair? Wall
3. Force, F, is exerted on a plank to compress a spring

towards the wall as shown in Figure 1. Given that the Plank
original length of the spring is 50 cm, final length is Spring
Force, F
30 cm and final force exerted on the spring is 20 N.
How much elastic potential energy is possessed by
the compressed spring?
4. (a) Why are heavy vehicles shown in Figure 2 usually
Figure 1
of low velocity but possess high kinetic energy?
(b) State one example of a daily object that
possesses high kinetic energy in the
following conditions:
(i) Object of small mass but high velocity
(ii) Object of large mass and high velocity
Figure 2
7.2.3 221
7.3 Principle of Conservation of Energy
Photograph 7.5 Roller coaster
The roller coaster shown in Photograph 7.5 involves

transformation in the forms of energy. State the SCIENCE INFO
transformation in the forms of energy.
Useful energy is energy in a
form that can be easily converted
Principle of Conservation of Energy into other forms to do work. For
example, chemical energy stored in
The Principle of Conservation of Energy states that fossil fuels is useful energy because
energy cannot be created or destroyed but can only the chemical energy can be easily
be converted from one form to another. converted to heat energy and light
energy through the combustion of
Oscillating systems such as the oscillation of a simple
fossil fuels.
pendulum and the oscillation of a loaded spring always
experience transformation in the forms of energy between
gravitational potential energy or elastic potential energy
and kinetic energy. Do oscillating systems obey the
Principle of Conservation of Energy?
222 7.3.1
Oscillating Systems Obey the Principle of Conservation of Energy

Study Figures 7.11 and 7.12. Let us observe the transformation in the forms of energy that
occurs in the oscillation of a simple pendulum and a loaded spring which are the examples of
the Principle of Conservation of Energy.
Pendulum bob
X Z
4 3
Bob released
1 2
Y
Transformation in the forms of energy for the bob between gravitational

Condition of pendulum bob
potential energy (gravitational P.E.) and kinetic energy (K.E.)
Gravitational P.E. = maximum (bob at maximum height)

At position X K.E. = zero (bob stationary, speed = zero)
Gravitational P.E. of bob decreasing (height of bob decreasing)

1 From position X to Y
K.E. of bob increasing (speed of bob increasing)
Gravitational P.E. = minimum (bob at minimum height)

At position Y
K.E. = maximum (bob at maximum speed)
Gravitational P.E. of bob increasing (height of bob increasing)

2 From position Y to Z
K.E. of bob decreasing (speed of bob decreasing)

At position Z
K.E. = zero (bob stationary, speed = zero)
Gravitational P.E. of bob decreasing (height of bob decreasing)

3 From position Z to Y
K.E. of bob increasing (speed of bob increasing)
Gravitational P.E. = minimum (bob at minimum height)

At position Y K.E. = maximum (bob at maximum speed)
Gravitational P.E. of bob increasing (height of bob increasing)

4 From position Y to X
K.E. of bob decreasing (speed of bob decreasing)

At position X
K.E. = zero (bob stationary, speed = zero)
Figure 7.11 Oscillation of a simple pendulum

7.3.1 223
Spring
Z Z
2 3
Equilibrium
Y Y position
1 4
X X
Load
Transformation in the forms of energy for the load between elastic

Condition of loaded spring
potential energy (elastic P.E.) and kinetic energy (K.E.)
Elastic P.E. = maximum (spring is most stretched)

At position X
K.E. = zero (spring is stationary, speed = zero)
Elastic P.E. decreasing (spring is gradually becoming less stretched)

1 From position X to Y
K.E. increasing (speed of spring increasing)
Elastic P.E. = minimum (spring at equilibrium)

At position Y
K.E. = maximum (speed of spring at maximum)
Elastic P.E. increasing (spring is gradually becoming more compressed)

2 From position Y to Z K.E. decreasing (speed of spring decreasing)
Elastic P.E. = maximum (spring is most compressed)

At position Z K.E. = zero (spring is stationary, speed = zero)
Elastic P.E. decreasing (spring is gradually becoming less compressed)

3 From position Z to Y
K.E. increasing (speed of spring increasing)
Elastic P.E. = minimum (spring at equilibrium)

At position Y
K.E. = maximum (speed of spring at maximum)
Elastic P.E. increasing (spring is gradually becoming more stretched)

4 From position Y to X
K.E. decreasing (speed of spring decreasing)
Elastic P.E. = maximum (spring is most stretched)

At position X
K.E. = zero (spring is stationary, speed = zero)
Figure 7.12 Oscillation of a loaded spring

224 7.3.1
Transformation of Kinetic Energy and Potential Energy in a

Closed System
In a closed system, the transformation of energy between potential energy and kinetic energy
obeys the Principle of Conservation of Energy. Therefore, the total potential energy and kinetic
energy in a closed oscillation system is constant. An example of a closed oscillation system is
shown in Figure 7.13(a). Figure 7.13(b) shows the transformation of energy in a graph.
Energy Total energy

(constant)
P.E. = maximum
P.E. = maximum K.E. = zero Potential
K.E. = zero Kinetic energy,
energy, P.E.
K.E.
–A O A –A O A Displacement
Equilibrium position Equilibrium position
P.E. = minimum
K.E. = maximum
Figure 7.13(a) Oscillation of a pendulum Figure 7.13(b) Graph of the

in a closed system transformation in the forms of energy
SCIENCE INFO
Based on the Principle of Conservation of Energy, energy can transform from one form to another. When
energy transforms, a small portion of the energy is converted into useful energy. A large portion of the
energy is converted into wasted energy such as heat energy caused by friction. A closed system is a
system in which there is no external force such as friction. Hence, heat energy is not produced in a closed
system.
Let us carry out Activity 7.3 to discuss daily situations involving transformation of energy.
Activity 7.3
To discuss daily situations involving transformation of energy
• ICS, ISS
2. Each group needs to gather information on transformation of
energy in daily situations such as the oscillation of a swing, an object falling from a
certain height, a roller coaster and toys with springs such as toy cars and pistols.
3. Label and state the form and transformation of energy at certain positions.
4. Present the outcome of your group discussion in class.
7.3.2 225
Figure 7.14 shows a toy pistol. The length of the spring 50 mm 250 mm
in the toy pistol is 300 mm. If a force of 5 N is used to
compress the spring until its length becomes 50 mm,
calculate the maximum speed of the plastic ball of mass
Plastic ball
50 g when it is fired from the pistol. State an assumption
that is made in solving this problem.
Solution
Based on the Principle of Conservation of Energy, Figure 7.14
elastic potential energy stored in the spring = kinetic energy
of the plastic ball.
1 1
Fx = mv 2
2 2
1 250 1 50
×5N× m= × kg × v2
2 1 000 2 1 000
∴ v2 = 25 m2 s–2
Additional Example
v = 25 m2 s–2
http://links.
and l17.com/BT_ = 5 m s–1
Science_226_2 Assumption: No energy loss into the surroundings.
1. State the Principle of Conservation of Energy.
2. An oscillating loaded spring as shown in Figure 1 is a closed

P Load
oscillation system.
(a) State the position of the load where the elastic potential energy of
the system is maximum. Q
(b) State the position of the load where the elastic potential energy of
the system is minimum. R
Figure 1
3. Figure 2 shows a metal sphere of mass 2 kg released from a height of

2.5 m from the surface of Earth.
(a) Calculate the gravitational potential energy possessed by the metal
sphere before being released.
(b) What is the maximum speed of the metal sphere after being released?
Figure 2
226 7.3.2
Summary
Energy
is the ability to carry out exists in forms such as
Work
Gravitational Elastic Kinetic
is defined as is related to potential potential energy
energy energy 1 mv2
= —
Work = Force × displacement Power =
Work = mgh 1 Fx 2
=—
W = Fs Time 2
W
P=
measured in S.I. unit t
which
joule (J) measured in S.I. unit
Can transform from
1 J defined as watt (W) one form to another
Force of 1 N moving an 1 W defined as as stated in the

object over a distance of
1 m in the direction of Work of 1 J done Principle of Conservation of Energy
the force in 1 s
Self-reflection
7.1 Work, Energy and Power

Define work and solve problems related to energy in the context of daily life.
Relate power with work and solve problems in the context of daily life.
7.2 Potential Energy and Kinetic Energy

Explain with examples gravitational potential energy and solve problems in the context of
daily life.
Calculate elastic potential energy in the context of daily life.
Explain with examples kinetic energy in the context of daily life.
7.3 Principle of Conservation of Energy

Explain with examples the Principle of Conservation of Energy.
Solve qualitative and quantitative problems involving the transformation of kinetic energy
and potential energy in a closed system.
227
1. There are many forms of energy. Match the following form of energy with its
correct definition.
Form of energy Definition
Ability to do work
(a) Potential energy

Energy possessed by a moving object
(b) Kinetic energy
Energy possessed by an object due to its
position or condition

(a) The unit for energy is (J s/N m).
(b) (Work/Power) is defined as the product of force and displacement in the direction of
the force.
(c) A (stationary/moving) object does not possess kinetic energy.
(d) The Principle of Conservation of Energy states that Motor
energy (can/cannot) transform its form.
(e) Weight is the product of mass and (force/acceleration)
of gravity.
3. Figure 1 shows a motor lifting a load of mass 5 kg to a height

of 2 m.
(a) Calculate the work done by the motor.
2m
(b) How much energy is used by the motor to lift the load?
4. State the formula for the following energy: 5 kg

(a) Gravitational potential energy
(b) Elastic potential energy Figure 1
(c) Kinetic energy
motor
5. Figure 2 shows a female archer pulling her bowstring
back 0.4 m with a maximum force of 200 N.
(a) How much work is done?
(b) Calculate the elastic potential energy possessed by
the stretched bowstring.
(c) Not all the work done to pull the bowstring back is
changed into elastic potential energy. Why?
Figure 2
228
Focus on HOTS
6. Figure 3 shows the oscillation of a simple pendulum in a
closed system. The mass of the pendulum bob is 40 g.
(a) State the principle that needs to be obeyed by the
oscillation of a simple pendulum in a closed system.
(b) At which position does the pendulum possess
gravitational potential energy and kinetic energy of equal
value? X Z
(c) Calculate the difference in gravitational potential energy 5 cm Y
of the pendulum at positions X and Y.
Figure 3
7. Figure 4 shows a model of a simple roller coaster.
Figure 4
You are required to build a functional model of a roller coaster using the materials below.
Rubber hose
Ball bearing
Retort stands
Sketch your roller coaster model. Explain the special features of the model.
229
Chapter
Cha
Chapter
Chapte
hapte
pte
p ter
er
Radioactivity
8
1
When was radioactivity first

discovered?
What are atom and
nucleus?
What are ionising radiation
and non-ionising radiation?
What are the uses of
radioactive radiation in
daily life?
Let’s study
Discovery of radioactivity
Atom and nucleus
Ionising radiation and non-ionising radiation
Uses of radioactive radiation
230
Science Gallery
The Sun is the largest radioactive source which is close to Earth. However,
many scientific investigations show that the Sun’s rays are normal and do
not contain any radioactive radiation. Due to this, the Sun is considered a
safe radioactive source because no radioactive radiation is released. Is this
fact true?
The analysis of gathered data about the coronal mass ejection in the
Sun on 6 September 2017 from the astronomical telescope, Fermi, shows
that the Sun’s rays also contain gamma rays (radioactive radiation). How
do we protect ourselves from these gamma rays?
The UV umbrella shown in the photograph below is used to block the
ultraviolet rays from the Sun’s rays. Can the UV umbrella protect our body
from gamma rays as well? Suggest one material to make an umbrella
which is able to block gamma rays. Is the material practical? Explain your
answer.
UV umbrella (Umbrella that

can block ultraviolet rays)
Keywords
Radioactivity Curie (Ci)

Radioactive radiation Dalton’s Atomic Theory
Radioactive substance Ionising power
Radioactive decay Cosmic ray
Half-life Archaeology
Becquerel (Bq) Geochronology
231
8.1 Discovery of Radioactivity
History of Radioactivity
Study Figure 8.1 on the discovery of radioactivity.
+ 20 000 V _
Glass Tungsten
container target Electron
Fins
Vacuum
Anode Cathode
To low
Window power
X-ray Heating supply
filament
Wilhelm Roentgen Wilhelm Roentgen's
X-ray photograph of X-ray tube
his wife's hand
In 1895, Wilhelm Conrad Roentgen, a German physicist, discovered X-ray. He had

unintentionally taken an X-ray photograph of his wife’s hand. This success led Wilhelm
Conrad Roentgen to receive the first Nobel Prize in Physics in 1901 for the discovery of X-ray.
Science Careers
Various types of careers exist in
the field of radioactivity.
Among them are:
t researcher at Malaysian
Nuclear Agency
t nuclear physicist
t nuclear engineer
t nuclear medical specialist
However, Marie Curie died at the age of 67 from a

disease caused by prolonged exposure to gamma rays.
Since the discovery of radium, the gamma rays emitted
by radium have been used in various fields including
medicine in cancer treatment.
Figure 8.1 The discovery of radioactivity
232 8.1.1
Chapter 8: Radioactivity
α particle
92p 90p
146n 144n
Henri Becquerel Blackened Rays emitted from the nucleus

photographic plate of uranium
In 1896, Antoine Henri Becquerel, a French physicist, Today in history

became the first person to successfully discover After attending a session of the
radioactivity. He found a radioactive compound, paperwork presentation by
uranium and unintentionally produced rays that can Roentgen on 20 January 1896,
blacken a photographic plate even in the dark. The rays Becquerel was surprised because
were detected based on the ionising property. Due to his study could not produce the
X-ray. Hence, Becquerel replaced
this, Antoine Henri Becquerel received the Nobel Prize the material being studied with
in Physics in 1903 for the discovery of radioactivity. uranium compound.
Less stable More stable

SCIENCE INFO
radium radium Marie Curie is the only woman
who received two Nobel Prizes,
the Nobel Prize in Physics in 1903
and the Nobel Prize in Chemistry
in 1911.
Gamma
ray
Marie and Pierre Curie Gamma ray Today in history

with their child from radium
The rays discovered by Becquerel
At the end of 1897, Marie and Pierre Curie, a married cannot produce X-ray of bones,
couple from Poland, successfully detected radioactive thus nobody was interested to
pursue Becquerel’s study for one
radiation through its ionising power and not through the and a half years! Perhaps this
photographic effect. Beginning with uranium ore which was what attracted the interest of
is known as pitchblende, they successfully extracted two Marie and Pierre Curie.
radioactive elements, polonium and radium.
8.1.1 233
Radioactivity
Radioactivity is a random and spontaneous decay process of an unstable nucleus by emitting
radioactive radiation as shown in Figure 8.2. Radioactive radiation consists of:
• alpha particles (alpha radiation), α
• beta particles (beta radiation), β
• gamma ray, γ
Product of decay
Proton (p) 92p 90p

2p
Neutron (n) 146n 144n
2n
Uranium-238 Thorium-234 Helium nucleus
Alpha particle, α
(a) Decay of uranium-238
Product of decay
e-
-
Proton (p)
90p 91p
Neutron (n) Radioactive
-
144n 143n
Electron radiation
Thorium-234 Protactinium-234 Electron
Beta particle, β
(b) Decay of thorium-234
Proton (p) 27p 27p

Neutron (n) 33n 33n
Gamma ray, γ
Cobalt-60* Cobalt-60
Cobalt-60*: nucleus of cobalt Cobalt-60: nucleus of cobalt

is less stable is more stable
(c) Decay of cobalt-60*
Figure 8.2 Three types of radioactive radiation emitted from the spontaneous
decay of nuclei
Radioactive decay is a random and spontaneous process where an unstable nucleus emits
radioactive radiation until the nucleus becomes more stable. Examples of radioactive elements
that have unstable nuclei and decay spontaneously by emitting radioactive radiation are
as follows:
• Carbon-14 (C-14) • Thorium-234 (Th-234)

