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TOPIC: MICROORGANISM AND THEIR EFFECTS ON LIVING THINGS

Learning Outcomes:
At the end of this season, the pupil will be able to:
i. list the characteristics of various types of microorganisms
ii. classify microorganisms into bacteria, fungi, protozoa, viruses and algae
iii. describe the characteristics of each group of microorganisms
iv. identify factors that affect the growth of microorganism.
v. state example of uses of microorganism
vi. state the harmful effects of microorganisms on human health
vii. relate each group of microorganisms to the diseases caused by it
x. state various ways microorganism can cause infection
ix. list ways to prevent infection

Types of microorganisms
1

Viruses
Y……………….
Fungi
X……………
Bacteria .

2 Characteristics each type of microorganisms

Characteristics Viruses Bacteria Protozoa Algae Fungi

Shape Round, Round,

Spherical, Filamentous,
spindle colonial
Size 0.5 µm 0.2 -10 µm 5 - 250µm 10 -100 µm
or smallest

Nutrition Autotrophic Autotrophic/ Saprophyte /

Saprophyte / Parasitic, Parasite
Parasite
Habitat Living cells Air,water,soil Fresh Decaying
Food,living water,sea organisms
organism, water,damp matter,outside/
decaying soil, barks of inside living
matter trees organisms
Method of Binary fission, Binary fission, Binary
rerroduction conjugation conjugation fission,spore
formation,
conjugation

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3 Factors that affect the growth of microorganisms

1. ………………………
2 pH value
3 ....................................
4 nutrients
5 ……………………….

4 Example uses of microorganism

a. Yeast – making bread, soya sauce and alcoholic drinks

b. Bacteria – making vaccine and useful to digest food in human intestine
c. Fungi – use to produce antibiotics such as penicillin
d Viruses – making vaccine and used in biological control

5 Harmful effects of microorganism

Pathogens Diseases
(Microorganisms that cause
disease)
Bacteria

Viruses

Protozoa

Fungi

Through Air

How diseases
spread ?

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7
Infection caused by pathogens

Can be prevented by

Sterilisation

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Learning Outcomes:
At the end of this season, the pupil will be able to:
i. explain how nutrients, humidity, light, temperature and pH affect the growth of
microorganisms.

Temperature
200C - 450C – grows rapidly
Temperature too low
– become passive or do not
grow
Temperature too high
- die /kill because the
enzymes produced destroyed

pH value
Nutrients
pH 7(neutral)
 Need nutrients to – grow
provide energy for growth & rapidly
reproduce pH too high or too low
 Parasitic (absorb nutrients - stop growing
from their host cells /die
 Saprophytic (absorb Slightly/
nutrients from Factors that affect the acidic/alkaline
dead/decaying organisms growth of microorganism – some microbe
 Make their own food through grows
photosynthesis if
microorganism have
chlorophyll

Light Humidity
Some live in water
Microorganisms which contain Most live in damp or wet place
chlorophyll require light for making Relative humidity between 25% and 40
their own food through %
photosynthesis In dry or less humid place – cells of
Microorganisms that do not contain microorganisms will lose water &
chlorophyll grow and reproduce become inactive
faster without light

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Learning Outcomes:
At the end of this season, the pupil will be able to:
i. state the harmful effects of microorganisms on human beings
ii. relate each group of microorganisms to the disease caused by it.
iii. describe the various ways microorganisms can cause infection
iv. list ways to prevent infections.
v. relate the control of vectors to their habits and life cycles.

