SCIENCE FOR 5 PART 2

Chapter 7 Light and Optics

Activity 7.3 21st Century Skills

To build a simple telescope model • ICS, ISS, STEM
• Innovative activity
Materials
Hollow paper cylinder and cellophane tape

Apparatus
Convex lens with focal length, ƒo ≥ 10 cm, convex lens with focal length, ƒe ≤ 2 cm, ruler, scissors
or knife and pencil

Instructions

1. Carry out the activity in groups.
2. Gather information from the Internet, print media and other electronic media about

the following:
(a) type, size and function of lenses used in a telescope
(b) selection criteria for the objective lens and eyepiece of a telescope which can produce

the clearest and brightest image
(c) ray diagram to show the formation of image in a simple telescope
3. Discuss the information needed to complete the K-W-L Strategic Data Form as a guide to
design and build your simple telescope. You can download and print the form from the
website given below.

Download K-W-L K-W-L Strategic Data Form
Strategic Data Form What students already know, wish to know and will know (K-W-L chart)
http://buku-teks.com/
sc5213

Already know Wish to know Will know
(K – Know) (W – Wonder) (L – Learn)

4. Sketch the design of the simple telescope.
5. Build your model according to the sketch made.
6. Comment on the effectiveness of the design and improve on the design produced.
7. Present your group’s telescope design and model.

Questions

1. Why is the cylinder for the model telescope constructed from materials that are opaque and
not transparent or translucent?

2. What is the distance between the objective lens and the eyepiece so that the final image
can be seen more comfortably?

3. What is the name of the condition mentioned in question 2?

7.2.2 213

Application of Lenses in Optical Instruments

Digital single-lens reflex High-resolution closed-circuit Spy camera in
(DSLR) camera with two television (CCTV) safety device
different lenses

Photograph 7.3 Examples of optical instruments using lenses

Technological advancements in the field of optics have enabled lenses used in
optical instruments such as smartphones and closed-circuit television (CCTV) to be
only several millimetres thick. Optical studies have succeeded in building flat lenses
with a thickness of several microns only (1 micron = 0.001 mm). What are the effects
of a flat lens on the size and thickness of smartphones?

The focal length of the lens in the DSLR camera affects the field of vision.
The shorter the focal length of the lens, the wider the field of vision as shown in
Photograph 7.4.

Camera image formed using a lens of Camera image formed using a lens of
focal length 70 mm from a distance focal length 24 mm from a distance
of 15 m of 15 m

Photograph 7.4 Images formed using different focal lengths
214 7.2.3

Chapter 7 Light and Optics

Activity 7.4 21st Century Skills

To study the contributions of science and technology towards the invention • ICS, ISS, TPS
of optical instruments that can help or overcome the limitations of human • Discussion
sight

Instructions

1. Carry out the activity in groups.
2. Gather information from the Internet, print media and other electronic media on the

following:
(a) use of lenses in daily instruments such as cameras, smartphones, LCD projectors,

spectacles, magnifying glasses and CCTV
(b) the thickness and focal length of the camera lens of smartphones
3. Discuss the information gathered.
4. Present the outcome of your group discussion in the form of a multimedia presentation.

Science

Photograph 7.5 shows a water lens placed under
the sunlight.

Video

A water lens can function as
a magnifying glass
http://buku-teks.com/sc5215

Photograph 7.5 Water lens

Formative Practice 7.2

1. State the characteristics of the image formed by a magnifying glass.
2. Telescope X consists of an objective lens with a focal length of 30 cm and an

eyepiece with a focal length of 5 cm.
What is the separation distance between the objective lens and the eyepiece when
telescope X is in normal adjustment?

7.2.3 215

216 Summary

Light and Optics

Image formation Optical instruments
by

Convex lens Concave lens Microscope Telescope Camera, smartphone,
or or LCD projector,
Characteristics of the Characteristics of the spectacles, magnifying
Converging lens Diverging lens final image: final image: glass, CCTV
• virtual • virtual
• magnified • magnified to overcome
• inverted • inverted
Limitations of
human sight

Ray diagrams

Magnifying power of microscope In normal adjustment,
the distance between
= Magnifying power × Magnifying power the objective lens and
of objective lens of eyepiece the eyepiece
= ƒo + ƒe

Chapter 7 Light and Optics

Self-Reflection

After studying this chapter, you are able to:

7.1 Formation of Images by Lenses 7.2 Optical Instruments
Describe convex lens as a converging Describe the formation of the final
lens and concave lens as a image by telescopes and microscopes.
diverging lens. Design and build a simple telescope.
Determine the focal length of a Communicate about the application
convex lens using a distant object. of lenses in optical instruments.
Determine the characteristics of images
formed by convex and concave lenses
using ray diagrams.

Summative Practice 7 Quiz
http://buku-
Answer the following questions: teks.com/
sc5217
1. Draw ray diagrams which describe the following
characteristics of lenses:
(a) convex lens as a converging lens

(b) concave lens as a diverging lens

217

2. Figure 1 shows an object placed in front of a convex lens at a distance less than the
focal length, ƒ.

Object F
F

Figure 1

(a) Draw a ray diagram in Figure 1 to determine the image formed by the
convex lens.

(b) State the characteristics of the image formed by the convex lens in Figure 1.

3. (a) Why do smartphones have several cameras?
(b) A student carried out an experiment to form a virtual image using a
convex lens. Explain how the student formed the virtual image based on the
apparatus set-up in Figure 2.

P 2F Q F R F 2F

Figure 2

(i) Write the problem statement.
(ii) State the position of the object (at P, Q or R).
(iii) Using an arrow (↑) as the object, draw a ray diagram to show the

formation and position of the image. Complete Figure 2 to obtain
your answer.
(iv) State two other characteristics of the image formed in 3(b)(iii).

218

Chapter 7 Light and Optics

Enrichment Practice

4. Optics is a scientific field that studies the properties of light, interactions between
light and substances such as glass, human sight and instruments which use or
detect light. Study and understand the contents of the poster in Figure 3.

Convex lens Concave lens

This convex lens makes my eye This concave lens makes my
appear bigger. Do you know eye appear smaller. Do you
the reason why? know the reason why?

How does a lens make an object appear bigger or smaller? Concave lens
Convex lens

Magnified image of fly Diminished
image of fly
A fly seen through a convex lens will
appear larger than its actual size. A fly seen through a concave lens will
appear smaller than its actual size.

Lenses can be combined to make special optical instruments.

Figure 3
How effective is this poster in explaining the concept of image formation by lenses
and optical instruments in the study of optics?

219

8CHAPTER FORCE AND
PRESSURE

Do solids obey Pascal’s principle?

Explain the problems that will arise in an aeroplane if its
hydraulic system is damaged.

