08_Water and Solutions

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Water and Solution

WORD UP!WORD WORDRWOThe BIG Picture!

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5

Year Paper 1Paper 2

PMR Past-year Questions

Sec. A Sec. B

• Aqueous solution – Larutan akueus• Concentrated solution – Larutan pekat• Dilute solution – Larutan cair• Electrolysis – Elektrolisis• Neutralisation – Peneutralan• Saturated solution – Larutan tepu

2004 Q27

2005 Q20

2006 Q9, 21 Q3(a)–(c) & 5

2007 Q20–21 Q8

2008 Q18–19 Q3

Tastes bitter

Changes redlitmus paper

to blue

Changes bluelitmus paper

to blue

Tastes sour

Solubilityof solute

undergoes

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ISTILAH!

Air dan Larutan

ISTILAHISTILAHI HTKonsep PENTING!

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Tahun Kertas 1Kertas 2

Soalan Tahun-tahun Lepas PMR

Bhg. A Bhg. B

• Larutan akueus – Aqueous solution• Larutan pekat – Concentrated solution• Larutan cair – Dilute solution• Elektrolisis – Electrolysis• Peneutralan – Neutralisation• Larutan tepu – Saturated solution

2004 S27

2005 S20

2006 S9, 21 S3(a)–(c) & 5

2007 S20–21 S8

2008 S18–19 S3

terdiridaripada

mengalami

didih

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105.1 LO • State the meaning of the freezing point of water

• State the meaning of the boiling point of water

AIM To determine the freezing point and boiling point of water

MATERIALS Distilled water, ice, table salt

APPARATUS Thermometer, 250 cm3 beaker, boiling tube, Bunsen burner, tripod stand, retort stand, wire gauze

SECTION A Freezing point of water

PROCEDURE

thermometer

boiling tube

beaker

distilled water

ice + table salt

1 Set up the apparatus as shown in the diagram above.2 Record the temperature of freezing water.

OBSERVATION The temperature of freezing water (at freezing point) is 0 °C .

SECTION B Boiling point of water

PROCEDURE

thermometer

retort standbeaker

distilled water

heat

1 Set up the apparatus as shown in the diagram. Record the water temperature before heating.

2 Heat the water in the beaker. Record the temperature of boiling water.

The bulb of the thermometer must not be in contact with the base of the beaker.

• Observing• Measuring and

using numbers

Refer to Essential Science Form 2, Laboratory Activity 5.1, p. 107

ExperimentExperimentINQUIRY

5.1 Freezing and boiling points of waterConstructivism

Learning Objective5.1 Analysing the physical characteristics of water

SPS

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94945.1 HP • Menyatakan maksud takat beku air

• Menyatakan maksud takat didih air

TUJUAN Mengkaji takat beku dan takat didih air

BAHAN Air suling, ketulan ais, garam biasa

RADAS Termometer, bikar 250 cm3, tabung didih, penunu Bunsen, tungku kaki tiga, kaki retort, kasa dawai

BAHAGIAN A Takat beku air

LANGKAH

termometer

tabung didih

bikar

air suling

ais + garam biasa

1 Sediakan radas seperti yang ditunjukkan dalam rajah di atas.2 Catat suhu pada termometer ketika air membeku.

PEMERHATIAN Suhu ketika air membeku (pada takat beku) ialah 0 °C .

BAHAGIAN B Takat didih air

LANGKAH

termometer

kaki retortbikar

air suling

panaskan

1 Susun radas seperti yang ditunjukkan dalam rajah. Catat suhu awal sebelum pemanasan dimulakan.

2 Panaskan air di dalam bikar. Catat suhu ketika air mendidih.

Bebuli termometer tidak boleh menyentuh dasar bikar.

• Memerhati • Mengukur dan

menggunakan nombor

Rujuk kepada Essential Science Form 2, Aktiviti Makmal 5.1, hlm. 107

EksperimenEksperimenINKUIRI5.1

Objektif Pembelajaran5.1 Menganalisis ciri-ciri fizikal air

Takat beku dan takat didih airKonstruktivisme

KPS

Bab 05 T2(93-124)3rd.indd 94 7/16/09 7:06:38 PM 7 State the change of state of matter when steam becomes water. (Condensation) 8 State the change of colour when dry cobalt chloride paper is used to test the presence of

water. (Blue to pink) 9 State the change of colour when dry copper(II) sulphate is used to test the presence of

water. (White to blue)

5.2 INQUIRYExperiment Experiment PEKA

10 What is the effect of impurities on the (a) boiling point of water? (Increase the boiling point)(b) melting point of ice? (Decrease the melting point)(c) freezing point of water? (Decrease the freezing point)

5.1 Analysing the physical characteristics of water5.1INQUIRY

ExperimentExperiment 1 State the melting point of ice. (0 oC) 2 State the freezing point of water. (0 oC) 3 State the boiling point of water. (100 oC) 4 State the change of state of matter when ice becomes water. (Melting) 5 State the change of state of matter when water becomes ice. (Freezing) 6 State the change of state of matter when water becomes steam. (Boiling/Evaporation)

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CHAPTER

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2CHAPTER

3CHAPTER

4CHAPTER

5CHAPTER

6CHAPTER

7CHAPTER

8CHAPTER

9CHAPTER

10OBSERVATION The temperature when water boils (at boiling point) is 100 °C .

ANALYSIS 1 State the change in state of matter of water at freezing and boiling points.

2 (a) Are the freezing and melting points of water the same? Yes

(b) What is the melting point of water? 0 °C

3 Is there any change in temperature when water is freezing or boiling?No

4 Based on your observation in this activity, define operationally the freezing and boiling points of water.

(a) Freezing point is the temperature at which water freezes .

(b) Boiling point is temperature at which water boils .

5 If the experiment in Section B is repeated by recording the temperature of water at an interval time of 3 minutes, draw a graph of temperature against time based on the results shown in the table below.

(a) State the variable involved in this experiment.(i) Manipulated variable:

Time

(ii) Responding variable:

Temperature

(iii) Constant (fixed) variable:

Volume of distilled water

(b) What is the hypothesis of this experiment?

When the time increases , the temperature of water also

increases until its boiling point.

(c) Predict the temperature of the distilled

water at 18th minute. 100 °C

CONCLUSION The freezing point of water is 0 °C while the boiling point of water is 100 °C .

• Defining operationally

Change in state of matter of water

Freezing point The water changes to become ice .

Boiling point The water changes to become steam .

Time (min) 3 6 9 12 15

Temperature (°C) 40 60 80 100 100

Temperature (oC)

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0Time (min)1512963

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Sec. B, Q8(b)–(e)2007

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• Mendefinisi secara operasi

PEMERHATIAN Suhu ketika air mendidih (pada takat didih) ialah 100 °C .

ANALISIS 1 Nyatakan perubahan keadaan jirim bagi air pada takat beku dan takat didih.

2 (a) Adakah takat beku dan takat lebur air adalah sama? Ya

(b) Berapakah takat lebur air? 0 °C

3 Adakah suhu berubah semasa air sedang membeku atau mendidih?Tidak

4 Berdasarkan pemerhatian anda dalam aktiviti ini, definisikan secara operasi takat beku dan takat didih air.

(a) Takat beku ialah suhu di mana air membeku .

(b) Takat didih ialah suhu di mana air mendidih .

5 Jika eksperimen pada Bahagian B diulang dengan mencatat suhu air pada setiap sela masa 3 minit, lukis graf suhu melawan masa berdasarkan keputusan yang ditunjukkan dalam jadual di bawah.

(a) Nyatakan pemboleh ubah yang terlibat dalam eksperimen ini.(i) Pemboleh ubah yang dimanipulasikan:

Masa

(ii) Pemboleh ubah yang bergerak balas:

Suhu

(iii) Pemboleh ubah yang dimalarkan:

Isi padu air suling

(b) Apakah hipotesis bagi eksperimen ini?

Apabila masa meningkat , suhu air

juga meningkat sehingga takat didihnya tercapai.

(c) Ramalkan suhu air suling pada minit ke-18. 100 °C

KESIMPULAN Takat beku air adalah 0 °C manakala takat didih air adalah 100 °C .

Masa (min) 3 6 9 12 15

Suhu (°C) 40 60 80 100 100

Suhu (oC)

100

80

60

40

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Perubahan keadaan jirim air

Takat beku Air bertukar menjadi ais .

Takat didih Air bertukar menjadi stim .

KPS

Bhg. B, S8(b)–(e)2007


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5.2 LO • Explain through examples the effects of impurities on the physical characteristics of water

AIM To study the effects of impurities on the boiling point of pure liquids

MATERIALS Distilled water, table salt

APPARATUS 100 cm3 beaker, wire gauze, tripod stand, Bunsen burner, thermometer, spatula, asbestos sheet

PROCEDURE thermometer

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distilledwater

heat

1 Set up the apparatus as shown in the diagram above.2 Pour 25 cm3 of distilled water into a beaker and boil it.3 Record the temperature of the distilled water when it boils.4 Add a spatula of table salt to the distilled water.5 Record the temperature of the mixture of distilled water and common salt when the

water boils again.

RESULTS

ANALYSIS 1 What is the inference that can be made for the boiling point of salt solution? E1C4

The boiling point of salt solution is higher .

2 Why is distilled water considered pure water?

It does not contain any impurity .

3 Predict what will happen to the boiling point of distilled water if more salt is added to it.

The distilled water will boil at 103 °C or higher .

4 Predict the freezing point of water if a little table salt is added to it.Lower than 0 °C

5 Define distilled water operationally. E1C9

Distilled water is a liquid that boils at a temperature of 100

°C and freezes at 0 °C.

CONCLUSION Impurities increase the boiling point of pure water.

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Substance Boiling point (°C)

Distilled water 100

Mixture of distilled water and table salt 102

• Predicting


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PEKA5.2The effect of impurities on the boiling point of pure liquids Inquiry-discovery

Sec. B, Q8(f)2007

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96965.2 HP • Menerangkan kesan bendasing terhadap ciri-ciri

fizikal air melalui contoh

TUJUAN Mengkaji kesan bendasing ke atas takat didih cecair tulen

BAHAN Air suling, garam biasa

RADAS Bikar 100 cm3, kasa dawai, tungku kaki tiga, penunu Bunsen, termometer, spatula, kepingan asbestos

LANGKAH termometer

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air suling

panaskan

1 Sediakan susunan radas seperti rajah di atas.2 Tuang 25 cm3 air suling ke dalam bikar dan didih kannya.3 Catat suhu air suling apabila air mendidih.4 Tambahkan satu spatula garam biasa ke dalam air suling tersebut.5 Catat suhu campuran air suling dengan garam biasa apabila air mendidih sekali lagi.

KEPUTUSAN

ANALISIS 1 Apakah inferens yang dapat dibuat daripada takat didih larutan garam? E1C4

Takat didih larutan garam adalah lebih tinggi .

2 Mengapakah air suling dikatakan air yang tulen?

Air suling tidak mengandungi sebarang bendasing .

3 Ramal perubahan ke atas takat didih air suling sekiranya lebih banyak garam dimasukkan ke dalamnya.

Air suling akan mendidih pada suhu 103 °C atau lebih tinggi daripadanya .

4 Ramal takat beku air jika sedikit serbuk garam dimasukkan ke dalamnya.Lebih rendah daripada 0 °C

5 Berikan definisi secara operasi bagi air suling.

Air suling ialah cecair yang mendidih pada suhu 100 °C dan

membeku pada 0 °C.

KESIMPULAN Bendasing meningkatkan takat didih cecair tulen.

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E1C5

• Meramal


Bahan Takat didih (°C)

Air suling 100

Campuran air suling dan garam biasa 102

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EksperimenEksperimenINKUIRI

PEKA

5.2 Kesan bendasing terhadap takat didih cecair tulenInkuiri-penemuan

Bhg. B, S8(f)2007

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5.3 LO • Determine the composition of water• Test the presence of hydrogen and oxygen in water

AIM To study the composition of water through electrolysis

MATERIALS Distilled water, dilute sulphuric acid, wooden splinter, matches

APPARATUS Electrolysis set, 10 cm3 measuring cylinders, batteries, wires, crocodile clips

PROCEDUREX Y

+

switch

batteries

measuring cylinder

–

distilled watercarbonrods

1 Set up the apparatus as shown in the diagram above.2 Add a few drops of dilute sulphuric acid to the distilled water.3 Switch on the circuit and allow electricity to pass through for 15 minutes.4 Record the volume of gas that is collected in measuring cylinders X and Y in the table

below.5 Allow electricity to pass through until both measuring cylinders are full of gas.6 Test the gas in measuring cylinders X and Y with a glowing wooden splinter and a

lighted wooden splinter respectively.7 Record your observations in the same table.

OBSERVATION

ANALYSIS 1 Name the electrodes X and Y.

(a) Electrode X: Anode/Positive electrode

(b) Electrode Y : Cathode/Negative electrode

Measuring cylinder Volume of gas (cm3) Test for gas

X 10

Lights up a glowing

wooden splinter

Produces a ‘pop’ sound

Y 20 with a lighted wooden splinter



5.3 Electrolysis of waterInquiry-discovery

Learning Objective5.2 Analysing the composition of water

Electrolysis Process of breaking down chemical compounds into their components, by passing an electric current through the chemical compound.

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97975.3 HP • Menentukan komposisi air

• Menguji kehadiran hidrogen dan oksigen dalam air

TUJUAN Mengkaji komposisi air melalui proses elektrolisis

BAHAN Air suling, asid sulfurik cair, kayu uji, mancis

RADAS Set elektrolisis, silinder penyukat 10 cm3, bateri, wayar, klip buaya

LANGKAH

1 Sediakan susunan radas seperti yang ditunjukkan di atas.2 Titiskan beberapa titik asid sulfurik cair ke dalam air suling.3 Hidupkan suis dan biarkan arus elektrik mengalir selama 15 minit.4 Catat isi padu gas yang terkumpul di dalam silinder penyukat X dan Y dalam jadual yang

disediakan.5 Biarkan arus elektrik terus mengalir sehingga kedua-dua silinder penyukat penuh diisi

gas.6 Uji gas dalam silinder penyukat X dan Y masing-masing dengan kayu uji berbara dan

kayu uji bernyala.7 Catat pemerhatian anda dalam jadual yang sama.

PEMERHATIAN

ANALISIS 1 Namakan elektrod X dan Y.

(a) Elektrod X: Anod/Elektrod positif

(b) Elektrod Y : Katod/Elektrod negatif

ElektrolisisProses penguraian sebatian kimia kepada juzuk-juzuknya dengan mengalirkan arus elektrik melalui sebatian kimia itu.