1. Diseases caused by pathogen (microorganisms that cause diseases) and the ways of
spreading.

Disease Pathogen Ways to spreading

Cholera

Diphtheria Bacteria Air

Gonorrhoea Contact

Tuberculosis Bacteria

Syphilis

Dysentery Protozoa Contaminated & contaminated food

Malaria

Influenza

Dengue fever Virus

Vectors
Hepatitis B

Poliomyelitis

Chickenpox Virus
Air & contact
AIDS

Ringworm Fungi

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2. Through air
 Pathogens are
carried in the air
 When a person
breathes in the air,
pathogens enter
the body
 When a person
cough, talk, breathes or
sneeze, pathogens
release from the person
body in droplets of water
 Disease :TB,
Influenza
Through contaminated food
 Improper handling of
food can cause contamination.
 Pathogens may come
from surroundings, faeces and
vectors.
 Disease: Hepatitis,
cholera
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Through water
 Water contains pathogens
flows & carried from one
place to another
 When a person drinks the
water, the pathogen enter
How diseases
the body of the person
spread ?
 Disease : Cholera
Through contact
 Direct contact (sexual
activities) with infected person
may cause transfer of
the microorganism.
 Indirect contact (sharing
personal items) may also
spread the disease.
Through vectors : Example
 Mosquito - When a person is bitten by a mosquito, the pathogens
in the saliva of the mosquito enter the bloodstream of the person.
This may cause the person to fall sick.
 Housefly- When a housefly lands on food, pathogens are
transferred from its legs or body to the food. This may cause the
person that eat the food to fall sick.
 Disease : Malaria, Dengue fever
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3
Infection caused by pathogens

Can be prevented by

Vector control Sterilisation

 Process which pathogens are
destroyed/removed from the object
/environment
 Method :
1.Heat
2.Radiation
3.Chemicals

Immunity

 Body ability to destroy pathogens before they can cause disease

 2 type of immunity
1. Active immunity
a. Natural active immunity
- acquired when a person recovers from the
disease caused by pathogens
b. Artificial active immunity
- acquired not by being infected with the disease but by vaccination
against the disease
- Vaccination is the process in which harmless antigens or substances
released from pathogens are introduced into a person’s body to stimulate
the body to produce immunity.
- Vaccine consists of dead antigens, weakened pathogens or toxin of
pathogens which have been harmless. The vaccine stimulate the immune
system to produce antibodies which can fight the disease
2. Passive immunity
a. Natural passive immunity
- A baby acquired natural passive immunity before birth when antibodies
from the mother’s are passed on through placenta
-A baby acquired natural passive immunity after birth by feeding on the
mother’s milk which contains antibodies.
b. Artificial passive immunity
- acquired by injecting the antibodies from other organism such as
antiserum
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4 Method of controlling used foer each stage of the life cycle of the mosquito.
4. Method of controlling used for each stage of the life cycle of the housefly.

 Use insecticide aerosol spray on adult

mosquitoes.
 Put up mosquito nets/repellents to
prevent from being bitten by adult
mosquitoes

 Spray a layer of oil on

larva
the water surface to  Destroy
prevent pupa/larvae breeding grounds of
from breathing. mosquitoes by
 Rear fish (eg guppies) cleaning /draining
to eat the pupa/larvae Adult swamps,ponds &
containers filled with
water
Egg
Pupa

Water
Water

Adult
 Use insecticide aerosol spray on adult fly.

Pupa Egg

Larva

 At the egg, pupa and larva stages

destroy the breeding ground of houseflies by disposal waste food, decaying
matter & rubbish// burying //dispose//wrapping garbage properly

.
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TOPIC: NUTRITION

Learning Outcomes :
At the end of this session, the pupil will be able to :
i. state what macronutrients are
ii. list macronutrient
iii. state what micronutrients are
iv. list micronutrient
v. state the effects of nitrogen, phosphorus and potassium deficiency on plant growth
vi. state the major functions of nitrogen, phosphorus and potassium in plant growth
vii. describe the nitrogen cycle
viii. explain the process involved in the nitrogen cycle

Note:

1. Macronutrien – nutrient which are needed in large quantities .

- example : carbon, hydrogen, oxygen, nitrogen, phosphorus, potassium
calcium, magnesium and sulphur.

