1 STUDENTS’ MODULE

Session 1

Learning Area 1.0 INTRODUCTION TO SCIENTIFIC INVESTIGATION

Content Standard 1.1 Science is part of daily life
1.2 Your science laboratory
1.3 Physical quantities and their units
1.4 The use of measuring instruments, accuracy, consistency, sensitivity and error.
Learning Objective Students will be able to accomplish tasks related to science as part of daily life, the
science laboratory, physical quantities and their units, the use of measuring
instruments, and concepts such as accuracy, consistency, sensitivity and error.
Learning Focus 1. The importance of science in everyday life
2. Symbols of hazardous materials in the laboratory
3. Converting units of base quantity
4. The use of right measuring instruments
Teaching Aids 1. Smart Learning Notes (refer to A1)
2. UASA-format items Enhancement Exercises (refer to A2)
 Fact/knowledge (content)
 Science process skill
3. Assessment (refer to A3)
4. Answer scheme (Refer to A4)
 2 STUDENTS’ MODULE

A1: Smart Learning Notes

Science
1. Science is the discipline of knowledge that involves systematic observations and experiments on natural
phenomena.
2. Examples of natural phenomena: lightning, thunder, rainbows, and the growth of a seedling.
3. Science can be divided into three main branches, which are physics, chemistry and biology.
4. The examples of science careers include scientist, science teachers and engineers.
Laboratory apparatus
Measuring Evaporating
Beaker Test tube Boiling tube Tripod stand Retort stand
cylinder dish
Fill Fill Heating Supports the
Measuring Hold or
chemicals in chemicals in chemicals in apparatus Liquid
the volume of support the
large small small during evaporation
liquid apparatus
quantities quantities quantities heating

Warning symbols
Radioactive Irritant Toxic / Poisonous Explosive Flammable Corrosive

Uranium, Ammonia, Mercury, Hydrogen gas, Concentrated

Alcohol, Petrol
Plutonium Bromine Chlorine Butane gas acid and alkali
Rules and safety measures in laboratories:
1. Get the teacher’s permission before entering the laboratory.
2. Do not eat, drink and play in the laboratory.
3. Do not bring chemicals or apparatus out of the laboratory.
4. Wash and store all the apparatus out of the laboratory.
Physical Quantities: Prefix Value:
Symbol
Base Standard
S.I. unit for the Prefix Symbol Value
quantity form
unit
Length Metre m giga G 1 000 000 000 109
Mass Kilogram kg mega M 1 000 000 106
Time Second s kilo K 1 000 103
Temperature Kelvin K deci D 0.1 10-1
Electric
current
Ampere A centi C 0.01 10-2

milli M 0.001 10-3

micro µ 0.000 001 10-6
nano n 0.000 000 001 10-9
 3 STUDENTS’ MODULE

Using of more accurate measuring instruments:

Vernier callipers Micrometer screw gauge Lever balance Triple beam balance

Measure the thickness and diameter of

Measure the mass of objects.
small objects more accurately.
Stopwatch Ammeter Thermometer

Recording the time Measure the electric current Measure the body temperature

Sumber: SPS Sains Tingkatan 1 (Nota), Sasbadi

 4 STUDENTS’ MODULE

Section A
(10 marks)
1. Which of the following is a natural phenomenon?

A C

B D

[Remembering]
2. Which of the following are the field of science?

A P and Q
B R and S
C P and R
D Q and S [Remembering]

3. The information below describes Mr Siva’s career.

Which of the following is Mr Siva’s career?

A Chemist
B Geologist
C Pharmacist
[Understanding]
D Astronomer

4. Which of the following hazard symbols is used to label corrosive chemicals?

A C

B D [Remembering]
 5 STUDENTS’ MODULE

5. Which of the following is the prefix value of kilo?

A 0.01
B 1000
C 0.001
[Remembering]
D 1 000 000

6. Which of the following are the correct matches of base quantities and their S.I. units?

Temperature Mass
A Kilogram Metre

B Second Kelvin
C Metre Ampere

D Kelvin Kilogram
[Understanding]

7. A student wants to measure the length of a river on a map. Which of the following instruments should be used?
A Measuring tape
B Thread and ruler
C Vernier callipers
D External callipers and ruler [Applying]

8. Diagram shows the method to measure the volume of liquid.

Which position of the eye at A, B, C or D shows the correct method when taking the reading of the volume of
liquid?
[Applying]

9. Diagram shows the area of a shape measured using a graph paper.

 6 STUDENTS’ MODULE

What is the area of the shape?

A 30 cm2
B 34 cm2
C 37 cm2
D 39 cm2 [Applying]

10. Diagram shows the mass of 50 sheets of paper.

What is the mass of one sheet of paper?

A 5g
B 10 g
C 15 g
D 20 g [Applying]

Section B
(16 marks)
1.a) Mark () the correct fields in science and their related careers.

Physics Biology Chemistry

[2 marks]
[Remembering]
b) Diagrams show the contributions of science and technology.
 7 STUDENTS’ MODULE

Write TRUE for the correct statements and FALSE for the incorrect statements.

Statements TRUE or FALSE

i) Invention of satellites has made communication more effective and faster.

ii) Discovery of vaccines in the field of medicine increases death rate.

iii) Agricultural drones assist in crop spraying, field mapping, and yield estimation.

[2 marks]
[Understanding]
2.a) Mark () on the measuring tools that are used in the science laboratory.

[2 marks]
[Remembering]

b) Diagram shows a type of error that commonly occurs when taking measurements.

Write TRUE for the correct statements and FALSE for the incorrect statements.
Statements TRUE or FALSE

i) This error occurs when a measurement is taken at A and C.

ii) The correct eye position when taking the measurement is at B.

iii) This error is caused by faulty measuring instruments.

[2 marks]
[Understanding]
 8 STUDENTS’ MODULE

3.a) Underline the correct answers about the rules and safety measures in laboratories.

i) Eating is (allowed, prohibited) in the laboratory.

ii) Keep highly flammable chemicals away from any (heat, sound) sources.
[2 marks]
[Remembering]

b) Diagram shows an apparatus in a science laboratory.

Write TRUE for the correct statements and FALSE for the incorrect statements.

Statements TRUE or FALSE

i) This apparatus is used to measure the volume of liquid accurately.

ii) This apparatus can measure volumes more accurate than a measuring cylinder.

iii) The scale on the apparatus starts from zero at the bottom and increases upward.

[2 marks]
[Understanding]

4.a) Diagram shows two hazard symbols.

Label the hazard symbols using the words given below.

Explosive Corrosive Flammable

[2 marks]
[Remembering]
 9 STUDENTS’ MODULE

b) Diagram shows an accident occurred in the science laboratory.

Write TRUE for the correct statements and FALSE for the incorrect statements.

Statements TRUE or FALSE

i) The student should inform the teacher immediately after the spill.
ii) It is safe to touch spilled chemicals with bare hands.

iii) Follow laboratory safety rules to prevent accidents.

[2 marks]
[Understanding]

Section C
(10 marks)
1. Diagram shows a measuring instrument.

a) Mark (✓) two types of scales found on the instrument above.

Main scale Vernier scale Digital scale

[2 marks]
[Remembering]
b) State two examples of objects that can be measured by using the instrument.
__________________________________________________________________________________
[2 marks]
[Understanding]
 10 STUDENTS’ MODULE

c) Diagram shows the reading of the thickness of a science textbook using vernier callipers.

Calculate the measurement reading shown in the diagram above.

Actual reading = Reading of vernier callipers – zero error

[3 marks]
[Applying]

d) Eva and Lila are making chocolate cookies. Eva uses a normal cup to measure the ingredients, while
Lila uses a digital kitchen scale. Unfortunately, chocolate cookies made by Eva do not turn out well.
Explain.
_________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
[3 marks]
[Analysing]
 11 STUDENTS’ MODULE

A3: Assessment
1. Based on the options of answers given, fill in the blanks for the following statements.

Transportation Medicine Agriculture Engineering

Satellite Information technology and communication Vaccine and antibiotic

a) _____________________ such as ETS enables us to reach a destination easily and quickly.

b) The discovery of ______________________________________________ in ______________field enables us
to live healthier by curing the diseases we suffer from.
c) ___________________ field is important to supply food for us.
d) The invention of ___________________, internet and e-mail in ______________________________________
field results in a more effective communication.
e) A rapid development in _____________________ field allows the engineers to build many skyscrapers.
[7 marks]
[Understanding]
2. Based on the functions given, state the corresponding apparatus.
Functions Apparatus
a) Measuring the volume of liquid
b) Supports the apparatus during heating
c) Hold or support the apparatus
d) Heating chemicals in small quantities
e) Fill chemicals in large quantities
[5 marks]
[Remembering]

3. Convert the base quantity units below.

a) b)
55 kg = _____________ gram 6 600 cm = _____________ meter

c) d)
28 800 s = _____________ hour 0.009 m = _____________ µm

[4 marks]
[Applying]
 12 STUDENTS’ MODULE

Session 2

Learning Area 1.0 INTRODUCTION TO SCIENTIFIC INVESTIGATION

Content Standard 1.5 Density
1.6 Steps in a Scientific Investigation
1.7 Scientific Attitudes and Values in Carrying Out Scientific Investigations
Learning Objective Students will be able to accomplish tasks related to density, steps in a scientific
investigation and scientific attitudes and values in carrying out scientific
investigations.
Learning Focus 1. Calculation of density using formula
2. Scientific method
3. Scientific attitudes and moral values
Teaching Aids 1. Smart Learning Notes (refer to A1)
2. Technique of answering (refer to A2)
3. UASA-format items Enhancement Exercises (refer to A3)
 Fact/knowledge (content)
 Science process skill
4. Assessment (refer to A4)
5. Answer scheme (Refer to A5)
 13 STUDENTS’ MODULE

A1: Smart Learning Notes

Density
1. Density is the mass per unit volume of a substance.

2. Formula for density:

Mass
Density =
Volume
Example: The wooden block below has a mass of 300 g. Calculate the density of the wooden block.

3. The water displacement method is used to determine the density of uneven objects.
Example:

ml ml
l l

4. Application of density in daily life

Denser anchor is dropped to the seafloor to anchor

Hot air balloon rise as hot air is less dense than the ship from moving to another place due to the
normal air. waves and wind.
.

Iron chain

Anchor
 14 STUDENTS’ MODULE

Scientific method

Scientific attitudes and moral values

Sumber: Module Perfect, Nusamas

 15 STUDENTS’ MODULE

A2: Technique of Answering

Science Process Skills

Example:
1) Diagram shows two experimental set-ups to study the heat change in chemical reactions.

a) Table shows collected data for both chemical reactions.

Set I Set II
Initial thermometer reading
Initial thermometer reading 27.5℃ 27.5℃

Final thermometer reading 23.0℃ Final thermometer reading 31.0℃

State the observations collected on chemical reactions Set I and Set II.
Set I: Temperature drops 4.5℃
Set II: Temperature increases 3.5℃ Observe the changes in the initial and final temperatures
[2 marks]
[Observing]
b) State the inferences for chemical reactions Set I and Set II.
Set I: Temperature drops 4.5℃ because the chemical reaction absorbs heat from distilled water
Set II: Temperature increases 3.5℃ because the chemical reaction releases heat into distilled water
[2 marks]
Inference: Observation + Explanation to the observation [Making inference]

c) State the variables:

i) Manipulated: Type of substance added into distilled water
ii) Responding: Temperature change of water
[2 marks]
Manipulated variable [Controlling the variables]
Aspect/factor that is purposely changed on apparatus
Responding variable
Aspect/factor that is observed and recorded
Constant variable
Aspect/factor that is unchanged/remained
d) Predict the final thermometer reading if chemical reaction Set II is repeated using double the quantity of
potassium hydroxide powder.
The final temperature becomes more than 31℃
[1 mark]
Making a reasonable forecast based on given information or patterns [Predicting]

e) State a precautionary step when conducting this experiment.

Stir the mixture evenly before the reading of thermometer is taken
[1 mark]
Step to be taken to ensure valid reading of thermometer [Experimenting]
Sumber: Module Perfect, Nusamas
 16 STUDENTS’ MODULE

A3: UASA-format items Enhancement Exercises

Section A
(10 marks)
1. What is the unit for density?

A g
B kg
C m3
D gcm-3 [Remembering]

2. What happen to the density if the mass of an object increases and the volume remains constant?
A Increases
B Decreases
C Become zero
D Remain the same [Understanding]

3. Diagram shows a human activity near a sawmill factory.

How is this method can help in transporting the load to the destination?

A Logs are denser than water

B Water is less dense than logs
C Logs are less dense than water
D Water and logs have the same density [Understanding]

4. Which of the following methods is suitable to determine the density of irregular objects?

A Graph paper method

B By measuring its density
C Water displacement method
D Using a formula to calculate the volume [Understanding]
 17 STUDENTS’ MODULE

5. Diagram shows the method to determine the volume of a stone.

The density of the stone is 2.1 gcm-3. What is the mass of the stone?

Mass
Density = Volume

A 10.95 g
B 48.30 g
C 105.0 g [Applying]
D 153.3 g

6. Information below shows the steps in a scientific investigation.

Which of the following shows the correct sequence of the steps?

A W, X, Y, Z
B X, Y, W, Z
C X, W, Y, Z
D Y, X, Z, W [Understanding]

7. Which of the following steps will influence the results of the experiment?
A Collecting data
B Preparing the report
C Identifying the problem
D Controlling the variables [Analysing]
 18 STUDENTS’ MODULE

8. Table shows the height of the plant for five days.

Day Height of plant (cm)

1 5
3 8
5 11
What step in scientific investigation is involved in the activity?
A Collecting data
B Making inference
C Making hypothesis [Remembering]
D Drawing conclusion

9. What is the best practice in scientific investigation involving data recording?

A Ignoring results that seem incorrect
B Changing data to match expected outcomes
C Recording only results that support the hypothesis [Understanding]
D Recording all observations, including unexpected results

10. What is the moral value shown by the students when cleaning the apparatus after the experiment?
A Curious
B Cooperative
C Hardworking [Understanding]
D Responsible and caring

Section B
(12 marks)
1.a) Underline the correct answers.
i) (Hypothesis, Report) is a suggestion which has not been proven to be right or wrong and must be tested
through an experiment.
ii) Measurements are carried out at least three times to obtain a more (accurate, precise) reading.
[2 marks]
[Remembering]
b) Diagram shows two different types of materials used to absorb water.

Tissue
Cloth
paper
towel
 19 STUDENTS’ MODULE

Write TRUE for the correct statements and FALSE for the incorrect statements.

Statements TRUE or FALSE

i) Tissue paper absorbs water faster than a cloth towel.

ii) Tissue paper and cloth towel absorb water at the same rate.

iii) The rate of absorption is not affected by the thickness of the material.
[2 marks]
[Understanding]
2.a) Mark (✓) the factors that affect density.

Mass Temperature Volume

[2 marks]
[Remembering]
b) Diagram shows four substances with different densities.

Cork Wood Aluminium Lead

Water Water Water Water

Write TRUE for the correct statements and FALSE for the incorrect statements.
Statements TRUE or FALSE
i) Cork floats on water because it has a lower density than water.

ii) Wood has the same density as water because it floats partially.

iii) Lead sinks to the bottom because it has a higher density than water.
[2 marks]
[Understanding]

3a) Underline the correct answers for the statements below.

i) Demonstrate (curiosity, uncertainty) by asking questions and wanting to learn more.
ii) Record all observations accurately during an experiment to show (teamwork, honesty)
[2 marks]
[Remembering]
 20 STUDENTS’ MODULE

b) Diagram shows an activity carried out by a student.

Write TRUE for the correct statements and FALSE for the incorrect statements.
Statements TRUE or FALSE
i) Objects can only be classified by their colour.

ii) All objects must be classified using only one property.

iii) Classifying helps us to organise and understand objects better.

[2 marks]
[Understanding]
 21 STUDENTS’ MODULE

Section C
(8 marks)
1. A scientific investigation is carried out to study the relationship between the length of pendulum and the time
taken for the pendulum to make 10 complete oscillations.

The results are shown in the table below.

Length of pendulum (cm) Time for 10 oscillations (s)

20 9.0
30 11.0
40 12.5
50 14.0

a) State the relationship between the length of the pendulum and the time taken to make one complete
oscillation.
______________________________________________________________________________________
[1 mark]
[Interpreting data]

b) State the variables

i) Manipulated: ________________________________________________________________________
ii) Responding: ________________________________________________________________________
[2 marks]
[Controlling the variables]

c) Predict the time taken for 10 oscillations if the length of the pendulum is 60 cm.
______________________________________________________________________________________
[1 mark]
[Predicting]
 22 STUDENTS’ MODULE

d) State two precautionary steps when carrying out this experiment.

______________________________________________________________________________________
______________________________________________________________________________________
[2 marks]
[Experimenting]
e) State the operational definition of the time of oscillation in this experiment.
______________________________________________________________________________________
[1 mark]
[Defining operationally]
f) Is the experiment conducted fair? Explain.
______________________________________________________________________________________
[1 mark]
[Experimenting]
 23 STUDENTS’ MODULE

A4: Assessment

1. The following diagram shows the mass of five cubes with a respective volume of 1 cm3.

a) Based on the information given, calculate the density of each cube.

Mass
Density = Volume

Cube Density (g/cm3)

P
Q
R
S
T
[5 marks]
[Applying]
b) Arrange the cubes above based on their densities in ascending order.

