Learning Objective: 1.

1 Understanding that science is part of everyday life Answer Scheme 1 Tick (/) in the column below to list down things that happen around us in nature. a. b. c. d. e. A baby growing up Formation of rainbow A television set is turned off. Sunrise Raining / / / /

2.

Label the pictures below according to the correct fields using the words given. Medical Agriculture Communications Domestic

a.Communications

b. Agriculture

c. Medical 3.

d. Domestic

Underline the correct answers below to name some of the careers in science A (doctor / biologist) treats patients while a (pharmacist / dentist) prepares and prescribes drugs for medical purposes.

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Learning Objective: 1.2 Science Laboratory

Answer Scheme Learning Outcome: Identify, state the function and able to use the apparatus correctly. 1 Label the diagrams below to identify science laboratory apparatus. Spring balance burette stopwatch external calipers

Stopwatch 2

Spring balance

External calipers

Burette

Draw line to match the apparatus with its function.

To magnify the specimen

To measure the curve line

To measure the temperature

To measure accurately the volume of liquid

To measure the internal diameter of an object

To heat substances in the laboratory

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Learning Objective: 1.2 Understanding the steps in scientific investigation Answer Scheme 1 Arrange the following steps in scientific investigation in the correct sequence using the phrases below.

Making hypothesis Writing a report Controlling variables Analysing and interpreting data

Identifying the problem

a)

Making hypothesis

Plan the experiment

b)

Controlling variables

Collecting data

c)

Analysing and interpreting data

Making conclusion

d)

Writing a report

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Learning Objective: 1.3. Knowing physical quantities and their units Answer Scheme 1. Draw lines to identify three other physical quantities in the word maze below. W P O L W Q T W R U R 2. R T O Q W A T A R E E U B Z I S C Y A M I P M D E N G T H Q E F O D H W T E A G P T G T M W R H U H R E F A S J O I U D Y E S K G O I E J R D S J P O Y K T K L Q V P U L Y J A T E M P E R A T U R E

Complete the table below to state the SI units and the corresponding symbol. Physical quantity Length Mass Time S.I unit meter kilogram second Symbol m kg s

3.

Complete the table below to show the symbols and numerical values for the following prefixes. Prefix mega kilo centi milli Symbol M k c m Numerical value of: 1 lenght 000 000 1 000 0.01 0.001

4.

Measure the diameter of the ping pong ball in the diagram below in cm.

Diameter = 1.9 cm cm

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Learning Objective: 1.4 Understanding the use of measuring tools

Answer Scheme 1. Draw lines to match the correct measuring tools to measure length, volume and temperature. Meter rule To measure temperature of substances

Thermometer

To measure the volume of a liquid

Measuring cylinder

To measure the length of a line

2.

The diagram below shows a regular shape A and an irregular shape B. Estimate the areas of A and B.

1cm 1cm
A: 6 cm 3.
2

1cm 1cm
B: 7 cm
2

The diagram below shows an activity to determine the volume of a cork using water displacement method.

Calculate the volume of the cork: = (Volume of Cork + Stone + Water) (Volume of Stone + Water) . = 43 ml 41 ml = 2 ml

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Learning Objective: 1.5 Understanding the concept of mass Answer Scheme 1. The diagram below shows two measuring tools.

Tick (/) the correct measuring tool that is used to determine the weight of an object. 2. Complete the statement below to explain the concept of weight. The weight of an object is the pull of the earths gravity on an object. 3. Underline the correct answer to explain the concept of mass. The mass of an object is the (quantity / quality) of matter in the object. 4. Compare and contrast between mass and weight in the diagram below. Mass Quantity of matter Definition Weight a. Pull of gravity

b. Lever balance

Measuring tools

Spring balance

kilogram

S.I unit

c. Newton

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Learning Objective: 1.1 Understanding cells Answer Scheme 1. The diagram below shows the basic unit of living things.