2. Micronutrien - nutrient which are needed in very small quantities.

- example : boron, molybdenum, zinc, manganese, copper and iron.

3. The effect of deficiency of :

 Nitrogen - retarded growth, leaves turn yellow
 Phosphorus - retarded growth, upper leave turn purple, poor root growth
 Potassium - retarded growth, weak stems, dead spots of leaves

4. Major function of :
 Nitrogen - to synthesise protein/chlorophyll/
 Phosphorus - to synthesise chromosomes/function as co enzyme
 Potassium - to synthesise protein/maintain turgidity

5. Nitrogen Cycle :
 Process Added Nitrate to soil. - Lightning, Volcanic eruption,nitrification,
Nitrogen-fixing bacteria.
 Process Removed Nitrat from soil - Denitrifying bacteria, leaching.

Decay bacteria lightning volcanic eruption nitrogen-fixing bacteria

ammonium compound nitrates denitrifying bacteria leaching

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nitrifying bacteria nitrification leguminous

(a) Nitrogen cannot be used directly by plants. Nitrogen has to be changed into

___________________________________ before it can be used by plants.

(b) State two processes which added nitrates to the soil at high temperature.

i. _____________________________ ii. ______________________________

(c) Nitrogen fixation involves ___________________________ bacteria found in the

soil and the roots of _______________________________ plants.

(d) When plants and animal died, break down dead remains to

form ____________________________________.

(e) The ammonium compounds are converted into nitrites and then nitrates by _____

____________________. These process are called _______________________

(f) State two processes which remove nitrates from the soil.

i. ______________________________ ii. _______________________________

TOPIC: PRESERVATION AND CONSERVATION OF THE ENVIRONMENT

Learning Outcomes:
At the end of this session, the pupil will be able to :
i. describe global warming
ii. relate greenhouse effect to global warming.
iii. state what ozone layer is.
iv. explain the importance of ozone layer.
v. state the chemicals that damage the ozone layer.
vi. list the sources of chemicals that can damage the ozone layer.
vii. explain how damaging the ozone layer affects living things.

1 Global warming
 Relates to the increase in the average temperature of the Earth’s atmosphere.
 This causes :
a. the glaciers and ice caps in the Artic & Antartic to melt
b. the sea level will rise causing coastal flooding
c. the changes of normal weather patterns
d. causes floods, drought and more devastating hurricanes & typhoons
 The greenhouse effect is the problem caused by heat being trapped on Earth
by the greenhouse gases such as carbon dioxide, methane, nitrogen oxide and
chlorofluorocarbons(CFCs) in the atmosphere

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2 Ozone Depletion

 Ozone layer consists of a layer of gas called ozone.

 The thinning of ozone layer is due to ozone-depleting substances such as CFCs,
hydrochlorofluorocarbons (HCFCs) & halons that are released into to the atmosphere

 CFCs made up of chlorine, carbon and fluorine.

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 CFCs used in industries as refrigerators, propellants and cleaning solvents.

 CFCs can be found in aerosol sprays & the cooling system.
 Chlorine atom of the CFCs reacts chemically with the ozone molecule resulting the
reduction of ozone molecules
 HCFCs consists of carbon, hydrogen, chlorine and fluorine.
 HCFCs are used to replace CFCs, HCFCs contains less percentage of chlorine compare
with CFCs.
 Halons are compound made up of bromine, fluorine & carbon atoms
 Halons are used in fire extinguishing agents. The bromine in halons can destroy ozone
 Effects of ozone depletion : causes an increase in the UV rays reaching the Earth’s.
 This increase in the harmful UV rays will cause skin cancer & cataract of the eye
 Excessive exposure to harmful UV rays will cause :
1 drastic changes in our climate,
2 lower the immunity of organisms
3 cause mutation
4 reduce the yield of crops & kill phytoplankton that will affected food web & cause the
reduction of the number of producers namely plants & phytoplankton. This will cause
the energy supplied to consumer in the food web to decrease affecting the
balance of nature.
TOPIC: CARBON COMPOUND