Less dense Denser

[4 marks]
[Applying]

c) Complete the table to show the condition of the cubes when they are placed in water.
(Density of water is 1 g/cm3)

Cube Sink / Float

P
Q
R
S
T

[5 marks]
[Applying]
 24 STUDENTS’ MODULE

2. Complete the flow map below to show the steps involved in a scientific investigation.

Identifying Controlling
a)
problem variables

Collecting Carry out b)

data experiment

c) Making a d)
conclusion

[4 marks]
[Understanding]

3. Based on the options of answers given, fill in the blanks for the following statements.

critical honest safety environment

interest accurately curiosity

a) Many scientific discoveries begin with the _____________________ and __________________ of scientists
towards their surroundings.
b) We need to be ____________________ and record the readings ________________________.
c) Analytical and ___________________ thinking is important when planning an investigation.
d) While carrying out an experiment, we should be responsible for our _________________, the others, as well
as the _______________________.
[7 marks]
[Applying]
 25 STUDENTS’ MODULE

Session 3

Learning Area 2.0 CELL AS THE BASIC UNIT OF LIFE

Content Standard 2.1 Cell – structure, function and organization
2.2 Cell respiration and photosynthesis
Learning Objective Students will be able to accomplish tasks related to cell – structure, function and
organisation and explain how cell respiration and photosynthesis provide energy for
living organisms
Learning Focus 1. Cell structures and functions, unicellular and multicellular organisms, cell
organisation, human body system.
2. Definition, word equation and comparison of cell respiration and photosynthesis.
Teaching Aids 1. Smart Learning Notes (refer to A1)
2. Technique of answering. (Refer to A2).
3. UASA-format items Enhancement Exercises (refer to A3)
 Fact/knowledge (content)
 Science process skill
4. Assessment (refer to A4)
5. Answer scheme (Refer to A5)

A1: Smart Learning Notes

2.1 Cell – Structure, Function and Organization
Cells are the basic units of living things.
Cells carry out all functions of life such as growth, respiration, reproduction and excretion.
Cells undergo division process to form new cells or replace damaged cells.
Cancer happens when cells keep dividing without stopping or control.
The Structure of Animal Cells and Plant Cells
Steps to prepare slide of cells:

Source:
[Link]
 26 STUDENTS’ MODULE

Functions of structures in animal cells and plant cells:

Structure Function
Nucleus Controls all activities in the cell and contain genetic information.
Cell membrane Controls the flow of substances in and out of the cell.
Cytoplasm Acts as a medium where chemical reactions occur.
Mitochondria Produces energy for reaction in the cell.
Cell wall Fixed the shape of the cell. Provides support and protection to the cell.
Chloroplast Absorbs sunlight for the process of photosynthesis.
Vacuole Provides support to cells when filled with cell sap.

Comparison between animal cells and plant cells

Structure Shape Chloroplas Vacuole Cell wall Nucleus Mitochondri Cytoplasm
t a
Animal cell Not fixed      
Plant cell Fixed      

Unicellular organisms and Multicellular organisms

Unicellular organisms Multicellular organisms
Have one cell only Have more than one cell
Very small and can only be seen under the microscope. Complex organisms but there are also microscopic
organisms such as hydra, mucor and spirogyra.
Examples: Examples:

Source: Revisi Cepat PT3 KSSM F1,2,3 (Ilmu Bakti)

The Types and Functions of Animal Cells and Plant Cells

Types of animal cells:
Epithelium Nerve cells Muscle cells Red blood cells White blood Reproductive
cells cells cells

Form a layer Carry Contract and Contain Surround Sperm carry

that protects information in relax to enable haemoglobin to foreign particles male genetic
organs in the the form of movement. transport and destroy materials and an
body and impulse. oxygen. them. ovum carries
secrete mucus. female genetic
materials.
 27 STUDENTS’ MODULE

The types of plant cells:

Epidermal cells Palisade cells Guard cells Root hair cells
The outermost layer cells Long and vertical. Found in epidermis of Grow at the root tip of the
that cover the leaves, Contain chlorophyll to leaves, stems and other plant.
flowers, roots and stems. absorb sunlight to carry parts of plant. Absorbs water and
To prevent water loss, out photosynthesis. Control the opening and nutrient from the soil.
control the exchange of closing of stoma.
gases and absorption of
water and nutrients.

Source: [Link]
Cell organisation

Source: Revisi Cepat PT3 KSSM F1,2,3 (Ilmu Bakti)

Cells  Tissues  Organs  Systems  Organism

Various systems in human body and its function.

System Function
Nervous system Carries information from the brain to the entire body in the form of impulse.
Skeletal system Supports the body and protects the inner organs such as the lung and heart.
Excretory system Removes waste products and excess water from the body.
Lymphatic system Drains lymphatic fluid into blood vessels to protect the body from infections of
bacteria,
virus and others.
Digestive system Breaks down complex food into simpler form so that it is more easily absorbed by
the body.
Muscular system Helps in the movements of the body and inner organs.
Integumentary system Protects the body from dehydration and regulates body temperature.
Blood circulatory Carries oxygen, nutrients and hormones to all parts of the body. Transports waste
system products to excretory organs.
Respiratory system Absorbs oxygen and releases carbon dioxide from the body.
Endocrine system Produces hormones required to coordinate reactions in the body.
Reproductive system Produces sperms and ovum to produce offspring.
 28 STUDENTS’ MODULE

2.2 Cell Respiration and Photosynthesis

Differences between cell respiration and photosynthesis:
Cell Respiration Aspect Photosynthesis
Mitochondria Location Chloroplast
Release energy Energy transfer Absorb energy
Chemical energy in food Energy source Sunlight
Breakdown of glucose Process involved Synthesis glucose
Oxygen and glucose Reactants Carbon dioxide and water
Carbon dioxide, water and energy Products Oxygen and glucose
Humans, animals and plants Occurs to Plants and microorganisms
All times Time occurs In the presence of sunlight
Glucose + Oxygen  Carbon dioxide + Word equation Carbon dioxide + Water
������ℎ�
�ℎ�����ℎ���
water + energy
Glucose + Oxygen

Test for the Presence of Starch

1. The leaf is placed in boiling
   water to soften the leaf and
break the cell.
2. The leaf is put in a boiling tube
filled with ethanol, placed the
boiling tube in water bath. This
is to dissolve and remove
chlorophyll.
3. The leaf is placed in hot water
to remove ethanol.
4. A few drops of iodine are
 added onto the leaf. The leaf
turns dark blue, if starch is
present.
Source: [Link]
A2: Technique of answering
Science Process Skills
Example:

Diagram shows the apparatus set-up to study the need of light energy in photosynthesis. Iodine test is carried out
on the leaf after 3 days.

Source: [Link]
 29 STUDENTS’ MODULE

(a) State the observation of this experiment.

The uncovered part of the leaf turns blue-black while the covered part remains brown.
[1 mark]
What can be observed in the diagram after Iodine test is carried out on the leaf? [Observing]

(b) State the inference based on the observation in (a).

The uncovered part of the leaf turns blue-black because starch is present.
[1 mark]
Inference: Observation + Explanation to the observation [Making inference]

(c) Identify the variables for the experiment:

(i) Manipulated variable: Manipulated variable
Presence of sunlight. Aspect/factor that is purposely changed
on apparatus
Responding variable
(ii) Responding variable:
Aspect/factor that is observed and
Presence of starch on the leaf
recorded
Constant variable
(iii) Constant variable: Aspect/factor that is unchanged/remained
Type of plant / Duration of exposure to sunlight
[3 marks]
[Controlling the variables]

(d) State a precaution when carrying out the experiment?

Keep two similar plants in a dark place for two days to remove the starch.
[1 mark]
Refer to the steps to be taken to gain valid results [Experimenting]]

(e) Predict the observation when this experiment is carried out at midnight. Explain your answer.
Prediction : No colour change is observed/ Iodine solution remains brown.
Explanation: At midnight, there is no light. Therefore, photosynthesis does not occur, and no starch is
produced
[2 marks]
Explain based on the result or data collected [Interpreting data]

(f) State a conclusion for this experiment.

Light energy is needed in photosynthesis.
[1 mark]
Refer to Hypothesis [Making conclusion]
- shows the relationship between manipulated variables
(MV) and responding variables (RV)
 30 STUDENTS’ MODULE

A3: UASA-format items Enhancement Exercise

Section A
(5 marks)
1. Diagram shows the structure of an animal cell.
[Remembering]

Which of the following produces energy for chemical reactions in cell?

A P
B Q
C R
D S

2. Which of the following is paired correctly about the difference between animal cells and plant cells?
Animal cells Plant cells [Analysing]
A Have chloroplast Do not have chloroplasts
B Do not have vacuoles Have vacuoles
C Have cell walls Have no cell walls
D Do not have cytoplasm Have cytoplasm

3. Diagram shows four types of living organisms.

[Analysing]

J K

L M
Which of the following is classified correctly into unicellular and multicellular organisms.
Unicellular Multicellular
A J, M K, L
B J, L K, M
C J, K L, M
D K, M J, L
 31 STUDENTS’ MODULE

4. Which of the following is true about cell respiration?

A The process of energy absorption by body cells. [Remembering]
B The process of produces energy, oxygen and water.
C The process of oxidation and decomposition of glucose.
D The process of gaseous exchange between organisms and environment.

5. Diagram shows the apparatus set up to test the presence of starch in leaves.
[Understanding]

What is the function of ethanol?

A Soften the leaf.
B Dissolves the starch in the leaf.
C Breaks down the cells in the leaf.
D Removes the chlorophyll in the leaf.

Section B
(20 marks)
1. Diagram shows a plant cell.

(a) Label the parts P and Q using the words given.

Mitochondria Nucleus Chloroplast

(i) P: (ii) Q:
[2 marks]
[Remembering]
 32 STUDENTS’ MODULE

(b) Based on the diagram above, mark () the correct statements about P and Q.
Statements Mark ()
(i) P controls all activities of a cell.
(ii) P produces energy for reactions.
(iii) Q absorbs light energy for photosynthesis.
[2 marks]
[Understanding]

2. (a) Fill in the blanks with the words given.

(i) Nerve cells play an important role in carrying impulses to the __________________ to be interpreted.
(ii) Nerve cells contain long _______________ to carry information througout the body.
spinal cord fibres brain

[2 marks]
[Remembering]

(c) Diagram shows the structures P and Q in a plant cell.

P
Q

Mark () for the correct statements about P and Q.

Statements Mark ()

(i) P is a pore that opens during the day to carry out photosynthesis.
(ii) Q controls the closing and opening of the stoma based on the
concept of osmosis.
(iii) P releasing carbon dioxide during photosynthesis.
[2 mark]
[Understanding]
 33 STUDENTS’ MODULE

3. Diagram shows a human body system.

(i)

(ii)

(a) Label the two organs in the system using the given words.
Lungs Heart Kidneys
[2 marks]
[Remembering]

(b) Mark () two waste substances that are expelled by the excretory system.
Carbon dioxide
Oxygen
Urea
[2 marks]
[Understanding]

4. (a) Fill in the blanks with the words given.

Carbon dioxide Oxygen Chlorophyll Glucose

(i) During photosynthesis, plants need sunlight, ……………………., …………………… and water.
(ii) During cell respiration, organisms require ……………………… and ………………….. that is produced
through photosynthesis.
[2 marks]
[Remembering]
(b) Diagram shows cell respiration process.
 34 STUDENTS’ MODULE

Mark () for the correct statements.

Statements Mark ()

(i) Occurs in animals and humans only.
(ii) The required substances are glucose and oxygen.
(iii) Cell respiration produces carbon dioxide, energy and water.
[2 marks]
[Understanding]

5. (a) Complete the word equation of photosynthesis using the words given.
Oxygen Nitrogen Carbon dioxide

(i) + Water �ℎ�����ℎ��� Glucose + (ii)

������ℎ�
[2 marks]
[Remembering]
(b) Based on the word equation above, mark () the correct statements about photosynthesis.
Statements Mark ()
(i) A process to produce sugar.
(ii) A process that absorbs energy from the Sun.
(iii) Occurs in microorganism only
[2 marks]
[Understanding]

Section C
(8 marks)
1. Diagram shows an experiment investigating the need of carbon dioxide in photosynthesis.

(a) After 4 days, Starch test is performed on the leaves of the plants in sets P and Q. Table shows the result of
the experiment.
Set Presence of carbon dioxide Observation
P Yes Dark blue spot formed
Q No Iodine solution remains brown
 35 STUDENTS’ MODULE

State inferences for Set P and Q.

Set P :
Set Q :
[2 marks]
[Making inference]

(b) State related variables in this experiment:

(i) Manipulated variable :
(ii) Responding variable :
[2 marks]
[Controlling variables]

(c) Predict the observation of Iodine test if the Plant P is placed in the dark for a week. Explain.

[2 marks]
[Predicting]

(d) Sets P and Q are placed in a dark place for two days before the experiment is conducted. Explain.

[1 mark]
[Experimenting]

(e) State a conclusion for this experiment.

[1 mark]
[Making conclusion]

A4: Assessment
1. Identify the human body systems based on the descriptions given.

Descriptions Human body systems

(a) The system protects the body from dehydration and regulates body
temperature.
(b) The system supports the body and protects the internal organs.
(c) The system absorbs oxygen and releases carbon dioxide from the
body.
(d) The system breaks down complex food into simpler form so that it is
absorbed easily by the body.
(e) This system carries oxygen, nutrients and hormones to all parts of the
body.
[Remembering]
 36 STUDENTS’ MODULE

2. State the functions of the cells below.

Types of cell Functions

(a) Red blood cells
(b) Muscle cells
(c) Palisade cells
(d) Guard cells
[Remembering]

3. Compare and contrast the animal cells and plant cells by completing the double bubble map below.

Animal Plant
Cell Cell

[Analysing]

4. Complete the diagram to show the complement of cell respiration and photosynthesis.

a) b) c) d)

[Analysing]
 37 STUDENTS’ MODULE

Session 4
Learning Area 3.0 Coordination and Response

Content Standard 3.1 Homeostasis in Living Things

Learning Objective Student will be able to accomplish the tasks regarding the homeostasis in human,
animal, plants.
Learning Focus 1. Humans, animals and plants homeostasis.
2. The importance of homeostasis in humans and living thing.
Teaching Aids 1. Smart Learning Notes. (Refer to A1)
2. Technique of answering. (Refer to A2)
3. UASA-format items Enhancement Exercises (Refer to A3)
4. Assessment (Refer to A4)
5. Answer scheme (Refer to A5)
 38 STUDENTS’ MODULE

A1: Smart Learning Notes

39 STUDENTS’ MODULE
 40 STUDENTS’ MODULE

A2: Technique of answering

Science Process Skills
Diagram shows a study on how the biological action respond to the changes in temperature.

After 20
minutes
(a) State the observation of this study.
The students sweat when the fan is switched off.

What can be observed in the diagram?

[1 mark]
[Observing]
(b) State the inference based on the observation at (a).
The students sweat to cool down their body.
Inference: Observation + Explanation to the observation
[1 mark]
[Making inference]
(c) Identify the variables for the experiment.
Manipulated variable:
(i) Manipulated variable
The surrounding temperature Aspect/factor that is purposely changed on apparatus
Responding variable
(ii) Responding variable Aspect/factor that is observed and recorded
Presence of sweat Constant variable
Aspect/factor that is unchanged/remained
(iii) Constant variable
Time taken [3 marks]
[Controlling the variables]
(d) State one precautionary step that need to be taken when conducting this experiment.
Make sure that the time is the same for the fan been switched off and switched on.
[1 mark]
Refer to the factors to be kept constant to gain valid results [Experimenting]

(e) State the operational definition for the body response towards temperature.
The body response towards temperature is a process in which the sweat presents when the
surrounding temperature is high.

Operational definition: Observation + Condition/steps taken to produce the observation

[ 1 mark]
(f) State the conclusion of this experiment. [Defining operationally
We sweat in a hot condition.
Refer to Hypothesis
- shows the relationship between manipulated variables [ 1 mark]
and responding variables [Making conclusion]
Source: Science Process Skills Form 1 Sasbadi
 41 STUDENTS’ MODULE

A3: UASA
Section A (5 marks)

1. Diagram shows a group of students doing exercise.

What happens to their body temperature after exercise?

A Increases
B Decrease
C Remains the same
D Continues to increase [Understanding]

2. Diagram shows an activity of pulse counting which carried out by Abu.

Which statement is true regarding the pulse count?

A The pulse count increases when Abu rests.

B The pulse count increases when Abu falls asleep.
C The pulse count increases when Abu drinks water.
D The pulse count increases when Abu hears the bad news.
[Understanding]
3. Diagram shows a boy sitting under the hot sun.

Which statement is true about the corrective mechanism that takes place in the boy’s body?

I. Hairs lie flat

II. Urine increases
III. Blood vessels constrict
IV. Body temperature decreases after sweating

A I and II
B III and IV
C II and III
D I and IV [Understanding]
 42 STUDENTS’ MODULE

4. Why does a dog stick out its tongue during hot weather?

A To overcome thirst
B To get more fresh air
C To increase body temperature
D To decrease body temperature
[Remembering]

5. What is the body system that involved in the regulation of body temperature?

A Skeletal system
B Digestive system
C Endocrine system
D Respiratory system
[Understanding]
Section B
(20 marks)
1. a) Mark (√) the correct responses of animals towards changes in surrounding temperature.

i. iii.

