Chapter 1

Introduction TO Science

What is Science?
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The definition of science is "knowledge attained through study or practice," Science is the syste!atic study of nature and its effects on us and the en"iron!ent. It is the study of natural pheno!ena. Science helps us find out a%out oursel"es, plants and ani!als, our en"iron!ent and things around us.

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Scientific knowledge is always growing. What we learn in science today is a result of !any years of study. Science helps us understand natural pheno!ena. ("ery natural pheno!enon !akes us wonder why it happens. )isco"ering the answers leads us to new scientific knowledge.

*ead it
Science

is a continuing effort to disco"er and increase hu!an +++++++ and understanding through disciplined research. ,sing controlled !ethods, scientists collect +++++++ e"idence of natural or social +++++++, record !easura%le ++++++++ relating to the +++++++, and analy-e this infor!ation to construct +++++++++ e.planations of how things work. The !ethods of scientific research include the generation of +++++++ a%out how pheno!ena work, and +++++++++++++ that tests these hypotheses under controlled conditions

*ead it

Science is a continuing effort to disco"er and increase hu!an knowledge and understanding through disciplined research. ,sing controlled !ethods, scientists collect o%ser"a%le e"idence of natural or social pheno!ena, record !easura%le data relating to the o%ser"ations, and analy-e this infor!ation to construct theoretical e.planations of how things work. The !ethods of scientific research include the generation of hypotheses a%out how pheno!ena work, and e.peri!entation that tests these hypotheses under controlled conditions

/atural 0heno!ena
/atural
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pheno!ena are fascinating. (.a!ples of a natural pheno!enon are

%a%y growing up and %eco!ing an adult, ice can !elt.
We

want to know why these things happen. We search for answers. The study of science gi"es us these answers. Science co"ers e"erything in the uni"erse.

I!portance of Science in ("eryday 1ife

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("ery aspect of our life is related to science. 2or e.a!ple, our food and clothes are produced using scientific knowledge. Scientific disco"eries !ake our li"es !ore co!forta%le. With scientific knowledge we can produce !achines and appliances such as light %ul%s, cars and co!puters. Science helps us to understand our en"iron!ent. We can use this knowledge wisely. 2or e.a!ple, we can recycle paper. This is one way to conser"e our resources. It protects our en"iron!ent %y reducing the nu!%er of trees that need to %e cut down to !ake paper.

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We can create scientific knowledge and also use it. We can !anufacture plastic and synthetic !aterials. These are used to !ake !any different o%3ects such as pipes, u!%rellas, toys and furniture. We ha"e in"ented instru!ents such as spectacles, the !icroscope and the telescope. These help us to see %etter. The stethoscope ena%les us to hear %etter. The application of scientific knowledge is called technology. Technology helps us to introduction to Science progress in e"ery aspect of our li"es.

Transport
Transport

is easier, faster, !ore co!forta%le and safer today than it used to %e.

Co!!unication
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The telephone, facsi!ile, radio, tele"ision and co!puter help us to co!!unicate with one another. The launching of co!!unication satellites !akes long distance co!!unication possi%le. Information Communication Technology 4ICT5 is "ery i!portant in de"eloping the industrial, !edical, trade and ad!inistrati"e sectors of a nation.

6griculture
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Technology helps us to produce !ore food. 7achines ha"e %een in"ented to do !ost of the hea"y and difficult work. 0loughing, scattering of seeds, har"esting and crushing can now %e done %y !achines easily and 8uickly. 9y using !odern fertili-ers and insecticides, we can increase agricultural production.

Construction
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In the past, houses and %uildings were !ade fro! !aterials found close %y. This !eans only s!all and si!ple %uildings could %e %uilt. 6s we progress, we re8uire %igger %uildings and !ore co!ple. structures. We need, for e.a!ple, office %locks, apart!ents, stadiu!s and airports. Strong %ridges need to %e %uilt o"er ri"ers. To pre"ent flooding, we need to %uild da!s. )a!s also generate electricity. 7ore i!portantly, they supply water to !illions of people in the cities. Today, we ha"e de"eloped stronger %uilding !aterials for %uilding da!s. Steel, concrete and reinforced glass are so!e e.a!ples of strong !aterials used in construction today.