Let’s study

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220

Science Bulletin

Have you ever heard a loud hissing sound made by a heavy vehicle such as a tour bus or
oil tanker when the vehicle stops? What is the system that operates in the heavy vehicle
and produces this loud hissing sound?

Light motor vehicles such
as cars normally use hydraulic brakes.
Heavy motor vehicles such as buses
and lorries use air brakes that produce a
larger frictional force to stop the motion
of the vehicle. Nevertheless, both
hydraulic brakes and air brakes
use a system which applies
Pascal’s principle.

Keywords

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221

8.1 Pressure in Fluids

Concept of Pressure in Fluids in an Enclosed System

Have you ever seen the device in Photograph 8.1? What is this device? This device

operates based on the effect of pressure in hydraulic fluid in an enclosed system. An

enclosed system is a physical system where matter cannot enter or leave the system.

Name the fluid in this device.

Based on Figure 8.1(a), water from the

bottommost hole shoots out the furthest

compared to water from the upper holes due to

the pressure in the water.

If force is applied to the water surface

by compressing the closed plastic bottle,

water from each hole will shoot further at

an equal additional distance as shown

in Figure 8.1(b). Photograph 8.1

x x+d
y y+d
z+d
z
(b) Additional pressure is
(a) No additional pressure exerted on the water
is exerted on the water

Figure 8.1 Uniform transmission of pressure in water in a closed plastic bottle

Pascal’s principle states that the transmission of pressure exerted on a fluid (liquid
or gas) in an enclosed system is uniform throughout the fluid and in all directions.

Activity 8.1 21st Century Skills

To explain Pascal’s principle using Pascal’s equipment • TPS
Apparatus • Inquiry-based activity
Round-bottom flask with fine pores and piston, and large beaker
8.1.1
222

Chapter 8 Force and Pressure

Instructions Piston

1. Carry out this activity in groups. Flask with
2. Prepare the apparatus set-up (Figure 8.2). fine pores
3. Pull the piston up until water fills the flask. Water
4. Remove the flask from the beaker and push the Beaker

piston into the flask. Figure 8.2
5. Observe and sketch the direction of water shooting
Direction of push for piston
out from the fine pores of the flask.
Water
Questions

1. How does water shoot out from the
fine pores of the flask in all directions?
Explain your answer.

2. Sketch the pattern of water shooting out from
the fine pores of the flask in Figure 8.3.

Figure 8.3

Pascal’s principle is commonly applied in daily life such as in the operation of the
hydraulic system.

Operating Principle of Hydraulic System

The basic principle in a hydraulic system is the transmission of pressure in all directions
based on Pascal’s principle.

The hydraulic system is used to do heavy work such as producing a large output
force to lift heavy loads.

Study and understand the following example which shows the operation of the
hydraulic system. The hydraulic system is made up of two cylindrical pistons of
different surface areas. The fluid commonly used is water or oil (Figure 8.4). Water or
oil is used because they do not have a fixed shape and cannot be compressed.

Load

Input force 10 N Area of = 100 cm2 Large output
applied on Area of= 2 cm2 piston force is
the small piston produced at
piston the large
produces Uniform transmission of pressure throughout the fluid piston
pressure Figure 8.4 Operation of hydraulic system
223
8.1.1

According to Pascal’s principle, the pressure exerted by the small piston is the same as
the pressure produced at the large piston.

Pressure at small piston = Pressure at large piston

Input force = Output force
Area of small piston Area of large piston

10 N = Output force
2 cm2 100 cm2

Output force = 10 N × 100 cm2
2 cm2

= 500 N

Application of Pascal’s Principle in Daily Life

The hydraulic system is used to carry out
heavy work using a small force. Three
examples where Pascal’s principle is applied
in daily life are the hydraulic jack, hydraulic
brake and dental chair.

Hydraulic Jack System Photograph 8.2 Hydraulic jack

Hydraulic jack is usually used to lift
heavy loads such as cars in workshops.
Try operating a hydraulic jack. Figure 8.5
shows the structure of a hydraulic
jack system.

Small piston Release valve Load
Air hole Large piston
Liquid reservoir
Liquid
Lever

Valve Valve

Figure 8.5 Hydraulic jack system

In the hydraulic jack system, the lever is moved Video
downwards and upwards repeatedly to push the loaded
large piston upwards with the release valve closed. When Operation of
the release valve is opened, the loaded large piston will hydraulic jack
drop back to its original position as shown in http://buku-teks.
Figures 8.6, 8.7 and 8.8. com/sc5225a

224 8.1.1 8.1.2

Chapter 8 Force and Pressure

Operation of hydraulic jack system:
(a) Increasing the height of a loaded large piston

The lever is moved downwards with the release valve closed, valve A closes and valve B opens
(The lever is moved downwards and upwards a few times to lift the load to a desired height)

™ Lever is moved Pivot Release valve Load œ Large piston rises
downwards Air hole is closed Valve B opens
Liquid reservoir › Liquid transmits its
š Small piston pressure to the loaded
exerts pressure large piston and
on the liquid pushes it upwards

Valve A closes

Figure 8.6 Large piston is raised Scan
(b) Maintaining the height or position of the large piston Page

The lever is moved upwards with the release valve closed, valve A opens and valve B closes

➋ Liquid from reservoir flows below the Load
small piston through the open valve A ➍ Position of large piston
is maintained
Air hole
➌ A constant liquid
➊ Lever is moved Liquid reservoir Release valve pressure is exerted
upwards is closed on the large piston
to maintain its
position

Valve A opens Valve B closes

Figure 8.7 Position of large piston is maintained
(c) Lowering the large piston back to its original position

The release valve is opened, valve A opens and valve B closes

Air hole ➌ The liquid flows back Large piston goes down to its
original position
Liquid into the liquid reservoir
reservoir through the release ➋ Loaded large piston
exerts pressure on the
valve liquid beneath it

➊ Release valve is opened

Valve A opens Valve B closes

Figure 8.8 Large piston returns to its original position

8.1.2 225

The Hydraulic Brake System Scan
Page
The hydraulic brake system is commonly used to slow down or stop
wheeled vehicles such as moving cars. The operation of a hydraulic
brake system is shown in Figure 8.9.

Reservoir of brake oil

Disc brake Brake pedal Drum brake
Brake pad ➊ Pivot
Pivot
Master cylinder Spring Brake shoe

➍ ➌ ➋ Main piston ➋ Brake lining
Steel plate Brake Metal pipe ➍

mounted to cylinder Brake drum
➌
front wheel Brake cylinder

Disc brake at front wheel Drum brake at back wheel

➊ The brake pedal is pressed to push in the master cylinder piston to exert pressure on the brake oil.