Look for dry places to Movement becomes faster

reduce water loss. in cold surrounding.

ii. iv.

Lick fur to reduce the Stick out the tongue so that

body temperature. the temperature decreases.

[2 marks]
[Remembering]

b) Diagram shows an organism regulates its body temperature when the surrounding temperature changes.
 43 STUDENTS’ MODULE

Write TRUE for the correct statements or FALSE for the incorrect statements.

Statements TRUE or FALSE

i) The movement becomes slow in cold weather.

ii) The metabolisme rate increases in hot surrounding.

iii) The heartbeat faster in cold weather.

[2 marks]
[Understanding]
2. a) Fill in the blanks using the given word options for the homeostasis in reptiles.

Low Decreases Increases

i. In a cold surrounding, body activities of reptiles such as movement and muscle function become
slower. The metabolism rate .

ii. The body temperature . Homeostasis occurs in reverse in a hot surrounding.

[2 marks]
[Remembering]
b) Diagram shows the condition of a boy during cold weather.

Write TRUE for the correct statements or FALSE for the incorrect statements.
Statements TRUE or FALSE

i) The blood vessels under the skin constrict.

ii) A little urine is produced.

iii) Hair lies flat to reduce air trapped on the skin.

[2 marks]
3. a) Underline the correct answers about the stomata. [Understanding]

i. The stomata are (open / close) during the day to release excessive water from the leaves through
transpiration.
ii. During hot weather, stomata is closed to reduce the (water / air) loss.
[2 marks]
[Remembering]
 44 STUDENTS’ MODULE

b) Diagram shows a process carried out by a plant.

Write TRUE for the correct statements or FALSE for the incorrect statements.

Statements TRUE or FALSE

i. Water loss from plants through the leaves is known as transpiration.

ii. Transpiration from the leaves cools down the plant during cold days.

iii. Transpiration helps plants to absorb and carry water and minerals from
the soil to all parts of the plants.

[2 marks]
4. a) Match the correct answer. [Understanding]

i) Opened stoma When the temperature is too high

. to reduce evaporation of water

When there are three guard cells

ii) Closed stoma

During the day to allow more water

to evaporate

[2 marks]
[Remembering]

b) Circle any the correct statements about the condition of skin layer during high temperature.

W Erect hairs trap a layer of air that acts as a heat insulator.

X Sweat glands produce more sweat to cool the skin when sweat is evaporated.

Y Blood vessels dilate to let more blood flow close to the skin to increase heat loss.

Z Blood vessels constrict to let more blood flow away from the skin to reduce heat loss.

[2 marks]
[Understanding]
 45 STUDENTS’ MODULE

5. a) Match each biological response with its effects.

Biological response Effect

Sweating Body temperature increases

i. i
.

Increase in pulse rate

ii. Shivering

Body temperature decreases

[2 marks]
[Remembering]
b) Diagram shows a boy having a high fever.

Mark (√) for the correct statements.

Statements Mark (√)

i. Homeostasis provide the optimum conditions in the body.

ii. Homeostasis is importance to carry out metabolism activities efficiently.

iii. Changes in the temperature will not influence the enzymes activities.
[2 marks]
[Understanding]
 46 STUDENTS’ MODULE

Section C
(8 marks)
1. Amir carried out an experiment to study the effect of physical activity on the rate of pulse. The table
shows the pulse reading which is obtained after completing three different physical activities.

Typse of activity Rate of pulse (bpm)

Resting 80

Walking 115

Running 165

a) State one observation based on the information given in the table.

[1 mark]
[Observing]
b) State the inference based on the observation in (a).

[1 mark]
[ Making inference]

c) Identify the variables for the experiment.

(i) Manipulated variable:

(ii) Responding variable:

(iii) Constant variable :

[3 marks]
[ Controlling the variables]

d) State one precautionary step that need to be taken when conducting this experiment.

[1 mark]
e) State the operational definition for the pulse rate towards the type of activities. [Experimenting]

[1 mark]
[Defining operationally]
f) State the conclusion for this experiment.

[1 mark]
[Making conclusion]
 47 STUDENTS’ MODULE

A4: Assessment

1 . State the importance of homeostasis to humans and living things.

[2 marks]
[Remembering]
2. Read the passage below.

The bee’s loss water through its spiracles

a) How does the bees overcome this problem?

b) Other than the method in (a), how does the bees reduce the water loss?

[2 marks]
[Applying]
3. Diagram shows the hair during lower surrounding temperature.

Complete the statements on the regulation of body temperature in cold weather.

The skeletal muscles contract and relax causing the body . Hairs

erect. The blood vessel in the skin . Certain hormones are secreted

and the body metabolism . Body temperature .

[6 marks]
[Remembering]
 48 STUDENTS’ MODULE

Session 5
Learning Area 4.0 Reproduction
Content Standard 4.1 Sexual and asexual reproduction
4.2 Human reproductive system
4.3 Menstrual cycle
Learning Objective Students will be able to accomplish the tasks regarding the types and methods of
sexual and asexual reproduction in animals and plants, structures and function of the
male and female reproductive systems and communicate about menstrual cycle.
Learning Focus (1) sexual and asexual reproduction in animals and plants
(2) structures and function of the male and female reproductive systems
(3) menstrual cycle
Teaching Aids (1) Smart Learning Notes. (Refer to A1)
(2) UASA-format items Enhancement Exercises (Refer to A2)
(3) Assessment (Refer to A3)
(4) Answer scheme (Refer to A4)

A1: Smart Learning Notes

Sumber: notebooklm
 49 STUDENTS’ MODULE

A1: Smart Learning Notes

Sumber : Https://[Link]
 50 STUDENTS’ MODULE

A2: UASA-format items Enhancement Exercises

Section A
(5 marks)

1. What is the importance of reproduction?

A Cause extinction
B Reduce variation
C Decrease the number of species
D Increase the number of individuals of the same species [Remembering]

2. Diagram shows the female reproductive system.

What is the function of part P?

A Receives sperms
B Produces female gametes
C The place of fertilisation of sperm and ovum
D The place where the embryo develops and grows [Understanding]

3. Diagram shows a method of asexual reproduction in an unicellular organism.

What is the method of this asexual reproduction?

A Budding
B Conjugation
C Regenaration
D Binary fission [Understanding]
 51 STUDENTS’ MODULE

4. The menstrual cycle consists of four phases that last about 28 days.
In which phase does the ovulation occur?

A Fertile phase
B Repair phase
C Menstrual phase
D Premenstrual phase [Remembering]

5. Aisyah experienced the first day of menstruation on January 24, if her menstrual cycle is regular,
when will her next month menstrual cycle start?

A February 10
B February 19
C February 20
D February 24 [Applying]

Section B
(20 marks)
1. (a) Fill in the blanks about the female reproductive system with the given words.

uterus cervix Fallopian tube

(i) ________________ produces mucus for the sperms to move into the uterus.
(ii) _____________ implants and protects the embryo.
[2 marks]
[Remembering]

(b) Diagram shows two organisms.

Mark ( ✓ ) the correct statements about reproduction of both organisms.

(i) Involve one parent.

(ii) Does not involve gamete.

(iii) Carry out external fertilisation.

[2 marks]
[Understanding]
 52 STUDENTS’ MODULE

2 (a) Label parts P and Q of the male reproductive system by using the following words.

Seminal vesicle Testis Sperm duct

P:

Q:

[2 marks]
[Remembering]

(b) Diagram shows several types of animals.

Mark ( ✓ ) the correct statements of the same characteristics of reproduction of both organisms.

Statements Mark (✓)

(i) All the animals P, Q, R and S lay eggs.

(ii) Animals R and S breathe through lungs.

(iii) Animals P, R and S are vertebrates.

[2 marks]
[Understanding]

3. (a) Circle the organisms that carry out asexual reproduction.

(i) (ii) (iii)

[2 marks]
[Remembering]
 53 STUDENTS’ MODULE

(b) Diagram shows a type of reproduction.

Write TRUE for the correct statements and FALSE for the incorrect statements.

Statements TRUE or FALSE

i This type of reproduction requires two parent organisms.
ii The offspring produced are genetically identical to the parent.
iii This type of reproduction involves the growth of a new organism from
a body part.
[2 marks]
[Understanding]
4 (a) Underline the correct answers for the statements below.
(i) Fertilisation between sperm and ovum occurs at the ( uterus, Fallopian tube ).
(ii) ( Seminal vesicle, sperm duct ) secretes fluid containing nutrients for sperms.
[2 marks]
[Remembering]
(b) Diagram shows a type of reproductive cell.

Write TRUE for the correct statements and FALSE for the incorrect statements.

Statements TRUE or FALSE

(i) The smallest cell in the male body.

(ii) The cell is produced by the prostate gland.

(iii) It can live up to five days.

[2 marks]
[Understanding]
 54 STUDENTS’ MODULE

5 (a) Diagram shows the female reproduction system.

Labelled the structure of P and Q with the given words.

Ovary Uterus Fallopian tube

P : __________________________________ Q : _________________________________
[2 marks]
[Remembering]

(b) Diagram shows a type of reproductive cell.

Write TRUE for the correct statements and FALSE for the incorrect statements.

Statements TRUE or FALSE

(i) The biggest cell in the female body.

(ii) The cell is produced in the ovary.

(iii) It can live up to a week.

[2 marks]
[Understanding]
 55 STUDENTS’ MODULE

Section C
(8 marks)
1 (a) Complete the following chart about the types of reproduction.
Reproduction

Sexual (i)

(ii) (iii)
[3 marks]
[Remembering]
(b) Diagram shows the phase changes in the menstrual cycle of a woman.
Menstrual cycle

Pre-menstrual phase Menstruation

Repair phase

Fertile phase

(i) State one substance discharged during the Menstruation phase.

___________________________________________________________________________
[1 mark]
[Remembering]

(ii) State a good practice of personal hygiene during Menstruation phase. Justify the importance
of the practice.

Good practice: _____________________________________________________________

Justification: ______________________________________________________________
[2 marks]
[understanding]
(iii) Compare and contrast between pre-menstrual phase and menstruation phase.

Similarity: _________________________________________________________________

Difference: ________________________________________________________________
[2 marks]
[Analysing]
 56 STUDENTS’ MODULE

A4: Assessment
Answer all questions.
1. (a) ___________________________ reproduction involves the fusion of a male gamete and a female gamete.

(b) ___________________________ reproduction only involves one individual organism.

[2 marks]

2. State the method of asexual reproduction in the following organisms.

(a) Yeast: _____________________________ (c) Bacteria: ____________________________________

(b) Amoeba :___________________________ (d) Mucor : _____________________________________

[4 marks]

[Link] the male reproductive system using the words given.

Urethra, Penis , Prostate gland, Scrotum, Testis, Sperm duct, Seminal vesicle

[7 marks]
 57 STUDENTS’ MODULE

4. Label the female reproductive organs below by using the words given.

Cervix , Vagina, Uterus, Fallopian tube , Ovary

[5 marks]
5. Label the phases P, Q, R and S using the words below.

Repair phase Fertile phase Premenstrual phase Menstruation phase

[4 marks]
 58 STUDENTS’ MODULE

Session 6
Learning Area 4.0 Reproduction
Content Standard 4.4 Fertilisation and pregnancy
4.5 Factors affecting the development of a foetus and baby
4.6 Infertility and contraception
Learning Objective Students will be able to accomplish the tasks regarding the
1. process of fertilisation and the implantation of embryo,
2. the importance and functions of placenta and umbilical cord,
3. development of a zygote into an embryo and subsequently into a foetus during
pregnancy until birth.
4. importance of avoiding the intake of harmful substances to the foetus
5. Male and female infertility, methods of contraception
Learning Focus 1. process of fertilisation and the implantation of embryo,
2. the importance and functions of placenta and umbilical cord,
3. development of a zygote into an embryo and subsequently into a foetus during
pregnancy until birth.
4. importance of avoiding the intake of harmful substances to the foetus
5. male and female infertility, methods of contraception
Teaching Aids 1. Smart Learning Notes. (Refer to A1)
2. UASA-format items Enhancement Exercises (Refer to A2)
3. Assessment (Refer to A3)
4. Answer scheme (Refer to A4)

A1: Smart Learning Notes

Sumber: chatgpt Ai
 59 STUDENTS’ MODULE

A1: Smart Learning Notes

Sumber: chatgpt Ai
 60 STUDENTS’ MODULE

A2: UASA-format items Enhancement Exercises

Section A
(5 marks)

1. Where does fertilisation occur in the female reproductive system?

A Ovary
B Uterus
C Vagina
D Fallopian tube [Remembering]

2. Diagram shows the embryo implanted on the uterine wall.

embryo

Why is the embryo implanted in the uterine wall after fertilisation?

A To shorten the pregnancy period

B To enable the embryo to obtain hormone
C To obtain nutrients and oxygen for growth [Understanding]
D To allow the embryo to move to the ovary

3. Which of the following is the primary function of the amniotic fluid?

A To produce hormones that maintain pregnancy.

B To protect the fetus by acting as a shock absorber.
C To transport oxygen from the mother to the fetus.
D To provide the fetus with essential nutrients like glucose. [Remembering]

4. A married couple wants to delay pregnancy. The wife cannot take hormonal pills due to health reasons.
Which contraceptive method is most suitable to prevent pregnancy by preventing implantation?

A Condom
B Vasectomy
C Contraceptive implant
D Intrauterine Contraceptive Device (IUCD) [Application]
 61 STUDENTS’ MODULE

5. Diagram shows the development of Q in the uterus.

Which of the mother’s habits is harmful to Q?

A Take iron pills

B Eat more fruits
C Exercise regularly [Understanding]
D Drink alcoholic beverages
Section B
(20 marks)
1 (a) Fill in the blanks with the words given.

reproduction implantation embryo

(i) The process where the embryo attaches to the wall of the uterus is called _________________________.
(ii) After fertilisation, the zygote divides into a ball of cells known as an ____________________________.
[2 marks]
(b) Diagram shows the stages of human development. [Remembering]

Week 1-4 Week 7-9 Week 10-19

Mark (√) for the correct statements.

Statements Mark (√)

(i) In week 1–4, hands and feet will start to form
(ii) In week 7–9, the embryo has a tiny tail
(iii) In week 10–19, the embryo is now known as a foetus

[2 marks]
[Understanding]
 62 STUDENTS’ MODULE

2. (a) Diagram shows a foetus in a mother’s womb.

Label the diagram by using the following words.
Uterine wall Placenta Umbilical cord

(i)

(ii)

Uterine wall

Foetus

Cervix

[2 marks]
[Remembering]

(b) Based on the diagram above, write TRUE for the correct statements and FALSE for the incorrect
statements.
Statements TRUE or FALSE

(i) The mother's blood and the fetus's blood mix directly within
the placenta.
(ii) The umbilical cord contains blood vessels that carry nutrients
and waste products.
(iii) The placenta acts as a barrier that prevents all harmful
substances and viruses from reaching the fetus.

[2 marks]
[Understanding]
3 (a) Write Male or Female, for the following factors of sterility.

Factors of sterility MALE or FEMALE

i. Blocked Fallopian tube

ii. Low sperm count

iii. Impotent

[2 marks]
[Remembering]
 63 STUDENTS’ MODULE

(b) Mark (√) for the correct statements about the contraceptive devices with the correct functions.

Contraceptive devices Function of devices Mark (√)

Prevent the fertilised ovum from implanting to
(i) the ovary

Prevents the sperms from being transported to

(ii) the urethra

Prevent ovulation
(iii)

[2 marks]
[Understanding]
4. (a) Fill in the blanks with the words given.

iron calcium alcohol

(i) To support the formation of strong bones and teeth in the foetus, a mother’s diet should be rich in
___________________________ and Vitamin D.

(ii) The intake of _______________ during pregnancy is strictly discouraged as it can lead to Foetal
Alcohol Syndrome (FAS).
[2 marks]
[Remembering]

(b) Diagram shows some nutrients should be taken and bad habits to be avoided by a pregnant woman.
 64 STUDENTS’ MODULE

Write TRUE for the correct statements and FALSE for the incorrect statements.

Statements TRUE or FALSE

i. A pregnant woman requires a higher intake of folic acid primarily
to prevent neural tube defects in the developing foetus.
ii. Formula milk contains the same level of natural antibodies as breast
milk, providing identical immune protection for the infant.

iii. Pregnant woman have to avoid smoking because it will harm her
health and the baby.
[2 marks]
[Understanding]
5. (a) Complete the following flow map about the human development process.
Foetus Embryo Zygote

Zygote (ii) (iii) Baby

[2 marks]
(b) Diagram shows a foetus in the mother’s uterus. [Remenbering]

Write TRUE for the correct statements and FALSE for the incorrect statements.
Statements TRUE or FALSE
(i) Umbilical cord eliminate waste materials from the embryo to the mother.
(ii) Umbilical cord transport oxygen and nutrients from the mother to the embryo.
(iii) Placenta protect embryo from concussions.

[2 marks]
[Understanding]
 65 STUDENTS’ MODULE

Section C
(10 marks)
1 (a) Diagram shows a foetus in the mother’s womb. P is a structure that attaches the foetus to the wall
of the uterus.

(i) State the P.

_____________________________________________________________________________
[1 mark]
[Remembering]
(ii) State two functions of P.

Function 1: _________________________________________________________________

Function 2: _________________________________________________________________

[2 marks]
[Understanding]

(b) Diagram shows two methods of contraception, Q and R for married couples.

(i) State the methods Q and R.

