Focus Smart Plus Science Textbook M1 samplebook

BCB031048

Focus Smart Plus Science Textbook

covers the entire range of topics included in the Basic Education Curriculum B.E. 2551 (Revised Edition B.E. 2560).

Notes and plenty of exercises are given to help students understand and apply the concepts in daily life.

BCB031048 978-616-541-305-3

,!7IG1G5-ebdafd!

Cover Textbook Science M1.indd 1

Based on the Basic Education Curriculum B.E. 2551 (Revised Edition B.E. 2560)

3/19/18 1:42 PM

© Pelangi Publishing (Thailand) Co., Ltd. 2018 All rights reserved. No part of this publication may be reproduced, stored in any retrieval system or transmitted in any form or by any means without permission of Pelangi Publishing (Thailand) Co., Ltd. 2018

TPage Textbook Science M1.indd 1

ISBN 978-616-541-305-3 First Published 2561

3/19/18 11:12 AM

Contents

1

Chapter

2

Chapter

3

Chapter

Introduction to Science

1

1.1

What is Science?

2

1.2

Science Laboratory

5

1.3

Steps in Scientific Investigations

9

1.4

Physical Quantities and Their Units

13

1.5

The Concept of Mass

16

1.6

Measuring Tools

18

1.7

The Importance of Standard Units

25

Conceptual Map

26

Basic Recall

27

Mastery Practice

28

Cells as the Unit of Life

30

2.1

Understanding Cells

31

2.2

Unicellular and Multicellular Organisms

40

2.3

Diffusion and Osmosis in Cells

42

Conceptual Map

45

Basic Recall

46

Mastery Practice

47

Plants

48

3.1

Photosynthesis

49

3.2

Transport System in Plants

55

3.3

Sexual Reproductive System of Flowering Plants

63

3.4

Pollination

65

3.5

Development of Fruits and Seeds in Plants

69

3.6

Dispersal of Seeds and Fruits

71

3.7

Germination of Seeds

73

3.8

Mineral Requirements in Plants

77

3.9

Asexual Reproduction of Plants

78

Conceptual Map

81

Basic Recall

82

STEM Activity

83

Mastery Practice

85

4

Chapter

5

Chapter

6

Chapter

7

Chapter

States of Matter

87

4.1

States of Matter

88

4.2

Changes of States of Matter

95

Conceptual Map

96

Basic Recall

97

STEM Activity

98

Mastery Practice

100

Atoms, Elements and Compounds

101

5.1

Atoms

102

5.2

Elements

103

5.3

Compounds and Mixtures

110

5.4

Effects of Impurities

112

Conceptual Map

116

Basic Recall

117

Mastery Practice

118

Heat

119

6.1

Heat as a Form of Energy

120

6.2

Effects of Heat on Matter

124

6.3

Thermal Equilibrium and Heat Flow

141

Conceptual Map

153

Basic Recall

154

STEM Activity

155

Mastery Practice

157

Atmosphere and Weather

160

7.1

Layers of the Earth’s Atmosphere

161

7.2

Weather

163

7.3

Thunderstorms and Tropical Cyclones

169

7.4

Changes in Global Climate

173

Conceptual Map

176

Basic Recall

177

STEM Activity

178

Mastery Practice

180

Special

s Featureok o in This B

Learning Outcomes

Includes the latest development and / or extra information on science and technology.

Evaluates the understanding of the students for every subtopic.

States the learning objectives of each chapter.

Points out the important tips for students to take note.

Provides direct access to useful websites by scanning the QR codes given.

Helps students to recall the concepts and definitions learned in the chapter.

Provides information on the potential developments of science and technology.

Provides extra information and / or statistical information that are relevant to the concept learned.

Explains the scope of career which requires the relevant knowledge of scientific concepts.

Points out the common mistakes that students make and the correct ways of answering questions.

Provides subjective questions covering the entire learning outcomes of each chapter.

Provides direct access to the interactive exercises by scanning the QR codes given.

Explains how scientific concepts are applied in our daily life.

Guides students to test a hypothesis in order to make a discovery.

The 4C’s of the 21st Century Skills are: Communication Sharing thoughts, questions, ideas and solutions.

Assists students in reviewing the entire chapter.

Guides students to find an answer through observations using scientific methods.

Focus Smart + AR Download the free “PelangiThai” app.

Collaboration Working together to reach a goal. Putting talent, expertise and smarts to work.

Critical Thinking Looking at problems in a new way and linking learning across subjects and disciplines.

Provides an activity that engages in the application of knowledge of scientists, mathematicians and engineers.

Creativity Trying new approaches to get things done equals innovation and invention.

ience?