• Radon-222 (Rn-222) • Uranium-238 (U-238)
234 8.1.2
Units of Radioactivity
SCIENCE INFO
The first unit of radioactivity introduced was curie (Ci).
1 Ci is approximately the
The rate of unstable nuclei decay (or activity in nuclei number of decays per second
decay) is measured in curie. One curie is 3.7 × 1010 decays in 1 g of Radium-226 (Ra-226).
per second, that is: Radium-226 is a radioactive
substance studied by Marie and
1 Ci = 3.7 × 1010 decays/s Pierre Curie.
The S.I. unit of radioactivity is becquerel (Bq). BRAIN

1 becquerel (Bq) is 1 decay per second, that is: TEASER
Complete the following:
1 Bq = 1 decay/s (a) 1 Ci = __________ Bq
(b) 1 Bq = __________ Ci
Half-life of Radioactive Decay

Half-life, T 12 is the time taken for the number of undecayed nuclei to be reduced to half of
its original number (value). The graphic description of the situation when the number of
undecayed nuclei decreases with time is shown in Figure 8.3. What is the S.I. unit for half-life?
1
1 8
4
1 1
2 2
3 7
4 8
0 5 days 10 days 15 days

First half-life Second half-life Third half-life
Undecayed
1 1 1
Decayed 2 undecayed 4 undecayed 8 undecayed
1 decayed 3 decayed 7 decayed
2 4 8
Figure 8.3 Nuclei decay of a radioactive element with half-life of 5 days
Example 1
Protactinium-234(Pa-234) decays to Uranium-234(U-234) with half-life, T 12 , of 5.2 hours.
Calculate the mass of Pa-234 after 20.8 hours with its original mass of 80 g.
Solution
0 hours 5.2 hours 10.4 hours 15.6 hours 20.8 hours
80 g 40 g 20 g 10 g 5g
Thus, the remaining mass of Pa-234 after 20.8 hours is 5 g.
8.1.2 235
Example 2
A graph of activity against time for radioactive substance P is shown in Figure 8.4.
Graph of activity against time
for radioactive substance P
Activity (Bq)
1000
800
600
400
200
0
20 40 60 80 100 120
Time (s)
Figure 8.4
Graph of activity against time

Based on the graph, what is the for radioactive substance P
half-life of P? Activity (Bq)
1000
Solution
Original activity = 800 Bq 800
Activity at half-life = 1 × 800 Bq 600

2
= 400 Bq 400
When the activity is 400 Bq, the
corresponding time is 40 s as shown by the 200
dotted line on the graph in Figure 8.5.
Thus, the half-life of P is 40 s. 0
20 40 60 80 100 120
Time (s)
Figure 8.5
Example 3
The activity of radioactive substance Q against time is shown in Table 8.1.
Table 8.1
Time (minutes) 0 5 10 15 20 25
Activity (Bq) 120 80 56 40 28 20
(a) Draw a graph of activity against time on a piece of graph paper.

(b) Based on the graph, what is the half-life of Q?
236 8.1.2
Solution
(a) Activity (Bq) Graph of activity against time (b) Original activity = 120 Bq
for radioactive substance Q Activity at half-life
140
1
= × 120 Bq
120 2
= 60 Bq
100 From the graph in
80 Figure 8.6, the half-life
of Q is 9 minutes.
60
40
20
0
5 10 15 20 25
Time (minutes)
Figure 8.6
Activity 8.1
To gather information on a cloud chamber to view the tracks produced
by radioactive substances • ICS
• Inquiry-based
1. Work in groups.
2. Gather information on the method to build a cloud chamber to view the tracks
produced by radioactive substances.
3. Present the findings of your group.

1. Name the first person who discovered:
(a) the X-ray
(b) radioactive radiation
(c) gamma rays emitted by radium
2. What is the meaning of radioactivity?
3. (a) Name two units of radioactivity.
(b) What is the quantity measured in radioactivity unit?
4. Give three examples of radioactive elements.
5. What is the meaning of half-life?
8.1.2 237
8.2 Atom and Nucleus
Atoms originate from the word ‘atomos’ which means indivisible. In 1808, John Dalton,
introduced a theory on the structure of atom. According to Dalton’s Atomic Theory, an atom
is the smallest particle and cannot be further divided. However, the development of science has
succeeded in finding particles that are even smaller called protons, electrons and neutrons.
Structure of Atom
Recall the three subatomic particles in the structure of an atom that you have learnt in Form 1
When the number of protons in an atom is the same as the number of its electrons, the
atom is neutral.
Positively
Negatively charged
charged particle
particle (Proton)
(Electron) Nucleus
Neutral particle
that is not
charged
(Neutron)
Figure 8.7 Structure of atom
Formation of Positive Ions and Negative Ions

When an atom loses or gains electrons, the atom becomes a charged particle known as ion.
Positive Ion (Cation)

An atom that loses electrons forms a positive ion (cation).
Example
Table 8.2 Formation of sodium ion, Na+
Sodium atom, Na Sodium ion, Na+
Subatomic particle Number Charge Subatomic particle Number Charge
neutron, n 12 0 neutron, n 12 0
proton, p 11 +11 loses 1 e– proton, p 11 +11
electron, e 11 –11 electron, e 10 –10
The charge on sodium atom, Na 0 The charge on sodium ion, Na+ +1
238 8.2.1 8.2.2

Negative Ion (Anion)

An atom that gains electrons forms a negative ion (anion).
Example
Table 8.3 Formation of chloride ion, Cl–
Chlorine atom, Cl Chloride ion, Cl–

proton, p 17 +17 proton, p 17 +17
gains 1 e–
The charge on chlorine atom, Cl 0 The charge on chloride ion, Cl– –1

1. State the property of an atom according to Dalton’s Atomic Theory.
2. Explain how the following ions are formed.
(a) Positive ion
(b) Negative ion
3. Table 1 shows the number of protons Table 1
and electrons of particles P, Q, R, S Number of Number of
and T. Particle
protons electrons
(a) Which particle is a positive ion?
P 4 4
(b) Which particle is a negative ion? Q 12 10
Explain your answer. R 17 18
(c) Which particle is neutral? S 29 27
Explain your answer. T 35 36
4. Table 2 shows the formation of an ion.
Table 2
Bromine atom, Br Ion X
Subatomic Subatomic
Number Charge Number Charge
particle particle
neutron, n 45 0 electron neutron, n 45 0
proton, p 35 +35 transfer proton, p 35 +35
The charge on bromine atom, Br 0 The charge on ion, X –1
(a) How many electrons are lost or gained by the bromine atom in the formation of ion X?
(b) Explain your answer in 4(a).
(c) Name ion X that is formed and write its symbol.
8.2.2 239
8.3 Ionising Radiation and Non-ionising Radiation
Ionising Radiation and Non-ionising Radiation

When a radiation such as radioactive radiation passes through air and produces positive and
negative ions, it is known as ionising radiation as shown in Figure 8.8.
D particle α particle
loses energy
(a) Neutral air molecules (b) Ionised air

Figure 8.8 Radioactive radiation as ionising radiation
What is the meaning of non-ionising radiation? Examples of ionising radiation and non-
ionising radiation are shown in Figure 8.9.
Non-ionising radiation Ionising radiation
Infrared
Radio
Very low frequency Ultraviolet
wave
Microwave X-ray
Visible light Gamma ray
Figure 8.9 Ionising radiation and non-ionising radiation in an electromagnetic spectrum
Let us carry out Activity 8.2 to learn more about ionising radiation, namely alpha radiation,
beta radiation, gamma ray and X-ray.
Activity 8.2
Surf the Internet and share information on ionising radiation
• ICS
• Discussion
Instructions
activity
1. Work in groups.
2. Surf the Internet to gather information on the following ionising radiation:
(a) Alpha radiation, α (alfa particle) (c) Gamma ray, γ
(b) Beta radiation, β (beta particle) (d) X-ray
3. Discuss several aspects such as size of particle, ionising power, penetration power,
deflection by magnetic field and deflection by electric field.
4. Present the outcome of your group discussion using multimedia presentation.
240 8.3.1 8.3.2

Types of Ionising Radiation

Three types of radioactive radiation which are ionising radiation are alpha radiation, α, beta
radiation, β and gamma ray, γ. Study Table 8.4.
Table 8.4 Differences between the three types of ionising radioactive radiations
Type of
Alpha radiation, α Beta radiation, β Gamma ray, γ
radioactive radiation
Natural characteristic Helium nucleus High speed electron Electromagnetic wave
Charge of particle Positive Negative Neutral
Ionising power High Moderate Low
Penetration power
γ
Radioactive
source β
α
Paper
Aluminium (3 mm) Lead (10 cm)
Low Moderate High
Deflection by electric
field Negative plate
Radioactive γ
source
Positive plate
Deflection by magnetic
field α (upwards)
Radioactive S
source
γ (straight)
N
β (downwards)
8.3.2 241
Sources of Ionising Radiation in the Environment
In the environment, sources of ionising radiation are classified as natural sources of ionising
radiation and man-made sources of ionising radiation as shown in Figure 8.10.
Sources of ionising radiation

in the environment
Natural Man-made
Examples: Examples:
– Cosmic rays – Nuclear accidents
– Background radiation – Nuclear tests
– Use of radioisotope for
medical purposes
– Background radiation
Figure 8.10 Classification of sources of ionising radiation in the environment
Let us carry out Activity 8.3 to detect natural sources of ionising radiation in the environment.
Activity 8.3
To gather information on natural sources of ionising radiation in
the environment • CPS
• Inquiry-based
activity
Instructions
1. Work in groups.
2. Gather information on natural sources of ionising radiation in the environment.
Gather information on natural sources of ionising radiation in

the environment
http://links.andl17.com/BT_Science_242
3. Present your group findings.
242 8.3.3
Cosmic Rays
Cosmic rays are
high-energy radiation
produced outside the
Solar System or from
another galaxy. These
cosmic rays are also
known as galactic
cosmic rays.
Photograph 8.1 Cherenkov telescope on Mount Hopkins, United States of

America used to detect cosmic rays
Background Radiation
Background radiation is made up of various types of ionising radiation in the environment.
Background radiation is released from various sources including natural sources and man-made
sources. Sources of background radiation include:
• cosmic rays
• radioactive radiation from natural radioactive substances in the surroundings
• radioactive wastes from nuclear accidents and nuclear tests
• radioisotopes from medical use
Unit of Dose Rate Measurement for Background Radiation

Ionising radiation that is absorbed into the human body will damage body cells. Due to
this, the biological effect from ionising radiation on human body is measured in a quantity
known as dose. A dose of 1 Sv is equivalent to 1 joule of BRAIN
ionising radiation energy that is absorbed by 1 kilogram of TEASER
living tissue. The unit of background radiation dose that is
What is the meaning of 1 μSv/h?
commonly used is microSievert/hour (μSv/h).
(a) In the garden (b) In the school compound
Photograph 8.2 Measuring background radiation using a Geiger counter
Study and compare the readings of the dose rate of background radiation on a Geiger Counter
in Photograph 8.2. What is the unit of dose rate measurement for background radiation shown
in the readings on the counter?
8.3.3 243
Safe Background Radiation Dose in Daily Life
Background radiation
or ionising radiation SCIENCE INFO Websites
dose of less than
Safe level of background radiation
0.2 μSv/h is the dose is: Exposure to radiation in daily life
normal level or • < 0.2 μSv/h
safe level. Based on • < 0.0002 mSv/h
Photograph 8.2, the • < 1 752 μSv/year
garden and school • < 1.752 mSv/year
compound are safe
areas because both areas have background radiation dose of http://links.andl17.com/BT_
less than 0.2 μSv/h. Science_244_2 and click
The estimation of dose rate of ionising radiation from “Radiation Level“
various sources in daily life are shown in Figure 8.11.
Identify which sources are safe for an individual.
TV/computer:
X-ray
Outter space:
Outer ionising radiation
5.5 mSv/medical
cosmic
mic rays 0.01 mSv/h
test
0.35 mSv/year
/
High altitude:
cosmic rays Smoking:
0.3 - 0.5 mSv/year radioactive
radiation
55 mSv/cigarette
Flight:
cosmic rays Building:
0.003 mSv/h radioactive radiation
Food: radioactive 1.5 mSv/year
radiation
Environment: 0.1 – 0.5 mSv/year
background radiation
0.4 – 1.0 mSv/year
Figure 8.11 Estimation of dose rate of ionising radiation

244 8.3.3
Risks from Exposure to Natural Ionising Radiation

Absorption of ionising radiation by the human body imposes health risks which are affected by
the dose of ionising radiation received. Several actions can be taken so that the ionising radiation
dose received does not exceed the safe level for the human body as shown in Table 8.5.
Table 8.5 Among the safety measures that need to be taken so that
the ionising radiation dose received does not exceed the safe level SCIENCE INFO
for the human body
Marie and Irene Curie are the
Source of only mother and daughter to
ionising radiation Safety measures have received three Nobel Prizes.
dose received Marie Curie received two Nobel
Prizes, which are Nobel Prize in
Background Use appropriate protective equipment Physics in 1903 and Nobel Prize
radiation such as spectacles fitted with anti- in Chemistry in 1911. Irene Curie,
ultraviolet film, anti-ultraviolet umbrellas Marie Curie’s daughter, received
and others her Noble Prize in Chemistry in
1935. Without realising the risks
Taking X-ray X-ray taken with doctor’s prescription
of being exposed to ionising
Television Ensure the distance between the radiation, they died of cancer
television and the viewer is at least caused by excessive exposure to
2 m. gamma rays during their research.
Food contaminated Do not eat food produced in areas

with radioactive contaminated with radioactive
substances substances such as fish from the
sea contaminated with radioactive
substances.
Cosmic rays Working hours of a pilot are limited to
a certain period of time because the
pilot is exposed to cosmic rays.
Activity 8.4
To interpret data on health risks related to the absorption level of
ionising radiation by the human body • ICS
• Simulation
1. Work in groups.
2. Gather information from various sources on the health risks related to the absorption
level of ionising radiation by the human body.
3. Discuss the health risks to the human body due to absorption of the following doses
of ionising radiation in a year.
(a) Doses of 10 Sv.
(b) Doses in the range of 1 Sv to 10 Sv.
(c) Doses in the range of 0.1 Sv to 1 Sv.
(d) Doses of less than 0.1 Sv.
4. Share the outcome of your group discussion in class.
8.3.4 245
Examples of Absorption of Ionising
Websites
Radiation Exceeding the Safe Level and
Safety Measures that Need to be Taken Safety measures for airline crew
members who are exposed to
As most cosmic rays are absorbed by the atmosphere, the cosmic rays.
dose of cosmic rays on the surface of Earth is normally at
a value of less than 0.2 μSv/h, which is a normal or safe
level. The higher a person is from the surface of Earth, the
stronger the cosmic rays he receives. Name an example of a
career that involves working at high altitudes.
Science_246
Airline crew members such as

pilots (Photograph 8.3), stewards and
stewardesses normally receive cosmic
ray doses exceeding the safety level.
They are exposed to strong cosmic
rays in flights at high altitudes. Due
to this, their working hours in the sky
are limited to a certain period of time.
Photograph 8.3 Pilots