Q : ________________________________________________________________________

R : ________________________________________________________________________

[2 marks]
[Remembering]
(ii) State two differences between methods Q and R.
Difference 1 : ________________________________________________________________

Difference 2 : ________________________________________________________________

[2 marks]
[Analysing]
 66 STUDENTS’ MODULE

(c) A newly-wed couple plans to choose contraception method as shown in the diagram below.

Sperm duct is cut and

tied

As their best friend, do you agree with their planning? Explain your answer.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
[3 marks]
[Evaluating]

A4: Assessment
1. Complete the flow map to show the movement of the sperms from the male body to the Fallopian tube.

Testis a. b. c. Penis

d. e. f. Fallopian
Tube

[6 marks]
2. Complete the flow map to show the development of a zygote into a baby.

Fertilisation Zygote a. b. Baby

[2 marks]
 67 STUDENTS’ MODULE

3. Diagram shows the structures in the mother’s uterus. Fill in the boxes using words given.

Foetus Amniotic fluid Umbilical cord Placenta Cervix Uterus

a. d.

e.
b.

c.
f.

[6 marks]

4. Based on the diagrams, state the devices or the methods of contraception.

Sperm
duct

Testis

Fallopian
Ovary
tube

[6 marks]
 68 STUDENTS’ MODULE

Session 7

Learning Area 4.0 REPRODUCTION

Content Standard 4.7 Plant Reproduction
Learning Objective Students will be able to accomplish tasks related to the types of plant reproduction,
the structure and functions of reproductive parts of flowering plants, the types of
pollination and the importance of pollination and fertilisation in producing new
plants.
Learning Focus 1. Parts of a flower and their functions.
2. Process and types of pollination and its type.
3. Fertilisation and how seeds and fruits are formed in flowering plants after
pollination.
4. Germination process of a seed and what happens as the seed begins to grow.
Teaching Aids 1. Smart Learning Notes (refer to A1)
2. Technique of answering (refer to A2)
3. UASA-format items Enhancement Exercises (refer to A3)
 Fact/knowledge (content)
 Science process skill
4. Assessment (refer to A4)
5. Answer scheme (Refer to A5)
 69 STUDENTS’ MODULE

A1: Smart Learning Notes

4.7 Plant Reproduction
Structure and function of each part a flower

Pollination is the process by which pollen grains are transferred from the anther to the stigma.
There are two types of flowers, bisexual and unisexual flower.

Unisexual Flower, for example Bisexual Flower, for example rose

Corn Flower and Papaya Flower and sunflower

Source: [Link]
 70 STUDENTS’ MODULE

Types of pollination

The Advantages of Cross-Pollination

 New plants that are more resistant to pests
and diseases
 Healthier plants which can adapt better to
changes in the environment
 New varieties of plants
 Good quality seeds

Structures of a Seed and Their Functions

Fertilisation of male and female gametes in plant

Structure of Dicotyledonous Seed

Structure of Monocotyledonous Seed

Source: [Link]
kssm-sc-07-04-07/KSSM-F1-SC-04-07
 71 STUDENTS’ MODULE

Germination of Seeds

 During germination, the

testa bursts and the
radicle starts to appear
and grow downwards into
the soil to form root.
 Meanwhile, the plumule
grows upwards to form a
new shoot.
 Certain cotyledons are
carried out of the soil and
this is known as epigeal
germination.
Epigeal germination

 There are also cotyledons

that remain in the soil
during germination. This
germination is known as
hypogeal germination

Hypogeal germination

The Conditions Required for Germination of Seeds

Water Air Suitable temperature

Source: [Link]
 72 STUDENTS’ MODULE

A2: Technique of Answering

Science Process Skills

Example:
1. Diagram shows two experimental set-ups prepared by a student to study water is required for germination of
seed.

After 3 days

(a) Identify the variables for the experiment:

(i) Manipulated variable: Presence of water
(ii) Responding variable : Germination of seed
Manipulated variable [2 marks]
Aspect/factor that is purposely changed on apparatus [Controlling variables]
Responding variable
Aspect/factor that is observed and recorded
Constant variable
Aspect/factor that is unchanged/remained

(b) State observations for the seeds in Beaker A and Beaker B after 3 days.
Seeds in Beaker B germinate / produce plumule (soot) whereby seeds in Beaker A do not
germinate / remain dry / no plumule.
What can be observed in the diagram after 3 days
[2 marks]
[Observing]

(c) Suggest a hypothesis for this experiment.

Seeds will germinate with the presence of water.
Manipulated variable + Responding variable
[1 mark]
[Making hypothesis]

(d) Based on the results, what inference can be made about the role of water in germination?
Water is needed/necessary for seed germination. Water activates enzymes / softens testa / allows
embryo to grow.
[2 marks]
Interpreting data + Explain based on the data
[Interpreting Data / Making Inference]

(e) Predict what happens if Beaker B is kept for 7 days.

Seeds in beaker B continue growing (longer radicle/plumule).
[1 mark]
Making a reasonable forecast based on given information [Predicting]

Sumber: [Link]
 73 STUDENTS’ MODULE

A3: UASA-format items Enhancement Exercises

Section A
(5 marks)
1. Diagram shows the cross section of a flower.
[Remembering]

The female part of the flower is made up of the structures labelled:

A A, C and E
B B, C and E
C B, D and E
D A, C, D and E

2. Which of the following describes pollination?

[Remembering]
A Male gamete enters the ovule.
B Pollen grains land on the stigma.
C Male gamete fuses with the female gamete.
D Pollen grains grow, the pollen tubes down the style.

3. Diagram shows a type of pollination.

The following are some of the benefits except [Understanding]

A Produces new varieties.
B Produces high quality seeds.
C Can adapt to the environment.
D Produces plants with low resistance to pest attacks.

4. What are the characteristics of insects-pollinated flower?

I Smell nice [Remembering]
II Furry stigma
III Long filament
IV Sticky pollen grain

A I and II
B I and IV
C II and III
D III and IV
 74 STUDENTS’ MODULE

5. Dani carried out an experiment by placing an equal number of been seeds into two test tubes under different
conditions to germinate.
[Applying]

Dani was trying to determine if ………………. was needed for the seed to germinate.
A Air
B Light
C water
D humidity

Section B
(20 marks)

1. (a) Label the part of the flower using the words given.
Anther Filament Petal

(i) S:

(ii) T:

[2 marks]
[Remembering]

(b) Based on the diagram above, mark () for the correct statements for the part of the flower, T.

Statements Mark ()

(i) Usually colourful.
(ii) The male part of the flower.
(iii) Holds up the anther.
[2 marks]
[Understanding]
 75 STUDENTS’ MODULE

2. Diagram shows the structure of a seed.

(a) State P and Q using the given words.

Testa Micropyle Cotyledon
[2 marks]
[Remembering]

(b) Based on the diagram above, mark () for the correct statements.

Statements Mark ()

(i) P stores and supply food for seed germination.
(ii) Q absorbs air and breaks open for seed germination.
(iii) P and Q play important role for seed germination.

[2 marks]
[Understanding]

3. (a) Label the parts of the flower using the words given.

(ii) Q
(i) P

Sepal Petal Anther

[2 marks]
[Remembering]
(b) Based on the diagram above, mark () for the correct statements.

Statements Mark ()

(i) P is colourful to attract insects.
(ii) Q produces a lot of nectar for pollination.
(iii) P and Q play important role for pollination.

[2 marks]
[Understanding]
 76 STUDENTS’ MODULE

4. (a) Diagram shows the life cycle of a plant. State process that happened in X and Y using the given words.

(i) X :

(ii) Y :

Pollination Germination Fertilisation

[2 marks]
[Remembering]
(b) Based on the diagram above, mark () the correct statements for process Y to happen.
Statements Mark ()
(i) Warm water, cold air and low temperature play important role.
(ii) Sunlight is not necessary for the Process Y to happen.
(iii) Process Y is a sexual reproduction.
[2 marks]
5. (a) Diagram shows types of pollination in flowers. [Understanding]

Same plant Different plants

R: S:

State the type of pollination in R and S using the given words.

Cross pollination Self pollination Artificial pollination
[2 marks]
[Remembering]
(a) Based on the diagram above, write TRUE for the correct statements or FALSE for the incorrect statements
about Pollination S.
Statements TRUE or FALSE
(i) Less variety in the seedling.
(ii) More variety in the seedling.
(iii) Resistance to diseases in the seedling is high.
[2 marks]
[Understanding]
 77 STUDENTS’ MODULE

Section C
(8 marks)
1. Diagram shows a set-up apparatus to study about seed germination.

Test tube P was left in refrigerator (5˚C) and test tube Q was left at room temperature (30˚C). The table shows
the results.
Number of days 2 4 6 8 10
Total length of radicles in the test tube P (cm) 0 0 0 0 0
Total length of radicles in test tube Q (cm) 1 2 4 6 8

(a) State related variables in this experiment:

(i) Manipulated variable :
(ii) Constant variable :
[2 marks]
[Controlling variable]
(b) State one observation for test tube P? Explain your answer.

[2 marks]
[Making inferences]

(c) State the relationship between germination of seeds and temperature.

[2 marks]
[Interpreting data]

(d) Predict the condition of the seeds in test tube Q if the moist cotton wool is replaced with dry cotton.

[1 mark]
[Making prediction]

(e) State the conclusion for this experiment.

[1 mark]
[Making conclusion]
 78 STUDENTS’ MODULE

A4: Assessment
1. Diagram shows the longitudinal section of a flower.

(a) Complete the following table with the structure of flowers.

Male reproductive organ Female reproductive organ

[2 marks]

(b) Explain the importance of structure F in pollination.

[2 marks]

(c) Explain one common characteristics of flower that is pollinated by animals and insects.

[2 marks]

2. Diagram shows a pollination process in different plants.

Flower A Flower B
(a) State the type of pollination shown in the diagram.

[1 mark]

(b) State two advantages of this type of pollination.

[2 marks]
 79 STUDENTS’ MODULE

Session 8
Learning Area 5.0 Matter

Content Standard 5.1 Matter in Nature

Student will be able to accomplish the tasks regarding the characteristics of matters,
Learning Objective
physical properties and chemical properties

Learning Focus 1. Almost all living things that exists in nature is matter.
2. Living and non-living thing have mass and occupy space.
3. Differentiate the physical and chemical properties of matter.
Teaching Aids 1. Smart Learning Notes. (Refer to A1)
2. UASA-format items Enhancement Exercises (Refer to A2)
3. Assessment (Refer to A3)
4. Answer scheme (Refer to A4)
 80 STUDENTS’ MODULE

A1: Smart Learning Notes

What is a matter?
Substance that has mass and occupies space.
All living and non-living things including humans, animals, plants, water rocks and soil are classified as matter.

However, few things like heat, sound, light, and electricity are non-matters, because they do not have mass.

heat

To show that air has mass and occupies space

 81 STUDENTS’ MODULE

Physical Properties of Matter

i. Properties that can be identified by using our five senses or measuring tools without changing its
composition. A new substance is not formed.
ii. Example: - Melting, freezing and boiling points
- Solubility
- Heat conductor and heat insulator
- Density

Density The boiling point

of water is 100 °C

Ice melts when exposed The handle is made of heat

to a certain temperature insulator such as plastic and the
pan is made of heat conductor
such as steel

Chemical Properties of Matter

i. Properties of a substance that become evident when it changes to a new substance.
ii. Example: - Rusting
- Flammability

Iron key rusts when it is Paper burns when it is lit

exposed to air and water
 82 STUDENTS’ MODULE

A2: UASA
Section A (5 marks)
1. Which of the following statements is true about matter?

A Matter occupies space

B Matter does not have volume
C Non-living things are not matter
D Matter cannot exist in the form of gas [Remembering]

2. Which of the following sequences is correct about the melting points of matters in ascending order?

A Water copper oxygen alcohol

B Oxygen alcohol water copper
C Copper oxygen alcohol water
D Alcohol water copper oxygen
[Understanding]

3. Diagram shows an activity carried out by a student.

stone

What can you conclude from the observation?

A Water has mass

B The stone has mass
C The stone occupies space
D The stone has a fixed shape [Understanding]

4. Which of the following is the chemical property of a matter?

A Rusting
B Melting
C Conductivity of heat
D Solubility of salt in water [Remembering]
 83 STUDENTS’ MODULE

5. Table shows the mass and volume of various substances.

Substances Mass (g) Volume (cm³)

W 550 500
X 350 290
Y 200 100
Z 50 15

Which of the following substances has the highest density?

A W
B X
C Y
D Z [Understanding]

Section B
(20 marks)
1. a) Mark (√) examples of non- matters.

Rainbow Air Shadow

[2 marks]
[Remembering]

b) Mark (√) for the correct statements about the matters.

Statements Mark (√ )

(i) Chemical properties of matter involve the formation of new substances.

(ii) Heat conductivity is an example of physical properties of matter.

(iii) Rusting of nails do not involve the formation of new substances.

[2 marks]
[Understanding]
 84 STUDENTS’ MODULE

2. a) Fill in the blanks using word givens.

100°C dissolve burn

i. Water boils at while the melting point is 0 °C.

ii. Sugar can in water.

[2 marks]
[Remembering]

b) Diagram shows a property of matter.

Mark (√) for the correct statements.

Statements Mark ( √ )

(i) A new substance is not formed.

(ii) It is a chemical property of matter.

(iii) It involves energy change.

[2 marks]
[Understanding]

3. a) Circle the examples of matters.

[2 marks]
[Remembering]
 85 STUDENTS’ MODULE

b) Diagram shows the condition of a nail.

Write TRUE for the corrrect statements or FALSE for the incorrect statements.

Statements TRUE or FALSE

(i) Rusting occurs on iron when it is exposed to water and air.

(ii) Rusting can be prevented by coating the iron.

(iii) The chemical name of rust is zinc oxide.

[2 marks]
[Understanding]

4. a) Write the letter C for Chemical property and the letter P for Physical property of matter.

i. ii.

[2 marks]
[Remembering]

b) Diagram shows the condition of a balloon after three days.

After three
balloon
days

Mark (√ ) for the correct statements about the condition of the balloon.
Statements Mark ( √ )
(i) The air occupies space.

(ii) The air has mass.

(iii) The balloon is not a matter.

[2 marks]
[Understanding]
 86 STUDENTS’ MODULE

5. a) Circle the matters.

Time
Time

[2 marks]
[Remembering]

b) Diagram shows an apparatus in the science laboratory.

Mark (√) for the correct statements.

Statements Mark ( √ )
(i) The apparatus containing water are matters.

(ii) Both apparatus and water have mass and occupy space.

(iii) The air in the apparatus is not a matter.

[2 marks]
[Understanding]
 87 STUDENTS’ MODULE

Section C
(8 marks)
1. Diagram shows an activity carried out by a clown.

a) Mark( √ ) the state of matter in the balloon.

solid gas

[1 mark]
[Remembering]
b) Explain wheather the balloon considered as a matter.

[2 marks]
[Understanding]

c) Explain the condition of the balloon shown in the diagram.

[2 marks]
[Understanding]

d) Diagram shows an action done by a boy. Justify his action and how this action helps the bicycle to move
smoothly.

[3 marks]
[Analysing]
 88 STUDENTS’ MODULE

A3: Assessment

1 . Fill in the blanks.

Everything in nature exists as and .

[2 marks]
[Remembering]
2. Diagram shows an activity occurs at an ice-cream stall.

Explain how does the ice cream seller ensure the ice creams do not melt easily.

[2 marks]
[Application]

3. Complete the diagram.

a b

f Examples of
physical properties c
of matter

d
e

[6 marks]
[Remembering]
 89 STUDENTS’ MODULE

Session 9
Learning Area 5.0 Matter

Content Standard 5.2 Three States of Matter

Learning Objective Student will be able to accomplish the tasks regarding the three states of matter,
different rate of diffusion of particles in three states of matter and the constant
temperature during melting/ freezing and boiling.
Learning Focus 1. The contrast of the three states of matter
2. The different rate of diffusion of particles in three states of matter
3. The constant temperature during melting, freezing and boiling
Teaching Aids 1. Smart Learning Notes. (Refer to A1)
2. Technique of answering. (Refer to A2)
3. UASA-format items Enhancement Exercises (Refer to A3)
4. Assessment (Refer to A4)
5. Answer scheme (Refer to A5)
 90 STUDENTS’ MODULE

A1: Smart Learning Notes

Source: officialpurephysics Source: [Link] science-matter-and-energy/75748390

Source: [Link]
 91 STUDENTS’ MODULE

The effect of heat on matter

sublimation

sublimation

Source: [Link]

The temperature remains constant during physical changes

temperature
R to S Liquid
-water temperature rises to its boiling point
-The boiling point of water begins at point S
Water
boiling point
P to Q Solid
-Ice temperature rises to its melting point
-The melting of ice begins at point Q
ice melting
point point
Q to R: Solid + liquid
-During melting, the temperature remains constant even though heating
continues. This temperature is the melting point of ice.
- At this temperature, water exists in both solid and liquid states in equilibrium.
 92 STUDENTS’ MODULE

A2: Technique of answering

Science Process Skills

Diagram shows an apparatus set up left for 5 minutes to determine the rate of diffusion of particles between
solid and liquid.

(a) State the observation of this experiment.

The blue colour spreads upwards very slowly in the gel while the blue colour spreads upwards in the
distilled water.
What can be observed in the diagram?
[1 mark]
[Observing]

(b) State the inference based on the observation at (a).