Complete the following statement below. The basic unit of living things is called a cell. 2. Complete the table below with the correct order on the usage of the microscope. Open fully the aperture of the diaphragm and condenser Turn the coarse adjustment knob until an almost clear image is seen Place the slide which has been prepared on the stage and adjust the lowpowered lens Turn the fine adjustment knob to obtain a clearer image Adjust the mirror so that light is reflected into the microscope through the condenser Place the microscope on a flat table Use the high-powered lens and use the fine adjuster knob to focus until a sharp image is seen Switch to medium-powered lens and use the fine adjuster knob to focus until a sharp image is seen Direct sunlight ( or lamp light ) towards the mirror 3 6 5 7 4 1 9 8 2

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Learning Objective: 1.1Understanding cells Answer Scheme 1. Identify the structures X, Y and Z using the words given. Vacuole Nucleus Cell membrane

Plant cell X: Nucleus 2. Y: Cell membrane

Animal cell Z: Vacuole

Label the general structure of an animal cell and plant cell below using the words given. Cell wall Chloroplast a. Cell wall Cytoplasm

b. Chloroplast

c. Cytoplasm Plant cell Animal cell

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Learning Objective: 1.1 Understanding cells Answer Scheme 1. Draw lines to match the correct functions with each structure of a cell. Cell Wall Stores water and dissolved minerals (salt & sugar solutions) The place where chemical processes take place Protects and maintains the shape of the cell Regulates movement of substances in and out of the cell Contains chlorophyll needed for photosynthesis Controls all activities of the Cell

Cell Membrane Cytoplasm Nucleus

Vacuole

Chloroplast

2. Complete the table below to state the similarities and the differences between the two cells using the word below. Absent Present Fixed Not fixed

Animal cells Absent Present Present Present Absent Absent Not fixed Cell Wall Cell membrane Cytoplasm Nucleus Vacuoles Chloroplasts Cell Shape

Plant cells Present Present Present Present Present Present Fixed

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Learning Objective: 1.2 Understanding unicellular organism and multicellular organism Answer Scheme 1. Underline the correct answer to state the meaning of unicellular organism and multicellular organism. a. Organisms that consist of (one / two or more) cell(s) are called unicellular organisms. b. Organisms that consist of (one / two or more) cell(s) are called multicellular organisms. 2. Complete the names of each organism below to give examples of unicellular organisms and multicellular organisms Unicellular organism

a.

b. A

Multicellular organism

a.

b. M U C O R

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Learning Objective: 1.3 Understanding that cells form tissues, organs and systems in human body Answer Scheme 1. Fill in the blanks with the answer given in the box below. Muscle cell Epithelial Cells Nerve cell Red blood cell

a. Epithelial Cells 2.

b. Muscle cell

c. Red blood cell

d. Nerve cell

Draw lines to match the following cells with the correct functions. Cell Red blood cell Epithelial Cell Nerve cell Muscle cell Function Carries information in our body Allows movement Covers the body surface Transport oxygen

3.

Complete the arrangement of cell organisation below from simple to complex using the terms cell, tissue, organ, system and organism using the words given. Organ Tissues Organism

Cell

Tissues

Organ

System

Organism

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Learning Objective : 1.1 Understanding that matter has mass and occupies space

Answer Scheme 1. Underline the correct answers to state that things have mass and occupy space. (a) The diagram below shows an experiment.

At the beginning of the experiment

At the end of the experiment

The result of the experiment shows that air has (weight / mass). (b) The diagram shows an empty glass inverted in a basin of water.

Diagram 1 Water does not enter the glass because air occupies (space / volume). 2. Complete the following statement. Matter is anything that has mass and occupies space.

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Learning Objective: 1.2 Understanding the three states of matter Answer Scheme 1. 2. Complete the statement below. Matter is made up of particles. (a) Complete the statement below to state the three states of matter. The three states of matter are solid, liquid and gas (b) Complete the table below to identify the states of matter for the following substances. Substances Water Oxygen Vinegar Ice 3. State of matter Liquid Gas Liquid Solid

Complete the table below to show the arrangement of particles in matter using the phrases given. Further apart Closely packed Solid States of matter P Arrangement of particles Closely packed Q Further apart R Very far apart Very far apart Liquid Gas

4. Complete the table below to show the difference in movement of particles in matter using the phrases given. Move freely and faster Move freely Vibrate about a fixed positions

State of matter Movement of particles

Solid Vibrate about a fixed positions

Liquid Move freely

Gas Move freely and faster

Learning Objective: 1.3 Understanding the concept of density Answer Scheme

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1.

Complete the following statement to define density. Density of a substance is the mass per unit volume of that substance.

2.

The diagram shows two objects P and R placed in a gas jar containing liquid Q.

Underline the correct answer to explain why some objects, liquid float. i. P floats in Q because P is (denser, less dense) than Q. ii. R sinks in Q because R is (denser, less dense) than Q. 3. A book has a mass of 250 g and volume of 500 cm. Calculate the density of the book using the formula given. Density = Mass Volume = 250 g 500 cm3 = 0.2 g / cm3

Learning Objective: 2.1 Knowing the different resources on earth Answer Scheme

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1. Draw lines in the word maze to list four other resources on Earth needed to sustain
life. F A Z Y W A B C D E O B R W S M A S M F S C O A G O C E I G S D S T F J I B N H I E L E E K H L E I L F A R D L A B R J F G N J C A F Z A K U H M K B M I I L A E I N L A O Z Z S K L A I R O N M L W U

2.