1. (a) What is ionising radiation? Give one example of ionising radiation.
(b) What is non-ionising radiation? Give one example of non-ionising radiation.
(a) The ionising power of beta radiation is (higher/lower) than the ionising power of alpha
radiation but (higher/lower) than the ionising power of gamma ray.
(b) The penetration power of beta radiation is (higher/lower) than the penetration power
of alpha radiation but (higher/lower) than the penetration power of gamma ray.
3. (a) State two natural sources of ionising radiation.
(b) State three man-made sources of ionising radiation.
4. (a) State the unit of dose rate measurement for background radiation.
(b) What is 1 sievert (Sv)?
(c) What is considered a safe level of background radiation dose?
5. Why does the absorption level of ionising radiation for an individual working in the
aviation sector normally exceed the safety level?
6. A student watches television for 2 hours every day. Calculate the dose rate of ionising
radiation received by the student after 5 days. (Dose rate of ionising radiation from television
= 0.01 mSv/h)
246 8.3.4
8.4 Uses of Radioactive Radiation
Radioactive Radiation in Daily Life

Radioactive radiation such as alpha radiation (α), beta radiation (β) and gamma ray (γ) are used
in various fields in daily life as follows:
Archeology and geochronology

Carbon dioxide in the air is made up of carbon-12
(C-12) which is stable and carbon-14 (C-14) which
is radioactive. As carbon dioxide is absorbed and
released by the body of living organisms, the
percentage of C-14 in the tissues of the organisms
does not change.
As soon as the organisms die, the amount of
C-14 in their tissues begins to decline because they
decay by emitting beta radiation with a half-life,
T 12 , of 5 700 years. By measuring the activity of
C-14, the age of the remains can be determined.
This method is known as carbon-14 dating and
is used by archeologists or geochronologists to
determine the age of fossil and artifacts. Photograph 8.4 Dinosaur bones
Monitoring the thickness of metal sheets

(Industry)
A thickness control device monitors the thickness of
metal sheets in factories. A metal sheet is passed in
between a beta radiation source and a beta radiation
detector. If the beta radiation detector detects too
much beta radiations, this means that the metal
sheet is too thin.
Photograph 8.5 Monitoring the
thickness of metal sheets
Agriculture
In agriculture, the rate at which beta radiation is
emitted during the nuclei decay of phosphorus-32
(P-32) is used to determine the absorption rate
of phosphate fertiliser in plants. Radioactive
radiation is also used to kill beetles, control the
population of pests by sterilisation, determine the
best type of phosphate fertiliser, and modify the
Figure 8.12 Determining the absorption
characteristics of plants. rate of phosphorus-32 (P-32) fertiliser
8.4.1 247
Defence
Radioactive substances can be used in the field of defence such as the nuclear bomb. Besides
heat, radioactive radiation released from the explosion of a nuclear bomb destroys almost all
living things including humans and its effect exists for generations.
Today in history
On 20 September 2017, Malaysia
signed the ICAN agreement to ban
nuclear weapons at a United
Nations (UN) Conference.
Photograph 8.6 Atomic bomb explosion
Food preservation
The Radura logo in Figure 8.13 is used to label food preserved using radioactive radiation
such as gamma rays. Gamma rays are used in the preservation of food such as fruits to kill
bacteria in the food.
Figure 8.13 Radura logo Photograph 8.7 Preservation of food

using gamma rays
Medical
Gamma rays from caesium-137 (Cs-137) or
cobalt-60 (Co-60) are used to kill cancer cells.
Radioactive radiation is also used to determine
the location of blood clots using sodium-24
(Na-24), treat tumours in the brain using
technetium-99 (Tc-99), destroy germs using
cobalt-60 (Co-60) and treat thyroid glands using
iodine-131 (I-131).
Photograph 8.8 Gamma rays used
to treat cancer
248 8.4.1
Activity 8.5
To carry out a Gallery Walk on the use of radioactive radiation in
various fields • ICS
• Technology-
based activity
Instructions • STEM
1. Work in groups.
2. Gather information from the Internet, print media and other electronic media on the
use of radioactive radiation in the areas of agriculture, defence, medicine, archeology
or geochronology, industry and food preservation.
3. Discuss the following:
(a) Types of radioactive radiation used
(b) Ways of using radioactive radiation
(c) Careers related to the use of radioactive radiation
4. Carry out the gallery walk activity.
Safe and Proper Handling of Radioactive Substances and

Radioactive Waste
Safety measures in the handling of radioactive sources and radioactive waste are shown in
Figure 8.14.
Storing radioactive sources Radioactive substances are Robotic hands are used to
or radioactive waste in shielded with thick slabs of handle radioactive substances
containers with thick lead lead. safely.
walls.
Wearing appropriate Detecting the dose rate

protective clothing when of radioactive radiation
handling radioactive absorbed into the body
substances
bstances Safety measures when with detectors such as
handling radioactive radiation badges.
sources and
radioactive waste
Disposal of radioactive waste

done safely and properly
Figure 8.14 Safety measures in the handling of radioactive sources and radioactive waste
8.4.1 8.4.2 249
Appreciating the Importance of
Websites
Radioactive Radiation
The importance of radioactive radiation for the well-being Handling the disposal of
of humans makes us grateful to the Almighty for creating radioactive waste safely and
properly
radioactive particles that have many uses to sustain life.
The first artificial radioactive element, phosphorus-30
(P-30), was created by Irene Joliot-Curie, the daughter
of Marie Curie. Since 1934, many artificial radioactive
elements have been produced by scientists. Artificial
radioactive elements cannot be produced without the
radioactive particles. http://links.andl17.com/BT_
Science_250

1. State one example of the use of radioactive radiation in the following fields:
(a) Archeology and geochronology
(b) Medicine
(c) Agriculture
(d) Defence
(e) Industry
2. (a) State the type of radioactive radiation used in the preservation of food.
(b) How can this type of radioactive radiation preserve food?
3. Why are radioactive sources or radioactive waste kept in boxes with thick lead walls?
4. Figure 1 shows a warning symbol.
Figure 1
(a) What is the meaning of the warning symbol shown in Figure 1?

(b) Name one example of a place or area which displays this warning symbol.
(c) Among the three types of radioactive radiations, which is the least dangerous? Explain
your answer.
5. (a) State one metal that is used to make appropriate protective clothing to handle
radioactive substances.
(b) State one advantage and one disadvantage of using the metal to make the protective
clothing mentioned in 5(a).
250 8.4.2
Summary
Radioactivity
Discovery of Decay process of unstable Applying the understanding Uses of radioactive

radioactivity nucleus by emitting of the structure of atom radiation
radioactive radiation and nucleus
Chronological order in fields such as

Examples of radioactive in the
substances
Wilhelm Roentgen Formation of positive Agriculture, defence,

who discovered and negative ions medicine, archeology,
X-ray (1895) C-14, Rn-222, Th-234, geochronology,
U-238 by industry, food
preservation
Henri Becquerel Ionising radiation

units of radioactivity
who discovered
radioactivity (1896) such as Safety measures
becquerel (Bq),
curie (Ci) Alpha radiation, beta radiation,
gamma ray and X-ray
Marie and Pierre Curie r 4UPSJOHPGSFTPVSDFT
who succeeded in r 1SPUFDUJWFDMPUIJOH
from
detecting radioactivity r 4IJFMEJOMFBECPY
through its ionising r 6TFPGSPCPUJD
effects (1897) Natural sources Man-made sources hands
such as cosmic such as nuclear r 3BEJBUJPOCBEHFT
rays, background tests and artificial r 4BGFBOEQSPQFS
radiation radioactive disposal
elements
251
Self-reflection
8.1 Discovery of Radioactivity

Describe the history of the discovery of radioactivity.
Explain with examples radioactive substances, radioactivity and the concept of half-life.
8.2 Atom and Nucleus

Draw an atomic structure in a stable state.
Explain the formation of positive ions and negative ions.
8.3 Ionising Radiation and Non-ionising Radiation

Describe ionising radiation and non-ionising radiation.
Differentiate the three types of ionising radiation in radioactive decay.
Explain with examples sources of ionising radiation in the environment, natural sources
and man-made sources.
Discuss ways to manage the risks from exposure to natural and man-made
ionising radiation.
8.4 Uses of Radioactive Radiation

Communicate the use of radioactive radiation for well-being.
Justify the importance of proper handling radioactive substances and radioactive waste.
1. Mark ‘✓’ for the correct statements and ‘×’ for the incorrect statements.
(a) Wilhelm Roentgen discovered the X-ray. ( )
(b) Henri Becquerel used the element radium in his investigations on radioactivity. ( )
(c) The death of Marie Curie is caused by the exposure to gamma rays. ( )
2. What is the meaning of radioactive decay?
3. Name the radioactive substance in the common salt used in the medical field.
4. Pa-234 decays to U-234 by emitting beta radiation. If the half-life of Pa-234 is 5.2 hours,
what is the remaining mass of Pa-234 after 20.8 hours given its original mass is 32 g?
252
5. Tables 1(a) and 1(b) show the formation of ions.
Table 1(a)
Magnesium atom, Mg Magnesium ion, Mg2+

proton, p 12 +12 loses two proton, p 12 +12
electrons
The charge on magnesium 0 The charge on magnesium +2
atom, Mg ion, Mg2+
Table 1(b)
Fluorine atom, F Fluoride ion, F –

gains one
proton, p 9 +9 proton, p 9 +9
electron
The charge on fluorine atom, F 0 The charge on fluorine ion, F– –1
(a) Is the ion formed in Table 1(a) a positive ion or negative ion? Explain your answer.
(b) Is the ion formed in Table 1(b) a positive ion or negative ion? Explain your answer.
Focus on HOTS
HOTS
6. (a) State three similarities between X-ray and gamma ray.
(b) Figure 1 shows the condition of two samples of strawberries, X and Y, before and after
7 days.
Day one After 7 days Day one After 7 days
Sample of strawberries X Sample of strawberries Y

Figure 1
253
(i) Which sample has been preserved? Explain your answer.
(ii) What is the radioactive radiation used to preserve food?
(iii) How can this radioactive radiation preserve food?
(iv) Is food preserved using this radioactive radiation safe to be consumed?
7. (a) Figure 2(a) shows an activity that is normally carried out in a laboratory to study
Figure 2(a)
Based on the activity in Figure 2(a), describe the safety measures taken when handling
(b) Figure 2(b) shows an example of the use Beta radiation Radiation
of beta radiation in an industry. source detector
Beta radiation is used to monitor the
Bottle of
volume of drink in bottles. Beta radiation
drink
is directed towards the passing bottle
Conveyor
as shown in Figure 2(b). If the bottle is
belt
not filled sufficiently, the beta radiation
will pass through the bottle and is then
detected by a detector. The circuit attached
to the detector then removes the bottle. Bottles removed
You are required to create a model to show

the quality control system that monitors Figure 2(b)
the volume of drink in bottles as shown in
Figure 2(b) using the materials below.
• LED
• Empty mineral water bottle
• Newspaper
• Mirror
254
THEME
Earth and Space
4 Exploration
The RazakSAT-2 satellite is a satellite

created entirely by local scientists. One
of the uses of this satellite is in the field
of defence.
Our life is affected by local

weather conditions. For
example, we will use an
umbrella on a rainy day.
What is the importance of
space weather?
255
Chapter
Chapte
Chapt
hapte
hapt
aptter
Space Weather
9
1
What is the structure of the Sun?

What phenomena occur on the surface of the Sun?
What are the effects of space weather on Earth?
Let’s study
Activities of the Sun that affect Earth
Space weather
256
Science Gallery
The Sun’s X9.3 class solar flare at 8.02 am on

6 September 2017
On 6 September 2017, coronal mass ejections caused

disturbances to telecommunication, navigation system and
electric power lines for about an hour. What are the effects of
this phenomenon on daily life on Earth?
Keywords
Sun Corona
Core Solar flare
Radiation zone Sunspot
Convection zone Solar cycle
Photosphere Solar wind
Chromosphere Magnetosphere
Granule Prominence
257
9.1 Activities of the Sun that Affect Earth
The Sun appears as a ball of How is helium

produced in the
glowing gases as shown in
Sun?
Photograph 9.1. The Sun
consists almost entirely of
two types of gases, hydrogen
and helium.
MEI
Photograph 9.1 The Sun
Structure of the Sun

The structure of the Sun consists of the
parts shown in Figure 9.1. Carry out Convection zone
Activity 9.1 to learn more about the
structure of the Sun. Radiation zone
Corona Core
Three layers that form

the Sun’s atmosphere Chromosphere
Photosphere
Figure 9.1 Structure of the Sun
Activity 9.1
To gather and share information on the structure of the Sun
consisting of the core, radiation zone, convection zone, photosphere, • ICS, ISS
chromosphere and corona • Discussion
activity
Instructions
1. Work in groups.
2. Gather information from the Internet, printed media and other electronic media
on the structure of the Sun consisting of the core, radiation zone, convection zone,
photosphere, chromosphere and corona.
3. Discuss and share the information gathered.
258 9.1.1
Chapter 9: Space Weather
Phenomena that Occur on the

Science Careers
Surface of the Sun
A career as a solar scientist is
Phenomena that occur on the surface of the Sun include: relatively new in the field of solar
• Granules energy. Besides inventing solar
• Sunspots energy equipment, a solar scientist
• Solar cycles also studies and forecasts space
weather which greatly affects daily
• Prominences life on Earth.
• Solar flares
• Coronal mass ejections
• Solar winds
Granules, Sunspots and Solar Cycle

Sunspot Granule
The photosphere in the Sun’s atmosphere is made
up of granules which appear as grainy structures.
The granules are the upper part of the convection
zone of the plasma which is extremely hot with
a temperature as high as 5 800°C. The
average diameter of a granule is
about 1 000 kilometres!
Sunspots are the dark regions
seen on the surface of the Sun as
shown in Figure 9.2. Sunspots appear
dark because their temperatures are
lower than their surrounding areas
which are made up of granules.
Sunspots are the locations of very
large eruptions in the photosphere.
This phenomenon may last more than
a week. Sunspots are phenomena that
always exist in pairs or groups.
The activity of the sunspots seems to
appear and disappear according to a cycle Figure 9.2 Granules and sunspots
that lasts 11 years known as the solar cycle.
Figure 9.3 shows the position of sunspots in
the photosphere since 1875.
60°N
30°N
Equator
30°S
60°S
1870 1880 1890 1900 1910 1920 1930 1940 1950 1960 1970 1980 1990 2000 2010 2020
(Source: NASA)
Figure 9.3 Position of sunspots on the surface of the Sun
9.1.1 259
Prominence
A prominence shown in Photograph 9.2 is a huge loop
or arched column of glowing gases over the sunspot.
Prominences can reach heights of hundreds of thousands
of kilometres and may last for several days or months.
Prominences that are very strong can throw out matter from
the Sun into space at speeds ranging from 600 km s-1 to
more than 1 000 km s-1. Photograph 9.2 Prominence
Solar Flares
A solar flare shown in Photograph 9.3 is a column of large
amounts of charged gases erupting from the Sun and often
occurs near sunspots. Solar flares are strong and spectacular
explosions of gases. Solar flares attain their maximum
brightness level within a few seconds or minutes and then
become dim after a few minutes or hours. Solar flares spout
charged gas particles at high speeds into outer space. The
light from solar flares which is at the speed of light takes
eight minutes to reach Earth while the charged gas particles
take tens of minutes. Photograph 9.3 Solar flare
These charged gas particles often collide with atoms and
molecules in Earth’s atmosphere to produce a stunning light
display in the sky known as aurora which uniquely occurs
only in the air space around Earth’s poles.
Coronal Mass Ejections

