SCIENCE FORM 4 FT074001 RM 12.60 ISBN: 978-967-2088-73-8
KURIKULUM STANDARD SEKOLAH MENENGAH KEKSSM MENTERIAN PENDIDIKAN MALAYSIA SCIENCE SCIENCEFORM4FORM 4 DUAL LANGUAGE PROGRAMME
RUKUN NEGARA Bahawasanya Negara Kita Malaysia mendukung cita-cita hendak: Mencapai perpaduan yang lebih erat dalam kalangan seluruh masyarakatnya; Memelihara satu cara hidup demokrasi; Mencipta satu masyarakat yang adil di mana kemakmuran negara akan dapat dinikmati bersama secara adil dan saksama; Menjamin satu cara yang liberal terhadap tradisi-tradisi kebudayaannya yang kaya dan pelbagai corak; Membina satu masyarakat progresif yang akan menggunakan sains dan teknologi moden; MAKA KAMI, rakyat Malaysia, berikrar akan menumpukan seluruh tenaga dan usaha kami untuk mencapai cita-cita tersebut berdasarkan prinsip-prinsip yang berikut: KEPERCAYAAN KEPADA TUHAN KESETIAAN KEPADA RAJA DAN NEGARA KELUHURAN PERLEMBAGAAN KEDAULATAN UNDANG-UNDANG KESOPANAN DAN KESUSILAAN (Sumber: Jabatan Penerangan, Kementerian Komunikasi dan Multimedia Malaysia)
KURIKULUM STANDARD SEKOLAH MENENGAH SCIENCE FORM 4 Writers Noraini binti Abdullah Nor Mazliana binti Abdul Hashim Mohammad Amirul bin Adnan Shamsulikram bin Abdul Hamid Translators Sharon Chelvi Moorthy Nalini a/p T Balachandran Nilavathi a/p Balasundram Yew Chian-Hauo Editors Nor Shazwani binti Mohamad Zaini Faezah binti Abdul Wahab Designers Ayu Amira binti Rosdi Yong Lai Yin Illustrator Chan Yoke Peng Odonata Publishing Sdn. Bhd. 2019
The publication of this textbook involves cooperation from various parties. Our wholehearted appreciation and gratitude goes out to all involving parties: Committee members of quality control, Educational Resources and Technology Division, Ministry of Education Malaysia Officers in Educational Resources and Technology Division and the Curriculum Development Division, Ministry of Education Malaysia Officers of the English Language Teaching Centre (ELTC), Teacher Education Division, Ministry of Education Malaysia Dr. Shukur Abu Hassan, Centre for Advanced Composite Materials (CACM) UTM Cultural Promotion Division, Culture and Sports Department, Citizens Affairs Bureau, City of Hiroshima Library and Public Archives Unit, International Committee of the Red Cross Malaysian Nuclear Agency Forestry Department Peninsular Malaysia Malaysian Remote Sensing Agency (MRSA) Individuals who have been directly or indirectly involved in the successful publication of the Science KSSM Form 4 Textbook ACKNOWLEDGEMENTS KEMENTERIAN PENDIDIKAN MALAYSIA KPM 2019 ISBN 978-967-2088-73-8 First Published 2019 © Ministry of Education Malaysia All rights reserved. No part of this book may be reproduced, stored in any retrieval system or transmitted in any form or by any means, either electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the Director General of Education Malaysia, Ministry of Education Malaysia. Negotiation is subject to the calculation of royalty or honorarium. Published for Ministry of Education Malaysia by: Odonata Publishing Sdn. Bhd. No. 2, Jalan Damai Puspa 2, Alam Damai Industrial Park, 56000 Cheras, Kuala Lumpur. Tel: +603-9101 1179 Fax: +603-9101 7991 Website: www.odonatabooks.com E-mail: [email protected] Layout and typesetting: Minion Pro Font type: Regular Font size: 11 pt. Printed by: Herald Printers Sdn. Bhd. Lot 508, Jalan Perusahaan 3, Bandar Baru Sungai Buloh, 47000 Sungai Buloh, Selangor Darul Ehsan. Serial book no. : 0173
Introduction THEME 1 • What should you do if there is an accident in the laboratory? • Do you know what CPR is? • How do we measure the health level of our body? Scientific Methodology Scientific Methodology 11 22 49 THEME Maintenance and 22 Continuity of Life • What do you know about Green Technology? • Is it safe for us to consume genetically modified foods? • Which system supports our body and protects our internal organs? • How are plants able to grow vertically against gravity? • What is hormone? Exploration of Elements in Nature Exploration of Elements in Nature 165 • There are 118 elements that have been discovered. Do you know the position of carbon in the Modern Periodic Table of Elements? • The windows of skyscrapers in Malaysia are usually made of glass. What are the other uses of glass? • If you were sick, the doctor would treat and give you the appropriate medicine. What would happen if we took medicine without the advice of doctors? 33THEME Energy and THEME Sustainability of Life Energy and Sustainability of Life • What is the velocity of a racing car? • Have you heard of the term inertia? • What is your opinion on the use of nuclear energy to generate electricity in Malaysia? 223 4 Various activities provided for students: The Science Form 4 Kurikulum Standard Sekolah Menengah (KSSM) Textbook is written for Form 4 students based on Dokumen Standard Kurikulum dan Pentaksiran Tingkatan 4 prepared by the Ministry of Education Malaysia. This textbook is prepared based on a holistic approach in line with the National Education Philosophy that aims to produce students who are intelligent, creative, innovative, critical and possess high values. This book is written with more emphasis on lower order thinking skills (LOTS) and higher order thinking skills (HOTS), scientific skills, communication skills, decision-making and problem-solving skills in daily life so that each student can master the 21st century learning skills. In addition, the Science, Technology, Engineering and Mathematics (STEM) teaching and learning approach is also incorporated through activities and projects so that students will become interested in science and technology. This book contains the following special features: Experiment Inquiry Multimedia Project ... ... Discussion STEM Simulation The theme pages have interesting photos and mind-stimulating questions related to the chapters in the theme. v
History Corner Contains historical facts related to science Science Integration with… Relating science to other subjects Learning Standard Prepared according to Dokumen Standard Kurikulum dan Pentaksiran 21st Century Skills Incorporates relevant learning skills of the 21st century Science Career Information on careers related to science Formative Practice Questions to assess students’ understanding at the end of each subtopic Science Career Orthopaedist Orthopaedist is a specialist doctor who treats injuries such as bone fractures, backbone defects or bone deterioration such as osteoporosis. The orthopaedist helps patients to undergo the skeletal muscle recovery process. Chiropractor Chiropractor is a practitioner of complementary medicine that is related to diagnosis and treatment of mechanical muscle system, skeleton and backbone disruptions. Physiotherapist Physiotherapist is known as the medical limb rehabilitator or medical rehabilitation officer. Physiotherapist helps patients recover and ensures each patient’s physical function is at a high level. The Problems Related to Joints and Muscles in Daily Life Title: Problems related to joints and muscles in daily life. Related topic: Functions of joints and muscles in movement Suggested time period: 1 week Problem: Among the problems related to joints and muscles that occur frequently are the injuries to the joints and muscles caused by physical activities, and knee pain among the elderly. Based on this, discuss how these problems can be prevented. Resources: • Websites • Other related references such as journals related to medicine and balanced diet. Explain suitable ways or methods to prevent injuries to joints and muscles. The result can be presented in the form of PowerPoint. ... ... Activity 6.6 Problem-based Learning Human Growth Pattern Human growth is a process where changes occur in terms of size, total number of cells, weight, shape size, and body function. It is a permanent and irreversible process. This growth occurs due to the increase in number of cells in the body. Human growth occurs to the whole body and is different according to the sex and age. Figure 6.15 Human growth stages Infant Child Adolescent Adult Aged 6.2.2 6.2.3 21st Century Skills 130 Aim: To build a model of particle arrangement in pure metals and alloys. Instructions: 1. Carry out this activity in groups. 2. Choose one type of alloy which is different from the other groups. 3. Use recycled materials to build a model of the particle arrangement in the alloy and its pure metal. 4. Present the model in front of the class. Activity 9.1 Gallery Walk 9.1.1 Why is an alloy produced? Generally, most pure metals are soft and can corrode easily. These properties are not suitable for producing most of the things around us. Therefore, the process of forming alloys or alloying is done to improve the properties of pure metal. The atoms in a pure metal are arranged orderly in layers. The layers of atoms in pure metal slide over each other easily when force is applied. Force The layers of atoms slide over easily Figure 9.1 Arrangement of atoms in a pure metal When one or more metal or non-metal elements are added into pure metal, the atoms from these elements make the layers of pure metal atoms difficult to slide over each other. This is because foreign atoms have different sizes. This makes alloys stronger and harder than pure metals. Atoms of pure metal Atoms of foreign element + Alloy Atom of pure metal Atom of foreign element When force is applied, the layers of atoms in pure metal have difficulty to slide over each other Figure 9.2 An alloy The composition or percentage of the contents of each element in alloys can be altered based on its use. HISTORY The first alloy found was bronze. Bronze was discovered hundreds of years back, in the prehistoric age known as the Bronze Age. During this period, bronze was used to make tools and weapons. with... with... science integration integration BrainTeaser Tease Does alloy exist naturally? 