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Learning Objective: 1.

1 Analysing the human breathing mechanism

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Learning Outcomes: Identify the structure of the human respiratory system Identify the structure of the lung 6

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1.

Label the diagram below to identify the structure of the human respiratory system using the words given. Trachea Bronchus Lungs

a) ___________________

b) ___________________

c) ___________________

2.

Label the diagram below to identify the structure of the lungs using the words given. Trachea Alveolus Bronchiole

a) ___________________

c) ___________________

b) ___________________

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Learning Objective: 1.1 Analysing the human breathing mechanism

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Learning Outcomes: Describe the process of inhalation and exhalation Relate changes of air pressure in thoracic cavity to inhalation and exhalation Describe the breathing mechanism 1. Underline the correct answer in the statements below to describe the process of inhalation and exhalation. a. Inhalation is the process in which air is forced (in / out of) the lungs. b. Exhalation is the process in which air is forced (in / out of) the lungs. 2. Underline the correct answer to relate the changes of air pressure in thoracic cavity during inhalation and exhalation. a. During inhalation, air pressure in the lungs is (less / greater) than the air pressure outside the body. b. During exhalation, air pressure in the lungs is (less / greater) than the air pressure outside the body. 3. The diagram below show the breathing mechanism during inhalation and exhalation.

Underline the correct answer in the statements below to describe the breathing mechanism during inhalation and exhalation. During inhalation: a. The rib cage moves upwards and (inwards / outwards). b. The diaphragm contracts and moves (upwards / downwards). During exhalation: a. The rib cage moves downwards and (inwards / outwards). b. The diaphragm relaxes and moves (upwards / downwards).

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Learning Objective: 1.2 Understanding transport of oxygen in the human body

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Learning Outcomes: Describe the diffusion of oxygen from the alveoli into the blood capillaries Describe the transport of oxygen by blood Describe the diffusion of oxygen from blood capillaries into the cells The diagram below shows the diffusion of oxygen from alveolus into a blood capillary. 9

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1.

Underline the correct answers for the following questions to describe the diffusion of oxygen from the alveoli into the blood capillaries. a. In the lungs, oxygen diffuses the (alveoli / blood capillaries). b. An alveolus has (thin / thick) walls and a moist inner surface. c. Inhaled air in the alveoli has a (higher / lower) concentration of oxygen gas compared to the blood in the capillaries. from the (alveoli / blood capillaries) into

2.

Complete the statement below to describe the transport of oxygen by blood. Oxygen combines with the haemoglobin in the red blood cells to form ___________________________and is transported from the lungs to our body cells.

3.

Underline the correct answers for the following questions to describe the diffusion of oxygen from blood capillaries into the cells. a. Blood containing oxyhaemoglobin in the blood capillaries has a (higher / lower) concentration of oxygen. b. Our body cells are constantly using up oxygen for respiration and thus have a (higher / lower) concentration of oxygen. c. This difference in oxygen concentration between the blood capillaries and the cells results in the diffusion of oxygen from the (cells / blood capillaries) into the (cells / blood capillaries).

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Learning Objective: 2.1 Understanding the transport system in humans

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Learning Outcomes: Describe the circulatory system as a system of tubes with a pump and valves that ensure one-way flow of blood. State the function of the heart. Identify the structure of the human heart. 1. Complete the statement below to describe the circulatory system in human using the words given. blood valves heart

The __________________ in the human body flows in a one-way direction. The __________________ pumps the blood through tubes called blood vessels. The ___________________ ensure the blood flows in one direction. 2. Complete the following statement to state the function of the heart. The hearts is a muscular organ that _____________ blood to all parts of the body. 3. Label the diagram below to show the structure of human heart using the words given. Left ventricle Vena cava Pulmonary vein Tricuspid valve

a.

b.

d. c.

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Learning Objective: 2.1 Understanding the transport system in humans Learning Outcomes: Compare and contrast the structure of arteries, veins and capillaries, Relate the characteristics of the blood vessels to their functions, 1.

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The diagram below shows a cross section of a vein, capillary and artery.

Underline the correct answers below to compare and contrast the structure of arteries, veins and capillaries. Characteristics Types of blood vessel Vein Capillary Artery 2. Thickness of wall (thick / thin) One cell thick (thick / thin) Size of lumen (small / big) Very small (small / big) Presence of valves (yes / no) (yes / no) (yes / no)

Draw lines to match the characteristics of the blood vessels with their functions. Characteristics Valves along the blood vessels Thick muscular wall One-cell thick wall Functions To withstand high pressure of the blood flowing through To prevent backflow of the blood To allow exchange of materials with the surrounding tissue

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Learning Objective: 2.1 Understanding the transport system in humans Learning Outcomes: Compare and contrast oxygenated and deoxygenated blood. Illustrate the path of blood flow in the circulatory system. 1.

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Complete the table below to compare and contrast between oxygenated and de-oxygenated blood. Oxygenated Blood Contents De-oxygenated Blood Rich in carbon dioxide.

Rich in _______________________.

Bright ___________ in colour. Usually flows out from the heart. Flows out from the lungs through the pulmonary vein. 2.

Colour Direction of flow Blood vessel

Dark/Purplish red in colour.

