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TOPIC: MICROORGANISM AND THEIR EFFECTS ON LIVING THINGS

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

Types of microorganisms

Viruses
Bacteria X Fungi

Y.

Characteristics each type of microorganisms Viruses Bacteria Protozoa Round, Spherical, spindle 5 - 250m Algae Round, Filamentous, colonial 10 -100 m Fungi

Characteristics Shape

Size

0.5 m or smallest

0.2 -10 m

Nutrition

Habitat

Living cells

Method of rerroduction

Autotrophic Saprophyte / Parasite Air,water,soil Food,living organism, decaying matter Binary fission, conjugation

Autotrophic/ Parasitic, Fresh water,sea water,damp soil, barks of trees Binary fission,spore formation, conjugation

Saprophyte / Parasite Decaying organisms matter,outside/ inside living organisms

Binary fission, conjugation

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Factors that affect the growth of microorganisms 1. 2 pH value 3 .................................... 4 nutrients 5 .

Example uses of microorganism a. Yeast making bread, soya sauce and alcoholic drinks b. Bacteria making vaccine and useful to digest food in human intestine c. Fungi use to produce antibiotics such as penicillin d Viruses making vaccine and used in biological control

Harmful effects of microorganism Diseases

Pathogens (Microorganisms that cause disease) Bacteria Viruses Protozoa Fungi

Through Air

How diseases spread ?

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7

Infection caused by pathogens

Can be prevented by

Sterilisation

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

Temperature y 200C - 450C grows rapidly y Temperature too low become passive or do not grow y Temperature too high - die /kill because the enzymes produced destroyed Nutrients y Need nutrients to provide energy for growth & reproduce y Parasitic (absorb nutrients from their host cells y Saprophytic (absorb nutrients from dead/decaying organisms y Make their own food through photosynthesis if microorganism have chlorophyll y pH value pH 7(neutral) grow rapidly y pH too high or too low - stop growing /die y Slightly/ acidic/alkaline some microbe grows

Factors that affect the growth of microorganism

Light y Microorganisms which contain chlorophyll require light for making their own food through photosynthesis y Microorganisms that do not contain chlorophyll grow and reproduce faster without light y

Humidity y Some live in water y Most live in damp or wet place y Relative humidity between 25% and 40 % y In dry or less humid place cells of microorganisms will lose water & become inactive

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Learning Outcomes: At the end of this season, the pupil will be able to: i. state the harmful effects of microorganisms on human beings ii. relate each group of microorganisms to the disease caused by it. iii. describe the various ways microorganisms can cause infection iv. list ways to prevent infections. v. relate the control of vectors to their habits and life cycles. 1. Diseases caused by pathogen (microorganisms that cause diseases) and the ways of spreading. Disease Cholera Diphtheria Gonorrhoea Tuberculosis Syphilis Dysentery Malaria Influenza Dengue fever Hepatitis B Poliomyelitis Chickenpox AIDS Ringworm Fungi Virus Air & contact Virus Vectors Protozoa Contaminated & contaminated food Bacteria Bacteria Air Contact Pathogen Ways to spreading

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2.

Through air y Pathogens are carried in the air y When a person breathes in the air, pathogens enter the body y When a person cough, talk, breathes or sneeze, pathogens release from the person body in droplets of water y Disease :TB, Influenza

How diseases spread ?

Through water y Water contains pathogens flows & carried from one place to another y When a person drinks the water, the pathogen enter the body of the person y Disease : Cholera

Through contaminated food y Improper handling of food can cause contamination. y Pathogens may come from surroundings, faeces and vectors. y Disease: Hepatitis, cholera

Through contact y Direct contact (sexual activities) with infected person may cause transfer of the microorganism. y Indirect contact (sharing personal items) may also spread the disease. Disease :Ringworm

Through vectors : Example y Mosquito - When a person is bitten by a mosquito, the pathogens in the saliva of the mosquito enter the bloodstream of the person. This may cause the person to fall sick. y Housefly- When a housefly lands on food, pathogens are transferred from its legs or body to the food. This may cause the person that eat the food to fall sick. y Disease : Malaria, Dengue fever

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Infection caused by pathogens Can be prevented by

Vector control

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

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

y Use insecticide aerosol spray on adult mosquitoes. y Put up mosquito nets/repellents to prevent from being bitten by adult mosquitoes

y Spray a layer of oil on the water surface to prevent pupa/larvae from breathing. y Rear fish (eg guppies) to eat the pupa/larvae

larva

Adult

y Destroy breeding grounds of mosquitoes by cleaning /draining swamps,ponds & containers filled with water Egg Water

Pupa Water

Adult y Use insecticide aerosol spray on adult fly.