A coronal mass ejection shown in Photograph 9.4 is a huge
cloud of plasma that erupts from the Sun and often occurs
together with solar flares which are huge and strong. A
coronal mass ejection is an ejection of magnetic gas particles. Photograph 9.4 Coronal mass ejection
The coronal mass ejection spouts magnetic particles at high
speeds into outer space and appears like an expanding cloud.
These magnetic particles from the coronal mass ejection take
three days to reach Earth.
Like the charged gas particles in solar flares, the magnetic
gas particles also react with atoms and molecules in Earth’s Watch a video on prominences,
atmosphere to produce aurora. solar flares and coronal mass
ejections.
5
*(
:
,
.
7(
260 9.1.1
Solar Wind
Particles in plasma such as electrons, protons and
alpha particles that erupt from the Sun to outer
space travel together at high speeds known as
solar wind as shown in Photograph 9.5.
Solar wind also carries the interplanetary
magnetic field along with it. The speed of solar
wind is supersonic with values ranging from Earth
250 km s-1 to 750 km s-1. However, the speed, Solar wind
temperature and density of the solar wind
changes along the course of its movement.
Photograph 9.5 Solar wind (in yellow)
Earth’s Magnetosphere and its Importance

Shape of Earth’s Magnetosphere
Magnetosphere
Solar wind Earth
Magnetosphere
(a) Earth’s magnetic field (b) Earth’s magnetosphere
Figure 9.4 Shape of Earth’s magnetosphere
Compare and contrast the pattern of magnetic field lines between Earth’s magnetic field and
Earth’s magnetosphere. Even though both of these patterns
of magnetic field lines are not fixed, the pattern of Earth’s MARVELS OF
magnetic field lines changes slightly while the pattern of SCIENCE
the magnetic field lines in the magnetosphere changes a lot
Animation that shows
based on the interaction between solar wind and Earth’s the relationship between
magnetic field. magnetosphere and solar wind.
Definition of Earth’s Magnetosphere

Earth’s magnetosphere is defined as a region in outer
space surrounding Earth where the magnetic field in Earth’s
magnetosphere is a combination of Earth’s magnetic field
(as the prime magnetic field) and the magnetic field in the http://links.andl17.com/BT_
Science_261
region in outer space as shown in Figure 9.4(b).
9.1.2 261
Formation of Earth’s Magnetosphere
Magnetosphere is formed by the interaction between the magnetic field brought by the solar
wind and Earth’s magnetic field. As the number and energy of particles brought by the solar
wind change, the shape of the magnetosphere also changes.
Importance of Earth’s Magnetosphere

The importance of magnetosphere is to protect Earth from the adverse effects caused by
dangerous particles from the Sun or other bodies in the Universe.
Magnetosphere
(magnetic field lines
Solar wind in blue)
(in yellow)
Earth protected
by magnetosphere
Magnetosphere
(magnetic field lines
in blue)
Figure 9.5 Protection from Earth’s magnetosphere

The magnetosphere:
• functions as a biological shield to protect life on Earth from the adverse effects of solar wind
• blocks charged particles such as electrons, protons and alpha particles in the solar wind from
reaching Earth. Excessive numbers of charged particles in Earth’s atmosphere will disrupt
telecommunication, navigation system and electric power lines
• reduces the pressure exerted by solar wind on Earth’s atmosphere
Activity 9.2
To gather and share information on the definition, formation, shape
and importance of the magnetosphere • ICS, CPS, ISS
• Discussion
1. Work in groups.
2. Gather information from the Internet, printed media and other electronic media on
the definition, formation, shape and importance of the magnetosphere.
4. Brainstorm on the condition of Earth without the magnetosphere.
262 9.1.2

1. State three structures of the Sun that form the Sun’s atmosphere.
2. State three phenomena that occur on the surface of the Sun where charged gases erupt.
3. Define Earth’s magnetosphere.
4. What influences the shape of the magnetosphere?
5. Name one object in the Solar System that has the same shape as solar wind.
9.2 Space Weather
Space Weather and its Effect on Earth Websites

Space weather is defined as the phenomena that occur:
• on the surface of the Sun such as solar flares, Space weather
prominences, sunspots and coronal mass ejections
• in space such as solar wind, solar radiation storm and
geomagnetic storm
Science_263
Study Figure 9.6. Then, carry out Activity 9.3.
Sunspot Coronal mass ejection Magnetic field

line
Solar wind
Solar radiation storm Earth
Earth Magnetic field

line
Solar flare
Geomagnetic storm
Figure 9.6 Space weather

9.2.1 263
Activity 9.3
To gather and share information on the definition of space weather
and its effects on Earth • ICS, CPS, ISS
• Discussion
1. Work in groups.
2. Gather information from the Internet, printed media and other electronic media on
the definition of space weather and effects on Earth such as the formation of the
aurora, disturbances to telecommunication, navigation system as well as electrical
power lines.
Space storms Effects of geomagnetic

http://links.andl17.com/ storm, solar radiation
BT_Science_264_1 storm and disturbances
of radio transmission
BT_Science_264_2

Interpretation of Data on Space Weather

Data on space weather is used or analysed to:
• forecast when coronal mass ejections occur in the Sun
• determine the reasons for the occurrence of solar flares and coronal mass ejections on the
surface of the Sun
Activity 9.4
To interpret data on space weather
• ICS, CPS, ISS
2. Gather information or data on space weather from the Internet,
printed media and other electronic media.
Sources of solar wind in relation to solar cycle

3. Interpret data on space weather by relating the number of sunspots or solar cycles
with the increase in coronal mass ejections and solar winds.
4. Present your group’s interpretation of space weather data using multimedia presentation.
264 9.2.1

1. What is the definition of space weather?
2. State four examples of the effects of space weather on Earth.
3. What is the relationship between the number of sunspots and the increase in coronal
mass ejections?
Summary
Space weather
is influenced by
Sun Solar wind Phenomena on the

surface of the Sun
which determines the shape of the

produce effects
such as
Structure Phenomena on Magnetosphere

Formation of aurora,
its surface
disturbances to
which
telecommunication,
such as
Core, radiation navigation system as well
zone, as electric power lines
convection Protects
Granules,
zone, Earth
prominences, which shows
photosphere,
solar flares,
chromosphere,
solar cycles, from
corona The relationship
sunspots,
between the number of
coronal mass Adverse effects sunspots (solar cycle),
ejections, from harmful and the increase in
solar winds particles in coronal mass ejections
solar winds and solar winds
265
Self-reflection
9.1 Activities of the Sun that Affect Earth

Explain the structure of the Sun and phenomena that occur on the Sun's surface
by drawing.
Justify the importance of Earth’s magnetosphere.
9.2 Space Weather

Communicate space weather and its effects on Earth.
1. Figure 1 shows the structure of the Sun.
A: D:
B: E:
C:
F:
Figure 1
Name the structures labelled A to F using the following words:
Photosphere Corona Chromosphere
Core Convection zone Radiation zone
2. What is the duration of one solar cycle?
3. State the phenomenon related to solar cycle.
266
4. State three examples of equipment or service used daily which is disrupted by solar
winds.
5. What would happen to the condition of Earth if there is no magnetosphere?

Focus on HOTS
6. Earth’s magnetosphere shown in Figure 2, is a region in space which protects Earth.
Figure 2
The shape of Earth's magnetosphere is produced by the interaction between Earth’s

magnetic field and solar wind. Magnetic field lines from other planets in the Solar System
are represented by white lines while Earth’s magnetic field lines are represented by red lines
as shown in Figure 2.
You are required to create a model of the magnetosphere using the following materials:
• Green-coloured plastic bag

• White thread
• Red thread
• Polystyrene cup with a convex cover
• Plasticine
Sketch the model of the magnetosphere. Explain how the model functions.
267
Chapter
Cha
Chapter
Chapte
hapte
pte
p ter
er
Space Exploration
10
1 0
How can the model of the Solar
System be improved from time
to time?
Give three examples of
technological invention devices
applied in space exploration.
Give an example of the use of
remote sensing technology in
field of geology.
Let’s study
Development in astronomy
Development of technology and its application in space exploration
268
Science Gallery
International Space Station, ISS

The International Space Station n (ISS) is a
station that facilitates international
nal research
tation
in space. The function of this station
is to carry out research in space e and
monitor space.
Dato’ Dr Sheikh
Muszaphar Shukor Al Masrie
bin Sheikh Mustapha is the
first astronaut from Malaysia
to carry out experiments in
space from 10 October to
21 October 2007.
Keywords
Geocentric Satellite
Heliocentric Space probe
Kepler’s Law Remote sensing
Ellipse Geology
Focal point Disaster management
Rocket Space Telescope
269
10.1 Development in Astronomy
Historical Development of the Solar System Model

Study Figure 10.1. Then, carry out Activity 10.1.
History of the Solar System Model
Ptolemy Copernicus
o"%
o
t 1PMJTIBTUSPOPNFS
t (SFFLBTUSPOPNFS NBUIFNBUJDJBO
BTUSPMPHFSBOE FDPOPNJTUBOEEPDUPS
HFPHSBQIFS t #VJMUUIFheliocentric
t #VJMUUIFgeocentric NPEFMXJUIUIF4VOBU
NPEFMXJUI&BSUIBU UIFDFOUSFBOEDJSDVMBS
UIFDFOUSFBOE PSCJUT
DJSDVMBSPSCJUT
Geocentric model Heliocentric model
Jupiter
Mercury
Jupiter Mars
Mars
Venus Saturn
Earth Mercury
Moon Sun
Venus Earth
Moon
Sun
Saturn
t A(FPNFBOT&BSUI
t A$FOUSJDNFBOTDFOUSF t A)FMJPNFBOTUIF4VO
t &BSUIJTBUUIFDFOUSFPGUIF4PMBS4ZTUFN t A$FOUSJDNFBOTDFOUSF
t &BSUIJTTUBUJPOBSZBOEBMMUIFPCKFDUTTVDIBT t 5IF4VOJTBUUIFDFOUSFPGUIF4PMBS4ZTUFN
UIF4VOBOEPUIFSQMBOFUTSFWPMWFBSPVOE t &BSUISPUBUFTPOJUTBYJTBOESFWPMWFTBSPVOE
&BSUIJODJSDVMBSPSCJUT UIF4VOJOBDJSDVMBSPSCJU
Figure 10.1 History of the Solar System model

270 10.1.1
Chapter 10: Space Exploration
Kepler
o
tø(FSNBOBTUSPOPNFS NBUIFNBUJDJBO
BOEBTUSPMPHFS
t .PEJmFEUIFheliocentric NPEFMXJUI
UIF4VOBUPOFDPNNPOGPDBMQPJOUPO
UIFFMMJQUJDBMPSCJUTPGUIFQMBOFUT
BDDPSEJOHUPKepler’s Law
Modified Heliocentric model according to Kepler’s Law
8 5
6
7
4 2
Sun
3 1
1 .FSDVSZ 4 .BST 7 6SBOVT

2 7FOVT 5 +VQJUFS 8 /FQUVOF
3 &BSUI 6 4BUVSO
10.1.1 271
Activity 10.1
To understand the development of the Solar System models built by
Ptolemy, Copernicus and Kepler • ICS
• Discussion
Instructions Activity
1. Work in groups.
2. Carry out active reading by visiting websites or going on a study tour to the National
Planetarium to gather information on the development of the Solar System models
built by:
(a) Ptolemy
(b) Copernicus
(c) Kepler
Examples of websites are as follows:
Watch these sections Historical attempts to

of the video model the Solar System
3.01 Historical Solar (Take a challenge)
System Models http://links.andl17.com/
3.02 Current Solar BT_Science_272_2
System Model
BT_Science_272_1
History of the Solar System model

3. Discuss and present to the class how knowledge gained through scientific research is
the product of human effort to obtain rational explanations about natural phenomena.

1. Name the Solar System model built by the following astronomers:
(a) Ptolemy
(b) Copernicus
(c) Kepler
2. Compare and contrast the Solar System models built by Ptolemy and Copernicus.
(a) Similarities
(b) Differences
3. Compare and contrast the Solar System models built by Copernicus and Kepler.
(a) Similarities
(b) Differences
272 10.1.1
Development of Technology and its

10.2 Application in Space Exploration
Development in Space Exploration
Figure 10.2 shows part of the early history of space exploration in terms of technology
development and missions in space exploration.
2011: Construction of International 2002: National Space 2000:

Space Station (ISS) completed Agency (Agensi Angkasa Malaysia’s
Negara) established first
microsatellite
TiungSAT-1
launched
1990: US launched
Hubble Space Telescope 1996: Malaysian
1989: First Neptune satellites MEASAT 1
flyby – US Voyager 2 from space shuttle
and 2 launched
1981: First Discovery
flight of US
space shuttle
– Columbia
1973: First Jupiter flyby – US 1969: First human to 1961: First human to orbit Earth –
Pioneer 10 set foot on the Moon – Yuri Gagarin, aboard USSR Vostok 1
Neil Armstrong,
US Apollo 11
1957: First satellite – USSR Sputnik 1

1609: First telescope used in the
11th century: field of astronomy by Galileo Galilei
Chinese invented
gunpowder and
used primitive
rockets in battles
Figure 10.2 Some of the events related to the development of technology

in space exploration
10.2.1 273
Applications of Technology in Space Exploration and their
Importance
Space Telescope
Figure 10.3 shows the development of the telescope.
The astronomical sextant is Galileo’s Telescope became Hubble space telescope

used to measure the altitude the most widely used was placed in an orbit 500 km
of stars astronomical instrument from the surface of Earth
The Spitzer space telescope

detects very distant activities
in space.
Apart from optical telescopes, radio

telescopes are also used to detect radio
waves from space.
Figure 10.3 Space telescopes
Rocket
Rockets are used widely in space
explorations. When the fuel in a rocket
burns, hot gases are released at high speed
through the bottom of the rocket. The
release of these gases produces a force
which pushes the rocket upwards.
Vostok K Redstone Atlas Voskhod Titan II Soyuz Saturn 1B Saturn V STS Long Falcon SLS Angara Atlas V
March 2F 9 5P
Photograph 10.1 Rockets used to send humans to space
Based on Photograph 10.1, which rocket was used to send astronauts to the Moon?
274 10.2.1
Satellite
The first satellite,
Websites
Sputnik 1 was sent to
Satellite launch
outer space in 1957.
How many satellites are
orbiting around Earth
today? Which country
has the largest number
of satellites? Photograph 10.2 Weather http://links.andl17.com/BT_
satellite GOES-16 gathers Science_275
data on solar flares
Space Probe
MARVELS OF
A space probe is a spacecraft SCIENCE
that gathers information and In 2017, space probe Cassini was
sends it back to Earth. Space still active orbiting Saturn even
probes do not orbit Earth like after 20 years in space.
satellites but travel further
into and out of the Solar
Photograph 10.3 Space
System. Space probes carry
probe Cassini
cameras and remote sensing
instruments as well as radio
transmitters and receivers for the purpose of
communicating with scientists on Earth.
Remote Sensing
Remote sensing is a method of gathering and recording information from a distance. In
Malaysia, remote sensing instruments are fitted to TiungSAT-1 to receive or detect visible,
ultraviolet and infrared lights produced by objects on the surface or below the surface of
Earth. The information gathered by TiungSAT-1 is then sent to two data receiving stations at
the National Planetarium Station, Federal Territory of Kuala Lumpur and the Mission Control
Station (MCGS), Bangi, Selangor.
Photograph 10.4 shows the pattern and movement of
clouds taken from TiungSAT-1’s remote sensing camera.
What is the use of the information obtained from this
photograph?
Remote sensing technology is used in various fields in
daily life as follows:
• Agriculture – To detect suitable regions for agricultural
development
• Geology – To detect locations such as mineral sources,
mass depletion and land depletion Photograph 10.4 A picture of
• Disaster management – To identify pollution and forest fires the pattern and movement of
• Defence – To detect intrusions of enemy ships, aircraft and clouds
vehicles
10.2.1 275
Activity 10.2
To understand the development of technology in space exploration
• ICS
2. Carry out active reading by visiting websites or going on a study
tour to the National Planetarium, MACRES and National Space Agency to gather
information on the development of technology in space exploration in:
(a) early history of space exploration
(b) the construction of rocket, satellite and space probe
(c) remote sensing used in agriculture, geology, disaster management and defence
3. Discuss and present the development and technological applications in space
exploration and their importance.
4. Present the findings of your group discussion using multimedia presentation.
Activity 10.3
To debate the issue of continual space exploration
• ISS, CPS
Instructions • Project-based
2. Gather information from the Internet, printed media and other
electronic media on the importance of space exploration in the local and global
context.
3. Share and discuss the gathered information.
4. Debate the issue of continual space exploration in the local and global context.

