EXPLORING

DIVERSITY OF
MATTER BY
ITS PHYSICAL
PROPERTIES
During your next visit to the hawker centre, take a look at the
various types of utensils provided by the stallholders. You may
notice that some are reusable utensils made of hard plastic,
ceramic, metal or glass. Others are disposable utensils made
of styrofoam or paper.

The choice of materials for making utensils can be influenced

by social factors (e .g., a community effort to reduce the use
of disposable utensils), economic factors (e.g., costs of
utensils and the manpower for washing them) and
environmental factors (e.g ., pollution caused by disposable
items).
In this chapter, we will explore different types of materials and
their physical properties. We will also consider how exploring
the physical properties of materials helps us to make informed
decisions on the choices of materials used.

&
LET'S LEARN
• Why is it important to know the physical properties of matter?
• What are some common physical properties of matter?
• How do we investigate the density of objects?
• What are the effects of different densities?
• How can understanding the physical properties of materials affect
our choices for sustainable living?
 2.1 WHY IS IT IMPORTANT
TO KNOW THE PHYSICAL
PROPERTIES OF MATTER?
Given th e diversity of th ings around us, it is important to classify th ings
so th at we can study them better. Classification helps us to recognise
patterns, which in turn allows us to better understand the physical
properties of matter.
,~ CONNECT THE DOTS
Acti vity B0ok I A:

I
2.1.1 Son Them•
Let us take a look at how items are classified in a supermarket pages 33-36
(F igure 2 .1). Items of different uses are placed in different lanes. The
lanes are clearly labelled so that we can locate the items we want easily.

w~ ---~
Ca r
rbonated ·

.I
.
. ·~.
' ! .
.
.
I
me

A rigur• 2.1 Classification of groceries in a Sllpermatltet

Classifying and placing items in different lanes also help to prevent food
contaminatton . Edrble items such as biscuits are found in separate lanes
from ir.ed,b/e items such as detf!l"9E!nts. Wet produce such as vegetables
15 p!aced rn a different section from dry goods such as nee. Edible
,tems are turther classified based on how they are stored. For example,
daily products that requ·,re refrigeratron to stay fresh are plaCed in t he
same secr:on

i
 Take a look at the items in your home. How can you classify them?
Are there similarities between how items are classified in the supermarket
and at home?

One way of classifying items is to group them based on the materials

used to make them . This can be difficult as most items are made of more
than one material. This way of classification requi res us to compare the
items and recognise patterns in the great variety of mate.rials. T Figure 2.2 Different
materials and their
There are five main classes of materials: ceramic, metal, glass, fibres physi ca l properties
and plastic (Figure 2.2).

Metal
• Shiny
• Good conductor of electricity
• Good conductor of heat
Ceramic
• Made from clay
• Poor conductor of electricity
• Hard
• Can be moulded into shapes
• Does not corrode
• Has a high melting point
• Fragile

• Transparent
• Poor conductor of electricity
• Poor conductor of heat
Can be moulded into shapes
Has a high melting point
• Fragile

nto threads an
brics
dyes
rs 0f electrici
 The items that we use in daily life are mainly made up of these five
classes of materials. To manufacture these items, the materials needed
are obtained by extracting natural resources from Earth . When the
resources are extracted in massive quantities, they start dwindling .
This causes concerns that our natural resources are being depleted faSter
than they can be replaced .

Understanding the similarities and differences in the physical properties

of different materials helps us to make informed decisions on the use of
materials. Our choices can have a big impact on the environment.

We have to use Earth's resources responsibly in order to conserve

them . For example, we should avoid having the take-make-and-dispose
attitude. and reuse items as much as possible (Figure 2.3) .

Take
less
r~ EARTH'S
RESOURCES
i
,I
I
l
Mak:e
less

Dispose
less

Avoiding the take-make-and- Reusing items: 1

dispose attitude: • prevents the generation of waste; an~
• reduces unnecessary vvastage. and • minimises the use of new raw maten~
• ,educes environmental pollut,on to make new products.
 0 2.2 WHAT ARE SOME COMMON
PHYSICAL PRQPERTIES
OF MATTER?
PHYSICAL PROPERTIES OF
MATERIALS
The physical properties of a material are qualities that can be observed
and measured without changing its composition. Some examples are
colour, transparency and texture (Figure 2.4).

The inner felt lining

in the case helps to
prevent scratches The lenses are transparent.
on the lenses.----.. thus allowing us to see
through them.

