Ch 1 Introduction to Science and Technology 2024.pdf

Chapter 1: Introduction to Science and Technology Name: _______________________( ) Class: __________ Date: ________ CHAPTER OVERVIEW CHAPTER 1.1 SCIENCE AN...

Chapter 1: Introduction to Science and Technology Name: _______________________( ) Class: __________ Date: ________ CHAPTER OVERVIEW CHAPTER 1.1 SCIENCE AND TECHNOLOGY The study of science Benefits vs abuses Limitations of of Science Science Values, Attitudes, Ethnics Products Science Process Skills CHAPTER 1.2 BASIC LABORATORY ORIENTATION Rules and Regulations Drawing Apparatus Using the Bunsen Burner Page 1 of 14 Ch 1.1 Science and Technology Learning Outcomes Students will be able to: 1. recognise that the study and practice of Science involve three major elements: attitudes, processes or methods, and products. 2. describe that Science is a human endeavour, with scientific knowledge contributed by different civilisations over the centuries. 3. describe how scientific knowledge is built from systematic collection and analysis of evidence and rigorous reasoning based on the evidence. 4. demonstrate values, attitudes and ethics in carrying out the scientific inquiry. 5. explain how Science is used in other contexts. 6. evaluate limitations and problems of Science. 7. examine the uses and benefits of Science and technology to society. 8. develop an awareness of the limitations of Science and technology in solving societal problems. 9. develop sensitivity to the benefits and abuses of the applications of Science. Ch 1.2 Basic Laboratory Orientation Learning Outcomes Students will be able to: 1. state the names and functions of some common laboratory apparatus. 2. draw in proportion, sectional diagrams of the apparatus. 3. identify the various parts of a Bunsen burner and know their functions. 4. draw the diagram of a non-luminous flame and label the various parts, i.e. the dark zone of unburnt gas, the blue zone of partial combustion, the almost colourless zone of complete combustion and the hottest part of the flame. 5. explain the causes of the luminous and non-luminous appearances of the flame. 6. know the procedure of lighting a Bunsen burner and can light it correctly and confidently when doing practical work. 7. obtain either a luminous or non-luminous flame by adjusting the size of the air hole. 8. state and explain which flame is more suitable for heating. 9. describe the appropriate action during a strike back. 10. demonstrate safety consciousness and adopt safe practices when carrying out investigations. Page 2 of 14 1.1 Science and technology Science The word “science” comes from the Latin word Scientia, meaning knowledge of the world around you. It is also a way of gathering knowledge. Science systematically studies nature and how it affects us and the environment. Science is a human activity that has evolved as an intellectual tool to facilitate describing and ordering the environment; as a method, Science is relatively stable and universally applied, while as a body of knowledge, it is constantly changing. Today, the study of Science branches into living things and non-living things: Life Science and Physical Sciences. A few words of explanation about each major division of Science: Science Life Science Physical Science Molecular Biology Physics Microbiology Chemistry Ecology Astronomy Human Biology Earth Sciences Physics studies concepts such as motion, force, energy, matter, heat, sound, light and the components of atoms. Chemistry builds on Physics by telling us how matter is put together, how atoms combine to form molecules and how the molecules combine to form materials around us. Physics and Chemistry are applied to Earth and its processes, which make up Earth Science, e.g., Geology, meteorology and oceanography. When we apply Physics, Chemistry and Geology to other planets and stars, we speak about astronomy. Biology is more complex than Physical Sciences because it involves living matter. Underlying Biology is Chemistry, and underlying Chemistry is Physics. Thus, Physics is basic to both Physical Sciences and Life Sciences. Do you agree that Physics is the basis of Physical and Life Sciences? Page 3 of 14 Technology The way scientific discoveries are used to build machines and make our lives easier and more comfortable is called technology. Technology is the way scientific discoveries and inventions are used by people. There are three major elements involved in the study of Science: i. Values, Ethics and Attitudes ii. Processes and Methods iii. Products i. Values, Ethics and Attitudes Values, Ethics and Description Attitudes Curiosity Desiring to explore the environment and question what is found. Creativity Seeking innovative and relevant ways to solve problems. Integrity Handling and communicating data and information with honesty. Objectivity Seeking data and information to validate observations and explanations without bias. Open-mindedness Accepting all knowledge as tentative and suspending judgment. Tolerance for ambiguity. Willingness to change views if the evidence is convincing. Resilience Not giving up on the pursuit of answers/solutions. Willingness to take risks and embrace failure as part of the learning process. Responsibility Showing care and concern for living things and awareness of our