1. Name the first technological device used in space exploration.
Hape
2. Study Figure 1.
(a) What is Discovery?
(b) What is Hape?
3. (a) Name the technology used to take aerial photographs.
(b) What is the importance of taking aerial photographs Discovery
during floods?
4. What is the role played by the Malaysian Remote Sensing Agency
(MACRES)?
Figure 1
276 10.2.1 10.2.2

Summary
Space exploration
is infuenced by
Development in astronomy Development of technology and its

application in space exploration
such as
such as
Building of solar
system models
by Rocket Satellite Space probe
used to used to used to

Ptolemy Copernicus Kepler
Send spaceships, Gather information Gather and send

Earth as the Sun as the Sun as the satellites, space on space weather, information on
centre of the centre of the centre of the probes to space remote sensing, distant bodies in
Solar System Solar System Solar System telecommunication, space
defence
with
with with
Remote sensing used in
Sun and other Earth and Earth and

planets other planets other planets Agriculture, geology,
revolving in revolving in revolving in disaster management,
circular orbits circular orbits elliptical orbits defense
277
Self-reflection
10.1 Development in Astronomy

Explain the historical development of the Solar System model by drawing.
10.2 Development of Technology and its Application in Space Exploration

Communicate the importance of the development of technology and its application in
space exploration.
Justify the need to continue space exploration.
1. Figure 1 shows the Spitzer space telescope.
Figure 1
Mark ‘✓’ for the correct statements and ‘×’ for the incorrect statements.
(a) The Spitzer space telescope is located on the surface of Earth.
(b) The Spitzer space telescope ‘observes’ better than ordinary telescopes.
(c) The Spitzer space telescope is used to take photographs of Earth’s

surface.
(d) The Spitzer space telescope is used as a remote sensing equipment.
278
2. Match the Solar System model to the astronomer who built it.
Solar System model Astronomer
(a) Earth is at the centre of the

Solar System and the Sun Copernicus
revolves around Earth in a
circular orbit.
Kepler
(b) The Sun is at the centre of
the Solar System and Earth
revolves around the Sun in Ptolemy
an elliptical orbit.
3. How can knowledge about astronomy be acquired through scientific investigation?
4. Why are space probes not used to send astronauts into space?
5. Figure 2 shows a space probe sent to Saturn.
Figure 2
(a) What is the function of this space probe?

(b) State one example of a phenomenon that occurs on the surface of the Sun that might
destroy the space probe.
(c) State the source of energy used by the space probe.
6. State two examples of the use of remote sensing technology in the following fields:
(a) Agriculture
(b) Geology
(c) Disaster management
(d) Defence
279
Focus on HOTS
HOTS
7. Figure 3 shows a rocket.
Figure 3
(a) What is a rocket?

(b) What is the function of rocket in space exploration?
(c) Explain one misuse of rocket in our daily life.
8. Astronomers have successfully discovered three planets revolving around the TRAPPIST-1
star which are suitable for all life on Earth.
As these three planets are extremely far, a special spacecraft needs to be invented to
transfer life on Earth to these planets.
You are required to invent a model of the spacecraft using the following materials:
• Cardboard
• Cellophane tape
• Black plastic sheet
• Aluminium foil
280
ANSWERS
CHAPTER 1 Stimuli and Formative Practice 1.1 (p. 10)

Responses 1. Central nervous system and peripheral
nervous system
Activity 1.1 (p. 7) 2. (a) Voluntary actions are conscious
Questions
actions, carried out according to the
1. Stimulus: Seeing your partner let go of
wishes of a person and are controlled
the ruler.
by the brain.
Response: Catching the ruler using your
Examples of controlled actions are
thumb and index finger.
reading, writing, speaking, eating,
This is a voluntary action
drinking, walking, running, exercising
because it is a conscious
and singing.
action and is made according
(b) Involuntary actions are spontaneous
to the will of the individual
actions that happen without being
who received the stimulus
realised or thought of beforehand.
and is controlled by the brain.
Examples of uncontrolled actions
2. The distance moved by the ruler shows
are heartbeat, breathing, peristalsis,
the time taken by the student to catch
secretion of saliva and sneezing.
the ruler. The shorter the distance, the
3. Injured nerve cells in the human brain
faster the reaction time.
are unable to interpret impulses from
3. Different students usually have different
affectors and cannot send impulses to
reaction time. Besides this, the reaction
effectors. Due to this, a person who
time of an individual is not constant.
sustained brain injury is unable to carry
4. In the daily life of humans, reaction time
out voluntary or involuntary actions
plays an important role to coordinate and
involving the brain.
control organs and body parts so that
4. The network of nervous system of
they function harmoniously and efficiently.
humans functions to control and
coordinate organs and body parts so as
Activity 1.3 (p. 9) to carry out processes in the body and
Questions daily activities.
1. Stimulus: Intensity of light that enters
the eye.
Response: Change in size of the pupil. Brain Teaser (p. 15)
This is an involuntary action Excess mucus is produced when a person
because this action occurs suffers from a cold. This excess mucus will
spontaneously without any obstruct receptors from being stimulated by
conscious control or prior chemical substances in the air entering the
thoughts. nasal cavity.
2. The higher the intensity of light, the
smaller the size of the pupil.
Brain Teaser (p. 16)
3. This response can help protect the eye
A blind person uses the sensitivity of the
from injury.
fingertip to read Braille and sensitivity of the
hand to detect vibrations of the walking stick
Brain Teaser (p. 10) when it hits objects to detect any nearby
Muscular system obstructions.
1
Activity 1.6 (pp. 19, 20) substances in hot food also evaporate to
Questions form vapour which enters the nasal cavity
1. Tip of index finger. It has the largest and stimulates the smell sensory cells.
number of receptors. The combination of sense of taste and
2. Elbow. It has the least number of sense of smell causes hot food to taste
receptors. better.
3. Touch receptor.
4. Number of touch receptors and thickness Formative Practice 1.2 (p. 29)
of epidermis. 1. (a) Cornea
(b) Pupil
Activity 1.7 (p. 21) (c) Retina
Questions (d) Brain
1. To ensure no other solutions remain and 2. Semicircular canals
only the taste of one solution is detected 3. At the upper part of the nasal cavity
during each attempt. 4. Sweet, sour, salty, bitter, umami
2. All areas of the tongue can detect all 5. Number of receptors and thickness of
tastes of the solutions. skin epidermis
3. Both sides of the tongue are most 6. (a) Five types of taste, touch, pain, hot
sensitive towards taste because they objects, cold objects, and pressure.
have a large number of taste receptors. (b) Five types of taste can be detected
4. The middle part of the tongue is least by taste receptors in the taste
sensitive to taste because it has a small buds of the tongue. The tongue is
number of taste receptors. protected by skin that has touch,
5. The front part of the tongue is more pain, heat, cold and pressure
sensitive to sweet taste, the sides of receptors. Therefore, it can detect
the tongue are more sensitive to sour touch, pain, hot objects, cold objects
and sweet tastes, the back part of the and pressure.
tongue is more sensitive to bitter taste
and the middle part of the tongue is more Experiment 1.1 (pp. 30 – 33)
sensitive to umami. A. Questions (p. 31)
1. Light
Brain Teaser (p. 22) 2. Shoot of the plant
No. After the tongue is cleaned, the tongue 3. The shoot of the plant shows positive
will become more sensitive. phototropism because shoots of
plants grow towards the direction of
Activity 1.8 (pp. 22, 23) light.
Questions
1. Without the nose being pinched. B. Questions (p. 32)
2. Taste of the cordial drink is more easily 1. So that light cannot influence the
detected using a combination of sense of growth of the seedlings.
taste and sense of smell. 2. (a) Grow upwards against the
3. So that your partner does not use sense direction of gravity.
of sight to determine the taste of the (b) Grow downwards in the direction
cordial drink based on the colour such as of gravity.
purple for taste of grape, orange for taste 3. Roots of plants show positive
of orange, yellow for taste of mango and geotropism because the roots of
red for taste of strawberry. plants grow towards the direction of
4. In addition to chemical substances gravity. Shoots of plants show negative
in food which dissolve in saliva and geotropism because shoots of plants
stimulate the taste buds, chemical grow against the direction of gravity.
2
C. Questions (p. 33) cat received by both of Azman’s ears are
1. Water the same. The brain then informs Azman
2. Roots of the plant the direction of the cat making the sound.
3. Absorbs water and moisture in the air
in beaker Y Summative Practice 1 (pp. 41 – 43)
4. The roots of the plants show positive 1. (a) ×
hydrotropism because they grow (b)
towards water. (c) ×
(d)
Formative Practice 1.3 (p. 35) 2. P: Brain
1. (a) Tropism is a directed response of Q: Spinal cord
plants towards stimuli coming from a R: Peripheral nerve
certain direction. 3. (a) Changes in the size of the pupil of
(b) (i) Thigmotropism the eye.
(ii) Geotropism (b) Intensity of light which enters the eye.
(iii) Phototropism (c) The lower the intensity of light
2. (a) (i) Shoots directed towards the eye, the larger
(ii) Roots the size of the pupil of the eye.
(iii) Tendrils or winding shoots (d) During a solar eclipse, the bright
(b) Positive hydrotropism allows roots to rays of the sun will enter the eye and
obtain water and dissolved mineral damage the cells of the retina.
salts to survive. 4. (a) Sound → Earlobe → Ear canal →
3. Similarity: Tropism and nastic response Eardrum → Ossicles → Oval window
are responses of plants → Cochlea → Auditory nerve → Brain
towards stimuli. (b) Light → Cornea → Aqueous humour
Difference: Tropism is the directed → Pupil → Eye lens → Vitreous
response of plants towards humour → Retina → Optic nerve →
stimuli while nastic response Brain
is the response towards 5. (a) X: Touch receptor
stimuli without considering Y: Pain receptor
their direction. (b) Fingertip is more sensitive towards
touch stimuli compared to the palm
Brain Teaser (p. 37) of the hand.
The blind have a more sensitive sense of Fingertip has a thinner layer of
hearing. They make use of sound to detect epidermis and more touch receptors
location and estimate distance of nearby compared to the palm of the hand.
objects. (c) Agree. The tongue is a sensory
organ that has receptors known as
Formative Practice 1.4 (p. 39) taste buds on the surface of the
1. Stereoscopic and monocular vision. tongue which is protected by skin
2. Location of eyes on the head. epidermis.
3. Primary consumer has monocular vision. 6. (a) The sense of smell helps us to detect
Monocular vision has a wide field of danger such as leakage of gas that
vision and allows it to detect predators might occur in the science laboratory.
coming from various directions. For example, we can detect the
4. Stereophonic hearing allows us to presence of dangerous gases such
determine the direction of sound as chlorine and ammonia from their
accurately. smell.
5. Azman uses his stereophonic hearing (b) Dogs have a very sensitive sense
to determine the cat’s location. The time of smell because they have more
and loudness of the sound made by the sensory cells for smell than human
3
and are more efficient to analyse 3. To provide sufficient oxygen and
smell than human. eliminate carbon dioxide from the air.
7. (a) – Positive phototropism 4. (a) (i) Rib cage
– Positive hydrotropism (ii) Diaphragm
(b) Positive phototropism ensures shoots (iii) Trachea and bronchus
and leaves of plants obtain sufficient (iv) Lungs
sunlight to make food through (b) – A thin rubber sheet stretches more
photosynthesis. easily compared to a thick rubber
Positive hydrotropism allows roots sheet.
of plants to grow towards water so – Therefore, a thin rubber sheet is
that they can absorb water to enable more easily pulled downwards or
plants to carry out photosynthesis. pushed upwards.
8. (a) Stereoscopic vision (c) (i) Breathing in or inhaling
(b) The eagle is a predatory animal. (ii) Exhaling
Stereoscopic vision helps the (d) – The structure or volume of the
eagle to hunt its prey by accurately glass jar which represents the rib
determining the location of its prey. cage is fixed when the thin rubber
9. Explanation: sheet is pulled downwards or
– Fill the transparent plastic bottle with pushed upwards.
water. – While the structure and volume of
– It functions as a convex lens. the rib cage changes during the
– Place it on top of the newspaper. processes of inhaling or exhaling.
– Read the newspaper through it.
Formative Practice 2.2 (p. 56)
1. Difference in concentrations of oxygen
CHAPTER 2 Respiration gas in the alveolus and blood capillaries.
Experiment 2.1 (pp. 50 – 52) 2. (a) When concentration of oxygen is
Question (p. 51) high, haemoglobin will combine
– The water level in the gas jar containing with oxygen chemically to form
inhaled air is higher. oxyhaemoglobin which is unstable.
– Composition of oxygen in inhaled air is (b) When concentration of oxygen is low,
higher than that in exhaled air. oxyhaemoglobin will decompose to
– Burning of candle using the oxygen in the form haemoglobin and oxygen.
gas jar causes water to enter to fill the 3. Glucose + oxygen → carbon dioxide +
space originally filled with oxygen. water + energy
4. Efficiency of exchanging oxygen in the
Question (p. 52) human body decreases at high altitudes.
– Limewater in the conical flask where Concentration of oxygen in the air at high
exhaled air was passed through turns altitudes is low. Due to this, the rate of
cloudy. diffusion of oxygen from the alveolus into
– Carbon dioxide in the exhaled air reacts the blood capillaries is also low.
with the limewater. 5. – Thickness of wall of alveolus and
blood capillary is one cell thick
Formative Practice 2.1 (p. 53) – The wall of alveolus is moist
1. (a) Trachea – Alveolus with large surface area
(b) Bronchus – Dense network of capillaries covering
(c) Bronchiole alveolus
2. (a)
(b) × Brain Teaser (p. 57)
(c) × Forests help to maintain the balance of oxygen
(d) × and carbon dioxide in the atmosphere.
4
Brain Teaser (p. 58) to this, the health of all systems in the
Smoking endangers the health of the smoker body especially the respiratory system is
and everyone in the vicinity of the smoker. maintained.
5. Not smoking, frequent exercise
Electric buses do not emit exhaust gases. Brain Teaser (p. 67)
Therefore, air pollution can be reduced. Organ of gaseous exchange.
Experiment 2.2 (pp. 62, 63) Brain Teaser (p. 71)