The spectacle frames

are opaque, thus
allowing us to see The case and spectacle frames
them easily. are available in a variety of
colours to suit our preferences .

.ti. Figure 2.4 Different parts of a pair of spectacles and its case have different physical properties.

In this section, we will find out more about some physical properties,
namely electrical conductivity, thermal conductivity, melting point, boiling
point, strength, hardness, flexibility and density. Let us take a closer look
at them.

'.D 1:( Electrical Conductivity

Some materials such as metals (e.g., copper and iron) are electrical
conductors that allow an electric current to flow through them easily.
They have high electrical conductivity. Other materials like rubber and
plastic are electrical insulators that do not allow an electric current to flow
througit.l them easily. They have low electrical c0nductivity.

The electrical conductivity of a material is the measure of how easily an .ti. Figure 2.5 Electrical
eleetric current flows througih it. wires are made of an
electrical conductor.
'Jibe ins_ulation around them
Although silver has .the highest electrical conductivity among metals, is m_ade of an electrical
it is not commonly used to make electric,al wires (Figure 2.5). Why d0'you insulator to protect us from
think that is so? electric shocks.
- Sil¥H i~ rJ.Jf!K{, -.w-W, (AAr/..o'S 1\-\0l'e e1-p ensl~e -\o rwol1.t t-e
- CorfU' i°S w\Q~ o<hw,dti,if EXPLORINGDIVEIISllYOFMATmlBYITSPHYSICALPRDPERTIES •
G) Thermal Conductivity
-
When we cook food usi ng a f ryi ng pa n, we hold the
plastic handle instead of t he metal pan (Figure 2.6).
As the plastic handle does not allow heat to flow
through it easily, we are able to hold the pan w ithout
burning our hands. Materials such as plastic are
poor conductors of heat. They have low thermal
conductivity.

As the metal pan allows heat to flow through it easily,

it feels hot when we accidentally touch it during
cooking. Materials such as metal are good conductors
of heat. They have high t hermal conductivity.

* The thermal conductivity of a material is the measure of

how easily heat flows through it.
A Figure 2.6 The high thermal
plastic with low thermal conductivity conductivity of the metal pan

lM metal with high thermal conductivity

allows food to be cooked quickly.

(P Melting Point and Boiling Point

Temperature affects the state of a material.

On a hot day, ice cubes change from the solid state to the liquid
state (Figure 2.7) . We say that the ice cubes have melted.
The m elt ing point of a material is the temperature at
which it cl"@nges from the solid state to the liquid state. rr
When we heat a kettle of water over a stove, the
water changes from the liquid state to the gaseous
state (Figure 2.8) . We say that water has boiled. The
boiling point of a material is the temperature at which
it changes from the liquid state to the gaseous state.

A Figure 2.8 Water boils and

changes to the gaseous state
(i.e., steam) at 100 °C.
 OPTIONAL FOR N(A)SCIENCE 1--------------------..
@ Strength
A taut metal w ire can support the weight of a tightrope walker
{Figure 2.9) . We say that the metal wire has high strength . However,
a metal can can be crushed easily {Figure 2.1O) . We say that the metal
can has low strength .

The strength of a material is its ability to support a heavy load w ithout

changing its shape permanently.

)
1e'.-

A Figure 2.9 Strong metal tightrope A Figure 2.10 Crushed can made
supporting the weight of a person of a metal with low strength

SCIENCE@WORK T Figure 2.12 Civil

Civil Engineer engineers studying the
Civil engineering is one of the oldest branches of engineering. Most ancient design plan of a building
engineering feats, such as the construction of the Egyptian pyramids (Figure 2.11), ,, •~~-.,
I

ft t-
are based on the principles of civil engineering. •
I& ~
In the modem world, civil engineers design, construct and maintain the physical -,.,.. . · ,
infrastructure around us (Figure 2.12). With a growing human population and 1JI
V, !~
1\

scarce land space, we can expect the construction of more high-rise buildings. ~
To ensure safety, civil engineers need to study the strength of materials such as ,.. / . t· ...
,em/o,red ro•=" tl,a, = wi""™'d ili< iocr~,cd load of high-rise brnldiog,. ~ -, -;,. ;

_.. figure 2.11 The construction of Egyptian pyramids is an ancient civil engineering project.

