Form 5 Science Revision

393 Pages·30.456 MB·English

by  Sayes E.M.

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ESA revision books are New Zealand's most popular study
guides. Each book covers a full year's work with concise
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Form 5 Science
Revision
E. M. Sayes
rES^L Publications
Box 9453 Newmarket, Auckland, New Zealand.
Phone: [phone] or 540 089 Fax: [phone]
Form 5 Science Revision
E. M. Sayes
ESA Publications
ISBN 0-908756-12-7
© E. M. Sayes
© ESA Publications
Editorial Manager: Janette Howe
Biology Section contributed by Terry Bunn
Typeset by Scott Roxburgh, Michael Yin
Cover Design by Alan Smith
Printed in Singapore
by Chong Moh Offset Printing Pte. Ltd.
All rights reserved. No part of this publication may be reproduced,
stored in a retrieval system, or transmitted in any form or by any
means, electrical, mechanical, photocopying, recording or otherwise,
without the prior permission of the publisher.
Acknowledgements
I wish to thank the numerous people both within the teaching community
and without who gave advice and assisted with the production of Form 5
Science Revision.
Most particularly, I wish to thank Terry Bunn for his drawings and advice,
and Janette Howe for her editorial assistance.
Some of the questions used in this book are from recent school certificate
examination papers. These are reproduced with the permission of the
Department of Education. The selection and arrangement of the questions
is entirely the responsibility of the author.
Once again, a special thanks to Stephanie for her patience during
the production of this book.
Mark Sayes
Auckland
December, 1988
Introduction: To the Teacher
Form 5 Science Revision is written in note form and covers the entire fifth
form science syllabus. It can be used as a classroom textbook or as a
revision book for use at home. Every effort has been made to provide the
latest in information and to use the correct notation. Form 5 Science
Revision has been seen and checked by numerous teachers.
The language and difficulty has been pitched to allow all students to
understand the subject. It is envisaged that Form 5 Science Revision will be
used by the classroom teacher as the framework for the years work.
An extensive glossary/index is provided, and students should be
encouraged to use this to chcck on the meanings of words and to find
further explanations. Words which are bold in the text are listed in the
glossary/index. Words in italics are for emphasis. Asterixed questions in
the activity sections usually extend the syudent beyond the prescription.
Introduction: To the Student
This book covers the fifth form Science syllabus. It can be used as a
classrooom textbook or as a revision book for use at home.
Words which are bold in the text are listed in the glossary/index. Use the
glossary/ index to check the meaning of terms or to find more information
on a topic. Words in italics are mainly for emphasis. In the activity
sections, questions with an asterix (*) beside them are difficult questions for
you to try.
You will find all the necessary facts and understanding needed for your
science in Form 5 Science Revision. The exercises are important for helping
you develop your skills. Remember that laboratory work is also important,
and although much reference is made to practical situations in this book,
nothing can substitute for your efforts here.
Contents
Biology
1. Pathogenic Organisms 3
2. The Body's Defence against Disease 12
3. AIDS - A Viral Disease 21
4. Health 2S
5. Diet 27
6. Exercise and Health 36
7. Alcohol and Health 40
8. Smoking and Health 45
9. Genetics 51
10. SimpIeMendeIianInheritance 59
11. Photosynthesis 88
12. EnergyandPIants 79
13. The Carbon - Oxygen Cycle 83
14. AnimaIStudy 88
15. Recent SC Biology Questions 102
Chemistry
16. Atoms and Elements 119
17. Ions and Ionic Compounds 128
18. Chemical Equations 132
19. Oxidation - Reduction Reactions 136
20. AcidsandBases 140
21. Metals 145
22. Solubility and Precipitation 158
23. Metal Compounds 163
24. Iron and Aluminium 169
25. Sulphur 177
26. Nitrogen - 184
27. Carbon 191
28. Organic Carbon Compounds 197
29. Petroleum, Ethane and Polymers 205
30. MethanoIandEthanoI 210
31. Recent SC Chemistry Questions 215
Physics
32. Motion 235
33. Forces 248
34. Work Energy and Power 256
35. Simple Machines 287
36. Release & Absorption of Heat Energy 272
37. Transfer of Heat Energy 280
38. Transfer of Energy by Waves 288
39. Sound 293
40. Electromagnetic Radiation 298
41. Circuits 302
42. Power in Electrical Circuits 319
43. Voltage-Current Relationships 323
44. Electromagnetism 329
45. Electromagneticlnduction 334
46. Recent SC Physics Questions 339
Answers 353
Appendices 372
Glossary 375
Section 1: Health and Disease in Humans
Intent and Approach Notes
The purpose of this section is to help students appreciate that good 1.2 Testing the effects of antiseptics and/or antibiotics on bacterial
health depends not only upon the control of pathogens, but also upon or fungal culture is expected.