What is sc

1

Chapter

Introduction to Science By the end of this chapter, you should be able to • understand what science is.

• name the common laboratory apparatus and their uses.

• explain the hazard warning symbols.

• observe the steps in a scientific investigation.

• understand the physical quantities and their units.

• understand the concepts of mass.

• know how to use measuring tools.

1.1

What is Science?

How do these phenomena happen?

We see various natural phenomena in our daily life. Natural phenomena are things that happen in nature.

Lightning, rainbows, the melting of ice, the growth of a baby into an adult and the fall of a ball to the ground are a few examples of natural phenomena. We want to know why and how all these things happen.

We search for answers. The study of science gives us the answers.

Science is the systematic study of nature and how it affects us and our environment. The information produced from the study of science is known as scientific knowledge. Scientific knowledge develops as new scientific discoveries are discovered every day.

Using scientific knowledge, we invent many useful devices such as light bulbs, telephones and computers. The application of scientific knowledge for the use of mankind is called technology. We use technology in almost every aspect of life thus, making science part of our everyday life.

Importance of science Science plays important roles in our daily life. Here are some examples: (a) Science helps us to understand ourselves. Knowing how our body works, helps us to take better care of our health. (b) Science also helps us to understand our environment This helps us to improve the quality of our environment and conserve it for our future generation. (c) Science makes our life more comfortable. We invent various machines to help us to work faster and more efficiently.

2

Science

Focus Smart

MATHAYOM

1

The figure below briefly describes how science benefits us in various fields.

In homes

• Facilities such as electricity and tap water make life easier and more comfortable.

• Various appliances such as washing machines, microwave ovens and vacuum cleaners help us to do our housework faster.

Communication

• Communication is easier and faster with the use of televisions, telephones, mobile phones, facsimiles and computers.

• Global communication is now possible with the use of communication satellites, e-mail and the lnternet.

Transportation

• Transportation is easier, faster and more comfortable.

• Modern public transport such as commuter trains and light rail transit reduce congestion in cities.

• The design of better roads and highways increases the safety of users.

Construction

• Buildings and structures are now built with strong materials such as steel, concrete and reinforced glass.

• Powerful machinery such as cranes, tractors and bulldozers are usually used in construction work.

Agriculture

• Machines are used to carry out heavy and difficult tasks such as ploughing and harvesting.

• Plant breeding, new agricultural techniques, fertilisers and insecticides contribute greatly in increasing the world’s agricultural products.

Medicine

• More diseases can now be cured with the discoveries of new drugs, vaccines, antibiotics and the invention of better surgery techniques and equipment.

• Diseases can be diagnosed and detected earlier with various tests and devices such as the X-ray machines and ultrasound scanning devices.

Chapter 1

Introduction to Science

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Careers in science Science offers various career opportunities according to one’s area of interest. Listed below are a few examples: (a) Doctor – A person who has been trained in and practises medical science. (b) Veterinarian – An animal doctor. (c) Pharmacist

– A person who dispenses medicinal drugs and advises on their uses.

(d) Engineer

– A skilled person who designs, builds or maintains engines, buildings, bridges or roads.

(e) Architect

– A person who designs buildings and advises on their construction.

(f)

– A person trained in chemistry.

Chemist

Science is divided into a number of areas of study, namely (a) Biology – The study of life. (b) Physics

– The study of matter, energy, force and motion.

(c) Chemistry

– The study of the composition and chemical properties of substances.

(d) Astronomy

– The study of planets and stars in the universe.

(e) Geology

– The study of rocks, minerals and the structure of the Earth.

(f)

Meteorology – The study of weather and climate.

(g) Biochemistry – The study of chemical processes in living organisms.

Q1. What is the difference between science and technology?

Q2. Give one benefit of science in the following areas. (a) Medicine (b) Transportation

1.1

Q3. State the field of science related to the following. (a) Discovering a cure for cancer (b) Studying the behaviour of animals (c) Forecasting natural disasters such as floods and tornadoes (d) Discovering new comets Q4. List three careers that deal with human health.

4

Science

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MATHAYOM

1

1.2

Science Laboratory

The place where a scientist works is called a laboratory. Students carry out scientific investigations or experiments during science lessons in science laboratories.

We need to use apparatus to carry out experiments. The figure shows some common laboratory apparatus and their uses in three-dimensional and two-dimensional diagrams.

For containing, collecting and transferring chemicals A test tube is used for containing small amount of chemicals or for mixing solutions.

A boiling tube is a scaledup test tube with larger size. It is made from glass that can withstand high temperature as it is used for heating chemicals.