Pupa Larva y

Egg

At the egg, pupa and larva stages destroy the breeding ground of houseflies by disposal waste food, decaying matter & rubbish// burying //dispose//wrapping garbage properly

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

1. Macronutrien nutrient which are needed in large quantities . - example : carbon, hydrogen, oxygen, nitrogen, phosphorus, potassium calcium, magnesium and sulphur. 2. Micronutrien - nutrient which are needed in very small quantities. - example : boron, molybdenum, zinc, manganese, copper and iron. 3. The effect of deficiency of : y Nitrogen - retarded growth, leaves turn yellow y Phosphorus - retarded growth, upper leave turn purple, poor root growth y Potassium - retarded growth, weak stems, dead spots of leaves 4. Major function of : y Nitrogen - to synthesise protein/chlorophyll/ y Phosphorus - to synthesise chromosomes/function as co enzyme y Potassium - to synthesise protein/maintain turgidity 5. Nitrogen Cycle : y Process Added Nitrate to soil. y - Lightning, Volcanic eruption,nitrification, Nitrogen-fixing bacteria. Process Removed Nitrat from soil - Denitrifying bacteria, leaching.

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Decay bacteria

lightning

volcanic eruption

nitrogen-fixing bacteria leaching

ammonium compound nitrifying bacteria

nitrates nitrification

denitrifying bacteria leguminous

(a) Nitrogen cannot be used directly by plants. Nitrogen has to be changed into ___________________________________ before it can be used by plants. (b) State two processes which added nitrates to the soil at high temperature. i. _____________________________ ii. ______________________________ (c) Nitrogen fixation involves ___________________________ bacteria found in the soil and the roots of _______________________________ plants. (d) When plants and animal died, break down dead remains to form ____________________________________. (e) The ammonium compounds are converted into nitrites and then nitrates by _____ ____________________. These process are called _______________________ (f) State two processes which remove nitrates from the soil. i. ______________________________ ii. _______________________________

TOPIC: PRESERVATION AND CONSERVATION OF THE ENVIRONMENT Learning Outcomes: At the end of this session, the pupil will be able to : i. describe global warming ii. relate greenhouse effect to global warming. iii. state what ozone layer is. iv. explain the importance of ozone layer. v. state the chemicals that damage the ozone layer. vi. list the sources of chemicals that can damage the ozone layer. vii. explain how damaging the ozone layer affects living things. 1 y y Global warming Relates to the increase in the average temperature of the Earths atmosphere. This causes : a. the glaciers and ice caps in the Artic & Antartic to melt b. the sea level will rise causing coastal flooding c. the changes of normal weather patterns d. causes floods, drought and more devastating hurricanes & typhoons
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y The greenhouse effect is the problem caused by heat being trapped on Earth by the greenhouse gases such as carbon dioxide, methane, nitrogen oxide and chlorofluorocarbons(CFCs) in the atmosphere

2 y y

Ozone Depletion Ozone layer consists of a layer of gas called ozone. The thinning of ozone layer is due to ozone-depleting substances such as CFCs, hydrochlorofluorocarbons (HCFCs) & halons that are released into to the atmosphere

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y y y y y y y y y y y

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

balance of nature. TOPIC: CARBON COMPOUND

Learning Outcomes: At the end of this session, the pupil will be able to : i. state what carbon compounds are ii. state what organic compounds are iii. give examples of organic compounds iv. state what in organic compounds are v. give examples of inorganic compounds vi. classify substances into organic and inorganic compounds vii. state what hydrocarbons are viii. list sources of hydrocarbons Importance Points Carbon Compounds Definition: Formed from the chemical combination of carbon with one or more of other elements