21st Century Skills Chemicals in Industry 185 Chapter 9 3.1.1 back back The clinical thermometer can measure temperature with an accuracy of 0.1°C, whereas, the laboratory thermometer can measure temperature with an accuracy of 1°C. Photograph 3.1 Technique to measure body temperature using a clinical thermometer Measuring Body Temperature with the Correct Technique Clinical Thermometer 1. Before using a thermometer, make sure its temperature is lower than 35°C. If the temperature exceeds 35°C, the thermometer should be shaken until the reading is lower than 35°C. 2. Place the thermometer under the armpit or in the mouth for about 2 to 3 minutes (or until a ‘beep’ sound is heard, if you are using a digital clinical thermometer). 3. Pull out the thermometer and record the reading. The kink in the clinical thermometer is to ensure that the mercury does not go down quickly after it is removed from the mouth or the armpit. This is to give a more accurate reading. This kink is not found in the laboratory thermometer. Figure 3.2 Kink in the clinical thermometer Laboratory Thermometer 1. The laboratory thermometer is not suitable to measure body temperature because the laboratory thermometer does not have a kink in the mercury tube. 2. When the thermometer is removed from the body, whether from the mouth or the armpit, the temperature reading will go down quickly. This will cause the reading to be inaccurate. 3. If the laboratory thermometer is used to measure body temperature, the reading must be taken when the thermometer is still in the mouth or under the armpit to ensure accuracy. Rectal Thermometer 1. The rectal thermometer is usually used for infants less than 3 months old. Make sure that the thermometer used is labelled for rectal use. 2. Clean the tip of the thermometer with alcohol. 3. Dab some petroleum jelly on the thermometer tip to make it easier for the thermometer to be inserted into the infant’s rectum. 4. Raise the infant’s legs as shown in Figure 3.3. 5. Insert 1.5 − 2.5 cm of the thermometer into the infant’s rectum. 6. Allow the thermometer to remain there until a ‘beep’ sound is heard. 7. Record the temperature. Figure 3.3 Technique to measure body temperature using a rectal thermometer 35 Techniques of Measuring the Parameters of Body Health Chapter 3 The Latest Rubber-based Technology Rubber is one of the major commodities of Malaysia. The rubber industry has improved the economy of the country. Research and development on rubber that is carried out by the Malaysian Rubber Board needs to be continued for the rubber industry to grow in our country. Some discoveries have been made using the special properties of rubber in the manufacturing and construction field. What are these technologies? Cuplump Modified Asphalt (CMA) acts as the concrete asphalt for the pavement to last longer, resist heat, reduce noise and road cracks. Getah Colour is a paint produced from latex to be used for visual arts. The rail pad made of rubber is placed between the railway and the train’s engine to reduce vibration and sound. Photograph 9.17 Some of the latest rubber-based technology What about other potential uses of rubber in the future? Can you think of any potential future use of rubber? Aim: To gather information and present the latest rubber-based technology. Instructions: 1. Carry out this activity in groups. 2. Using the Internet and other media, gather information about the latest rubber-based technology other than those specified in the textbook. 3. Based on the information obtained, discuss in groups on products that can be manufactured using rubber. 4. Present your ideas to the class. Your presentations must include: • sketches of the product • the manufacturing purpose • the special properties of the rubber in the product Activity 9.6 Formative Practice Formative Practice 9.3 1. Name two natural polymers and synthetic polymers and their monomers. 2. Compare the properties of natural rubber and vulcanised rubber. 3. Describe how vulcanised rubber is produced from natural rubber. ... ... Result Showcase 9.3.4 21st Century Skills 198 Formative Practice Formative Practice 12.2 1. Fill in the blanks with the correct answers. (a) The process of occurs when a bombards a nucleus of large mass which then into two new nuclei of smaller mass that are nearly the same and more stable together with the release of energy. (b) The process of nuclear fusion only occurs at high . Aim: To search and share information on the use of nuclear energy in certain countries. Instructions: 1. Carry out this activity in pairs. 2. Take a card written with the name of a country which uses nuclear energy from your teacher. 3. Gather information on the use of nuclear energy in that country. 4. Present the findings obtained in front of the class. ... ... Activity 12.3 12.3.1 12.3 Impact of Using Nuclear Energy The use of nuclear energy should be regulated properly so as to bring benefits to mankind and the environment. Since nuclear energy is increasingly being used around the world, we should know the impact of using this energy on life and the environment. Impact of Using Nuclear Weapons Early research on nuclear energy was conducted in the 1940s to produce the atomic bomb. Plutonium, the byproduct from nuclear fission in the nuclear reactor was used to make the atomic bomb. The world saw the devastation when nuclear energy was used to make nuclear weapons. Nuclear weapons were used by the United States of America on the cities of Hiroshima and Nagasaki during World War II. Think-Pair-Share J.Robert Oppenheimer is the first person in the world to invent the atomic bomb. He is called ‘Father of the Atomic Bomb’. The bomb he invented was used by the American military during World War II. He, however, expressed regret after personally seeing the devastation caused by the explosion of the atomic bomb. 21st Century Skills History Corner Nuclear Energy Chapter 12 263 Brain Teaser Challenging questions that are relevant to the topic Flashback Recalling information learned vi
(a) Give the meaning of inertia. (b) Which wooden block has a larger inertia? Explain your answer. (c) State Newton’s First Law of Motion. 7. Figure 6 shows a coin and a feather falling simultaneously inside two transparent cylinder tubes, R and S. Cylinder tube R contains air whereas cylinder tube S is a vacuum. Coin Air Cylinder tube R S Feather Coin Feather Vacuum Figure 6 (a) What is meant by a free fall? (b) Compare the time taken for the coin and the feather to fall inside cylinder tubes R and S. Explain your answer. (c) Create a suitable conclusion for the activity above. Mind Challenge Challenge 8. Figure 7 shows a ticker tape chart of a trolley moving down an inclined runway. The ticker timer being used vibrates at a frequency of 50 Hz. (a) Determine the time for 10 ticks. (b) What is the velocity for ticker tape 1 and ticker tape 5? (c) The runway is inclined further so that the trolley moves down faster. Predict the length of the ticker tape chart that will be obtained. 9. Figure 8 shows a student banging the handle of a hammer against a hard surface. (a) What is the actual purpose of the student doing so? (b) What is the concept used by the student? (c) Explain two of your daily activities that use the concept stated in question 9(b). Length (cm) Ticker tape 0 1 2 3 4 5 20 40 10 30 50 Figure 7 Figure 8 253 Force and Motion Chapter 11 Self-reflection Checklist of Learning Standards for students’ reference Summative Practice Assessing students' understanding at the end of each chapter Personal Protective Equipment • Goggles • Gloves • Lab coat • Lab shoes • Face mask • Safety shower • Eyewash station • Fume chamber • Laminar flow cabinet SAFETY MEASURES IN THE LABORATORY Substances that can be disposed of into the sink Substances that cannot be disposed of into the sink Managing biological waste substances Disposal of Waste Creating a simple fire extinguisher Fire Extinguishers Types of fire extinguishers Auditing fire extinguishers Steps to handle accidents in the laboratory Using a fire extinguisher 15Chapter 1 Safety Measures in the Laboratory 9.3.3 Vulcanisation of Rubber The properties of natural rubber which is soft and not resistant to heat makes it an unsuitable material for tyres of vehicles. Due to Malaysian hot weather, tyres made of natural rubber will become soft and melt when exposed to hot road surfaces. So, how can the properties of natural rubber be improved to make it a suitable material for making various things? Observation: Beaker Observation P Q R Questions: 1. What happens when ethanoic acid is added to latex? 2. What happens when ammonia is added to latex? 3. How can coagulation of latex be prevented? 