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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. A baby growing up /
b. Formation of rainbow /
c. A television set is turned off.
d. Sunrise /
e. 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 d. Domestic

3. 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 Spring balance External calipers Burette

2 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 R T O Q W A T A T
P R E E U B Z I S E
O C Y A M I P M D M
L E N G T H Q E F P
W O D H W T E A G E
Q P T G T M W R H R
T U H R E F A S J A
W O I U D Y E S K T
R G O I E J R D S U
U J P O Y K T K L R
R Q V P U L Y J A E

2. Complete the table below to state the SI units and the corresponding symbol.

Physical quantity S.I unit Symbol


Length meter m
Mass kilogram kg
Time second s

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

1cm 1cm
2 2
A: 6 cm B: 7 cm

3. 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 earth’s 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 Weight

Quantity of matter Definition a. Pull of gravity

Measuring
b. Lever balance tools Spring balance

S.I unit
kilogram 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 3

Turn the coarse adjustment knob until an almost clear image is seen 6

Place the slide which has been prepared on the stage and adjust the low-
5
powered lens

Turn the fine adjustment knob to obtain a clearer image 7


Adjust the mirror so that light is reflected into the microscope through the
condenser 4

Place the microscope on a flat table 1


Use the high-powered lens and use the fine adjuster knob to focus until a sharp
image is seen 9
Switch to medium-powered lens and use the fine adjuster knob to focus until a
sharp image is seen 8

Direct sunlight ( or lamp light ) towards the mirror 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 Animal cell

X: Nucleus Y: Cell membrane Z: Vacuole

2. Label the general structure of an animal cell and plant cell below using the words given.

Cell wall Chloroplast Cytoplasm

a. Cell wall

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)

Cell The place where chemical processes take


Membrane place

Cytoplasm Protects and maintains the shape of the cell

Nucleus Regulates movement of substances in and


out of the cell

Vacuole Contains chlorophyll needed for


photosynthesis

Chloroplast Controls all activities of the Cell

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 Plant cells


Absent Cell Wall Present
Present Cell membrane Present
Present Cytoplasm Present
Present Nucleus Present
Absent Vacuoles Present
Absent Chloroplasts Present
Not fixed Cell Shape 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. E U G L E N A

b.
M
A O E B A

Multicellular organism

a.
S P I R O G Y R A

b.

U
M 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

b. Muscle cell
a. Epithelial Cells c. Red blood cell d. Nerve cell

2. Draw lines to match the following cells with the correct functions.

Cell Function

Red blood cell Carries information in our body

Epithelial Cell Allows movement

Nerve cell Covers the body surface

Muscle cell 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. Complete the statement below.
Matter is made up of particles.
2. (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 State of matter


Water Liquid
Oxygen Gas
Vinegar Liquid
Ice Solid

3. Complete the table below to show the arrangement of particles in matter using the
phrases given.
Further apart Closely packed Very far apart

Solid Liquid Gas

States of matter

P Q R
Arrangement of particles Closely packed Further apart Very far apart

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 Solid Liquid Gas


Movement of particles Vibrate about a Move freely Move freely and
fixed positions 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 cm³.

Calculate the density of the book using the formula given.

Density = Mass = 250 g = 0.2 g / cm3


Volume 500 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 O S S I L F U E L
A B C D E F G H I A
Z R O S L A N M N I
Y W A T E R J K L R
W S G F E D C B A O
A M O J K L A M O N
B A C I H A F I Z M
C S E B L B Z I Z L
D M I N E R A L S W
E F G H I J K A K 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) Earth is surrounded by a layer of air called the atmosphere.


b) Earth is also rich in minerals which are trapped in the crust. Many important metals can be
extracted from the mineral ores.
c) 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


Element
chemically combined.

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 Element / Compound / Mixture


Carbon dioxide Compound
Oxygen Element
Silver Element
Milk Mixture
Sea water 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 Mixtures Compounds

a) Preparation - persediaan (Physical / Chemical) (Physical / Chemical )

b) Proportion of components (Not fixed / Definite) (Not fixed / Definite)

c) Energy absorbed or given off


(Yes / No) (Yes / No)
during preparation

d) New properties as compared


(Same / Different) (Same / Different)
to old properties

e) Method of separation (Physical / Chemical) (Physical / Chemical)

2. Classify the following elements into two groups based on their characteristics given below.

Elements Surface Conductivity of Heat


Copper Shiny Good
Sulphur Dull Poor
Mercury Shiny Good
Phosphorus Dull Poor

Elements

METALS NON-METALS

Copper Sulphur
Mercury 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 M C M I C S L N A I R P H
O A G A N I T I Y B U S E A
O C R M I C T A N I S I W F
L A Y B K R U E C S T S G I
I B U X O C I R A P W X D Z
D E R G O N O X Y G E N T F
R S E S E V D U S T K W A O
O N C R Y O S I G X I C I N
W A T E R V A P O U R N T G
P I R A I N S T O X N X S A
M I C R O O R G A N I S M S
O D T W N T I X O O X D T I
T I N E R T G A S E S A E D