Silinder penyukat Isi padu gas (cm3) Ujian bagi gas

X 10 Menyalakan kayu uji berbara

Y 20 Menghasilkan bunyi ‘pop’

dengan kayu uji bernyala



Objektif Pembelajaran5.2 Menganalisis komposisi air

Elektrolisis airInkuiri-penemuan

X Y

+

suis

bateri

silinder penyukat

–

air sulingrod karbon

Bab 05 T2(93-124)3rd.indd 97 7/16/09 7:06:41 PM 6 Name the positive electrode in electrolysis. (Anode) 7 State the product at the anode for the electrolysis of water (acidifi ed by a little sulphuric acid). (Oxygen) 8 State the product at the cathode for the electrolysis of water (acidifi ed by a little sulphuric acid). (Hydrogen) 9 State the test for the presence of oxygen gas. (Oxygen gas lights up the glowing wooden splinter) 10 State the test for the presence of hydrogen gas. (A ‘pop’ sound is heard when the hydrogen gas is tested

with a lighted wooden splinter)

5.2 Analysing the composition of water5.3INQUIRY

ExperimentExperiment & 1 What is the process that can be used to separate water into hydrogen and oxygen? (Electrolysis)5.4DISCUSSION

ActivityActivity 2 Is water a mixture or a compound? (A compound) 3 State two elements that form a water molecule. (Hydrogen and oxygen) 4 State the ratio of hydrogen to oxygen in one molecule of water. (2:1) 5 Name the negative electrode in electrolytic cell. (Cathode)

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5.4 LO • Determine the composition of water• Test the presence of hydrogen and oxygen

2 Name the gas collected in measuring cylinder X.Oxygen

3 Name the gas collected in measuring cylinder Y.Hydrogen

4 What is the ratio of the volume of hydrogen to that of the oxygen collected?20 : 10 = 2 : 1

5 From your answer in (4), what is the ratio of hydrogen to oxygen in one water molecule?2 : 1

6 If the symbols for hydrogen and oxygen are respectively represented by H and O, write the symbol for one water molecule.H

2O

7 Why was the distilled water acidified with a little sulphuric acid in this activity?

To increase the efficiency of water in conducting electric current .

CONCLUSION One molecule of water contains two parts of hydrogen and one part of oxygen .

Fill in the blanks with the correct words.

1 Water molecules consist of a combination of hydrogen and oxygen elements.

2 Water can decompose into its components through electrolysis .

3 A mixture of hydrogen and oxygen will explode when lighted while pure hydrogen will

burn in the air with a blue flame.

4 The presence of hydrogen can be tested by using a lighted wooden splinter .

A ‘pop’ sound can be heard.

5 Electrolysis of acidified water with carbon electrodes produces oxygen at the positive

electrode and hydrogen at the negative electrode.

• Making generalisations

Electrolysis Oxygen Explode BlueHydrogen Lighted wooden splinter ‘pop’

TSTS

ActivityActivityDISCUSSION

Mastery5.4 Composition of water


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98985.4 HP • Menentukan komposisi air

• Menguji kehadiran hidrogen dan oksigen

Isi tempat kosong dengan perkataan yang betul.

1 Molekul air terdiri daripada gabungan unsur hidrogen dan oksigen .

2 Air boleh diurai kepada unsur-unsurnya melalui proses elektrolisis .

3 Campuran hidrogen dan oksigen akan meletup apabila dinyalakan manakala hidrogen

tulen akan terbakar dalam udara dengan nyalaan biru .

4 Kehadiran gas hidrogen boleh diuji dengan menggunakan kayu uji bernyala .

Satu bunyi ‘pop’ kedengaran.

5 Elektrolisis air berasid dengan elektrod-elektrod karbon menghasilkan oksigen di elektrod

positif dan hidrogen di elektrod negatif.

Elektrolisis Oksigen Meletup BiruHidrogen Kayu uji bernyala ‘pop’

2 Namakan gas yang terkumpul dalam silinder penyukat X.Oksigen

3 Namakan gas yang terkumpul dalam silinder penyukat Y.Hidrogen

4 Apakah nisbah isi padu hidrogen dan oksigen yang terkumpul?20 : 10 = 2 : 1

5 Daripada jawapan anda di (4), apakah nisbah hidrogen dan oksigen dalam satu molekul air?2 : 1

6 Jika simbol hidrogen dan oksigen masing-masing diwakili oleh simbol H dan O, tulis simbol bagi satu molekul air.H

2O

7 Mengapakah air suling perlu ditambah dengan sedikit asid sulfurik cair dalam aktiviti ini?

Untuk meningkatkan kecekapan air untuk mengkonduksikan arus elektrik .

KESIMPULAN Satu molekul air mengandungi dua bahagian hidrogen dan satu bahagian oksigen .

• Mengitlakkan

KBSB

AktivitiAktivitiPERBINCANGAN5.4 Komposisi air

Masteri


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5.5 LO • Explain through examples the factors that affect the rate of evaporation of water with reference to the Kinetic Theory

AIM To study the factors that affect the rate of evaporation of water

PROBLEMSTATEMENT

What are the factors that affect the rate of evaporation of water?

HYPOTHESIS Humidity of air, surrounding temperature, surface area and air movement influence the rate of evaporation of water

VARIABLES (a) that is kept constant : The type of filter paper(b) that is manipulated : Air humidity, surrounding temperature, surface area and air

movement

(c) that responds : The rate at which the damp filter paper dries

MATERIALS Water, anhydrous calcium chloride, filter paper, thread, wooden plank

APPARATUS Gas jar, 100 cm3 beaker, cellophane tape, a big bottle, electric fan

PROCEDURE 1 Set up the apparatus as shown in the table below.2 Dip all the filter papers in water at the beginning of the experiment.3 Record which damp filter paper dries first.

STEPS 1 The apparatus as shown in the table below was set up.

2 All the filter papers were dipped in water at the beginning of the experiment.

3 The filter paper that dries first was recorded.

OBSERVATION

Experiment Observation Brief explanation

I

Filter paper B dries

first.

Place both sets of apparatus in the laboratory.

Dry air contains less water vapour

molecules. So, evaporation

of water occurs faster .

Refer to Essential Science Form 2, Experiment 5.4, p. 111

ExperimentExperimentGUIDED

Learning Objective5.3 Analysing the process of evaporation of water

5.5 Factors that affect the rate of evaporation of waterInquiry-discovery

Sec. A, Q52006

Athread

cellophane tapegas jar

filterpaper

anhydrouscalciumchloride

water

B

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99995.5 HP • Menerangkan melalui contoh tentang faktor yang

mempengaruhi kadar penyejatan air berdasarkan Teori Kinetik

TUJUAN Mengkaji faktor yang mempengaruhi kadar penyejatan air

PERNYATAANMASALAH

Apakah faktor-faktor yang mempengaruhi kadar penyejatan air?

HIPOTESIS Kelembapan udara, suhu sekitar, luas permukaan, dan pergerakan udara mempengaruhi kadar penyejatan air

PEMBOLEHUBAH

(a) yang dimalarkan : Jenis kertas turas(b) yang dimanipulasikan : Kelembapan udara, suhu sekitar, luas permukaan, dan

gerakan udara

(c) yang bergerak balas : Kadar kertas turas lembap menjadi kering

BAHAN Air, kalsium klorida kontang, kertas turas, benang, papan kayu

RADAS Serkup kaca, bikar 100 cm3, pita selofan, botol besar, kipas elektrik

LANGKAH 1 Sediakan set susunan radas seperti yang ditunjukkan dalam jadual di bawah.2 Celupkan semua kertas turas di dalam air pada awal eksperimen.3 Catat pemerhatian bagi kertas turas lembap yang menjadi kering terlebih dahulu.

CARA KERJA 1 Set susunan radas disediakan seperti yang ditunjukkan dalam jadual di bawah.

2 Semua kertas turas dicelupkan di dalam air pada awal eksperimen.

3 Pemerhatian dicatat bagi kertas turas lembap yang menjadi kering terlebih

dahulu.

PEMERHATIAN

Eksperimen Pemerhatian Penerangan ringkas

I

Kertas turas B kering

terlebih dahulu.

Letakkan kedua-dua set radas di dalam makmal.

Udara yang kering

mengandungi kurang

molekul air. Jadi, proses

penyejatan air berlaku

dengan lebih cepat .

Rujuk kepada Essential Science Form 2, Eksperimen 5.4, hlm. 111

EksperimenEksperimenTERBIMBING5.5

Objektif Pembelajaran5.3 Menganalisis proses penyejatan air

Faktor yang mempengaruhi kadar penyejatan airInkuiri-penemuan

Bhg. A, S52006

Abenang

pita selofanserkup kaca

kertasturas

kalsiumkloridakontang

air

B

Bab 05 T2(93-124)3rd.indd 99 7/16/09 7:06:42 PM 3 State the relationship between the air humidity and the rate of evaporation of water. (The lower the air

humidity (drier air), the higher the rate of evaporation of water) 4 State the relationship between the air movement and the rate of evaporation of water. (The faster the air

movement, the higher the rate of evaporation of water) 5 State the relationship between the surface area of water and the rate of evaporation of water. (The bigger

the surface area, the higher the rate of evaporation of water)

5.3 Analysing the process of evaporation of water5.5GUIDED

ExperimentExperiment 1 State four factors that affect the rate of evaporation of water. (Surrounding temperature, air humidity, air movement and surface area)

2 State the relationship between the surrounding temperature and the rate of evaporation of water. (The higher the surrounding temperature, the higher the rate of evaporation of water)

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ANALYSIS 1 What is the role of the anhydrous calcium chloride?

Absorbs water vapour in the air.

2 What is the aim of placing filter paper C in the sunlight?

To let filter paper C dry in the sunlight.

3 Why is filter paper F folded?

To reduce the surface area exposed to the air.

4 Why is filter paper G placed in a big bottle?

To enable filter paper G to be in a condition of still air .

Experiment Observation Brief explanation

II

III

IV

Filter paper C dries

first.

Filter paper E dries

first.

Filter paper H dries

first.

Hang filter papers C and D in the Sun and in a dark cupboard respectively.

Hang filter papers E and F in the laboratory.

• Place filter paper G in a big bottle.• Direct a fan at filter paper H.

A higher surrounding

temperature supplies more energy to the

water molecules enabling

them to escape into the air

faster.

A larger

exposed surface area

enables more

water molecules to escape

into the air.

Wind (moving air) quickens the

evaporation of water by

moving evaporated water

molecules away from the

filter paper.

C D

dark cupboard

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fanbigbottle

woodenplank

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ANALISIS 1 Apakah peranan kalsium klorida kontang?

Menyerap wap air dalam udara.

2 Apakah tujuan meletakkan kertas turas C di bawah cahaya matahari?

Untuk membiarkan kertas turas C dikeringkan oleh cahaya matahari.

3 Mengapakah kertas turas F dilipat?

Untuk mengurangkan luas permukaan yang terdedah kepada udara.

4 Mengapakah kertas turas G diletakkan di dalam botol besar?

Untuk membolehkan kertas turas G berada dalam keadaan udara tenang .

Eksperimen Pemerhatian Penerangan ringkas

II

III

IV

Kertas turas C kering

terlebih

dahulu.

Kertas turas E kering

terlebih

dahulu.

Kertas turas H kering

terlebih

dahulu.

Gantungkan kertas turas C dan D masing-masing di bawah cahaya matahari dan di dalam almari gelap.

Gantungkan kertas turas E dan F di dalam makmal.

• Letakkan kertas turas G ke dalam botol yang besar.

• Tiupkan angin daripada kipas elektrik ke arah kertas turas H.

Suhu sekitar yang lebih tinggi membekalkan

lebih tenaga kepada

molekul air untuk terlepas

ke udara dengan lebih

cepat.

Luas permukaan terdedah

yang lebih besar

membolehkan lebih

banyak molekul air

terlepas ke udara.

Angin (udara bergerak) mempercepat

proses penyejatan air

dengan membawa molekul

air tersejat daripada kertas

turas.

EF

C D

almari gelap

GH

kipasbotolbesar

papankayu

Bab 05 T2(93-124)3rd.indd 100 7/16/09 7:06:43 PM 9 What is the process that takes place only on the surface of water? (Evaporation) 10 What is the process that enables wet clothes to become dry under the sun? (Evaporation) 11 What is the process that enables the preparation of salt at the seaside? (Evaporation) 12 What is the process that enables the preparation of distilled water in the school laboratory? (Boiling)

For Questions 6–12, choose either ‘boiling’ or ‘evaporation’ as your answer.5.6THINKING

ActivityActivity 6 The temperature that enables the boiling process to occur is referred to as . (boiling point) 7 What is the process that occurs at any temperature? (Evaporation) 8 What is the process that occurs at a higher rate? (Boiling)

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5.6 LO • Describe the application of evaporation of water in daily life

Collect information from the school resource centre on boiling and evaporation. Then, complete the table below.

CONCLUSION 1 Is the hypothesis formed earlier acceptable?Yes

2 Air humidity , surrounding temperature , exposed surface area

and air movement influence the rate of evaporation of water.

APPLICATIONOF IDEA

Hot air from a hair dryer dries wet hair faster.

REFLECTION Wet clothing becomes dry when hung out in the sun using a hanger .

ActivityActivityTHINKING Comparison between boiling and evaporation

Contextual5.6

Throughout Low Any time Boiling point Surface Clothes Drinking Salt High Distilled water Any temperature Fish

Boiling

water

heat

Evaporation

water

water particle

Condition for it to happen Only takes place at boiling point

Takes place at any temperature and

any time

How it happens Takes place throughout the water

Only takes place on the surface of the water

Rate of the process High Low

Application in daily lives • Producing distilled water in school laboratory

• Preparing drinking water

• Drying of clothes

• Drying of fish

• Producing salt by the seaside


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1011015.6 HP • Menerangkan aplikasi penyejatan air dalam

kehidupan harian

KESIMPULAN 1 Adakah hipotesis yang dibuat dapat diterima?Ya

2 Kelembapan udara , suhu sekitar , luas permukaan terdedah ,

dan pergerakan udara mempengaruhi kadar penyejatan air.

APLIKASIIDEA

Udara panas daripada pengering rambut dapat mengeringkan rambut yang basah dengan lebih cepat.

REFLEKSI Pakaian basah cepat menjadi kering apabila dijemur di bawah cahaya matahari

dan digantung dengan penyangkut baju .

Perbandingan antara pendidihan dengan penyejatanKontekstual5.6

AktivitiAktivitiBERFIKIR

Kumpulkan maklumat daripada pusat sumber tentang pendidihan dan penyejatan. Kemudian, lengkapkan jadual di bawah.

Seluruh Rendah Sebarang masa Takat didih Permukaan Pakaian Minuman Garam Tinggi Air suling Sebarang suhu Ikan

Pendidihan

air

panaskan

Penyejatan

air

zarah air

Keadaan situasi ini berlaku

Hanya berlaku pada takat didih

Berlaku pada sebarang suhu

dan sebarang masa

Bagaimana berlaku Berlaku di seluruh air

Hanya berlaku di permukaan air

Kadar prosesTinggi Rendah

Aplikasi dalam kehidupan harian

• Penghasilan air suling di makmal sekolah

• Penyediaan air minuman

• Pengeringan pakaian

• Pengeringan ikan

• Penghasilan garam di tepi laut

Bab 05 T2(93-124)5th.indd 101Bab 05 T2(93-124)5th indd 101 7/23/09 10:10:52 AM7/23/09 10:10:52 AMF2MR-ch5(93-124).indd 101F2MR-ch5(93-124).indd 101 7/23/09 3:07:21 PM7/23/09 3:07:21 PM

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105.7 & 5.8 LO • Explain what is solute, solvent and solution

Fill in the blanks with the correct words.

Solution Solute Solvent Dissolves Universal solvent

Water is a universal solvent because it dissolves most of the substances.