4. Why do latex coagulate when exposed to air? Vulcanisation can improve the properties of rubber and make it stronger. Vulcanisation is a process of heating rubber with sulphur. During vulcanisation, sulphur atoms are added to the chain of natural rubber polymer molecules. The rubber obtained through this process is called vulcanised rubber. + Sulphur S Sulphur cross-links Chain of natural Vulcanised rubber rubber polymer S S S S S S S S S Figure 9.11 Vulcanisation of rubber The molecular structure of vulcanised rubber has a bond between each chain of rubber polymer. This however, cannot be seen in natural rubber. This is due to the added sulphur atoms that produces cross-links between the rubber polymer chains. Therefore, when a force is applied, it is difficult for the chain of vulcanised rubber polymer to slide over each other. When heat is applied, the structure of vulcanised rubber molecules is difficult to break. Thus, the vulcanised rubber is harder and has high resistance to heat. Charles Goodyear (1800 – 1860) He founded the vulcanisation process in 1839. He heated a mixture of natural rubber with 1% – 3% of sulphur according to its mass. Renowned Scientist 196 Summative Practice Summative Practice 11 1. Azmeer rides his motorcycle to the north for 24 km, then to the west for 12 km and finally to the south for 12 km before he stops to rest (Figure 1). His journey takes 2 hours. (a) What is the distance travelled by Azmeer? (b) What is Azmeer’s displacement? (c) Determine Azmeer’s average speed. (d) Calculate the average velocity for Azmeer’s displacement. 2. Hilmi walks to the north for 8 m, then to the east for 8 m. Hilmi takes 5 minutes to complete his journey. (a) What is the distance of his motion? (b) What is the displacement of his motion? (c) Determine the velocity attained by Hilmi. After studying this chapter, you are able to: 11.1 Linear Motion Explain the difference between distance and displacement and their units in daily life. Explain with examples the meaning of speed, average speed, velocity and acceleration and their units in daily life. Solve problems that involve speed, average speed, velocity and acceleration in daily life. Distinguish between the various types of linear motion. 11.2 Linear Motion Graphs Interpret the different types of motion from linear motion graphs to determine distance, displacement, velocity, average velocity and acceleration. 11.3 Gravitational Acceleration and Free Fall Carry out an experiment to determine the acceleration due to Earth’s gravity, g. Interpret the motion graph for objects in free fall. Carry out an experiment to study free fall and non-free fall conditions. 11.4 Mass and Inertia Explain mass. Explain the meaning of inertia with examples. Carry out an experiment to study the relationship between mass and inertia. Communicate the effects of inertia in daily life. Self-reflection Self-reflection Objective Questions http://bukutekskssm. QUIZ my/Science/F4/Q11 Figure 1 12 km 12 km 24 km 251 Force and Motion Chapter 11 3.4 Body Mass Index (BMI) Calculating and Determining Body Mass Index Body Mass Index, commonly known as BMI, is the measurement of body mass against height. BMI can be calculated using a formula. ... ... 3.3 Spin-N-Think Science Science Gallery 3.4.1 BrainTeaser Tease BMI = Body mass (kg) (Height)2 (m2 ) Studies show that the lifespan of a person with an ideal BMI, which is, between 18.5 – 24.9 kg m-2 is longer than a person with a lower or higher BMI. Source: myHEALTH Portal What is the importance of knowing our BMI? BMI is a way to determine whether we have a body mass problem or not. After obtaining your BMI result, the chart in Table 3.2 below can be used to determine whether you are overweight, normal or underweight. Table 3.2 Body Mass Index chart BMI (kg m-2) < 18.5 18.5 – 24.9 25.0 – 29.9 30.0 or more Category: Underweight Desirable weight Overweight Obese What are factors that can cause a person to be overweight? Aim: To calculate and determine one’s BMI. Instructions: 1. Carry out this activity in groups. 2. The teacher supplies a spinning arrow. 3. Spin the arrow to determine which student needs to measure his/her BMI. 4. The student with the arrow pointed at him/her is the one who has to take his/her mass and height measurements. Calculate the student’s BMI together. 5. Repeat this activity until all the group members know their respective BMI. Activity Spin-N-Think 21st Century Skills 43 Techniques of Measuring the Parameters of Body Health Chapter 3 If we look at the four pillars above, they clearly show that Green Technology emphasises on the aspect of energy efficiency. Do you still remember the topic on energy efficiency that you studied in Form 3? Energy efficiency refers to the use of less energy to carry out work at the same or higher rate without affecting the production and the quality of the desired outcome. My Nation Lebih Banyak Bintang Lebih Jimat Tenaga More Stars More Energy Saving Penggunaan Tenaga Purata Setahun Produk Ini Menggunakan % Kurang Tenaga Daripada Produk Biasa This Product Consumes % Less Energy Than An Average Product Diuji Mengikut / Tested According to xxx XXX kwj kwh www.st.gov.my Energy Commission Average Energy Consumption Per Year Jenis peralatan Jenama dan Model PENGGUNAAN TENAGA 5 ENERGY CONSUMPTION 5 4.1.2 Figure 4.1 Energy efficiency label When energy efficiency is given priority in a country through the practice of Green Technology, then: (a) energy conservation can be increased (b) the country’s economy can be strenghtened and wastage can be reduced (c) wastes can be converted into a cleaner and safer form of renewable energy Malaysia strongly supports and is committed to sustainable energy efficiency. Among the initiatives and efforts carried out in the implementation of energy efficiency are: • the implementation of energy efficiency labels for electrical appliances (Figure 4.1) • Green Building Index (GBI) • energy efficiency technology campaigns • using electricity from solar source campaigns • consumer awareness campaigns through energy-saving practices There are four main pillars that uphold the National Green Technology Policy: • energy – promoting energy efficiency and seeking energy independence • environment – minimising negative effects and conserving the environment • economy – enhancing the country’s economy through the use of technology • social – improving the quality of life for all Green Building Index (GBI) is a rating system given to buildings with environmentally-friendly features. Raja Haji Fi Sabilillah mosque in Cyberjaya is the first mosque in Malaysia to receive this recognition. First ‘Green’ Mosque in Malaysia http://bukutekskssm.my/ Science/F4/Pg53 Relating Energy Efficiency to Green Technology For Green Technology to succeed in our country, the National Green Technology Policy was launched in July 2009. What are the pillars of that policy? Let us look at the following note: INFORMATION 53 Green Technology for Environmental Sustainability Chapter 4 Mind Challenge Level 5 and level 6 HOTS questions Science Gallery Additional information related to the topics My Nation Information on Malaysia's achievements and involvement in science Summary An overview of all the subtopics in the chapter Renowned Scientists Introducing personalities who contributed to the development of science and technology vii
BrainTeaser Tease A baby has 275 bones at birth, whereas an adult has 206 bones. Why does this difference occur? The Human Skeletal System The human skeleton is made up of 206 bones of various sizes and shapes. The human skeleton can be divided into two parts, that are the axial skeleton and the appendicular skeleton. The axial skeleton consists of the skull, the vertebral column, the sternum and the ribs. The appendicular skeleton consists of the pectoral girdle, the upper limbs, the pelvic girdle and the lower limbs. The pelvic girdle is connected to the axial skeleton. The pelvic girdle is formed from a pair of hip bones. The pelvic girdle supports weight, protects the bladder and the reproductive organs. Figure 6.9 The human skeleton Pectoral girdle There is a pair of pectoral girdles in the human body. The pectoral girdle connects the upper limbs to the axial skeleton. The pectoral girdle consists of the clavicle and the scapula. The upper limb consists of the humerus, radius, ulna, carpus, metacarpus and phalanx. The end of the humerus, that is ball-shaped, is attached to the pectoral girdle. The lower end of the humerus is attached to the radius and ulna. The radius and ulna are attached to the carpus bones to form the wrist. The metacarpus bones form the palm and are attached to the carpus bones. The phalanx bones that form the fingers are attached to the metacarpus bones. Axial skeleton Appendicular Skeleton Cranium Clavicle Scapula Humerus Carpus Metacarpus Phalanx Radius Ulna Femur Tibia Phalanx Metatarsus Patella Fibula Tarsus Vertebral column The vertebral column consists of 33 small bones or vertebrae. These bones that are connected form a strong and flexible column. This vertebral column has a very important function, that is to protect the spinal cord. Front view Side view Skull Upper limb Pelvic girdle Lower limb The lower limb consists of the femur, tibia, fibula, tarsus, metatarsus and phalanx. The upper end of the femur that is ball-shaped is attached to the pelvic girdle. The lower end of the femur is attached to the tibia and fibula. The tibia and fibula are the bones of the calf. The lower ends of the tibia and fibula are attached to the tarsus, that is, the ankle. The tarsus is attached to the metatarsus bones to form the foot. The metatarsus is attached to the phalanx or the bone of the toe. 6.1.5 6.1.5 3D Model The human skull consists of two parts, that are the cranial bones and the facial bones. The function of the cranial bones is to protect the brain. Facial bones serve to provide the basic shape or the framework for the face and also to support the teeth. Ribs and sternum The human ribs consist of 12 pairs of ribs that are joined to the thoracic vertebra at the back. Seven pairs of ribs are attached to the sternum directly and three more ribs are indirectly connected by cartilage. Two more pairs (the last two) hang free. The sternum and the ribs function to protect the main organs, that are the heart and the lungs. Sternum Thoracic vertebrae 1 2 3 4 5 6 7 8 9 10 11 12 122 123 Support, Movement and Growth Chapter 6 Download the free BT Sains Tingkatan 4 AR application by scanning the QR code below. or Download the free QR reader application from the App Store or Play Store. Find the pages with these icons. 