➋ This pressure is transmitted uniformly by the brake oil through the metal pipes to the brake cylinders of the front and back wheels.

➌ This pressure pushes the piston in the brake cylinder ➌ This pressure pushes the piston in the brake cylinder
which presses the brake pad onto the steel plate in the which presses the brake shoe onto the brake lining on the
disc brake. drum brake.

➍ The frictional force between the brake pad and the steel ➍ The frictional force between the brake lining and the
plate slows down or stops the rotation of the front brake drum slows down or stops the rotation of the back
wheels. wheels.

Figure 8.9 The hydraulic brake system and its operation

Dental Chair

The operation of the dental chair is related to the hydraulic
system. Observe the dental chair in Photograph 8.3.
Then, study and understand the application of Pascal’s
principle in the dental chair as shown in the following video
or other sources of information.

Video

Is hydraulic system used in a dental chair?
http://buku-teks.com/sc5226b

Application of Pascal’s principle in a Photograph 8.3
dental chair Dental chair
http://buku-teks.com/sc5226c
8.1.2
226

Chapter 8 Force and Pressure

Relationship between Fluid Velocity and Pressure

Study and understand the relationship between fluid velocity and pressure
(Figures 8.10 and 8.11).

Figure 8.10 shows that the fluid pressure at P1, P2 and P3 is the same because the
fluid is not flowing.

h

P1 P2 P3
Figure 8.10 Fluid pressure is the same in a fluid that
is not flowing

A Venturi tube is a non-uniform tube with a narrower centre (Figure 8.11). In
Figure 8.11, when the fluid starts to flow, the velocity of the fluid at P2 is higher
than the velocity of the fluid at P1 and P3. The narrower the part of the Venturi tube,
the lower the pressure in the fluid. This is known as the Venturi effect.

P1 P2 P3

Figure 8.11 The Venturi effect and Bernoulli’s principle

When the fluid flows through the narrow part, Video
its velocity increases and the pressure in that region
decreases. This is known as Bernoulli’s principle. Venturi effect
and Bernoulli’s
principle
http://buku-teks.
com/sc5227

8.1.3 227

Activity 8.2

To explain Bernoulli’s principle by using a Venturi tube 21st Century Skills

• TPS
• Inquiry-based activity

Materials
Tap water

Apparatus
Venturi tube, rubber tube and clip

Instructions

1. Carry out this activity in groups.

2. Prepare the apparatus set-up as shown in Figure 8.12.

3. Close the clip. Turn on the tap and allow tubes XY Z

X, Y and Z to be filled with water.

4. Observe and compare the height of the water

level in tubes X, Y and Z.

5. Sketch your observations in figure (a).

6. Open the clip and the tap so that water From PQ R Clip
flows into the sink continuously through the the tap Figure 8.12 To the sink
glass tube.

7. Repeat step 4. Sketch your observations in

figure (b).

Observations

XY Z XY Z

PQ R PQ R
(a) (b)

Questions

1. State the relationship between fluid velocity and pressure based on your observations of
figures (a) and (b).

2. Name the effect of the change in pressure of the fluid which flows through the narrower part
of the Venturi tube.

3. What is the principle shown in the observation in figure (b)?

Application of Bernoulli’s Principle in Daily Life

Bernoulli’s principle states that a fluid moving at a higher velocity produces a lower
pressure in that region.

228 8.1.3 8.1.4

Aerofoil-shaped wings of an aeroplane Chapter 8 Force and Pressure
Bunsen burner
High velocity airflow,
low air pressure

Angle of attack Air with low velocity Flow of gas and air mixture
but high pressure
Low velocity will be sucked in High velocity
airflow, high air gas, with low
Lift pressure pressure

The resulting lift on the wing of an aeroplane Gas
comes from:
• aerofoil shape Drone
• angle of attack

Helicopter

High velocity airflow, low air pressure High velocity airflow, low air pressure

Low velocity Lift Low velocity
airflow, airflow,
high air Lift high air
pressure Lift Lift pressure

Safety lines near railway tracks at a railway station
High velocity airflow, low air pressure

Force

Low velocity airflow,
high air pressure

Safety lines near
railway tracks

In the space between a moving train and a person standing near the safety lines, the velocity of the airflow
is high and the air pressure is low.

As such, there is a strong possibility for a person who stands beyond the safety lines to be pushed by force
towards the moving train. Thus, avoid standing beyond the safety lines.

Figure 8.13 Bernoulli’s principle in daily life

8.1.4 229

Activity 8.3 21st Century Skills

To study the application of Bernoulli’s principle in daily life • ICS, ISS, TPS

Instructions

1. Carry out this activity in groups.
2. Gather information from the Internet, print media and other electronic media on the

application of Bernoulli’s principle in various sports such as sailing and windsurfing.
3. Discuss the information gathered.
4. Present the outcome of your group discussion in the form of a report.

Activity 8.4 21st Century Skills

To design a tool using the principle of pressure in fluids • TPS, ICS, STEM
Instructions • Project-based

activity

1. Carry out this activity in groups.
2. Design a tool such as a crane to lift heavy loads by using the hydraulic system.
3. Present the design of your tool. Discuss how the hydraulic system functions in the design of

your tool.

Figure 8.14 An example of a tool design

Formative Practice 8.1

1. State Pascal’s principle.
2. State the basic principle of the hydraulic system.
3. Give three examples of the application of Pascal’s principle in daily life.
4. State Bernoulli’s principle.

230 8.1.4 8.1.5

Summary

Pressure in Fluids

Pascal’s principle Bernoulli’s principle

The transmission of pressure A fluid which moves at a higher
exerted on a fluid (liquid or velocity produces a lower
gas) in an enclosed system is pressure in that region
uniform throughout the fluid and
in all directions • Aerofoil-shaped wings of aeroplanes
• Helicopters
• Hydraulic jack • Drones
• Hydraulic brake • Bunsen burners
• Dental chair • Safety lines near tracks at railway stations
Chapter 8 Force and Pressure

231

Self-Reflection

After studying this chapter, you are able to:

8.1 Pressure in Fluids
Explain the concept of pressure in fluids in an enclosed system.
Communicate about the application of Pascal’s principle in daily life.
Explain the relationship between fluid velocity and pressure.
Communicate about the application of Bernoulli’s principle in daily life.
Design a tool using the principle of pressure in fluids.

Summative Practice 8 Quiz
http://buku-
Answer the following questions: teks.com/
sc5232a
1. Figure 1 shows two vehicles moving
with the same velocity and producing P0
two different pressures, P0 and P1.
(a) Which pressure is lower? P1
(b) Explain your answer in P1
question 1(a).
(c) Why is the situation of the two P0
vehicles shown in Figure 1 Figure 1
dangerous?