A beaker is used for containing, mixing and heating large amount of chemicals and liquids.

A conical flask is also used for collecting filtrates.

A round-bottomed flask is used for containing chemicals used in preparing gases when heating is required.

A flat-bottomed flask is used for containing chemicals used in preparing gases when no heating is required.

A glass jar is used for collecting gas.

A bell jar is used for enclosing samples and for separating samples from the surroundings.

For measuring the volume of liquids ml 100 90 80 70 60 50 40 30 20 10

A measuring cylinder is used for measuring the volume of liquids to an accuracy of 1 cm3.

A burette is used for measuring the volume of liquids to an accuracy of 0.1 cm3.

0

100

100

A pipette is used for measuring a fixed volume of liquid and placing it into another container.

For filtering and evaporating A filter funnel is used for separating insoluble solids from liquids.

An evaporating dish is used for evaporating excess solvents to produce concentrated solutions.

Chapter 1

Introduction to Science

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For heating Wire gauze

A bunsen burner is used to supply flame for heating.

A crucible is used for heating solids to extremely high temperature.

Tripod stand

A test tube holder is used for holding a test tube when it is hot.

A wire gauze is used to allow even distribution of heat.

A tripod stand is used for supporting apparatus during heating.

For holding and supporting apparatus Retort stand

Retort stand and clamp are used for holding apparatus during experiments.

Clamp

A test tube rack is used for holding test tubes in a vertical position.

Uses of some common laboratory apparatus

There are rules and safety precautions that must be followed by students in order to avoid accidents. Listed below are some rules and safety precautions in the laboratory: (a) Never enter the laboratory unless a teacher is present. (b) Do not eat, drink or taste any chemicals. (c) Always follow the teacher’s instructions. (d) Never touch chemicals with your bare hands. Use a spatula. (e) Read the label on a reagent bottle before using its content. (f)

Turn off the Bunsen burner after use.

(g) Do not pour back any unused chemical into its bottle. (h) Do not throw solid wastes into the sink. (i)

Wash and keep all apparatus after use.

(j)

Do not run or play in the laboratory.

(k) Do not test anything without the teacher’s permission. (l)

Report any breakages to the teacher.

(m) Keep the bench clean and tidy.

6

Science

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MATHAYOM

01 Focus TB (Thai) 2018 Sc M1.indd 6

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Bunsen burner The Bunsen burner is used in the laboratory to heat substances. It has an air-hole. The air-hole can be opened or closed by turning the collar.

When the air-hole is opened, the Bunsen burner gives a blue flame. This is called a non-luminous flame. The flame is very hot because the gas is burned completely.

When the air-hole is closed, the burner gives a yellow flame. This flame is easier to see and it is called a luminous flame. This flame is less hot and produces a lot of black soot because the gas is not burned completely.

Barrel Collar Air-hole

Gas inlet

Base The parts of a Bunsen burner

The correct way to light up a Bunsen burner is as follows: (a) Close the air-hole by turning the collar. (b) Hold a lighted match or a lighter at the top of the barrel. (c) Turn on the gas slowly. A yellow or luminous flame will be obtained. (d) Open the air-hole to obtain a blue or non-luminous flame.

To avoid accidents when using a Bunsen burner, the following precautions should be taken. (a) Use a lighter or a match to light up a Bunsen burner instead of a burning paper. (b) We must light up the match before turning on the gas. (c) When heating a test tube, hold the test tube at an angle of 45°. Use a test-tube holder and do not point the mouth of the test tube to yourself or your friends.

Liquid

Test tube holder

Bunsen Burner

The correct way to hold a test tube during heating

(d) Do not heat flammable substances like alcohol directly. (e) When not using the Bunsen burner temporarily, close the air-hole to obtain the yellow flame because this flame is easily seen. Remember to turn off the gas after using the burner.

Chapter 1

Introduction to Science

7

Hazard warning symbols Some substances in the laboratory are hazardous or dangerous. Hazard warning symbols are placed on labels of bottles or containers of hazardous substances to show the danger of the substances. As young scientists, you must be able to recognise the symbols and know how to handle the substances properly.

Symbol

Danger of substances

Examples

• Easily explodes when • Sodium, potassium mixed with other substances.

Handling techniques

• Keep in paraffin.

• Avoid contact with water.

• Concentrated acids and alkalis

• Keep away from other substances including water.

• Easily catches fire and burns.

• Organic solvents such as ethanol, petrol and kerosene

• Keep away from fire or heat sources.

• Causes death or harm to the body if absorbed through the skin, swallowed or inhaled.