responsibility for the quality of the environment. Healthy Scepticism Questioning the observations, methods, processes and data, as well as trying to review one’s ideas. Page 4 of 14 ii. Science Process Skills These are some of the process skills that you will learn throughout the Science lessons: observe, classify, communicate, measure, infer, estimate and predict In carrying out the different experiments in the Science Laboratory, you are to bear in mind the following pointers: Observing carefully and measuring accurately. Communicating effectively. Making Inferences and developing a hypothesis. Planning or designing experiments to test the hypothesis. iii. Products of Science Products of Science are the information and ideas of Science that have been recorded as scientific knowledge. Scientists build on what other scientists have discovered. Video conferencing, the Internet and the cloning of animals are all products of technology. Benefits of Science and Technology Improve health Prolong lifespan Make lives more comfortable and convenient Enable people all over the world to communicate Reduce damage caused by natural disasters Abuses of Science and Technology Pollute the environment Destroy lives (nuclear explosion) Deplete nature’s resources Upset the balance in nature Limitations of Science Science cannot: give life to a non-living object. forecast future events. explain matters relating to religions. Page 5 of 14 Science and Society Pseudoscience For a claim to qualify as “scientific”, it must meet certain Humans are very good at denial, which may explain why standards. For example, the claim must be reproducible pseudoscience is a thriving enterprise. Many by others who have no stake in whether the claim is true pseudoscientists themselves do not recognise their or false. The data and subsequent interpretations are efforts as pseudoscience. open to scrutiny in a social environment where it is fine to make an honest mistake, but it is not fine to have been Meanwhile, the results of Science literary tests given to dishonest. Claims that are presented as scientific but do the general public show that most Americans lack an not meet the standards are called pseudoscience. understanding of the basic concepts of Science. Some 63% of American adults are not aware that the mass Examples of pseudoscience abound. Turn on the extinction of dinosaurs occurred long before the first television; you will find advertisements for various human evolved; 75% do not know that antibiotics kill pseudoscientific products. Watch out for remedies for bacteria but not viruses; 57% do not know that electrons ailments from baldness to obesity, for air purifying are smaller than atoms. mechanisms, and for “germs fighting” cleaning products. While many such products operate on solid Science, We find a rift - a growing divide – between those who others are pseudoscience. have a realistic sense of the capabilities of Science and those who do not understand the nature of Science. Discussion: What attracts people to pseudoscience? How do you identify pseudoscience? How is Science different from pseudoscience? How much do you know about Science? Test your knowledge http://www.pewresearch.org/quiz/science-knowledge/ of science facts and applications of scientific principles by taking our short 12- question quiz. Page 6 of 14 1.2 Basic Laboratory Orientation 1.2.1 Rules and Regulations The science laboratory can be a dangerous place if you are not careful. Specific rules must be followed for your safety and everyone else in the room. Do 1. Always follow your teacher’s instructions. 2. Keep your notebooks and papers away from heating equipment, glassware, chemicals, and flames. 3. Tell your teacher immediately if you cut or burn yourself. 4. Tell your teacher immediately if you break any glassware or spill chemicals. Spillages, even water, need to be cleaned up without delay. 5. Wait until the hot equipment has had time to cool before putting it away. 6. Leave all the benches and tables clean and dry after completing your experiments. 7. Wash your hands after you have handled any substances in the laboratory. 8. Tie long hair back whenever you use a Bunsen burner. 9. Point test tubes away from your eyes and your classmates. 10. Wear safety goggles while mixing or heating substances. Don’t 1. Enter the laboratory without your teacher’s permission. 2. Run, push, or misbehave in the laboratory. 3. Eat or drink in the laboratory. 4. Smell or taste substances unless instructed by your teacher. 5. Whenever you need to smell substances, fan the odour to your nose with your hand. 6. Put paper, matches or other solid substances in the sink. 7. Always follow your teacher’s instructions about the disposal of substances. 8. Mix chemicals unless your teacher has instructed you. 9. Look directly into the top of a test tube, beaker or flask. 