Enrichment Practice Figure 2

2. A dental chair as shown in Figure 2 is an application
of Pascal’s principle which plays an important role in
helping dentists during the dental treatment of their
patients. Dental chairs must be easily adjustable for the
comfort of both patients and dentists.
• Build a creative model of a dental chair by applying
Pascal’s principle.
• Describe the creative features of your model.
• Discuss in your group on how the model can be
modified into an automated massage chair.
• Present your ideas to your class.

Source of reference:
Video on building a model of a dental
chair
http://buku-teks.com/sc5232b

232

4HEME

Earth and Space
Exploration

What is the method used to send reusable launch
vehicles into the orbit of the International Space Station
(ISS)? Is it by direct transfer or through Hohmann
transfer orbit?

233

9CHAPTER SPACE
TECHNOLOGY

What are the types of orbits of Malaysian satellites which
orbit Earth?

Dato’ Dr. Sheikh Muszaphar Shukor Al Masrie bin Sheikh Mustapha
is the first Malaysian astronaut to carry out scientific research at
the International Space Station (ISS). How many days was he at
the ISS?

What is the final type of orbit taken by launch vehicles which
carry astronauts, supplies and satellite equipment to reach
the ISS?

Let’s study

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234

Science Bulletin

Malaysia is among the first Asian countries to launch a
5G demonstration project

Is 5G network currently used in telecommunications in

Malaysia? 5G network, together with Global Satellite Network

technologies, has clearly and widely benefited all parties all

over the world.

The Global Satellite Network enables the worldwide

transfer of information from one country to another while 5G

network is able to decipher the type of data required by local

users. 5G network is also able to switch to lower level power

when not in use and switch back to higher level power for

purposes such as high-definition video streaming.

Advancements in telecommunication technology widens

the use of satellites in daily life. Name the satellite owned

by Malaysia which can be used in the demonstration of 5G

in this region. Source:

http://buku-teks.com/sc5235

(Medium: bahasa Melayu)

Keywords

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r /BWJHBUJPO

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235

9.1 Satellite

A satellite is an object which High Earth Orbit (HEO) HEO Geosynchronous
orbits planets or stars. For Orbital height equal to or LEO Orbit (GSO)
example, the Moon is a natural exceeding 35 780 km Orbital height of
satellite which orbits Earth. 35 786 km and
Besides natural satellites, there Low Earth Orbit (LEO) orbital plane at an
are many man-made satellites Orbital height of inclined angle to
which orbit Earth. 180 – 2 000 km the equatorial
plane
Types of Satellite Orbits
GS

O

The orbits of satellites which MEO
circle Earth are grouped into
five types according to
orbital height (altitude)
(Figure 9.1).

GEO

Medium Earth Orbit (MEO) Geostationary Orbit (GEO)
Orbital height of 2 000 – 35 780 km Orbital height of 35 786 km and the
equatorial plane as its orbital plane

Figure 9.1 Types of satellite orbits

Activity 9.1 21st Century Skills

To gather information and explain the types of satellite orbits • ICS
Instructions • Discussion

1. Carry out this activity in groups.
2. Gather information from the Internet, print media and other electronic media about the

types of satellite orbits, namely LEO, MEO, HEO, GSO and GEO.

Examples of reference websites are as follows: Catalogue of types of
Geosynchronous Orbit (GSO) satellite orbits
and Geostationary Orbit (GEO) http://buku-teks.com/sc5236b
http://buku-teks.com/sc5236a

3. Discuss the information that you gathered.
4. Present the outcome of your group discussion to the class.

236 9.1.1

Chapter 9 Space Technology

Orbital Shapes Perfectly circular Elliptical

There are two orbital shapes, perfectly Figure 9.2 Orbital shapes
circular and elliptical (Figure 9.2). GEO is
an example of a perfectly circular orbit while
MEO and HEO are examples of elliptical
orbits. LEO and GSO are perfectly
circular or elliptical.

Apogee and Perigee of a Satellite in an Elliptical Orbit

For satellites which make elliptical orbits, there are two specific positions in the orbits,
which are apogee and perigee (Figure 9.3).

Earth

Perigee Apogee

Figure 9.3 Apogee and perigee of a satellite in an elliptical orbit

The apogee of a satellite in an elliptical orbit is the position of the satellite
which is furthest from the planets or stars encircled by the satellite. How about the
perigee of a satellite in an elliptical orbit?

Relationship between Orbital Height and Satellite Velocity

The types of satellite orbits, orbital heights and satellite speeds are shown in Figure 9.4.

HEO MEO LEO

Altitude: Altitude: Altitude: 705 km
35 780 km 20 200 km
Speed: Speed: Earth Speed:
11 100 km/h 13 900 km/h 27 500 km/h

Figure 9.4 Examples of types of satellites, orbital heights and satellite speeds

The higher the orbital height of a satellite, the lower the satellite speed for it to remain
in orbit. This is because the gravitational force on a satellite decreases when the orbital
height of the satellite increases.

9.1.1 9.1.2 9.1.3 237

What will happen to a satellite moving in a fixed orbit Thinking Skills
if its speed reduces too much? How about if its speed
increases too much? Visit the following
website to collect
Let us carry out Activity 9.2 to identify the information
relationship between orbital height and satellite speed. about the height
or altitude of
satellite orbits
for satellite’s GPS purposes.
http://buku-teks.com/sc5238a

Activity 9.2

To draw a conclusion on the relationship between orbital height and satellite speed 21st Century Skills
Instructions
• TPS, ICS
• Inquiry-based

activity

1. Carry out this activity in groups.

2. Gather information from the Internet, print media and other electronic media about the

types or systems of satellites, orbital Example:
heights and satellite speeds.

3. Tabulate the information and data gathered Satellite Type of Orbital Satellite
on orbital heights and satellite speeds. satellite orbit height (km) speed

4. Analyse the data gathered and draw a GEO
conclusion on the relationship between a

satellite’s orbital height and its speed. MEO

5. Present your group’s conclusion to ISS LEO
the class.

Launch and Placement of Satellite into Orbit

Let us carry out Activity 9.3 to understand how a satellite is launched and placed into
orbit directly or through Hohmann transfer orbit.

Activity 9.3

To explain how a satellite is placed into orbit 21st Century Skills
Instructions
• ICS
• Inquiry-based

activity

1. Carry out this activity in groups.
2. Gather information from watching the following video clip to explain how satellites are

placed into orbit directly or through Hohmann transfer orbit.

Watch the following video clip: Click@Web
http://buku-teks.com/sc5238b
Start time 5:00/10:05 Launch and
End time 9:14/10:05 placement of
satellite into orbit
3. Discuss your observations after watching the video. http://buku-teks.
4. Present the way satellites are placed into orbit as com/sc5238c

observed from the video to the class.