Learning Outcomes:
At the end of this session, the pupil will be able to :
i. state what carbon compounds are
ii. state what organic compounds are
iii. give examples of organic compounds
iv. state what in organic compounds are
v. give examples of inorganic compounds
vi. classify substances into organic and inorganic compounds
vii. state what hydrocarbons are
viii. list sources of hydrocarbons

Importance Points

Carbon Compounds
Definition: Formed from the chemical combination of carbon with one or more of other elements

Types

Organic Compounds Differences Inorganic compounds

Living organism Sources Mineral substances

( eg. Plants and animals)
Their molecules are made up of
more carbon atoms
Carbon, oxygen, hydrogen,
nitrogen
Soluble in organic solvent such
(Do not originate from living things)
Number of carbon atoms per Their molecules are made up of
molecule fewer carbons atoms
Element present Carbon, oxygen, metallic element
Solubility Soluble in inorganic solvents such

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as petrol,alcohol and ether as water, acids and alkali

 Combine with oxygen Changes when heating  Oxides of carbon
 A lot of heat is released unchanged
 Carbonates of metals
usually decompose
Yes Flammable No

Low Melting points High

Originate from animals: Examples Carbon oxides ( e.g: carbon

Animal proteins, silk, cheese, monoxide & carbon dioxide)
milk, butter and leather Cynide( e.g: sodium cyanide
Originate from plants: &magnesium ctanide )
Plants proteins, rice, wood, Carbonate compounds ( e.g:
cotton and latex calcium carbonate or limestones)

Hydrocarbon
Definition: Carbon compound which contains only carbon and hydrogen
elements in specific ratio.

Saturated Unsaturated
(Contains single bond between (Contains double bonds between carbon
carbon atoms) atoms)

SOURCES

Coal Natural gas Petroleum

Formed from the remains of lush Formed from plants and animals that died
vegetation that grew in warm millions of years ago
shallow coastal swamps Petroleum is trapped between the layers of
The dead plants slowly become impervious rocks while natural gas is
rock always found on top of petroleum
Consists of complex organic
compounds and mixture of
chemical substances

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Learning Outcomes:
At the end of this session, the pupil will be able to:
i the process of producing alcohol
ii. state the general characteristics of alcohols
iii. list uses of alcohol
iv. explain with examples the effects of alcohol on health

IMPORTANT POINTS:
12 .2 Alcohol

Alcohol
 A group of organic compound made up of the elements
carbon, hydrogen and oxygen
 Contain the –OH functional group which determines their reactions
 The names of all alcohol end with ‘-ol’
 Examples: methanol, ethanol, propanol

Physical properties Uses

Liquid in room temperature

Colourless Used as fuel
Sweet smell Used as solvent
Evaporates easily Used in food and drink production
Dissolves in water at any ratio Used in cosmetic manufacture
Dissolves in organic solvent Used in medical field

Chemical properties

Esterification

Combustion Concentrated
Burn easily in the air sulphuric acid
Burn with blue flame, little or no soot Sweet smell
Produce carbon dioxide gas and water Insoluble in
Ethanoic water
Alcohol + oxygen carbon dioxide + water Acid +
Ethanol

Ester
Water
Blue flame
HEALTH Alcohol Concentrated
SOCIAL PROBLEM
Sulphuric acid
 Slow down the time of reaction Alcohol + organic ester + water
 Nerves system become less
Effects of alcohol on human beingsensitive to  Road accident
acid
stimulus  Family problem
 Act as depressant if taken in excessive  Robbery as a drinker tend to have
alcoholic drinks aggressive personality and often
 Losing self-control quarrel
 Causing vomiting  Improper judgment and thinking
 Liver damage STF Science Remedial Module ( SPM )
 Brain damage
 Hepatitis
 High blood pressure
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Preparation of ethanol