Usually flows __________ the heart. Flows to the lungs through the _____________________.

The diagram below shows the path of blood flow in the human circulatory system. Upper parts of the body

Right Lung

Left Lung Heart Lower parts of the body

Complete the statements below to illustrate the path of blood flow. The flow of blood can be divided into two paths. In one path, de-oxygenated blood flows between the heart and the _____________and in another path, oxygenated blood flows between the _______________ and the rest of the body. This complete circulation is called the double circulatory system.

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Learning Objective: 2.1 Understanding the transport system in humans

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Learning Outcomes: Describe the role of the blood circulatory system in the transport of substances. Explain the importance of maintaining a healthy heart.

1.

Complete the statement below to describe the role of the blood circulatory system in the transport of substances using the words given.

waste products

oxygen

carbon dioxide

nutrients

The main function of the circulatory system is to transport substances like ____________________ and ___________________ to cells and carries ______________________ and _________________________ away from the cells.

2.

Complete the statements below to explain the importance of maintaining a healthy heart using the words given. smoking transport fats exercise

a. The heart is a vital organ in the ____________________ system of the body. b. We can avoid heart disease by not ________________ cigarettes. c. Have a healthy diet that is low in cholesterol and ________________. d. We must also reduce salt and _____________________ regularly.

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Learning Objective: 2.1 Analysing the human blood Learning Outcomes: State the constituents of blood and their functions State the blood groups Match the blood group of the donor to that of the recipient Justify the importance of blood donation Describe how donated blood is stored and handled 1. Draw lines to match the blood constituents with their functions. Blood Constituent Red blood cells White blood cells Plasma Platelets 2.

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Functions Transport needed substances Fight off diseases Help the blood to clot Transport oxygen

Complete the statement below to state the blood groups. Human blood can be classified into four groups; _______, ______, ______ and AB.

3.

Complete the table to match the blood group of the donor to that of the recipient. Donors AB A B O Recipients

4.

Tick (/) the correct statement below to justify the importance of blood donation. a. Blood is required for surgery. ( ) b. Blood is required to treat patients with leukaemia. c. Blood is requires to treat patients with haemophilia. d. Blood cannot be manufactured synthetically. ( ( ( ) ) )

5.

Complete the statements below to describe how donated blood is stored and handled using the phrases given. blood transfusion Donated blood blood bank Blood screening

a. ___________________is important to ensure that the blood is not contaminated b. Before any _____________________ is done, the blood is tested for compatibility. c. Blood are stored in _________________ and can last for about 40 days. d. _____________________are stored as whole blood or separated as plasma, red blood cells or platelets.

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Learning Objective: 2.3 Analysing the transport system in plants Learning Outcomes: Describe how wilting occurs Describe what transpiration is Describe the function of stomata

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1. Complete the statements below to describe how wilting occurs using the words given. water flaccid

a. Wilting occur when plants loses more _______________ than it can absorbs. b. The cells of the plant lose their turgidity and become soft or ____________. 2. Complete the statement below to describe what transpiration is using the words given. stomata water

Transpiration is the process in which plants lose ______________ by evaporation through small openings on the leaves or _________________. 3. Complete the statements below to describe the function of stomata using the words given. oxygen reduce transpiration carbon dioxide

a. The stomata of plants are usually open during the day to enable the exchange of __________________________ and _________________ to take place mainly for photosynthesis. b. The stomata are closed on a hot day to ______________ the loss of water by _______________________.

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Learning Objective: 2.3 Analysing the transport system in plants Learning Outcomes: Identify the factors affecting the rate of transpiration Describe how the factors affect the rate of transpiration Describe the roles of transpiration 1.

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Complete the diagram below to identify the factors affecting the rate of transpiration. Factors of Transpiration

a. Wind 2.

b.

c.

d.

Underline the correct answer below to describe how the factors affect the rate of transpiration. (a) Plants transpire (faster, slower) in the presence of light than in the dark. (b) Transpiration is faster at a (higher, lower) temperature. (c) High humidity causes a (faster, slower) rate of transpiration. (d) The more windy the surroundings, the (higher, lower) the rate of transpiration.

3.

Complete the statements below to describe the roles of transpiration using the words given. heat mineral salts water

(a) Transpiration gets rid of excess _________________from the plants. (b) Transpiration cools the plants by removing ___________ (c) Transpiration helps to draw up water and ________________ from the soil.

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Learning Objective: 2.3 Analysing the transport system in plants

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Learning Outcomes: Identify the locations of xylem and phloem Describe the functions of xylem and phloem 1. 11

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The diagram below shows the cross section of a leaf, stem and root of a plant. Identify the xylem and phloem. P :__________________

Q :__________________

R :__________________

S :__________________

T :__________________

U :__________________

2.

Draw lines to match xylem and phloem with the correct functions.

Transports food from the leaves Situated in the inner part of plant stem cell Transports water

Xylem

Phloem

Situated in the outer part of plant stem cell Transports minerals

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Learning Objective: 3.1 Understanding human excretion Learning Outcomes: Explain what excretion is. Identify the excretory organs in humans. State the excretory products of each excretory organ. Explain the importance of excretion. 1. Complete the following statement to explain what excretion is.