Questions Air is always moving from one region to
1. Cigarette tar another region. Therefore cooperation from
2. Cigarette smoke is an acidic substance the global society is required. Prevention in
because it changes the purple colour of only one region would not be effective.
litmus solution to red.
3. Ammonia, stearic acid, methane, butane, Formative Practice 2.5 (p. 72)
methanol, toluene, cadmium, arsenic, 1. Leaves, stem, aerial roots
acetone 2. P: Guard cell Q: Stomatal pore
3. (a) Stomata open during the day. Water
Formative Practice 2.3 (p. 63) diffuses into guard cells through
1. (a) Tar, pollen, haze and dust osmosis causing the guard cells to
(b) Sulphur dioxide, carbon monoxide, bend and open the stoma.
nitrogen dioxide (b) Stomata close at night. Water
2. Pollen diffuses out of guard cells through
3. (a) Pain during breathing osmosis causing the guard cells
(b) Blood in phlegm to straighten up and close the
(c) Frequent shortness of breath stoma.
(d) Wheezing sound when breathing (c) Stomata are closed on hot days
4. Lung cancer, emphysema, bronchitis, to prevent excessive loss of water
(any two) through transpiration.
5. A person who does not smoke but 4. Polluted air will reduce the amount of
who breathes in cigarette smoke from sunlight reaching the plants and reduce
smokers nearby. the rate of photosynthesis. Hence, the
growth and survival of plants will be
Formative Practice 2.4 (p. 66) jeopardised.
1. (a) Gills
(b) Trachea Summative Practice 2 (pp. 74 – 77)
(c) Moist outer skin 1. (a) Alveolus
2. Thin outer skin of frogs, dense network (b) Bronchus
of blood capillaries under the layer of (c) Nasal cavity
skin, very permeable to respiratory gases 2. P: Trachea
and moist. Q: Bronchus
3. Body cells of insects have a direct R: Alveolus
connection with the respiratory surface. 3. (a)
Oxygen that enters the tracheole diffuses (b)
directly into the cells while carbon dioxide (d)
diffuses out. 4. (a) higher
4. When we exercise, our rate of respiration (b) lower
increases. Higher rate of transport of 5. (a) Haemoglobin transports oxygen from
oxygen to body cells and higher rate of the red blood cell to body cells.
elimination of carbon dioxide from body (b) Oxyhaemoglobin easily decomposes
cells result in healthier body cells. Due into haemoglobin and oxygen when
5
it reaches body cells so that oxygen gaseous exchange
can diffuse into the cells. in the alveolus is
6. (a) Azura may be allergic to pollen. In reduced causing
Spring, more pollen is released from shortness of breath.
anthers. When Azura inhales air 8. – Stop smoking.
containing pollen, there is a higher To avoid harmful substances found
risk of her getting an asthma attack. in cigarette smoke from entering the
(b) Any place that is hazy and dusty. lungs and harming the respiratory
Examples: industrial areas, system.
construction sites and others. – Avoid places with polluted air.
Haze and dust also cause asthma To avoid inhaling air that contains
attacks in asthma patients. harmful substances such as cigarette
7. (a) – Thickness of the wall tar, carbon monoxide, sulphur dioxide,
– Moisture of the wall nitrogen dioxide, haze, dust and pollen
– Surface area which are harmful to the respiratory
– Network of capillaries system.
(b) (i) Asthma – Have proper exercise and lead a
Symptom: Shortness of breath healthy lifestyle.
Cause: Excessive release To maintain a healthy respiratory
of mucus on the system.
surface of alveolus 9. Users at the waiting areas will become
reduces the surface passive smokers if there are other users
area and rate of nearby who smoke. This is harmful to
gaseous exchange in their health.
the alveolus thereby 10. (a) Gaseous exchange is through
causing shortness of diffusion into cells.
breath. (b) The respiratory system of insects
(ii) Bronchitis is more effective than the human
Symptom: Shortness of breath respiratory system.
Cause: Inflammation of the (c) Gaseous exchange through direct
bronchus in bronchitis diffusion into the cells of insects is
patients caused easier, quicker and more efficient
by tar and irritants compared to gaseous exchange
in cigarette smoke through transport of gases by blood
reduces the rate of in the human body.
movement of air from 11. (a) Carbon monoxide
the nose to the lungs (b) When the air in a car which
through the bronchus. contains carbon monoxide is
This causes bronchitis inhaled, the carbon monoxide
patients to be combines with haemoglobin to form
frequently breathless. carboxyhaemoglobin. Therefore,
(iii) Emphysema a person in the car will not have
Symptom: Shortness of breath sufficient oxygen supply which can
Cause: The alveolus in be fatal.
emphysema patients 12. (a) (i) 3.0 dm3
is damaged by (ii) 2.5 dm3
dangerous substances (b) (i) 4.0 dm3
in the air such as (ii) 3.0 dm3
irritants in cigarette (c) The more active the activity that is
smoke. Hence, the performed, the larger the maximum
surface area for volume of the lungs. From the graphs
6
in Figures 3(a) and 3(b), the volume – toxic waste products that fail to be
of air in the lungs of runners X and Y eliminated from the body to the outside
increases when they are running. surroundings will poison and kill the
(d) Runner Y. organism.
Cigarette smoke which damages the
alveolus will reduce the maximum Activity 3.2 (p. 84)
volume of air in the human lungs. Fish
The maximum volume of air in the – Fish has a single blood circulatory system
lungs of runner Y is less, therefore where blood flows through the heart only
runner Y is a smoker. once in one complete cycle to the all the
(e) Increase in the maximum volume other parts of the body.
of the lungs increases the rate of – Fish’s heart has one atrium and one
respiration because the rate of ventricle.
gaseous exchange in the lungs is – Deoxygenated blood flows out from
increased. the heart to the gills where gaseous
exchange occurs in the capillaries of the
gills changing deoxygenated blood to
CHAPTER 3 Transportation oxygenated blood.
Formative Practice 3.1 (p. 82) – Oxygenated blood flows from the heart to
1. The function of the transport system the whole body, changes into deoxygenated
is to carry substances needed by cells blood and flows back into the heart.
into organisms and eliminate waste
products from organisms to the outside Amphibians
surroundings. – Amphibians have an incomplete double
2. Examples of substances needed by cells: circulatory system where blood flows
Oxygen, nutrients through the heart twice in one complete
Examples of waste products eliminated cycle to the whole body.
from cells: – Amphibian’s heart has two atriums and
Carbon dioxide, water, urea one ventricle.
3. Importance of the functions of transport – Deoxygenated blood flows out from the
system in organisms are as follows: amphibian’s heart to the lungs and skin
– Transport system provides substances where gaseous exchange occurs in the
needed by cells such as oxygen and blood capillary walls in the lungs or under
nutrients which are used to produce the skin changing deoxygenated blood to
energy through the process of cellular oxygenated blood.
respiration. – Oxygenated blood flows from the heart to
– Transport system provides substances the brain and a mixture of oxygenated and
needed by plant cells such as carbon deoxygenated blood flows to all other parts
dioxide and water which are used to of the body except the lungs. Oxygenated
carry out photosynthesis. blood changes into deoxygenated blood
– Transport system also eliminates and flows back into the heart.
toxic waste products from the cells of
organisms to the surroundings. Reptiles
4. If the transport system of an organism – Reptiles have an incomplete double
cannot function well, circulatory system where blood flows
– cellular respiration cannot be carried through the heart twice in one complete
out. Without energy, living process cycle to the whole body.
cannot occur in the organism. – Reptile’s heart has two atriums and one
– food cannot be made by green plants ventricle with a structure which divides the
through photosynthesis. Without food, space in the ventricle into two separate
plants and animals will die. parts.
7
– Deoxygenated blood flows out from 2. Artery
the heart to the lungs where gaseous
Transports oxygenated blood (except
exchange occurs in the walls of the
the pulmonary artery)
blood capillaries in the lungs changing
deoxygenated blood to oxygenated blood. Capillary
– Oxygenated blood flows from the heart to Connects arteries to veins and is a place
the whole body except the lungs, changes of exchange of substances between cells
to deoxygenated blood and flows back into Vein
the heart. Transports deoxygenated blood (except
pulmonary vein)
Mammals and birds
– Mammals and birds have a double 3. Type of activity, gender, age, health
circulatory system where blood flows 4. Caring for our heart is important to
through the heart twice in one complete ensure continuity of our life.
cycle to the whole body.
– The heart of mammals and birds have two
An individual who has blood type O can
atriums and two ventricles.
donate blood to all individuals irrespective of
– Deoxygenated blood flows out from
their blood type because blood type O does
the heart to the lungs where gaseous
not have any antigens on its red blood cells.
exchange occurs in the walls of the
blood capillaries in the lungs changing Formative Practice 3.3 (p. 101)
deoxygenated blood to oxygenated blood. 1. Red blood cells, white blood cells,
– Oxygenated blood flows from the heart to platelets and blood plasma
the whole body except the lungs, changes 2. Blood plasma
to deoxygenated blood and flows back into
3. Blood group of
the heart.
Blood group of recipient
donor
Brain Teaser (p. 91) A B AB O
Systolic pressure is produced when the A × ×
ventricle pumps blood out from the heart to
the whole body. Blood coming out flows with
B × ×
high pressure. Diastolic pressure on the other AB × × ×
hand is produced when blood flows into the O
heart. Blood flows with lower pressure. 4. (a) To save lives
(b) Leukaemia, haemophilia
Experiment 3.1 (p. 92) 5. (a) A person of blood group O can
Questions donate blood to any individual
1. The more active the activity, the higher because the person has no A antigen
the pulse rate. and B antigen.
2. The rate of intake of oxygen and release (b) A person of blood group AB can
of carbon dioxide by body cells increases receive blood from any individual
while carrying out active activity. This because his plasma does not contain
causes the heart to beat more frequently antibody Anti-A or Anti-B.
and increases the pulse rate to transport (c) Blood bank is the place where blood
oxygen and carbon dioxide more efficiently. is stored and retrieved.
6. (a) Hospitals, National Blood Centre
Formative Practice 3.2 (p. 95) (b) Road accidents, war
1. Blood circulatory system is a special 7. (a) Blood group AB
transport system in complex organisms (b) Presence of virus and other
which functions to transport nutrients, unwanted substances
respiratory gases and waste products. (c) Prevents clotting of blood
8
Activity 3.8 (p. 110) Summative Practice 3 (pp. 116 – 120)
Questions 1. (a) PULSE
1. The eosin solution stains to form a (b) TRANSPIRATION
specific pattern in the leaves, stem and (c) CAPILLARY
roots of the plant. (d) PHLOEM
2. Xylem (e) HEART
3. Passage of water in plants is through a (f) ANTIGEN
transport tissue, namely xylem. 2. (a)
(b) ×
Activity 3.9 (p. 111) (c) ×
Questions
(d) ×
1.
3. (a) Valve
Part that is swollen (b) Transport oxygenated blood
(c) (i) Blood vessel Q has thick walls to
withstand high blood pressure.
Part that is shrivelled (ii) Blood vessel R has walls which
are one cell thick to increase
the efficiency of exchange of
2. Passage of food in plants is through the
substances between blood and
phloem.
body cells through diffusion.
4. (a) Oxygen, carbon dioxide, water,
Formative Practice 3.4 (p. 112) digested food, waste products
1. Transpiration is a process of loss of
(b) Oxygen, carbon dioxide, water
water in the form of water vapour from
(c) During the day, plant cells carry out
the surface of plants to the air through
photosynthesis and produce oxygen.
evaporation.
Hence, plant cells do not need
2. (a) vapour, liquid
oxygen supply.
(b) xylem, phloem
5. (a) (i) dub
3. Light intensity, air humidity, temperature,
(ii) lub
air movement
(iii) systolic
4. Passage of water in xylem can be
(iv) diastolic
detected with the use of dye because
(b) Systolic pressure reading is higher
water is colourless.
than diastolic pressure reading.
5. P: Phloem
Systolic pressure reading is reading
Q: Xylem
of blood pressure which is higher
R: Xylem
when heart ventricle contracts to
S: Phloem
force blood out of the heart to be
T: Xylem
distributed to the whole body.
U: Phloem
Diastolic pressure reading is reading
Formative Practice 3.5 (p. 113) of blood pressure which is lower
1. Similarity: – Both are transport systems when heart ventricle slackens to
– Both transport water, facilitate blood flowing from the whole
nutrients and dissolved body back to the heart.
substances 6. (a) (i) Eric, Roy
– Both exist in complex (ii) Blood will coagulate.The victim
organisms may die.
Difference: Pick one of the differences (b) (i) Individual 2.
shown in Figure 3.31. This is because she fulfils the
2. Organisms cannot continue to live if they age condition of 18 years and
do not have a unique circulatory system above but less than 60 years.
according to their respective needs. She also fulfils the body mass
9
condition of more than 45 kg. CHAPTER 4 Reactivity of Metals
(ii) Pregnant women are not suitable
to donate blood.
Mineralogists usually use the name bauxite,
7. (a) Transports food
civilians such as mine workers use the name
(b) Xylem or Y
aluminium ore and scientists use the name
(c) (i) The part above the ring will
aluminium oxide.
become swollen. Food collected
here cannot be transported to the Activity 4.1 (pp. 126, 127)
part below the ring because of Questions
the absence of X (phloem). 1. Carbon dioxide
(ii) The plant will dry up and die. 2. Flow the gas through limewater. If the
54 g limewater turns cloudy, the gas is carbon
8. Set A = = 0.3 g/min dioxide. On the other hand, if the
180 mins
36 g limewater does not turn cloudy, the
Set B = = 0.2 g/min gas is not carbon dioxide.
180 mins
9. (a) Badrul. He has the highest pulse rate 3. (a) Carbon dioxide
immediately after activity. (b) Carbon dioxide
(b) Azizah. Her pulse rate returns to its 4. (a) calcium chloride + carbon dioxide +
original rate after a time interval of 15 water
minutes after activity. (b) calcium oxide + carbon dioxide
10. (a) Location B. 5. Calcium, carbon, oxygen
Location A is not suitable for the Formative Practice 4.1 (p. 128)
growth of herbs. This is because of 1. Minerals are naturally occurring solid
the absence of light needed by herbs elements or compounds with definite
to carry out photosynthesis. crystalline structures and chemical
Location C is not suitable for the compositions.
growth of herbs. High temperature in 2. (a) Gold, silver, diamond or other mineral
this location will increase the rate of elements (Any one)
transpiration of the herbs. (b) Bauxite, hematite, galena, cassiterite,
Location B is suitable for the growth quartz or other natural mineral
of herbs. Temperature in this dim compounds (Any one)
location is able to maintain the rate 3. Calcium oxide that has properties of a
of transpiration of the herbs. In base is used to neutralise acidic soil.
addition, the presence of sunlight in Silicon dioxide that has a high melting
the bright location enables the herbs point is used to make glass laboratory
to carry out photosynthesis. apparatus.
(b) Example of constructed model
Activity 4.3 (pp. 130, 131)
Transparent umbrella which Questions
can reduce the intensity of 1. (a) Magnesium oxide
light that enters (b) Aluminium oxide
(c) Zinc oxide
(d) Iron oxide
(e) Lead oxide
Tissue 2. The more reactive the metal towards
oxygen, the more vigorous the reaction.
3. Magnesium → Aluminium → Zinc → Iron
→ Lead
Water Carbon + oxygen → carbon dioxide
Device to regulate air humidity
Hydrogen + oxygen → water
10
Activity 4.4 (pp. 132, 133) (b) Air pollution. Air pollution can be
Questions avoided by filtering the gases
1. (a) Zinc + Carbon dioxide produced before releasing them to
(b) No change the atmosphere.
(c) Lead + Carbon dioxide
2. Zinc and lead. Summative Practice 4 (pp. 143 – 145)
Oxides of metals which are less reactive 1. (a) Elements: Iron, Silver, Potassium,
than carbon will turn into the metals Tin
when heated with carbon. Compounds: Quartz, Bauxite,
3. Galena, Hematite, Limestone
Aluminium
(b) Bauxite, Aluminium and oxygen
Increasing Carbon
2. (a) Tin(IV) oxide
reactivity Zinc
(b) Carbon
Lead
(c) Tin + oxygen → Tin(IV) oxide
4. Metal extraction. Metals which are less 3. (b)
reactive than carbon in the reactivity (c)
series of metals can be extracted from 4. (a) Oxygen
their ores through the reduction of the (b) Potassium and sodium are very
oxide of these metals by carbon. reactive metals. Paraffin prevents
5. (a) more potassium and sodium from reacting
(b) less with oxygen and water vapour in the
Formative Practice 4.2 (p. 136) air.
1. The reactivity series of metals is an 5. (a) Oxygen
arrangement of metals according to their (b) To provide oxygen for the reaction.
reactivity towards oxygen. (c) Heat the powdered metal until it
2. (a) Yes. Metal X is reactive towards glows before heating potassium
oxygen because metal X burns with a manganate(VII) to provide oxygen for
bright flame. the reaction.
(b) Metal Y is less reactive than metal X. (d) To construct a reactivity series of
metals.
(c) X
6. For metals which are more reactive
Y
than carbon, extraction of the metals
Z
is through the electrolysis method. For
3. (a) oxygen metals which are less reactive than
(b) potassium carbon, extraction of the metals is
(c) extraction through reaction of the metal ores with
4. (a) Potassium carbon.
(b) Gold 7.
5. (a) Carbon and hydrogen
(b) Carbon and hydrogen can react with Mixture of iron
oxygen. powder, limestone
powder and coke Bottle/Plastic bag
1. (a) Electrolysis Air at room Drinking
(b) Reduction of iron ore with carbon temperature straw
2. (a) Tin Air at room
(b) (i) Iron ore, limestone, coke temperature
Hot air Cooking oil Hot
Fan
(ii) Hot air air
blade Motor
(c) (i) Slag
Motor
(ii) Molten iron Water
3. (a) Soil erosion. Problem of soil erosion Paper clip
can be solved by replanting trees.
11
Explanation: – Reaction between sodium hydrogen
carbonate and hydrochloric acid
Substance Represent 6. (a) Wrapping the polystyrene cup with
Bottle Blast furnace cotton wool or felt cloth, using a lid
for the cup.
Cooking oil Slag (b) Heat insulators such as cotton
wool and felt cloth and lid for cup
Water Molten iron reduces the transfer of heat to the
Motor Heating device surroundings.
Iron powder Iron ore Formative Practice 5.1 (p. 154)

