Focus SPM Science samplebook by Pelangi Publishing Thailand

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KSSM FOCUS SPM KSSM Form 4 • 5 – a complete and precise series of reference books with special features to enhance students’ learning as a whole. This series covers the latest Kurikulum Standard Sekolah Menengah (KSSM) and integrates Sijil Pelajaran Malaysia (SPM) requirements. A great resource for every student indeed!

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Form 4 • 5

TITLES IN THIS SERIES

• Bahasa Melayu • Matematik • Karangan • Matematik Tambahan • English • Sains • Bahasa Cina • Biologi • Sejarah • Fizik • Pendidikan Islam • Kimia • Pendidikan Seni Visual

Noraini Abdullah (Textbook Author) Nor Mazliana Abdul Hashim (Textbook Author) Mohammad Amirul Adnan (Textbook Author) Noorhaida Sukardi • Lau Pik Ying Nilavathi Balasundram

D ual L anguage P rogramme NEW SPM ASSESSMENT FORMAT

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SCIENCE Noraini Abdullah (Textbook Author) Nor Mazliana Abdul Hashim (Textbook Author) Mohammad Amirul Adnan (Textbook Author) Noorhaida Sukardi Lau Pik Ying Nilavathi Balasundram

SPM Form

4∙5

KSSM

All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, photocopying, mechanical, recording or otherwise, without the prior permission of Penerbitan Pelangi Sdn. Bhd. ISBN: 978-967-2930-45-7 eISBN: 978-967-431-634-1 (eBook) First Published 2021

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Exclusive Features of This Book Form 4 s of Measuring the

r te

ap Ch

Health

Solving Prob lems invo lving Speed, Velo city and Acce Speed, Average Life leration in Daily

Science SPM

Example 11.5

Example 11.3

A participant runs from startin is 100 m to g point O to the north of P which O. The partic to point Q which ipant then runs is 100 m to the east of time taken P. The total by the partic ipant is 25 seconds.

A cow walke d along a curved path which is 70 m away from from P to Q, P. (S 45° W) of P. The distan Q lies to the southwest is 240 m and ce the time taken travelled by the cow is 160 s.

100 m

Calculate the

Checkpoint provides questions to test students’ understanding of the subtopics and reinforce learning.

Total distan ce travelled = 240 m Displaceme nt = 70 m Time taken = 160 s (a) Avera ge speed = Total distance travelled Time taken 240 m = 160 s = 1.5 m s –1 (b) Avera ge velocity Displacement = Time taken = 70 m 160 s = 0.44 m s –1 to the south west of P

Science SPM

Solution: (a) Total distan ce travelled by = 100 m + 100 m = 200 the participant m (b) Average speed Total distan ce = Total time = 200 m 25 s = 8 m s –1 (c) Resultant displacement of participant = 100 2 + 100 2 from point O = 100 2 m (d) Average velocity Displaceme nt = Total time 100 2 = = 4 2 m –1 25 s in the direct ion N 45° E of point O.

Chapter 5

Genetics

SPM Practi ce Science SPM

Nutrition and

Chapter 2

Checkpoint

Yellowed leaves

(a) Nitrogen

SPM Tips points out important tips for students to take note of.

deficiency

tions

2.2

1. Why is the mitosis process important for living organisms? A To produ ce variation B To form male and femal e gametes for fertilisation C For cell growth and to replace injure d or dead cells D To ensur e every daugh ter cell receives half the number of chromosom es of the paren t cell 2. Figure 1 shows a pair of chromosom es.