3D Model: page 77, 122, 128, 258, 259 Interactive Game: page 146, 184 Scan the image on the page with your smartphone or tablet to view the 3D model or play the interactive game. Video related to the topic Additional information Quiz (multiple-choice questions) at the end of each chapter Digital components in this book: Guidelines to scan AR application for 3D Models and Interactive Games: VIDEO INFORMATION QUIZ Step 1 Step 2 Step 3 9.1 Alloy Many objects around us are made of alloys. Photograph 9.1 shows some of the objects that are made of alloys. Alloy Composition Properties Uses Steel Iron 99% Carbon 1% • Hard and strong • Construction materials for buildings and bridges • To make frame of vehicles and railway tracks Pewter Tin 96% Copper 3% Antimony 1% • Lustre • Resistant to corrosion • To make decorative items such as photo frames Bronze Copper 88% Tin 12% • Hard • Resistant to corrosion • Attractive colour • To make monuments, metal sculptures, coins, medals and others Brass Copper 75% Zinc 25% • Strong • Has shiny surface • Malleable • Gold in colour • To make keys, door knobs, musical instruments such as trumpet Duralumin Aluminium 95% Copper 3% Magnesium 1% Manganese 1% • Light • Strong • Resistant to corrosion • To make frame of aircrafts, aeroplanes and others What is an Alloy? An alloy is a mixture of several types of metals or a mixture of metal and non-metal by a certain percentage. There are several types of alloys which are commonly used in daily life such as steel, pewter, bronze, brass and duralumin. Table 9.1 shows the composition, properties and the uses of these alloys. 9.1.1 Table 9.1 Composition, properties and the uses of alloy Photograph 9.1 Objects made of alloys Interactive Game 184 3D Model Interactive Game viii
Contents Introduction v Theme 1 Scientific Methodology Chapter 1 Safety Measures in the Laboratory 2 1.1 Personal Protective Equipment 4 1.2 Disposal of Waste 6 1.3 Fire Extinguishers 10 Summative Practice 1 16 Chapter 2 Emergency Help 18 2.1 Cardiopulmonary Resuscitation (CPR) 20 2.2 Heimlich Manoeuvre 25 Summative Practice 2 30 Chapter 3 Techniques of Measuring the Parameters of Body Health 32 3.1 Body Temperature 34 3.2 Pulse Rate 37 3.3 Blood Pressure 41 3.4 Body Mass Index (BMI) 43 Summative Practice 3 46 Theme 2 Maintenance and Continuity of Life Chapter 4 Green Technology for Environmental Sustainability 50 4.1 Environmental Sustainability 52 4.2 Energy Sector 56 4.3 Waste and Wastewater Management Sector 60 4.4 Agriculture and Forestry Sector 62 4.5 Transportation Sector 65 4.6 Green Technology and Life 68 Summative Practice 4 71 Chapter 5 Genetics 74 5.1 Cell Division 76 5.2 Inheritance 84 5.3 Mutation 90 5.4 Genetic Engineering Technology 100 5.5 Variation 103 Summative Practice 5 110 Chapter 6 Support, Movement and Growth 112 6.1 Support, Movement and Growth in Animals 114 6.2 Human Movement and Growth 128 6.3 Support, Growth and Stability in Plants 133 Summative Practice 6 139 iii
Chapter 7 Body Coordination 142 7.1 Human Endocrine System 144 7.2 Disruptions to Body Coordination 152 7.3 Healthy Mind 158 Summative Practice 7 163 Theme 3 Exploration of Elements in Nature Chapter 8 Elements and Substances 166 8.1 Matter 168 8.2 Modern Periodic Table of Elements 171 8.3 Isotope 175 Summative Practice 8 179 Chapter 9 Chemicals in Industry 182 9.1 Alloy 184 9.2 Glass and Ceramic 189 9.3 Polymer 192 Summative Practice 9 200 Chapter 10 Chemicals in Medicine and Health 202 10.1 Traditional Medicine, Modern Medicine and Complementary Medicine 204 10.2 Free Radicals 212 10.3 Antioxidant Substances 214 10.4 Health Products 217 Summative Practice 10 220 Theme 4 Energy and Sustainability of Life Chapter 11 Force and Motion 224 11.1 Linear Motion 226 11.2 Linear Motion Graphs 235 11.3 Gravitational Acceleration and Free Fall 239 11.4 Mass and Inertia 246 Summative Practice 11 251 Chapter 12 Nuclear Energy 254 12.1 The Use of Nuclear Energy 256 12.2 The Production of Nuclear Energy 258 12.3 Impact of Using Nuclear Energy 263 12.4 Nuclear Energy in Malaysia 266 Summative Practice 12 269 Answers 271 Laboratory Rules and Safety Measures 276 Glossary 277 References 279 Index 280 iv
THEME 1 • What should you do if there is an accident in the laboratory? • Do you know what CPR is? • How do we measure the health level of our body? Scientific Methodology Scientific Methodology 1
Safety Measures in 1 the Laboratory Face mask Gloves Fume chamber Biological waste substances Mercury poisoning Types of fire extinguishers Keywords Chapter 2
What are the examples of personal protective equipment and their functions? What are the characteristics of substances that cannot be disposed into sinks? How should biological waste substances be managed? How should accidents in the laboratory be handled? How many types of fire extinguishers are there? Digest Science Anda akan belajar tentang: personal protective equipment disposal of waste fire extinguishers You will learn about: Mercury Spill in School Laboratory On Wednesday, 2 May 2018, a total of 21 students and a teacher were quarantined for about 20 minutes due to a mercury spill from a broken thermometer at a secondary school. The incident occurred at 2.20 p.m. when the students conducted an experiment in the science lab. A team of 10 firefighters was rushed to the scene after receiving an emergency call at 2.24 p.m. The firefighters responded quickly to quarantine the area, before the disinfection process took place. The disinfection work at the scene was completed at 3.30 p.m. Source: myMetro 3 Safety Measures in the Laboratory Chapter 1
1.1 Personal Protective Equipment You learned about safety rules and measures in the laboratory in Form 1. In order to keep you safe in the lab, there is a variety of protective equipment that you need to know and use correctly. Personal Protective Equipment on a Student and Their Functions Personal protective equipment is needed to protect the wearer from danger. 1.1.1 Photograph 1.1 Personal protective equipment on a student Protect the eyes from hazardous chemical substances such as acid, bromine, ammonia and reactive metals. Goggles Protects the nose and mouth from inhaling pungent and volatile chemical substances and dust. Face mask Gloves made of rubber protect the hands from hazardous chemical substances. Gloves A lab coat is made up of safety layers and is easily removed if there is an emergency. The lab coat is important to protect clothing from damage. Lab coat Closed shoes must be worn in the laboratory. Their function is to protect the feet from chemical substance spills and glass splinters. Closed shoes/safety shoes 4
Personal Protective Equipment in the Laboratory Personal protective equipment that is available in the laboratory includes the safety shower, eyewash station, fume chamber and laminar flow cabinet. Even though there is personal protective equipment in the laboratory, every accident or injury in the laboratory must be reported immediately to the teacher. 1.1.1 Safety shower The safety shower is used to immediately clean and rinse parts of the body or clothing that have come into contact with chemical substances. Eyewash station The eyewash station is used to immediately rinse and wash the eye that has come into contact with chemical substances. Fume chamber The fume chamber is used to carry out experiments that use substances which are volatile, flammable, poisonous, corrosive or pungent. Laminar flow cabinet This cabinet is used to avoid contamination when microbiological activities are carried out. Photograph 1.2 Personal protective equipment in the laboratory 5 Safety Measures in the Laboratory Chapter 1
1.2 Disposal of Waste Waste that Can be Disposed of into Sinks and Waste that Cannot be Disposed of into Sinks After you have carried out an experiment, how should you manage the waste from the experiment? Can all waste substances be disposed of into sinks? Photograph 1.3 Examples of waste substances from the laboratory Waste substances can be divided into two types: (i) substances that can be disposed of into sinks (ii) substances that cannot be disposed of into sinks Substances that can be disposed of into sinks are substances that have low concentration and are non-hazardous such as neutral substances, weak acids and weak alkalis. 1.2.1 Formative Practice Formative Practice 1.1 1. Give three examples of personal protective equipment that must be worn in the laboratory. 2. Hariz’s eye was accidentally splashed with dilute sulphuric acid. What action does Hariz need to take? 3. Tick (✓) for the right action. (a) Amardev wears goggles when mixing acid and water. (b) Aqil wears slippers while carrying out an experiment. (c) Mira cleans the spilled chemical substance on the laboratory table using her hands. 6