The rate of diffusion of particles is low in a solid but high in a liquid.
Inference: Observation + Explanation to the observation
[1 mark]
[Making inference]

(c) Identify the variables for the experiment. Manipulated variable:

. Aspect/factor that is purposely changed on apparatus
(i) Manipulated variable
Diffusion medium
Responding variable
(ii) Responding variable Aspect/factor that is observed and recorded
Rate of diffusion of particles Constant variable
Aspect/factor that is unchanged/remained
(iii) Constant variable
Surrounding temperature
[3 marks]
[Controlling the variables]
 93 STUDENTS’ MODULE

(d) State one precautionary step that need to be taken when conducting this experiment.
The colourless gel and distilled water used are in room temperature.
Refer to the constant variables [1 mark]
[Experimenting]

(e) State the operational definition for diffusion.

Diffusion is the process of spreading of blue colour upwards when copper (II) sulphate crystals are
placed into colourless gel and distilled water.

Operational definition: Observation + Condition/steps taken to produce the observation

[ 1 mark]
[Defining operationally]

(f) State the conclusion of this experiment.

The rate of diffusion of particles is low in a solid but high in a liquid.

Refer to Hypothesis
- shows the relationship between
manipulated variables and
responding variables

[ 1 mark]
[Making conclusion]
Source: Science Process Skills Form 1 Sasbadi
 94 STUDENTS’ MODULE

A3: UASA
Section A (5 marks)
1. Which of the following processes releases heat?

A Melting
B Boiling
C Evaporation
D Condensation [Remembering]

2. Diagram shows the arrangement of particles in substance S.

Which of the following is the substance S?

A Mirror
B Oxygen
C Apple juice
D Carbon monoxide
[Understanding]

3. Diagram shows the condition of a piece of butter on a pan.

heated
What is the change in the state of matter that occurs to the butter?

A Melting
B Evaporation
C Sublimation
D Condensation
[Understanding]

4. The information is about the substance P.

The particles of substance P are very far apart from one another.

Which of the following represents substance P?

A Ice
B Alcohol
C Cooking oil
D Carbon dioxide [Understanding]
 95 STUDENTS’ MODULE

5. Diagram shows the changes of particles in a process Y.

What is the process Y.

A Boiling
B Melting
C Sublimation
D Condensation
[Understanding]
Section B
(20 marks)
1. a) Underline the correct answers about the changes in the state of matter.

i) During melting, the particles (absorb / release) heat and vibrate faster.
ii) The particles absorb heat, move faster and further apart with one another during (condensation /
boiling).
[2 marks]
[Remembering]

b) Write TRUE for the correct statements or FALSE for the incorrect statements.
Statements TRUE or FALSE

i) Vapour produced from hot coffee is gas.

ii) Kinetic theory of matter states that matter is made up of static small particles.
iii) Particles in coffee move freely in all directions.

[2 marks]
[Understanding]

2. a) Fill in the blanks using the words given.

i). Heat is ______________________when water is heated.

ii). Heat is ______________________when water is cooled.

absorbed released increase

[2 marks]
[Remembering]
 96 STUDENTS’ MODULE

b) Dagrams show two changes in states of matter, P and Q.

P Q
Mark (√) the correct statements.

Statements Mark ( √ )
i) Boiling is a process in which the particles of substances are heated from low
temperature area to a high temperature area.
ii) One example of process Q in daily life is the formation of water droplet in the cloud.

iii) Energy is released during the process Q.

[2 marks]
[Understanding]

3. a) Underline the correct answers.

i) When heated, the distance between the particles in a substance will (increase / decrease).
ii) The particles in the (solid / gas) have the highest kinetic energy.
[2 marks]
[Remembering]
b) Diagram shows the effect of heat on matter.

Write TRUE for the correct statements or FALSE for the incorrect statements.

Statements TRUE or FALSE

i) Process X absorbs heat while process Y releases heat.

ii) The kinetic energy increases when process Y occurs.

iii) Process X causes the kinetic energy to increase.

[2 marks]
[Understanding]
 97 STUDENTS’ MODULE

4. a) Circle the correct answers about the temperature during freezing and boiling.

i) When the temperature of water reaches the (boiling / freezing) point, the particles move freely and
randomly.

ii) Particles start to vibrate at a fixed position when they reach (boiling / freezing) point.
[2 marks]
[Remembering]
b) Diagrams show the changes of states of matter that occur in daily life.
P: Preparation of salt Q: Cloud formation R: Mothballs shrink
from seawater

Write TRUE for the correct statements or FALSE for the incorrect statements.

Statements TRUE or FALSE

i) Process P and R absorb heat while process Q releases heat.

ii) The kinetic energy increases when process Q occurs.

iii) Process R causes the kinetic energy to decrease.

[2 marks]
[Understanding]
5 a) Match the process with the situation that occur in daily life.

Situation Process

i
Evaporation

Condensation

ii

Freezing
[2 marks]
[Remembering]
 98 STUDENTS’ MODULE

b) Diagram shows the study on temperature of water.

Write TRUE for the correct statements or FALSE for the incorrect statements.

TRUE or FALSE
Statements
i) The temperature remains constant during boiling of water.

ii) When substance is heated, the temperature will increase.

iii) The temperature will change when it reaches freezing point and melting point.

[2 marks]
[Understanding]
 99 STUDENTS’ MODULE

Section C
(10 marks)
1. Diagram shows an experiment to study the change of water temperature during boiling.

Table shows the result of the experiment.

Time (minute) 0 2 4 6 8 10 12

Temperature (°C) 20 40 60 80 100 100 100

a) State an observation for the experiment.

[1 mark]
[Observing]
b) Based on the result of the experiment, draw a graph of the temperature against time.

Temperature (°C)

100

80

60

40

20

Time
0 2 4 6 8 10 12 (min)
[2 marks]
[Interpreting data]

c) Predict the temperature of water after 20 minutes

[ 1 mark]
[Predicting]
 100 STUDENTS’ MODULE

2. Diagram shows an experiment to study the rate of diffusion in matters.

After 3 days After 2 hours After 15 minutes

Set P Set Q
Set Q Source: Science textbook form 1

a) State an observation for set R.

[1 mark]
[Observing]

b) State an inference based on the observation in (a).

[1 mark]
[Making inference]

c) Identify the variable for the experiment.

i. Manipulated variable:

ii. Responding variable:

[ 2 marks]
[Controlling the variables]

d) Predict what will happen if copper (II) sulphate, in set Q is replaced with potassium permanganate crystal.

[1 mark]
[Analysing]

e) State the operational definition for the diffusion of Set P.

[ 1 mark]
[Defining operationally]
 101 STUDENTS’ MODULE

A4: Assessment
(15 marks)
1 . Draw the arrangement of the particles in the three states of matter in the boxes provided.

Solid Liquid Gas

[3 marks]
[Remembering]

2. State the conclusions for the activities below.

(a)

Conclusion:
[1 mark]
[Making conclusion]

(b)

Conclusion:
[1 mark]
[Making conclusion]
 102 STUDENTS’ MODULE

3. State the processes in the diagram.

Solid

P U

Gas Liquid
S

P: Q:

R: S:

T:

[5 marks]
[Remembering]
 103 STUDENTS’ MODULE

Session 10
Learning Area 6.0 Periodic Table
Content Standard 6.1 Classification of elements
6.2 Mixtures
Learning Objective Students will be able to accomplish the tasks regarding the classification of elements
and mixture.
Learning Focus 1. Introduction of atoms, element, mixture and compounds, characteristics of metals
and non-metals.
2. Six methods of separating the mixtures.
Teaching Aids 1. Smart Learning Notes. (Refer to A1)
2. UASA-format items Enhancement Exercises (Refer to A2)
3. Assessment (Refer to A3)
4. Answer schemes (Refer to A4)
 104 STUDENTS’ MODULE

A1: Smart Learning Notes

Source: [Link]
 105 STUDENTS’ MODULE

A2: UASA-format items Enhancement Exercises

Section A (8 marks)
1. Which of the following is an element?

A Salt
B Sugar
C Water
D Oxygen [Remembering]

2. Diagram shows a stationary.

Which of the following shows the property of X?

A Shiny
B Brittle
C Malleable
[Understanding]
D Good conductor of electricity

3. Diagram shows a pair of copper wires.

Which of the following shows the property of copper wires?

A Dull
B Brittle
C Poor conductor
D Malleable and ductile [Understanding]

4. Diagram shows a substance made of an element.

Which characteristic of the element makes the substance suitable for this use?
A Low density
B Dull appearance
C High tensile strength [Understanding]
D Poor electrical conductivity
 106 STUDENTS’ MODULE

5. Diagram shows two different type of elements.

Which of the following is the property to distinguish both type of the elements?
A Colour
B Density
C Size of atoms [Understanding]
D Electrical conductivity

6. What is meant by a mixture?

A A pure substance
B Electrical conductivity
C A chemical combination of substances
D Two or more elements or compounds mixed physically [Remembering]

7. Which of the following is the method used to separate undissolved coffee powder from the drink?
A Filtration
B Distillation
C Magnetism
D Chromatography [Remembering]

8. Diagram shows the equipment used for the separation of substances.

Which of the separation methods is commonly used to detect document fraud?

A Filtration
B Distillation
C Sedimentation
D Chromatography [Understanding]
 107 STUDENTS’ MODULE

Section B (16 marks)

1. a) Complete the tree map with the words given.

Elements

i) ii)

Shiny Dull
Good conductor Poor conductor

Semi-metal Non-metals Metals

[2 marks]
b) Diagram shows two examples of elements. [Remembering]

Mark (√) for the correct statements about the elements.

Statements Mark (√)

i) Both are metals.

ii) Iron fences used at homes are classified as elements.

iii) Mixture consists of two or more elements combined chemically.

[2 marks]
[Understanding]

2. a) Diagram shows two substances, P and Q.

P: Q:

State the type of metal in both substances using the words given.

Copper Zinc Iron

[2 marks]
[Remembering]
 108 STUDENTS’ MODULE

b) Diagram shows a non-metal substance.

Write TRUE for the correct statements or FALSE for the incorrect statements.

Statements TRUE or FALSE

i) This substance has a low density.
ii) This substance has a shiny surface.
iii) This substance is a poor conductor of electricity.
[2 marks]
[Understanding]

3. a) Underline the correct answers for the following statements.

i) (Mixture /Molecule) consists of two or more elements or compound mixed physically.
ii) A (filtration/chromatography) separation method is used to check document fraud by separating the colours
from the ink used.
[2 marks]
[Remembering]

b) Diagram shows the separation method of mixtures.

Write TRUE for the correct statements and FALSE for the incorrect statements.

Statements TRUE or FALSE

i) To separate water and oil.
ii) To separate water and ethanol.
iii) To separate soluble and insoluble material.

[2 marks]
[Understanding]
 109 STUDENTS’ MODULE

4. a) Underline the correct answers about the separation method of mixtures.

i) To separate soil and water, using (sedimentation, floatation) separation method.

ii) Separation by using (magnet, filter paper) is used to separate sand and iron nail.
[2 marks]
[Remembering]
b) Diagram shows a type of beverage.

Write TRUE for the correct statements and FALSE for the incorrect statements.
Statements TRUE or FALSE
(i) Mix fruits consists of two or more elements or compound mixed
physically
(ii) Mix fruits consists of two or more elements or compound combined
chemically.
(iii) Mix fruits retain its original properties when combined physically.

[2 marks]
[Understanding]

Section C (10 marks)

1. Diagram shows the apparatus set-up to separate a mixture of P and Q.

P:
Separating funnel
Q:

a) Mark (√) for examples of mixtures.

Salt Cocktail Fruit salad

[2 marks]
[Remembering]
 110 STUDENTS’ MODULE

b) State the separation method above.

[1 mark]
[Understanding]

c) Label the substances P and Q on the diagram.

[2 marks]
[Understanding]

d) State one method to separate water and ethanol .

[1 mark]
[Understading]

e) Diagram shows three types of matter in nature.

mixture compound Z

State the type of matter Z.

[1 mark]
[Understanding]

f) Compare and contrast between a mixture and a compound.

Similarity:

Differences:
i :
ii :
[3 marks]
[Analysing]
 111 STUDENTS’ MODULE

A3: Assessment
(12 marks)
1. Match the following mixtures according to its suitable separation method.

Mixture Separation method

Iron powder and sand Filtration

Alcohol and water Magnet

Coffee drink and coffee powder Distillation

Water and sand Cromatography

Oil and water Sedimentation

Colouring in food Floatation

[6 marks]
[Remembering]
2. Diagram shows a separation method.

a) State the separation method.

[1 mark]
[Remembering]
b) Explain the function of the separation method.

[1 mark]
[Understanding]

3. Complete the table to show the differences between metals and non-metals.

Metals Differences Non-metals

Shiny Appearance
Ductility Brittle

Malleability Non-malleable
High Density
[4 marks]
[Understanding]
112 STUDENTS’ MODULE
 112 STUDENTS’ MODULE

Session 11
Learning Area 6.0 Periodic Table
Content Standard 6.3 Compound
Learning Objective Students will be able to accomplish the tasks regarding the classification of
compound.
Learning Focus 1. Separation method of compound: Electrolysis
2. Differences between chemical change and physical change.
3. Differences between mixtures and compounds.
Teaching Aids 1. Smart Learning Notes. (Refer to A1)
2. UASA-format items Enhancement Exercises (Refer to A2)
3. Assessment (Refer to A3)
4. Answer schemes (Refer to A4)
 113 STUDENTS’ MODULE

A1: Smart Learning Notes

114 STUDENTS’ MODULE

Source: [Link]
 115 STUDENTS’ MODULE

A2: UASA-format items Enhancement Exercises

Section A (5 marks)
1. Which of the following is a compound?
A Water
B Copper
C Oxygen [Remembering]
D Cocktail

2. The word equation shows formation of metal oxide.

Which of the following elements is involved in the chemical reaction?

A Carbon
B Oxygen
C Nitrogen [Understanding]
D Hydrogen

3. Diagram shows a method of separation, P.

What is the method of separation, P?

A Respiration
B Electrolysis
C Photosynthesis [Understanding]
D Rusting of iron

4. Diagram shows an experiment set up.

What is produced from the chemical reaction above?

A Elements
B Mixtures
C Molecule [Understanding]
D Compound
 116 STUDENTS’ MODULE

5. Which of the following is true about the pairing of physical and chemical changes?

Physical Changes Chemical Changes

A Needs less energy Needs more energy
B Forms new substance Does not form new substance
C The properties of the substances and The properties of the substances
products are not the same remain the same
D The substances and products The chemical composition of the [Understanding]
have different chemical composition substances remains the same

Section B (16 marks)

1. a) Complete the tree map with the words given.

Compound

i) ii)

Example: Ice melting Example: Iron rusting

Chemical change Physical change Nuclear change

[2 marks]
b) Diagram shows a reaction occurs in daily life. [Remembering]

Mark (√) the correct statements about the reaction.

Statements Mark (√)

i) The product of the reaction can be separated physically.

ii) Photosynthesis is an example of a compound formed by a chemical reaction.

iii) The product of the reaction consists of two or more elements that are mixed chemically.
[2 marks]
[Understanding]
 117 STUDENTS’ MODULE

2. a) Diagram shows two chemical changes that occur in daily life.

M: N:

State the chemical change on the diagram using the words given.
Cell respiration Photosynthesis Decaying of leaf

[2 marks]
[Remembering]

b) Diagram shows how oxygen and hydrogen are separated from water.

Write TRUE for the correct statements and FALSE for the incorrect statements.

Statements TRUE or FALSE

i) The process needs high energy.

ii) The properties of the substances remain the same.

iii) The substances and products have different chemical composition.

[2 marks]
[Understanding]

3. a) Underline the correct answers for the following statements.

i) (Compound /Mixture) consists of two or more elements that are mixed chemically.
ii) (Cell respiration/Ice melting) is an example of chemical change that forms a new substance.

[2 marks]
[Remembering]
 118 STUDENTS’ MODULE

b) Diagram shows two reactions P and Q.

P Q

Write TRUE for the correct statements and FALSE for the incorrect statements about the similarities of
reactions P and Q.
Statements TRUE or FALSE

i) P and Q does not form new substance.

ii) P and Q occur to matter.

iii) P and Q need energy.

[2 marks]
[Understanding]

4. a) Circle the correct answers.

i) (Electrolysis, Filtration) method is used to separate a compound.

ii) A compound consists of two or more elements that can be separated (physically, chemically).
[2 marks]
[Remembering]
b) Diagram shows the tiles made from marble.

Write TRUE for the correct statements and FALSE for the incorrect statements.

Statements TRUE or FALSE

(i) Marble consists of calcium, oxygen and hydrogen.
(ii) The formation of natural marble requires more energy.
(iii) Marble consists of two or more elements that are mixed chemically.
[2 marks]
[Understanding]
 119 STUDENTS’ MODULE

Section C (10 marks)

1. Diagram shows an activity carried out in the laboratory. Substance P is produced from the reaction.

a) Mark (√) for the correct examples of compounds.

Water Ethanol Coffee

[2 marks]
[Remembering]
b) State the substance P.
___________________________________________________________________________________
[1mark]
[Understanding]
c) State the type of substance P produced.
___________________________________________________________________________________
[1mark]
[Understandimg]
d) State two characteristics of substance P.
___________________________________________________________________________________

___________________________________________________________________________________
[2 marks]
[Remembering]
e) Complete the word equation below.