1. By fermentation process

zymase
Glucose + yeast ethanol + carbon dioxide

Yeast-function to
Delivery tube
produce zymase
Zymase an enzyme
act as catalyst Lime Water

Observation:
Glucose Turns chalky
Solution Inference:
Carbon dioxide gas is
+ released.
yeast
cells

 Purification of ethanol by distillation process

Learning Outcomes:
At the end of this session, the pupil will be able to:

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i. describe the process of making soap

ii. state that soap is a salt produced by the reaction between sodium hydroxide
and fatty acids
iii. state the characteristics of the components of a soap molecule
iv. explain the cleansing action of soap molecules

IMPORTANT POINTS

1. The process of making soap ( Saponification )

Function:To make the soap 1.Palm oil (vegetable oil) is slowly boiled
float to the surface with sodium hydroxide solution ( alkaline
Stirred
Sodium with a solution) and the mixture is stirred with a
chloride glass rod glass rod

Palm oil + 2.Common salt ( sodium chloride)

sodium and water are added to the mixture
hydroxide
solution 3.Sodium chloride can reduce the solubility
of soap that formed

4.The mixture is boiled and then is allowed

to cool

Stirred the 1.The mixture is than poured through a filter

mixture funnel with filter paper to separate the
with a glass precipitate
rod
Residue Mixture is 2.The residue on the filter paper is rinsed with
(soap) filtered some water and left to dry
Residue with filter
( Soap) paper
3.The plenty of bubbles or foam are formed,
when some residue is stirred with water
Filtrate
Filtrate Residue
(glycerol of soap 4.The residue is smooth when touch with a wet
+ water) finger

Word Equation for Saponification Process :

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Palm oil + Sodium hydroxide Sodium salts of fatty acid +Glycerol +water

Natural ester Alkaline Soap

(Glycerol-fatty
acid)

MOLECULE STRUCTURE OF SOAP

Soap molecule is shaped like a tadpole,

with a ‘ head’ consisting an electrically
charged ion and a ‘long tail’ consisting of a
long hydrocarbon chain
The soap molecules decomposes to form
potassium or sodium ions which charged
positively and soap ions which charged
Ionic Head Hydrocarbon Tail negatively.
(Hydrophilic) (Hydrophobic)

1.The head part is 1.The long

ionic, it is the hydrocarbon
‘water-loving’ chain is bonded
end. by covalent
2.It ionizes in bond.
water,giving it a
slight negative 2.It is the water
charge ,giving it a
3.Soluble in water slight negative
charge
3.Soluble in water

The Cleansing Action of Soap Molecules

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Hydrophilic end
(head) of soap
Step 1 Step 2 molecules sticking
out of grease

Soap
molecules

Water

Cloth stains Grease

with grease

Hydrophobic end (head)

Soap molecules reduce surface tension of soap molecules
and enable it to penetrate and then wet embedded in grease
the cloth

Step 3 Step 4

Water is shaken

1.Foam of soap help to float 1. Attraction of the head end of

the emulsion soap molecule to water and

2.When dirty water and soap the washing motion of the

foam are thrown as well. The cloth ( motion when the
cloths are cleaned cloth is agitated ) pull off
the soap and grease
2.Grease dirts are removed
from cloth surface as emulsion
(oil droplets)

TOPIC: MOTION

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Learning Outcomes:
At the end of this season, the pupil will be able to:
i. state what inertia is
ii. give examples of everyday occurrences that involve inertia
iii. explain with examples the relationship between mass and inertia

IMPORTANT FACTS
Inertia
 Definition: The tendency of an object to maintain its original position
whether stationary or in motion
 2 types of inertia :
 Stationary inertia
 Motion inertia
 Stationary inertia - tendency of an object to resist any changes to its stationary
position
 Motion inertia-tendency of an object to move against the force acted on it
 The greater the mass, the greater the inertia.
 Example:
coin Cardboard

glass

 When the cardboard is pulled quickly, the coin drops into the glass
 Because the stationary inertia of the coin maintain its original position

 When a moving car suddenly stops, the passengers will thrown forward.
This is because the motion inertia tries to maintain the movement of the
passengers forward

 A big stone is hard to move because its stationary inertia is big

 A motorboat can easily change its direction of its motion compare to a big
ship because the motorboat’s inertia is smaller.