Fill in the blanks by choosing the right terms to match the statements.

1 Liquid mixture produced when a substance dissolves in a liquid

2 Substance that dissolves in a liquid

3 Liquid that dissolves a substance

4 Universal solvent

5 Solution containing a little solute

6 Solution containing a lot of solute

7 Solution containing the maximum amount of solute

8 Solution containing floating substances

Solution

Solute

Solvent

Water

Dilute solution

Concentrated solution

Saturated solution

Suspension

Solvent

Solute

Solution

Water Solution Concentrated solution Saturated solution Solute Dilute solution Solvent Suspension

water

sodium chloride powder

sodiumchloridesolution


Mastery5.7 Solvent, solute and solution

Learning Objective5.4 Analysing solution and solubility


Mastery5.8 Water and solution

Ch 05 F2-BI(93-124)5th.indd 102 7/21/09 11:11:01 AM

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1021025.7 & 5.8 HP • Menerangkan maksud zat terlarut, pelarut, dan

larutan

Isi tempat kosong dengan perkataan yang betul.

Larutan Zat terlarut Pelarut Melarutkan Pelarut universal

Air ialah pelarut universal kerana air melarutkan kebanyakan bahan.

Pelarut

Air Larutan Larutan pekat Larutan tepuZat terlarut Larutan cair Pelarut Bahan terampai

Isi tempat kosong dengan memilih istilah yang bersesuaian dengan pernyataannya.

1 Campuran yang terhasil apabila suatu bahan larut dalam suatu cecair

2 Bahan yang larut dalam suatu cecair

3 Cecair yang melarutkan suatu bahan

4 Pelarut universal

5 Larutan yang mengandungi sedikit zat terlarut

6 Larutan yang mengandungi banyak zat terlarut

7 Larutan yang mengandungi zat terlarut yang maksimum

8 Larutan yang mengandungi bahan terapung

serbuk natrium klorida

air

larutannatriumklorida

Zat terlarut

Larutan

AktivitiAktivitiPERBINCANGAN5.7

Objektif Pembelajaran5.4 Menganalisis larutan dan keterlarutan

Pelarut, zat terlarut, dan larutanMasteri

AktivitiAktivitiPERBINCANGAN5.8 Air dan larutan

Masteri

Larutan

Zat terlarut

Pelarut

Air

Larutan cair

Larutan pekat

Larutan tepu

Bahan terampai

Bab 05 T2(93-124)3rd.indd 102 7/16/09 7:06:45 PM 7 Name the liquid that has suspended substances in it. (Suspension)

5.11INQUIRYExperimentExperiment 8 State four factors that affect the solubility of substances in a solvent. (Size of solutes, temperature of

solvent, stirring and volume of solvent) 9 State the relationship between the size of solutes and the solubility of substances in a solvent. (The

smaller the size of solute, the faster it dissolves in a solvent) 10 State the relationship between the temperature of a solvent and the solubility of substances in it. (The

warmer the solvent, the faster the solutes dissolves in it)

5.4 Analysing solution and solubility5.7DISCUSSION

ActivityActivity & 1 Name the liquid that is used to dissolve a substance. (Solvent) 5.8DISCUSSION

ActivityActivity 2 Name the substance that dissolves in a solvent. (Solute) 3 Name the mixture that is formed by a solvent and a solute. (Solution) 4 Name the solution that has very little solute. (Dilute solution) 5.9INQUIRY

ExperimentExperiment 5 Name the solution that has a lot of solute. (Concentrated solution) 5.10INQUIRY

ExperimentExperiment 6 Name the solution that has the maximum amount of solute. (Saturated solution)

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5.9 LO • Contrast and compare between dilute, concentrated and saturated solutions

AIM To prepare a dilute solution, a concentrated solution and a saturated solution

MATERIALS Fine table salt, water

APPARATUS 50 cm3 beaker, spatula, glass rod

PROCEDURE 1 Add one spatula of table salt to 25 cm3 of water and stir with a glass rod.2 Repeat step 1 with two spatulas of table salt.3 Repeat step 1 by adding more table salt until it does not dissolve in water.

RESULTS

ANALYSIS 1 What is the amount of solute in a

(a) dilute solution? A little

(b) concentrated solution? A lot

(c) saturated solution? Maximum

2 Suggest the taste of the saturated solution if you were to taste it with your tongue.Very salty

3 Draw the particles in the three types of solutions (symbol • represents particle).

CONCLUSION 1 Dilute solution contains only a little solute.

2 Concentrated solution contains a lot of solute.

3 Saturated solution contains the maximum amount of solute.

Dilute solution Concentrated solution Saturated solution

Amount of salt added The solution produced

One spatula Dilute solution

Two spatulas Concentrated solution

Many spatulas Saturated solution

• Generating ideas



5.9Dilute solution, concentrated solution and saturated solution Inquiry-discovery

TSTS

Ch 05 F2-BI(93-124)4th.indd 103 7/16/09 6:16:30 PM

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1031035.9 HP • Membandingkan dan membezakan larutan cair, larutan

pekat, dan larutan tepu

TUJUAN Menyediakan larutan cair, larutan pekat, dan larutan tepu

BAHAN Garam biasa yang halus, air

RADAS Bikar 50 cm3, spatula, rod kaca

LANGKAH 1 Masukkan satu spatula garam biasa ke dalam 25 cm3 air dan kacau dengan rod kaca.2 Ulang langkah 1 dengan dua spatula garam biasa.3 Ulang langkah 1 dengan menambahkan garam biasa sehingga garam tidak dapat larut

dalam air.

KEPUTUSAN

ANALISIS 1 Apakah kuantiti zat terlarut dalam

(a) larutan cair? Sedikit

(b) larutan pekat? Banyak

(c) larutan tepu? Maksimum

2 Cadangkan rasa larutan tepu itu jika dirasa dengan lidah anda.Sangat masin

3 Lukis zarah-zarah dalam tiga jenis larutan (simbol • mewakili zarah).

KESIMPULAN 1 Larutan cair mengandungi hanya sedikit zat terlarut.

2 Larutan pekat mengandungi banyak zat terlarut.

3 Larutan tepu mengandungi zat terlarut yang maksimum .

Larutan cair Larutan pekat Larutan tepu

Kuantiti garam yang ditambahkan Hasil larutan

Satu spatula Larutan cair

Dua spatula Larutan pekat

Banyak spatula Larutan tepu

• Menjanakan idea


EksperimenEksperimenINKUIRI5.9 Larutan cair, larutan pekat, dan larutan tepu

Inkuiri-penemuan

KBSB

Bab 05 T2(93-124)3rd.indd 103 7/16/09 7:06:45 PM(c) Rust (Lime juice)(d) Grease (Turpentine/Kerosene)(e) Blood (Sodium chloride solution/Table salt solution)

15 State the organic solvents according to their uses.(a) To dissolve iodine to make an antiseptic (Alcohol)(b) To dilute paint (Turpentine)(c) To stick plastic substances (Chloroform)(d) To stick rubber sheets (Benzene)

11 State the relationship between stirring and the solubility of substances in a solvent. (The solutes dissolve more easily if the solvent is stirred)

12 State the relationship between the volume of solvent and the solubility of substances in it. (The bigger the volume of the solvent, the faster the solutes dissolve in it)

13 Name the universal solvent. (Water)

5.12DISCUSSIONActivityActivity 14 State the organic solvent that can be used to remove the following dirt.

(a) Chlorophyll (from grass) (Alcohol)(b) Fresh paint (Turpentine/Kerosene)

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AIM To determine the factors that affect the solubility of solutes in water

PROBLEMSTATEMENT

What are the factors that affect the solubility of solutes in water?

HYPOTHESIS The solubility of solutes in water is influenced by(a) solute size (c) temperature of the solvent(b) stirring (d) volume of the solvent

5.10 LO • Explain what suspension is5.11 LO • Explain what solubility is • Explain the factors affecting the solubility of solutes in

water

AIM To show the differences between a solution and a suspension

MATERIALS Zinc nitrate powder, sodium chloride powder, starch powder, wheat flour, water

APPARATUS 50 cm3 beaker, glass rod, spatula

PROCEDURE 1 Add half a spatula of zinc nitrate powder to 25 cm3 of water and stir slowly. Record your observations of the condition of the mixture.

2 Repeat step 1 using sodium chloride powder, starch powder and wheat flour.

OBSERVATION

ANALYSIS 1 Is there any substance floating in the zinc nitrate solution and sodium chloride solution? Give your reason. E1C8

No . The zinc nitrate powder and sodium chloride powder dissolve in water.

2 Why is there suspension floating in the water which is mixed with starch powder and wheat flour? E1C8

The starch powder and wheat flour do not dissolve in water.

3 Classify the substances above into solution or suspension.

CONCLUSION 1 Solution contains solute that dissolve in water.

2 Suspension forms when solute does not dissolve completely in water.

E1C

1 2 6 8 S

E1C6E1C1

E1C2

Substance Observation

Zinc nitrate powder A clear solution was formed.

Sodium chloride powder A clear solution was formed.

Starch powder A suspension was formed.

Wheat flour A suspension was formed.

Solution Suspension

Zinc nitrate solution Starch powder

Sodium chloride solution Wheat flour

Refer to Essential Science Form 2, Laboratory Activity 5.6, p. 115 and Experiment 5.7, p. 116


PEKA5.10 Solution and suspensionInquiry-discovery

Sec. A, Q32006

ExperimentExperimentGUIDED

5.11 Factors that affect the solubility of solutes in waterInquiry-discovery


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TUJUAN Menentukan faktor yang mempengaruhi kadar keterlarutan zat terlarut dalam air

PERNYATAANMASALAH

Apakah faktor-faktor yang mempengaruhi kadar keterlarutan zat terlarut dalam air?

HIPOTESIS Keterlarutan zat terlarut dalam air dipengaruhi oleh(a) saiz zat terlarut (b) pengacauan (c) suhu pelarut (d) isi padu pelarut

5.10 HP • Menerangkan maksud bahan terampai 5.11 HP • Menerangkan maksud keterlarutan • Menerangkan faktor yang mempengaruhi keterlarutan zat

terlarut dalam air

TUJUAN Menunjukkan perbezaan antara larutan dengan bahan terampai

BAHAN Serbuk zink nitrat, serbuk natrium klorida, serbuk kanji, tepung gandum, air

RADAS Bikar 50 cm3, rod kaca, spatula

LANGKAH 1 Masukkan setengah spatula serbuk zink nitrat ke dalam 25 cm3 air dan kacau dengan perlahan-lahan. Catat pemerhatian anda tentang keadaan hasil campuran.

2 Ulang langkah 1 dengan menggunakan serbuk natrium klorida, serbuk kanji, dan tepung gandum.

PEMERHATIAN

ANALISIS 1 Adakah terdapat bahan yang terampai di dalam larutan zink nitrat dan natrium klorida? Berikan alasan anda. E1C8

Tidak . Serbuk zink nitrat dan natrium klorida larut dalam air.

2 Mengapakah terdapat bahan terampai yang terapung di dalam air yang dicampur dengan serbuk kanji dan tepung gandum? E1C8

Serbuk kanji dan tepung gandum tidak larut dalam air.

3 Kelaskan bahan-bahan di atas kepada larutan dan bahan terampai.

KESIMPULAN 1 Larutan mengandungi zat terlarut yang larut dalam air.

2 Bahan terampai terbentuk apabila zat terlarut tidak larut sepenuhnya dalam air.

E1C

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Larutan Bahan terampai

Larutan zink nitrat Serbuk kanji

Larutan natrium klorida Tepung gandum

Bahan Pemerhatian

Serbuk zink nitrat Larutan jernih terhasil.

Serbuk natrium klorida Larutan jernih terhasil.

Serbuk kanji Bahan terampai terhasil.

Tepung gandum Bahan terampai terhasil.

Rujuk kepada Essential Science Form 2, Aktiviti Makmal 5.6, hlm. 115 dan Eksperimen 5.7, hlm. 116

EksperimenEksperimenINKUIRI

PEKA

5.10 Larutan dan bahan terampaiInkuiri-penemuan

EksperimenEksperimenTERBIMBING5.11

Faktor yang mempengaruhi keterlarutanzat terlarut dalam air Inkuiri-penemuan

Bhg. A, S32006


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Experiment Observation

(a)

(b)

(c)

The fine salt dissolves

faster than the coarse salt .

The fine salt dissolves faster if it is stirred.

The fine salt dissolves faster if it is heated .

• Put 50 g of coarse and fine salt respectively into two beakers with 200 cm3 water.

• Stir the mixture of salt and water.

• Put 50 g of fine salt each into two beakers with 200 cm3 water.

• Stir one of the beakers.

• Put 50 g of fine salt each into two beakers with 200 cm3 water.

• Heat one of the beakers.

VARIABLES (a) that is kept constant : Type of salt/Quantity of salt/Type of solvent(b) that is manipulated : The size of solute/Stirring/Temperature of solvent/Volume of

solvent

(c) that responds : The solubility rate of salt

MATERIALS Water, table salt (sodium chloride)

APPARATUS 250 cm3 beaker, glass rod, wire gauze, Bunsen burner, tripod stand, spatula, balance, asbestos sheet

PROCEDURE 1 Set up the apparatus as shown in the table below.2 Record your observation of the salt’s solubility rate in the same table.

PROCEDURE ANDOBSERVATION

water

coarse salt fine salt

heated

fine salt

water

fine salt

stir

water

glass rod


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Eksperimen Pemerhatian

(a)

(b)

Garam halus larut dengan

lebih cepat daripada garam kasar .

Garam halus larut dengan lebih cepat jika

dikacau.

• Masukkan 50 g garam kasar dan garam halus masing-masing ke dalam dua bikar yang mengandungi 200 cm3 air.

• Kacau campuran garam dan air.

• Masukkan 50 g garam halus masing-masing ke dalam dua bikar yang mengandungi 200 cm3 air.

• Kacau air dalam salah satu bikar.

PEMBOLEHUBAH

(a) yang dimalarkan : Jenis garam/Kuantiti garam/Jenis pelarut(b) yang dimanipulasikan : Saiz zat pelarut/Pengacauan/Suhu pelarut/Isi padu pelarut

(c) yang bergerak balas : Kadar keterlarutan garam

BAHAN Air, garam biasa (natrium klorida)

RADAS Bikar 250 cm3, rod kaca, kasa dawai, penunu Bunsen, tungku kaki tiga, spatula, penimbang, kepingan asbestos

LANGKAH 1 Sediakan susunan radas seperti yang ditunjukkan dalam jadual di bawah.2 Catat pemerhatian anda bagi kadar keterlarutan garam dalam jadual yang sama.

LANGKAH DANPEMERHATIAN

(c)

Garam halus larut dengan lebih

cepat jika dipanaskan .

• Masukkan 50 g garam halus masing-masing ke dalam dua bikar yang mengandungi 200 cm3 air.

• Panaskan air dalam salah satu bikar.

panaskan

garamhalus

air

air

garam kasar garam halus

garamhalus

kacau

air

rod kaca


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STEPS 1 50 g of coarse and fine salt were respectively put into two beakers with 200 cm3 of

water.

2 The mixture of water and salt was stirred.

3 50 g of fine salt was put into each of the two beakers with 200 cm3 of water.