10. Enter a preparation without your teacher’s permission. Page 7 of 14  Hazard Symbols The Globally Harmonised System of Classification and Labelling of Chemicals (GHS) is a system for chemical classification and hazard communication through harmonised provisions for Standardised labels and Safety Data Sheets (SDS) developed by United Nations (UN). It is developed from various existing systems in the US, EU, and Canada and from the UN’s own research and study of universal standards. Singapore has agreed to adopt GHS in 2002. Physical hazards pictograms Explosives Flammables A substance that reacts A substance that catches violently when heated or fire easily. struck. E.g., Alcohol, kerosene E.g., Flash powder Or Self Reactive/ Or Self-Reactive/ Pyrophoric/ Organic peroxides Self-Heating/ Emit Flammable Gas/ Organic Peroxides Oxidisers Gases Under Pressure An oxidiser can A compressed gas is a decompose readily to gas at normal room release oxygen. It can temperature and pressure. cause or speed up a fire or The gas is placed under explosion. pressure to contain in a E.g. Hydrogen peroxide cylinder. Any puncturing or dropping of the cylinder may cause an explosion or cause the cylinder to rocket out of control. E.g., Compressed helium, compressed carbon dioxide Corrosives A substance that destroys and damages another surface of a substance with which it comes into contact. E.g., Sulfuric acid, potassium hydroxide Page 8 of 14  Health hazards pictograms Acute Toxicity (severe) Irritant A substance that is A substance that produces harmful in small doses. vapours or fumes which E.g., methanol, mercury irritate the eyes, nose and throat E.g., Ammonia, chloroform Or Dermal Sensitiser/ Acute Toxicity (harmful)/ Narcotic Effects/ Carcinogen Respiratory Sensitiser Reproductive Toxicity Target Organ Toxicity Mutagenicity Aspiration Toxicity A substance that can be fatal if swallowed enters the airway causing damage to organs and leading to fertility issues or risk of cancer. E.g: Turpentine, petrol, lamp oil Environmental hazards pictograms Environmental Toxicity Very toxic to aquatic life with long-lasting effects E.g: Pesticides, biocides, petrol, turpentine Page 9 of 14 Activity Source: https://www.thinglink.com/scene/827378680190730241 Look carefully at the drawing below and find all the rules that are being broken in the science laboratory Page 10 of 14 1.2. Drawing Apparatus a) Recalling… 1) All laboratory apparatus should be drawn in outline only and their correct proportion. 2) Do NOT draw a 3-dimensional outline for laboratory apparatus. b) Draw sectional diagrams of the apparatus that your teacher shows you. You may use the template of laboratory apparatus sold in the school bookstores or include it in your mathematical set. Thistle funnel Retort stand Filter funnel Bell jar For transferring For supporting For separating an For separating an liquids into a flask apparatus during insoluble solid from a experimental set-up experiments liquid with the help of a from the outside piece of filter paper environment Tripod Stand Beaker Flat-bottomed flask Test tube For supporting For containing For containing chemicals For containing or apparatus during chemicals or when preparing gases, if heating a small heating collecting liquids the process requires no amount of heating substances Measuring Cylinder Conical flask Water trough Round-bottomed For measuring a For containing For containing water flask volume of liquid to an chemicals or when collecting gases For the preparation accuracy of 0.5 cm3 collecting liquids; of gases, if the usually involve process requires swirling liquids heating Page 11 of 14  Evaporating dish Gas jar Crucible For evaporating a For collecting gases For heating solids directly liquid from a solution over a flame 1.2 Using the Bunsen Burner How to use Bunsen Burner Safely a. Check that the rubber tubing is properly connected to the gas tap. b. Ensure that the air hole is closed. c. Open the gas tap. d. Ignite the lighter just above the top of the barrel. e. Open the air-hole to obtain a non-luminous flame (blue). Anatomy of a Bunsen Burner Page 12 of 14 Types of flame: Non-Luminous Flame and Luminous Flame Non-luminous Flame Luminous Flame It occurs when the air hole is fully opened. It occurs when the air hole is closed. There is sufficient air entering the air hole There is insufficient air entering the air hole and and mix with the gas. mix with the gas. Complete combustion with no carbon Incomplete combustion with carbon particles particles deposited on the apparatus. deposited on apparatus. It burns steadily. It appears flickering and unsteady. It has a higher temperature than the luminous It has a lower temperature than the non-luminous flame, and the hottest part of the flame is just flame. above the tip of the blue zone. Blue in colour Orange in colour It is not visible as the luminous flame from far. It is visible from far. Page 13 of 14  Strike Back Strike back occurs when there is too much air entering the air hole. Instead of burning at the top of the barrel, the flame burns at the jet. When a strike back occurs, turn off the burner immediately. flame at jet Heating liquid in a beaker Put a wire gauze on a tripod stand. Place a beaker of liquid on it. Light the Bunsen burner and then push it under the tripod stand. Turn off the burner when the liquid reaches the required temperature. Heating liquid in a test-tube Hold the test tube with a test tube holder. Ensure that the mouth of the test tube is pointing away from yourself and others. Slant the test tube at about 45O and heat it in the hottest part of a Bunsen flame. Move the test tube through the flame. The liquid to be heated should occupy no more than a one-third test tube. Page 14 of 14