Magnesium Magnesium oxide

+

[1 mark]
[Understanding]
f) State the changes that occur when magnesium oxide is formed.
___________________________________________________________________________________
[1mark]
[Understanding]
g) State two differences between magnesium and the substance P.
___________________________________________________________________________________

___________________________________________________________________________________
[2 marks]
[Analysing]
 120 STUDENTS’ MODULE

A3: Assessment
1. List 3 examples of compounds in daily life.
a) ____________________________________________________
b) ____________________________________________________
c) ____________________________________________________

[3 marks]
[Remembering]
2. State the differences between physical change and chemical change.

Physical change Characteristics Chemical change

Formation of new
No
substances
Properties of new
substances Different
compared to the original

Less energy Needs energy

Chemical composition
Different
(Substance and product)
● Ice melting ● Rusting of iron
● ___________________ Examples ● ___________________
● ___________________ ● ___________________

[8 marks]
[Understanding]

3. A metal reacts with an oxygen to form a compound called ________________________.

4. A metal reacts with a sulphur to form a compound called ________________________.
5. A _________________ process can be used to separate a compound into its elements by using an electricity.
[3 marks]
[Understanding]
 121 STUDENTS’ MODULE

Session 12

Learning Area 7.0 AIR

Content Standard 7.1 Composition of Air
Learning Objective Students will be able to accomplish tasks related to the composition of air, the
properties and importance of gases in air (oxygen, nitrogen, carbon dioxide and inert
gases), the interpretation of data such as pie charts, and the role of the oxygen cycle
and carbon cycle in maintaining a balanced composition of air.
Learning Focus 1. Composition of air.
2. Importance of gases in air.
3. Role of the oxygen cycle and carbon cycle in maintaining a balanced composition
of air.
Teaching Aids 1. Smart Learning Notes (refer to A1)
2. UASA-format items Enhancement Exercises (refer to A2)
 Fact/knowledge (content)
 Science process skill
3. Assessment (refer to A3)
4. Answer scheme (Refer to A4)
 122 STUDENTS’ MODULE

A1: Smart Learning Notes

7.1 Composition of Air
The important of gases in daily life

Carbon cycle is the cycle that maintains the content of carbon dioxide in the air by continuously taking carbon
dioxide from the air and returning it to the air
 123 STUDENTS’ MODULE

Oxygen cycle is a continuous cycle that takes oxygen from the air and returns it to the air

Ways to reduce problems of interferences to the oxygen and carbon cycle

Source: [Link]
 124 STUDENTS’ MODULE

A2: UASA-format items Enhancement Exercises

Section A
(5 marks)
1. Air is a mixture of several types of gases and other components. Which of the following is the content of the
mixture?
A Carbon dioxide, oxygen and inert gases
B Microorganisms, water vapour and dust
C Oxygen, carbon monoxide and sulphur dioxide
D Oxygen, nitrogen, carbon dioxide, inert gases and dust
[Remembering]

2. The statement is about gas P.

Air contains 21% of gas P

Which of the following is true about gas P?

A Extinguishes fire
B Supports combustion
C Turns lime water cloudy
D Required for photosynthesis
[Understanding]

3. Which of the following maintains the content of carbon dioxide in the air?
A Recycle
B Carbon cycle
C Oxygen cycle
D Nitrogen cycle
[Understanding]

4. Diagram shows an experiment to determine the percentage of oxygen in the air. Which is the water position A,
B, C, or D when the candle goes out?

[Applying]

5. Diagram shows part of the carbon cycle.

 125 STUDENTS’ MODULE

Which of the following processes releases gas P?

I Photosynthesis
II Decomposition
III Combustion
IV Respiration

A I and II
B II and III
C I, II, and III
D II, III, and IV
[Understanding]

Section B
(20 marks)

1 (a) Diagram shows the uses of gases in our daily life.

Match the following gases with their correct functions.

Gas Function

[2 marks]
[Remembering]

(b) Write TRUE for the correct statements and FALSE for the incorrect statements about the air.
Statement TRUE/FALSE
(i) Other components in the air are microorganisms, water vapour and dust.
(ii) Oxygen gas forms almost 78% of the composition of air.
(iii) Clean air has no colour or smell.
[2 marks]
[Understanding]

2. (a) Underline the correct answers to complete the following sentences.

(i) Burning fossil fuels that contain the element [carbon , nitrogen] release carbon dioxide gas.
(ii) The [respiration , transpirations] process performed by all animals, plants and human releases carbon
dioxide gas.
[2 marks]
[Remembering]
 126 STUDENTS’ MODULE

(b) Diagram shows processes that are involved in carbon cycle.

Fill in the blanks on the carbon cycle using the words given.
Decomposition Photosynthesis Excretion

i)The carbon cycle begins with the intake of carbon dioxide gas by plants during …………………………
ii) When animals and plants die, ……………………… will occur, which releases carbon dioxide.
[2 marks]
[Understanding]
3. (a) Fill in the blank using the given words.
Global warming Haze The depletion of the ozone layer

The …………………………….. is mostly caused by the emission of air pollutants, such as fumes from
vehicles and factories. The use of aerosol sprays, refrigerators and air-conditioners which release CFCs
(chlorofluorocarbons) result in ……………………………………
[2 marks]
[Remembering]

(b) Diagram shows the impacts if carbon cycle or oxygen cycle is disrupted.

Mark () on the steps that need to be taken to avoid interferring carbon cycle and oxygen cycle.
Statement Mark ()
(i) Prevent illegal logging.
(ii) Replant trees.
(iii) Increase the usage of vehicles powered by fossil fuel.
[2 marks]
[Understanding]
 127 STUDENTS’ MODULE

4. (a) Mark () the importance of inert gases.

(i) Used as cooling agent.
(ii) Used to fill weather balloons.
(iii) Used to fill filament bulbs.
[2 marks]
[Remembering]

(b) The pie chart represents the percentage of gases in a non-polluted atmosphere.

Write TRUE for the correct statements and FALSE for the incorrect statements.
Statements TRUE or FALSE
(i) Living cells need gas Q To carry out respiration.
(ii) Gas S consists of microorganisme and water vapour
(iii) Gas R is needed by green plants during photosynthesis.
[2 marks]
[Understanding]
5. (a) Diagram shows the composition of air.

(i) P:

Carbon dioxide

(ii) R:

Label the gases using the words given.

Oxygen Argon Nitrogen
[2 marks]
[Remembering]
(b) Mark () for the importance of Gas R.
Importance Mark ()
(i) Used to produce fertiliser.
(ii) Used as a cooling agent.
(iii) Used for combustion.
[2 marks]
[Understanding]
 128 STUDENTS’ MODULE

Section C
(10 marks)
1. Diagram shows two processes, P and Q, which complement each other. Process P releases oxygen, while
process Q releases carbon dioxide.

(a) State the processes P and Q.

(i) P:
(ii) Q:
[2 marks]
[Remembering]
(b) What is the importance of process P to other organisms?

[1 mark]
[Understanding]

(c) Explain how grass and cows depend on each other.

[2 marks]
[Understanding]

(d) A construction site has opened near this area. A lot of dust and debris are produced by the activity. Explain
how this situation affects process P.

[3 marks]
[Analysing]

(e) Suggest two ways humans can reduce the effects of the activity in 1(d) on process P.

[2 marks]
[Applying]
 129 STUDENTS’ MODULE

A3: Assessment
1. With the aid of the diagram below, complete the process in carbon cycle.

(a) Carbon in the form of …………………….. in atmosphere is used by plants to make food through the
process of …………………………
(b) Animals then obtained ……………….. in the form of carbon compounds from other plant.
(c) Carbon is returned to the atmosphere in the form of carbon dioxide when plants and animals carry out the
process of ……………………….. or die and undergo ……………………………
(d) Carbon is also returned to the atmosphere through the process of ………………………………………….
(e) These processes such as decomposition, combustion and respiration are …………………. by
photosynthesis.
2. Complete the diagram and process below regarding oxygen cycle.
Photosynthesis Bacteria Requires Plants
Released Respiration Combustion Decaying

(i) (ii) (iii)

(iv)

(a) ……………………….. is a ………………………. cycle that take oxygen from the air and returns it to the
air.
 130 STUDENTS’ MODULE

(b) Oxygen cycle occurs through the processes of rusting, ………………, ………………….., ………………..
and ………………………..
(c) During photosynthesis process, oxygen is ……………………
(d) Oxygen is used during the combustion process, respiration process by ………………. and animal as well as
decomposition process by …………………… and fungi.
(e) The rusting process also ………………….. oxygen to happen.

3. As a student, what can you do to reduce the greenhouse effect?

 131 STUDENTS’ MODULE

Session 13
Learning Area 7.0 Air
7.2 Combustion
Content Standard 7.3 Air Pollution
Learning Objective Students will be able to accomplish the tasks regarding the conditions of combustion,
causes and ways to prevent air pollution.
Learning Focus 1. Conditions needed for combustion and manufacture of fire extinguisher
2. Air pollution, the causes and steps to control air pollution.
Teaching Aids 1. Smart Learning Notes. (Refer to A1)
2. UASA-format items Enhancement Exercises (Refer to A2)
 Fact/knowledge (content)
 Science process skill
3. Assessment (Refer to A3)
4. Answer scheme (Refer to A4)
 132 STUDENTS’ MODULE

A1: Smart Learning Notes

 133 STUDENTS’ MODULE

A2: UASA-format items Enhancement Exercise

Section A (5 marks)
1. Which of the following gas is needed for combustion to occur? [Remembering]

A Oxygen
B Nitrogen
C Inert gas
D Carbon dioxide

2. Diagram shows a fire extinguisher.

Which are correct sources of fire that can be extinguished by this fire extinguisher? [Understanding]

Material on fire Example

A Gas Butane
B Metal Potassium
C Solid Wood
D Liquid Varnish

3. Which of the following is the safety measure to prevent the occurrence of fire? [Understanding]
A Keep flammable substances away from the fire.
B Throw cigarette away when they are still burning.
C Keep matches and lighter on the ground so they are easy to reach.
D Plugging many electrical appliances to a single electrical source can save electric
energy.

4. Which of the following gases can cause acid rain? [Remembering]

A Sulphur dioxide
B Carbon dioxide
C Carbon monoxide
D Chlorofluorocarbon

5. Which of the following is the step in controlling air pollution? [Understanding]

A Use leaded petrol
B Encourages open burning
C Bans smoking in public areas
D Allow factories to be built in housing areas
 134 STUDENTS’ MODULE

Section B
(20 marks)
1. a) Mark (√) the correct combustion conditions in the diagram below.

[2 marks]
[ Remembering]

b) Diagram shows a fire fighter extinguishing the source of fire.

Write TRUE for the correct statements and FALSE for the incorrect statements.
Statements TRUE or FALSE

i) Burning of wood can be extinguished by using water.

ii) Oxygen is needed to remove the carbon dioxide that cause the combustion.

iii) Water spray is used to reduce the temperature of burning materials.

[2 marks]
[Understanding]
 135 STUDENTS’ MODULE

2. a) Diagram shows a fire extinguisher.

Circle the materials that can be extinguished using this fire extinguisher.

Wood Oil Propane

[2 marks]
[Remembering]
b) Diagram shows a house on fire.

Write TRUE for the correct statements and FALSE for the incorrect statements.

Statements TRUE or FALSE

i) Installs fire alarm and smoke detector at home.

ii) Plugging in many electrical appliances to a single electrical source.

iii) Keep matches and lighters in a safe place.

[2 marks]
[Understanding]

3. a) Underline the correct answers.

i) (Carbon dioxide / chlorofluorocarbon) is widely used as a cooling agent in refrigerator.
ii) Smoke from factories, vehicles and open burning lead to (haze / acid rain).
[2 marks]
[Remembering]
 136 STUDENTS’ MODULE

b) Diagram shows the used of pesticide in agriculture.

Write TRUE for the correct statements and FALSE for the incorrect statements.

Statements TRUE or FALSE

i) Educate students by organizing free-pesticides campaigns.

ii) Allow farmers to use pesticides widely in their farm.

iii) Use organic substances instead of chemical substances such as

pesticides.
[2
marks]
[Understanding]

4. a) Match each pollutant to its effect.

[2 marks]
[Remembering]
 137 STUDENTS’ MODULE

b) Diagram shows a situation in a city.

Write TRUE for the correct statements and FALSE for the incorrect statements.
Statements TRUE or FALSE
(i) The factories help to clean the air by releasing fresh oxygen.
(ii) Vehicle exhaust increases air pollution in the city.
(iii) Practising the use of public transport or carpooling reduces air pollution.

[2 marks]
[Understanding]
5. a) Match the correct techniques of combustions with its example.

[2 marks]
[Remembering]
 138 STUDENTS’ MODULE

b) Diagram shows haze in Kuala Lumpur.

Write TRUE for the correct statements and FALSE for the incorrect statements.
Statement TRUE or FALSE

(i) Smoke from vehicles and factories in big cities can cause haze.

(ii) Haze reduces the rate of photosynthesis.

(iii) Haze causes clear vision for the road users.

[2 marks]
[Understanding]
 139 STUDENTS’ MODULE

Section C (10 marks)

1 (a) Diagram shows a condition in an industrial area.

Based on the diagram above, mark (  ) type of pollution.

Air pollution Sound pollution

[1 mark]

(b) State two examples of air pollutants that cause the pollution in (a).
____________________________________________________________________________________
____________________________________________________________________________________
[2 marks]

(c) Explain one effect of the pollution on human health.

____________________________________________________________________________________
____________________________________________________________________________________
[2 marks]

(d) Diagram shows a condition on a busy road.

 140 STUDENTS’ MODULE

Explain another human activity that contributes to the condition in the diagram.
____________________________________________________________________________________
____________________________________________________________________________________
[2 marks]

(e) State three ways to prevent and control air pollution in education.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
[3 marks]
 141 STUDENTS’ MODULE

A3: Assessment (6 marks)

1. Complete the bubble map below with the conditions needed for combustion.

[3 marks]
[Remembering]

2. Complete the brace map with the gases that cause the following effects of air pollution.

[3 marks]
[Remembering]
 142
STUDENTS’ MODULE

Session 14
Learning Area 8.0 Lights and Optic
Content Standard 8.1 Usage of mirrors
8.2 Characteristics of light
8.3 Reflection of light
Learning Objective Students will be able to accomplish the tasks regarding usage of mirrors,
characteristics of light and reflection of light
Learning Focus 1. Type of image
2. Type of mirrors and their characteristics of imaged form
3. Application of mirrors in daily life
4. Properties of light
5. Law of reflection
6. Application of reflection of light in daily life
Teaching Aids 1. Smart Learning Notes. (Refer to A1)
2. Technique of answering. (Refer to A2).
3. UASA format items Enhancement Exercises (Refer to A3)
 Fact/knowledge (content)
 Science process skills
4. Assessment (Refer to A4)
5. Answer scheme (Refer to A5)
 STUDENTS’ MODULE
143
A1: Smart Learning Notes

Source: Buku Nota Bestari Sasbadi

 STUDENTS’ MODULE
144
A2: Technique of answering
Science Process Skills
Example:

Diagram shows apparatus set-up to study a response in seedling.

After
3 days

(a) State the observation of this experiment.

The shoot of the seedling grows towards light.

What can be observed in the diagram after 3 days? [1 mark]

[Observing]

(b) State the inference based on the observation at (a).

The shoot of the seedling grows towards light because the shoots response towards light.
[1 mark]
Inference: Observation + Explanation to the observation [Making inference]

(c) Manipulated variable:

Identify the variables for the experiment.
(i) Manipulated variable Aspect/factor that is purposely changed on
Position of direction of light apparatus
Responding variable:
(ii) Responding variable
Aspect/factor that is observed and recorded
Direction of growth of shoot of the seedlings
Constant variable:
(iii) Constant variable Aspect/factor that is unchanged/remained
Presence of water/height and type of the seedlings
[3 marks]
[Controlling the variables]

(d) State one precautionary step that need to be taken when conducting this experiment.
Height and type of the seedlings are the same
[1 marks]
Refer to the constant variable
[Experimenting]

(e) State the operational definition of positive phototropism.

Positive phototropism is the growth of seedling towards the light when the seedling is placed in a box
with a hole at the side.
Operational definition: Observation + Condition/steps taken to produce the observation

(f) State the conclusion of this experiment.

(i) Shoot of the seedling shows positive phototropism
(ii) Root of the seedling shows negative phototropism

Refer to Hypothesis [2 marks]

- shows the relationship between manipulated [Making conclusion]
variables and responding variables
Sumber: PDP Sains Tingkatan 3, Ilmu Bakti
 STUDENTS’ MODULE
145
A3: UASA-format items Enhancement Exercise
Section A (5 marks)
1. What is a virtual image?
A. An image that is always upside down
B. An image where light rays actually meet
C. An image that can be captured on a screen
D. An image where light rays only appear to come from a point
[Remembering]

2. Which of the following optical instruments works mainly by using the reflection of light?
A. Periscope
B. Eyeglasses
C. Microscope
D. Magnifying glass
[Remembering]

3. Which of the following statements about light is CORRECT?

A. Light cannot travel through a vacuum.
B. Light can be blocked by an opaque object to form shadow.
C. The angle of incidence is always equal to the angle of reflection.
D. Reflection occur when light travels from a denser medium into a less dense medium.
[Remembering]

4. Choose the correct applications of reflection of light in daily life.

I II III IV

A. I and II B. III and IV C. II and III D. I and IV

[Understanding]

5. Diagram shows a dangerous sharp corner.

Suggest a way to avoid accident occur at the sharp corner.