gen Cycle

2.3 Nitro

e ins and to form prote is required isms. 1. Nitrogen in living organ nucleic acids nature. It ent forms in Figure 1 exists in differ gaseous state. 2. Nitrogen What is R? commonly in most exists A Centriole spheric air, 78% of atmo of B Chromatids making up gaseous form 3. Despite deficiency e to use this C Centromere (b) Phosphorus plants are unabl D Spindle fibre nitrogen. of Yellow spots the en in the form . forming on 3. Among water only use nitrog the following leaves lved in soil 4. Plants can organs, where does e that are disso meiosis occur nitrate ions by plants becom s ? A Kidneys ions absorbed of plant The nitrate Necrotic tissues in in the tissue B Heart on the shoots onent of prote comp a Soft stem C Ovaries and edges s and animals. of leaves poser D decom Colon als die, s and anim proteins into 5. When plant down 4. What is the break ss number of deficiency (bacteria) will ounds through the proce chromosom (c) Potassium rt comp es for an will then conve ammonium individual with es 5 ying bacteria klinefelter syndrome? of decay. Nitrif ounds to nitrites and nitrat ? and comp decompose A 44 ammonium lights nitrate may C 46 following SPM High B 45 in the soil. Some again. tree with the D 47 gas his mango en found r nitrog form A farme s turn sphere alway via atmo symptom: the in yield gas Low fruit me soil naturally 6. Nitrogen er to overco ions in the in the fertilis into nitrate nt is required sses. Which eleme multiple proce which C Calcium this problem? 74 natural cycle D Potassium A Phosphorus nitrate cycle is a the air into 7. Nitrogen B Nitrogen nitrogen in converts the s and animals. ity of plant quant gh Tips the throu se Examiner’s d to increa compounds Cycl Nitrogen

of the The edges and leaves curl turn brown

Stunted growth and weak root system

dark Leaves turn purple green with edges

Objective Ques

logy

Food Techno

examples ts? List two are macronutrien S1 (a) What les nts. of macronutrie utrients? List two examp micron (b) What are ts. of the of micronutrien ncy for each deficie of one effect S2 State nts. following nutrie (c) Potassium (a) Nitrogen nt horus nutrie of (b) Phosp the effects it iment to study , why is S3 In an exper of nutrients in plants deficiency ? to with black paper necessary boiling tube n? (a) cover the culture solutio the into (b) blow air

Form

nitrogen, effects of shows the on plants. ng diagram The followi ium deficiency and potass phosphorus

5. What is the meaning of the term pheno type? A Individual genetic combinatio n B Observable characteris tics of an individual C Weak genes that do not show its traits D Information carrier that determines an individuals’ characteris tic 6. Mutation is a spontaneou s change on chromosom es or genes. Based on the following, which of the following are the disadvanta ges of mutat ion? A Variation B Resistance towards diseases

What is the probability of their children being colou r blind too? A 25% B 50% C 75% D 100% 9. Mrs. Dewi has been pregnant for 18 weeks. The doctor needs to check if the baby is free from disorders disea any genetic se. Among the following methods of treatment, which is most suitable for Mrs. Dewi and her baby?

A Gene therap y B Genetic genealogy C Amniocente sis D Karyotyping

C Lead to diseases that may be inheri ted D Ability to adapt to environmen tal changes

10. What is

the meaning of genetic engin eering? A Genetic research of an organism B Genetic disorder of an organism C Genetic improveme nt of an organism

Form

7. Gene mutat ion is chemical chang caused by es. Which of the following is an of a gene mutat example ion? A Down syndr ome B Huntington disease C Thalassem ia D Diabetes mellitus

SPM Practice provides ample questions to test students’ mastery of the chapter.

D Genetic modification of an organism 11. Suzi went to a hair saloo n to perm her straight hair. After sever al months, her hair becom e straight again Which of the . following factor influenced this condition? s A Environmen t B Chromosom e mutation C Gene mutat ion D Gene

8. David is colour blind. He married his wife, Jane, who is a carrier of the colou r blind gene.

is neede

Phosphorus crop yields. Answer: A

227

SPM MODEL PAPER

entn 2.1 ime classes of food. erim Eksper Exp the different fic value? fic values of

st calori ine the calori has the highe and proteins. Aim: To determ h classes of food carbohydrates ment: Whic compared to Problem state r calorific value Fat has highe Hypothesis:

2. Figure 1 shows a fire extinguisher found in the school laboratory.

sample Variables: ed: Type of food (a) Manipulat Calorific value of food g: (b) Respondin Mass of water distilled water (c) Constant: Red Oxygen er, cooking oil, , albumen powd Materials: Sugar Thermometer meter Bomb calori Stirrer Apparatus: of Ignition wire the crucible Procedure: is placed in sugar Figure 1 of g 5 1. layer meter. with Insulating the bomb calori is then filled What is the calorimeter er type of fire Bomb chamb . 2. The bomb extinguisher 3 ? distilled water is 1000 cm of A Foam exting of the water Water uisher l temperature Dried food B Water 3. The initia extinguisher sample C Dry powde ing on the recorded. r extinguisher ignited by switch is heated is D sugar Carbon dioxid wire 4. The e extinguisher the ignition eter bom circuit so that Rajah 2.4 Kalorim 3. Which up. attained is of the followi la: ng situations temperature require CPR st formu ing highe to be admin the follow 5. The istered? A The victim rature ined by using recorded. has a high sugar is determ ge in water tempe fever. B The victim water × Chan fic value of the is unconscious 4.2 × Mass of 6. The calori and not breath of food × 1000 –1 ) = Mass ing. C The victim of food (kJ g is choking Calorific value on a rambu oil. tan seed. then cooking D The victim en powder and has album fallen using down on stairs and 6 are repeated has sprained themselves. 7. Steps 1 to ge in Calorific Chan Highest value temperature Initial Results: temperature (°C) Mass of temperature of water (°C) 16.8 food (g) of water (°C) 20 Class of food 49 21.8 29 26 5 55 ate) 38.6 ohydr 29 (carb 46 Sugar 5 75 er (protein) 384 powd 29 en Album 5 y. (fat) oil ing fat respectivel Cook te, protein and ent carbohydra contains the te repres oil hydra ng and carbo er and cooki Discussion: st calorific value , albumen powd highe sugar ty, the ins conta food 1. In this activi s of food, fat burning of the the three classe ed from the 2. Between the heat releas fic value. absorbs all of undings. lowest calori e that the water have escaped to the surro ty, we assum may 3. In this activi l fact, some of the heat is accepted. sample. In actua . The hypothesis st calorific value highe the n: ins fat conta Conclusio ted shows that The data collec

220

One hour fifteen minut es d by four option s A, B, C and D.

on is followe

Choose the

4. Which of the followi ng thermometers is the most suitable to measure the body temperature of an infant? A Clinica l thermometer B Rectal thermometer C Labora tory thermo meter D Infrared thermometer 5. The doctor has Mr. Salim that informed his blood pressure is norma following readin l. Which of the gs may belong Mr. Salim? to A 110/50 mmHg B 135/90 mmHg C 120/80 mmHg D 120/10 0 mmHg 6. Which of the followi ng is the application of Green Techn in the transp ology ortatio A Using leaded n sector? petrol B Using biofue l C Using private vehicle D Limiting the usage of public transport 7. Which of the followi ng explains the meaning of genes? A A gene is a long DNA. B A gene is the basic unit for heredity. C A gene is thin thread s inside the nucleus of a cell. D A gene is the basic building block for all living organi sms.

best option

for each questi

on.

8. Which of the followi ng occurs during the metaphase stage in mitosis? A Doubling of chromosome s B Formation of new centrio les C Arrang ement of chromosome s at the cell equator D Movem ent of chrom osomes to the cell poles

9. Which of the followi ng genetic diseases related to chromosome mutation? A Down syndro me B Colour blindness C Haemophilia c D Thalas saemia 10. Figure 2 show two graphs blood type and body weighfor students in Form 4 Harmo t of ni. als

Nutritio

PAPER 1

Each questi

Number of individu

Chapter 2

questions.

1. Which of the followi ng is used to protect the eyes when conducting experiments ? A Goggles B Contact lenses C Specta cles D Sungla sses

B AB Blood type

individuals

Science SPM

logy

Techno n and Food

Number of

Answer all

Form

the

Example provides solution for example of questions in the subtopics.

159

Activitiy/ Experiment helps students to master handson scientific knowledge and skills.

What is the (a) distance, (b) average (c) displaceme speed, nt and (d) avera participant? ge velocity of

Figure 11.3

(a) average speed, and (b) average velocity of the cow moving from P to Q.

pulse rates lower Athletes have uals hletic individ than non-at athlete's cardiac because an er. muscle is strong the pulse rate, In addition to nt importa other what are the measure the level parameters to of our health?

SPM Tips

SPM Highlights provides exposure to the frequentlytested questions that appear in the actual exam.