Complete the following statements below to identify the resources on Earth used in everyday life using the words given.

minerals

atmosphere

fossil fuels

a) b) c)

Earth is surrounded by a layer of air called the atmosphere. Earth is also rich in minerals which are trapped in the crust. Many important metals can be extracted from the mineral ores. Fossil fuels are formed from dead plants and animals buried under pressure and being subjected to high temperature over thousands of years, for example, coal, natural gas and petroleum.

Learning Objective: 2.2 Understanding elements, compounds and mixtures Answer Scheme 1. a) Label the diagram below to identify the element, compound and mixture based on their molecular structures using the words given.

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Compound

Element

Mixture

Compound

Element

Mixture

b) Draw lines to match the following statements with the correct terms. Consists of two or more elements that are chemically combined.

Element

Compound

Consists of two or more elements or compounds mixed together physically.

Mixture

Consists of one type of atom only.

2.

Identify the following substances as elements, compounds and mixtures. Substances Carbon dioxide Oxygen Silver Milk Sea water Element / Compound / Mixture Compound Element Element Mixture Mixture

Learning Objective: 2.2 Understanding elements, compounds and mixtures Answer Scheme 1. Underline the correct answer below to compare the differences between mixtures and compounds.

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Characteristic a) Preparation - persediaan b) Proportion of components c) Energy absorbed or given off during preparation d) New properties as compared to old properties e) Method of separation

Mixtures (Physical / Chemical) (Not fixed / Definite) (Yes / No)

Compounds (Physical / Chemical ) (Not fixed / Definite) (Yes / No)

(Same / Different) (Physical / Chemical)

(Same / Different) (Physical / Chemical)

2.

Classify the following elements into two groups based on their characteristics given below. Elements Copper Sulphur Mercury Phosphorus Surface Shiny Dull Shiny Dull Elements Conductivity of Heat Good Poor Good Poor

METALS Copper Mercury

NON-METALS Sulphur Phosphorus

Learning Objective: 3.1 Understanding what air is made up of Answer Scheme 1. Draw lines in the word maze to identify six other components of air.

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C O O L I D R O W P M O T 2.

M A C A B E S N A I I D I

C G R Y U R E C T R C T N

M A M B X G S R E A R W E

I N I K O O E Y R I O N R

C I C R C N V O V N O T T

S T T U I O D S A S R I G

L I A E R X U I P T G X A

N Y N C A Y S G O O A O S

A B I S P G T X U X N O E

I U S T W E K I R N I X S

R S I S X N W C N X S D A

P E W G D T A I T S M T E

H A F I Z F O N G A S I D

Underline the correct words to explain why air is a mixture. (a) The components of air are (physically / chemically) combined. (b) The proportions of the components are (fixed / not fixed).

3.

Based on the pie chart, complete the table below to show the percentages of gases in air.

21% 78% 0.03% % 0.97%

Learning Objective: 3.2 Understanding the properties of oxygen and carbon dioxide

Answer Scheme 1. Compare and contrast the properties of oxygen and carbon dioxide in the table below.

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Oxygen Colourless Odourless Not soluble No effect Rekindles

Properties Colour Odour Solubility in sodium hydroxide solution Effect on lime water Effect on glowing splinter

Carbon dioxide Colourless Odourless Very soluble Lime water turns chalky Extinguished

2.

The table below shows the result of Gas X and Gas Y. Gas Gas X Gas Y Test with lime water glowing splinter Result Gas X turns lime water chalky Gas Y rekindles a glowing splinter

Identify the gases X and Y in the following activities Gas X. : Carbon dioxide Gas Y. : Oxygen 3. Based on the information in questions 1 and 2, underline the correct test for oxygen and carbon dioxide. a. Oxygen can be tested by using (glowing splinter / lime water). b. Carbon dioxide can be tested by using (glowing splinter / lime water).

Learning Objective: 3.3 Understanding oxygen is needed in respiration Answer Scheme 1. Complete the word equation below to show the products of respiration.

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Oxygen + Glucose Energy 2.

Carbon dioxide

Water

The diagrams A and B show activities on respiration.

Diagram A a. Based on the diagram A, complete the statement below. Living things use oxygen during respiration.