238 9.1.3 9.1.4

Chapter 9 Space Technology

Methods of Sending Launch Vehicles into Orbit Scan
Page

Launch vehicles, which Burning at ② Hohmann
are made up of one apogee transfer
or more rockets, are (Large
used to send satellites Rocket Orbit) (Small orbit) orbit
or spacecrafts into trajectory ① Earth
outer space. Figure 9.5 ③
shows two ways to place Earth R' R
satellites into orbits
using launch vehicles. Burning at
perigee

(a) Directly into orbit (b) Hohmann transfer orbit

Figure 9.5 Ways to send launch vehicles into orbit

Launch vehicles are divided
into two types:
(a) expendable launch vehicle

(ELV)
(b) reusable launch vehicle

(RLV)

ELV RLV
Photograph 9.1 Launching of ELV and RLV by NASA

Let us carry out Activity 9.4 to look for information about the differences between ELV
and RLV.

Activity 9.4

To differentiate ELV from RLV 21st Century Skills
Instructions
• TPS, ICS
• Inquiry-based activity

1. Carry out this activity in groups.
2. Gather information from the Internet, print media and other electronic media about the

differences between expendable launch vehicle (ELV) and reusable launch vehicle (RLV).
3. Present the differences between ELV and RLV using a multimedia presentation to the class.

9.1.4 239

Function of the International Photograph 9.2 The International
Space Station Space Station (ISS)

The International Space Station (ISS) Click@Web
is the result of efforts from five space
agencies namely NASA (America), What is the International Space
Roscosmos (Russia), JAXA (Japan), Station (ISS)?
ESA (Europe) and CSA (Canada). http://buku-teks.com/sc5240a
Dato’ Dr. Sheikh Muszaphar Shukor
Al Masrie bin Sheikh Mustapha is
the first Malaysian to reach the ISS.

Let us carry out Activity 9.5 to
understand the functions and lives
of astronauts on the ISS.

Activity 9.5 21st Century Skills

To understand the functions of the ISS and the lives of astronauts on • ICS
the ISS • Inquiry-based activity

Instructions

1. Carry out this activity in groups.
2. Gather information from watching the following videos about space stations such as the ISS,

its functions and the lives of astronauts on this space station.

Examples of reference websites are as follows: Lives of astronauts on the ISS
Functions of the ISS http://buku-teks.com/sc5240c
http://buku-teks.com/sc5240b

Zero gravity or microgravity
http://buku-teks.com/sc5240d

3. Discuss the information that you gathered. 9.1.5
4. Present the outcome of your group discussion to the class.

240

Chapter 9 Space Technology

Zero gravity is the condition when no
significant gravitational force effect is felt. For
example, the condition in indoor skydiving
(Photograph 9.3). Participants of indoor skydiving
will float in air and feel a condition of zero
gravity. This condition occurs because the thrust
produced by a very strong flow of air upwards on
the participants is equal in value to their weight
but in the opposite direction. As such, no
significant gravitational force is felt.

Photograph 9.3 Zero gravity in

Methods for Tracking Space Stations indoor skydiving

The frequency of the ISS orbiting Earth in a day can be calculated by using its orbital
height and speed.

Activity 9.6

To calculate the frequency of the ISS orbiting Earth in a day 21st Century Skills
Instructions
• ICS, TPS
• Inquiry-based activity

1. Carry out this activity in groups.

2. Use the data of orbital height and speed of the ISS in Activity 9.2 as well as radius of Earth
(6.37 ϫ 106 m) to calculate the frequency of the ISS orbiting Earth in a day.

Period of orbit, T = Length of orbit
Speed of satellite

= 2π × (Orbital height + Radius of Earth)
Speed of satellite

Frequency of the ISS orbiting Earth in a day = 86 400 s (1 day)
Period of orbit, T

3. Present the outcome of your group calculations to the class.

Tracking the Position of Space Stations Using
Smartphone Applications

Observe and identify the position of the ISS and the
observer in the photograph from the smartphone
screenshot (Figure 9.6).

Figure 9.6 Screenshot on smartphone My
which shows the location of the observer, location
the ISS and its orbit

9.1.5 9.1.6 241

Impact of Rapid Development in Space Technology

Among the impacts of rapid
development in space technology are:

(a) Increased waste in space Figure 9.7 Space junk at geosynchronous
(space junk) orbit, GSO (Each dot represents a satellite
Waste in space or space junk or space junk)
are non-functioning satellites,
used parts of ELV, satellite
debris from collisions between
satellites, exhausted rockets
and other waste.
According to observations
made by parties monitoring
space junk from NASA, 95% of
thousands of man-made objects
in low Earth orbit are waste in
space. The more space junk there
is, the higher the risk of collision
of satellites with space junk.
This explains why the weather
satellite, GOES, normally
changes its orbit several times to
avoid collision with space junk.

(b) Increase in research and development activities
Advancement and development in space technology have increased activities in
research and development in various fields such as human health, response towards
climate change and disasters, new innovative technology, global education and
development in space economy.

Activity 9.7 21st Century Skills

To gather information related to the impact of rapid development • ICS
in space technology • Discussion

Instructions

1. Carry out this activity in groups.
2. Gather information from the Internet, print media and other electronic media on the impact

of rapid development in space technology such as:
(a) increase in space junk
(b) increase in research and development activities in various fields in the life and health

of humans
3. Discuss the information that you have gathered.
4. Present the outcome of your group discussion to the class.

242 9.1.7

Chapter 9 Space Technology

Formative Practice 9.1

1. State five types of satellite orbits.
2. (a) Draw a diagram to show the apogee and perigee of a satellite in an

elliptical orbit.
(b) Explain the apogee and perigee of a satellite in an elliptical orbit.
3. What is the relationship between orbital height and satellite velocity?
4. What is Hohmann transfer orbit?
5. Why are astronauts at the ISS in a floating condition?
6. Give your views on the impact of increase in space junk.

9.2 Global Positioning System (GPS)

Global Positioning System (GPS) is a navigation system which gives information on
location and time to its users in all weather conditions.

Space segment

Figure 9.8 Illustration of a GPS User segment
satellite network (Image © NOAA)
Control
How GPS Functions segment

GPS is made up of three segments, Figure 9.9 How GPS functions
the control segment, space segment 243
and user segment.