Figure 11.5

Solution:

Body Temperature Pulse Rate Blood Pressure Body Mass Index (BMI)

CHAPTE

100 m

S R FOCU

Force and Motion

Form

Ah Kim pedal s his bicycl e 250 m from to Rahim’s house his house arrive at Rahim . Ah Kim takes 50 seconds to pedal his bicycl ’s house. How fast does Ah Kim e? Solution: Speed = Distance Time = 250 m 50 s = 5 m s -1

Chapter 11

Example 11.4

A van acce lerate s uniformly from a velocity of 10 m s –1 to 20 m s –1 in 2.5 s. What is the acceleratio n of the van? Figure 11.4 Solution: Initial veloc ity, u = 10 m s –1 Final veloc ity, v = 20 m –1 s Time taken , t = 2.5 s Acceleratio n, a = 20 m s –1 – 10 m s –1 2.5 s = 4.0 m s –2

Example 11.2

Form

Chapter Focus lists the learning objectives for an overview of the chapter.

Parameters of Body

asuring the Techniques of Me y Health Parameters of Bod

Chapter 3 Technique

Science SPM

Body weight Figure 2

(kg)

SPM Model Paper prepares students for the SPM with the actual exam format.

CONTENTS FORM 4 r

Safety Measures in the Laboratory

1.1 Personal Protective Equipment 1.2 Disposal of Waste 1.3 Fire Extinguishers SPM Practice 1

2 4 7 12

Support, Movement and Growth

Support, Movement and Growth in Animals 6.2 Human Movement and Growth 6.3 Support, Growth and Stability in Plants SPM Practice 6

78 86 91 97

6.1

Emergency Help

2.1 Cardiopulmonary Resuscitation (CPR) 2.2 Heimlich Manoeuvre SPM Practice 2

15 17 20

Techniques of Measuring the Parameters of Body Health

Green Technology for Environmental Sustainability

23 25 29 31 34

Genetics 5.1 Cell Division 5.2 Inheritance 5.3 Mutation 5.4 Genetic Engineering Technology 5.5 Variation SPM Practice 5

51 52 59 64 69 71 74

101 105 109 112

Elements and Substances

115

8.1 Matter 8.2 Modern Periodic Table of Elements 8.3 Isotope SPM Practice 8

116 118 122 125

Chemicals in Industry

128

9.1 Alloy 9.2 Glass and Ceramic 9.3 Polymer SPM Practice 9 r

129 134 136 141

Chemicals in Medicine and Health

143

10.1 Traditional Medicine, Modern Medicine and Complementary Medicine 10.2 Free Radicals 10.3 Antioxidant Substances 10.4 Health Products SPM Practice 10

144 150 151 152 154

7.1 Human Endocrine System 7.2 Disruptions to Body Coordination 7.3 Healthy Mind SPM Practice 7 r

4.1 Environmental Sustainability 37 4.2 Energy Sector 39 4.3 Waste and Wastewater Management Sector 41 4.4 Agriculture and Forestry Sector 44 4.5 Transportation Sector 45 4.6 Green Technology and Life 46 SPM Practice 4 48 r te

100

3.1 Body Temperature 3.2 Pulse Rate 3.3 Blood Pressure 3.4 Body Mass Index (BMI) SPM Practice 3

Body Coordination

iii

Force and Motion

11.1 Linear Motion 11.2 Linear Motion Graphs 11.3 Gravitational Acceleration and Free Fall 11.4 Mass and Inertia SPM Practice 11

156

157 165 169 172 176

Nuclear Energy

12.1 The Use of Nuclear Energy 12.2 The Production of Nuclear Energy 12.3 Impact of Using Nuclear Energy 12.4 Nuclear Energy in Malaysia SPM Practice 12

180 181 183 186 188 190

FORM 5 r

Microorganisms

1 1.1 1.2 1.3

193

World of Microorganisms Useful Microorganisms Prevention and Treatment of Diseases Caused by Harmful Microorganisms SPM Practice 1

209 213

Nutrition and Food Technology

216

2.1 Balanced Diet and Calorific Value 2.2 Nutrient Requirements in Plants 2.3 Nitrogen Cycle 2.4 Food Production Technology 2.5 Food Processing Technology 2.6 Health Foods and Health Supplements SPM Practice 2

217 223 227 229 233 237 240

194 206

Carbon Compounds 5.1 Introduction to Carbon Compounds 5.2 Hydrocarbons 5.3 Alcohol 5.4 Fats 5.5 Palm oil SPM Practice 5

