1st & 2nd terms 3 rd

Prep.

Experiments
1) Determine half the radius of the concave mirror:
The steps:
1- Place the mirror on a holder in front of
the light source (lit hole).
2- Move the mirror nearer and farther until
an image of the hole is formed next to it and
is equal to it.
3- Measure the distance between the mirror
and the hole, it is equal to the radius of curvature of the mirror.
Deduce:

The focal length of the mirror (l) =

2) Determine the focal length of the convex lens:

Materials:
A convex lens – screen – lens holder – distance source of light (can use the
sun ray)
The steps:
1- Place the lens on a holder where the distance light source is facing one of
its faces.
2- Place a horizontal screen on the other side of the lens and move it closer
and farther from the lens until you get the lit point which is the «focus of the
lens».
3- Measure the distance between this point and the optical centre of the lens
which is the focal length (l) of the convex lens.
Deduce:
- Light rays passing through the convex lens converge to a point called “the
focus of the lens”.
- The distance between lens and point on paper is focal length (l).
L
The radius of the concave lens (r) =

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 1st & 2nd terms 3 rd
Prep.
3) History:
- According to the old Greek legend that Archimedes
knew a lot about mirrors and the use of sunlight as a
weapon against the Roman fleet that invaded Sicily
in 212 B.C.
- A huge concave mirror was placed to collect the sun rays and directed
towards the sails of ships so as to generate extreme heat that led to the
burning of these sails and turning them to glazing balls fire.
4) Expansion of the universe and distances of galaxies:
Tools:
Some water - some flour - some raisins.
Steps:
Cooperate with a group of your colleagues to perform this activity
1- Bring some flour and mix it with some water and some of the bread yeast.
2- Mix the ingredients well to make bread dough.
3- Insert some raisins in the dough.
4- Leave the dough to ferment in a warm environment.
Observation:
The dough rise up and increase the distance between
raisins.
Conclusion:
Expansion of the universe causes increasing the distance between galaxies.
5) Explaining the difference in the length of the year from a planet to another:

Steps:
1- Chalk to draw circles in the school playground.
2- Go out the school playground with your
classmates.
3- Choose five of your classmates different in weight
and size.
4- One of your classmates stands in the middle of the
playground (a).
5- Draw four circles with a united centre around that student.
6- Each student stands on one of circles in a way that are on one straight line.
7- Give a signal to students to start moving in a circle around the centre.

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 1st & 2nd terms 3 rd
Prep.
Observation:
First student (b) is fastest one but last student (e) is slowest one.
Conclusion:
Planets differ in year due to:
1- The radius of each planet.
2- The speed of each planet around itself (its axis).
Don’t forget:
1- Weightlessness:
The continuous force of the Earth’s gravity on our bodies gives us weight.
But, when you are inside a lift going downward fast, you feel that you are
lighter in weight.
This phenomenon occurs in the spacecraft as astronauts fall down inside it
with the same speed so that they get weightless.
2- Cancer:
- Occurs when the body cells are divided continually without controlling.
- The Egyptian scientist Dr. Mustafa El Said discovered the method of
treatment by NANO- molecules of gold and then injecting them into the
patient. Then focusing laser with a certain degree to infection cells absorb
the light and converts it into heat which leads to burn and kill the infected cell
that has stuck to them.
3- Liver Transplantation:
Some cells in the human body are not divided at all such as nerve cells and
red blood cells.
Some cells are not divided in normal conditions but they retain the ability to
divide under certain circumstances such as liver cells. For example, if the
liver gets injured or a part of it is cut, the remaining cells undergo division so
as to compensate the missing part. This is the scientific basis used in liver
transplantation.
6) Discover how yeast fungus reproduces:

Materials and tools:

- Piece of yeast - sugar solution- warm water - microscope
- a glass slide -cover slips – a teeth stick).
Procedures:
1- Add the 1 ml sugar solution and 1 ml of warm water to
2ml yeast in a plate and leave them for ten minutes in a
warm dark place.
2- Take some of the mixture and place it on a glass slide.

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 1st & 2nd terms 3 rd
Prep.
3- Examine the slide under the microscope and record what you observe.
4- Compare what you observe in the opposite figure.
In the previous activity, you observe the following:
Bud in yeast emerges as a lateral bulge in the cell then the cell nucleus is
divided (mitosis) into two nucleuli. One of them remains in the parental cell
and the other immigrates to the bud.
A bud grows gradually and remains connected to the parental cell until it is
fully grown then separates from it or remains to form a colony.
7) Preparing a slide from the growing tip of onion’s root:
Materials:
Onion - a beaker filled with water - compound
microscope - microscope slides and their covers-
scalpel - tweezers - hydrochloric acid 18% - fulgent
solution - acetic acid (45 %).
Procedures:
1- Plant the onion in the beaker of water until it gives out roots with 2 – 3 cm
length. Then, cut some growing roots from the top with 1 – 2 cm length by a
scalpel and put those roots in a glass tube.
2- Add 1 – 2 ml of (hydrochloric acid 18%) to the roots for 20 minutes.
Then, put the tube in a water bath with a temperature 50C for 7 minutes.
3- Wash the roots in distilled water to get rid of the acid. Then, add 1 – 2 ml
fulgent solution to the roots and leave it for 20 – 30 minutes.
4- Using the tweezers, move one of the growing roots to clean glass slide.
5- Using the scalpel cut the growing tip carefully and adds 1 or 2 drops of the
acetic acid to it. Then, cover the sample by the cover slip.
6- Press gently by your thumb on the cover slip to mash the growing top.
7- Examine the slide by the compound microscope to see the phases of the
mitosis and study the most important characteristic of each phase.
8) The reaction of hydrochloric acid with sodium carbonate:

Steps: Co 2

1- Put an amount of hydrochloric acid in a bottle.