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Excretion is the process of removing ___________ products from our body. 2. Label the excretory organs P, Q and R in humans in the diagram below.

P R Q

3. Complete the table to show the excretory products of the following excretory organs. Excretory organs Kidney and skin Lungs Excretory products Excess water, mineral salts and ____________ Excess water and __________________.

4. (a) (b) (c)

Tick () the correct statements which explain the importance of excretion. Excretion helps to remove toxic substances from our body. We will fall sick or even die if the excretory products are not removed from the body. Excretion helps to increase our body temperature.

(d) Excretion keeps us healthy.

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Learning Objective: 3.2 Analysing the urinary system in human

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Learning Outcomes: Identify the locations of kidneys and other parts of the urinary system. Describe the shape of the kidney. Identify the structures of the kidney. 1. Label the parts of the urinary system with the words given. Urethra Ureter Urinary bladder

Vena cava

Aorta Kidney a.

c. b.

2. Complete the following statement to describe the shape of the kidney.


The kidneys are ____________ shaped

3. Label the structures of the kidney with the words given.


Cortex Medulla Pelvis

a.

Renal artery

b. Renal vein Ureter c.

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Learning Objective: 3.2 Analysing the urinary system in human

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Learning Outcomes: Describe the functions of the kidney. Explain the importance of maintaining healthy kidneys. 7

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1.

Complete the following statements to describe the functions of the kidney using words given. blood water urine glucose

a. The kidney filters blood and removes urea, excess mineral salts and water in the form of _____________ b. The kidney maintains the ______________balance in the body. c. The kidney ensures that the _____________ pressure is at a normal level. d. The kidney reabsorbs _____________ into the bloodstream.

2. Complete the passage below to explain the importance of maintaining healthy


kidneys using words given. dialysis harm failure

Kidney _______________ is a condition in which the kidney cannot carry out their normal functions. As a result, waste products are accumulated and will cause_______________ to our body. Kidney failure can be treated through ________________.

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Learning Objective: 3.3 Analysing excretion in plants

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Learning Outcomes: Describe the ways plants eliminate their excretory products. Identify the excretory products of plants. 5

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1. Tick () the correct ways in which plants eliminate their excretory products.
(a) Photosynthesis (b) Wilting (c) Transpiration ( ( ( ) ) )

2. Complete the table below to show the excretory products of plants using the words
given. Carbon dioxide Nitrogenous

Excretory method Respiration Shading of leaves, flowers and bark

Excretory products __________________ and water __________________ wastes

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Learning Objective: 4.1 Understanding sexual and asexual reproduction Learning Outcomes: State the importance of reproduction. State the types of reproduction. State what fertilisation is. Describe internal and external fertilisation. 1.

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Underline the correct answers to state the importance of reproduction. Reproduction is the process in which living things produce new individuals or (spring / offspring) and ensures the (continuity / extinction) of the species.

2.

Underline the correct answers to state the types of reproduction. The two types of reproduction are Sexual reproduction and (Asexual / Bisexual) asexual reproduction and involves (one / two) organism or parent.

3.

Complete the statements below to state what fertilization is. Fertilisation is the process in which a sperm or male gamete fuses with an _____________ or female gamete to form a zygote.

4.

Underline the correct answer to describe internal and external fertilisation. a. External fertilisation takes place (inside / outside) the body of a female. b. Internal fertilisation takes place (inside / outside) the body of a female.

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Learning Objective: 4.1 Understanding sexual and asexual reproduction

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Learning Outcome: Compare and contrast sexual and asexual reproduction. 8

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1.

Underline the correct answers below to compare and contrast sexual and asexual reproduction Sexual reproduction Asexual reproduction

Similarities Produces new organisms for continuity of species Differences (One individual / Two individuals) (Male & Female / No gametes needed) (Needed / Not needed) (Limited / Not limited) Individuals Gametes Fertilization Number of Offspring (One individual / Two individuals) (Male & Female / No gametes needed) (Needed / Not needed) (Limited / Not limited)

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Learning Objective: 4.1 Understanding sexual and asexual reproduction

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Learning Outcome: Classify animals and plants according to their ways of reproduction. 1. The diagram below shows examples of living organisms.

Ginger

Starfish

Mucor

Amoeba

Hydra

Yeast

Ferns

Paramecium

Grass

Classify these animals and plants asexually. Asexual reproduction

Binary fission

Spore Formation

Rejuvenation

1. Amoeba 2._____________ Budding

1. Mucor 2. ________________

1. Starfish

Vegetative reproduction 1.________________ 2.________________ _

1. Hydra 2._______________

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Learning Objective: 4.2 Analysing the male reproductive system

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Learning Outcomes: Identify the parts of the male reproductive system. Describe the functions of the different parts of the male reproductive system. State the role of sperm in reproduction. Describe the changes in male during puberty. 1. The diagram shows the male reproductive system. Label the following parts using words below. Testes Penis Sperm duct

a)

b) c)

Scrotum

2.

Draw lines to match the following parts of the male reproductive with the correct functions. To carry sperms from the testes. Penis Testes Sperm duct Prostate Gland To produce male gametes To produce a milky fluid that protects the sperm To transfer sperms into female reproductive organ

3.