Types

Organic Compounds Living organism ( eg. Plants and animals) Their molecules are made up of

Differences Sources Number of carbon atoms per

Inorganic compounds Mineral substances (Do not originate from living things) Their molecules are made up of

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more carbon atoms Carbon, oxygen, hydrogen, nitrogen Soluble in organic solvent such as petrol,alcohol and ether y Combine with oxygen y A lot of heat is released Yes Low Originate from animals: Animal proteins, silk, cheese, milk, butter and leather Originate from plants: Plants proteins, rice, wood, cotton and latex molecule Element present Solubility Changes when heating fewer carbons atoms Carbon, oxygen, metallic element Soluble in inorganic solvents such as water, acids and alkali y Oxides of carbon unchanged y Carbonates of metals usually decompose No High Carbon oxides ( e.g: carbon monoxide & carbon dioxide) Cynide( e.g: sodium cyanide &magnesium ctanide ) Carbonate compounds ( e.g: calcium carbonate or limestones)

Flammable Melting points Examples

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

Saturated (Contains single bond between carbon atoms)

Unsaturated (Contains double bonds between carbon atoms)

SOURCES

Coal Formed from the remains of lush vegetation that grew in warm shallow coastal swamps The dead plants slowly become rock Consists of complex organic compounds and mixture of chemical substances

Natural gas

Petroleum

Formed from plants and animals that died millions of years ago Petroleum is trapped between the layers of impervious rocks while natural gas is always found on top of petroleum

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Learning Outcomes: At the end of this session, the pupil will be able to: i the process of producing alcohol ii. state the general characteristics of alcohols iii. list uses of alcohol iv. explain with examples the effects of alcohol on health IMPORTANT POINTS: 12 .2 Alcohol Alcohol
    A group of organic compound made up of the elements carbon, hydrogen and oxygen Contain the OH functional group which determines their reactions The names of all alcohol end with -ol Examples: methanol, ethanol, propanol

Physical properties
      Liquid in room temperature Colourless Sweet smell Evaporates easily Dissolves in water at any ratio Dissolves in organic solvent

Uses

    

Used as fuel Used as solvent Used in food and drink production Used in cosmetic manufacture Used in medical field

Chemical properties

Esterification Combustion
y y y Burn easily in the air Burn with blue flame, little or no soot Produce carbon dioxide gas and water carbon dioxide + water Concentrated sulphuric acid Ethanoic Acid + Ethanol

Sweet smell Insoluble in water

Alcohol + oxygen

Ester Water Blue flame Alcohol

Concentrated Sulphuric acid

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Alcohol + organic acid

ester + water

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Effects of alcohol on human being

HEALTH  Slow down the time of reaction  Nerves system become less sensitive to stimulus  Act as depressant if taken in excessive alcoholic drinks  Losing self-control  Causing vomiting  Liver damage  Brain damage  Hepatitis  High blood pressure

SOCIAL PROBLEM  Road accident  Family problem  Robbery as a drinker tend to have aggressive personality and often quarrel  Improper judgment and thinking

Preparation of ethanol 1. By fermentation process

zymase Glucose + yeast ethanol + carbon dioxide

Yeast-function to produce zymase Zymase an enzyme act as catalyst

Glucose Solution + yeast cells

Delivery tube

Lime Water Observation: Turns chalky Inference: Carbon dioxide gas is released.

Purification of ethanol by distillation process

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Learning Outcomes: At the end of this session, the pupil will be able to: i. ii. iii. iv. describe the process of making soap state that soap is a salt produced by the reaction between sodium hydroxide and fatty acids state the characteristics of the components of a soap molecule explain the cleansing action of soap molecules

IMPORTANT POINTS 1. The process of making soap ( Saponification )

Function:To make the soap float to the surface Sodium chloride Palm oil + sodium hydroxide solution 1.Palm oil (vegetable oil) is slowly boiled with sodium hydroxide solution ( alkaline solution) and the mixture is stirred with a glass rod 2.Common salt ( sodium chloride) and water are added to the mixture 3.Sodium chloride can reduce the solubility of soap that formed 4.The mixture is boiled and then is allowed to cool