9.2.1

Control Segment Space segment

The control segment is made up of a master Monitor
control station, alternative master control stations
station, command and control antennas as Control segment
well as monitor stations. Signals received by Master control
the monitor stations from the GPS satellite are station
sent to the master control station which will Figure 9.10 Control segment and
generate navigation messages on Earth space segment in GPS
(Figure 9.10). The information sent from
the antenna on Earth to the GPS satellite SeEmarit-hsyonrcbhitronous
includes the GPS satellite position, time
correction factor for the GPS satellite clock, Figure 9.11 GPS satellite orbit
atmospheric data and almanac. GPS satellites

Space Segment

GPS is made up of a satellite network. GPS
satellites orbit Earth at an orbital height of
20 000 km. The orbit of a GPS satellite is
usually known as a semi-synchronous Earth
orbit (Figure 9.11) with an orbital period of
about 12 hours.

At least 4 GPS satellites can be seen at an
angle of 15° or more from the horizontal axis
at any time from all locations on Earth
(Figure 9.12). The information sent from
the GPS satellite to the GPS receiving device
includes the position of the GPS satellite and
the time the signal is sent.

User Segment Figure 9.12 Positions of GPS
satellites and GPS user
A GPS user is anyone who uses a GPS
receiving device such as a smartphone. The 5°26'25"N 100°18'32"E
location of a place can be written in two Georgetown, Pulau Pinang
formats as follows:
(a) Degrees, minutes and seconds (DMS) Figure 9.13 GPS coordinates in
(b) Decimal degree (DD) DMS format

244 9.2.1

Chapter 9 Space Technology

GPS coordinates can be written in two formats, namely DMS and DD.

Example 101°41'22.53"E (Longitude)
101.689593
GPS coordinate:
(a) National Planetarium, Kuala Lumpur

DMS format coordinates : 3°08'22.04"N (Latitude)
DD format coordinates : 3.139456

Positive value represents latitude Positive value represents
in the northern hemisphere longitude to the east of
Greenwich Meridian

(b) Copacabana, Rio de Janeiro

DMS format coordinates : 22°58'14.60"S (Latitude) 43°10'56.51"W (Longitude)

DD format coordinates : – 22.970722 – 43.182365

Negative value represents latitude in Negative value represents
the southern hemisphere longitude to the west of
Greenwich Meridian

The directions ‘East’ and Science
‘West’ on the GPS coordinates
in DMS format are based on the Calculator for the two GPS
Greenwich Meridian. coordinate formats
http://buku-teks.com/sc5245

Activity 9.8 21st Century Skills

To navigate from one location to another within the school using GPS • Inquiry-based activity
coordinates

Instructions

1. Carry out this activity in groups in an open area in school such as the school field.
2. Mark five locations with a minimum distance of 10 m between each location in the open area

of the school.

Location: 1 2 3 4 5

•x• • • •

x ≥ 10 m

3. Use a GPS receiving device such as a smartphone to determine the GPS coordinates at
each location.

9.12.12 245

4. Observe and record the coordinates for the five locations in the following formats:
(a) Degrees, minutes and seconds (DMS)
(b) Decimal degree (DD)

Result

Location x (m) GPS coordinates in DMS GPS coordinates in DD
1
2
3
4
5

Questions

1. Why is this activity carried out in an open space and not in class?
2. What is the main purpose of using GPS coordinates?
3. Name two examples of navigation applications which use the GPS coordinate system

in daily life.

Uses of GPS

GPS is used for
navigational purposes
in various types of
transport such as land,
sea, air and space
transport. Examples
of applications of
navigation which use GPS
coordinates are Google
Maps and Waze.

Photograph 9.4 Screenshots of Google Maps
and Waze

246 9.2.2

Click@Web Chapter 9 Space Technology

Navigational applications Find Pizza (Video)
(Animation) http://buku-teks.com/sc5247b
http://buku-teks.com/sc5247a

Activity 9.9

To study the Global Positioning System (GPS) 21st Century Skills
Instructions
• TPS, ICS
• Inquiry-based activity

1. Carry out this activity in groups.
2. Gather information from various sources on the meaning of GPS, how GPS functions and the

uses of GPS.
3. Discuss the information that you have gathered.
4. Present the outcome of your group discussion to the class using a multimedia presentation.

Photograph 9.5 Car GPS tracker

Formative Practice 9.2

1. What is the meaning of Global Positioning System (GPS)?
2. How does GPS function?
3. What are the uses of GPS?
4. What are the benefits of notifications of road accidents in navigational applications

to road users?

9.2.2 247

248 Summary

Type of orbits Space Technology which develops Increase in space junk,
rapidly causing increase in research
• Low Earth Orbit (LEO) and development
• Medium Earth Orbit (MEO) activities
• High Earth Orbit (HEO)
• Geostationary Orbit (GEO) Satellite GPS
• Geosynchronous Orbit (GSO)
Is launched and placed into • GPS coordinates
The higher the satellite orbit, orbit directly or through • Degrees, minutes and
the lower the satellite velocity Hohmann transfer orbit
seconds (DMS)
• Expendable launch vehicle (ELV) • Decimal degree (DD)
• Reusable launch vehicle (RLV)
Navigation applications such
as Google Maps and Waze

Chapter 9 Space Technology

Self-Reflection

After studying this chapter, you are able to:

9.1 Satellite Communicate about the methods for
Explain the types of satellite orbits. tracking space stations.
Explain with diagrams the apogee Elaborate the impact of rapid
and perigee of a satellite in an development in space technology.
elliptical orbit.
Relate the height of an orbit with the 9.2 Global Positioning System (GPS)
velocity of a satellite. Explain Global Positioning
Explain how a satellite is launched System (GPS).
and placed into orbit. Apply the GPS coordinate system for
Explain the function of a space navigational purposes.
station.

Summative Practice 9 Quiz
http://buku-
Answer the following questions: teks.com/
sc5249
1. Figure 1 shows an example of the orbit for satellite X
which has an orbital period of 12 hours.

Satellite X

Figure 1

(a) Based on Figure 1, name the type of satellite X.
(b) Give one example of application of satellite X.

2. (a) State three features of a GPS satellite.
(b) Give one example of a device which contains a GPS receiver.
(c) Name one use of GPS in daily life.
(d) Give two examples of navigational application which use GPS satellite.

249

3. Figure 2 shows different types of satellite orbits labelled A, B, C and D.

A

C
B

D

Figure 2

(a) Label the types of orbits in Figure 2 with the following abbreviations.

GEO HEO LEO MEO

(b) Based on Figure 2, name the type of orbit for GPS satellites.

Enrichment Practice

4. The clock in a GPS satellite needs to be adjusted from time to time.
What is the importance of accurate time information from GPS satellites in our
daily activities?