Spelling
/atural

pheno!ena Scientific knowledge Technology Transport Co!!unication 6griculture 0hysiology 0recautions :ypotheses o%ser"a%le e"idence

7edicine
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6 century ago, people rarely li"ed %eyond #; or $; years. Today, we can li"e %eyond <; years %ecause of the progress in the !edical field. The in"ention of =>ray !achines, lasers, electrocardiogra! 4(C?5 and dialysis !achines ha"e helped to sa"e the li"es of !any patients. 7edical operations ha"e %eco!e easier and safer. The disco"ery of new !edicines, "accines and anti%iotics ha"e also helped to sa"e li"es. They reduce the pain and suffering of patients. They help to cure and pre"ent !any diseases and illnesses.

Careers in Science
)octor

> so!eone trained in !edical science. (ngineer > a person who designs, %uilds and !aintains engines, %uildings or roads. /urse > a specialist in caring of patients. @eterinarian > an ani!al doctor. 6rchitect > a person who designs %uildings.

 0har!acist

> so!eone trained in the field of !edicine and drugs. Che!ist > so!eone trained in che!istry. Co!puter progra!!er > a de"eloper of co!puter software progra!!es.

Study of Science
6strono!y

> the study of planets and stars. 9iology > the study of life. 0hysics > the study of !atter and energy. 9iology > the study of processes and functions of syste!s in the hu!an %ody. ?eology > the study of rocks and !inerals. 7eteorology > the study of weather and cli!ate. Che!istry > the study of the co!position and che!ical properties of su%stances. 9iotechnology > the study of the industrial use of li"ing organis!s. 9ioche!istry > the study of che!ical su%stances and che!ical processes of li"ing things.

(.ercise 1.1
Indicate

with a tick 45 the correct e.a!ples of natural pheno!ena.

(ating

a lot of food !akes you fat. Aou feel tired and sleepy in a hot and crowded classroo!. 2ood cooked in an earthen pot tastes %etter than food cooked in a !etal pot. ,sing salt to preser"e fish. Seeing flashes of lightning first, %efore hearing thunder. 2a!ilies today ha"e fewer children. Sa"ing !oney in a %ank. 0ainting a %icycle to !ake it last longer.

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?i"e twoB e.a!ples of de"elop!ents in the fields of !edicine and teleco!!unications. What is the difference %etween BscienceB and BtechnologyB? 4a5 State two areas of study in science. 4%5 ?i"e two applications of your answer in 4a5.

Cuestion &
State

the field of science in"ol"ed in the following situationsD

)isco"ering

a cure for lung cancer )isco"ering a new !edicine fro! a 3ungle plant Constructing a %uilding that cannot %e da!aged %y earth8uakes )isco"ering a new petroleu! field under the sea )isco"ering how a hor!one affects hu!an growth

1. 6 science 1a%oratory
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Scientists can work anywhere. 6 scientist studying tropical plants and ani!als for e.a!ple, could !ake the 7alaysian 3ungle his la%oratory. :owe"er, !ost scientists do their e.peri!ents in a laboratory. :owe"er, so!e che!icals are dangerous. We need to handle these che!icals carefully. We need to know a%out safety in the la%oratory.

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Discipline in the science laboratory

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/o pupil is allowed to enter the la%oratory without the teacherBs per!ission. If the class arri"es %efore the teacher, line up outside the la%oratory and wait 8uietly. 6fter entering the la%oratory, go to your places in an orderly !anner. /o food or drink should %e taken into the la%oratory. /othing is to %e taken fro! the la%oratory. When in dou%t ask your teacher for help and ad"ice.