Activity 1.1 Aim: To search for the effects of disposing substances that cannot be disposed of into the sink. Instructions: 1. Carry out this activity in groups. 2. Find the effects of disposing the following substances into the sink: • solid waste • substances with pH less than 5 and more than 9 • grease and oil • heavy metals • organic waste (microbe and animal carcass) 3. Use various resources such as the Internet and the library to obtain relevant information. 4. Present the results of your discussion in class. Examples of substances that cannot be disposed of into sinks are: • solid waste • substances with pH value lower than 5 and more than 9 • organic solvent compounds • chemical substances (acid, grease, oil, oil paint, hydrogen peroxide) • toxic substances • heavy metals • organic waste substances (microbes, carcasses) • radioactive waste • volatile substances • reactive substances These substances can pollute the environment and are hazardous to living things. Managing Biological Waste Substances 1.2.2 1.2.3 Biological waste substances include disposed biological substances that can cause serious harm or biological hazards. These biological waste substances include waste materials, tissue, carcasses, culture medium, plastic containers, glass and gloves. Science Science Gallery Result Showcase 21st Century Skills Really, teacher? What is the proper way to manage biological waste substances? Biological waste substances are managed by using Standard Operating Procedure (SOP). Let us look at the types of biological waste substances and the SOP to manage them. What are you disposing? Not all biological waste substances can be disposed of into the sink or dustbin in the laboratory. 7 Safety Measures in the Laboratory Chapter 1
1.2 1.2.3 The Standard Operating Procedure (SOP) for the disposal of biological waste products is the procedure that is used for the purpose of managing biological waste substances in a laboratory. Table 1.1 Standard Operating Procedure for disposal of biological waste substances Waste substance category Category A Category B Category C Category D Type of biological waste substance Sharp equipment Non-sharp solids Carcasses, organs Liquid Examples • Syringe • Needle • Scalpel blade • Gloves • Tissue • Culture medium • Lab animals • Experimental animals • Blood • Serum Biological waste management • Placed in special containers (sharps waste bins) • Not autoclaved • Container is stored in a safe place before disposal • Packaged and placed in biohazard plastic bags • Autoclaved and placed into biohazard bins • Wrapped in absorbent material (tissue paper), packaged well in a biohazard plastic bag and frozen before disposal • Decontaminated by autoclave • Disposed of directly into sewage system through the sink or toilet Figure 1.1 Flow chart of Standard Operating Procedure for disposal of biological waste substances (Source: Laboratory Management, Department of Chemistry, Faculty of Science, UTM) Waste that has been decontaminated is placed into a biohazard bag. Waste substance category: Category A − Temporarily stored in a safe place Category B − Placed in a leak-proof autoclave bag and autoclaved (temperature 121°C, pressure 15 psi, 20 minutes) Category C − Packaged carefully and temporarily stored in a freezer Carry out the separation of waste at the source correctly. Waste that has been packaged is labelled and placed in biohazard bins. Biohazard bins are temporarily stored in a safe, controlled condition and cooled before centralised disposal is carried out. Activity Aim: To create a multimedia presentation about new ideas to manage biological waste substances in the future. Instructions: 1. Carry out this activity in groups. 2. Discuss new ideas on how to manage biological waste substances that cannot be accommodated by Earth in the future, such as inventing disposal equipment or future incinerators. 3. Present the results of your group discussion in the form of a multimedia presentation. Result Showcase 21st Century Skills 8
1.2.4 National Institute of Occupational Safety and Health (NIOSH) http://bukutekskssm.my/Science/F4/Pg9 INFORMATION Steps to Handle Accidents in the Laboratory Accidents can happen in the laboratory because of carelessness, negligence, events beyond expectation or lack of skills or knowledge in carrying out a science experiment. When carrying out an experiment, your friend spills a type of chemical substance on the table. What should you do? A thermometer that is dropped and broken will cause mercury spillage. Do you know about the dangers of mercury? Mercury poisoning happens when someone touches it or it absorbs through the skin in certain quantities. Mercury can attack the nervous system, digestive tract, reproductive system and kidneys. Thus, attention must be given to handle mercury safely. What should you do if there is a mercury spillage in your school science laboratory? Inform the teacher or the laboratory assistant immediately. Scoop the chemical spillage. Stop the spillage from spreading by using sand to form a boundary. Make the spillage area a restricted zone. Disposed of it safely. Inform the teacher or the laboratory assistant immediately. Call the Fire Department. Sprinkle sulphur powder onto the spillage. Make the spillage area a restricted zone. Example of organisation that manage and prepare safety modules in the laboratory: Brain Teaser Tease What is the first step that you should take if your friend’s eye comes into contact with a chemical substance? Science Science Gallery Types of accidents that commonly occur in the laboratory: • Hand cut by glass splinter • Hand splashed by concentrated acid or alkali • Small fire • Contact with residue from the reaction of reactive metals • Broken thermometer • Gas leak • Electric shock 9 Safety Measures in the Laboratory Chapter 1
1.3 Fire Extinguishers 1.3.1 Extinguishes flammable solids such as cloth, paper and wood. Extinguishes flammable solids such as wood and paper as well as types of liquid or gas that are flammable such as oil, paint and natural gas. Extinguishes fire that involves electrical appliances, gas and vapour. Extinguishes all types of fires. Figure 1.2 Types of fire extinguishers Label colour: red Label colour: cream Label colour: black Label colour: blue Formative Practice Formative Practice 1.2 1. Asri wants to dispose of concentrated hydrochloric acid with a pH value of 3 into a sink, but he is stopped by Selvi. Is Selvi’s action correct? Why? 2. Tick (✓) for the substances that can be disposed of into a sink. Distilled water Concentrated acid Radioactive substance 3. Explain briefly the disposal of carcasses. 4. What should be done if a thermometer breaks in the laboratory? A fire extinguisher is a device that is used to control or extinguish fire. There are four types of fire extinguishers that are commonly used. Fire extinguishers are classified based on their medium. The types of fire extinguishers that are commonly used are shown in Figure 1.2 below. TYPES OF FIRE EXTINGUISHERS Water Foam Carbon dioxide Dry powder Types of Fire Extinguishers 10
Fire blanket • Made of two layers of glass fibres • Able to extinguish small or moderate fires that are difficult to extinguish with water • Extinguishes fire on the victim when it is wrapped around him 1.3.1 Fires can be divided into a few types based on the substance that burns. Fire extinguishers are used based on the potential sources of fire that are identified in a building or area. Table 1.2 shows the types of fires and the fire extinguishers that are suitable to be used. Table 1.2 Types of fires and fire extinguishers that are suitable for use Type of fire Explanation Type of fire extinguisher Class A Fires that involve flammable solids (except metals) such as wood, paper, cloth and any flammable material • Water • Foam • Dry powder Class B Fires that involve liquids such as petrol, kerosene, diesel, paint, and varnish • Foam • Dry powder • Carbon dioxide Class C Fires that involve gases such as LPG, LNG, and oxygen • Dry powder • Carbon dioxide Class D Fires that involve metals such as magnesium, aluminium, sodium, and potassium • Dry powder Class E Fires that involve electrical appliances • Dry powder • Carbon dioxide Class F Fires that involve fats and oils • Dry powder • Carbon dioxide Other fire extinguishers that are used include the ABC fire extinguisher, fire blanket, sand and water. Sand can be used to extinguish early stage fire. Water can be used to extinguish fire except fire resulting from oil. Photograph 1.4 ABC fire extinguisher Photograph 1.5 Fire blanket • Can be used for all types of fires except fire that results from metals and gases that will not allow explosion • Not harmful to human and animal • Does not pollute the soil • Easy to maintain (at least once a year) • Moisture produced lasts longer, thus preventing fire from spreading again ABC fire extinguisher 11 Safety Measures in the Laboratory Chapter 1
How to Use a Fire Extinguisher Fire extinguishers are very easy to use. Nevertheless, we need to learn the correct way of using a fire extinguisher. 1.3.2 2 3 4 • Remove the safety pin from the fire extinguisher. • Ensure that the fire extinguisher is positioned upright. 1 • Aim the nozzle of the fire extinguisher at the base of the fire. • Ensure that you are at a distance of around 2.0 – 2.5 metres from the fire. • Squeeze the handle on the top of the fire extinguisher. • Spray evenly on the entire fire source by sweeping the nozzle from side to side. Simple fire safety checklist: ✓ Install smoke detectors ✓ Ensure that there is an emergency plan and an emergency route from each room. All the occupants should be aware and also trained to use it ✓ Use light bulbs with suitable wattage ✓ Store electrical appliances that produce heat at least 1 metre away from curtains, furniture and other flammable equipment ✓ Avoid charging electronic equipment on the bed or unattended ✓ Check electrical wiring from time to time to identify any damages in order to prevent fire resulting from short circuits ✓ Avoid making unauthorised extensions or overloading electrical circuits ✓ Place matches and lighters out of the reach of children ✓ Store containers filled with flammable liquid far from fire sources and children ✓ Keep one dry powder or ABC-type fire extinguisher at your home Science Science Gallery 12