A. Place a plane mirror.
B. Place a convex mirror.
C. Place a concave mirror.
D. Place a plane mirror and convex mirror.
[Applying]
 STUDENTS’ MODULE
146
Section B (20 marks)
1. (a) Complete the table with correct answers by using the words given.

Laterally inverted Real Virtual

Type of mirror Image characteristics

Plane Same size

[2 marks]
[Remembering]
(b) Diagram shows an application of mirror.

Mark ( ) on the correct statements about the mirror.

STATEMENT Mark ( )
It is plane mirror.
Used to magnify image.
Dentists use to view enlarged patients' teeth.
[2 marks]
[Understanding]

2. (a) Fill in the blanks with correct answers by using the words given.

opaque black straight line

Light travels in a . The light is blocked by an

object can form a shadow.
[2
marks]
(b) Diagram shows a shadow formed on wall. [Remembering]

White screen Lighted bulb

Star
shaped
object
 STUDENTS’ MODULE
147
Based on the diagram, mark ( ) the correct properties of light involved in the box provided.

Light
cannot
penetrate an
opaque
object

Properties of
light

Light is Light travel

reflected straight

[2 marks]
[Understanding]

3. (a) Circle the correct statements about the Law of reflection.

Law of reflection

The angle of incidence, i is The incident ray, the reflected

equal to the angle of The light is reflected at 45o. ray, and the normal line all lie
reflection, r. on the same plane.
[2 marks]
[Remembering]
(b) Diagram shows a submarine with an instrument P.
P

Write TRUE for the correct statements and FALSE for the incorrect statements about the intrument P.

STATEMENT TRUE or FALSE

It is a kaleidoscope.

It is applying reflection of light.

Image formed from P is same size with object, upright and virtual.
[2 marks]
[Understanding]
 STUDENTS’ MODULE
148
4. Diagram shows two types of mirrors on a car.

P: …………………………………

Q: ………………………………….

(a) Label P and Q by using the words given.

Plane mirror Convex mirror Concave mirror

[2 marks]
[Remembering]
(b) Mark (√) on the correct statements about the mirror P and Q.

STATEMENTS MARK (√)

Wider view can be seen from mirror P.
Image formed by mirror Q is same size with object.
Image formed by mirror P is bigger than object.
[2 marks]
[Understanding]
5. (a) Match each of the following mirrors with its correct application.

Type of mirror Application

Concave mirror

Convex mirror

[2 marks]
[Remembering]
 STUDENTS’ MODULE
149

(b) Diagram shows a toy.

Fill in the blanks by using the words given.

refraction reflection plane mirror

The toy made using............................................................... This toy can create various amazing patterns.

These patterns are obtained due to the repeated........................................................ of image of objects

inside the toy.
[2 marks]
[Understanding]
 150 STUDENTS’ MODULE
Section C (8 marks)
1. Diagram shows arrangement of apparatus of an experiment to study the reflection of light.

(a) State a hypothesis for the experiment. (Underline the correct answer)

Angle of incidence is (smaller / same / bigger) with angle of reflection.

[1 mark]
[Making hypothesis]

(b) State the manipulated variable and responding variable of the experiment.

Manipulated variable

Responding variable
[2 marks]
[Controlling variables]

(c) Diagrams show the results for angle of reflection that obtained from the experiment when angle of
incidence, i = 40o and 50o.

Angle of incidence, i = 40o Angle of incidence, i = 50o

Complete the table.

Angle of incidence, i (o) Angle of reflection, r (o)

10 10
20 20
30 30
40
50
[2 marks]
[Measure and use number]
 151 STUDENTS’ MODULE
(d) State the relationship between the angle of incidence, i and the angle of reflection, r.

….……………………………………………………………………………………………………………
[1 mark]
[Interpret data]

(e) State the operational definition of reflection of light. (Underline the correct answer)

Reflection of light is a (process / situation / substance) to measure

(angle of incidence / angle of reflection) when a incidence ray is (directed / reflected) and

(directed / reflected) from a (concave mirror / convex mirror / plane mirror).

[1 mark]
[Operational definition]

(f) Is the experiment conducted fair? Explain.

….……………………………………………………………………………………………………………

….…………………………………………………………………………………………………………….
[1 mark]
[Experimenting]
 152 STUDENTS’ MODULE
A4: Assessment (12 marks)
1. Diagram shows three types of mirrors.

Reflecting surface

light

P Q R

(a) Based on the diagram, state the concave mirror.

……………………..................................................................................................…………………………
[1 mark]
[Remembering]
(b) A client to an interior designer stated that the living room looks cramped.
Explain a way to be used by the interior designer to solve the problem.
Underline the correct answers.

Place a (convex mirror / concave mirror / plane mirror).

(Convex mirror / Concave mirror / Plane mirror) reflects light.

The space looks (smaller / larger).

[3 marks]
[Applying]
(c) Compare and contrast the image produced by both mirrors, J and K in the diagram.

J K

Similarities: (Underline the correct answer)

Both are (real / virtual) images.

Differences: (Aspect: Size of image / field of vision)

………………………………………………………………....................…………………………………..

……………………………………………………………………………………………………………….

….…………………………………………………………………………………………………………….
[3 marks]
[Analysing]
 153 STUDENTS’ MODULE
(d) Majlis Perbandaran P has installed convex mirrors on the sharp bends.
Justify the use of convex mirrors at the bends.

…………………………………………………………………………………………………………………

………………………………………………………………………………...................…………………….
[2 marks]
[Evaluating]

(e) You are required to create an optical device to allow you to see the items on the high cupboard.
By using the following materials, sketch the optical device without label and explain how it functions.

Meter rulers with

Adhesive tape Plain mirror Glue
holes

………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………….

………………………………………………………………………..............................…………………
[3 marks]
[Creating]
 154 STUDENTS’ MODULE

Session 15
Learning Area 8.0 Lights and Optic
Content Standard 8.4 Refraction of light
8.5 Dispersion of light
8.6 Scattering of light
Learning Objective Students will be able to accomplish the tasks regarding refraction, dispersion and
scattering of light.
Learning Focus 1. Light is refracted when it travels through medium with different densities.
2. Relationship between angle of incidence and angle of refraction.
3. Applications of refraction in daily life.
4. Examples of dispersion of light in daily life.
5. Natural phenomena of scattering of light.
Teaching Aids 1. Smart Learning Notes. (Refer to A1)
2. Technique of answering. (Refer to A2).
3. UASA-format items Enhancement Exercises (Refer to A3)
● Fact/knowledge (content)
● Science process skills
4. Assessment (Refer to A4)
5. Answer scheme (Refer to A5)
 155 STUDENTS’ MODULE
A1: Smart Learning Notes

Source: Buku Nota Bestari Sasbadi

 156 STUDENTS’ MODULE
A2: Technique of answering
Science Process Skills
Example:

Diagram shows apparatus set-up to study a response in seedling.

(a) State the observation of this experiment.

The shoot of the seedling grows towards light.

What can be observed in the diagram after 3 days? [1 mark]

[Observing]

(b) State the inference based on the observation at (a).

The shoot of the seedling grows towards light because the shoots response towards light.
[1 mark]
Inference: Observation + Explanation to the observation [Making inference]

Manipulated variable:
(c) Identify the variables for the experiment.
Aspect/factor that is purposely changed on
(i) Manipulated variable
Position of direction of light apparatus
Responding variable:
(ii) Responding variable Aspect/factor that is observed and recorded
Direction of growth of shoot of the seedlings
Constant variable:
(iii) Constant variable Aspect/factor that is unchanged/remained
Presence of water/height and type of the seedlings
[3 marks]
[Controlling the variables]

(d) State one precautionary step that need to be taken when conducting this experiment.
Height and type of the seedlings are the same
[1 marks]
Refer to the constant variable
[Experimenting]

(e) State the operational definition of positive phototropism.

Positive phototropism is the growth of seedling towards the light when the seedling is placed in a box
with a hole at the side.
Operational definition: Observation + Condition/steps taken to produce the observation

(f) State the conclusion of this experiment.

(i) Shoot of the seedling shows positive phototropism
(ii) Root of the seedling shows negative phototropism

Refer to Hypothesis [2 marks]

- shows the relationship between manipulated [Making conclusion]
variables and responding variables
Sumber: PDP Sains Tingkatan 3, Ilmu Bakti
 157 STUDENTS’ MODULE
A3: UASA-format items Enhancement Exercise
Section A (5 marks)
1. Diagram below shows a light ray from a ray box.

Which of A, B, C and D is the correct refracted ray?

[Understanding]

2. What is the most scattered colour of light in the atmosphere during midday?
A. Red
B. Blue
C. White
D. Yellow
[Remembering]

3. What is the property of light shown by the phenomenon where white light is broken into its color constituents
called spectrum?
A. Scattering
B. Reflection
C. Refraction
D. Dispersion
[Remembering]

4. Diagram shows a natural phenomena.

What are the properties of light involved?

A. Reflection and refraction
B. Refraction and scattering
C. Refraction and dispersion
D. Scattering and dispersion
[Understanding]

5. Why does the sky appear blue at midday and reddish in the evening?
A. Blue light scattered less at midday and red light scattered less in the evening.
B. Blue light scattered most at midday and red light scattered less in the evening.
C. Blue light scattered less at midday and red light scattered most in the evening.
D. Blue light scattered most at midday and red light scattered more in the evening.
[Understanding]
 158 STUDENTS’ MODULE
Section B (20 marks)
1. (a) Mark () on the applications in daily life regarding refraction of light.

[2 marks]
[Remembering]
(b) Diagram shows a situation where a man uses javelin technique to catch a fish in a pond.

Write TRUE for the correct statement and FALSE for the incorrect statement regarding the situation.

STATEMENT TRUE or FALSE

Image of fish is deeper than actual position.

Image of fish seen deeper because of refraction of light.

The man needs to aim deeper into the pond to reach the fish.
[2 marks]
[Understanding]

2. (a) Fill in blanks by using the words given.

atmosphere rainbow rain droplets

When sunlight enters the ……………………………….., the white light will be refracted and
dispersed into seven different colours to form a ……………………………………….
[2 marks]
[Remembering]
 159 STUDENTS’ MODULE
(b) Diagram shows a spectrum formed when white light passes through a glass prism.

Q
P

Mark () on the correct statements regarding the formation of spectrum.

STATEMENT MARK ()

Refraction of light occurs at P.

Reflection of light occurs at Q.

Both dispersion and refraction occur at Q.

[2 marks]
[Understanding]

3. (a) Fill in the blanks by using the words given.

red and orange light purple light blue light

During midday, ………………………………. scattered the most in all direction by tiny particles in the
atmosphere.

During sunset, ………………………………. less scattered will go through atmosphere to reach

observer’s eyes.
[2 marks]
[Remembering]
 160 STUDENTS’ MODULE
(b) Diagram shows a natural phenomenon.

Mark () on the correct statements regarding the phenomenon.

STATEMENT MARK ()

Occurs during sunrise and sunset.
Red light and orange light scattered less.
Scattering and dispersion of light have occurred.
[2 marks]
[Understanding]
4. Diagram shows the formation of a rainbow.

(a) Underline the correct words to show the formation of a rainbow.

(i) A rainbow is produced by the (scattering, dispersion) of sunlight in raindrops floating in the sky.

(ii) Raindrops act as (prisms, white light) that disperse sunlight into seven rainbow colours.
[2 marks]
[Remembering]
 161 STUDENTS’ MODULE
(b) Write TRUE for the correct statement and FALSE for the incorrect statement regarding the formation of
rainbow.

STATEMENT TRUE or FALSE

Only refraction occurs in raindrops.

Speed of sunlight reduce in water droplet.

Red light is most least to be refracted because it travels at highest
speed.
[2 marks]
[Understanding]

5. (a) Mark () on the correct properties of light.

PROPERTIES OF LIGHT MARK ()

Can scatter
Can refract
Cannot disperse
[2 marks]
[Remembering]

(b) Two prisms are placed at the position as shown in the diagram.

S:

R:

Label R and S by using the words given.

Spectrum Rainbow White light

[2 marks]
[Understanding]
 162 STUDENTS’ MODULE
Section C (8 marks)
1. Diagram shows arrangement of apparatus for an experiment to study the relationship of angle of incidence and
angle of refraction.

(a) State a hypothesis for the experiment. (Underline the correct answer)

(Smaller / Greater) the angle of incidence, (smaller / greater) the angle of refraction
[1 mark]
[Making hypothesis]
(b) State the manipulated variable and responding variable of the experiment.

Manipulated variable

Responding variable
[2 marks]
[Controlling variables]
(c) Table shows the results obtained from the experiment.

Angle of incidence, i (o) Angle of refraction, r (o)

10 9
20 18
30 27
40 36
50 45

Based on the table, draw a graph of angle of refraction, r against incidence, i in the provided graph.
Angle of refraction, r (o)

50

40

30

20
x

10 x

Angle of incidence, I (o)

0 10 30 [2 marks]
20 40 50 60
[Communicating]
 163 STUDENTS’ MODULE
(d) Predict the angle of refraction, r when the angle of incidence, i is 60o.

….……………………………………………………………………………………………………………..
[1 mark]
[Predicting]

(e) State the operational definition of the refraction of light. (Underline the correct answer)

Refraction of light is a (process / situation / substance) to measure

(angle of incidence / angle of refraction) when incidence ray is placed at certain (angle / edge) and

travel through a (glass block / mirror) that is (lower / higher) density.

[1 mark]
[Operational definition]

(f) State a precautionary step that needs to be taken in the experiment. (Underline the correct answer)

The experiment is conducted in (bright / dark) room.

[1 mark]
[Experimenting]
 164 STUDENTS’ MODULE
A4: Assessment (10 marks)
1. Diagram shows an apparatus.

(a) State one of the properties of light.

…………………………………………………………………………………………………………………
[1 mark]
[Remembering]

(b) Mark () on the correct science concept involved when using the apparatus in the diagram.

Refraction Dispersion
[1 mark]
[Understanding]

(c) An old man cannot read the newspaper because of eyes problem. Suggest one way to help him to view the
contents of newspaper in magnified image. Explain.

….………………………………………………………………………………………………………………..

….………………………………………………………………………………………………………………..
[2 marks]
[Applying]
(d) Diagrams below show two situations, R and S.

R S

Compare and contrast the situations R and S.

Similarity: Both of them involved …………………………………….

Differences: (Light phenomenon / Speed of light / Size of angle)

….………………………………………………………………………………………………………………

….………………………………………………………………………………………………………………
[3 marks]
[Analysing]
 165 STUDENTS’ MODULE
(e) A girl wants to watch a movie online with her family. Her smartphone is too small for all her family
members to watch the movie.
You are asked to help her to build a projector using the materials and devices below so all her family
members can watch the movie.

Draw the projector in the space below.

Rearrange the steps to build the projector by writing the 1, 2 and 3.

Cover the inside of the box with black paper so that the light is not reflected in the
box

Fix the position of the phone to get a clear image and use plasticine to place the
phone in its position

Attach the lens to the hole on the box

[3 marks]
[creating]
 166 STUDENTS’ MODULE
Session 16
Learning Area 8.0 Lights and Optic
Content Standard 8.7 Addition of light and subtraction of light

Learning Objective Students will be able to accomplish the tasks regarding addition and subtraction of
light.
Learning Focus 1. Primary colours and secondary colours.
2. Products of addition of light.
3. Products of subtraction of light.
4. Examples of addition and subtraction of light in daily life.
Teaching Aids 1. Smart Learning Notes. (Refer to A1)
2. UASA-format items Enhancement Exercises (Refer to A2)
● Fact/knowledge (content)
4. Assessment (Refer to A3)
5. Answer scheme (Refer to A4)

A1: Smart Learning Notes

Source: Buku Nota Bestari Sasbadi

 167 STUDENTS’ MODULE
A2: UASA-format items Enhancement Exercise
Section A (10 marks)
1. Table below shows the combination of primary colors.
Primary colour lights Colour on the screen
Red + Blue Magenta
Red + Green X
Blue + Green Cyan

What color represents X?

A. Red B. White C. Purple D. Yellow
[Remembering]
2. What are the light colours used to produce white light?
A. Red, blue and green
B. Red, green and yellow
C. Blue, green and magenta
D. Cyan, yellow and magenta
[Remembering]

3. A girl sees the rose plant in her house producing yellow flowers. What is the phenomenon that has
occurred?
A. Addition of light
B. Scattering of light
C. Dispersion of light
D. Subtraction of light
[Understanding]

4. Diagram shows a sprinkler system.

When the sprinkler system is switched on during a hot day, what colours might be seen?

I Grey II Yellow III Violet IV Orange

A. I and II B. III and IV C. II and III D. I and IV

[Understanding]
5. The diagram below shows white light passing through two colour filters.

Colour filter of magenta Colour filter of yellow

White light White screen

What colour of light will form on the white screen?

A. Yellow B. Black C. Blue D. Red
[Understanding]
 168 STUDENTS’ MODULE
6. Which of the following shows the application of the addition of light in everyday life?
A. Wearing sunglasses.
B. Colour television screen display.
C. Fixing tinted film on car windscreen.
D. Fixing colour glass on the front lens of camera.
[Applying]

7. A green object appears black when a colour light shines on it. What is the colour of that light?
A. White B. Yellow C. Green D. Red
[Understanding]

8. Which process causes an object to appear black?

A. Addition of light
B. Scattering of light
C. Dispersion of light
D. Subtraction of light
[Understanding]

9. The diagram below shows a white light passing through two glass prisms and two colour filters, it then
shines on a green leaf.