Limestone powder Limestone 1. (a) An endothermic reaction is a
chemical reaction that absorbs heat
from the surroundings.
Innovative step: Fan blade is connected
(b) An exothermic reaction is a chemical
in a direction opposite
reaction that releases heat into the
to the normal direction
surroundings.
so that sucked air flows
2. Thermochemistry is the study of heat
through the motor to be
changes when chemical reactions occur.
heated. Motor is also
3. The rate of respiration increases when
cooled by this flow of
performing vigorous physical activities,
air.
because respiration is an exothermic
reaction. Heat produced by the exothermic
CHAPTER 5 Thermochemistry reaction is absorbed into the body. Hence,
the body temperature increases.
Experiment 5.1 (pp. 149 – 151)
4. (a) Global warming
Questions (p. 151)
(b) Reduce burning of fossil fuels.
1. (a) Release of heat is shown by the rise
5. (a) Exothermic reaction.
in thermometer reading.
(b) Exothermic reactions release heat
(b) Absorption of heat is shown by the
into the surroundings and increase
drop in thermometer reading.
the temperature. High temperatures
2. (a) Thermal equilibrium
can relieve muscle cramp.
(b) When the net rate of heat transfer
between the products of reaction
and thermometer is zero, products Summative Practice 5 (pp. 155 – 158)
of reaction and thermometer is 1. (a) Exothermic reaction
in thermal equilibrium. Hence, (b) Endothermic reaction
the temperature reading on the (c) Exothermic reaction
thermometer is fixed at maximum (d) Endothermic reaction
value or minimum value. (e) Exothermic reaction
3. (a) The temperature during reaction is (f) Exothermic reaction
higher than the temperature before 2. (a) released
reaction occurred. (b) increases
(b) The temperature during reaction is (c) hot
lower than the temperature before (d) absorbed
reaction occurred. 3. (a) THERMOCHEMISTRY
4. – Sodium hydroxide dissolving in water (b) PHOTOSYNTHESIS
– Reaction between sodium hydroxide (c) RESPIRATION
and hydrochloric acid (Neutralisation) (d) THERMOMETER
5. – Ammonium chloride salt dissolving in (e) ENDOTHERMIC
water (f) EXOTHERMIC
12
4. Heating of calcium carbonate is an – Hence, the large plastic bag functions
endothermic reaction. Heat is absorbed by as an instant hot pack.
the chemical reaction that occurs during Instant cold pack:
the decomposition of calcium carbonate. – Use toothpick to prick a hole in the
5. The reaction between hydrochloric acid small plastic bag so that water flows
and sodium carbonate is an exothermic out from the plastic bag and mixes
reaction whereas the reaction between with the ammonium nitrate powder in
hydrochloric acid and sodium hydrogen the large plastic bag.
carbonate is an endothermic reaction. – Dissolving of ammonium nitrate in
6. Replanting of trees will increase the rate water is an endothermic reaction which
of photosynthesis. As photosynthesis is cools down the large plastic bag.
an endothermic reaction, more heat will – Hence, the large plastic bag functions
be absorbed from the surroundings into as an instant cold pack.
the plants to carry out photosynthesis.
Hence, the surrounding temperatures will
drop. CHAPTER 6 Electricity and
7. (a) Thermite reaction is an exothermic
Magnetism
reaction because heat is released
into the surroundings. Activity 6.1 (p. 165)
(b) In a thermite reaction, heating Questions
of iron(II) oxide, aluminium and 1. Electric current
magnesium tape produces iron and 2. Cutting of magnetic field lines (by copper
carbon dioxide through an exothermic wire or coil of wire)
reaction. The heat released in this 3. Induced current
reaction increases the temperature of
the iron and carbon dioxide until the Activity 6.2 (p. 166)
iron melts. This molten iron is used to Questions
repair and reconnect the broken iron 1. (b)
railway rails. (c)
8. 2. Induced current is detected based on the
Large plastic lighting up of the LED. Induced current
bag is produced and flows through the LED.
Toothpick
Therefore the LED lights up.
3. Current is induced when magnetic field
lines are cut.
Small plastic 4. Sound energy, heat energy, light energy
bag 5. – LED lasts longer and does not burn
Water out easily
– LED will light up when electric current
Calcium chloride flows through as compared to filament
or ammonium bulb which only lights up when its
nitrate powder filament is hot enough.
Instant hot pack:
– Use toothpick to prick a hole in the Activity 6.4 (pp. 172 – 175)
small plastic bag so that water flows Questions
out from the plastic bag and mixes 1. To show the shape of graph, direction
with the calcium chloride powder in the of current and voltage change for direct
large plastic bag. current and alternating current.
– Dissolving of calcium chloride in water 2. Similarity: Magnitude of the
is an exothermic reaction which heats displacement of the light
up the large plastic bag. spot from the zero position
13
in steps 6 and 8 is fixed and Formative Practice 6.1 (p. 176)
the same. This shows that 1. Renewable energy sources are energy
the voltage of the battery is sources that can be replaced continually
fixed and of the same value. and will not deplete while non-renewable
Difference: Displacement of the light energy sources are energy sources that
spot from the zero position cannot be replaced and will deplete.
in step 6 is positive while 2. (a) LED lights up in arrangements P
displacement of the light spot and Q. In arrangements P and Q,
from the zero position in step magnetic field lines are cut by the
8 is negative. This shows that coil of wire to produce induced
the current in step 6 flows current. This induced current flows
from positive to negative through the LED causing the LED to
whereas in step 8 the flow light up.
of current in the C.R.O. has (b) LED does not light up in arrangement
been reversed. R. In arrangement R, there is no
3. (a) First inference: cutting of magnetic field lines and
The different position of the straight no induced current flows through the
line on the display screen in steps LED.
7 and 9 shows that direct current is 3. To show the shape of graph, direction
the electric current which flows in the of current and voltage change for direct
opposite direction. current and alternating current.
(b) Second inference:
The position of the straight line from Experiment 6.1 (pp. 178 – 180)
the zero position in steps 7 and 9 Questions
which are different shows that direct 1. (a) Bulb P is brighter compared to
current in steps 7 and 9 flow in the bulb S.
opposite directions. (b) Vp > VS
4. Voltage produced by the power supply (c) Step-down transformer
keeps changing. Hence, the light spot 2. (a) Bulb S is brighter compared to
on the screen moves up and down to bulb P.
produce a vertical trace on the screen (b) Vp < VS
irrespective of the type of terminal (c) Step-up transformer
connection to the C.R.O. 3. If the difference between the number
5. (a) First inference: of turns in the primary coil and the
The shape of graph on the display number of turns in the secondary coil in
screen produced by the vertical and a transformer is increased, the difference
horizontal trace made by a light between the primary voltage and
spot shows continuous change in secondary voltage becomes bigger.
the direction of current flow and the 4. A transformer can only change the
voltage of the alternating current. voltage of an alternating current if the
(b) Second inference: number of turns of the primary coil
The shape of graph on the display and secondary coil is different. On
screen in steps 13 and 15 is the the contrary, if the number of turns in
same. This shows continuous change the primary and secondary coil in a
in the direction of the current flow transformer is the same, then there is
and the voltage of the alternating no change in the primary voltage and
current irrespective of the type of secondary voltage.
terminal connection to the C.R.O..
6. (a) Direct current Formative Practice 6.2 (p. 183)
(b) Alternating current and direct current 1. A transformer is a device that changes
the voltage of an alternating current.
14
2. (a) alternating 4. (a) Damaged wire insulator. Exposed
(b) more live wire touches the exposed neutral
(c) step-up wire.
(d) step-down (b) (i) Excessive load
3. (a) Microwave oven, washing machine, (ii) Fire. Large flow of current causes
refrigerator, television wires, plugs and sockets to
(b) Mobile phone charger, laptop/tablet become so hot that they burn.
charger
Vp Np Brain Teaser (p. 199)
4. (a) = Can be used in Thailand but the time taken
Vs N s
Np to boil water is longer.
240
=
5 10
240 Brain Teaser (p. 201)
Np = 10 × No. A green building uses the concept
5
of savings on energy, water and material
= 480
consumption.
Number of turns in primary coil,
Np = 480
(b) The transformer in the mobile phone Formative Practice 6.4 (p. 202)
charger is a step-down transformer 1. Energy efficiency is the percentage of
because: energy input converted into useful energy
i) the output voltage is lower than output.
the input voltage. 2. (a) Using the formula:
ii) the number of turns in the E
P=
secondary coils, Ns, is less t
than the number of turns in the 180 kJ
primary coils, Np (Ns < Np). P=
2 minutes
180 000 J
Brain Teaser (p. 187) =
120 s
In one cycle, single-phase wiring has two
= 1 500 W
peaks whereas three-phase wiring has six
(b) Power of air conditioner,
peaks. Because of this, the current supply of
P = 1 500 W
three-phase wiring is more stable.
1 500 kW
=
Brain Teaser (p. 192) 1 000
Because most electric kettles sold in the = 1.5 kW
market use 10 – 12 A current. 3. P = VI
1 200 W = 240 V × I
Formative Practice 6.3 (p. 194) 1 200 W
Electric current, I =
1. (a) Step-up transformer station 240 V
(b) Switch zone =5A
(c) Step-down transformer 4. (a) E = Pt
2. (a) increased
800 30
(b) National Grid Network = kW × h
1 000 60
(c) Switch zone
3. (a) Fuse, earth wire, circuit breaker, = 0.4 kWh
lightning conductor (any three) (b) Cost of energy used by rice cooker
(b) Fuse functions as a safety = Electrical energy used in kWh ×
component that melts and cuts cost of energy for each kWh
off electric current supply when = 0.4 kWh × 30 sen/kWh
excessive current flows through it. = 12 sen
15
5. (a) Star rating labelling on an electrical replacing the burnt fuse wire with
appliance shows the energy a new fuse wire.
efficiency of the electrical appliance. An MCB is an electromagnetic
(b) At least 3 stars. The more stars on a switch connected to the live
star rating label means more energy wire. An MCB cuts the circuit by
savings. turning off its switch when the
current flowing through it exceeds
its limit. The MCB can be
Summative Practice 6 (pp. 204 – 207) reused by turning on the switch
1. (a) True again without having to do any
(b) False replacement.
(c) True (c) Using the formula:
2. (a) Non-renewable energy source P = VI
(b) Renewable energy source 700 W = 240 V × I
(c) Renewable energy source
700 W
(d) Renewable energy source Electric current, I =
240 V
3. (a) Magnetic field lines are cut
(b) Induced current = 2.9 A
(c) LED lights up. Induced current flows Fuse chosen is a 3 A fuse because
through the LED. The flow of current the value of the fuse is slightly higher
through the LED causes the LED to than the value of the electric current
light up. flowing through the hair dryer.
(d) Generator 7. (a) Using the formula:
4. (a) Cathode ray oscilloscope Electric
(b) Shape of graph, direction of current Power (W) = Voltage (V) × current
and voltage changes for direct (A)
current and alternating current. = 230 V × 10 A
(c) (i) Alternating current = 2 300 W
(ii) Direct current 2 300
= kW
5. (a) Step-down transformer 1 000
(b) Number of turns in the primary coil is = 2.3 kW
more than the number of turns in the (b) 13 A fuse.
secondary coil. 13 A fuse is the most suitable
(c) To reduce eddy current and increase because a 13 A fuse allows a 10 A
the efficiency of the transformer current to flow through it but does
Vp Np not allow a current exceeding 13 A
(d) Using the formula, V = N to flow through the electric heater. A
s s
current that is too high will damage
10 100 the electric heater.
=
Vs 20 (c) A 10 A current that flows through 1A,
20 2A, 3A and 5A fuses will melt the
Secondary voltage, Vs = 10 ×
100 fuse wires. Hence, the electric heater
=2V will not be able to function.
6. (a) Main fuse 15 A and 30 A fuses allow current
(b) (i) Fuse and MCB function as safety which is much greater than 10 A to
devices that protect appliance flow through the electric heater. This
from any excessive current flow. will damage the electric heater.
(ii) When the current flowing through 10 A fuse is also not suitable
a fuse exceeds the value of because most 10 A fuses normally
the fuse, the fuse will melt allow maximum current of less than
and cannot be reused without 10 A to flow through it. Hence, the
16
10 A fuse will blow if installed in the
electric heater. MCB Model of MCB
8. (a) An MCB is a small electromagnetic
switch connected to the live wire. The iron The iron nail
(b) An MCB functions as an electric rotates in an rotates in an
safety device. An MCB cuts off the anti-clockwise anti-clockwise
circuit when the current flowing direction at the direction at the
through it is too high or exceeds its fulcrum. fulcrum on the
limit value. ice cream stick.
(c)
The rotating The rotating
Ice cream Plastic rod iron pushes the iron nail pushes
Plasticine stick spring upwards. the toothpick
Finally, the upwards. Finally,
Nail
spring is the toothpick is
released and released and it
it is below the is below the iron
iron. nail.
Fulcrum
Reset button When the plastic
when pushed rod is pushed
Copper downwards will downwards,
wire Shoe Rubber Plastic push the iron it will push
box eraser toothpick downwards the iron nail
until the iron downwards until
nail is below the iron nail
Contact – plasticine
the spring is below the
Iron – nail
again. toothpick again.
Fulcrum – an ice cream stick
Reset button – plastic rod
Spring – plastic toothpick
Iron core – Rubber eraser CHAPTER 7 Energy and Power
Electric wire – copper wire
Scenario: When the electric current (a) 1 000 (or 103) J
that flows through the MCB (b) 1 000 000 (or 106) J
exceeds its limit value, the
solenoid becomes a strong Brain Teaser (p. 212)
electromagnet. No
MCB Model of MCB Activity 7.1 (pp. 214, 215)