EXPLORING DIVERSITY DF IIATTEJI BY In PHYSICAL PROPERTIES

 OPTIONAL FOR N(A) SCIENCE > - - - - - -

@ Hardness
l A hard mat · I
I I ma . ena can scratch another
tenal that is softer th . If F CONNECT THE DOTS
I exam le . an 1tse . or
a P . · a piece of glass can scratch Activity Book IA:
I
pla stI c ruler because glass is harder 2.2.2 Comparing
I
I
than plastic. Hardness
pages 41-42
11 F.
/I igure 2 · 1 3 shows the scratches on a car
after it rubs against a wa ll in a car park. The
coat of paint on the car is scratched by the
wall as th e wall is harder than the paint.
Figure 2.13 The paint
on the car bumper is
The ha rd ness of a material is its resistance scratched bec ause it is
to wear and tear, and scratches. softer than the wall.

Flexibility
Rulers made of different materials (Figure 2.14) have different degrees
of flexibility . We can bend a plastic ruler easily without breaking it
(Figure 2.15). Howeve r, we may snap a wooden ruler in two w hen
bending it as it is less flexible than a plastic ruler.

The flexibility of a material is its ability to bend w ithout breaking, and

return to its initia l shape and size after bending.

~ m1111r111111i~1111q11,1•1i•1•11111,1 ~• ~fP1•n~!ll!IJ;11\llll'~~r.i"•1m111"''T'·1, 111 1t11111r~·A(tlll<i1L1.:111:it111~'!"'"'tlll'1 : ~ -..

'r 'f i :t '~;t.;L:l4..!t-:e ..'4ir+r&,.'4f...!i' ±et+tti l 1 l l I ·I f l':J ,,,

.- -
11
I
.;. . . ·. , . . .
iijl
' ]"

.•
• Figure 2.14 Rulers made of different materials A Figure 2.15 Plastic ruler being bent
/1
In our homes, electric cords are fle xible and can be coiled without
breaking (Figure 2.16). A plastic water hose is flexible and thus it is
easy to d irect the flow of water (Figure 2.17). It also allows for easy
storage when coiled.
Figure 2.17 The flexibility
of a water hose allows water
flow to be directed easily.

Figure 2.16
The flexibility of an
electric cord allows
it to be coiled easily.

cHAPTER2
@ Density
Figure 2.18 shows an iron block and a wooden block of the same volume
placed on a beam balance. The iron block has a larger mass compared to
the wooden block.

CONNECT THE DOTS

Activity Book IA:
2.2.1 Understanding
Physical Properties
pages 37-40

a.,.3CWI )( J•Wi .X 3CM

wooden block

Figure 2.18 The iron block tilts the balance downwards

as it has a larger mass than the wooden block.
iron block
beam balance

Here, we introduce a physical property

called density. Density refers to the
amount of matter an object has in
proportion to its volume.

In the example above, we say that the

wooden block is less dense than the (I)
iron block, as the wooden block has a
smaller mass in proportion to its volume.

When both blocks are placed in water, ,

the wooden block with a lower density
than water floats, while the iron block
with a higher density than water sinks
(Figure 2.19). .._ Figure 2.19 The wooden block floats,
while the iron block sinks in water.

LEARNING POINTS
1. Name some daily items.that are made of materials with each of these physical properties.
a. High electrical conductivity
b. Low electrical conductivity
c. Low thermal conductivity
2. {Ol'TIONAl.fDRIIWSCENIZE)
Describe the difference between "strength" and "hardness".
EXPLORING DIVERSITY OF MATml BY ITS PHYSICAL PRDPEJITIES •
2.3 HOW DO WE INVESTIGATE
THE DENSITY OF OBJECTS?
t f the den st·tY O f an ob1ect
Since • depends on its mass and volume, we nee d
0 1nd out more about mass and volume to understand what density is.
CONNECT THE DOTS

DETERMINING MASS Activity llook IA:

2.3.1 How Do Mnss
nnd Volume Affect the
M ass is the a1 11ount 01 quantity of matter in on object. All matter has
Density of an Object'/
mass.
(Pllrt A I)
pages 43-44
. . o f mass is the kilogram (kg). Other common units of mass
Th e -.,._unit
-C::I

are th_e gram (g). milligram (mg) and tonne (t) . Figure 2.20 shows how we Tuxtbook IA:
use different units of mass. 1.3 How Do We
Practise Science?
II<::)= 10003
page 16
l = lo"'1k:J
The nu1ss of a grape is ve,y small.
It is more practical to express it in
grams (i.e., 5 g) than in kilograms
(i.e., 0 .005 kg).