Underline the correct words the statement below to show role of sperm in reproduction. Sperms produced in the testes can swim about in the female sex organ to (ovulate / fertilise) the egg cell or ovum.

4.

Complete the following statements to describe the change in male during puberty using the word below. hair sperms increases

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After puberty between the age of 12 and 14, the body of a boy ______________ and Learninggrows _______________ on the face, armpits and around the pubic region. The Objective: 4.3 Analysing the female reproductive system

__ reproductive system matures and begins to produce ______________ X 100 = % 7 Learning Outcomes: Identify the parts of the female reproductive system. Describe the functions of the different parts of the female reproductive system. State the role of an ovum in reproduction.
1. The diagram shows the female reproductive system. Label the following parts using the words given. Ovary Cervix Uterus

a. b.

c.

2.

Draw lines to match the parts of the female reproductive with the correct functions. Ovary To keep and protect the developing embryo. To allow the baby to go out during birth. To produce egg cells (ova) Cervix Fallopian tube To direct an ovum from an ovary to the uterus

Uterus

3.

Complete the statement below which states the role of an ovum. The role of the ovum is to be __________________ by a sperm to form a zygote.

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Learning Objective: 4.3 Analysing the female reproductive system

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Learning Outcomes: Describe the changes in female during puberty. Compare and contrast male and female gametes in term of size, numbers and mobility. 1. Complete the following statements to describe the changes in female during puberty using the word given. breasts increases hair ovum menstruation

After puberty between the age of 10 and 12, the body size of a girl ______________ and Her grows _______________ on armpits and around the pubic region. _________________ begins to develop and becomes bigger. The ovary release a mature egg or ______________ every 28 days. She will _____________________ at a regular interval about 28 days.

begins to have her

2.

Underline the correct answers below to compare and contrast a male gamete and a female gamete.

Sperm cell

Differences

Ovum cell

(Testes / Ovary) (Smallest cell / Largest cell) (One / Millions) (Can swim / Cannot move)

Organ Size Number Mobility

(Testes / Ovary) (Smallest cell / Largest cell) (One / Millions) (Can swim / Cannot move)

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Learning Objective: 4.4 Analysing the menstrual cycle

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Learning Outcomes: Describe the meaning of menstruation. Describe the menstrual cycle. Describe the changes in the uterus wall during menstrual cycle. Relate the fertile phase of the menstrual cycle to fertilization. 10

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1. Complete the statement below to describe the meaning of menstruation using the words given. vagina blood discharge blood uterus wall Menstruation is the ________________ through the cervix and ______________of the female and the menstrual discharge contains______________, dead ovum and layer of tissue from the _________________________. 2. The diagram below shows the menstrual cycle.
Uterus wall breaks down

If fertilisation takes place, the uterus wall will continue to thicken

Uterus wall begins to thicken

A mature ovum is released

Complete the following statement to describe the menstrual cycle based on the diagram above. a. Menstruation starts on the ____________ day. b. The menstrual cycle consist of _______________days. c. A mature egg or ovum will be released on the _____________ day. Complete the following statement in questions 3 and 4 using the words given. Break down 3. thickens Fertilisation

During menstruation, the walls of the uterus will ____________________. If fertilisation takes place, the wall of the uterus will continue to ___________________.

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4.

_____________________ will occur if a single sperm is able to swim into the uterus during the fertile phase of the menstrual cycle and fuses with a mature ovum.

Learning objective: 4.5 Analysing fertilization and pregnancy

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Learning Outcomes: Describe fertilisation in human Identify the location of implantation of embryo Describe the development of a zygote into an embryo and subsequently into a foetus until birth. 1. Complete the statement below to describe fertilisation in human using the words given. sperm fusion Fallopian tube ovum

Fertilisation is the fusion between the ____________ and the _____________ which takes place in the ______________________ to produce a zygote. 2. Mark with X the location of implantation of the embryo in the figure below.

3. Complete the chart below on the sequence of development until a baby is born
using the words given. Ovum Fertilisation Embryo

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Learning Objective: 4.6 Understanding the importance of pre-natal care

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Learning Outcomes: Relate the importance of taking nutritious food to the health of both mother and foetus during pregnancy. Explain the importance of avoiding the intake of substances that are harmful to the foetus 1. Draw lines to match the type of food with its function to relate the importance of taking nutritious food to the health of both mother and foetus during pregnancy. Food Vitamins Fibre Protein Calcium and Phosphorus Iron 2. Function a) Prevention of constipation in mother b) For formation of haemoglobin in the red blood cells. c) To build body tissues and growth. d) To strengthen bones and teeth of foetus and prevent tooth decay in the mother e) To strengthen the immune system

Complete the table below to explain the importance of avoiding the intake of substances that are harmful to the foetus using the words given.

small baby

mental retardation

heart damage

abnormal baby

Alcohol - Brain damage

Drugs

Smoking - Miscarriage

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Learning Objective: 4.7 Evaluating the importance of research in human reproduction Learning Outcomes: State the meaning of sterility. Describe ways to overcome sterility. 1.

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Underline the correct answer in the statement below to describe the meaning of sterility. Sterility is the (inability / ability) to reproduce.

2.