288 289 291 296 303 305 315

r te

Sustainability of the Environment

3 3.1 3.2 3.3

Product Life Cycle Environmental Pollution Preservation and Conservation of the Environment SPM Practice 3

246 251

Rate of Reaction

4.1 4.2 4.3

Introduction to Rate of Reaction Factors Affecting Rate of Reaction Applications of the Concept of Rate of Reaction SPM Practice 4

280 284

Light and Optics

339

7.1 Formation of Images by Lenses 7.2 Optical Instruments SPM Practice 7

340 347 353

Force and Pressure

357

8.1 Pressure in Fluids SPM Practice 8

264 265 270

321 333 337

358 367

320

245

256 260

Electrochemistry 6.1 Electrolytic Cell 6.2 Chemical Cell SPM Practice 6

a Ch

Space Technology 9.1 Satellite 9.2 Global Positioning System (GPS) SPM Practice 9

371 372 379 382

SPM MODEL PAPER

384

ANSWERS

395

e pt

Form 4

Science SPM Chapter 1 Safety Measures in the Laboratory

Safety Measures in the Laboratory

OCUS

Form

CHAPTER F

Personal Protective Equipment

Disposal of Waste Fire Extinguishers

Safety in the laboratory is one of the main aspects that need attention in order to protect the students, teachers and lab assistants who work in the laboratory from any accident. Among the accidents that could happen in the laboratory are chemical spillage, fire, explosion, electrocution and gas leakage. How do we protect ourselves from accidents in the laboratory?

Science SPM Chapter 1 Safety Measures in the Laboratory

1.1 Personal Protective Equipment Personal Protective Equipment and Their Functions

1. There are several equipment we can use to protect ourselves when in the laboratory or when conducting an experiment.

2. Personal protective equipment is what we put on to protect ourselves from danger. 3. There are three body parts that require protection: (a) Our head (b) Our body (c) Our feet

Form

Goggles

• Worn to protect our eyes from chemical or sample spillage or backsplash. • Worn during experiments involving corrosive chemicals (e.g. acids or alkali), reactive metals (e.g. potassium and sodium) and samples containing pathogens (e.g. bacteria and viruses).

Face mask

• Protects the nose and mouth from accidentally inhaling or swallowing hazardous chemicals or samples. • Worn when performing experiments involving chemicals which are pungent (e.g. ammonia) and volatile chemicals (e.g. acetone and ethanol).

Gloves

• Worn to protect our hands from hazardous chemicals or samples. • Gloves are made from rubbers which are chemically inert.

Lab coat

• Worn to protect our bodies from hazardous chemicals or samples. • Designed to be easy to take off in case of an emergency.

Long pant

• Worn to protect the legs and thighs from hazardous chemicals or samples backsplash • Short pant and short skirts are not allowed to be worn in the laboratory.

Closed shoes/ Safety shoes

• Worn to protect the feet from chemical spillage and glass splinters. • Special footwear is required in certain laboratories to prevent contamination in the laboratory by pollutants from the outside.

Figure 1.1 Personal protective equipment on a student

Science SPM Chapter 1 Safety Measures in the Laboratory

Personal Protective Equipment in the Laboratory

1. Besides personal protective equipment that can be put on, there are other equipment in the laboratory to protect ourselves when conducting experiments such as laminar flow cabinet, fume chamber, safety shower and eyewash station.

Form

Laminar flow cabinet

Fume chamber

Safety shower and eyewash station

2. Table 1.1 describes the function of the equipment above. Table 1.1 Personal protective equipment in the laboratory and their functions

Equipment

Function • Used to prevent contamination when carrying out tissue culture and microbiological activities

Laminar flow cabinet

• Equipped with ultraviolet light and special air flow system to ensure the space inside the cabinet is sterile • Air flow system specially designed to ensure that dust or foreign particles do not enter from the surroundings and contaminate the culture and samples inside the cabinet.

Fume chamber

• Used to conduct experiments that use substances which are volatile, flammable, corrosive, poisonous and pungent. • The air flow system and special filters in the fume chamber is designed to ensure no gasses or hazardous smoke escape into the surroundings.