Stirred with a glass rod

Residue ( Soap) Filtrate (glycerol + water)

Mixture is filtered with filter paper

Stirred the mixture with a glass rod

1.The mixture is than poured through a filter funnel with filter paper to separate the precipitate 2.The residue on the filter paper is rinsed with some water and left to dry 3.The plenty of bubbles or foam are formed, when some residue is stirred with water

Residue of soap

4.The residue is smooth when touch with a wet finger

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Word Equation for Saponification Process : Palm oil + Sodium hydroxide Sodium salts of fatty acid +Glycerol +water

Natural ester (Glycerol-fatty acid)

Alkaline

Soap

MOLECULE STRUCTURE OF SOAP

Ionic Head (Hydrophilic)

Hydrocarbon Tail (Hydrophobic) 1.The long hydrocarbon chain is bonded by covalent bond. 2.It is the water ,giving it a slight negative charge 3.Soluble in water

Soap molecule is shaped like a tadpole, with a head consisting an electrically charged ion and a long tail consisting of a long hydrocarbon chain The soap molecules decomposes to form potassium or sodium ions which charged positively and soap ions which charged negatively.

1.The head part is ionic, it is the water-loving end. 2.It ionizes in water,giving it a slight negative charge 3.Soluble in water

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The Cleansing Action of Soap Molecules

Step 1

Step 2

Hydrophilic end (head) of soap molecules sticking out of grease

Soap molecules

Water Cloth stains with grease

Soap molecules reduce surface tension and enable it to penetrate and then wet the cloth

Grease

Hydrophobic end (head) of soap molecules embedded in grease

Step 3
Water is shaken

Step 4

1.Foam of soap help to float

the emulsion 2.When dirty water and soap foam are thrown as well. The cloths are cleaned

1. Attraction of the head end of soap molecule to water and the washing motion of the cloth ( motion when the cloth is agitated ) pull off the soap and grease 2.Grease dirts are removed
from cloth surface as emulsion (oil droplets)

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TOPIC: MOTION Learning Outcomes: At the end of this season, the pupil will be able to: i. state what inertia is ii. give examples of everyday occurrences that involve inertia iii. explain with examples the relationship between mass and inertia IMPORTANT FACTS Inertia h Definition: The tendency of an object to maintain its original position whether stationary or in motion h 2 types of inertia : D Stationary inertia D Motion inertia h Stationary inertia - tendency of an object to resist any changes to its stationary position h Motion inertia-tendency of an object to move against the force acted on it h The greater the mass, the greater the inertia. h Example: coin Cardboard glass

When the cardboard is pulled quickly, the coin drops into the glass Because the stationary inertia of the coin maintain its original position p When a moving car suddenly stops, the passengers will thrown forward. This is because the motion inertia tries to maintain the movement of the passengers forward A big stone is hard to move because its stationary inertia is big A motorboat can easily change its direction of its motion compare to a big ship because the motorboats inertia is smaller. Safety measures in vehicles that concern to inertia 1. By fastening seat belts, the driver and passenger can be stopped from moving forward or being thrown out of the car because of inertia. 2. When accidents occur, the air bags in some vehicles will be inflated with gas and expand to prevent the driver from being thrown forward due to his motion of inertia

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Learning Outcomes: At the end of this season, the pupil will be able to: i. understanding the concept of the Archimedess Principle Archimedess Principle = An object is immersed in a liquid , the up trust on the (AP) object is equal in size to weight of the fluid displaced by object . Concept AP :

W1

( B1 B0 )

: Weight of displaced water = the up thrust force

Diagram A P

W Newton ( N ) W 1 Newton ( N )

B0 ( N )

B1(N) W 1 = apparent weight of block in water B 1 = Weight of beaker + displaced water (B 2 )Weight Displaced Water = B1 B0

Scale measurement

W = Weight of block in air B = Weight of empty beaker

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

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Block in Air W (N) a) b) c) d) y

Empty Beaker B0 (N)

WEIGHT ( Newton ) Beaker + Block in Water Water Displaced B1 W1 (N) (N)

Water displaced B2 = B1 B0 (N)