Diagram B b. Based on the diagram B, complete the statement below. Living things give out carbon dioxide during respiration.

Learning Objective: 3.3 Understanding oxygen is needed in respiration Answer Scheme

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1.

Compare and contrast the content of oxygen in inhaled and exhaled air in the table below. Composition (%) Gas Oxygen Carbon dioxide Water vapour Inhaled air 21% 0.03% Less Exhaled air 16 % 4% More

2.

The diagram below shows the result of an experiment on respiration. Based on the diagram, complete the statement below

Living things need oxygen gas in the air for respiration.

Learning Objective: 3.4 Understanding oxygen is needed for combustion Answer Scheme

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1.

Complete the statement below to show what combustion is. Combustion is the process in which a substance burns in air / oxygen when heated.

2.

The diagram below shows an activity on combustion.

Underline the correct answer to show why the candle extinguishes after a few minutes. The candle extinguishes after a few minute because oxygen is (needed / not needed) combustion. 3. Complete the word equations below to show the products of combustion Carbon + + Energy oxygen Carbon dioxide for

Hydrocarbon

oxygen

Carbon dioxide

Water

+ Energy

Learning Objective: 3.5 Analysing the effects of air pollution Answer Scheme 1. Complete the statement below to explain what air pollution is with the words given.

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health

damage

harmful

Air pollution occurs when substances that are harmful to our health or that can cause damage to our environment are found in the air. 2. List some examples of air pollution by completing the chart below. a. Dust Smoke,soot,smog b. Carbon Monoxide Oxides of nitrogen Chlorofluorocarbon c. Carbon dioxide Lead compounds Sulphur dioxide

Complete the table with the correct sources of air pollutants as given below. Motor vehicles exhaust, cigarettes smoke Burning of rubbish, combustion of fuels in motor vehicles and factories Combustion of fossil fuels in motor vehicles and factories

Air pollutants Smoke and soot

Sources Burning of rubbish, combustion of fuels in motor vehicles and factories

Effect Dizzy or headache, if inhaled in small quantity; dangerous if inhaled in large quantity

Carbon dioxide

Motor vehicles exhaust, cigarettes smoke Combustion of fossil fuels in motor vehicles and factories

Causes breathing problems, damages human respiratory system

Causes acid rain, which corrodes buildings, damages crops, forests and aquatic life Learning Objective: 3.5 Analysing the effects of air pollution Sulphur dioxide Answer Scheme 1. Draw lines to match the effects of air pollution with its air pollutant.

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Effects Depletion of ozone layer

Air pollutants Gaseous pollutants such as sulphur dioxide and nitrogen dioxide dissolve in rain water.

Acid rain

Chlorofluorocarbon

Greenhouse effect Rise in the level of carbon dioxide trapped in the Earths atmosphere

2.

Draw lines to match the air pollution with the steps needed to prevent and control air pollution. Pollution Depletion of ozone layer Steps needed to prevent / control air pollution 1. Avoid using CFC-based products 2. Carrying out intensive research on CFC alternatives. 1. Growing more trees to reduce amount of carbon dioxide. 2. Reducing emissions of greenhouse gases such as carbon dioxide, methane and CFC. 1. Switching to fuels with low content of sulphur such as natural gas. 2. Removing sulphur compounds from fossils fuels prior to burning. 1. Prohibiting burning of forests for land clearing purpose. 2. Installing catalytic converter to exhaust systems of motor vehicles.

Haze

Global warming

Acid rain

Learning Objective: 1.1 Understanding the various form and sources of energy Answer Scheme 1. The diagram shows an oil lamp.

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Light energy + Heat energy

Identify the energy that is represented by X: Chemical energy. 2. Label the diagram below with the primary energy that comes from the Sun.

a) Light energy 3.

SUN

b) Heat energy

Label the diagram below to identify the various form of energy using the words below. Heat Energy Electrical Energy Sound Energy Potential Energy

Sound Energy 4.

Potential Energy

Heat Energy

Electrical Energy

Draw lines to identify three other words that show the sources of energy. S T E D A L I G G U F E D M H E H V N F E W G O I W A G F A F T J X B H G T E H K Y C I H E D E L Z D G I R C R M A E H J T B M W I N D K U A A N O P Q R S T L

Learning Objective: 1.2 Understanding renewable and non renewable energy Answer Scheme 1. Underline the correct answer in the statement below to define renewable and non renewable sources of energy.

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(a) Renewable energy sources are those sources of energy that (will run out / will never run out) after they have been used. (b) Non renewable energy sources are those sources of energy that (will run out / will never run out) after they have been used. 2. Class the following sources of energy into two groups.