Safety shower

• Used to clean and rinse out parts of the body or clothing that have come into contact with chemical substances.

Eyewash station

• Used to rinse and wash the eyes that have come into contact with chemical substances.

Checkpoint

1.1

Q1 Why is the laboratory a restricted area? Q2 Fill in the blanks with the correct answers.

Personal protective equipment consists of , chemicals.

and

, , which protects the body from harmful

Science SPM Chapter 1 Safety Measures in the Laboratory

1.2 Disposal of Waste Waste that Can be Disposed of into Sinks and Waste that Cannot be Disposed of into Sinks

1. There are two types of waste substances: (a) substances that can be disposed of into sinks (b) substances that cannot be disposed of into sinks

Table 1.2 Types of waste substance

Form

Type of waste substances Substances that can be disposed of into sinks

Description Substances that are non-hazardous and in low concentration such as neutral substances, weak acids (pH 5 and 6) and weak alkali (pH 8) Solid waste • May clog up the sink. • Examples: Shredded paper, eraser dust, sawdust Substances with pH value lower than 5 and more than 9 • These are strong acids and strong alkalis. • Examples: Vinegar, hydrochloric acid, sulphuric acid, nitric acid, ammonia Organic solvent compounds • Organic solvents do not dissolve in water. • Examples: Paraffin, ether, petroleum, benzene, chloroform, acetone Chemical substances • These substances reacts with water and corrode the sink drain • Examples: Acid, grease, oil, oil paint, hydrogen peroxide Toxic chemicals • This substance is harmful to organisms and will pollute water sources • Examples: Mercury, cyanide, chlorine gas

Substances that cannot be disposed of into sinks

Heavy metals • Although these metals are required in the body in trace amounts, excessive exposure to them will leave harmful effects on the human body. • Examples: Lead, arsenic, cadmium, zinc, copper, iron Organic waste substances (carcass) • These substances will lead to water pollution and poisonous. • Examples: Animal remains; frogs, mice Radioactive waste • This type of waste can lead to cell damage, cell death or the formation of abnormal cells. • Examples: Uranium, cobalt-60, carbon-14, radium, polonium, iodine- 131 Volatile substances • This substance will lead to air pollution and is a hazard when breathed in by organisms. • Example: Halogenic hydrocarbons, ether, kerosene, petrol Reactive substances • Reactive waste reacts easily with other substances. • Examples: Sodium, potassium, calcium

Science SPM Chapter 1 Safety Measures in the Laboratory

Managing Biological Waste Substances

1. Biological waste refers to the waste substances that contain biological agents that may potentially cause harm to human life, flora and fauna as well as the environment. 2. “Bio” refers to living things. Biological wastes are wastes from living things. Examples include excretory products, tissue, carcasses, culture mediums, syringes, scalpel blades, gloves and others. 3. Standard Operating Procedure (SOP) for the disposal of biological waste is the procedure that is used for the purpose of managing the biological waste substances, begins from the production of the waste until it is properly disposed of. 4. Biological waste can be divided into four categories as shown in Table 1.3. Waste category

Types of biological waste

Form

Table 1.3 Biological waste category and their examples

Examples

Category A

Sharp equipment

Syringes, needles, glass, scalpel blade

Category B

Non-sharp solids

Gloves, tissue paper, culture solutions, agar plates

Category C

Carcasses/organs

Lab animals, experimental animals

Category D

Liquid

Blood, serum

5. The Standard Operating Procedures (SOP) for the types of biological waste are also different, as depicted in Figure 1.2.

Figure 1.2 Standard Operating Procedure (SOP) for the disposal of four types of biological waste

Science SPM Chapter 1 Safety Measures in the Laboratory

Steps to Handle Accidents in the Laboratory

Form

1. Accidents can happen in the laboratory due to carelessness, negligence, unexpected circumstances or lack of skill or knowledge when conducting experiments. 2. Among the most common accidents in the laboratory are: (a) Cuts by glass fragments (b) Chemical burns by strong acids or alkali (c) Small fires

(d) Explosion from reactive metal (e) Broken thermometer (f) Gas leak or chemical leak (g) Electrocution 3. The flow chart in Figure 1.3 shows the steps to take in case of an accident involving chemical spillage.