sound diet, exercise and environmental factors. 1.3 Candidates are expected to be familiar with one test for each of
1.1 Pathogenic organisms. A simple account of structure and mode the following: starch, reducing sugar, a protein.
of life for one each of: a bacterium, a virus, a fungus. 1.4 Simple measures (pulse-rate, breathing rate) only are intended to
1.2 The body's defence against disease. Active and passive assess the effects, particularly on the gas exchange and
immunity; the function of the lymph system. The correct use of cardiovascular systems.
antiseptics; antibiotic resistance in pathogens. 1.5 Astrictlyfactualtreatmentis intended using scientific literature
1.3 The components of a healthy diet Common food tests. • The available, i.e., the effect of alcohol on the nervous system, reaction
effects of incorrect diet on body systems. times, long-term effects on the liver, the effect of smoking on the
1.4 The effects of exercise on body systems. lungs and cardio-vascular system.
1.5 The effects of alcohol and smoking on body systems.
Section 2: Genetics
Intent and Approach Notes
Many of today's important advances in biology are in the field of 2.1 Names and details of stages are not required.
genetics. Students should be encouraged to learn about the way in
which an organism's structure and metabolism are controlled by
genes.
2.1 The nature of chromosomes and their behaviour in mitosis and
meiosis: the importance of meiosis in reducing the chromosome
number and in mixing genetic material.
2.2 Sex determination in humans. Restoration of chromosome pairs
at fertilisation. X and Y chromosomes as sex determiners.
2.3 Simple mendelian inheritance. Dominant and recessive genes,
genotype and phenotype. The use of punnet squares in explaining a
monohybrid cross. Simple monohybrid cross examples in plants and/
or animals.
Section 3: (A) ] nts and Energy
Intent and approach Notes
This section aims to develop an understanding of how plants capture, It is expected that candidates will have carried out their own
store and release energy. Students will be expected to investigate the investigations.
factors involved in photosynthesis and respiration by experimental 3.1 Candidates will be expected to have established by experiment:
means. a. The need for light, carbon dioxide, and chlorophyll; and
3.1 The raw materials and products of photosynthesis. Factors b. the production of oxygen and starch.
which affect the rate of photosynthesis. At least one factor affecting the rale of photosyntheses should be
3.2 Storage and release of energy in plants. investigated quantitatively.
3.3 The carbon-oxygen cycle. 3.2 Candidates will be expected to have established that starch is the
main storage substance in plants, and that the release of energy can
be monitored by measuring carbon dioxide production.
3.3 Candidates will be expected to understand the complementary
nature of photosynthesis and respiration.
Section 3: (B) An Animal Study
Intent and Approach Notes
This section aims to develop an understanding of the way of life of The emphasis of the small animal study should be placed firmly upon
one invertebrate animal selected from a snail, slug, anthropod, or gaining experience of experimental design and technique, and the
earthworm. The sudy will give students the opportunity to carry out interpretation of data.
laboratory investigations on the behaviour of the animal, and to The examiner will expect candidates to have carried out simple
observe features adapting it to its habitat and way of life. experiments and to have made accurate observations and records,
3.4 The behaviour, external structures and aspects of life history using locally found and maintained animals. A dissection is nol
which enable the animal to survive in its habitat. required.
3.5 An experimental approach to the behaviour of the animal in Arthropods are jointed-limbed animals with exoskeleions, and
response to external stimuli such as food, temperature, light, touch, include insects, spiders, centipedes, slaters, crabs and crayfish.
humidity and gravity. 3.4 Through observation and measurement candidates will be
expected to understand the adaptive significance of behaviour and
external structures related to:
a. the detection and ingestion of food
b. locomotion
c. gas exchange.
3.5 The significance of controlled experiments пцу be examined.
Pathogenic Organisms 3
1. Pathogenic Organisms
Introduction
There are three types of micro-organisms. They vary in many
ways including size. Fungi are often large enough to be easily
seen by the eye. Bacteria are smaller but many can be seen with
an ordinary microscope. Viruses are very small.
We are surrounded by many bacteria and fungal spores. They are
in the air, on our bodies and on the food we eat. Most micro-
organisms are quite harmless and many are useful. A few
however, are pathogens, which means that they cause disease
and damage our health, even occasionally leading to death.
Infectious diseases are passed onto people in various ways:
The mode of life (feeding, reproduction and structure) of each
type of micro-organism is discussed in the following sections.