The mass of an elephant is

very large. It is more practical
to express it in tonnes (i.e., 5 tl
G
FUN FACT
than in kilograms (i.e .. 5000 kg). We can also use a
beam balance to
mensurc mass. You
may have seen a benm
balance being used 10
measure the mass of
A Figure 2.20 Diffe rent units can be used to express the mass of different objects. herbs at a traditional
Chinese medicine shop
(Figure 2.22).
We can use an electronic balancelto meas.ure tne mass of a Sllbstance1
The mass of the substance is automatically displayed when it is placed on
the metal pan of the electronic bala nce (Figure 2.21).

Figure 2.21
{Electronic balance •
p easuring mass /
DETERMINING VOLUME
Volume is the amount of space an object occupies.

The SI unit of volume is the cubic metre (m 3) . Smaller volumes are

measured in cubic centimetres (cm3 ) .

Volume of Liquids lt'.\•= fM i< ll'YI J( Jm

. -:. 1ootl\llX!OOc~ )(IOOU'II =- to' ~
We can use different apparatus to measure the volume of a liquid. Some
examples are the beaker, measuring cylinder. syringe, volumetric flask,
pipette and burette (Figure 2.23).

250:5
mltlz,oc
•

= 150
.. =-

IE~
=so

; 50

"- II
beaker measuring cylinder syringe volumetric flask pipette burette

A Figure 2.23 Apparatus that can be used to measure the volume of a liquid

One commonly used apparatus is the measuring cylinder. The measuring

cylinder generally measures volume in cm 3 • However, the volume of a liquid is
usually measured in litres (/) or millilitres (ml).

Some commonly used conversions are shown below.

1 m/ = 1 cm 3
11= lOOQcmJ t-j- J,5.l = ,~oo-s
1 m3 = 1 000 000 cm3

EXPllllllllG DIYERS11Y Df IIAmB BY ITS PHYSICAi. l'IIOi'fllm

 r-------------- -- - -- - ~ -
Volume of Solids

~ ALFORN(A)SCIENCE ~ - - - - - - - - - - - - - - -

Irregular ObJacta
We can determine the volume of an object based on the concept of
volum e di splacem ent. When the object Is fu lly subm erged in w ater, it CONNEO THE DOts
di splaces an amount of w ater that is equal to its volum e.
Activity Book lA·
2.3.2 How Dow~
To find the volume of an Irregular object such as a ring, we can use the Measure the Vol
method of volume displacement (Figure 2.24) . of an Irregular ume
Object?

'0 Fi; a measuring cylinder with i €} Fully submerge the ring in the
pages 49-S0

. water. Record the initial reading
; on the measuring cylinder.
~ nitial reading ~ 64 cr/'13
_,
water. Record the final reading on i
the measuring cylinder.
l Fi_na~readin~ = 6_8 : m3
cm'
100
€) The difference in ; e --
readings is t he volume of the ring. :

H«u
~··
_,
- 1\...a Volume of ring = 68 cm3 - 64 cm3 '
= 4cm 3 !
water water \.....__ - - - - - _______ _ J

'
Figure 2.24 Finding the volume of
a ring using volume displacement-11

I
In order to get an accurate reading, the object must be fully submerged in
water. If the object f loats on w ater, a sinker should be used (Figure 2.25).

i O Tie a string to the sinker. Fully subme·; ;l \ €} Tie the object to the sinker and ful;;;ubmerge ·;
., i the sinker in the water. Record the initial
reading on the measuring cylinder.
1
them in the water. Record the final reading on the !
1 measuring cylinder.
1

1 Initial reading = 30 cm3

\. . --- -- - -- -
i Final reading = 40 cm3
----· ____) '----------
r-·- - - --\
cm' I €) The difference in the two I
I readings is the volume of the object. !
I string ! Volume of object = 40 cm3 - 30 cm3 ,
= 10cm3 ;
- - -~--·--
I \...

Figure 2.25 Finding the volume of an object

object
sinker --1-"'-<A, ·-:::i that floats on water using a sinker

We can also use the method 0f volume displaeement to ,determine ·t he t ~S'-IJ

volume of regular oli>jects. - d

CIW'JEIIZ
e
SCIENTIFIC ENDEAVOUR
Archimedes, a Greek scientist, once applied a science concept to solve a problem (Figure 2.26) •

If the crown is made of pure

gold, it should displace the same
amount of water as a piece of
gold of the same mass .