4 Mixture in one of the beakers was stirred.

5 50 g of fine salt was put into each of the two beakers with 200 cm3 of water.

6 Mixture in one of the beakers was heated.

7 Two beakers were filled with 200 cm3 and 100 cm3 of water respectively.

8 50 g of fine salt was added to each of the beakers.

9 The mixtures of salt and water in both beakers were stirred.

ANALYSIS 1 Complete the table below to show the factors that affect the solubility of solutes in water.

2 Suggest four ways to increase the solubility of sugar cubes in water.

Experiment Observation

(d)

The fine salt dissolves faster in a bigger volume of solvent.

• Fill two beakers with 200 cm3 and 100 cm3 of water respectively.

• Add 50 g of fine salt to each of the beakers.• Stir the mixture of salt and water.

• Relating

Factor

How does the factor affect the solubility

of solutes in water?

Size of solute The smaller the solute size, the faster the solute dissolves in water.

Temperature The higher the temperature, the faster the solute dissolves in water.

Volume of solvent The bigger the volume of the solvent, the

faster the solute dissolves in water.

Stirring Solutes dissolve more easily if stirred.

fine salt

water

200 cm3

100 cm3

TSTS

sugar cube

water

Ways to increase the solubility of sugar cubes in water:

(a) Crush them

(b) Stir the water

(c) Heat them

(d) Add more water


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Eksperimen Pemerhatian

(d)

Garam halus larut dengan lebih

cepat dalam pelarut yang

mempunyai isi padu yanglebih besar .

• Isikan dua bikar masing-masing dengan 200 cm3 dan 100 cm3 air.

• Masukkan 50 g garam halus ke dalam setiap bikar. • Kacau campuran garam dan air.

CARA KERJA 1 50 g garam kasar dan garam halus masing-masing dimasukkan ke dalam dua

bikar yang mengandungi 200 cm3 air.

2 Campuran air dan garam dikacau.

3 50 g garam halus masing-masing dimasukkan ke dalam dua bikar yang

mengandungi 200 cm3 air.

4 Campuran dalam salah satu bikar dikacau.

5 50 g garam halus masing-masing dimasukkan ke dalam dua bikar yang

mengandungi 200 cm3 air.

6 Campuran dalam salah satu bikar dipanaskan.

7 Dua bikar masing-masing diisi dengan 200 cm3 air dan 100 cm3 air.

8 50 g garam halus dimasukkan ke dalam setiap bikar itu.

9 Campuran garam dan air dalam kedua-dua bikar dikacau.

ANALISIS 1 Lengkapkan jadual di bawah untuk menunjukkan faktor yang mempengaruhi keterlarutan zat terlarut di dalam air.

2 Cadangkan empat cara untuk meningkatkan keterlarutan ketulan gula dalam air.

ketulan gula

air

• Menghubungkaitkan

Faktor

Bagaimanakah faktor mempengaruhi

keterlarutan zat terlarut dalam air?

Saiz zat terlarut Semakin kecil saiz zat terlarut, semakin cepat zat terlarut itu larut di dalam air.

Suhu Semakin tinggi suhu, semakin cepat zat terlarut itu larut di dalam air.

Isi padu pelarut Semakin besar isi padu pelarut, semakin cepat

zat terlarut itu larut di dalam air.

Pengacauan Zat terlarut lebih mudah larut dalam pelarut jika dikacau.

Cara-cara meningkatkan keterlarutan

ketulan gula dalam air:

(a) Menghancurkannya

(b) Mengacau air

(c) Memanaskannya

(d) Menambahkan lebih banyak air

garamhalus

air

200 cm3

100 cm3

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Benzene Chloroform Alcohol Turpentine Amyl acetate Alcohol

Chloroform

Benzene

Alcohol

Amyl acetate

Turpentine

Alcohol

Fill in the blanks with the correct organic solvents.

1 To stick the plastic letters and numbers on the number plates of vehicles

2 To stick a piece of rubber on a punctured tyre

3 To prepare shellac to give furniture a shiny coat

4 To remove lipstick from dress

5 To remove paint from the floor

6 To dissolve iodine to make antiseptics

5.12 LO • Give examples of the uses of organic solvents in our everyday life

3 How does heating increase the solubility of the solute in water?

The molecules of the solute receive more energy and move faster .

CONCLUSION 1 Is the hypothesis formed earlier acceptable?

Yes

2 What is the conclusion that can be made from this experiment?

The solubility rate of solutes in water is influenced by the size of the solutes ,

stirring , temperature of the solvent and volume of the solvent .

APPLICATIONOF IDEA

Sugar dissolves faster in a drink if hot water is used.

REFLECTION A solute in powder form has a bigger total surface area than a solute in the form

of lump . Hence, solutes in powder form dissolve more easily in

water.


Contextual5.122 Organic solvents


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1071075.12 HP • Memberikan contoh kegunaan pelarut organik dalam

kehidupan harian

Isi tempat kosong dengan pelarut organik yang betul.

1 Melekatkan huruf dan nombor plastik pada plat nombor kenderaan

2 Melekatkan kepingan getah pada tayar bocor

3 Menyediakan syelek untuk menggilap perabot

4 Menanggalkan gincu pada pakaian

5 Menanggalkan kotoran cat pada lantai

6 Melarutkan iodin untuk menyediakan antiseptik

3 Bagaimanakah pemanasan dapat meningkatkan keterlarutan zat terlarut dalam air?

Zarah-zarah zat terlarut menerima lebih banyak tenaga dan bergerak dengan lebih cepat .

KESIMPULAN 1 Adakah hipotesis yang dibuat dapat diterima?

Ya

2 Apakah kesimpulan yang dapat dibuat daripada eksperimen ini?

Kadar keterlarutan zat terlarut dalam air dipengaruhi oleh saiz zat terlarut ,

pengacauan , suhu pelarut ,

dan isi padu pelarut .

APLIKASIIDEA

Gula larut lebih cepat dalam air minuman sekiranya air panas digunakan.

REFLEKSI Zat terlarut dalam bentuk serbuk mempunyai jumlah luas permukaan yang lebih

besar daripada zat terlarut dalam bentuk ketulan . Oleh itu, serbuk zat terlarut

larut dengan lebih mudah dalam air.

AktivitiAktivitiPERBINCANGAN5.122 Pelarut organik

Kontekstual

Kloroform

Benzena

Alkohol

Amil asetat

Turpentin

Alkohol

Benzena Kloroform Alkohol Turpentin Amil asetat Alkohol

Bab 05 T2(93-124)4th.indd 107Bab 05 T2(93-124)4th indd 107 7/21/09 2:31:29 PM7/21/09 2:31:29 PMF2MR-ch5(93-124).indd 107F2MR-ch5(93-124).indd 107 7/23/09 3:07:21 PM7/23/09 3:07:21 PM

Chapter 5

Water and S

olutionM

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5 Write a chemical equation in words to show the reaction between zinc and nitric acid. (Zinc + nitric acid → zinc nitrate + hydrogen)

6 Name the gas released when acid reacts with calcium carbonate. (Carbon dioxide)

5.14INQUIRYExperimentExperiment 7 State three properties of alkali. (Tastes bitter, corrosive and changes damp red litmus paper to blue/pH

more than 7/feel slippery) 8 Name the gas released when ammonium salt is heated with alkali. (Ammonia)

5.15DISCUSSIONActivityActivity 9 Acids and alkalis only show their properties in the presence of . (water)

5.5 Analysing acid and alkali

5.13INQUIRYExperimentExperiment 1 State three properties of acid. (Tastes sour, corrosive and changes damp blue litmus paper to red/pH less

than 7) 2 Name the gas released when acid reacts with magnesium (or zinc). (Hydrogen) 3 Write a chemical equation in words to show the reaction between magnesium and hydrochloric acid.

(Magnesium + hydrochloric acid → magnesium chloride + hydrogen) 4 Write a chemical equation in words to show the reaction between zinc and sulphuric acid. (Zinc + sulphuric

acid → zinc sulphate + hydrogen)

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105.13 LO • Identify the properties of acid

AIM To study the properties of acids

MATERIALS Vinegar, filter paper, concentrated sulphuric acid, dilute hydrochloric acid, red and blue litmus papers, universal indicator, universal indicator chart, wooden splinter, magnesium ribbon

APPARATUS Dropper, test tubes

PROCEDURE 1 Set up the apparatus as shown in the table.2 Carry out the activity and record your observations in the same table.

OBSERVATION Activity Observation

(a) Taste the vinegar with your tongue. It tastes sour .

(b)

(c)

The filter paper is corroded

and a hole forms.

The blue litmus paper

turns red .

The red litmus paper

remains red .

Place one drop of concentrated sulphuric acid on a piece of filter paper.

Place both blue and red litmus papers into a test tube filled with dilute hydrochloric acid.

A red solution forms.

Dilute hydrochloric acid has a pH

value of 1 .

(d)universal indicator

dilute hydrochloric acid

• Put two drops of universal indicator into a test tube filled with dilute hydrochloric acid.

• Compare the colour formed against the universal indicator colour chart.



5.13 The properties of acidsInquiry-discovery

Learning Objective5.5 Analysing acid and alkali

Chemicals in the laboratory cannot be tasted unless you get the approval from your teacher.

filter paper

concentratedsulphuric acid

red litmuspaper

blue litmuspaper


Ch 05 F2-BI(93-124)4th.indd 108 7/16/09 6:16:36 PM

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(d)

asid hidroklorikcair

penunjuk semesta

• Titiskan dua titik penunjuk semesta ke dalam asid hidroklorik cair dalam tabung uji.

• Bandingkan warna yang terhasil dengan carta penunjuk semesta.

5.13 HP • Mengenal pasti sifat-sifat asid

Aktiviti Pemerhatian

(a) Rasa cuka dengan lidah anda. Rasanya masam .

(b)

(c)

Kertas turas dikakis dan

menjadi berlubang .

Kertas litmus biru

bertukar kepada merah .

Kertas litmus merah

kekal merah .

Titiskan setitik asid sulfurik pekat ke atas kertas turas.

Masukkan kedua-dua kertas litmus merah dan biru ke dalam tabung uji yang berisi asid hidro klorik cair.

Larutan berwarna merah

terhasil.

Asid hidroklorik cair

menunjukkan nilai pH 1 .

TUJUAN Mengkaji sifat-sifat asid

BAHAN Cuka, kertas turas, asid sulfurik pekat, asid hidroklorik cair, kertas litmus merah dan biru, penunjuk semesta, carta penunjuk semesta, kayu uji, pita magnesium

RADAS Penitis, tabung uji

LANGKAH 1 Sediakan susunan radas seperti yang ditunjukkan dalam jadual.2 Jalankan aktiviti dan catat pemerhatian anda dalam jadual yang sama.

PEMERHATIAN



Objektif Pembelajaran5.5 Menganalisis asid dan alkali

Sifat-sifat asidInkuiri-penemuan

Bahan kimia dalam makmal tidak boleh dirasa kecuali mendapat kebenaran daripada guru anda.

kertas turas

asid sulfurikpekat

asid hidroklorik cair

kertas litmusmerah

kertas litmus biru

Bab 05 T2(93-124)3rd.indd 108 7/16/09 7:06:51 PM

108 108


Chapter 5

Water and S

olutionM

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and

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15 Name the acid in soft drinks. (Tartaric acid) 16 Name the alkali used to prevent the coagulation of latex. (Ammonia solution)

5.18INQUIRYExperimentExperiment 17 Name the reaction that occurs between an acid and an alkali. (Neutralisation)

18 Write a chemical equation in words to show the reaction between sodium hydroxide and hydrochloric acid. (Sodium hydroxide + hydrochloric acid → sodium chloride + water)

19 Name the method that uses burette to study neutralisation. (Titration) 20 State the properties of toothpaste and gastric pills. (Toothpaste: acidic; gastric pills: alkaline)

5.16INQUIRYExperimentExperiment 10 A substance with pH value less than 7 shows the properties of an . (acid)

11 A substance with pH value more than 7 shows the properties of an . (alkali) 12 A substance with pH value 7 is . (neutral)

5.17DISCUSSIONActivityActivity 13 Name the acid used in car battery. (Sulphuric acid)

14 Name the acid used to coagulate latex. (Formic acid)

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Activity Observation

A ‘pop’ sound is heard and

the flame extinguishes .

(e)

magnesium ribbon

lighted woodensplinter

dilutehydrochloricacid

• Place a piece of magnesium ribbon into a test tube filled with dilute hydrochloric acid.

• Bring a lighted splinter close to the mouth of the test tube.

ANALYSIS 1 State the range of pH values for acidic substances.pH 1–6

2 Name the gas released when acid reacts with magnesium ribbon.Hydrogen

3 Complete the word equation below to show the reaction between dilute hydrochloric acid and magnesium ribbon.

Magnesium + hydrochloric acid magnesium chloride + hydrogen

4 Predict what will happen if concentrated sulphuric acid is accidentally poured onto our skin.

Our skin will be corroded and injured .

5 Give one example of an acid which can be used to replace sulphuric acid and hydrochloric acid in this activity.Nitric acid

6 Based on the results of the activity, define acid operationally.

Acid is a chemical substance which changes damp blue litmus paper

to red . It has a pH value of less than 7.

7 The photo below shows lime fruit. Why does the lime taste sour?

The lime tastes sour as it contains acid .

CONCLUSION 1 Acid has a sour taste and is corrosive .

2 Acid turns damp blue litmus paper to red and has a pH

value of less than 7 .

3 Acid releases hydrogen gas when it reacts with metals like magnesium.

• Synthesising

• Predicting



TSTS

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SPS

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Bunyi ‘pop’ kedengaran

dan nyalaan api terpadam .

(e)

pita magnesium

kayu ujimenyala

asidhidroklorikcair

• Masukkan pita magnesium ke dalam tabung uji yang berisi asid hidroklorik cair.

• Dekatkan kayu uji menyala pada mulut tabung uji.

ANALISIS 1 Nyatakan julat nilai pH bagi bahan berasid.pH 1–6

2 Namakan gas yang terbebas apabila asid bertindak balas dengan pita magnesium.Hidrogen

3 Lengkapkan persamaan perkataan di bawah untuk menunjukkan tindak balas antara asid hidroklorik cair dengan pita magnesium.

Magnesium + asid hidroklorik magnesium klorida + hidrogen

4 Ramalkan keadaan yang akan berlaku sekiranya asid sulfurik pekat tertuang pada kulit kita.

Kulit kita akan terkakis dan luka .

5 Berikan satu contoh asid lain yang boleh digunakan untuk menggantikan asid sulfurik dan asid hidroklorik dalam aktiviti ini.Asid nitrik

6 Berdasarkan keputusan aktiviti ini, definisikan secara operasi tentang asid.

Asid ialah bahan kimia yang dapat menukarkan kertas litmus biru lembap

menjadi merah. . Asid mempunyai nilai pH kurang daripada 7.

7 Foto di bawah menunjukkan buah limau nipis. Mengapakah limau nipis berasa masam?

Limau nipis berasa masam kerana mengandungi asid .

KESIMPULAN 1 Asid mempunyai rasa masam dan bersifat mengakis .

2 Asid menukarkan kertas litmus biru lembap kepada merah

dan mempunyai nilai pH kurang daripada 7 .