1.3 Carrying Out an Audit on Fire Extinguishers at School ... ... 1.4 1.3.3 Usually, a few fire extinguishers are available and placed around the school. However, can the fire extinguishers in your school function well if there is a fire? How would you carry out an audit on the fire extinguishers at your school? Pressure gauge Type of fire extinguisher JABATAN BOMBA DAN PENYELAMAT MALAYSIA APA Number : UF052013Y956608 Expiry Date : 14-12-2019 MENTARI APARTMENT, 50088 KUALA LUMPUR. Expiry date Aim: To demonstrate how to use a fire extinguisher. Instructions: 1. Carry out this activity in groups. Each group consists of four members. 2. Choose a member who will play the role of a firefighter. 3. The student who plays the firefighter is given 5 minutes to read the instructions on how to use the fire extinguisher. The student can look up the information from the Internet, research or ask the laboratory assistant or teacher. 4. After 5 minutes, the student must play the role of a firefighter using the fire extinguisher. Observe the demonstration. 5. Choose another group member to be the firefighter and role-play until every member has successfully used the fire extinguisher. Activity Role-play 21st Century Skills Aim: To carry out an audit on fire extinguishers at school. Instructions: 1. Carry out this activity in groups. Each group should consist of four members. 2. Collect information about the fire extinguishers in the school compound. 3. Record: (a) the types of fire extinguishers (b) expiry date of fire extinguishers (c) pressure reading on the fire extinguishers (d) the number of fire extinguishers based on types (e) the location of fire extinguishers in the school’s emergency route plan 4. Pass your respective records in a clockwise direction. The other members must correct your record if there is any error. 5. After 30 minutes, return to the laboratory and present your findings. Activity Round Table 21st Century Skills 13 Safety Measures in the Laboratory Chapter 1
Formative Practice Formative Practice 1. State four types of fire extinguishers. 2. What is the function of a fire blanket? Explain how it can save victims of small fires. 3. Arrange the correct sequence in using a fire extinguisher. Creating a Simple Fire Extinguisher 1.3 1.3.4 P Q R Activity 1.5 STEM Project The kitchen has a variety of flammable substances such as flour, sugar and oil. The existence of fuel can also be a source of fire at home. Based on the problem statement above, create a simple fire extinguisher that works by using materials available at home. The following are the basic steps of the STEM activity that must be carried out by students: 1. Raise questions and identify the problems 2. Develop and use a model 3. Plan and carry out an investigation in the form of inquiry 4. Analyse and interpret the obtained data 5. Use mathematical thinking and computational thinking 6. Create explanations and design solutions 7. Involve in debates and discussions based on evidence 8. Obtain information, then evaluate and communicate the information 14
Personal Protective Equipment • Goggles • Gloves • Lab coat • Lab shoes • Face mask • Safety shower • Eyewash station • Fume chamber • Laminar flow cabinet SAFETY MEASURES IN THE LABORATORY Substances that can be disposed of into the sink Substances that cannot be disposed of into the sink Managing biological waste substances Disposal of Waste Creating a simple fire extinguisher Fire Extinguishers Types of fire extinguishers Auditing fire extinguishers Steps to handle accidents in the laboratory Using a fire extinguisher 15 Safety Measures in the Laboratory Chapter 1
1. (a) Give three examples of personal protective equipment that can be found in your school laboratory. • • • (b) Why is the school laboratory regarded as a restricted area? (c) Jasman disposed of lemon juice, the waste from a science activity, into the sink. Justify Jasman’s action. Objective Questions http://bukutekskssm. QUIZ my/Science/F4/Q1 After studying this chapter, you are able to: 1.1 Personal Protective Equipment Explain and give examples of personal protective equipment and their functions. 1.2 Disposal of Waste Explain with examples of substances that can be disposed of into the sink. Characterise substances that cannot be disposed of into the sink. Manage biological waste substances. Communicate steps to handle accidents in the laboratory. 1.3 Fire Extinguishers Identify the types of fire extinguishers. Explain how to use a fire extinguisher. Carry out an audit on fire extinguishers at school. Create a simple fire extinguisher. Self-reflection Self-reflection Summative Practice Summative Practice 1 16
2. Figure 1 shows a fire that is happening in the science laboratory. Ethanol Figure 1 (a) Based on the picture given, state: (i) the type of fire (ii) the suitable fire extinguisher to stop the fire (b) In your opinion, why did the fire occur? (c) Azhar was at the scene when the fire happened. State the steps that Azhar should follow to extinguish the fire. (d) As a precautionary step, fire extinguisher audits should always be carried out. State five things that should be observed when the audit is being carried out in your school. Mind Challenge Challenge 3. When you enter the laboratory, do you always have to wear a face mask? Explain your answer. 4. Haziq received a task to carry out an experiment to determine the boiling point of salt water. Explain how Haziq can ensure that all the safety measures in the laboratory are observed while he is carrying out the experiment. 5. Explain the correct steps to disposed of sharp objects that have been used in experiments in the science laboratory. 17 Safety Measures in the Laboratory Chapter 1
Keywords 2 Emergency Help Chapter CPR procedure Chest compression Mouth-to-mouth resuscitation Heimlich Manoeuvre Choking 18
Digest Science Anda akan belajar tentang: 999 Emergency Helpline The 999 emergency helpline is an emergency number that combines five agencies, which are, Malaysia Civil Defence Force, Royal Malaysia Police, Ministry of Health Malaysia, Fire and Rescue Department of Malaysia and Malaysian Maritime Enforcement Agency to ease the public to get emergency help immediately. Each emergency call that is made through this line is free and the caller’s number is recorded so that prank calls can be traced. As a responsible Malaysian, contact this number only when you require emergency services. cardiopulmonary resuscitation (CPR) Heimlich Manoeuvre What do you need to do if you come across someone who is unconscious or choking in a public place before the victim is taken to the hospital? How do you perform CPR and Heimlich Manoeuvre? What is the importance of these methods of emergency help? You will learn about: 19 Emergency Help Chapter 2
2.1 Cardiopulmonary Resuscitation (CPR) 2.1.1 Definition of CPR Cardiopulmonary resuscitation or CPR is an emergency aid that involves a combination of chest compressions and breathing into the mouth of the victim to restore their heartbeat and breathing. What situations require CPR? Situations that Require CPR Figure 2.1 is a circle map that shows several situations of individuals requiring CPR. Hospital If an individual does not respond to stimulus If an individual is not breathing Situations of individuals requiring CPR If an individual has no heartbeat or pulse Medical book Website Figure 2.1 Situations of individuals requiring CPR Photograph 2.1 A group of students learning to do CPR (Photo source: The Star, Malaysia) 20
2.1.1 The situations in Figure 2.1 might be caused by: Figure 2.2 Causes of situations that require CPR Heart attack Drowning Electric shock Lightning strike 21 Emergency Help Chapter 2
1 2.1.2 2 Open the airway Ensure that the victim is lying down on a flat surface with the chest facing upwards. Tilt the head back and lift the chin to open up the airway. Check whether the victim is breathing or not by listening for the breathing sound from his mouth or nose. Observe the movement of the victim’s chest. CPR is a simple procedure that does not require any equipment. The public is greatly encouraged to learn the CPR procedure correctly so that they can help to save someone’s life before the paramedics arrive. If this procedure is not performed correctly, the victim’s ribs may be fractured or the air that is blown into the victim’s mouth may not reach the lungs. Let us look at the correct CPR steps for an adult. CPR Procedure Figure 2.3 CPR procedure Check the victim’s responses When you see someone suddenly collapses and becomes unconscious, attend to the victim and make sure that the surrounding area is safe. Then, check the victim’s responses. Tap the victim’s shoulder and ask, “Are you OK?” If there is no response, shout “Help” and ask for help from any bystander to contact the 999 emergency helpline. 22
2.1.2 4 5 CPR Procedure http://bukutekskssm. my/Science/F4/CPR_ VIDEO Pg23.mp4 3 (Source: Basic Life Support Training Manual, published by Ministry of Health Malaysia) Chest compressions are performed 30 times followed by 2 times mouth-to-mouth resuscitation until the ambulance arrives or until the victim regains consciousness. If the victim breathes but is still unconscious, position the victim’s body on his side. Mouth-to-mouth resuscitation If there is still no breath, pinch the victim’s nose and blow the air into the victim’s mouth for 1 second. This step enables oxygenated air to enter the trachea and reach the lungs. Chest compressions If no pulse or breath is detected, the chest compression technique must be performed in order to restore blood circulation in the victim’s body. Place the heel of one hand on the centre of the victim’s chest. Ensure that your arms are straightened, cover the first hand with your other hand and interlock your fingers. Rise and lean your body to the front slightly with your shoulders vertically above the victim’s chest, and press down at least 5 cm and not more than 6 cm. Release the compression with your hands still on the victim’s chest. Allow the chest to return to its normal position. Chest compressions are performed at a rate of 100 − 120 compressions per minute. Hand position 23 Emergency Help Chapter 2