Safety rules in the science laboratory

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Pupils !ust not carry out e.peri!ents without the teacherBs per!ission. *ead and understand the instructions gi"en %efore you atte!pt to do the e.peri!ent. When in dou%t always ask your teacher. :andle all apparatus correctly and carefully. )o not light a 9unsen %urner with a piece of paper. Turn off the gas after use. )o not play or walk around unnecessarily in the la%oratory.

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6lways read the la%el on the %ottle %efore using the che!ical it contains. )o not handle che!icals with your fingers. 6lways use a spatula. )o not waste any che!ical. ,se only the re8uired a!ount. )o not pour any e.cess che!ical %ack into the reagent %ottle. When heating any solution in a %oiling tu%e, always !ake sure that the !outh of the tu%e is not pointed towards any%ody.

Water, gas and electricity !ust not %e wasted. 1 . Solid wastes !ust %e put in the %ins pro"ided. )o not throw solid wastes into the sinks. 1#. )o not taste any che!ical or inhale any gas. 1$. 9reakages and faulty e8uip!ents !ust %e reported to the teacher at once. 1&. 6ny !ishaps, cuts, %urns, scalds or su%stances which get into your !outh !ust %e reported to the teacher at once.
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)o not da!age any fitting or the electrical !ains in the la%oratory. When the practical periods are o"er, wash all used apparatus and return the! to their respecti"e places. Wash your hands thoroughly. The %enches !ust %e left clean and tidy. 6ll taps and switches !ust %e turned off.

So!e si!ple rules and precautions

)o

not heat a gas 3ar directly with a 9unsen fla!e. Correct way of inhaling gas. *ead the la%el on the %ottle %efore using the che!ical inside. /e"er point the !outh of the %oiling tu%e towards any%ody when heating. )o not stand too close to the fla!e when heating up a solution. Tie your hair neatly when doing e.peri!ents.

6ccidents and 2irst 6id

Inflammable

liquid: If an infla!!a%le li8uid is spilt, put out all fla!es i!!ediately. Minor cuts and abrasions: 6pply tincture of iodine on a pad of cotton wool. Cover with sterili-ed dressing. Deep cuts: 6pply a thick pad of gau-e or cotton wool o"er the wound. Send the person to a doctor or a near%y clinic. Scalds: 9athe the affected part with a war! saturated solution of sodiu! car%onate. Burns: It is %est for the teacher to send the person to a doctor or a clinic.

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!oisoning: Should a che!ical or a li8uid get into your !outh, spit it out into the sink. *inse your !outh with plenty of water. Consult a doctor at once. #cid: If you ha"e swallowed an acid, rinse your !outh with plenty of water. Then !ilk of !agnesia 4or dilute li!e>water5 should %e taken. Consult a doctor at once. #l%ali: If you ha"e swallowed an alkali, rinse your !outh with plenty of water. Then le!on juice (or 1G acetic acid) should be taken. Consult a doctor i!!ediately.

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'ye in(uries: If due to an acid or an alkali, wash with plenty of water. 6ny in3ury to the eyes !ust %e attended to %y a doctor i!!ediately. 'lectric shoc%: The electric current !ust %e switched off i!!ediately. With the help of an insulator, get the "icti! away fro! the source of electric current. In serious cases artificial respiration !ay %e re8uired

:a-ordous Sy!%ols
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47i.ture of hydrogen and air, nitrates, sodiu!, potassiu!5

Heep away fro! fire or heat sources.

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40etrol, kerosene, ethanol, white phosphorus, yellow phosphorus5

Heep away fro! fire or heat sources.

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7ercury, lead, chlorine, sodiu! cyanide, hydrogen sulphide.

Heep in a locked cup%oard.

Concentrated acids and alkalis, %ro!ine, hydrogen pero.ide.

9e careful not to spill onto your clothes or yourself. If accidentally spilt, wash 8uickly with lots of water.