3 Asid membebaskan gas hidrogen apabila bertindak balas dengan logam seperti magnesium.

• Mensintesiskan

• Menjanakan idea

• Meramal


KBSB

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5.14 LO • Identify the properties of alkali

AIM To study the properties of alkalis

MATERIALS Soap solution, filter paper, concentrated sodium hydroxide solution, dilute sodium hydroxide solution, blue and red litmus papers, universal indicator, ammonium chloride solution, universal indicator chart

APPARATUS Dropper, test tubes, Bunsen burner, test tube holder, asbestos sheet

PROCEDURE 1 Set up the apparatus as shown in the table.2 Carry out the activity and record your observations in the same table.

OBSERVATION


(a) Taste the soap solution. Feel the soap solution with your fingers.

(b)

(c)

(d)

The filter paper is corroded

and a hole forms.

The red litmus paper

turns blue .

The blue litmus paper

remains blue .

Place one drop of concentrated sodium hydroxide solution on a filter paper.

Place both red and blue litmus papers into a test tube filled with dilute sodium hydroxide solution.

A purple solution is formed.

The dilute sodium hydroxide

solution shows a pH value of 14 .• Add two drops of universal indicator into a test

tube filled with dilute sodium hydroxide solution.• Compare the colour formed against the universal

indicator chart.

It has a bitter taste and is slippery/soapy to the touch.



5.14 The properties of alkalisInquiry-discovery

Most basic salts are alkali salts, for example, • sodium hydroxide

(caustic soda)• potassium hydroxide

(potash)• calcium carbonate

(limestone)

Chemicals in the laboratory cannot be tasted unless you get the approval from your teacher.

filter paper

concentrated sodiumhydroxide solution

red litmuspaper

blue litmuspaper

dilute sodiumhydroxide solution

universal indicator

dilute sodiumhydroxide solution


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TUJUAN Mengkaji sifat-sifat alkali

BAHAN Larutan sabun, kertas turas, larutan natrium hidroksida pekat, larutan natrium hidroksida cair, kertas litmus biru dan merah, penunjuk semesta, larutan ammonium klorida, carta penunjuk semesta

RADAS Penitis, tabung uji, penunu Bunsen, penyepit tabung uji, kepingan asbestos

LANGKAH 1 Sediakan susunan radas seperti yang ditunjukkan dalam jadual.2 Jalankan aktiviti dan catat pemerhatian anda dalam jadual

yang sama.

PEMERHATIAN

5.14 HP • Mengenal pasti sifat-sifat alkali


(a) Rasa larutan sabun dengan lidah dan jari anda. Alkali mempunyai rasa pahit dan

adalah licin apabila disentuh.

(b)

(c)

(d)

Kertas turas dikakis dan

menjadi berlubang .

Kertas litmus merah

bertukar kepada biru .

Kertas litmus biru kekal biru .

Titiskan setitik larutan natrium hidroksida pekat ke atas kertas turas.

Masukkan kedua-dua kertas litmus biru dan merah ke dalam tabung uji yang mengandungi larutan natrium hidroksida cair.

Larutan berwarna ungu

terhasil.

Larutan natrium hidroksida cair

menunjukkan nilai pH 14 .• Titiskan dua titik penunjuk semesta ke dalam tabung uji yang berisi larutan natrium hidroksida cair.

• Bandingkan warna larutan yang terhasil dengan carta penunjuk semesta.

Kebanyakan garam berbes adalah garam alkali, sebagai contohnya,• natrium hidroksida

(soda kaustik)• kalium hidroksida

(potasy)• kalsium karbonat (batu

kapur)


EksperimenEksperimenINKUIRI5.14 Sifat-sifat alkali

Inkuiri-penemuan

Jangan rasa sebarang bahan kimia di dalam makmal kecuali mendapat kebenaran daripada guru anda.

kertas litmusmerah

kertas litmusbiru

larutan natriumhidroksida cair

penunjuk semesta

larutan natriumhidroksida cair

kertas turas

larutan natriumhidroksida pekat


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(e)

• A gas with a pungent

smell is released.

• Damp red litmus paper turns blue .• Add a little sodium hydroxide solution to a test

tube filled with ammonium chloride solution.• Place a piece of damp red litmus paper at the

mouth of the test tube.• Heat the test tube slowly.

ANALYSIS 1 State the range of pH values for alkaline substances. pH 8–14

2 What property in concentrated sodium hydroxide solution causes a hole in the filter paper?Corrosive

3 (a) Name the gas released when the mixture of sodium hydroxide solution and ammonium chloride solution is heated.Ammonia gas

(b) What is the property of the gas?Alkaline

4 Give one example of another alkaline solution which can replace sodium hydroxide solution in this activity.Potassium hydroxide solution/Calcium hydroxide solution

5 Based on the results of this activity, define alkali operationally.

An alkali is a chemical substance which changes damp red litmus paper

to blue/has a pH value of more than 7.

6 The photo below shows a soap. Why is soap slippery and taste bitter?

The soap is slippery to the touch and tastes bitter as it

contains alkali .

CONCLUSION 1 Alkali has a bitter taste, is slippery to the touch and is corrosive .

2 Alkali changes damp red litmus paper to blue and has a pH value

of more than 7 .

3 Alkali reacts with ammonium salt to release ammonia gas .



damp red litmus paper

heated

sodium hydroxidesolution +ammoniumchloride solution

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• Gas berbau sengit

dibebaskan.

• Kertas litmus merah lembap

bertukar kepada biru .

• Tambahkan sedikit larutan natrium hidroksida ke dalam tabung uji yang berisi larutan ammonium klorida.

• Dekatkan sekeping kertas litmus merah lembap pada mulut tabung uji.

• Panaskan tabung uji dengan perlahan-lahan.

(e)

ANALISIS 1 Nyatakan julat nilai pH bagi bahan beralkali. pH 8–14

2 Apakah sifat pada larutan natrium hidroksida pekat yang menyebabkan kertas turas berlubang?Mengakis

3 (a) Namakan gas yang terbebas apabila campuran larutan natrium hidroksida dan larutan ammonium klorida dipanaskan.Gas ammonia

(b) Apakah sifat gas itu? Beralkali

4 Berikan satu contoh larutan alkali lain yang boleh menggantikan larutan natrium hidroksida dalam aktiviti ini.Larutan kalium hidroksida/Larutan kalsium hidroksida

5 Berdasarkan keputusan dalam aktiviti ini, definisikan secara operasi tentang alkali.

Alkali ialah bahan kimia yang dapat menukarkan kertas litmus merah lembap kepada biru/mempunyai nilai pH lebih daripada 7.

6 Foto di bawah menunjukkan sabun. Mengapakah sabun adalah licin dan mempunyai rasa pahit?

Sabun adalah licin apabila disentuh dan mempunyai

rasa pahit kerana sabun mengandungi alkali .

KESIMPULAN 1 Alkali mempunyai rasa pahit dan adalah licin apabila disentuh serta

bersifat mengakis .

2 Alkali menukarkan kertas litmus merah lembap kepada biru

dan mempunyai nilai pH lebih daripada 7 .

3 Alkali bertindak balas dengan garam ammonium untuk membebaskan gas ammonia .

kertas litmusmerah lembap

panaskan

larutan natriumhidroksida +larutan ammoniumklorida

• Menjanakan idea

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5.15 LO • State that an alkali shows its properties only in the presence of water

5.16 LO • Identify substances which are acidic or alkaline in everyday life

A set of apparatus as shown below is prepared to study the role of water in an alkali.

evaporating dish

red litmus paper

solid sodiumhydroxide

1 What can be observed of the red litmus paper in the experiment?

No change

2 Are the properties of an alkali shown by the dry solid sodium hydroxide?

No

3 What can be done to change the red litmus paper to blue?

Add water to the solid sodium hydroxide.

4 What conclusion can be made from this activity?

Water needs to be present to enable an alkali to show its properties.

AIM To determine whether various substances used in daily life are acidic, neutral or alkaline

MATERIALS Lime juice, vinegar, pineapple, distilled water, table salt solution, toothpaste, soap, soda water, baking powder, detergent, litmus solution

APPARATUS Test tube, dropper

PROCEDURE 1 Place each of the substances (as listed on the following page) into a test tube. Add a little distilled water if necessary.

2 Add in a drop of litmus solution into each test tube and shake (swirl) the test tube.

3 Record your observations in the same table. Write the properties of the substances with reference to the guidelines given.

litmussolution

material

Colour of litmus solution in

acidic condition neutral condition alkaline condition

Red Purple Blue

Refer to Essential Science Form 2, Acidic and alkaline substances in everyday life, p. 124


Constructivism5.155 The role of water in an alkali

ExperimentExperimentINQUIRY Acidic, neutral and alkaline substances in daily life

Inquiry-discovery


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1121125.15 HP • Menyatakan bahawa alkali menunjukkan sifatnya

hanya dengan kehadiran air5.16 HP • Mengenal pasti bahan berasid atau beralkali dalam

kehidupan harian

Susunan radas seperti yang ditunjukkan di bawah disediakan untuk mengkaji peranan air dalam alkali.

mangkukpenyejat

kertaslitmusmerah

pepejalnatriumhidroksida

1 Apakah yang dapat diperhatikan pada kertas litmus merah di atas?

Tiada perubahan

2 Adakah sifat alkali ditunjukkan oleh pepejal natrium hidroksida yang kering?

Tidak

3 Bagaimanakah anda dapat menukarkan kertas litmus merah kepada biru?

Tambahkan air ke atas pepejal natrium hidroksida.

4 Apakah kesimpulan yang dapat dibuat daripada aktiviti ini?

Air perlu hadir untuk membolehkan alkali menunjukkan sifatnya.

TUJUAN Menentukan sama ada bahan-bahan yang digunakan dalam kehidupan seharian adalah bahan berasid, neutral, atau beralkali

BAHAN Air limau, cuka, nanas, air suling, larutan garam biasa, ubat gigi, sabun, air soda, serbuk penaik, detergen, larutan litmus

RADAS Tabung uji, penitis

LANGKAH 1 Masukkan setiap bahan (seperti yang disenaraikan di muka surat berikutnya) ke dalam tabung uji. Campurkan dengan sedikit air suling jika perlu.

2 Titiskan setitik larutan litmus ke dalam tabung uji dan goncangkannya.

3 Catat pemerhatian dalam jadual yang sama. Tulis sifat bahan itu dengan merujuk kepada panduan yang diberikan.

larutanlitmus

bahan

Warna larutan litmus dalam

keadaan berasid keadaan neutral keadaan beralkali

Merah Ungu Biru

Rujuk kepada Essential Science Form 2, Bahanberasid dan beralkali dalam kehidupan harian, hlm. 124

AktivitiAktivitiPERBINCANGAN5.155 Peranan air dalam alkali

Konstruktivisme


Bahan berasid, neutral, dan beralkali dalam kehidupan harian Inkuiri-penemuan


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CONCLUSION Substances used in our daily lives are either acidic , neutral or alkaline .

Substance Colour of litmus solution Property of the substance

Lime juice Red Acidic

Vinegar Red Acidic

Pineapple juice Red Acidic

Distilled water Purple Neutral

Table salt solution Purple Neutral

Toothpaste Blue Alkaline

Soap Blue Alkaline

Soda water Blue Alkaline

Baking powder Blue Alkaline

Detergent Blue Alkaline

The range of pH scale is 0–14. Pure water is neutral and has a pH value of 7. Acids have pH values of 0–6. The pH value of 0 is being the strongest acid and 6 being the weakest acid. Alkalis have pH values of 8–14. The pH value of 14 is being the strongest alkali and 8 being the weakest alkali.

The table below shows a list of substances and their respective pH values.

OBSERVATION

Substance pH

Concentrated hydrochloric acid 0.0 Gastric juices 1.0 Lemon juice 2.3 Vinegar 2.9 Wine 3.5 Tomato juice 4.1 Coffee (black) 5.0 Acid rain 5.6 Rainwater 6.5 Milk 6.6 Pure water 7.0 Blood 7.4 Baking soda solution 8.4 Borax solution 9.2 Toothpaste 9.9 Milk of magnesia 10.5 Lime water 11.0 Ammonia 11.9 Concentrated sodium hydroxide 14.0


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KESIMPULAN Bahan-bahan yang digunakan dalam kehidupan seharian kita adalah bersifat asid , neutral atau alkali .

Bahan Warna larutan litmus Sifat bahan

Air limau Merah Berasid

Cuka Merah Berasid

Air nanas Merah Berasid

Air suling Ungu Neutral

Larutan garam biasa Ungu Neutral

Ubat gigi Biru Beralkali

Sabun Biru Beralkali

Air soda Biru Beralkali

Serbuk penaik Biru Beralkali

Detergen Biru Beralkali

PEMERHATIAN

Bahan pH

Asid hidroklorik pekat 0.0 Jus gastrik 1.0 Jus limau 2.3 Cuka 2.9 Wain 3.5 Jus tomato 4.1 Kopi (hitam) 5.0 Hujan asid 5.6 Air hujan 6.5 Susu 6.6 Air tulen 7.0 Darah 7.4 Larutan serbuk penaik 8.4 Larutan boraks 9.2 Ubat gigi 9.9 Susu magnesia 10.5 Air kapur 11.0 Ammonia 11.9 Natrium hidroksida pekat 14.0

Julat skala pH adalah dari 0–14. Air tulen adalah neutral dan mempunyai nilai pH 7. Asid mempunyai nilai pH dari 0–6. Nilai pH 0 merupakan asid paling kuat dan 6 merupakan asid paling lemah. Alkali mempunyai nilai pH dari 8 –14. Nilai pH 14 merupakan alkali paling kuat dan 8 merupakan alkali paling lemah.

Jadual di bawah menunjukkan senarai bahan-bahan serta nilai pH masing-masing.


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5.17 LO • State the uses of acid and alkali in daily life5.18 LO • Explain the meaning of neutralisation • Write an equation in words to describe the neutralisation

process

1 Pair the acids below with their uses.

Acid

Use

(a) Sulphuric acid • • Coagulation of latex

(b) Acetic acid • • Used in car batteries

(c) Formic acid • • Preservation of food such as pickles (d) Citric acid • • Production of soft drinks (e) Tartaric acid • • Production of fruit juices

2 Pair the alkalis below with their uses.

Alkali

Use

(a) Sodium hydroxide • • Making cement

(b) Calcium hydroxide • • Making soap

(c) Ammonia solution • • Preventing the coagulation of latex

AIM To study neutralisation reaction

MATERIALS Dilute hydrochloric acid, sodium hydroxide solution, universal indicator

APPARATUS Filter funnel, burette, retort stand, pipette, 250 cm3 conical flask

PROCEDURE 1 Set up the apparatus shown on the right.2 Fill dilute hydrochloric acid into a burette

with filter funnel.3 Record the initial reading of the burette.4 Use a pipette to measure 25 cm3 of sodium

hydroxide solution into a conical flask.5 Add a few drops of universal indicator into

the sodium hydroxide solution and shake the flask.

filter funnel

retort stand

white tile

burettesodium hydroxide solution +universal indicator

dilute hydrochloricacid



Contextual5.177 Uses of acid and alkali in daily life

ExperimentExperimentINQUIRY Neutralisation reaction Inquiry-discovery


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1141145.17 HP • Menyatakan kegunaan asid dan alkali dalam kehidupan

harian5.18 HP • Menerangkan maksud peneutralan • Menulis persamaan dalam perkataan untuk

menerangkan proses peneutralan

1 Padankan kegunaan dengan asid yang berkenaan.

Asid

Kegunaan

(a) Asid sulfurik • • Membekukan susu getah

(b) Asid asetik • • Digunakan dalam bateri kereta

(c) Asid formik • • Mengawet makanan seperti jeruk (d) Asid sitrik • • Membuat minuman ringan (e) Asid tartarik • • Membuat jus buah-buahan

2 Padankan kegunaan dengan alkali yang berkenaan.

Alkali

Kegunaan

(a) Natrium hidroksida • • Membuat simen

(b) Kalsium hidroksida • • Membuat sabun

(c) Larutan ammonia • •Mencegah pembekuan susu getah

TUJUAN Mengkaji tindak balas peneutralan

BAHAN Asid hidroklorik cair, larutan natrium hidroksida, penunjuk semesta

RADAS Corong turas, buret, kaki retort, pipet, kelalang kon 250 cm3

LANGKAH 1 Sediakan susunan radas seperti yang ditunjukkan di sebelah.