Complete the table below to match sterility with the correct ways to overcome sterility using the information given. a. To increase sperm or egg production. b. Help to prevent sterility. c. Correct the problems such as blocked Fallopian tubes or blocked sperm ducts. d. Help infertile couples conceive which fertilization occurs in the culture dishes.

Ways to overcome sterility Taking nutritious food Surgery Hormone treatment In vitro fertilization

Sterility

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Learning Objective: 4.7 Evaluating the importance of research in human reproduction Learning Outcome: Describe the methods of birth control 1.

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Draw lines to match the following methods of birth control with the correct description. Method Examples Birth control pills Description a. Involves refraining from copulation during the fertile phase. Chemicals Spermicides b. Made of artificial hormones to prevent ovulation and the release of ovum. Vasectomy c. A device inserted into the uterus to prevent implantation

Surgical

Ligation d. Contain chemicals to kill sperm. Condom e. Prevent ovulation and the release of ovum. IUCD f. Sperm ducts are cut and

Barrier / Mechanical Diaphragm

legated.

g. Fallopian tubes are cut and ligated.

Rhythm method h. Thin rubber cap fitted at the Learning Objective: 4.7 Evaluating the importance of research in human reproduction cervix Learning Outcomes: Present argument against the abuse of birth control and its effects on the community. Explain the importance of research on human reproduction

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1.

Complete the chart below using the list given.

a) encourage free sex b) prevent unwanted pregnancies c) helps a family to limit the number of children d) can lead to a grey population

Effect of birth control on the community

Good effect

Bad effect

2.

Write True (T) or False (F) the importance of research on human reproduction. a) Can control an ever increasing world population. Married couples cannot plan their number of children. To find new and better methods of birth control. Solve the problems of couples who do not have children. ( ( ( ( ) ) ) )

b) c) d)

Learning Objective: 4.8 Analysing the sexual reproduction system of flowering plants Learning Outcomes: Identify the different parts of a flower. Identify the male and female reproductive parts of a flower.

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1.

Identify the male and female gametes Describe the functions of the male and female reproductive parts of a flower in sexual reproduction. Label the different parts of a flower using the words given.

petal

ovary

anther

stigma

a)

b)

c)

d)

2.

The diagram below shows the male and the female reproductive parts of a flower.

stigma anther filamen t stamen style ovary ovule pistil

Underline the correct answer for the following statements. a. The (stamen / pistil) is the male reproductive part of a flower. b. The (stamen / pistil) is the female reproductive part of a flower. 3. Draw lines to match the reproductive parts of a flower with the correct statement below.

Stamen

Produces pollen grains which contain the male gametes. Produces ovules which contain the egg cells or the female gametes.

Pistil
4.

Underline the correct answer for the following statements. a. The male reproductive parts of a flower consist of the (anther / ovary) which produces pollen grains containing the male gametes.

Learningb. The female reproductive parts of a flower consist of the (anther / ovary) which Objective: 4.9 Analysing pollination produces the ovule containing the female gametes. Learning Outcomes: Describe what pollination is. Relate the characteristics of flower to their agents of pollination. State the types of pollination.

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1.

The diagram below shows the process of pollination.

Complete the sentence below to describe what pollination is. Pollination is the transfer of pollen grains from _____________ to _____________. 2. Draw lines to match the characteristics of flower to their agents of pollination

Insect-pollinated flowers and Bird-pollinated flowers

Flowers are small, dull coloured without any smell or nectar. Pollen grains are smooth with long filaments and hang out of the flower. Flowers are large and brightly coloured. Produces a lot of sweet scented nectar. Pollen grains are large and sticky or spiky

Wind-pollinated flowers

Water-pollinated flowers

Flowers are found in plants that gorw near water with pollen grains that can float on the surface of water.

3.

Label the diagram below with the correct type of pollination using the words given.

Self-pollination

Cross-pollination

Learning Objective: 4.9 Analysing pollination

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Learning Outcomes: Compare and contrast self-pollination and cross-pollination. Explain the advantages of cross-pollination. 1. 11

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a. Complete the table below to compare and contrast self-pollination and crosspollination.

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Self-pollination Similarities

Cross-pollination

Both processes involves the transfer of the pollen grains from an _______________ to a ______________

b. Underline the correct answers below.

Differences a. (Same / Different) plants b. (One / Many ) c. (Needed / Not needed) Flowers from. Number of plants involved Agents of pollination a. (Same / Different) plants b. (One / Many) c. (Needed / Not needed)

2.

The following shows the advantages of cross-pollination. Underline the correct answer for some of these advantages. a. Has the characteristics of both the parent plants. b. Produces (better / bad) fruits and seeds. c. Produces (higher / lower) yield. d. (Less / more) resistant to diseases. e. More adaptable to the environment.

Learning Objective: 4.9 Analysing pollination

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Learning Outcome: Explain with examples the advantages of cross-pollination in agriculture.

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1.

Complete the table below to explain the advantages of cross-pollination in agriculture using the information below.