.A. Figure 216 Archimedes solved his king's problem using volume displacement.

Regular Objects
We can calculate the volume of an object that has a regular shape using a I= length

,1w ,1u @
mathematical formula (Figure 2.27). W= width
h = height
r= radius

Volume of cuboid= /wh
Volume of cylinder= nr 2 h
Figure 2.27
Formulae for calculating
the volumes of regular
objects
Volume of sphere= fnr 3

EXPLORING DIVERSITY OF MATTER BY rrs PHYSICAL PROPERTIES

DETERMINING LENGTH TO
CALCULATE VOLUME
To calculate volume using mathematical formulae, we need to determine
length, For example, to calculate the volume of a cylinder, we need to
measure its radius and height, which are examples of length, Leng th is
the distance between two points,

The SI unit of length is the metre (ml, Other common units of leng th
include the kilometre (km), centimetre (cm) and millimetre (mml-

Some commonly used conversions are shown below.

1 cm=10mm
1 m = 100cm
1 km= 1000 m

Measuring Length
Measuring Tape
We can use a measuring tape to measure longer lengths or lengths of
curved surfaces (Figure 2,28),

A measuring tape can be used to measure A measuring tape can be used to

the length of a curved surface in tailoring. make measurements in our homes.

A. Figure 2.28 Different types of measuring tapes are used for different purposes.

Cff,U'T812
Digital Calipers
Digital calipers are often used to measure short lengths and diameters of
small objects. They display the length as a numeric value on their digital CONNECT THE DOTS
display (Figure 2.29). Activity Book IA:
2.3.1 How Do Mass
inside jaws and Volume Affect the
Density of an Object?
(Part A 11)
pages 45-46

ELECT!IONIC
DIGITAi. CALIPER

tail

outside jaws A Figure 2.29 Digital calipers displaying length

We can use digital calipers to measure the internal and external diameters
of an object (Figure 2.30). We can also use the tail of the digital calipers
to measure the depth of an object. such as a container, a test tube or the
cap of a pen (Figure 2.31).

A Figure 2.30 Using digital calipers to measure the outer and inner diameters of a test tube

ElEC'lRONIC
OIGf1J\I. CALIPER

depth of
container

.a. Figure 2.31 Using digital calipers to measure the depth of a container

EXPl.OKING DrVERSllY MmBI BY ITS l'HYS1CA1 PROPERTIES

DETERMINING DENSITY
Now _th8t we have a better understanding of mass and volume. let us
rev1s1t the concept of density. The density of an object or a substance is
defined as its mass per unit volume. CONNECT THE DOTS
Activity Book lA:
Mathematically, 2.3.1 How Do Mass
and Volume Affect the
Density=~ or Density of an Object?
Volume (Part B)
pages 47-48
The SI unit of density is kilogram per cubic metre (kg/m3 ). Density can
also be expressed in grams per cubic centimetre (g/cm3).

2.4 WHAT ARE THE EFFECTS OF

DIFFERENT DENSITIES?
The densities of some common substances are listed in Table 2.1.
Table 2.1 Densities of some common substances
Substance Density / g/cm' i1i\Mfidl Density / g/cm3
CONNECT THE DOTS
Activity Book lA:
2.4.1 Explaining Why
an Object Floats or
pine wood 0.510 steel 8.05
Sinks
___ _ te..r_ _~~---1_._
wa oo_ ___. G
L-.....::
o 9:.:ild~-1l.___ _1__9_.3_ _ __.
o:.: pages 51-52,
2.4.2 Calculating
The density of an object affects its ability to float on or sink in water. Density
A heavy object does not always sink, while a light object does not always pages 53-54
float. We need to consider both the mass and volume of the object before
we can determine whether it floats or sinks.

A less dense object floats on a denser medium. If we put a block of pine

wood (object) and a block of iron (object) in water (medium), we see
that the block of pine wood (0.51 0 g/cm 3) floats on water (1.00 g/cm 3 ),
while the block of iron (7 .87 g/cm 3) sinks in water. Look at Figure 2.32.
Does ice have a lower or higher density than water?

If a watermelon and a grape were

placed in a tank of water. which l
fruit would float and which fruit I A Figure 2.32 Ice
floating on water
would sink?