Safety measures in vehicles that concern to inertia

1. By fastening seat belts, the driver and passenger can be stopped from moving
forward or being thrown out of the car because of inertia.

2. When accidents occur, the air bags in some vehicles will be inflated with gas
and expand to prevent the driver from being thrown forward due to his motion
of inertia

Learning Outcomes:

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At the end of this season, the pupil will be able to:

i. understanding the concept of the Archimedes’s Principle

Archimedes’s Principle = An object is immersed in a liquid , the up trust on the

(AP) object is equal in size to weight of the fluid displaced by
object .

Concept AP : W = W1 + ( B1 – B0 )

: Weight of displaced water = the up thrust force

Diagram A P

W Newton ( N )

W 1 Newton ( N )

B0 ( N )
B1(N)

Scale measurement
W 1 = apparent weight of block
in water
B 1 = Weight of beaker +
W = Weight of block in air displaced water
B = Weight of empty beaker
(B 2 )Weight Displaced Water
= B1 – B0

1. Refer to the diagram AP above , complete the incomplete tables below .

WEIGHT ( Newton )
Block in Air Empty Beaker + Block in Water displaced

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Water
Beaker Water
Displaced
W B0 B1 W1 B2 = B1 – B0
(N) (N) (N) (N) (N)
a) 1 6.5 4.5 5.5
10
b) 2 10

c) 4 13

d) 3 14.5
 Check out : W = W1 + B2

1 HOUR
Learning Outcomes:
At the end of this season, the pupil will be able to:
i. define speed, velocity and acceleration
ii. state the unit for speed, velocity and acceleration
iii. solve problems involving velocity and acceleration

IMPORTANT FACTS:
 Definition:
 Speed is the rate of change of distance
 Velocity is the rate of change of distance travelled in a specific direction
 Acceleration is the rate of change of velocity

 Units:

Speed / Velocity - ms-1

Acceleration - ms-2

Formula :

 Speed / Velocity = Distance (m)

Time taken (s)

V = s
t

 Acceleration = Final velocity - Initial velocity (ms-1)

Time Taken (s)

a = v–u
t

 Examples of problem solving:

Eg. 1 A car starting from rest attains a velocity of 20 ms -1 in a time of 5.0s. What is its
acceleration?

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Step:
A Underline the important facts on the question

u=o v= 20 t=5
A car starting from rest attains a velocity of 20 ms-1 in a time of 5.0s. What is its
acceleration?
a?

B Use the formula and insert the data

a = v–u
t

= (20-0) ms-1
5 a

= 20
5
= 4 ms-2

s= 20
Eg.2 A football player kicks a ball 20 meters from the goal line. The ball take
4 seconds to cross the goal line. What is the speed of the ball?
t=4 ?

Speed = Distance
Time taken
= 20 m
4s
= 5 ms-1

u = 30 v= 0
Eg.3 A car is moving at a velocity of 30 ms-1. The driver brakes and the car stops
within 6 seconds. What is the acceleration of the car?
t= 6 a=?

a = v–u
t
a = 0-30 ms-1
6 s
a = -30 = -5 ms-2

TOPIC: FOOD TECHNOLOGY AND PRODUCTION

1 HOUR

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Learning Outcomes :
i. give examples of processed food.
ii. to know the purpose of processing food.
iii. to understand the functions of the chemicals used in food processing.
iv. to understand the effects of the use of chemicals in excessive amounts in food
processing.