250

Answers

Only selected answers are provided here

CHAPTER 1 Microorganisms CHAPTER 3 Sustainability of the
Environment
Summative Practice 1
Summative Practice 3
1. (a) The higher the concentration of the 1. (a) River water is the most polluted water

antibiotic, the larger the area of the clear sample compared to tap water, distilled
water and pond water.
region. (b) (i) Volume of water
(ii) Type of water sample
(b) (i) Type of bacteria, surrounding (c) River water
(d) The higher the level of water pollution,
temperature the shorter the time taken for the
methylene blue solution to decolourise.
(ii) Concentration of antibiotic 2. (a) Paper bag
(b) Paper takes a much shorter time to
(c) Antibiotics can kill bacteria. disintegrate.
(c) Microplastic is a plastic piece measuring
2. (a) Have cell Have no cell less than 5 mm in length.
(d) Plastic bottle, plastic bag, plastic
wall and cell wall and cell container, man-made textile,
paint (any two)
membrane membrane
CHAPTER 4 Rate of Reaction
P, Q, R, T S
Summative Practice 4
(b) Virus 1. (a) Process where one or more reactants are
(c) (i) Yeast
converted into one or more products.
(ii) Microorganism P is a useful (b) Yes.
microorganism because it is used
to make food such as bread. Pressure affects the reaction for reactants
Microorganism P is not a pathogen in the gaseous state.
because it does not cause disease. 2. (a) (i) Size of marble chips/calcium

CHAPTER 2 Nutrition and Food carbonate
Technology (ii) Volume of gas collected
(iii) Concentration of hydrochloric acid,
Summative Practice 2
1. (a) Consumption of whale meat can warm volume of hydrochloric acid and mass
of marble chips
the body compared to other food. (b) The smaller the size of marble chips/
(b) (i) Aim of experiment calcium carbonate, the higher the rate
of reaction.
To measure and compare the calorific
values of fat, carbohydrate CHAPTER 5 Carbon Compounds
and protein
(ii) Identification of variables Summative Practice 5
• Manipulated variable: Type of 1. (a) Fermentation

food sample (b) Organic carbon compound
• Responding variable: Rise in (c) Limewater turns cloudy
(d) Carbon dioxide is released in the reaction
temperature
• Constant variable: Mass of water between sugar and yeast.
2. (a) Atherosclerosis
in calorimeter
(iii) List of materials and apparatus (b) Cholesterol
(c) Saturated fats
• Materials: Fat, carbohydrate and
protein samples weighing 1 g each, 251
distilled water and cotton wool

• Apparatus: Retort stand, boiling
tube, thermometer, shield,
plasticine and needle

(d) 1. Reduce the intake of fatty food 2. (a)
2. Eat unsaturated fats which can reduce
the level of cholesterol in blood
(any suitable answer)

CHAPTER 6 Electrochemistry F
Summative Practice 6
Virtual F Object
1. (a) Electrolysis is the process of decomposition image
of a compound in the molten or aqueous
state into its constituent elements when (b) Virtual, upright, magnified
electric current flows through it. 3. (a) To produce images of different sizes using

(b) Copper(II) ion, Cu2+, hydrogen ion, H+, camera lenses of different focal lengths
sulphate ion, SO42–, hydroxide ion, OH–
CHAPTER 8 Force and Pressure
(c) (i) At anode: Hydroxide ion
At cathode: Copper(II) ion Summative Practice 8
1. (a) P1
(ii) At anode: No ion is discharged
At cathode: Copper(II) ion (b) When air flows through the narrow space
between the two cars, the velocity of air
(d) Purification of metal flow increases and the pressure, P1 in
2. (a) (i) Sodium ion, Na+, hydrogen ion, H+ the narrow space reduces. According to
Bernoulli’s principle, when a fluid such
(ii) Nitrate ion, NO3–, hydroxide ion, OH– as air passes through a narrow space, the
(b) Electrode P velocity of the fluid flow increases and
(c) (i) Hydroxide ion pressure in the space decreases.

(ii) Hydrogen ion (c) Pressure P0 which is higher compared to
(d) Sodium ions and hydrogen ions move P1 will cause both vehicles to be pushed
towards each other until they collide.
to the cathode. The hydrogen ion is
selected to be discharged because it is CHAPTER 9 Space Technology
less electropositive compared to the
sodium ion. Summative Practice 9
1. (a) GPS satellite
CHAPTER 7 Light and Optics
Summative Practice 7 (b) For navigational purposes
2. (a) • GPS satellite is a communication
1. (a)
satellite
Convex lens • Orbital height for a GPS satellite

Focal point, is 20 000 km
F • Orbital period for a GPS satellite is

Focal length, f 12 hours
(b) Smartphone
(b) (c) Navigational purposes

Concave lens (any suitable answer)
(d) Google Maps, Waze
Focal point, F
Complete answers
Focal length, f
for teachers
http://buku-teks.
com/sc5252

252

Laboratory Rules and
Safety Measures

In this Form 5 Science KSSM textbook, there are some experiments that need to be carried out
in the laboratory. Therefore, all students must comply with the rules and safety measures in the
laboratory to avoid accidents.

Before entering the laboratory
1. Do not enter the laboratory without the teacher’s permission.
2. Do not bring bags or other items into the laboratory without the teacher’s permission.

In the laboratory
1. Open all windows and doors.
2. Do not run or play.
3. Do not eat or drink.
4. Do not carry out any experiment or procedure without the teacher’s permission.
5. Follow all procedures in the experiment with the teacher’s guidance.
6. Take safety measures such as reading all instructions and warning symbols on the labels of

reagent bottles before using the chemicals.
7. Take fire safety measures such as keeping yourself, books, clothes, hair and other flammable

things away from fire.

Emergencies
1. Know the location of and how to use the fire extinguisher and the first aid kit.
2. If any chemical substance gets into your eyes, wash it off immediately with plenty of running

water.
3. If any chemical substance spills onto your skin or clothes, wash it off immediately with

plenty of water.
4. If any chemical substance is accidentally swallowed, spit it out immediately and rinse your

mouth with plenty of water. Inform the teacher of the accident immediately for medical
treatment.
5. If your clothes are on fire, do not panic, roll your body on the floor or wrap your body with
a fire blanket to extinguish the fire.
6. Report all accidents to the teacher immediately.

Before leaving the laboratory
1. Turn off or switch off all water, gas and electrical supplies.
2. Clean and tidy all apparatus used.
3. Return all apparatus and chemical substances to their original location.
4. Dispose all experimental waste according to their category.
5. Wash your hands.

253

Glossary

Anion – A negative ion. Electrolytic cell – A cell made up of electrical
source, electrodes and electrolyte.
Antibiotic – Substance produced by fungi or
bacteria that kills or retards the growth of other Expendable launch vehicle (ELV) – Launch
fungi or bacteria. vehicle that can be used only once.