To obtain crops with better characteristics To obtain crops that mature earlier To obtain crops that are resistant to pests and diseases

Uses a)

Advantages For examples paddy plants that have shorter stalks and upright leaves are easier to harvest.

b)

Produces variety of paddy that takes shorter time to mature such as Mahsuri and Malinja.

c) To increase yield of crops

New varieties of paddy such as Kadaria, Sekembang and Setanjung can increase the yield of paddy in Malaysia from 1 ton/hectare to 4 tons/hectare. MARDI has produced a variety of paddy that is resistant to red disease caused by a virus carried by insects.

d)

Learning Objective: 4.10 Understanding the development of fruits and seeds in plants Learning Outcomes: Identify the location where fertilization occur in flower Describe fertilization in plants. Describe the formation of fruit and seeds. 1. The diagram below shows what happened after pollination.

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At which location X, Y or Z does fertilization occur / take place in flower? Location of fertilisation: __________________ 2. Complete the sequence below to describe the process fertilisation in plants using the information below.

A. Pollen grain germinates.


B. Pollen tube grows down the style. C. A male gamete fuses with the female gamete and a zygote is formed. D. Pollen tube grows out from the pollen grains. E. Pollen tube reaches the ovary and a male gamete enters the ovule. F. As pollen tube grows, male gametes are developed.

3.

State the changes to the following parts of flower after fertilisation using the words below. Seed Fruit Embryo

Parts of flower Changes Ovary Zygote Ovule Petals / sepals / stigma / stamen Drop off Learning Objective 4.11 Synthesising the concept of germination of seeds Learning Outcomes: Identify the structure of a seed. Explain the functions of the different parts of a seed. 1.

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Label the diagram below to identify the structure of a seed using the words given.

plumule

radicle

testa

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a) b)

c)

2.

Draw lines to match the different parts of a seed with the correct function.

Embryo Radicle Cotyledon Micropyle Hilum Testa

Stores and provides food for the embryo. Develops into a new shoot. Develops into a root. Attaches the seed to the fruit. Allows air and water to enter. Protects the seed.

Learning Objective: 4.11 Synthesising the concept of germination of seeds Learning Outcome: Describe the physical changes of seedling during germination

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1. .

The following information shows the physical changes of seedling during germination. Testa breaks. Plumule emerges from the cotyledons and grows upwards to form two leaves. Radicle emerges from the testa and grows downwards into the soil and lateral roots grow from it. Cotyledons shrink and drop off.

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Complete the sequence below using the above information to describe the physical changes of seedling during germination in the correct order. Testa breaks

a.

b.

Cotyledons shrink and drop off.

Learning Objective: 4.12 Application of vegetative reproduction in flowering plants Learning Outcomes: X 100 = 13 Explain with examples the meaning of vegetative reproduction. State the parts of the plants that can reproduce vegetatively. Classify flowering plants according to the parts that can reproduce vegetatively. Describe the application of research carried out on vegetative reproduction in agriculture. 1. Complete the reproduction. statement below to explain the meaning of vegetative

__

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The ability of some plants to produce new plants without producing fruits and _________________ is known as vegetative reproduction. 2. Complete the statement below to state the parts of the plants that can reproduce vegetatively New plants grow from the vegetative parts of the parent plants such as the roots, _________________ or ___________________. 3. Classify the following plants into three groups based on the vegetative parts of each plant.

Sweet potato Tapioca Yam

Ginger

Bryophyllum Group 1

Grass Group 2

Banana Group 3

Name of the plants

Name of the plants

Name of the plants

Vegetative parts of the Vegetative parts of the Vegetative parts of the plant plant plant Learning Objective: 4.12 Application of vegetative reproduction in flowering plants

__
5

X 100 =

Learning Outcomes: Classify flowering plants according to the parts that can reproduce vegetatively. Describe the application of research carried out on vegetative reproduction in agriculture. 1.

Draw lines to match the following plants with the correct modified stems that reproduce vegetatively. Examples of plant Banana Modified stems

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Rhizomes

Grass

Bulbs

Potato

Tubers

Onion

Suckers

Ginger

Runners

2.

Draw lines to match the application of plant tissue culture in agriculture with the correct description. Applications Description

Cloning

Useful in the cultivation of plants like orchids. Used to produce plants that are tolerant to pests and disease An unlimited number of plants that are

Propagation of plant

Production of pest and disease resistant plants.

genetically similar can be produced within a short period of time

Learning Objective: 5.1 Analysing the pattern of human growth

__
Learning Outcomes: Describe what growth is, Identify the characteristics used to measure growth rate, 1. Underline the correct answer below to describe what growth is. 7

X 100 =

Growth is the process in which our body (increases / decreases) in size, number in cells and weight, and changes its shape and functions.

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2.

Complete the statement below to identify the characteristics used to measure growth rate. Growth can be determined by measuring the physical characteristics of a person such as __________________ and _________________ over a period of time.

3.

The diagram below shows the human growth curve.

Answer the following questions based on the information in the diagram above, a. At which stage is growth the fastest / rapid growth? ________________________________________________________________ b. At which stage is growth the slowest / slow growth? ________________________________________________________________ c. At which stage growth is negative / negative growth? ________________________________________________________________ d. At which stage is growth minimal / minimal growth? ________________________________________________________________

Learning Objective: 5.1 Analysing the pattern of human growth Learning Outcome: Analyse the growth curve for male and female, 1.

__
4

X 100 =

The diagram below shows the growth curve of human males and females.