2 Isikan asid hidroklorik cair ke dalam buret dengan menggunakan corong turas.

3 Catat bacaan awal buret.4 Sukat 25 cm3 larutan natrium hidroksida ke

dalam sebuah kelalang kon dengan meng-gunakan pipet.

5 Titiskan beberapa titik penunjuk semesta ke dalam larutan natrium hidroksida dan gon cangkannya secara perlahan-lahan.

corong turas

kaki retort

jubin putih

buretlarutan natriumhidroksida +penunjuksemesta

asidhidroklorikcair


AktivitiAktivitiPERBINCANGAN5.177 Kegunaan asid dan alkali dalam kehidupan harian

Kontekstual

EksperimenEksperimenINKUIRI5.18 Tindak balas peneutralan

Inkuiri-penemuan


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ANALYSIS 1 Name the method used in this activity. Titration

2 What is the process that takes place when acid reacts with alkali?Neutralisation

3 Write a general word equation to represent the reaction between an acid and an alkali.

Acid + alkali salt + water

4 Complete the word equation below to show the reaction between hydrochloric acid and sodium hydroxide solution in this activity.

Hydrochloric acid + sodium hydroxide sodium chloride + water

5 State the taste of the final product in this activity.Salty

6 State two applications of neutralisation in daily life.

(a) Toothpaste is a type of weak alkali that neutralises the acid produced by bacteria in the mouth.

(b) Gastric pills contain alkali which neutralises the acid in the stomach.

CONCLUSION Neutralisation is the reaction between an acid and an alkali which forms salt and water.

The photo on the right shows the titration technique.1 Make sure the burette is clamped vertically.2 Pour acid (not alkali) into the burette using a clean

filter funnel.3 Make sure the space below the tap is filled with acid.

Before the initial reading is taken, drain out a bit of the acid.

4 Hold a piece of white paper behind the meniscus when taking a reading.

• Synthesising


6 Add the dilute hydrochloric acid from the burette into the flask containing alkali solution and swirl it until the universal indicator turns from purple to green.

7 Record the final reading of the burette.

RESULTS The volume of the sodium hydroxide solution = 25 cm3

5.18 LO • Explain the meaning of neutralisation • Write an equation in words to describe the neutralisation

process

TSTS

TSTS

Final reading of burette (cm3) 35

Initial reading of burette (cm3) 10

Volume of dilute hydrochloric acid (cm3) 25


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ANALISIS 1 Namakan kaedah yang digunakan dalam aktiviti ini. Pentitratan

2 Apakah proses yang berlaku apabila asid bertindak balas dengan alkali?Peneutralan

3 Tulis persamaan perkataan yang umum untuk mewakili tindak balas antara asid dengan alkali.

Asid + alkali garam + air

4 Lengkapkan persamaan perkataan di bawah untuk menunjukkan tindak balas antara asid hidroklorik dengan larutan natrium hidroksida dalam aktiviti ini.

Asid hidroklorik + natrium hidroksida natrium klorida + air

5 Nyatakan rasa bagi hasil akhir dalam aktiviti ini.Masin

6 Nyatakan dua kegunaan peneutralan dalam kehidupan harian.

(a) Ubat gigi ialah sejenis alkali lemah yang meneutralkan asid yang

dihasilkan oleh bakteria dalam mulut.

(b) Pil gastrik mengandungi alkali yang meneutralkan asid

dalam perut.

KESIMPULAN Peneutralan adalah tindak balas antara asid dengan alkali yang membentuk garam dan air.

Gambar foto di sebelah menunjukkan teknik pen-titratan.1 Pastikan buret diapit dengan tegak.2 Tuangkan asid (dan bukannya alkali) ke dalam buret

menggunakan corong turas yang bersih.3 Pastikan ruang di bawah pili dipenuhi asid. Sebelum

membaca buret, alirkan keluar sedikit asid.4 Pegang sehelai kertas putih di belakang meniskus

apabila mengambil bacaan.

6 Titiskan asid hidroklorik cair daripada buret ke dalam kelalang kon yang mengandungi larutan alkali sambil menggoncangnya secara perlahan-lahan sehingga warna penunjuk semesta berubah daripada ungu menjadi hijau.

7 Catat bacaan akhir buret.

KEPUTUSAN Isi padu larutan natrium hidroksida = 25 cm3

Bacaan akhir buret (cm3) 35

Bacaan awal buret (cm3) 10

Isi padu asid hidroklorik cair (cm3) 25

5.18 HP • Menerangkan maksud peneutralan • Menulis persamaan dalam perkataan untuk

menerangkan proses peneutralan

• Mensintesiskan

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• Menjanakan idea

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105.19 LO • Describe the various types of water purification

AIM To study the purification of water by filtration

MATERIALS Pond water

APPARATUS Sand filter, 250 cm3 beaker, rubber stopper with a hole, rubber tubes, retort stand clamp and clips, micro scope, glass slide, cover slip, dropper

PROCEDURE 1 Set up a sand filter as shown in the diagram.2 Pour a little pond water into the sand filter.3 Collect the water that flows out through the rubber hose

in a beaker.4 Record your observations of the filtrate.5 Place one drop of filtrate on a glass slide. Cover the water

drop with a cover slip. Examine it under a micro scope. Record your observations.

OBSERVATION 1 The filtrate looks clear , it does not have suspended substances .

2 Moving microorganisms can be seen in the filtrate through a microscope.

ANALYSIS 1 Name the dirty materials trapped in the sand filter.

Suspended substances

2 What are the two substances detected in the filtrate? Give your reasons.Microorganisms and mineral salts . These substances

are very small in size and can pass through the sand filter.

3 Why is the filtrate not suitable for drinking?

The filtrate still contains microorganisms which may be harmful to health.

4 State another two methods of water purification as shown below.

filtrate

rubber hose

clip

gravel

pebblescoarse sand

fine sand

pond watersand filter

water

chlorine water

Boiling

Chlorination



5.19 Purifying water through filtrationInquiry-discovery

Learning Objective5.6 Analysing the methods of water purification

Sec. A, Q3(b)2008

FiltrationPurifying water by flowing it through a filter.

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1161165.19 HP • Menghuraikan pelbagai cara pembersihan air

TUJUAN Mengkaji pembersihan air melalui penurasan

BAHAN Air kolam

RADAS Penuras pasir, bikar 250 cm3, penyumbat getah ber-lubang, salur getah, klip kaki retort dan pengapit, mikroskop, sisip kaca, penutup kaca, penitis

LANGKAH 1 Sediakan penuras pasir seperti yang ditunjukkan dalam rajah .

2 Tuang sedikit air kolam ke dalam penuras pasir.3 Kutipkan air yang mengalir keluar melalui salur getah di

dalam bikar.4 Catat pemerhatian anda tentang hasil turasan.5 Titiskan setitik hasil turasan di atas sisip kaca. Tutup

titisan air dengan penutup kaca. Perhatikannya melalui mikroskop. Catat pemerhatian anda.

PEMERHATIAN 1 Hasil turasan kelihatan jernih , iaitu bebas daripada bahan-bahan terampai .

2 Mikroorganisma yang bergerak kelihatan dalam hasil turasan melalui mikroskop.

ANALISIS 1 Namakan bahan-bahan kotoran yang terperangkap di dalam penuras pasir.

Bahan-bahan terampai

2 Apakah dua bahan yang dapat dikesan dalam hasil turasan? Berikan alasan anda.Mikroorganisma dan garam mineral . Bahan-bahan

ini mempunyai saiz yang sangat kecil dan dapat menerusi penuras pasir.

3 Mengapakah hasil turasan tidak sesuai diminum terus?

Hasil turasan masih mengandungi mikroorganisma yang mungkin berbahaya

kepada kesihatan.

4 Nyatakan dua kaedah lain pembersihan air seperti yang ditunjukkan di bawah.

hasil turasan

salur getah

klip

batu kelikir

batu kecilpasir kasar

pasir halus

air kolampenuras pasir

air

air klorin

Pendidihan

Pengklorinan

Penurasan Pembersihan air dengan mengalirkannya melalui penuras.



Objektif Pembelajaran5.6 Menganalisis kaedah pembersihan air

Pembersihan air melalui penurasanInkuiri-penemuan

Bhg. A, S3(b)2008

Bab 05 T2(93-124)3rd.indd 116 7/16/09 7:06:59 PM 4 State two water purifi cation methods that can only kill microorganisms in water. (Boiling and chlorination) 5 Name the method of water purifi cation below. (Chlorination)

chlorine water

water

5.6 Analysing the methods of water purifi cation5.19INQUIRY

ExperimentExperiment 1 State the natural sources of water that contains the most and the least impurities. (The most: sea water; The least: rain water)

2 State one water purifi cation method that can only remove coarse impurities such as suspended substances. (Filtration)

3 State one disadvantage of purifying water through fi ltration. (The water still contains microorganisms/dissolved substances)

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5.20 LO • Describe the various types of water purification

AIM To study the purification of water using the process of distillation

MATERIALS Muddy water, porcelain chips, tap water

APPARATUS Wire gauze, tripod stand, Bunsen burner, round-bottomed flask, Liebig condenser, retort stand, rubber stopper, thermometer, conical flask, asbestos sheet

PROCEDURE 1 Pour muddy water into a round-bottomed flask until it is half-full.2 Add in a few pieces of small porcelain chips into the muddy water in the flask.3 Let the tap water flows in the Liebig condenser from the lower inlet.4 Boil the muddy water as shown in the diagram and collect the liquid that flows out from

the inner tube of the Liebig condenser in a conical flask.5 Record the temperature when the liquid flows out from the Liebig condenser.6 Taste a little of the collected liquid with your tongue.

OBSERVATION Temperature when the distilled liquid flows out = 100 °C.

The taste of the distilled liquid is bland .

ANALYSIS 1 Why are porcelain chips put in the muddy water?

To break air bubbles during heating.

2 What is the function of the Liebig condenser and the cold water in it?

To cool and condense vapour into liquid .

muddy water

Liebig condenser

distilled solution

conical flask

thermometer

water out

waterin

round-bottomedflask

porcelainchips xxxxxxxxxxxxxxxxx

heat

��Chemicals in the laboratory cannot be tasted unless you get the approval from your teacher.

CONCLUSION 1 Water can be purified through filtration .

2 Sand filter removes suspended substances but does not remove microorganisms and mineral salts in the water.



5.20 Purification of water using the process of distillationInquiry-discovery

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1171175.20 HP • Menghuraikan pelbagai cara pembersihan air

TUJUAN Mengkaji kaedah penulenan air dengan menggunakan proses penyulingan

BAHAN Air lumpur, serpihan porselin, air pili

RADAS Kasa dawai, tungku kaki tiga, penunu Bunsen, kelalang berdasar bulat, kondenser Liebig, kaki retort, penyumbat getah, termo meter, kelalang kon, kepingan asbestos

LANGKAH 1 Masukkan air lumpur ke dalam kelalang berdasar bulat sehingga separuh penuh.2 Masukkan beberapa ketulan kecil serpihan porselin ke dalam air lumpur dalam

kelalang.3 Alirkan air pili ke dalam kondenser Liebig dari saluran masuk bahagian bawah.4 Didihkan air lumpur seperti yang ditunjukkan dalam rajah di bawah dan kumpulkan

cecair yang meng alir keluar dari kondenser Liebig dengan menggunakan kelalang kon.

5 Catat suhu pada termometer ketika cecair mengalir keluar dari kondenser Liebig.6 Rasa sedikit cecair yang dikutip itu dengan lidah anda.

PEMERHATIAN Suhu ketika cecair sulingan keluar = 100 °C.

Rasa cecair sulingan adalah tawar .

ANALISIS 1 Mengapakah serpihan porselin dimasukkan ke dalam air lumpur?

Untuk memecahkan gelembung-gelembung udara semasa pemanasan.

2 Apakah fungsi kondenser Liebig dan air sejuk di dalamnya?

Untuk menyejukkan dan mengkondensasikan wap menjadi cecair .

Jangan rasa sebarang bahan kimia di dalam makmal kecuali mendapat kebenaran daripada guru anda.

KESIMPULAN 1 Air dapat dibersihkan melalui proses penurasan .

2 Penuras pasir menyingkirkan bahan terampai tetapi tidak

menyingkirkan mikroorganisma dan garam mineral di dalam air.


EksperimenEksperimenINKUIRI5.20 Penulenan air menggunakan proses penyulingan

Inkuiri-penemuan

air lumpur

kondenser Liebig

cecair sulingan

kelalang kon

termometer

air keluar

air masuk

kelalangberdasar

bulat

serpihanporselin xxxxxxxxxxxxxxxxx

panaskan

Bab 05 T2(93-124)3rd.indd 117 7/16/09 7:07:01 PM 5.20INQUIRYExperimentExperiment 9 State one water purifi cation method that can remove all impurities. (Distillation)

10 State whether water that is purifi ed by distillation is suitable to be consumed as drinking water. Give one reason for your answer. (No. The water does not contain any dissolved mineral salts)

11 State the water purifi cation method that can be used to prepare distilled water. (Distillation)

6 State one method that can be used to kill the microorganisms contained in swimming pools. (Chlorination) 7 State one method that is usually used to kill microorganisms in drinking water at home. (Boiling) 8 State one advantage of purifying water through boiling. (Microorganisms in the water will be killed.)

117 117


Chapter 5

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105.21 LO • Describe how the water supply system works

Gather information from the school resource centre on water supply systems and water treatment methods at a water treatment plant. Then, complete the steps taken to purify water in a water supply system.

• Alum and slaked lime coagulate suspended particles.

• Slaked lime reduces the acidity of water.Big dirt particles

sink to the

bottom of the tank.

• Stores

river water.• Silt ,

mud

and other large substances will

settle to the bottom of reservoir.

Mixes chemicals with water so that

fine impurities form bigger dirt particles .

Sand filters remove suspended

particles.

A closed tank which stores

treated water before it is

supplied to consumers.

• Chlorine kills

dangerous microorganisms in water.