Antifungal – Substance used to treat infectious Fat – Organic carbon compound which contains
diseases caused by fungi. carbon, hydrogen and oxygen.

Antiseptic – Chemical substance applied on Focal length, f – The distance between the focal
human skin to prevent pathogenic infections. point, F and the optical centre, O of a lens.

Antiviral – Substance used to treat infectious Global Positioning System (GPS)
diseases caused by viruses. – A navigation system which gives information
on location and time to its users in all weather
Apogee – Position of satellite furthest conditions.
away from the planets or stars encircled by
the satellite. Hydraulic system – System applied to carry
out heavy work using a small force.
Bernoulli’s principle – A fluid moving at a higher
velocity produces a lower pressure in that region. Hydrocarbons – Organic carbon
compounds made up of only carbon and
Biochemical Oxygen Demand (BOD) hydrogen elements.
– The amount of dissolved oxygen needed
by microorganisms to disintegrate organic Macronutrient – Nutrient needed by plants
substances in a water source. in large quantities.

Biological control – A method which Malnutrition – A condition caused by an
applies interaction between organisms such as imbalanced diet.
prey-predator and parasitism to control crop
pests in a habitat. Micronutrient – Nutrient needed by plants
in small quantities.
Calorific value of food – Amount of energy
that can be released from the complete oxidation Microplastic – Plastic piece of less than 5 mm
or combustion of 1 g of food. in length.

Carbon footprint – Total amount of carbon Normal flora – Microorganisms found in
dioxide released into the air from human activities. organisms which do not cause disease.

Carbon handprint – Activities to reduce Organic carbon compounds – Carbon
carbon footprint compounds which originate from living things.

Carbon sinks – Natural places for the elimination Pascal’s principle – Transmission of pressure
of carbon dioxide from the air. in a fluid in an enclosed system is uniform
throughout the fluid and in all directions.
Cation – A positive ion.
Perigee – Position of satellite closest to the
Chemical cell – A cell made up of two different planets or stars encircled by the satellite.
types of metals and an electrolyte.
Reusable launch vehicle (RLV) – Launch
Disinfectant – Chemical substance used vehicle that can be reused.
on non-living things to kill pathogens.
Upcycle – Recycling to produce new products
Eco enzyme – Natural product obtained from of higher value than the original product.
the fermentation of agricultural waste.
Venturi effect – The effect or change
Electrochemistry – Chemical study of in the pressure of the fluid that flows through
the relationship between electrical and the narrower part of the Venturi tube.
chemical phenomena.

254

References

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Campbell, N. A., Cain, M. L., Minorsky, P. V., Reece, J. B., Urry, L. A. and Wasserman, S. A.
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Claybourne, A. (2004). Introduction to Genes and DNA. London, England: Usborne
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Cutnell, J. D. (1998). Physics. Hoboken, NJ: Wiley.

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Griffith, W. T. and Brosing, J. (2012). The Physics of Everyday Phenomena. New York, NY:
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Grosvenor, M. B. and Smolin, L. A. (2000). Nutrition: From Science to Life. Hoboken, NJ: Wiley.

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Hill, G. and Holman, J. (2001). Chemistry in Context. Cheltenham, England: Nelson Thornes.

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Jones, M. and Jones, G. (2014). Biology Coursebook. Cambridge, England: Cambridge
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Timberlake, K. C. (2006). Chemistry. Harlow, England: Pearson Education Limited.

William, G. (2011). New Biology for You. Cheltenham, England: Nelson Thornes.

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255

Index

Alcohol 33, 35, 150 – 151, Electrochemistry 178 Negative Emission
153 –156 Electrode 178 – 180, Technologies 106

Alkane 148 –149 183 – 184, 189 – 190 Nitrifying bacteria 28,
Alkene 148 –149 Electrolyte 178 – 180, 62 – 63
Anion 178 –180
Antibiotic 28, 36 186 – 187 Nitrogen cycle 62 – 65
Antifungal 40, 41 Nitrogen-fixing bacteria
Antiseptic 33, 35, 41, 155 Focal length 203 – 206
Antiviral 40, 41 Food Regulations 1985 62 – 63
Apogee 237 Normal adjustment 212
Aseptic 33, 36, 41 84 – 85 Normal flora 4 – 5
Average rate of reaction
Geostationary Orbit (GEO) Organic carbon compounds
119 – 120 236 142
Axis of lens 205
Geosynchronous Orbit Palm kernel oil 160, 162
Bernoulli’s principle (GSO) 236 Palm oil 160, 162, 163,
227, 229
Global Positioning System 165 – 167
Biochemical Oxygen Demand (GPS) 243 – 247 Pascal’s principle 222 – 224
(BOD) 102 Perigee 237
Haber Process 135 – 136 Pinggan Sihat Malaysia 49
Biological control 74 Health foods 83 – 84 Principal axis 203, 205
Health supplement 47, Product 116, 118
Calorific value 50 – 51
Carbon cycle 142 – 144 83 – 84 Quality breeds 66 – 67
Carbon footprint 92 – 95 Hydraulic brake system 226
Carbon handprint Hydraulic jack system Ray diagrams 206 – 212

94 – 95, 99 224 – 225 Saturated fats 158
Cation 178 – 180 Saturated hydrocarbons 148
Classification of Inorganic carbon compounds Simple chemical cell
142
microorganisms 5 192 – 194
Concave lens 202 – 203, Instantaneous rate of reaction Soap 16, 34, 167 – 169
121
205 – 209 Unsaturated fats 158
Contact Process 135 – 136 Lactobacillus sp. bacterial Unsaturated hydrocarbons
Convex lens 202 – 212 serum 31
148
Denitrification 62 – 64 Launch vehicle 239
Dental chair 226 Life cycle 92, 94, 96 Venturi effect 227
Disinfectant 33, 35 Venturi tube 227 – 228
Macronutrient 57 – 58
Eco currency 106 Magnification power of Zero gravity 241
Eco enzyme 29 – 30
Effective microorganism microscope 211
Malnutrition 48, 53 – 54
103 – 104 Micronutrient 57 – 58
Microplastics 98 – 99
Microscope 2, 4, 6, 10, 12,

14, 106, 201, 210 – 211

256

Dengan ini SAYA BERJANJI akan menjaga buku ini dengan baiknya dan
bertanggungjawab atas kehilangannya serta mengembalikannya
kepada pihak sekolah pada tarikh yang ditetapkan.

Skim Pinjaman Buku Teks

Sekolah

Tahun Tingkatan Nama Penerima Tarikh
Terima

Nombor Perolehan:
Tarikh Penerimaan:

BUKU INI TIDAK BOLEH DIJUAL

RM 9.60

ISBN 978-983-77-1939-2

FT075002