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Write (True) or (False) for the following statement based on the information in the diagram above Statement a. The growth for boys and girls are at the same rate until they reached the age of 4 years old. b. Girls grow faster than boys after the age of 14. c. Boys grow faster than girls between the ages of 12 and 14 d. Boys grow faster than girls between the ages of 4 and 12 True / False

Learning Objective: 5.1 Analysing the pattern of human growth

__
10

X 100 =

Learning Outcomes: Compare and contrast between the growth rate in male and female. Describe the effects of nutrition on the growth in children. 1. . The diagram below shows the growth curve of human males and females.

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Compare and contrast between the growth rate in male and female below. Male Similarities Female

Both grow at a same rate after birth until the age of:

___________
The differences in growth rate between the ages of: (Faster / Slower) (Faster / Slower) (Faster / Slower)

(Faster / Slower) (Faster / Slower) (Faster / Slower) 2. if

4 and 12 12 and 14 14 and 20

Draw lines to match the following nutrients with their effects on the growth of children they lack these nutrients in their diet. Iodine Ricket

Iron Protein Vitamin D

Goiter

Anaemia Kwashiorkor

Learning Objective: 1.1 Analysing the various minerals found in the Earth crust X 100 = Learning Outcomes: 16 Describe what a mineral is. Explain through examples that minerals exist in the form of natural elements or natural compounds, Identify the elements in natural compounds, 1.

__

Complete the statement below to define what minerals are using the words given. inorganic solid elements compounds.

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Minerals are _____________________ found in the Earths crust in the form of natural __________________ or natural ___________________. 2. Group the minerals below into natural elements or natural compounds: Natural Minerals Calcium carbonate, magnesium sulphide, silver, mercury, Silicon dioxide, platinum, aluminium silicate, gold

Natural elements

Natural compounds

3.

Complete the following to identify the elements in a natural compound. a. Metal oxide b. Metal carbonate c. Metal sulphide d. Silicate = = = = Metal + _________________________ Metal + ________________ + _______________ Metal + _________________ Metal + ________________ + Oxygen

Learning Objective: 1.1 Analysing the various minerals found in the Earth crust X 100 = Learning Outcomes: 8 Describe the properties of minerals. Write equations in words to show the effect of heat on the minerals.

__

1.

Complete the statements below to describe the properties of minerals using the words given. dissolve heated carbon dioxide oxides sulphur dioxide

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a. Most minerals are hard and cannot _______________ in water. b. Most metal __________________ are very stable compounds. c. They do not break down when ______________________. d. Metal carbonates break down to give metal oxides and _________________. e. Metal sulphides break down to give metal oxides and _________________.

2.

Complete the word equations below to show the effects of heat on minerals using the words given. copper oxide iron oxide lead oxide

a. Copper carbonate b. Iron sulphide c. Lead carbonate

_________________ + carbon dioxide _________________ + sulphur dioxide __________________ + carbon dioxide

Learning Objective: 1.2 Understanding the reactions between metals and non-metals X 100 = Learning Outcomes: 15 State examples of metals and non-metals Describe the reactions between metals and non-metals Write equation in words for the reaction between metals and non-metals State that metals react with non-metals at different rate 1.

__

Complete the table below to group metals and non-metals using the words given. Mercury Sulphur Silver Platinum Diamond Graphite Iron Gold Carbon

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Metals

Non Metals

2.

The table below shows the rate of reaction between metals and non metal. Reaction Magnesium + oxygen Magnesium oxide Aluminium + oxygen Aluminium oxide Zinc + oxygen Zinc oxide Based on the result above, underline the correct answer to describe the reactions between metals and non-metals. Different metals react at (different rates / same rates) with non metals. Rate of reaction Very Fast

3.

Complete the word equation below to show the reaction between metals and nonmetals. a. Iron + Oxygen b. Magnesium + Sulphur = = ___________________________ ___________________________

4.

Underline the correct answer below show the reaction between metals and non metals. Different metals will reacts with non-metal at (the same rate / different rate).

Learning Objective: 1.3 Understanding silicon compounds Silica X 100 = Learning Outcomes: Silicon 7 State the compoun different forms of silicon compounds State the example of silica d State the example of silicate Relate the properties of silicon compounds to their stability Explain through examples the uses of silicon compounds in our daily life

__

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Flint

1.

Name the two types of silicon compound. Silica

Silicate

Asbestos

2.

Name two examples of silica.

3.

Name two examples of silicate.

4.

The table below shows the properties of silicon compounds. Based on the properties of silicon compounds in the table: Insoluble in water Do not decompose on heating Do not react with acids

Underline the correct answer to relate the properties of silicon compounds to their stability. Silica and silicate are (stable / unstable) compounds. 5. Complete the statements below to explain through examples the uses of silicon compounds in our daily life using the words given. Sand ceramics Quartz

a. __________________ is used to make glass object like test tubes. b. Clay is used to make ___________________ objects such as flower pots. c. __________________ is used to make watches and prisms. Learning Objective: 1.4 Analysing calcium compounds X 100 = Learning Outcomes: 12 State the elements in calcium carbonate. Identify the various forms of calcium carbonate. Describe the properties of calcium carbonate. Write equations in words for the reactions of calcium carbonates. 1. Tick (/) the correct elements in calcium carbonate. [ ] Calcium [ ] Sodium [ ] Carbon [ ] Oxygen [ ] Hydrogen

__

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2.