Figure 1.3 Safety steps to take in case of a chemical spillage

4. A broken thermometer may release mercury vapours. Inhaled in excessive amounts could cause difficulty in breathing, coughing or vomiting. The broken glass from the thermometer could also cause cuts if not handled properly. Inform the teacher or lab assistant in the event of a broken thermometer.

5. Mercury poisoning occurs when one accidentally inhales the vapours, touched or absorbed it through the skin for a certain quantity. Mercury poisoning can attack the nervous system, digestive track and kidneys. 6. The flow chart in Figure 1.4 shows the steps in handling accidents involving mercury.

Figure 1.4 Safety steps to take when a laboratory accident involving mercury occurs

Science SPM Chapter 1 Safety Measures in the Laboratory

7. If an accident involving electrocution occurs, take the following steps: (a) Safely turn off the main switch and move the victim from the electric source (b) Check the body for burns. Place a sterilised piece of cloth on the burn area and wrap the wound with a bandage. (c) Seek medical attention immediately.

Checkpoint

1.2

Q1 Give three examples of chemicals that cannot

be disposed of into the laboratory sink.

Q2 How do we prevent accidents? Q3 Name the types of biological waste. Q4 What is the main purpose of decontaminating

biological waste via the autoclave?

Q5 What is the first step to take when there is

mercury spillage in the laboratory?

3. A fire extinguisher is a device that is used to control or extinguish fire.

1.3 Fire Extinguisher Types of Fire Extinguishers

1. Fires can occur when there is fuel, oxygen and heat. 2. To extinguish a fire, one of the three must be eliminated.

4. There are four common types of fire extinguishers, classified based on the source of the fire. 5. Table 1.4 shows four types of fire extinguishers.

Table 1.4 Types of fire extinguishers and their usage

Type of fire extinguisher

Label colour

Description

Water

Red

Foam

Cream

• Extinguishes flammable solids such as cloth, paper and wood • Water cools down the fire, thus removing the heat element, to extinguish the fire

• Extinguishes fire from combustible materials such as cloth, paper and wood and flammable liquids and gases such as oil, paint and natural gases. • Foam, like water, has a cooling effect. Foam also creates a layer that separates the fire from its fuel.

Form

8. If exposed to strong acids, wash the body part with water and rinse with 1% sodium bicarbonate before washing the area with water again. If exposed to strong alkali, wash the body part with water and rinse with 1% acetic acid before washing the area with water again.

9. There is organisation named National Institute of Occupational Safety and Health (NIOSH) which manages and prepares safety modules for use in the laboratory.

Science SPM Chapter 1 Safety Measures in the Laboratory

Carbon dioxide

• Extinguishes fire from electrical equipment such as transformer boards, electrical appliances, gases and vapours

Black

• Carbon dioxide cuts off the oxygen supply to extinguish the fire. Dry powder • Extinguishes all types of fire whether by metal or non-metal sources such as potassium, magnesium and sodium

Form

Blue

• Dry powder covers the fire and forms a layer between the fuel and oxygen

6. Fires can be divided into a few types. Table 1.5 shows the types of fires and the type of fire extinguishers that are suitable to be used. Table 1.5 Types of fires and the type of fire extinguishers that are suitable to be used Type of fire

Explanation

Class A

Fires that involve combustible solids (except metals) such as wood, paper, cloth and rubbish.

• Water • Foam • Dry powder

Class B

Fires that involve flammable liquids such as petrol, diesel, tar, varnish and paint

• Foam • Dry powder • Carbon dioxide

Class C

Fires that involve flammable gases or vapours such as LPG gas, LNG gas, oxygen and others

• Dry powder • Carbon dioxide

Class D

Fires that involve metallic fuels such as magnesium, • Dry powder aluminium, sodium, potassium and others

Class E Class F

Fires that involve electrical appliances

• Dry powder • Carbon dioxide

Fires that involve fats and oils

• Dry powder • Carbon dioxide

7. Another fire extinguisher that is commonly found in the laboratory is the ABC fire extinguisher. This type of fire extinguisher has a lot of advantages: (a) Can be used against all fire classes (particularly A, B and C), except Class D fires that result from metals. (b) Not harmful to human or animals (c) Does not pollute the soil (d) The moisture produced lasts longer (e) Minimal maintenance required (at least once a year) 8. Besides that, each laboratory must have at least one fire blanket.