• Fluorine reduces tooth decay (caries) .

3 Why is the tap water flowed from the bottom of the Liebig condenser and not from the top?

To ensure that the Liebig condenser is fully filled with water .

4 State two processes which occurred in this activity.Boiling and condensation

5 What is the distillate collected in the conical flask? Pure water/Distilled water

CONCLUSION Water can be purified using the process of distillation .

Alum Silt Slaked lime Suspended Microorganisms Bigger dirt particlesStores Mud Sink Acidity Settle Tooth decay (caries)

ActivityActivityRESEARCH

LIBRARY5.21

Learning Objective5.7 Analysing the water supply system

The water supply system and water treatment methods at a water treatment plant STS

Sec. A, Q3(a)2008

to consumers

Filtrationtank

Sedimentationtank

Mixingtank

Storage tank Chlorination and fluorination tank

Coagulationtank

Alum

pump

pump

Slaked lime

Dam/Reservoir

chlorine fluorine

Ch 05 F2-BI(93-124)4th.indd 118 7/17/09 9:21:30 AM

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1181185.21 HP • Menerangkan pengoperasian sistem bekalan air

Kumpulkan maklumat daripada pusat sumber bagi sistem bekalan air dan cara pembersihan air di loji pembersihan. Kemudian, lengkapkan penerangan ringkas bagi langkah-langkah pembersihan air dalam sistem bekalan air.

• Alum dan kapur mati menggumpalkan zarah terampai.

• Kapur mati mengurangkan keasidan air.Zarah-zarah

kotoran yang besar tenggelam di

dasar tangki.

• Menyimpan

air sungai• Kelodak ,

lumpur , dan bahan terapung lain yang besar akan

mendak di dasar empangan.

Menggaulkan bahan kimia dengan

air supaya kotoran halus

membentuk kelodak besar .

Penuras pasir

menyingkirkan

zarahterampai .

Menyimpan air yang telah dirawat dalam keadaan tertutup sebelum dibekal kepada pengguna.

• Klorin membunuh mikroorganisma

bahaya dalam air.

• Fluorin mengurangkan pereputan (karies)

gigi .

3 Mengapakah air pili dialir dari bahagian bawah kondenser Liebig dan bukannya dari atas?

Untuk memastikan kondenser Liebig penuh diisi air .

4 Nyatakan dua proses yang berlaku dalam aktiviti ini. Pendidihan dan kondensasi

5 Apakah hasil sulingan yang dikumpul dalam kelalang? Air tulen/Air suling

KESIMPULAN Air dapat dibersihkan dengan menggunakan proses penyulingan .

Alum Kelodak Kapur mati Terampai Mikroorganisma Kelodak besarMenyimpan Lumpur Tenggelam Keasidan Mendak Pereputan (karies) gigi

AktivitiAktivitiPENYELIDIKAN

PUSTAKA

5.21

Objektif Pembelajaran5.7 Menganalisis sistem bekalan air

Sistem bekalan air dan cara pembersihan air di loji pembersihan STM

kepada pengguna

airklorin

airfluorin

Tangki TTpenurasan

TangkiTTpengenapan

Tangki TTgaulan

Tangki penyimpananTT Tangki pengklorinan dan pengfluorinanTT

Tangki TTpenggumpalan

Alum

pam

pam

Kapur mati

Empangan/Ta// kungan air

Bhg. A, S3(a)2008

Bab 05 T2(93-124)3rd.indd 118 7/16/09 7:07:02 PM 3 State the substance added to the coagulation tank to reduce the acidity of water. (Slaked lime) 4 State the function of chlorine that is added into the chlorination tank. (To kill microorganisms) 5 State the function of sodium fl uoride added into water at certain water purifi cation plants. (To reduce tooth

decay)

5.23DISCUSSIONActivityActivity 6 State fi ve types of water pollutants. (Domestic waste, industrial waste, chemical substances in agriculture,

mud and silt, and oil spills)

5.7 Analysing the water supply system5.8 Understanding the preservation of water quality

5.21RESEARCHActivity Activity LIBRARY

1 State the sequence of the tanks that are used in water purifi cation plants. & (Coagulation tank → Mixing tank → Sedimentation tank → Filtration tank→ Chlorination tank → 5.22VISIT

ActivityActivity Storage tank) 2 State two substances that are added into the coagulation tank to coagulate suspended particles.

[Alum and slaked lime (or lime).]

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Together with your teacher, plan a visit to the nearest water treatment plant. Take down notes on the steps carried out to purify water at the plant. Then, discuss your findings with your friends in class.

Fill in the blanks with the given words/phrases.

Rubbish Chemical waste Faeces Animal carcassesConstruction industry Ships Oil tankers PesticideDestruction of forests Radioactive waste Fertilisers

• Chemical

waste

• Radioactive

waste

• Rubbish

• Animal

carcasses

• Faeces

• Fertilisers

• Pesticide

• Construction

industry

• Destruction of

forests

• Ships

• Oil tankers

Steps for controlling water pollution

1 Recycle waste materials such as metal containers and paper.

2 Implement laws to prevent the general public from polluting water sources.

3 Conduct awareness campaigns to create public awareness of the importance of taking care of the cleanliness of water sources.

Industrial

waste

Domestic

waste

Chemicals from

agricultural

activities

Mud Oil spill

Water pollutants

5.23 LO • Give examples of water pollutants • Explain ways to control water pollution

5.22 LO • Describe how the water supply system works


5.233 Water pollutants

Learning Objective5.8 Understanding the preservation of water quality

ActivityActivityVISIT

5.22 A water treatment plantSTS


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1191195.23 HP • Memberi contoh bahan pencemar air • Menerangkan cara untuk mengawal pencemaran

air

Isi tempat kosong dengan perkataan/frasa yang diberikan.

Sampah-sarap Sisa bahan kimia Najis Bangkai haiwanIndustri pembinaan Kapal laut Kapal tangki minyak Racun perosakPemusnahan hutan Sisa bahan radioaktif Baja

• Sisa bahan

kimia

• Sisa bahan

radioaktif

• Sampah-sarap

• Bangkai

haiwan

• Najis

• Baja

• Racun perosak

• Industri

pembinaan

• Pemusnahan

hutan

• Kapal laut

• Kapal tangki

minyak

Langkah-langkah pengawalan pencemaran air

Bahan

buangan dari

industri

Bahan

buangan dari

rumah

Bahan kimia

daripada

aktiviti

pertanian

Lumpur Tumpahan

minyak

Bahan pencemar air

Rancangkan satu lawatan bersama guru anda ke loji pembersihan air yang berdekatan. Kemudian, buat catatan ringkas bagi langkah-langkah pembersihan air di loji itu. Bincangkan hasil kerja bersama rakan-rakan anda di dalam kelas.

5.22 HP • Menerangkan pengoperasian sistem bekalan air

AktivitiAktivitiLAWATAN5.22 Loji pembersihan air

STM

AktivitiAktivitiPERBINCANGAN5.233

Objektif Pembelajaran5.8 Memahami pemeliharaan kualiti air

Bahan pencemar air

1 Mengitar semula bahan buangan seperti bekas logam dan kertas.

2 Melaksanakan undang-undang untuk mengelakkan orang ramai daripada mencemari sumber-sumber air.

3 Mengadakan kempen kesedaran untuk menyedarkan orang ramai tentang kepentingan menjaga kebersihan sumber-sumber air.


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5.24 LO • Explain the effects of water pollution on living things • Explain ways to preserve and conserve water quality

AIM Create awareness among students on the need to love nature

1 You are required to gather information on the effects of water pollution on living things, ways to control water pollution and how to conserve and preserve water quality.

2 An action plan to gather information is given below.

3 You are advised to carry out activities based on the project plan. The project is divided into three stages to make the gathering of information easier. Information can be collected from the school resource centre or the Internet.

4 Then, prepare a folio of about 15 pages. Your folio should include the following subjects:(a) A title (b) Background research/Introduction (c) Objective of the project (d) Table/Data of research/Information in various formats E1C6

(e) Discussion E1C8

(f) Conclusion 5 You may include photographs in your folio. 6 Prepare your folio using suitable computer software such as Microsoft Word.

7 You are given two weeks to complete this folio.

E1C

6 8 S

Effects on living things

Water

Pollution

Ways to conserveand preserve water

quality

Ways to control waterpollution

Stage Activity Period (Date) Action

I Gather information on the effects ofwater pollution on living things. Include issues related to water quality in your folio.

II Gather information about ways tocontrol water pollution.

III Gather information about ways toconserve and preserve water quality. (Think of ideas to control water pollution.)

ActivityActivityPROJECT

COLLABORATIVE

PEKAThe effects of water pollution on living things

Inquiry-discovery5.24

• Water pollutants are carried into the oceans by the rivers.

• Fish and shellfish deaths were reported as toxins from factories enter the food chain as larger fish eat smaller fish which has consumed copepods.


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1201205.24 HP • Menerangkan kesan pencemaran air terhadap hidupan • Menerangkan cara untuk memelihara dan memulihara

kualiti air

TUJUAN Menimbulkan kesedaran pelajar untuk mencintai alam sekitar

1 Anda dikehendaki mengumpulkan maklumat tentang kesan pencemaran air terhadap hidupan, cara untuk mengawal pencemaran air serta cara untuk memelihara dan memulihara kualiti air.

2 Satu pelan tindakan aktiviti pengumpulan maklumat dicadangkan di bawah.

3 Anda dinasihatkan bertindak mengikut pelan projek. Pelan projek ini dibahagikan kepada tiga peringkat untuk memudahkan pengumpulan maklumat. Maklumat boleh dikumpulkan daripada pusat sumber atau Internet.

4 Kemudian, sediakan satu folio yang mempunyai kira-kira 15 muka surat. Folio anda perlu mengandungi perkara-perkara berikut:(a) Tajuk (b) Latar belakang/Pengenalan (c) Objektif projek (d) Jadual/Data kajian/Maklumat dalam pelbagai bentuk E1C6

(e) Perbincangan E1C8

(f) Kesimpulan 5 Anda boleh sertakan gambar foto di dalam folio anda. 6 Sediakan folio anda dengan menggunakan perisian komputer seperti

Microsoft Word.

7 Anda diberi tempoh selama dua minggu untuk menyiapkan folio ini.

E1C

6 8 S

Kesan-kesan terhadap hidupan

Pencemaran

Air

Cara-cara memelihara

dan memuliharakualiti air

Cara-cara mengawal pencemaran air

• Bahan-bahan pencemar air dibawa ke laut oleh sungai.

• Ikan dan kerang-kerangan dilaporkan mati apabila toksin dari kilang memasuki rantai makanan apabila ikan besar memakan ikan kecil yang telah memakan kopepod.

Peringkat Aktiviti Tempoh masa (Tarikh) Tindakan

I Mengumpulkan maklumat tentang kesan pencemaran air terhadap hidupan. Sertakan isu berkaitan dengan kualiti air ke dalam folio.

II Mengumpulkan maklumat tentang cara-cara untuk mengawal pencemaran air.

III Mengumpulkan maklumat tentang cara-cara untuk memelihara dan memulihara kualiti air. (Jana idea tentang caramengawal pencemaran air)

PROJEKPEKA

AktivitiAktiviti KOLABORATIF

5.24Kesan pencemaran air terhadap hidupan

Inkuiri-penemuan


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PMRPMR Key To Success Key To SuccessPMR Key To SuccessQuestions in this section contain concepts and

facts that are frequently tested in the PMR exam. Make sure you can answer all the questions

correctly.

1 The melting/freezing point of water is 0 °C. The boiling point of water is 100 °C.

2 Impurities (increase, decrease) the boiling point of water but (increase, decrease) the freezing point of water.

3 (a) Label the elements that form water molecules. (b) Label the following diagram.

(c) Water can be decomposed to its constituents

through electrolysis . The ratio of oxygen : hydrogen is 1 : 2 .

4 Factors that influence the rate of water evaporation are:

(a) Air humidity (b) Temperature (c) Surface area (d) Air movement

5 Name the processes below. 6 Label the following diagram with the words given.

Solution Solvent Solute

Evaporation Boiling Solvent Solute Solution

7 Fill in the blank.

A mixture of starch and water is called a suspension .

8 Factors that influence the solubility rate of substances in water are:

(a) size of solutes (c) volume of solvent

(b) temperature of solvent (d) stirring

9 Fill in the blanks with the words given.

saturated dilute concentrated

(a) A dilute solution has very little solute.

(b) A concentrated solution has a lot of solute.

(c) A saturated solution has the maximum amount of solute.

10 State the organic solvents which dissolve the following substances:

(a) Shellac – alcohol (d) Rust – lime juice

(b) Iodine – alcohol (e) Varnish – alcohol

(c) Paint – petrol/kerosene/turpentine (f) Blood – table salt solution

+

Anode

HydrogenOxygen

dilute

hydrochloric

acid

Cathode

-

Oxygen atom

Hydrogen atom

mixture of starch

and water

+

water particle

water


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121121

PMRPMR Kunci Kejayaan Kunci KejayaanPMR Kunci KejayaanSoalan-soalan berikut melibatkan konsep atau

fakta yang kerap ditanya dalam peperiksaan PMR. Pastikan anda boleh menjawab semua

soalan berikut.

1 Takat lebur/beku air ialah 0 °C. Takat didih air ialah 100 °C.

2 Bendasing (menaikkan, menurunkan) takat didih air tetapi (menaikkan, menurunkan) takat beku air.

3 (a) Label unsur-unsur yang membentuk molekul air. (b) Label rajah yang berikut.

(c) Air dapat diuraikan kepada unsur juzuknya melalui

elektrolisis . Nisbah oksigen : hidrogen ialah 1 : 2 .

4 Faktor-faktor yang mempengaruhi kadar penyejatan air ialah:

(a) Kelembapan udara (b) Suhu (c) Luas permukaan (d) Pergerakan udara

5 Namakan proses-proses di bawah. 6 Label rajah yang berikut dengan perkataan yang diberikan.

Larutan Pelarut Zat terlarut

Penyejatan Pendidihan Pelarut Zat terlarut Larutan

7 Isi tempat kosong.

Campuran kanji dan air disebut ampaian .

8 Faktor-faktor yang mempengaruhi kadar keterlarutan bahan dalam air ialah:

(a) saiz zat terlarut (c) isi padu pelarut

(b) suhu pelarut (d) pengacauan

9 Isi tempat kosong dengan perkataan yang diberikan.

tepu cair pekat

(a) Larutan cair mengandungi sangat sedikit zat terlarut.

(b) Larutan pekat mengandungi banyak zat terlarut.

(c) Larutan tepu mengandungi kuantiti maksimum zat terlarut.

10 Nyatakan pelarut organik yang melarutkan bahan-bahan berikut:

(a) Syelek – alkohol (d) Karat – air limau

(b) Iodin – alkohol (e) Varnis – alkohol

(c) Cat – petrol/kerosin/turpentin (f) Darah – larutan garam biasa

+

Anod

Oksigen Hidrogen

asidhidroklorik

cair

Katod

-Atom oksigen

Atom hidrogen

+

campurankanji dan air

zarah air

air


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11 Match the organic solvents used in daily life.