Oil

Sun

Wind

Renewable Sun Wind

Non renewable Oil

3.

Underline the correct answer in the statement below to explain why we need to conserve energy. Most of the energy that we use comes from fossil fuels and are a (renewable/Non renewable) source of energy which will not last long.

4.

Tick ( ) in the box given to suggest ways how to use energy efficiently. a) Replace filament bulbs with florescent lamps. b) Use personal cars instead of buses and light-rail transit (LRT).

Learning Objective: 2.1 Understanding heat as a form of energy Answer Scheme 1. Complete the statement below to state what the sun gives out.

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The sun is the main source of heat and light energy. 2. Rearrange the letters in the boxes below to identify other sources of heat energy. B C U O S M T B C U O S M T I I O O N N

T E

R L

I E

E C

L T

E R

C I

C C I

T T

Y Y

I F

C R

T I

F C

R T I

O O

N N

3.

Complete the statement below to explain what heat is. Heat is a form of energy.

4.

Write true or false for the following uses of heat.

Uses of heat a. To cook food and boil water b. To dry wet clothes c. To change water to ice.

True/False True True False

Learning Objective: 2.2 Understanding heat flow and its effects Answer Scheme

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1.

Underline the correct words in the statement below to show the effects of heat on solids, liquids and gases. Solids, liquids and gases (expand / contract) when they absorb heat but / contract) when they cool down. (expand

2.

State two other method of heat transfer: a. Conduction b. Convection c. Radiation

3.

Underline the correct answer in the statement below to state how heat flow shown in the diagram below.

Our hands feel hot because heat flows from (hot / cold) region to (hot / cold) region. 4. Name two examples of heat flow in natural phenomena caused by convection currents as shown in the diagram below.

a.

Sea breeze

b. Land breeze

Learning Objective: 2.2 Understanding heat flow and its effects Answer Scheme 1. Complete the statements below to explain what a conductor is.

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a. 2.

Solids that conduct heat are called conductor.

Underline the correct answer below to explain what an insulator is. b. Solids that (conduct / do not conduct) heat are called an insulator.

3.

Draw lines to match the conductors and insulators to their uses in daily life.

Conductors / Insulators Mercury Woollen clothes Aluminium Ice Wood

Uses in daily life To keep our body warm during winter To detect heat in thermometers Igloos are made of ice to retain heat For making handles of frying pans For making cooking utensils

Learning Objective: 2.3 Analysing the effect of heat on matter Answer Scheme

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1.

The diagram below shows the changes in the state of matter in physical processes.

Name these physical processes below using the words below. Condensation P Q R S T : : : : : Sublimation Freezing Boiling Melting Condensation Boiling Sublimation Melting Freezing

2.

State whether heat is absorbed or released in the processes below. Process a. Ice melting b. Water boiling c. Water freezing Solid Liquid Liquid Changes Liquid Gas Solid Absorb heat / Release heat Absorb heat Absorb heat Release heat

Learning Objective: 2.4 The uses of expansion, contraction and application in daily life Answers Scheme

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1.

Draw lines to match the uses of expansion or contraction of matter with the correct application in daily life. Uses of expansion or contraction of matter a. Gaps allow the iron bridge to expand on a hot day. b. It is hung loosely between poles to allow for contraction at night. c. Mercury expands when heated and contracts when cooled. d. The production of heat causes bimetallic strip to straighten or curve and connects or disconnects the electrical circuit. e. Gaps allow for expansion on hot days so that the surface does not crack. Application Thermometer Fire alarm Telegraph wire Concrete road

Steel bridge

2.

The following statements are ways of applying the principle of expansion and contraction of matter in solving simple problems. Write True (T) of False (F) to the following statements that are based on the principle of expansion and contraction? a. b. c. d. Soaking a pair of dirty socks in hot water before washing. Immersing a dented ping pong ball in hot water to regain its shape. Immersing two glasses which are stuck together in hot water to separate them. Heating an empty cooking pot to loosen its cover stuck to the pot. F

LeLearning Objective: 2.5 Understanding that dark, dull objects absorb and give out heat better Answer Scheme

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1.

The diagram below shows an experiment.

Underline the correct answers in the statement below to show the result of the experiment. (Dark and dull / White and shiny) object absorbs heat better than (dark and dull / white and shiny) object. 2. The diagram below shows an experiment.

Underline the correct answers in the statement below to show the result of the experiment. (Dark and dull / White and shiny) object gives out heat better than (dark and dull / white and shiny) object.

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