Questions
Electric Copper wire that 1. (a) Frictional force
wire that is is mounted to (b) Gravitational force
mounted to the the plasticine 2. Student’s answer
contact and and iron 3. Force, displacement in the direction of
iron is pulled nail is.pulled the force, time
downwards as downwards as 4. Student’s answer
shown in shown in the 5. (a) Aeroplane that is taking off, moving
Figure 4. above diagram. ERL train.
(b) Sleep, sit
17
Formative Practice 7.1 (p. 215) 4. (a) Kinetic energy =
1
mv2
1. (a) Work is defined as the product 2
of force and displacement in the where m is mass
direction of the force. v is velocity
(b) Joule Even though the value of the velocity,
2. Energy is the ability to do work. v of a heavy vehicle is small, the
3. (a) Power is defined as the rate of doing value of its mass, m is big. Hence,
work. the large mass of these heavy
(b) Watt vehicles causes more kinetic
4. (a) W = Fs energy.
= 2 500 N × 4 m (b) (i) Bullet fired from a pistol.
= 10 000 J (ii) Aeroplane taking off from runway
(b) Energy used = work done at airport.
= 10 000 J
W
(c) Power of crane, P = Formative Practice 7.3 (p. 226)
t
10 000 J 1. The Principle of Conservation of Energy
= states that energy cannot be created or
1.2 minutes
10 000 J destroyed but can only be converted from
= one form to another.
72 s
= 138.89 W 2. (a) P, R
(b) Q
3. (a) Gravitational potential energy
Formative Practice 7.2 (p. 221) = mgh
1. (a) Gravitational potential energy is
= 2 kg × 10 m s–2 × 2.5 m
the work done to lift an object to a
= 50 J
height, h, from the surface of the
(b) According to the Principle of
Earth.
Conservation of Energy,
(b) Elastic potential energy is the work
Kinetic = Gravitational
done to compress or stretch an
energy potential energy
elastic material over a displacement,
x from the position of equilibrium. 1
mv2 = 50 J
2. (a) W = Fs 2
= 40 N × 0.5 m 1
× 2 kg × v2 = 50 J
= 20 J 2
(b) Gravitational potential energy v2 = 50 m2s–2
(c) Gravitational potential energy of
v = 冑50 m2s–2
possessed by the chair = work done
on it = 7.07 m s–1
= 20 J
3. Distance of compression of spring
Summative Practice 7 (pp. 228, 229)
= original length – length of 1. (a) Energy possessed by an object is
of spring compressed spring
= 50 cm – 30 cm due to its position or condition.
= 20 cm (b) Energy possessed by a moving
= 0.2 m object.
Elastic potential energy 2. (a) N m
1 (b) Work
= Fx (c) stationary
2
1 (d) can
= (20 N) (0.2 m) (e) acceleration
2
=2J 3. (a) W = Fs
18
= 5 kg × 10 m s–2 × 2 m Explanation: This model of a roller
= 100 J coaster has vertical, winding
(b) Energy used by motor = work done and turning loops.
= 100 J
4. (a) Gravitational potential energy = mgh CHAPTER 8 Radioactivity
where m is the object mass
g is the gravitational acceleration
(a) 1 Ci = 3.7 × 1010 Bq
h is the height
(b) 1 Bq = 2.70 × 10−11 Ci
1
(b) Elastic potential energy = Fx,
2 Formative Practice 8.1 (p. 237)
where F is the compression or 1. (a) Wilhelm Roentgen
stretching force (b) Henri Becquerel
x is the displacement from (c) Marie and Pierre Curie
equilibrium position 2. Radioactivity is the spontaneous decay
1 process of an unstable nucleus by
(c) Kinetic energy = mv2,
2 emitting radioactive radiation.
where m is the mass, 3. (a) curie (Ci), becquerel (Bq)
v is the velocity (b) The decay rate of an unstable
5. (a) Work = force × displacement nucleus.
= 200 N × 0.4 m 4. Carbon-14 (C-14), Radon-222 (Rn-222),
= 80 J Thorium-232 (Th-232), Uranium-238
(b) Elastic potential energy (U-238)
1 5. Half-life, T 1 , is the time taken for the
= Fx
2 2
1 number of undecayed nuclei to be
= × 200 N × 0.4 m reduced to half of its original value.
2
= 40 J
(c) Because part of the work done is Formative Practice 8.2 (p. 239)
used to bend the bow. 1. According to Dalton’s Atomic Theory, an
6. (a) Principle of Conservation of Energy atom is the smallest particle and cannot
(b) Vertical displacement of 2.5 cm from be further divided.
position Y. 2. (a) When an atom loses electrons.
(c) Potential energy at X = mgh (b) When an atom gains electrons.
40 5 3. (a) Q and S. In Q and S, the number of
= kg × 10 m s–2 × m protons is more than the number of
1 000 100
= 0.02 J electrons.
Potential energy at Y = 0 J, so (b) R and T. In R and T, the number of
difference in potential energy electrons is more than the number of
= (0.02 – 0) J protons.
= 0.02 J (c) P. In P, the number of protons is the
7. Retort same as the number of electrons.
stand 4. (a) One electron is gained.
(b) The number of electrons in the ion
increases by one.
(c) Bromide ion, Br –

1 μSv/h is equivalent to 10–6 J of ionising
radiation energy absorbed by 1 kilogram of
living tissue in a time interval of 1 hour.
Rubber hose
19
Formative Practice 8.3 (p. 246) 4. (a) Presence of radioactive substance or
1. (a) Ionising radiation is radiation that radioactive radiation.
produces positive and negative (b) Hospitals, atomic research centres,
ions while passing through the air. X-ray rooms.
Examples of ionising radiation: alpha (c) Alpha radiation. It has the lowest
radiation, beta radiation, gamma ray penetration power.
and X-ray (any one) 5. (a) Lead (or aluminium)
(b) Non-ionising is radiation that does (b) For lead:
not produce ions while passing Advantage – Lead is an appropriate
through the air. shield from all types of radioactive
Examples of non-ionising radiation: radiation including gamma rays which
light (visible), infrared, radio waves have high penetration power.
2. (a) lower, higher Disadvantage – The high density of
(b) higher, lower lead makes the clothing too heavy.
3. (a) Cosmic rays, background radiation For aluminium:
(b) Nuclear accidents, nuclear tests, use Advantage – The lower density of
of radioisotopes in medical field aluminium makes the clothing less
4. (a) microSievert/hour (μSv/h) heavy.
(b) 1 Sv is 1 Joule of ionising radiation Disadvantage – Aluminium is a less
energy absorbed by 1 kilogram of efficient shield from gamma rays
living tissue. which have high penetration power.
(c) Radiation dose less than 0.2 μSv/h
5. The higher an individual is from the
surface of Earth, the stronger the cosmic Summative Practice 8 (pp. 252 – 254)
rays received. Hence, an individual who 1. (a)
is in an aeroplane at a high altitude will (b) ×
absorb more cosmic rays causing his (c)
ionising radiation dose to exceed the 2. Radioactive decay is a spontaneous
safety level. process by which an unstable nucleus
6. Ionising radiation dose received by the emits radioactive radiation until the
student = 0.01 mSv/h × 2 h × 5 nucleus becomes more stable.
= 0.1 mSv 3. sodium-24 (Na-24)
4. 0 hours 5.2 hours 10.4 hours
32 g 16 g 8g
1. (a) Carbon-14 dating to determine the
age of an ancient object. 15.6 hours 20.8 hours
(b) Cobalt-60 to treat cancer by killing 4g 2g
cancer cells.
(c) Phosphorus-32 to determine the Therefore the remaining mass of Pa-234
absorption rate of phosphate after 20.8 hours is 2 g.
fertilisers in plants. 5. (a) Ion formed is a positive ion because
(d) Uranium-235 to build weapons such Mg atom loses two electrons to form
as atomic bombs. Mg2+ ion.
(e) β-radiation to monitor the thickness of (b) Ion formed is a negative ion because F
metal sheets. atom gains one electron to form F– ion.
2. (a) Gamma rays 6. (a) X-ray and gamma ray:
(b) Gamma rays preserve food by killing • are ionising radiation
the bacteria in the preserved food. • have high penetration power in air
3. Boxes with thick lead walls can prevent • are electromagnetic waves
all types of radioactive radiation emitted (b) (i) Sample Y. This is because the
by radioactive sources or radioactive strawberry in sample Y is still in
waste from escaping. good condition.
20
(ii) Gamma rays region in space surrounding Earth. It is
(iii) Gamma rays kill bacteria in food. a combination of the Earth's magnetic
(iv) Yes. This is because the field (as the main magnetic field) and the
radioactive radiation dose in magnetic field in the region in space.
preserved food is within the 4. Solar wind
normal level or safe level. 5. Comet
7. (a) • Wear appropriate protective
clothing.
• Detect radioactive radiation dose Formative Practice 9.2 (p. 265)
found on clothing with detectors 1. Phenomena that occur on the surface of
such as Geiger Müller tube which the Sun and in outer space.
gives a warning sound if the dose 2. Formation of aurora, disturbances to
detected exceeds the normal level. telecommunication, navigation system
(b) and electric power lines
3. When the number of sunspots increases,
Light rays Light rays Mirror coronal mass ejections will increase.
Mirror
Summative Practice 9 (pp. 266 – 267)
1. A: Convection zone
LED
LED B: Chromosphere
C: Photosphere
D: Radiation zone
Empty mineral water E: Core
bottles wrapped F: Corona
in newspaper 2. 11 years
Explanation: 3. Sunspots
4. – Smartphone (mobile)
Representing – Internet
Component in
component in – TV broadcast
the model
the system – Global positioning system (GPS)
5. All living things would die. Ionising
LED Beta radiation radiation in solar winds would reach
source Earth and be absorbed by living things at
levels exceeding the safety level. Hence,
Light rays Beta radiation the risks to the health of living things
would increase and this would be fatal.
Mineral water Bottles filled 6. Sketch of model: Student’s answer
bottles wrapped with drinking Explanation:
in newspaper water – Green plastic bag represents ‘Bow
Shock’
Mirror Beta radiation – White thread represents magnetic field
detector lines from other planets
– Red thread represents Earth’s
magnetic field
– Polystyrene cup represents a
CHAPTER 9 Space Weather protective layer, the magnetosphere
Formative Practice 9.1 (p. 263) – Convex cover represents the part of
1. Photosphere, chromosphere, corona the magnetosphere that is directed
2. Prominence, solar flare, coronal mass towards the Sun
ejection – Plasticine represents Earth
3. Earth’s magnetosphere is defined as a
21
CHAPTER 10 Space Exploration 2. (a) Ptolemy
(b) Kepler
3. Through human effort to obtain
1. (a) Geocentric model
rational explanation about objects and
(b) Heliocentric model
phenomena in space based on their
(c) Modified heliocentric model according
intellectual abilities.
to Kepler’s Law
4. Because space probes are not built to
2. (a) Similarity: In the Solar System
return to Earth.
models built by Ptolemy
5. (a) To gather information about Saturn to
and Copernicus, Earth or
be sent back to Earth.
the Sun revolve in orbits.
(b) Solar wind
(b) Difference: In the Solar System
(c) Solar energy
model built by Ptolemy,
6. (a) – Oversee conditions and usage of
Earth is at the centre of
land
the orbit whereas in the
– Predict yield of crops
Solar System model built
(b) – Explore regions to search for oil
by Copernicus, the Sun
and mineral sources
is at the centre of Earth’s
– Map Earth’s surface
orbit.
(c) – Oversee natural disasters such as
3. (a) Similarity: The Solar System models
floods
built by Copernicus and
– Oversee forest fires, oil spills in
Kepler are heliocentric
the oceans and landslides
models.
(d) – Detect enemy invasions from air,
(b) Difference: In the Solar System model
land and sea
built by Copernicus, Earth
– Detect nuclear tests
and the planets revolve in
7. (a) A rocket is an aircraft that obtains its
circular orbits whereas in
thrust using a rocket engine.
the Solar System model
(b) To send astronauts, spaceships,
built by Kepler, Earth and
satellites, remote sensing instruments
the planets revolve in
and space probes to space.
elliptical orbits.
(c) Functions as a weapon by carrying
guided missiles.
Formative Practice 10.2 (p. 276) 8. Sketch of model: Student’s answer
1. Telescope Explanation:
2. (a) Discovery is a space shuttle.
(b) Hape is a rocket which sent Material Function
Discovery to space. Aluminium foil Shield against
3. (a) Remote sensing technology ionising radiations
(b) To identify the locations hit by flood from space
and determine the places to transfer
flood victims Cylindrical As a rocket
4. MACRES is responsible for all remote cardboard
sensing projects in Malaysia.
Black plastic Solar battery/
sheet Source of energy
Summative Practice 10 (pp. 278 – 280) for spaceship
1. (a) ×
Cardboard in As a spaceship
(b)
the form of a
(c) ×
spaceship
(d) ×
22

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THEME

Humans, animals and plants depend on stimuli and responses

Why is it healthier for us to exercise

What do you know about the

Time measuring device

The sprint event in international sports competitions such as

In a game of badminton… 2 The brain interprets the

Structure of the Human Nervous System

Brain Cranial nerves

the spinal cord to the

Figure 1.1 Human nervous system

Functions of the Human

Photograph 1.1 Collecting garbage

Photograph 1.2 Sneezing Photograph 1.3 Surfing the Internet

Figure 1.2 Examples of responses of the human body

Touch the screen

Figure 1.3 Pathway of impulse in a voluntary action

Activity 1.1 Inquiry-based activity

Aim: To measure reaction time

• Make sure that the hand used

to catch the ruler remains

stationary on the table.

• Be careful when releasing or

catching the ruler.

Hot object Spinal cord

Figure 1.5 Pathway of impulse in an involuntary action (reflex action)

Activity 1.3 Inquiry-based activity

(a) Goat: (b) Stingray: (c) Crocodile: (d) Squid:

should use and take good care of it.

Photograph 1.4 Partially- Photograph 1.5 Patient using a breathing

Formative Practice 1.1

1.2 Stimuli and Responses in Humans

Humans face constant changes in surroundings.

Eyes (sense of sight)

Ear (sense of hearing)

Nose (sense of smell)

Tongue (sense of taste)

Skin (sense of touch)

Photograph 1.6 Human sensory organs

Figure 1.7 Front view of the eye

Figure 1.8 Parts of the human eye and their functions

What is the Colour of the Object Seen?

Vitreous humour Sclera

Figure 1.9 Photoreceptors – rod and cone cells

Ossicles Semicircular canals

Earlobe Ear canal Eardrum Oval Eustachian tube

Part of ear Structure of ear Functions

Eardrum (thin Vibrates according to the frequency of the sound waves

Ossicles (made up of Amplify sound vibrations and transfer them to the

Sensory cells for smell Mucous Tongue

Figure 1.11 Parts of the human nose

Structure of the Nose

Function of Sensory Cells for Smell

Structure of the Tongue

Pain receptor Cold receptor

Figure 1.13 Parts of the human skin

The skin is the largest sensory organ in the human

Earlobe Ear canal Eardrum Oval window Direction of sound

sound sound vibrations

Earlobe receives Ear canal channels the The vibrations are

Figure 1.14 Mechanism of hearing in humans

Ciliary muscle Vitreous humour

Light rays from an object enter the eye

Figure 1.15 Mechanism of sight in humans