10

1 2 4 3

6.5 10 13 14.5

4.5

5.5

Check out : W = W1 + B2

1 HOUR Learning Outcomes: At the end of this season, the pupil will be able to: i. define speed, velocity and acceleration ii. state the unit for speed, velocity and acceleration iii. solve problems involving velocity and acceleration IMPORTANT FACTS:  Definition:  Speed is the rate of change of distance  Velocity is the rate of change of distance travelled in a specific direction  Acceleration is the rate of change of velocity  Units:  Speed / Velocity - ms-1  Acceleration - ms-2  Formula :  Speed / Velocity = V  Acceleration a = = = Distance (m) Time taken (s) s t Final velocity - Initial velocity Time Taken (s) vu t (ms-1)

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 Eg. 1 Step: A Examples of problem solving: A car starting from rest attains a velocity of 20 ms-1 in a time of 5.0s. What is its acceleration? Underline the important facts on the question

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

Use the formula and insert the data a = vu t = (20-0) ms-1 5 a = 20 5 = 4 ms-2

Eg.2

s= 20 A football player kicks a ball 20 meters from the goal line. The ball take 4 seconds to cross the goal line. What is the speed of the ball? t=4 ? Speed = Distance Time taken = 20 m 4s = 5 ms-1 u = 30 v= 0 A car is moving at a velocity of 30 ms-1. The driver brakes and the car stops within 6 seconds. What is the acceleration of the car? t= 6 a=? a a a = vu t = 0-30 ms-1 6 = -30 s = -5 ms
-2

Eg.3

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TOPIC: FOOD TECHNOLOGY AND PRODUCTION 1 HOUR Learning Outcomes : i. give examples of processed food. ii. to know the purpose of processing food. iii. to understand the functions of the chemicals used in food processing. iv. to understand the effects of the use of chemicals in excessive amounts in food processing. Question 1 : Choose the words below and match to the appropriate picture.

Canned food Vacuum packing

Dehydration Instant coffee powder

UHT milk Pasteurised fresh milk

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Question 2 : Choose the correct words and write in the columns provided below.

Colouring

Bleach

Sweetener

Anti-oxidants

Flavouring

Harmful effects Cancer Hives Rashes Cancer Infertility Food poisoning Affects sight Mentally retarded children Stunt body growth Damage the liver and kidneys Rashes Hives 1.

Food additive

2.

3.

Cancer Food poisoning Cancer Brain damage for children Tightness in the chess (asthma)

4.

5.

Question 3 : Tick ( / ) the true statements and ( X ) the wrong ones. 1. Processed food is food that has been treated with chemicals or undergone certain processes. ( 2. Planting alternate crops can prevent soil erosion effectively. (

) )

3. Food that is genetically modified is guaranteed safe to be eaten. 4. We will be paid back if we buy expired food. 5. All the food processing methods destroy the nutrients in food.
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( ( ) (

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TOPIC: SYNTHETIC MATERIALS IN INDUSTRY

Learning Outcomes: At the end of this session , the pupil will be able to ; i. State the uses of synthetic polymers ii. Relate the general characteristics of synthetic rubber to its uses iii. Give examples of goods made from a combination of natural and synthetic rubber iv List the characteristics of thermoplastic material v List the characteristics of thermosetting plastic material vi Classify various plastics goods into thermoplastic and thermosets 1. Complete the table with the answer given below

Polyethene

Polyvinyl chloride (PVC)

Polyesters ( Terylene)

Nylon

Type of polymer

Its uses

Stockings, clothing, ropes, toothbrush bristles

Furniture, waterproof and insulating materials

Cotton and wool substitute in clothings, tire cord and safety belt

Cling film, plastic bags, sheets and bottles

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

Monomer DIAGRAM 1 1. Name the process taking place . 2. Name the monomer used . 3. State one characteristic of polythene

Polymer

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. 3. Complete the table with the answer given below

Polyethene

Teflon (PTFE)

Polystyrene

Nylon

Terylene

Melamine

Perspex

Bakelite

Polypropene

Epoxy polymer

Plastics

Thermoplastics

Thermosets

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

1. 2. 3. 4.