Activity 2.1 Science Science Gallery Based on the latest CPR Guidelines (American Heart Association, 2016), if you are uncomfortable with mouth-to-mouth resuscitation, the chest compression method can also help to save a victim’s life. Formative Practice Formative Practice 2.1 2.1.2 2.1.3 21st Century Skills Demonstration Aim: To learn how to carry out the CPR procedure. Instructions: 1. Organise a First Aid Course for Form 4 students in your school with the cooperation of the St. John Ambulance of Malaysia (SJAM) or the Malaysian Red Crescent Society (MRCS). 2. Contact the nearest SJAM or MRCS to get more information about organising a course with the help of their paramedics. 3. Request the paramedics to demonstrate the correct CPR procedure. Importance of CPR You learned about blood transportation and respiration in Form 3. The CPR procedure is performed to restore the victim’s blood circulation and to supply oxygen to the body of the victim. Chest compression method is used to produce artificial blood circulation by pumping blood through the heart. This method is very important for continuous blood circulation in the victim’s body, especially for a victim who is experiencing a heart attack that causes the heart to stop functioning, and to save the victim’s life at the same time. Apart from giving chest compressions, CPR also involves breathing aid for the victim. Mouth-to-mouth resuscitation enables the victim to receive oxygenated air into his lungs. Oxygen will reach the brain and the whole body. Brain damage could happen if oxygen does not reach the brain within a certain period of time. 1. Explain the meaning of cardiopulmonary resuscitation (CPR). 2. Give three situations that cause breathing or the heartbeat to stop. 3. Muthu and his father were watching television at home when his father had a heart attack and became unconscious. Can Muthu perform CPR on his father? Explain your answer. 4. If you have never learned the correct way of performing chest compressions, can you carry out this method on a victim who needs emergency help? What could you do to help? Note: Activity 2.1, page 24 and Activity 2.2, page 28 are to be conducted simultaneously. 24
2.2.1 Science Science Gallery 2.2 Definition of Heimlich Manoeuvre The Heimlich Manoeuvre is an emergency procedure that is carried out to save an individual who is choking. Choking is a situation that happens when the respiratory tract is blocked because of food or a foreign object. The Heimlich Manoeuvre must be performed immediately if you find someone who is experiencing the following situations: The Importance of the Heimlich Manoeuvre As you already know, the human body and brain always need oxygen. Oxygen is obtained from the air and inhaled into the human lungs. It is then absorbed into all the cells of the human body, including the brain. However, when someone is choking, the respiratory tract is blocked and prevents oxygen from reaching the lungs. This will provide insufficient oxygen to the brain. If the emergency help is given too late, the victim can experience brain damage or worse, it will result in death. Heimlich Manoeuvre History Corner In 1974, Dr. Henry Heimlich, a thoracic specialist surgeon, invented the Heimlich Manoeuvre. How does someone get choked? Epiglottis Oesophagus Food Trachea When someone swallows food, the epiglottis folds and blocks the respiratory tract (trachea). Food continues to move into the oesophagus heading to the stomach. If food blocks the respiratory tract, the person will choke. 1 3 2 4 Unable to speak or cough Holding the neck with both hands Skin, lips and nails appear bluish or blackish Difficulty in breathing Victim’s situations that require the Heimlich Manoeuvre Figure 2.4 Victim’s situations that require the Heimlich Manoeuvre 25 Emergency Help Chapter 2
1 2.2.2 Heimlich Manoeuvre Similar to CPR, this method does not require any equipment and should be learned by the public in order to save the life of a choking victim. Let us look at how this method is performed. Stand behind the victim and bend his body slightly forward. Figure 2.5 Heimlich Manoeuvre 2 Put your arms around the victim from behind and clench a fist with your right hand. 26
4 2.2.2 VIDEO Press and jerk upwards with quick force. The pressure given will increase pressure in the lungs, causing the foreign object to be ejected. Heimlich Manoeuvre http://bukutekskssm.my/Science/F4/ HeimlichManoeuvre_Pg27.mp4 3 Place your right fist between the navel and below the ribs of the victim. Place your left hand on top of your right fist. (Source: Basic Life Support Training Manual, published by Ministry of Health Malaysia) 27 Emergency Help Chapter 2
2.2.2 2.2 Formative Practice Formative Practice 2.2 Activity Aim: To learn how to carry out the Heimlich Manoeuvre. Instructions: 1. Carry out this activity simultaneously with Activity 2.1. 2. Request the paramedics to carry out a demonstration session to show the correct procedure of performing the Heimlich Manoeuvre. 1. Explain what is meant by the Heimlich Manoeuvre. 2. Amirul is eating in a restaurant with his grandfather. Suddenly, his grandfather shows the signs of choking. What should he do to help his grandfather? Your explanation must cover all the steps that are taken. 3. What is the importance of learning the Heimlich Manoeuvre? If there is no one around when you are choking, the best way to save yourself is to place your hands (following the Heimlich Manoeuvre) between the navel and below the ribs. Try to exert pressure on that area by bending your body. If you have no strength, find an object that is about the height of your waist such as a chair or table, bend forward and push your body with all your strength against the object. Figure 2.6 Performing Heimlich Manoeuvre on yourself Demonstration 21st Century Skills 28
Cardiopulmonary Resuscitation (CPR) Heimlich Manoeuvre Definition Definition Importance Importance Situation Method Method EMERGENCY HELP Choking Situation Not breathing Not responsive to stimulus No heartbeat or pulse 29 Emergency Help Chapter 2
Summative Practice Summative Practice 2 Self-reflection Self-reflection Objective Questions http://bukutekskssm. my/Science/F4/Q2 Figure 1 Figure 2 QUIZ 1. Figure 1 shows two methods of emergency help, P and Q. P Q (a) State the methods of emergency help, P and Q. (b) What is the effect on both victims if no one provides immediate help? 2. Ronnie falls into the river while crossing the bridge. At the time of the incident, Khairul is also crossing the bridge and manages to pull Ronnie out of the river. (a) What emergency help does Khairul need to perform if he finds that Ronnie is unconscious and has no pulse after being pulled out of the river? (b) If Khairul successfully performs the emergency help stated in 2(a) on Ronnie, what is the next step that he needs to take? After studying this chapter, you are able to: 2.1 Cardiopulmonary Resuscitation (CPR) State the meaning of CPR and the situations that require CPR. Demonstrate CPR procedure. Explain the importance of CPR. 2.2 Heimlich Manoeuvre Explain the Heimlich Manoeuvre and its importance. Demonstrate the Heimlich Manoeuvre. 30
Mind Challenge Challenge 3. Figure 3 shows food blocking the respiratory tract. Trachea Food Epiglottis Oesophagus Figure 3 (a) What happens if someone’s respiratory tract is blocked? (b) Briefly explain how the Heimlich Manoeuvre can help the victim. (c) Can the Heimlich Manoeuvre be performed on a pregnant woman? What can be done to save a pregnant woman who is choking? 4. Jia Hui has a habit of talking while she eats and she is often scolded by her mother. One day, while she is eating with her friends, she starts to choke. (a) What emergency help must be performed by her friends to save Jia Hui? (b) Explain the method that you stated in 4(a). 5. Emergency help is the first aid or treatment that is given to someone who is suddenly sick or becomes unconscious while waiting for help to arrive. One day, Saiful suddenly collapses and becomes unconscious at a shopping mall. If you are at the scene of the incident, suggest a first aid method that you will give. Your answer must be based on the following aspects: (a) identify the aim (b) identify the first aid methods available (c) list the available options according to priority (d) make a choice and give a reason for your choice 31 Emergency Help Chapter 2
Keywords 3 Techniques of Measuring the Parameters of Body Health Temperature Thermometer Fever Pulse Heart High blood pressure Obesity Chapter 32
Anda akan belajar tentang: Digest Science Healthy Lifestyle Campaign There is a saying, ‘health is wealth’. If we are experiencing health problems, we cannot carry out our daily activities effectively. Many campaigns have been organised to educate the public on taking care of their health such as the ‘Healthy Lifestyle Campaign’ so that people can remain healthy. One of the healthy lifestyle practices is to have regular scheduled medical check-ups. People should not only see a doctor when they are sick. Therefore, we must schedule regular medical check-ups to know the condition of our health so that we can take appropriate action. We can also measure the parameters of our body health if we know the correct technique. Let us learn about the techniques of measuring the parameters of body health in this topic. body temperature pulse rate blood pressure Body Mass Index (BMI) You will learn about: What is the correct technique to measure body temperature? What is pulse rate? What is the instrument used to measure blood pressure? How is blood pressure measured and recorded? What is Body Mass Index (BMI)? 33 Techniques of Measuring the Parameters of Body Health Chapter 3