Although a watermelon has a

I
I
greater mass than a grape, it has ' I
I i
a lower density than water and I
Figure 2.33
thus floats on water. A grape has A watermelon floats,
a higher density than water and while a grape sinks
thus sinks in water (Figure 2.33). in water.

CIW'TUI>
 From Table 2.1, we wo uld expect a steel object to sink in water. However,
a steel ship floats on seawater (Figure 2.34) . This is because the hull of the
ship is hollow an d conta ins a lot of air. Therefore, the density of the entire
ship is lower than th e density of seawa ter, allowing the ship to float.

& Figure 2.34 Steel ship floating on the sea

G
FUN FACT
In the past, many ships got lost at sea. Ships often sank due to overl?ading.
Ships' crew risked their lives every time they went to sea. Samuel Phmsoll
(1824-1898) , a member of the British Parliament, was concerned about
the loss of ships and their crew. Hence, he advocated
regulations against the overloading of ships. Key:
, TF tropical fresh water
In 1876, the British Parliament
F fresh wate r
passed a bill that manda~ed the .
marking of lines on the sides of ships T tropical salt water
(Figure 2.35) . If a ship is overloaded, S salt water in summer
this line, which is known as the ,W salt water in w inte r
Plimsoll line, will disappear below WNA winter North Atlantic
the water level. The introduction of
the Plimsoll line has helped to save
the lives of people aboard ships.

fXPLUllltJr; DIVERSITY ouJiAiHR t!V ITS !'ll VS ICl\ l PIIOPtllmS !-53

 FUN FACT
Water has a special property. For most substances, the solid scare is denser
than the liquid state. However, for water, the solid state (ice) is les_s dent~es
~an th~ liquid state (water). Therefore, ice can float on water. This ena
ice fishmg (Figure 2.36), which is a common wi nter activity in some
countries such as Japan and Iceland.

During winter, the surface of a lake freezes due to cold air, forming a layer
?f ice above the water. This layer of ice prevents the cold air from com_ing
mto contact with the water below it, hence allowing the fish to stay ahve.

j
- -
.... ~- --- - -- -~-- .-
-~ ~= ,-~... , - ___- - --- -:;,
-
- --
:-...~_.....~ :;. - ;:;- . -- '

A Figure 2.36 Catching a fish from a frozen lake

LEARNING POINTS
1. The mass of some oil in a cup is 9.2 g. The volume of the oil is 10 cm'.
Calculate the density of the oil.

2. Study Figure 2.37. Arrange the densities of

corn syrup, dish soap and vegetable oil in
decreasing order.
--vegetable oil

Figure 2.37 Which liquid

has the highest density?

b
I~
I
CHAl'TEfll
2.5 HOW CAN UNDERSTANDING
THE PHYSICAL PROPERTIES
OF MATERIALS AFFECT OUR
CHOICES FOR SUSTAINABLE
LIVING?
ENVIRONMENTAL IMPACT OF
OUR ACTIONS CONNECT THE DOTS
Activity Book IA:
Every year, tonnes of solid waste are generated. In Singapore, waste is 2.5 .1 Becoming More
sent to waste-to-energy plants for burning (also known as incineration). Sustainable
Waste-to-energy is a process of energy recovery in which waste is used pages 55-56
as a fuel to generate heat and electricity. Incineration reduces
the volume of waste by up to 90 per cent, saving landfill space.
The incineration ash and
other non-incinerable waste
are then disposed of at
Semakau Landfill (Figure
2.38)

About 800 000 tonnes of

incineration ash and non-
incinerable waste are sent
to Semakau Landfill each year. At this rate , the landfill is expected to run • Figure 2.38 Disposal
out of space by 2035. of incineration ash and
non-incinerable waste
from the floating platform
Irresponsible handling of waste can have a negative impact on our
at Semakau Landfill
environment and other living things (Figure 2.39) .