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

DIAGRAM 2 (i). State four characteristics of thermosetting plastics, based on the product above. ...
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... ... ... (ii). Proper management of the disposal of plastic materials is important to reduce pollution of the environment

State four ways to manage disposal of plastic materials

... ... ... ...

TOPIC: ELECTRONIC Learning Outcomes At the end of this session , the pupil will be able to ; i. describe the characteristics of waves. ii. identify different types of waves that form the electromagnetic spectrum. Exercises: 1. Diagram below shows a transverse wave.

A and B are two of the waves characteristics. What are they? A: ___________________________
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B: ___________________________ 2. Fill in the table below with the given characteristics of waves.

Amplitude, A Wave velocity, v

Wavelength,

Frequency, f

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

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

Figure A Frequency: High Wavelength: __________

Figure B Frequency: _________ Wavelength: ________

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4. Figure below shows the electromagnetic spectrum.

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

Radio waves

Microwaves Gamma rays

Infra-red

Ultraviolet

5. Table below shows the type of radio waves, their wavelength ranges, frequency ranges and applications. Complete the table. TYPE OF RADIO WAVE Long waves, LW or Low Frequency, LF Medium waves, MW or Medium frequency, MF Short Waves, SW or High Frequency, HF WAVELENGTH RANGE 1000m 10000m 300kHz 3MHz 10m 100m 3MHz 30MHz Radio communications, FM Radio and TV broadcasting. Radio communications, TV broadcasting TV broadcasting, mobile phone, satellite communications FREQUENCY RANGE APPLICATIONS Radio communications Radio communications, AM radio broadcasting

1m 10m

30MHz 300MHz

Ultra High Frequency, UHF Microwave 1mm 10cm

300MHz 3 GHz

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6. Diagrams below show three different ways by which radio waves are transmitted. Match the explanation given below with the diagrams. EXPLANATION A y Long waves y Frequency up to 2MHz. y Travel along the Earth surface following its curvature. EXPLANATION B y Medium waves y Frequency between 3 and 30MHz. y Reflected by ionosphere to the ground. EXPLANATION C y Short waves and microwaves y Frequency above 30MHz. y Travel in straight lines and can pass through the ionosphere and out to space.

SKY WAVES

SPACE WAVES

GROUND WAVES

Learning Outcomes: At the end of this session , the pupil will be able to ; i. Identify the electronic components used in the radio and their symbols. ii. Describe the radio transmission system. iii. Describe the radio receiver system. 1. Table 1 below shows electronic components, their symbols and functions in a radio. Fill in the blanks by drawing the symbol in the table. ELECTRONIC COMPONENTS SYMBOL FUNCTION To pick up all available radio waves with different frequencies within the range. Works with a variable capacitor to form a tuning circuit. Works with an inductor to form a tuning circuit. Its capacitance can be adjusted to change the frequency of the radio in order to match the frequency of the radio waves transmitted from the station. To act as a rectifier separating the a.f. signals from the amplified modulated r.f signal through demodulation.
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Inductor

Variable capacitor

Diode

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Capacitor

To channel the flow of r.f. carrier waves into the Earth. To amplify the a.f. signals before sending them to the loudspeaker or earphone. Works with a transistor to amplify the a.f. signals To change the voltage of an alternating current.

Transistor

Resistor

Transformer TABLES 1

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

DIAGRAM 1 A: _________________________________________ B: _________________________________________

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C: _________________________________________ D: _________________________________________ E: _________________________________________ F: _________________________________________ 3. What is the function of component A, B, C and D in the diagram 1? A: The function of ________________ is to __________________________ B: The function of ________________ is to __________________________ C: The function of ________________ is to __________________________ D: The function of ________________ is to __________________________ 4. Diagram 2 shows a block diagram for a radio receiver system. Complete the diagram by labeling components A, B, C, D, and E.

DIAGRAM 2 A: _________________________________________ B: _________________________________________ C: _________________________________________ D: _________________________________________ E: _________________________________________

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5. What is the function of component A, B, C, D and E in the diagram 2? A: The function of ________________ is to __________________________ B: The function of ________________ is to __________________________ C: The function of ________________ is to __________________________ D: The function of ________________ is to __________________________ E: The function of _____________

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