Colour filter of magenta

Colour filter of yellow

Green leaf

White light

What colour does the leaf appear to be?

A. Green B. Blue C. Red D. Black
[Understanding]

10. A man wearing a yellow shirt and blue trousers is in a room lit by green light. What are the colours of his
shirt and trousers that appear under the green light?

Shirt Trousers
A. Yellow Black
B. Green Black
C. Green White
D. Yellow White
[Understanding]
 169 STUDENTS’ MODULE
Section B (12 marks)
1. (a) Write TRUE for the correct statement and FALSE for the incorrect statement.

STATEMENT TRUE / FALSE

Addition of light occurs when red, blue and green lights overlap.

Addition of all three primary colours produces magenta colour.

Primary colour is the colour that cannot be created by mixing with
other colours.
[2 marks]
[Remembering]
(b) Diagram shows a mix coloured shirt.

Blue

White

Underline the correct answers about the shirt.

(i) The white part appears white because all coloured lights are (absorbed, reflected) by it.

(ii) The blue part only reflects blue light. Other coloured lights are (absorbed, reflected) by it.
[2 marks]
[Understanding]
2. Diagram shows primary colours and secondary colours.

(a) Label P and S by using the words given.

White Yellow Magenta

[2 marks]
[Remembering]
(b) Mark () on the correct statements regarding Q and R.

STATEMENT MARK ()

R is cyan colour.
Q is magenta colour.
Q and R are secondary colours.
[2 marks]
[Understanding]
 170 STUDENTS’ MODULE
3. (a) Write correctly the examples of application in daily life with “addition of light” or “subtraction of light”.

Printing
Photography
Phone screen

[2 marks]
[Remembering]

(b) A basket of fruits is shown in the diagram.

Mark () on the correct statements about green colour and red colour.

STATEMENT MARK ()

Red light colour is absorbed by strawberries as opaque object.
Green light colour is reflected into the eyes.
Involved subtraction of colour.
[2 marks]
[Understanding]
 171 STUDENTS’ MODULE
Section C (8 marks)
1. Diagram shows a coloured television screen.

(a) State the definition of primary colour.

…………………………………………………………………………………………………………………
[1 mark]
[Remembering]
(b) Mark () on the correct science concept applied to the diagram above.

Addition of light Subtraction of light

[1 mark]
[Understanding]
(c) As concert stage designer, you are required to produce multiple lights colour on stage during concert.
Suggest a science concept that can be applied to produce multiple light colours. Explain.

….……………………………………………………………………………………………………………

….……………………………………………………………………………………………………………

….……………………………………………………………………………………………………………
[3 marks]
[Applying]
(d) Table shows the principle of light addition and principle of light subtraction.

Principle of light addition Principle of light subtraction

● Colours produced from the mixing of
● The colour of opaque objects depends on the
two colours
colour of the light reflected into our eyes.
● White colour is produced when all the
● White objects appear white in white light because
three primary colours are mixed
the white objects reflect all colours in white light.
together
● Black objects appear black because they absorb
● Produced secondary colour which are
all colours in white light.
cyan, yellow and magenta colours

Based on the table, compare and contrast the addition of light and subtraction of light.

Similarity: Both of them …………………………………………………………………………………

Differences:

….…………………………………………………………………………………………………………….

….…………………………………………………………………………………………………………….

….…………………………………………………………………………………………………………….
[3 marks]
[Analysing]
 172 STUDENTS’ MODULE
A3: Assessment (7 marks)
1. Diagram shows a comb of bananas.

(a) Define subtraction of light.

.………………………………………………………………………………………………………………

….……………………………………………………………………………………………………………
[1 mark]
[Remembering]
(b) State one reason yellow colour is seen on banana. Explain.

Yellow light: .………………………………………………………………………………………………

Other colours of light: ………………………………………………………………………………………

[2 marks]
[Understanding]
2. Diagram shows a painting.

(a) Mark () on the correct example of subtraction of light.

EXAMPLE MARK (✓)

Stage lighting
Wall mural painting
[1 mark]
[Remembering]
(b) State the reasons of multiple colours can been seen from the painting.

Colourful (red / yellow / blue) : ..,.…………………………………………………………………………..

White colour: .……………………………………………………………………………………………….

Black colour: …………………………………………………………………………………………………

[3 marks]
[Understanding]
 173 STUDENTS’ MODULE

Session 17
Learning Area 9.0 Earth
Content Standard 9.1 System and structure of the Earth
9.2 Substances of the Earth
9.3 Main processes of the Earth
Learning Objective Students will be able to accomplish the tasks regarding the system of the Earth, Earth
layers and characteristics, types and characteristics of rocks, and communicate about
exogenic and endogenic process.
Learning Focus 1. Layers of Earth
2. Characteristics of rocks
3. Endogenic and exogenic processes
Teaching Aids 1. Smart Learning Notes. (Refer to A1)
2. UASA-format items Enhancement Exercises (Refer to A2)
● Fact/knowledge (content)
● Science process skill
3. Assessment (Refer to A3)
 174 STUDENTS’ MODULE

A1: Smart Learning Notes

175 STUDENTS’ MODULE
 176 STUDENTS’ MODULE

A3: UASA-format items Enhancement Exercise

Section A
(5 marks)
1. The following are the living things exist in the Earth.

● Human ● Plant
● Animal ● Microorganism

Which of the following zone consists of the living things above? [Remembering]
A Biosphere
B Geosphere
C Atmosphere
D Hydrosphere

2. Information below explains about the atmosphere layer.

Layer Statement
P Contains helium and hydrogen gas
Q Phenomena of aurora occurs

What are the layers P and Q? [Understanding]

P Q
A Stratosphere Mesosphere
B Exosphere Thermosphere
C Troposphere Stratosphere
D Mesosphere Thermosphere

3. Diagram shows an igneous rock.

How does the rock form? [Understanding]

A Mixture of natural rocks
B Exposed to high temperature and pressure
C Cooling and solidification processes of lava
D Deposition of small particles from surrounding
 177 STUDENTS’ MODULE

4. Which of the following processes changes the surface of Earth? [Understanding]

A Erosion
B Weathering
C Magma activity
D Mass depletion and ground depletion

5. Which of the following is the difference between endogenic process and exogenic process? [Understanding]
Endogenic process Exogenic process
A Occurs on the Earth’s surface Occurs within the Earth
B The Earth’s external force The Earth’s internal force
C An example is plate tectonics An example is mass depletion
D It is not the main process of Earth It is the main process of Earth
 178 STUDENTS’ MODULE

Section B (20 marks)

1. a) Label the main layers of the Earth.

Outer core
Inner core

Crust Mesosphere Mantle

[2 marks]
[ Remembering]

b) Diagram shows one of the components on Earth.

Write TRUE for the correct statements and FALSE for the incorrect statements.

Statement TRUE or FALSE

i) Biosphere is a component on Earth that consists of all living things.

ii) Hydrosphere is the total amount of water on planet such as river.
iii) The Earth consists of 3 main components which are biosphere,
atmosphere, and hydrosphere.

[2 marks]
[Understanding]
 179 STUDENTS’ MODULE

2. a) Diagram shows two objects that can travel at certain atmospheric layer.
Match the object and its atmospheric layer correctly.
Object Atmospheric layer

Exosphere

Thermosphere

Stratosphere

[2 marks]
[Remembering]
b) Diagram shows the layers of atmosphere.

Write TRUE for the correct statements and FALSE for the incorrect statements.

Statement TRUE or FALSE

i) The troposphere is where all living things can breathe.

ii) The mesosphere also known as ionosphere because contains ions
that can reflect radio waves.

iii) The stratosphere contains the ozone layer, which absorbs harmful
ultraviolet radiation from the Sun.

[2 marks]
[Understanding]
 180 STUDENTS’ MODULE

3.a) Underline the correct answers for the following statements.

i) (Igneous rocks/ sedimentary rocks) contain various minerals.
ii) (Metamorphic rocks / Sedimentary rocks) are formed when rocks are exposed to high heat and pressure
without melting.
[2 marks]
[Remembering]
b) Diagram shows a rocks cycle.

Write TRUE for the correct statements and FALSE for the incorrect statements.

Statement TRUE or FALSE

i) Igneous rocks are formed when sediments are compacted and

cemented.

ii) Magma is formed when igneous rocks undergo cooling and freezing.

iii) Sedimentary rocks are formed from sediments through the processes
of erosion, sedimentation and compression.
[2 marks]
[Understanding]
4. a) Match each organism with correct ocean stratification.

Organisms Ocean stratification

i)

Surface zone

ii) Midnight zone

Dark zone

[2 marks]
[Remembering]
 181 STUDENTS’ MODULE

b) Diagram shows a water cycle.

Write TRUE for the correct statements and FALSE for the incorrect statements.
Statement TRUE or FALSE
(i) Evaporation occurs when water from oceans, rivers and land
surfaces changes into water vapour due to heat from the Sun.
(ii) Condensation occurs when water vapour cools and forms clouds in
the atmosphere.
(iii) Rainwater does not flow into rivers or seep into the ground.
[2 marks]
[Understanding]

5. a) Match the following endogenic and exogenic process with its example.

[2 marks]
[Remembering]
 182 STUDENTS’ MODULE

b) Diagram shows the Earth processes that cause changes on Earth’s surface.

Write TRUE for the correct statements and FALSE for the incorrect statements.

Statement TRUE or FALSE

(i) Weathering is the process where rocks are broken down into smaller pieces at
the Earth’s surface.
(ii) Erosion and transport involve the movement of weathered materials by agents
such as rainwater.
(iii) Weathering causes sediments to be transported from one place to another.

[2 marks]
[Understanding]
 183 STUDENTS’ MODULE

Section C (9 marks)
1. Diagram shows an igneous rock.

a) State the formation of an igneous rock.

[1 mark]
b) Give one example of an igneous rock.

[1 mark]

c) Fill in the blank about the formation of:

(i) Sedimentary rock: Formed from the..................... of sediment substances that carried by the river, glacier
and wind.
(ii) Metamorphic rock: Formed when igneous rock or sediment rock exposed to a very …………...
pressure and temperature.

high low compression

[2 marks]

d) Ani found a rock besides a river. State the type of rock and its characteristic.
Type of rock:

Characteristic:

[2 marks]
 184 STUDENTS’ MODULE

e) Arrange the flow of how the three main rocks are connected through the rock cycle model.

High heat and pressure change rocks into metamorphic rocks without melting. 1

Magma cools to form igneous rocks 2

Weathering breaks rocks into sediments that form sedimentary rocks 3

Arrange the process correctly.

[3 marks]
 185 STUDENTS’ MODULE

A4: Assessment (13 marks)

1. Complete the bridge map on the layer of the Earth.

[4 marks]
[Remembering]

2. Complete the flow map to show the sequence of the zones in the oceans starting with the one which is the
deepest in the oceans.

[3 marks]
[Remembering]

3. Complete the tree map below by stating three exogenic processes and three endogenic processes.

[6 marks]
[Understanding]
 186 STUDENTS’ MODULE

Session 18
Learning Area 9.0 Earth
Content Standard 9.4 Geohazard phenomena
9.5 Age of the Earth
9.6 Earth resources an applied geology
Learning Objective Students will be able to communicate about geohazard, justify the method to
determine the age of the Earth, and solve problems about negative effect of
unplanned human activities.
Learning Focus 1. Geohazard phenomenon and fossils.
2. Age of the Earth
3. Ways to solve problems of negative effect of unplanned human activities.
Teaching Aids 1. Smart Learning Notes. (Refer to A1)
2. UASA-format items Enhancement Exercises (Refer to A2)
● Fact/knowledge (content)
● Science process skill
3. Assessment (Refer to A3)
4. Answer scheme (Refer to A4)
 187 STUDENTS’ MODULE

A1: Smart Learning Notes

 188 STUDENTS’ MODULE

A2: UASA-format items Enhancement Exercise

Section A (5 marks)
1. Diagram shows a geohazard phenomenon.

What is this geohazard phenomenon? [Remembering]

A Sinkhole
B Quicksand
C Earthquake
D Volcanic eruption

2. What is the device used to detect earthquakes? [Understanding]

A Tsunameter
B Seismometer
C Acid rain collector
D Light Detection and Ragging (LIDAR)

3. Which of the following is the importance of fossils? [Understanding]

A To increase soil fertility
B To prevent natural disasters
C To produce fossil fuels directly
D To determine the age of rocks and Earth

4. Which of the following is the unplanned human activity that can cause harm to all living things on Earth?
[Understanding]

A Planting more trees

B Recycling waste
C Using solar energy
D Throwing rubbish into rivers

5. What is the negative effect of unplanned human activities on living things? [Understanding]
A Increase in clean air
B More rainfall occurs
C Animals lose their habitats
D Soil becomes more fertile
 189 STUDENTS’ MODULE

Section B (20 marks)

1. a) Identify the following occurrence of geohazards.

Earthquake Sinkhole Tsunami

(i)

i.

(ii)

ii.

[2 marks]
[Remembering]

b) Diagram shows a tsunami.

Mark (√) for the correct statement.

Statements Mark (√)

i) Seismometer gives early warnings of tsunami via satellite.

ii) Tsunami can cause loss of habitat all living things.

iii) Tsunami is one of the endogenic processes on Earth.

[2 marks]
[Understanding]
 190 STUDENTS’ MODULE

2. a) Diagram shows two geohazard phenomena.

Name the geohazard phenomena.
Volcano eruption Sinkhole Earthquake

(a) (b)

[2 marks]
[Remembering]
b) Diagram shows geohazard occurs in a city.

Mark (√) for the impact of geohazard phenomenon.

Statements Mark (√)

i) Tsunami and earthquake can cause loss of life.

ii) Geohazards only occur in cities and do not affect rural areas
iii) Geohazards such as earthquakes and landslides can destroy homes
and disrupt communities.
[2 marks]
[Understanding]
 191 STUDENTS’ MODULE

3. a) Underline the correct answers for the following statements.

i) Fossils provide information about the (evolution / taste) of living organisms over time.
ii) Fossils help scientists identify the (types / sounds) of organisms that existed in the past.
[2 marks]
[Remembering]
b) Diagram shows a discovery of fossil.

Write TRUE for the correct statements and FALSE for the incorrect statements.

Statements TRUE or FALSE

i) Fossil records can provide information about species that gone

extinct.
ii) Fossil evidence helps scientists determine the colour in which
extinct organisms lived.
iii) Fossils show the structure of organisms that lived millions of
years ago.
[2 marks]
[Understanding]
 192 STUDENTS’ MODULE

4. a) Diagram shows two human activities.

Deforestation Open burning

Match each human activity with its negative effects.

[2 marks]
[Remembering]
b) Diagram shows a human activity.

Write TRUE for the correct statements and FALSE for the incorrect statements.

Statements TRUE or FALSE

i) The use of heavy machinery shows that deforestation is taking
place in the forest area.
ii) Deforestation can cause the loss of natural habitats and reduce
biodiversity.
iii) Deforestation increases the number of wild animals living in the
forest.
[2 marks]
[Understanding]
 193 STUDENTS’ MODULE

5. a) Complete the tree map below about the types of economic minerals.

Economic
minerals

Metallic (i) (ii)

minerals

Non-metallic minerals Rare earth minerals Fossil fuel

[2 marks]
[Remembering]

b) Diagram shows the formation of petroleum and natural gas.

Mark (√) for the correct statements.

Statements Mark (√)

i) The remains of sea plants and animals were buried under layers of sediment.
ii) Crude oil and natural gas are formed within a few years after the organisms die.
iii) Heat and pressure over millions of years changed the remains into fossil fuels.

[2 marks]
[Understanding]
 194 STUDENTS’ MODULE

Section C (10 marks)

1 (a) Diagram shows the formation of petroleum and natural gas.

i) Fill in the blanks on the formation of petroleum and natural gas.

Dead-sea ……………………………... settled on the seabed. ..................... pressure

and .................... acted and changed them into petroleum and natural gas.

temperature high animals and plants

[3 marks]
[Understanding]

ii) Fossil fuel sources are limited and their supply will run out in the future. Generate ideas on how to use
fossil fuels sources efficiently.

Idea 1: ________________________________________________________________________

Idea 2: ________________________________________________________________________

[2 marks]
[Applying]
(b) Diagram shows a tsunami phenomenon.

Underline the correct answer for justification on the effects of tsunami on the environment.

A huge tsunami causes serious destruction when it reaches land. It can result in (loss of life and damage to
infrastructure/ weather changes).
[1 mark]
[Understanding]
 195 STUDENTS’ MODULE

(c) Suggest two safety measures that can reduce the impact of a tsunami.

1: ______________________________________________________________________________

2: ______________________________________________________________________________

[2 marks]
[Understanding]

(d) Justify how coastal areas more vulnerable to tsunami disasters.

______________________________________________________________________________________

______________________________________________________________________________________

[2 marks]
[Understanding]
 196 STUDENTS’ MODULE

A3: Assessment (10 marks)

1. Complete the bubble map on geohazard phenomena.

[4 marks]
[Remembering]

2. State 2 examples for each type of economic minerals in the brace below.

Gold Yttrium Silver Galena

Carbon Limestone Platinum
Scandium Marble Sulphur
[6 marks]
[Remembering]