Question 1 :

Choose the words below and match to the appropriate picture.

Canned food Dehydration UHT milk

Vacuum packing Instant coffee powder Pasteurised fresh milk

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Question 2 :

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Choose the correct words and write in the columns provided below.

Colouring Bleach Sweetener Anti-oxidants Flavouring

Harmful effects Food additive

Cancer
Hives 1.
Rashes

Cancer
Infertility
Food poisoning 2.
Affects sight
Mentally retarded children

Stunt body growth

Damage the liver and kidneys
Rashes 3.
Hives

Cancer 4.
Food poisoning

Cancer
Brain damage for children 5.
Tightness in the chess (asthma)

Question 3 :
Tick ( / ) the true statements and ( X ) the wrong ones.

1. Processed food is food that has been treated with chemicals or undergone
certain processes. ( )

2. Planting alternate crops can prevent soil erosion effectively. ( )

3. Food that is genetically modified is guaranteed safe to be eaten. ( )

4. We will be paid back if we buy expired food. ( )

5. All the food processing methods destroy the nutrients in food. ( )

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TOPIC: SYNTHETIC MATERIALS IN INDUSTRY

Learning Outcomes:
At the end of this session , the pupil will be able to ;
i. State the uses of synthetic polymers
ii. Relate the general characteristics of synthetic rubber to its uses
iii. Give examples of goods made from a combination of natural and synthetic rubber
iv List the characteristics of thermoplastic material
v List the characteristics of thermosetting plastic material
vi Classify various plastics goods into thermoplastic and thermosets

1. Complete the table with the answer given below

Polyethene Polyvinyl chloride (PVC) Polyesters ( Terylene) Nylon

Type of polymer Its uses

………………………. Stockings, clothing, ropes, toothbrush bristles

……………………… Furniture, waterproof and insulating materials

……………………… Cotton and wool substitute in clothing’s, tire cord and safety belt

………………………. Cling film, plastic bags, sheets and bottles

2. Diagram 1 shows the process involved in the formation of polythene

Monomer Polymer
DIAGRAM 1

1. Name the process taking place

……………………………………….
2. Name the monomer used
………………………………………….
3. State one characteristic of polythene
………………………………… …………………………………………….

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3. Complete the table with the answer given below

Polyethene Teflon (PTFE) Polystyrene Nylon Terylene

Melamine Perspex Bakelite Polypropene Epoxy polymer

Plastics

Thermoplastics Thermosets

1. 1.
2. 2.
3. 3.
4. 4.
5.
6.

4. Diagram 2, shows various product found in most households.

DIAGRAM 2

(i). State four characteristics of thermosetting plastics, based on the product above.

…………………………………………………………………………………………………...

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…………………………………………………………………………………………………...

…………………………………………………………………………………………………...

…………………………………………………………………………………………………...

(ii).

Proper management of the disposal of plastic materials is important to reduce pollution of the
environment

State four ways to manage disposal of plastic materials

…………………………………………………………………………………………………...

…………………………………………………………………………………………………...

…………………………………………………………………………………………………...

…………………………………………………………………………………………………...

TOPIC: ELECTRONIC

Learning Outcomes
At the end of this session , the pupil will be able to ;
i. describe the characteristics of waves.
ii. identify different types of waves that form the electromagnetic spectrum.

Exercises:

1. Diagram below shows a transverse wave.

A and B are two of the waves characteristics. What are they?

A: ___________________________

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B: ___________________________

2. Fill in the table below with the given characteristics of waves.

Amplitude, A Wavelength,λ Frequency, f

Wave velocity, v

CHARACTERISTICS OF WAVES
Explanation Characteristics
The number of complete waves generated per
second.
The distance moved by the wave in one
second.
The distance between two successive crests
or two successive troughs on the transverse
wave.
The maximum displacement of a wave
particle from its equilibrium position or resting
position.