Type of fire extinguisher

9. Fire blankets are used to engulf the burning area. It is made by fire resistant textile with two layers of fibre glass. Fire blankets can: (a) Effectively put out small or medium sized fires (b) Save someone who catches on fire by wrapping around his body 10. Besides that, each laboratory must also have two pails of dry sand. These are used to put out small fires caused by burning metals.

Science SPM Chapter 1 Safety Measures in the Laboratory

How to Use a Fire Extinguisher

1. Fire extinguishers are easy to use. Figure 1.5 shows how to use a fire extinguisher properly.

Form

Figure 1.5 How to use a fire extinguisher properly

2. In case of a fire, activate the fire alarm. Turn off all electrical switches. Evacuate the laboratory in an orderly manner. 3. In case a student catches fire, ensure that the student does not run about. Let the student lie down on the floor and use the fire blanket to cover his body. Do not pour water on the victim’s body or use a fire extinguisher on them. SPM Tips How to use fire extinguishers easily with easy-to-remember PASS. P

Pull: Pull the safety pin

Aim: Aim the nozzle or the hose at the base of the fire

Squeeze: Squeeze the handle

Sweep: Sweep the fire from left to right

Carrying Out an Audit on Fire Extinguishers at School

1. To ensure safety in the science laboratory, the fire extinguisher must always been maintained. 2. The equipment must be audited or checked regularly. 3. Running an audit on the fire extinguisher involves checking: (a) The expiry date of the fire extinguisher (b) Type of fire extinguisher

(c) Number of fire extinguishers (d) Location of fire extinguishers in the school’s emergency route plan (e) Pressure reading on the fire extinguishers 4. This audit must be carried out periodically and school staff should be aware of how to use and the location of each fire extinguisher so they could be used in case of an emergency. 5. Fire safety audits are compulsory in developed countries.

Nutrition and Food Technology

I N FO G R A P H Chapter 2

Form

Stabiliser

Substances added to food to slow down or inhibit the growth of microorganism so that food can be stored longer. Example: Sodium benzoate, sodium chloride and vinegar Example of food: Salted fish

Substances added to food to prevent emulsions from splitting out. Example: Lecithin, monoglyceride and diglyceride for fatty acid Example of food: Ice-cream

Food colouring

Preservative

Food additives to enhance or improve the taste of food and restore the taste due to processing. Example: Sugar, vinegar, monosodium glutamate (MSG) Example of food: Canned food

Food additives to give or restore food colour to make it look more attractive. Example: Tartrazine Example of food: Macaron skin

Flavouring

Food additives to slow down the oxidation by air which causes fat to become rancid and fruits to turn brown Example: Ascorbic acid, sodium citrate Example of food: Fruit juice

Antioxidant

Support, Movement and Growth

I N FO G R A P H Chapter 6

Form

Biceps

Tendons Bone

• Joins muscle to bone. • Tough, strong and inelastic strands of dense connective tissues. • When the muscle contracts, tendons transmit force from muscles to bones, to pull the bones.

Ligament • Joins bone to bone. • Flexible, strong and elastic connective tissue. • Allows bones to move against one another and prevent the dislocation of joint during movement.

Triceps

The movement of the forearms (The action of antagonistic muscles) Bending the forearm

Straightening the forearm

Biceps Triceps

Tendon

Radius

Biceps Triceps

Tendon

Ulna

• The biceps muscle contracts and becomes shorter and thicker. • At the same time, the triceps muscle relaxes and becomes thinner and longer. • This exerts a pulling force which is transmitted to the radius through the tendon. • The radius is pulled upwards and the forearm is bent.

Cartilage • Cushions the joint. • Absorbs shock during movement. • Reduces friction between the ends of the bones.

Cartilage

Ulna

• The triceps muscle contracts and the biceps muscle relaxes. • A pulling force is produced which is transmitted to the ulna through the tendon. • The ulna is pulled downwards and the forearm is straightened.

Bone Ligament Joint capsule Synovial fluid Synovial membrane

Synovial fluid • Acts as a lubricant to reduce friction between bones when joint moves. • Provides nutrients to the cartilage.

Synovial membrane • Secretes synovial fluids into the synovial cavity.

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