2- Put some amount of sodium carbonate in a balloon.
3- Insert the top of the balloon over the edge of the bottle.
4- Slowly turn over the balloon in a way that makes the
amount of sodium carbonate fall into the bottle.
5- Carefully close the balloon and take it away of the bottle.

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 1st & 2nd terms 3rd Prep.
Observation:
Balloon inflates due to the gas which evolved.
Conclusion:
Hydrochloric acid reacts with sodium carbonate
carbonate forming sodium chloride,
water and carbon dioxide which turbid lime water.
Na2CO3 + 2HCl → 2NaCl + H 2O + CO2↑.

Don’t forget:
1- During the chemical reaction decreasing the
concentration of reactants and increasing the
concentration of products.
2N2O5 → 4NO2 + O 2↑.
N2O5 → 2NO2 + O2↑.

2- Factors affecting the speed of chemical reaction:

1. The nature of reactants.
2. The concentration of reactants.
3. The temperature of the reactants.
4. Catalysts.

3- Catalytic converter:
-It is composed of ceramic cells covered by thin layer of catalytic metal as
platinum, iridium or palladium in cars.
- Used
sed in treatment of harmful gases
gases.

4- Ohm’s law:
R=

V=RI

9) Effect of surface area on the speed of chemical reaction:

Tools:
Two equal amounts off diluted hydrochloric acid – two equal masses of iron
one of them is iron fillings and other is one piece – two test tubes
Procedures:
1- Put iron fillings in test tube 1 and the piece of iron in test tube 2.
2- Put equal amount of diluted hydrochloric acid in both tubes.

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 1st & 2nd terms 3 rd
Prep.
Conclusion:
The rate of the reaction of hydrochloric acid with the iron filling is faster than
the one piece of iron. This is because the area exposed to the reaction in
case of the iron filling is bigger than that in case of the piece of iron. Thus,
the reaction ends in case of iron fillings in shorter time than that of the one
piece.
Fe + 2HCl → FeCl2 + H 2↑.

10) The effect of reactors concentration on the speed of the

chemical reaction:
Tools:
2 pieces of magnesium of the same size - 2 test tubes- diluted hydrochloric
acid - concentrated hydrochloric acid.
Procedures:
1- Put diluted hydrochloric acid in tube “A”. Put the same amount of
concentrated hydrochloric acid in tube “B”.
2- Put a piece of magnesium in each tube.
Observation:
Increasing bubbles which formed in tube (B) during the reaction.
Deduction:
The speed of chemical reaction increases when the concentration of the
reactants increases.
Mg + 2HCl → MgCl 2 + H 2↑.

11) The effect of temperature on chemical

reactions:
Tools:
2 glasses – 2 effervescent tablets – hot water – cold
water
Procedures:
1- Fill half of the first glass with hot water and the
second one with cold water.
2- Add an effervescent tablet to each of the glasses.
Observation:
Increasing bubbles which formed hot water than cold one during the
reaction.

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 1st & 2nd terms 3 rd
Prep.
Deduction:
The speed of chemical reaction increases when the temperature of the
reaction increases.

12) The breaking up of hydrogen peroxide:

Tools:
Hydrogen peroxide – manganese dioxide – 2 test tubes.
Procedures:
1- Put an equal amount of hydrogen peroxide in the two
test tubes.
2- Put a small amount of manganese dioxide in tube (A).
Observation:
Increasing the reaction in tube (A) which contains a
catalyst.
Conclusion:
A catalyst speeds up the reaction without changing.
( )
2H2O2 ⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯ 2H2O + O 2↑.

13) Effect of enzymes on speed of chemical reaction:

Tools:
Pro hydrogen oxide – a piece of sweet potato – a glass.
Procedures:
1- Fill a half of the glass with pro hydrogen oxide.
2- Put the piece of the sweet potato in the glass.
Observation:
Notice bubbles due to increase the reaction.
Conclusion:
Oxidase enzyme in potato helps in breaking up of
hydrogen peroxide and speeds up the chemical reaction like a catalyst.
( )
2H2O2 ⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯⎯ 2H2O + O2↑.

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 1st & 2nd terms 3 rd
Prep.
14) Mendel’s experiment to study the seed color of the pea
plant (Mendel studied the inheritance of each pair of the
contrasting hereditary pairs of traits separately following
specific scientific steps. To explain that, we follow these
steps in studying the seed color trait of the plant):
1- Mendel planted a pea plant that produces
yellow seeds and a pea plant that produces
green seeds for several generations to
make sure of the purity of these traits. Thus,
the yellow seeds produced yellow seeds
plants generation after another, and the
same goes for the green seeds plants.
Mendel was able to do that by self pollination of these plants for
several generations.
2- After making sure of the purity of the yellow and green seeds
traits of the plants, the seeds of these plants (parents) were
planted. When plants were produced carrying flowers, Mendel
removed the stamens from the flowers of the plants before the
anther becomes mature to prevent self pollination.
3- By means of cross pollination, Mendel pollinated the flower of the
plants that produces yellow seeds with pollen from a plant that
produces green seeds. He also pollinated the flower of the plants
that produces green seeds with pollen from a plant that produces
yellow seeds then he covered the stigmas of the pistils by plastic.
4- Mendel observed that all the plants produced only yellow seeds
and the green color of the seeds disappeared completely in the
plants of first generation. Mendel named the trait of yellow color of
the seeds the “dominant trait” that is it dominates the other trait.
He named the trait of the green color of the seeds the “recessive
trait”
5- Mendel let the first generation plants self pollinate then planted
the resulting seeds and got the second generation plants, some
with green seeds representing only a quarter of the produced, but
the plants with yellow seeds represent three quarters of the second
generation.

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