3. Figure A and B show two different transverse waves. Compare the frequency and wavelength
of the two waves.

Figure A Figure B

Frequency: High Frequency: _________

Wavelength: __________ Wavelength: ________

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4. Figure below shows the electromagnetic spectrum.

Place the given types of waves to the right boxes in the diagram.

Radio waves Microwaves Infra-red

Ultraviolet Gamma rays

5. Table below shows the type of radio waves, their wavelength ranges, frequency ranges and
applications. Complete the table.

TYPE OF RADIO WAVELENGTH FREQUENCY

APPLICATIONS
WAVE RANGE RANGE
Long waves, LW or Radio
1000m – 10000m
Low Frequency, LF communications
Medium waves, MW Radio
or Medium frequency, 300kHz – 3MHz communications, AM
MF radio broadcasting
Short Waves, SW or
10m – 100m 3MHz – 30MHz
High Frequency, HF
Radio
communications, FM
1m – 10m 30MHz – 300MHz
Radio and TV
broadcasting.
Radio
Ultra High
300MHz – 3 GHz communications, TV
Frequency, UHF
broadcasting
TV broadcasting,
mobile phone,
Microwave 1mm – 10cm
satellite
communications

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6. Diagrams below show three different ways by which radio waves are transmitted. Match the
explanation given below with the diagrams.

EXPLANATION A EXPLANATION B EXPLANATION C

 Long waves  Medium waves  Short waves and
 Frequency up to 2MHz.  Frequency between 3 and microwaves
 Travel along the Earth 30MHz.  Frequency above 30MHz.
surface following its  Reflected by ionosphere to  Travel in straight lines and
curvature. the ground. can pass through the
ionosphere and out to
space.

SKY WAVES SPACE WAVES GROUND WAVES

Learning Outcomes:
At the end of this session , the pupil will be able to ;
i. Identify the electronic components used in the radio and their symbols.
ii. Describe the radio transmission system.
iii. Describe the radio receiver system.

1. Table 1 below shows electronic components, their symbols and functions in a radio. Fill in the
blanks by drawing the symbol in the table.

ELECTRONIC
SYMBOL FUNCTION
COMPONENTS
To pick up all available radio waves
with different frequencies within the
Aerial
range.
Works with a variable capacitor to
form a tuning circuit.
Inductor
Works with an inductor to form a
tuning circuit. Its capacitance can be
adjusted to change the frequency of
the radio in order to match the
Variable capacitor
frequency of the radio waves
transmitted from the station.

To act as a rectifier separating the a.f.

Diode signals from the amplified modulated

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r.f signal through demodulation.

To channel the flow of r.f. carrier

waves into the Earth.
Capacitor
To amplify the a.f. signals before
sending them to the loudspeaker or
Transistor earphone.

Works with a transistor to amplify the

a.f. signals
Resistor
To change the voltage of an
alternating current.
Transformer

TABLES 1

2. Diagram 1 shows a block diagram for a radio transmission system. Label components A, B,
C, D, E and F.

DIAGRAM 1

A: _________________________________________

B: _________________________________________

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C: _________________________________________

D: _________________________________________

E: _________________________________________

F: _________________________________________

3. What is the function of component A, B, C and D in the diagram 1?

A: The function of ________________ is to __________________________

B: The function of ________________ is to __________________________

C: The function of ________________ is to __________________________

D: The function of ________________ is to __________________________

4. Diagram 2 shows a block diagram for a radio receiver system. Complete the diagram by
labeling components A, B, C, D, and E.

DIAGRAM 2

A: _________________________________________

B: _________________________________________

C: _________________________________________

D: _________________________________________

E: _________________________________________

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5. What is the function of component A, B, C, D and E in the diagram 2?

A: The function of ________________ is to __________________________

B: The function of ________________ is to __________________________

C: The function of ________________ is to __________________________

D: The function of ________________ is to __________________________

E: The function of _____________

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