• Mercury, chloroform, lead, benzene, bromine, sodium cyanide, hydrogen sulphide

• Do not inhale, touch or taste the substances.

• Causes damage to the skin or eyes upon contact.

• Concentrated acids and alkalis, bromine, hydrogen peroxide

• Avoid contact with skin or eyes.

• Irritates (causes itchiness and rashes) skin, eyes and respiratory system.

• Ammonia solution, chloroform, dilute acids and alkalis

• Spills on body parts should be washed with a lot of water.

• Gives out radiation that can cause cancer or destroy bodily tissues.

• Uranium, plutonium, radium

• Keep in special lead containers.

Explosive

Flammable or inflammable

• Keep in a locked cupboard.

Toxic / poisonous

Corrosive

• Spills on body parts should be washed away quickly under running water.

Irritant / harmful

Radioactive Hazard warning symbols

8

Science

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1.2

Q1. Name the apparatus that can be used to do the following. (a) Measure 20 cm3 of dilute acid (b) Evaporate a little salt solution (c) Separate a mixture of chalk powder and water (d) Heat 2 cm3 of water in a test tube (e) Hold a beaker of water during heating Q2. Explain why you should not pour any unused chemical into its bottle.

Q3. Briefly describe the correct way to light up a Bunsen burner.

Q4. A bottle of hydrochloric acid has the following symbol on it. (a) What does the symbol mean? (b) What will happen if the acid spills on your hand? (c) What should you do if the acid spills on your hand?

1.3

Steps in Scientific Investigations

We obtain scientific knowledge by carrying out scientific investigations.

A scientific investigation is a series of steps done systematically to study a problem or an event.

Each step involves the use of one or more science process skills.

These refer to the twelve types of skills, which are needed for scientific investigation.

Chapter 1

Introduction to Science

9

Science process skill

Explanation

Observing

Using the five senses to gather information on things or phenomena.

Classifying

From observations, grouping things or phenomena based on their similar characteristics.

Measuring and using Making quantitative observations using numbers numbers or tools with standard units.

Making inference

Making initial conclusions that are reasonable which may be true or false to explain an observation.

Predicting

Forecasting events based on observations or previous experience or from existing data.

Communicating

Presenting information or ideas in the forms of writing, verbal, tables, graphs or models.

Using space-time Describing changes in parameters such relationship as location, direction, shape, size, volume, weight and mass with time.

Interpreting data

Giving rational explanation based on collected data.

Defining operationally Defining concepts by describing what is observed.

10

Controlling variables

Identifying manipulated variables, responding variables and constant variables. In an investigation, a variable is manipulated to observe its relationship with the responding variable. At the same time, the other variables are kept constant.

Making hypothesis

Making a general statement about the relationship between the manipulated variables and the responding variable to explain an event or observation. This statement can be tested to determine its validity.

Experimenting

Planning and conducting an investigation to test a hypothesis, collecting data, interpreting data until a conclusion is made.

Science

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MATHAYOM

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Identifying the problem

• First, we determine what we want to find out.

• In order to do so, we need to observe things or happenings carefully to obtain information. Based on our observation, we then ask questions about the things or happenings.

Forming a hypothesis

• To make a smart guess to explain the problem.

• The hypothesis has to be tested based on the evidence collected.

Planning an experiment

This section involves: • Identifying the variables involved. A variable is a condition that influences the results of the experiment.

• Determining the materials and apparatus required.

• Determining the procedure to carry out the experiment and methods of collecting and analysing data.

Carrying out the experiment

This section involves: • Controlling the variables as planned so that the experiment is a fair test.

• Collecting data through observations and measurements. All these must be done systematically, accurately, objectively and honestly.

Analysing and interpreting data

• Explaining the collected data in an objective and logical manner.

• Giving an explanation about the pattern or relationship based on the data collected.

Making a conclusion

• State whether the hypothesis is true.

• A conclusion should be made based on the data and not influenced by any unfair opinion.

Writing a report on the experiment

• Present the aim, materials, apparatus and procedures, any table or graph and conclusion clearly in the report.

• It is important as a means of communication among scientists.

Chapter 1

Introduction to Science

11

BCB031048

Focus Smart Plus Science Textbook

covers the entire range of topics included in the Basic Education Curriculum B.E. 2551 (Revised Edition B.E. 2560).

Notes and plenty of exercises are given to help students understand and apply the concepts in daily life.

BCB031048 978-616-541-305-3

,!7IG1G5-ebdafd!

Cover Textbook Science M1.indd 1

Based on the Basic Education Curriculum B.E. 2551 (Revised Edition B.E. 2560)

3/19/18 1:42 PM