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6!!onia, dilute acids, chlorofor!, alcohol, %ro!ine

9e careful not to spill onto your clothes or yourself. If accidentally spilt, wash 8uickly with lots of water.

,raniu!, plutoniu!, radiu!, radioacti"e car%on

Heep in special lead containers.

Co!!on 1a%oratory 6pparatus

Co!!on 1a%oratory 6pparatus

Way to ,se 9unsen 9urner

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Close the air hole co!pletely %y turning the collar. :old a lighted !atch or wooden splinter near the !outh of the %arrel. Turn on the gas slowly. When the fla!e is seen, slowly open the air hole %y turning the collar.

9unsen 9urner

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1u!inous fla!e "s /on>lu!inous fla!e

a. %. c. d. e. f. g.

Aellow (asy to see 0roduces a lot of soot. Shape changes /ot "ery hot Inco!plete %urning /ot suita%le for heating

a. %. c. d. e. f. g.

9lue /ot easy to see )oes not produce soot Constant shape @ery hot Co!plete %urning Suita%le for heating

9unsen 9urner
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The 9unsen %urner gi"es different fla!es under different conditions. When the air hole is closed, a yellow fla!e is produced. This is called a luminous flame. This fla!e is easy to see. It produces a lot of soot. When the air>hole is opened+ a %lue fla!e is produced. It is called a non, luminous flame.

1.# The Steps in a scientific In"estigation

Identify pro%le! . 2or! a hypothesis #. 0lan in"estigation 4e.peri!ent5 $. Control "aria%les &. Collect data '. 6nalyse data <. Interpret data F. 7ake conclusions *esults support hypothesis or *esults do not support hypothesis 1;. 0repare report
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6cti"ityD The 0endulu! e.peri!ent

The steps in the scientific !ethod for the e.peri!ent on the swing of a pendulu!.
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The pro%le! and hypothesis are deter!ined at the %eginning. 4a5 The !anipulated "aria%le is the pendulu! length. 4%5 The responding "aria%le is the period of swing. 4c5 The fi.ed "aria%le constant is the pendulu! weight. The ti!e recorded is %ased on actual o%ser"ations. It was not guess work. The conclusion is drawn %ased on the analysis of the data o%tained.

(.ercise 1.
1. Co!plete the following correctly. The way of getting scientific knowledge is known as +++++++. 6n opinion that is considered true, although it is not yet tested is a +++++++. The ai! of carrying out an e.peri!ent is to collect +++++.

2ro! the data collected, a scientist is a%le to +++++, and fro! here+++++ a%out the in"estigation that is carried out.

0lanning the in"estigation I 7aking a conclusion Identifying the pro%le! I Interpreting data Collecting data I 7aking a hypothesis

Cuestion
1. In the pendulu! e.peri!ent, state the

!anipulated "aria%le responding "aria%le "aria%le that is kept constant

%.

State what the effect will %e on the ti!e taken for one co!plete swing, when the length of the pendulu! is increased.

1.$ 0hysical Cuantities and Their ,nits

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6 physical 8uantity is a 8uantity that can %e !easured. (.a!ples of physical 8uantities are length, ti!e, !ass, te!perature and electric current. 0hysical 8uantities are !easured in S.I. units. The S.I. sy!%ol is an a%%re"iation for the 2rench ter! Systeme International d !nites. It !eans International Syste! of ,nits.

9asic Cuantities
0hysical 8uantity 1ength 7ass Ti!e Te!perature (lectric Current S.I. unit 7etre Hilogra! Second Hel"in 6!pere Sy!%ol ! kg s H 6 Instru!ent 7etre rule 1e"er or %ea! %alance Stop clock or stop watch Ther!o!eter 6!!eter

0refi.es ,sed in 7easure!ent

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0refi.es are useful in e.pressing physical 8uantities that are either "ery %ig or "ery s!all. The "alue of any physical 8uantity can %e changed to prefi. for!. See the e.a!ples %elow.