(a) To prepare a shellac solution Chloroform

(b) To dilute paint Alcohol

(c) To stick plastic substances like number plates on cars Benzene

(d) To stick rubber sheets Turpentine

12 Complete the following sentences.

(a) Acid changes the damp blue litmus paper to red .

(b) Alkali changes the damp red litmus paper to blue .

13 List the properties of acids and alkalis. Acid Alkali

(a) Tastes sour (a) Tastes bitter and is slippery

(b) Corrosive (b) Corrosive

(c) Has pH less than 7 (c) Has pH more than 7

14 Complete the word equations below.

(a) Hydrochloric acid + Zinc carbonate Zinc chloride + Carbon dioxide + Water

(b) Sulphuric acid + Magnesium Magnesium sulphate + Hydrogen

15 Complete the following sentences.

(a) Acid reacts with metals, releasing hydrogen .

(b) Acid reacts with carbonates, releasing carbon dioxide .

16 Fill in the spaces below with the words ‘alkali’, 17 Complete the common equation of neutralisation: ‘acid’ and ‘neutral’.

1 2 3 4 5 6 7 8 9 10 11 12 13 14

Acid Neutral Alkali

18 Fill in the blanks.

(a) Seawater is the dirtiest source of water.

(b) Rainwater is the cleanest source of water.(c) State four methods of water purification.

(i) Filtration – the product has microorganisms and mineral salts (iii) Boiling

(ii) Distillation – produces pure water (iv) Chlorination

19 Complete the flow chart to show the steps of water purification process.

ReservoirCoagulation

tankMixing

tankSedimentation

tankFiltration

tankChlorination

tankStorage

tank

20 State four types of water pollutants.

(a) Domestic waste (c) Chemical substances in agriculture

(b) Industrial waste (d) Mud and silt/Oil spill

still contain mineral salts and suspended substances

Acid +

Alkali

pH < 7 pH > 7

Salt + Water

pH = 7 pH = 7


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11 Padankan pelarut organik yang digunakan dalam kehidupan harian.

(a) Untuk menyediakan larutan syelek Kloroform

(b) Untuk mencairkan cat Alkohol

(c) Untuk melekatkan bahan plastik seperti plat nombor pada kereta Benzena

(d) Untuk melekatkan kepingan getah Turpentin

12 Lengkapkan ayat-ayat berikut.

(a) Asid menukarkan kertas litmus biru lembap kepada merah .

(b) Alkali menukarkan kertas litmus merah lembap kepada biru .

13 Senaraikan ciri-ciri asid dan alkali. Asid Alkali

(a) Rasa masam (a) Rasa pahit dan licin

(b) Mengakis (b) Mengakis

(c) Mempunyai pH kurang daripada 7 (c) Mempunyai pH lebih daripada 7

14 Lengkapkan persamaan di bawah.

(a) Asid hidroklorik + Zink karbonat Zink klorida + Karbon dioksida + Air

(b) Asid sulfurik + Magnesium Magnesium sulfat + Hidrogen

15 Lengkapkan ayat yang berikut.

(a) Asid bertindak balas dengan logam membebaskan hidrogen .

(b) Asid bertindak balas dengan karbonat membebaskan karbon dioksida .

16 Isi ruang di bawah dengan perkataan 17 Lengkapkan persamaan umum peneutralan: ‘alkali’, ‘asid’, dan ‘neutral’.

1 2 3 4 5 6 7 8 9 10 11 12 13 14

Asid Neutral Alkali

18 Isi tempat kosong.

(a) Air laut ialah sumber air yang terkotor.

(b) Air hujan ialah sumber air yang terbersih.(c) Nyatakan empat cara pembersihan air.

(i) Penurasan – hasil mengandungi mikroorganisma dan garam mineral (iii) Pendidihan

(ii) Penyulingan – menghasilkan air tulen (iv) Pengklorinan

19 Lengkapkan carta alir untuk menunjukkan langkah-langkah dalam proses pembersihan air.

Takungan air

Tangki penggumpalan

Tangki gaulan

Tangki pengenapan

Tangki penurasan

Tangki pengklorinan

TangkiPenyimpanan

20 Nyatakan empat jenis bahan pencemar air.

(a) Bahan buangan domestik (c) Bahan kimia dalam pertanian

(b) Bahan buangan industri (d) Lumpur dan kelodak/Tumpahan minyak

masih mengandungi garam mineral dan bahan terampai

Asid

+

Alkali

pH < 7 pH > 7

Garam + Air

pH = 7 pH = 7


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PMRPMR Enhancement CornerPMR Enhancement Corner

Each question is followed by four options, A, B, C and D. Choose the best answer.

PAPER 1

5

1 Which of the following takes place to water at its melting point?A Liquid to solidB Solid to liquidC Liquid to gasD Gas to liquid B

2 Diagram 1 shows a petri dish filled with water and left in the laboratory for two days.

petri dishwater

Diagram 1

After two days, the water in the petri dish dried up. Why does this happen?A Water molecules react with the

petri dishB Water molecules release heat and

turn into gasC Water molecules diffuse into the

walls of the petri dishD Water molecules absorb heat

and turn into gas D

3 Diagram 2 shows two methods of water purification X and Y.

muddywater

YX

pondwater

heat

Diagram 2

Which of the following shows the difference between X and Y? X Y

A Removes Removes dissolved suspendedminerals particles

B Kill Removesmicroorganisms dissolved minerals

C Removes Kills suspended microorganismsparticles

D Kills Removesmicroorganisms suspended particles D

4 Which of the following factors will cause the wet hair to dry faster? I Movement of air II Low humidity of air III Higher temperature of the

surroundingsA I and II onlyB I and III onlyC II and III onlyD I, II and III D

5 Diagram 3 shows an electrolysis process carried out on dilute nitric acid. X Y

dilute nitric acid

Diagram 3

Which of the following occurs when the switch is on?A Hydrogen is collected at

electrode XB Oxygen is collected at

electrode YC No gas is collected at both

electrodesD Oxygen is collected at electrode X and hydrogen is collected at

electrode Y D

6 Which of the following substances will dissolve the fastest in water?A C

B D

C

7 Diagram 4 shows the apparatus used in an experiment.

Diagram 4

What can be observed in this experiment?A ‘Pop’ sound is heardB Test tube becomes coldC The size of the zinc piece increasesD The volume of acid increases

A

8 Diagram 5 shows four regions, K, L, M and N.

river

KL

M

N

forestresidential

paddygrowingareas

Diagram 5

Which of the following regions cause pollution of river water?A K and L C K, M and NB L and M D K, L, M and N C

9 At which stage is chlorine added in a water treatment plant?A Sedimentation B Coagulation C ChlorinationD Filtration C

10 Diagram 6 shows the pH of substances R, S and T.

R S T

71 14

Diagram 6

Which of the following represents substances R, S and T?

R S T

A Baking Distilled Washing soda water soda

B Toothpaste Lime Vinegar water

C Vinegar Toothpaste Lime water

D Lime juice Vinegar Toothpaste

C

CLONE2003

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zinc piece

lighted wooden splinter



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BA

B1

BA

B2

BA

B3

BA

B4

BA

B5

BA

B6

BA

B7

BA

B8

BA

B9

BA

B10

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1 Antara yang berikut, yang manakah berlaku pada air pada takat leburnya? A Cecair kepada pepejal B Pepejal kepada cecairC Cecair kepada gasD Gas kepada cecair B

2 Rajah 1 menunjukkan satu piring Petri berisi air yang ditinggalkan di dalam makmal selama dua hari.

piring petriair

Rajah 1

Selepas dua hari, piring petri menjadi kering. Mengapakah ini berlaku?A Molekul air bertindak balas

dengan piring petriB Molekul air membebaskan haba

dan bertukar kepada gasC Molekul air meresap ke dalam

dinding piring petriD Molekul air menyerap haba dan

bertukar kepada gas D

3 Rajah 2 menunjukkan dua kaedah penulenan air, X dan Y.

air lumpur

YX

airtasik

panaskan

Rajah 2

Antara yang berikut, yang manakah menunjukkan perbezaan antara X

dengan Y? X Y

A Menyingkirkan Menyingkirkan mineral terlarut zarah terampai

B Membunuh Menyingkirkan mikroorganisma mineral terlarut

C Menyingkirkan Membunuh zarah terampai mikroorganisma

D Membunuh Menyingkirkan mikroorganisma zarah terampai

D

4 Antara faktor berikut, yang manakah akan mencepatkan pengeringan rambut yang basah? I Pergerakan udara II Kelembapan udara yang rendah III Suhu di sekeliling yang lebih tinggiA I dan II sahajaB I dan III sahajaC II dan III sahajaD I, II, dan III D

5 Rajah 3 menunjukkan satu proses elektrolisis yang dijalankan ke atas asid nitrik cair.

asid nitrikcair

X Y

Rajah 3

Antara pernyataan berikut, yang mana-kah berlaku apabila suis dihidupkan?A Hidrogen terkumpul pada

elektrod XB Oksigen terkumpul pada elektrod

Y

C Tiada gas terkumpul pada kedua-dua elektrod

D Oksigen terkumpul pada elektrod X dan hidrogen terkumpul pada elektrod Y

D

6 Antara bahan berikut, yang manakah akan larut paling cepat dalam air?A C

B D

C

7 Rajah 4 menunjukkan susunan radas

yang digunakan dalam suatu eksperimen. en.

Rajah 4

Apakah yang dapat di per hatikan dalam eksperimen ini?A Bunyi ‘pop’ kedengaranB Tabung uji menjadi sejukC Saiz ketulan zink bertambah D Isi padu asid bertambah A

8 Rajah 5 menunjukkan empat kawasan, K, L, M, dan N.

sungai

KL

M

N

hutanperumahan

kawasantanamanpadi

Rajah 5

Kawasan yang manakah menyebab-kan pencemaran air sungai?A K dan LB L dan MC K, M, dan ND K, L, M, dan N C

9 Pada peringkat yang manakah klorin ditambahkan ke dalam loji pember-sihan air?A PengenapanB PenggumpalanC PengklorinanD Penurasan C

10 Rajah 6 menunjukkan pH bagi bahan R, S, dan T.

R S T

71 14

Rajah 6

Antara berikut, yang manakah mewakili bahan R, S, dan T?

R S T

A Soda Air Soda penaik suling pencuci

B Ubat Air Cukagigi kapur

C Cuka Ubat Air gigi kapur

D Air limau Cuka Ubat gigi

C

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PMR Sudut PengukuhanPMR Sudut Pengukuhan

Tiap-tiap soalan yang berikut diikuti oleh empat pilihan jawapan, A, B, C dan D. Pilih jawapan yang terbaik.

KERTAS 1

5

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ketulan zink

kayu uji bernyala

asid hidroklorik cair

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CHAPTER

1CHAPTER

2CHAPTER

3CHAPTER

4CHAPTER

5CHAPTER

6CHAPTER

7CHAPTER

8CHAPTER

9CHAPTER

10

PAPER 2Section AAnswer all the questions.

1 Diagram 1 shows two beakers X and Y, each containing 100 cm3 of distilled water and different quantities of table salt. The solutions are stirred using a glass rod.

Beaker X

100 cm3 ofdistilledwater1 g of table salt

glass rod

saltsolution

Beaker Y

100 cm3 ofdistilledwater

100 g of table salt

glass rod

table salt

salt solution

Diagram 1

(a) Name the solvent and solute used.

Solvent: Distilled water Solute: Table salt

(b) State the types of salt solutions that formed in beakers X and Y.

Beaker X: Dilute solution Beaker Y: Saturated solution

(c) State two ways to dissolve the undissolved table salt in beaker Y.

(i) Add more distilled water/solvent (ii) Heat the solution (d) What is the type of salt solution formed if all the table salt in (c) dissolve in distilled water?

Concentrated solution

(e) You are given three types of salt solutions as shown below.

Saturated solution Dilute solution Concentrated solution

Arrange the types of solution according to the number of salt particles in ascending order in the spaces provided.

Dilute solution Concentrated solution Saturated solution

The number of salt particles increases

2 Diagram 2 shows a water treatment plant.

to consumers

Filtrationtank

Sedimentationtank

Mixingtank

Storage tank Chlorination tank

Tank X

Alum

pump

pump

Slaked lime

Reservoir

chlorinewater

Diagram 2

(a) What is the tank labelled X? Coagulation tank

(b) Why is the river water flowed into tank X? To coagulate suspended particles

(c) What is the function of the filtration tank? To remove suspended particles

(d) What is the purpose of adding chlorine water in the chlorination tank? To kill microorganisms

(e) State one method for obtaining pure water in the school laboratory. Give one reason for the method chosen.

Method: Distillation

Reason: Distillation removes all sorts of impurities in the water

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BAB

1BAB

2BAB

3BAB

4BAB

5BAB

6BAB

7BAB

8BAB

9BAB10

124124

Bahagian AJawab semua soalan.

KERTAS 2

1 Rajah 1 menunjukkan dua bikar X dan Y yang masing-masing mengandungi 100 cm3 air suling dan kuantiti garam biasa yang berlainan. Larutan dikacau dengan menggunakan rod kaca.

Bikar X

100 cm3 airsuling

1 g garam biasa

larutangaram

rod kaca

Bikar Y

100 cm3 airsuling

100 g garam biasa

rod kaca

garam biasa

larutangaram

Rajah 1

(a) Namakan pelarut dan zat terlarut yang digunakan.

Pelarut: Air suling Zat terlarut: Garam biasa

(b) Nyatakan jenis larutan garam yang terbentuk di dalam bikar X dan Y.

Bikar X: Larutan cair Bikar Y: Larutan tepu

(c) Nyatakan dua cara untuk melarutkan garam yang tidak larut dalam bikar Y.

(i) Tambahkan lebih banyak air suling/pelarut (ii) Panaskan larutan

(d) Apakah jenis larutan garam yang terbentuk jika semua garam biasa di (c) terlarut di dalam air suling?

Larutan pekat

(e) Anda diberi tiga jenis larutan seperti yang ditunjukkan di bawah.

Larutan tepu Larutan cair Larutan pekat

Susun jenis larutan mengikut bilangan zarah garam dalam urutan menaik di ruang yang disediakan.

Larutan cair Larutan pekat Larutan tepu

Bilangan zarah garam bertambah

2 Rajah 2 menunjukkan satu loji pembersihan air.

Tangki X

Takunganair

pam

kepada pengguna

air klorin

Tangki penurasan

Tangki pengenapan

Tangki gaulan

Tangki penyimpanan Tangki pengklorinan

Alum

pam

Kapur mati

Diagram 2

(a) Apakah tangki yang berlabel X? Tangki penggumpalan

(b) Mengapakah air sungai dialirkan ke dalam tangki X? Untuk menggumpalkan zarah-zarah terampai

(c) Apakah fungsi tangki penurasan? Untuk menyingkirkan zarah-zarah terampai

(d) Apakah tujuan menambah air klorin ke dalam tangki pengklorinan? Untuk membunuh mikroorganisma

(e) Nyatakan satu kaedah untuk mendapatkan air tulen dalam makmal sekolah. Berikan satu sebab bagi kaedah yang dipilih.

Kaedah: Penyulingan

Sebab: Penyulingan menyingkirkan semua bendasing dalam air

Bahagian A, Soalan 3KLON2006

Bahagian A, Soalan 3KLON2008

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08_Water and Solutions