2. 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 Properties Carbon dioxide

Colourless Colour Colourless


Odourless Odour Odourless
Not soluble Solubility in sodium Very soluble
hydroxide solution
No effect Effect on lime water Lime water turns chalky
Rekindles Effect on glowing splinter Extinguished

2. The table below shows the result of Gas X and Gas Y.

Gas Test with Result


Gas X lime water Gas X turns lime water chalky
Gas Y glowing splinter 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 Carbon dioxide + Water +
Energy

2. 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 Inhaled air Exhaled air
Oxygen 21% 16 %
Carbon dioxide 0.03% 4%
Water vapour Less More

2. The diagram below shows the result of an experiment on respiration.


Based on the diagram, complete the statement below

A B
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) for
combustion.

3. Complete the word equations below to show the products of combustion

Carbon + oxygen Carbon dioxide


+ Energy

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 Chlorofluorocarbon

b. Carbon c. Carbon
Monoxide dioxide

Oxides of nitrogen Lead compounds


Sulphur dioxide

3 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 Sources Effect

Burning of rubbish, Dizzy or headache, if inhaled in


Smoke and soot combustion of fuels in motor small quantity; dangerous if inhaled
vehicles and factories in large quantity

Carbon dioxide Motor vehicles exhaust, Causes breathing problems,


cigarettes smoke damages human respiratory system

Causes acid rain, which corrodes


Combustion of fossil fuels in
Sulphur dioxide buildings, damages crops, forests
motor vehicles and factories
and aquatic life
Learning Objective: 3.5 Analysing the effects of air pollution

Answer Scheme

1. Draw lines to match the effects of air pollution with its air pollutant.

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Effects Air pollutants

Depletion of ozone layer


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
Earth’s atmosphere

2. Draw lines to match the air pollution with the steps needed to prevent and control air
pollution.

Pollution Steps needed to prevent / control air pollution

Depletion of ozone
layer 1. Avoid using CFC-based products
2. Carrying out intensive research on CFC
alternatives.

Haze 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


Global warming as natural gas.
2. Removing sulphur compounds from fossils fuels
prior to burning.

1. Prohibiting burning of forests for land clearing


Acid rain purpose.
2. Installing catalytic converter to exhaust systems
of motor vehicles.

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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X 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 SUN b) Heat energy

3. 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 Potential Energy Heat Energy Electrical Energy

4. Draw lines to identify three other words that show the sources of energy.

S G H I J K L M W N
T U V W X Y Z A I O
E F N A B C D E N P
D E F G H I G H D Q
A D E F G H I J K R
L M W A T E R T U S
I H G F E D C B A T
G E O T H E R M A 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 Non renewable
Wind 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 U S T C O M I O N
C O M B U S T I O N

T R I E L E C C I T Y
E L E C T R I C I T Y

I C T F R I O N
F R I C T I O 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 True/False

a. To cook food and boil water True

b. To dry wet clothes True

c. To change water to ice. 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 (expand
/ contract) when they cool down.

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. Solids that conduct heat are called conductor.

2. 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 /
Uses in daily life
Insulators

Mercury To keep our body warm during winter

Woollen clothes To detect heat in thermometers

Aluminium Igloos are made of ice to retain heat

Ice For making handles of frying pans

Wood 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 Boiling Sublimation Melting Freezing

P : Sublimation
Q : Freezing
R : Boiling
S : Melting
T : Condensation

2. State whether heat is absorbed or released in the processes below.

Process Changes Absorb heat / Release heat

a. Ice melting Solid Liquid Absorb heat

b. Water boiling Liquid Gas Absorb heat

c. Water freezing Liquid Solid 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 Application

a. Gaps allow the iron bridge to expand on a hot day. Thermometer

b. It is hung loosely between poles to allow for Fire alarm


contraction at night.

c. Mercury expands when heated and contracts when Telegraph wire


cooled.

d. The production of heat causes bimetallic strip to Concrete road


straighten or curve and connects or disconnects the
electrical circuit.

e. Gaps allow for expansion on hot days so that the Steel bridge
surface does not crack.

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. Soaking a pair of dirty socks in hot water before F


washing.

b. Immersing a dented ping pong ball in hot water to T


regain its shape.

c. Immersing two glasses which are stuck together in


T
hot water to separate them.

d. Heating an empty cooking pot to loosen its cover


stuck to the pot. T

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.

W X

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.

Y Z

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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