Figure 2.39 ·How improper

waste disposal impacts
living things negatively

sea turtle trapped by dead albatross chick

plastic fishing nets with its stomach full
of plastics

EXPLORING DIVERSITY OF MATTER BY l!St-HYSICALPROP.ERTIES

 ~~~~RVATION OF OUR
ONMENT
To reduce
itern Waste, we ca h .
s. For exarn n c oose to use reusa ble items over single-use
I
a cloth bag and a p ~ - When choosing a bag, one can choose between
P ast1c bag (Figure 2.40) .
One concern about
Pteces of plasr . th e use of plastic bags is the breakdown of large
both at sea andtcs into small pieces over time forming microplastics
on land M" . •
sources and h . · tcrop 1astrcs have been shown to pollute water
arm marine life .

Physical properties
• Lightweight
• Flexible

Environmental
Environmental
sustainability
sustainability
• Single-use
• Can be reused
• Can cause formation
multiple times
of mrcroplastrcs

,,

To he lp conserve our environment, w e can care for Earth by practising

the 3Rs - Reduce, Reuse, Recycle (Figure 2.41) . We can work towa rds
becoming a Zero Waste Nat ion by reducing w aste generation.

Let us reduce our consumption, and reuse and recycle materials as much
as possible to ensure that our use of natural resources is sustainable.

t • Figura 2.41 Recycling logo

CHAfflRJ
 Reduce _ Use only what we need.

duce the use of plastic bags, we can take our own

To reping bags along when we go grocery shopping. We
sh~~lso take our own containers (Figure 2.42) to pack o~r
ca d ·n
foO I hawker centres. We can reduce the use of plaS t lC

straws (Figure 2.43) . Figure2.42 Reusable containers used

to pack food to reduce plastic waste

Effort launched to
reduce the use of
I plastic straws
The campaign to reduce the use of plastic straws has gained
support in many countries. More and more food companies
have stopped providing disposable plastic straws. This is to
encourage consumers to drink directly from cups or bottles,
or use reusable straws .

N aper excerpt reporting the

A Figure
global 2.43 etwtos;educe the use of plastic straws
movemen

-
Reuse- Reuse things for the same or new purpose s (Figure 2.44) .

( 7
I Old mugs can Old clothes can be
be reused to reused to make
grow plants. items such as a bag.

--
Clothes and j

.....1 textbooks can be

donated to others . 1

~--
i~
"-',
Food
• can
I

. ·- ----
and

euse things in our daily lives

A Figure 2.44 Ways to r EXP<oR1•O o1vERs1rv o, MATTER av irs PHvs100PROPERms
Recycle - Conv
ert Waste int0
useful products.
VVe ca n cl .
pl . ass1fy waste it .
. acing t hem int O . ems into glass paper plastic and metal before
int 0 recycling b. • • d
new prod uct (F· ins. The recycled materials can then be ma e
s 1gure 2.45) .
Recycling is not a . .
located conv . difficult habit to adopt. We can find recycling bins
. en1ently at th
neighbourhoods. e void decks and common areas in our

Unfortunately th .
example non ' ese recycling bins are sometimes not properly utilised. For
• -recyclabl ·
also thrown . e items such as unclean used food containers are
of the bin b
into the re r • . ·
eyeing bins (Figure 2.46). As a result. the contents
s ecome cont · · ·
instead Th f . aminated and have to be sent for inc1nerat1on .6. Figure 2.45 Serviettes made
· ere ore, it is important to adopt correct recycling habits. from recycled materials

'
I

.. _.
i
0 RECYCLABLES ONLY
@ No Food. No Liquids. @

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(
X '--··'
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.._ ......
·•,/:t.X

.6. Figure 2.46 Improper use of a recycling bin

W e can start by putting only clean recyclable items made of glass, paper,
plastic and metal in recycling bins!
SEARCH IT
Through the practice of 3Rs, we can :
• protect the environment; While we try to
recycle, we need to
• conserve limited resources; know how to do it
• reduce space needed for waste disposal facilities; and correctly. Find out
• extend the lifespan of Semakau Landfill. the proper ways of
recycling.

Clt,U'IU2
 e
MAPIT

•... allows for

through informed choices of

.,,,. +++~• such as

Electri cal conductivity

Thermal conductivity

•
have
Boiling point
Reusable materials

such as .. Melting point

.
•
this knowledge allows us to choose Strength

Materials that promote

. Hardness
such as environm ental
sustainabil ity
.. Flexibility

EiMiH:fMi:Hi Density

which is determined
which ca~
n be measured using h" . using th. formula

w 1ch 1s
calculated - -
using

which can be determined using

6th4f6i:iii; . . .
of for

•11+4++ .z.1.,J
0
APPlY IT
Advocate
Convince your family members to practise the 3Rs and set up your own
recycling bin at home.

EXPLORING DIVERSITY OF MAmR BY ITS PHYSICAL PROPERTIES