3.1 Figure 3.1 Types of thermometers backack The skin and the endocrine system are important to regulate body temperature. CHEONG 3.1.1 Body Temperature • Measures body temperature • Measures temperature in the range of 35°C to 42°C • Measures body temperature through the rectum • Measures the temperature of liquids • Measures temperature in the range of -10°C to 110°C • Measures body temperature without having any contact with the body Infrared thermometer Types of thermometers Body temperature is measured by using a thermometer. There are four types of thermometers that can be used. Let us look at Figure 3.1 below. Clinical thermometer Rectal thermometer Laboratory thermometer Do you know what temperature is? Temperature is a measurement of the degree of hotness and coldness of a substance. Body temperature is the measurement of the degree of hotness and coldness of our body. We must ensure that our body temperature is always in the normal range. Understanding body temperature is very important because any change in our body temperature whether it is higher or lower, is a sign that our body has a health problem. Our body temperature ensures our body functions at optimal levels. How do we measure body temperature and what instrument is used to measure body temperature? 34
3.1.1 backack The clinical thermometer can measure temperature with an accuracy of 0.1°C, whereas, the laboratory thermometer can measure temperature with an accuracy of 1°C. Photograph 3.1 Technique to measure body temperature using a clinical thermometer Measuring Body Temperature with the Correct Technique Clinical Thermometer 1. Before using a thermometer, make sure its temperature is lower than 35°C. If the temperature exceeds 35°C, the thermometer should be shaken until the reading is lower than 35°C. 2. Place the thermometer under the armpit or in the mouth for about 2 to 3 minutes (or until a ‘beep’ sound is heard, if you are using a digital clinical thermometer). 3. Pull out the thermometer and record the reading. The kink in the clinical thermometer is to ensure that the mercury does not go down quickly after it is removed from the mouth or the armpit. This is to give a more accurate reading. This kink is not found in the laboratory thermometer. Figure 3.2 Kink in the clinical thermometer Laboratory Thermometer 1. The laboratory thermometer is not suitable to measure body temperature because the laboratory thermometer does not have a kink in the mercury tube. 2. When the thermometer is removed from the body, whether from the mouth or the armpit, the temperature reading will go down quickly. This will cause the reading to be inaccurate. 3. If the laboratory thermometer is used to measure body temperature, the reading must be taken when the thermometer is still in the mouth or under the armpit to ensure accuracy. Rectal Thermometer 1. The rectal thermometer is usually used for infants less than 3 months old. Make sure that the thermometer used is labelled for rectal use. 2. Clean the tip of the thermometer with alcohol. 3. Dab some petroleum jelly on the thermometer tip to make it easier for the thermometer to be inserted into the infant’s rectum. 4. Raise the infant’s legs as shown in Figure 3.3. 5. Insert 1.5 − 2.5 cm of the thermometer into the infant’s rectum. 6. Allow the thermometer to remain there until a ‘beep’ sound is heard. 7. Record the temperature. Figure 3.3 Technique to measure body temperature using a rectal thermometer 35 Techniques of Measuring the Parameters of Body Health Chapter 3
3.1.1 3.1.2 backack Homeostasis is a mechanism that regulates body temperature so that it remains in a balanced and stable state. Figure 3.4 Factors that can cause body temperature to be above normal reading Factors that can cause body temperature to be above normal reading Infection Bacteria Heat stroke Vigorous exercise Virus Extreme sunburn Exposure to extreme heat Exercise Interpreting Body Temperature A normal human body temperature is 36.9°C. The increase or decrease of this temperature shows that your body is not in a healthy condition. Do you know the factors that can cause your body temperature to be above the normal reading? Infrared Thermometer 1. The infrared thermometer can be used without any contact with the individual. 2. Aim the thermometer on the forehead at a distance of about 5 cm from the individual (do not aim the thermometer directly or indirectly at the eyes). 3. Record the temperature. 4. Taking temperature with this thermometer is very quick. When your body temperature is above 37°C, you may be having a fever. Body temperature also goes below the normal temperature if you are exposed to extreme cold. This condition can also lead to death. Photograph 3.2 Technique to measure body temperature using an infrared thermometer 36
3.2.1 Formative Practice Formative Practice 3.1 3.2 1. State the differences between the clinical thermometer and the rectal thermometer. 2. State three factors that can cause body temperature to go above normal reading. 3. What do you need to do if your body temperature goes above normal reading for more than 3 days? Pulse Rate Pulse Points on the Body You learned about pulse rate in Form 3. Pulse rate is the measurement of the number of heartbeats per minute (bpm). There are a few areas on the body where the pulse can be felt. These are pulse points. In these areas, the arteries are located very close to the surface of the skin. When the heart beats, the pulse is sent to these arteries and can be felt through the skin. Doctors usually take the pulse at the wrist because it is clear, prominent and easy. Figure 3.5 shows the pulse points on the human body. Figure 3.5 Pulse points on the human body 37 Techniques of Measuring the Parameters of Body Health Chapter 3
3.1 Figure 3.6 21st Century Skills Experiment A Human pulse rate based on gender Aim: To study the effect of gender on the human pulse rate. Problem statement: Does the human pulse rate differ according to gender? Hypothesis: Females have higher pulse rate compared to males. Variables: (a) manipulated: Gender (b) responding: Pulse rate (c) constant: Time period, age and type of physical activity Apparatus: Stopwatch Procedure: 1. Carry out this activity in pairs. 2. Count the pulse of male students for 1 minute as shown in Figure 3.6. The female students hold the stopwatch to keep the time. The male students take the pulse count. 3. Record the pulse count in 1 minute. 4. Repeat steps 2 and 3 for the female students. Result: Gender Pulse rate (bpm) Male Female Conclusion: Is the hypothesis of this experiment accepted? What is the conclusion of this experiment? Question: Is there a difference between the pulse rates of male and female students? B Human pulse rate based on age Aim: To study the effect of age on the human pulse rate. Problem statement: Does the human pulse rate differ according to age? Hypothesis: The older a person is, the lower his pulse rate. Variables: (a) manipulated: Age (b) responding: Pulse rate (c) constant: Time period, gender and type of physical activity Apparatus: Stopwatch Procedure: 1. Carry out this activity in groups. 2. Count the pulse of one of the students in the group as shown in Figure 3.6. Another student holds the stopwatch and keeps the time. 3.2.2 Let us carry a few experiments to determine how gender, age and physical activities affect our pulse rate. 38
3.2.2 3. Record the pulse count in 1 minute. 4. Repeat steps 2 and 3 with your teacher and the laboratory assistant. Make sure the gender of the student taking the pulse count is the same as your teacher and the laboratory assistant. Result: Sample Age Pulse rate (bpm) Student Teacher Laboratory assistant Conclusion: Is the hypothesis of this experiment accepted? What is the conclusion of this experiment? Question: Is there a difference between the pulse rates based on the samples’ age? C Human pulse rate based on physical activity Aim: To study the effect of physical activity on the human pulse rate. Problem statement: Does the human pulse rate differ according to the type of physical activity? Hypothesis: The more vigorous the physical activity, the higher the pulse rate. Variables: (a) manipulated: Type of physical activity (b) responding: Pulse rate (c) constant: Time period, age and gender Apparatus: Stopwatch Procedure: 1. Carry out this activity in groups. 2. Ask a student from each group to perform three activities, that is, resting, walking and running. Carry out each of the activities for two minutes. (Note: Make sure the student rests for 5 minutes before starting with the next activity.) 3. Count the pulse of the student for 1 minute after each activity and record the readings in the following table. Result: Type of physical activity Pulse rate (bpm) Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Resting Walking Running Conclusion: Is the hypothesis of this experiment accepted? What is the conclusion of this experiment? Questions: 1. What is the inference that can be made based on the data obtained? 2. Does every student have the same pulse rate? Explain why. 39 Techniques of Measuring the Parameters of Body Health Chapter 3