Write F$; ;;; g with the kilo prefi.. F$; ;;; J 1;;; K F$; kg

Sy!%ol and 0refi.es

0hysical 8uantities and prefi.es

@alue of physical 8uantity ;.;;& ! &; g $ ;;; ;;; H ;.;;; ;;# 6 0refi. for! & !! ;. & kg $ 7H # L6

(.ercise 1.$
1.Co!plete the ta%leM.

State the sy!%ol and "alue for the tollowir, prefi.es.

7egaD+++++++ HiloD ++++++++ 7illiD ++++++++

1.& 7easuring Tools

7easuring
If

the length of an o%3ect

the position of the eye is at 6 or C, the reading taken is not accurate. This error is known as paralla. error.

 7easuring
The

the length of a straight line

lengths are !easured %y taking se"eral readings. The a"erage length is then deter!ined.

 7easuring
So!e

the length of a cur"e

thread and a ruler are used for !easuring the length of a cur"e. The thread is placed along the length of the cur"e P". #he end of the curve is marked on the thread. The length of the thread is later !easured using the !etre rule. The length of the cur"e is !easured three ti!es. Then the a"erage length is deter!ined. The length of the cur"e can also %e !easured using an opiso!eter and a !etre rule.

Opiso!eter

7easuring the e.ternal dia!eter of a %eaker

7easuring the e.ternal dia!eter of a %eaker

Measurement of #rea
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The S.I. unit for area is s8uare !etres 4! 5. The area of o%3ects with regular shapes such as rectangles, triangles and circles are calculated using !athe!atical for!ulae. The area of irregular shaped o%3ects can %e esti!ated %y using graph

Measurement of -olume
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The S.I. unit for "olu!e is cu%ic !etres, 4!#5. 6ll these units can %e used to !easure the "olu!e of li8uids. :owe"er, the "olu!e of li8uids is usually !easured in !etric unit i.e. litre (l) and millilitre (ml). The "olu!e of solids is measured in cm. and !# units.

@olu!e of li8uids
The !easuring cylinder !ust %e placed on a flat surface. The le"el of the li8uid in a !easuring cylinder is cur"ed downwards. This cur"e is called the meniscus. Aour eye, !ust %e at the sa!e le"el as the %otto! of the !eniscus when reading the "olu!e. This !ust %e done for all li8uids e.cept for !ercury where the !eniscus cur"es upwards. The correct eye position pre"ents paralla. errors.

7easuring li8uids
,sing

a pipette ,sing a %urette

@olu!e of Solids
Water )isplace!ent

7easuring the "olu!e of irregular solids with a eureka tin

Choosing Suitable Measuring Instruments

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7easuring instru!ents !easure definite 8uantities. 6ll !easure!ents !ade are only close esti!ates of the "alues of the 8uantities. They cannot %e 1;;G accurate. We need to consider how precise and accurate a !easure!ent is.

6ccuracy
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The accuracy of a !easure!ent is how close the !easured "alue is to the real "alue. The difference %etween the !easured "alue and the real "alue is the error in the reading. If the error %etween the !easured "alue and the real "alue is s!all, the !easure!ent is precise. The accuracy of a !easure!ent can %e i!pro"ed %y taking se"eral readings. The a"erage reading is !ore accurate than a single reading. Nero error e.ists when the reading of the indicator of a !easuring instru!ent does not show -ero. 7easure!ents !ust %e corrected for -ero error.

0recision
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!recision is the difference in /alues bet0een se/eral !easure!ents o%tained in the sa!e way. 0recision in !easure!ent can %e i!pro"ed if a !ore precise !easuring instru!ent is used. 6 !icro!eter screw gauge or a "ernier calipers is !ore accurate co!pared to a ruler %ecause the di"isions on its scale are s!aller.

7easuring with @ernier Calipers