Tick (/) the forms in which calcium carbonate can exists. [ ] coral reef [ ] marble [ ] eggshell [ ] limestone

3.

Tick (/) the correct properties of calcium carbonate. [ ] Dissolves in water [ ] Does not dissolves in water [ ] Not decomposed by heat [ ] Reacts with acids [ ] Does not reacts with acids [ ] Decomposes on heating

4.

Complete the word equations below to show the reactions of calcium carbonates.

a.

Calcium carbonate

Salt

Carbon dioxide

Water

b.

Calcium carbonate

heat

Carbon dioxide

Learning Objective: 1.4 Analysing calcium compounds Calcium carbonate __ Treating acid burns 100 = % X (Breaks down when heated to 6 Testing the presence of carbon Learning Outcomes: and form calcium oxide dioxide Relate the properties of calcium compounds to their uses. carbon dioxide) Describe the formation of calcium oxide and calcium hydroxide Tanning of leather to remove Calcium oxide 1. (Calcium oxide is amatch the calcium compounds with its hair from hides Draw lines to base) uses. Making of whitewash, mortar and plaster Calcium hydroxide (Calcium hydroxide is a strong Making quicklime base) Making glass and cement Calcium 44 / 80 hydroxide solution (Reacts readily with carbon dioxide)

Neutralising acidic soils

2.

Complete the diagram below to describe the formation of calcium oxide and calcium hydroxide using the words given. Calcium hydroxide Calcium oxide Calcium hydroxide solution

Calcium carbonate (Limestone/marble)

Heated

Adds a little water

(Quicklime)

Dissolves in water (Limewater) (Slaked lime)

Learning Objective: 1.5 Analysing natural fuel resources and their importance Learning Outcomes: List the natural fuel resources Explain the formation of natural fuel resources

__
5

X 100 =

1.

Complete the diagram below to list the natural fuel resources. Natural gas

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Natural fuel resource

Fossil fuels

2.

The diagram below shows the natural processes of petroleum and natural gas.

Arrange the formation of petroleum and natural gas in sequence.

Learning Objective: 1.5 Analysing natural fuel resources and their importance Learning Outcome: Describe the fractional distillation of petroleum 1.

__
4

X 100 =

Complete the diagram below with the correct products in a fractional distillation of petroleum using the words given. Petrol Kerosene Diesel Bitumen

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< 30C

a. Petroleum gas

40C - 75C

b. c. Naphtha d. e. f. Lubricating Oil g. Fuel Oil

75C - 150C 150C - 230C Hot crude oil 230C - 250C 250C - 300C 300C - 350C

>350C

h.

Learning Objective: 1.5 Analysing natural fuel resources and their importance

__
8

X 100 =

Learning Outcomes: Describe the characteristics of the various fractions from the fractional distillation of petroleum Describe the uses of the various fractions from the fractional distillation of petroleum 1. Underline the correct answer in the table below to describe the characteristics of the petroleum products P, Q and R.

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Stages P Q R 2.

Products (Gas / Petrol) Kerosene Lubricating oil

Colour Colourless (slightly yellow / yellow) (slightly yellow / yellow)

Amount of soot produce No soot (less / more) (less / more)

Draw lines to match the uses of the various fractions from the fractional distillation of petroleum. Petroleum gas Fuel for cars and motorcycles

Petrol

Raw materials for plastics

Naphtha

Fuel for cooking gas

Kerosene

Road surfacing

Learning Objective: 1.1 Understanding electrostatic Bitumen Learning Outcomes: Describe what electrostatics is State the types of static electrical charges State the properties of static electrical charges 1.

Aircraft fuel and lamp

__
8

X 100 =

Underline the correct answer below to describe what electrostatics is. (Electrostatic / Electricity) is the study of static electrical charges.

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2.

Underline the correct answer below to state the types of static electrical charges a. Objects with the same type of charges (repel / attract) each other. b. Objects with different types of charges (attract / repel) each other.

3.

Underline the correct answer below to state the properties of static electrical charges. a. b. A A positively-charged negatively-charged object object has has more more (protons (protons / / electrons) electrons) than than

(protons / electrons). (protons / electrons). c. A (positively charge / neutral) object has the same number of protons and electrons.

Learning Objective: 1.1 Understanding electrostatic

__
Learning Outcome: Describe ways to detect static electrical charges. 1. 8

X 100 =

a. Underline the correct answer below to describe ways to detect static electrical charges. The gold leaf of an (electroscope / microscope) will (diverge / collapse) when a charged object is brought near the metal plate.

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b. Tick the correct boxes below to show what happens to the gold leaf of an electroscope in the following situations. a. Uncharged electroscope Effect on gold leaf
Metal plate of electroscope

b.

Positively-charged electroscope Effect on gold leaf

Diverges No change

Metal plate of electroscope

Diverges No change

c.

Negative-charged electroscope

d.

Uncharged electroscope and uncharged rod


Rod

Effect on gold leaf


Metal plate of electroscope

Effect on gold leaf


Metal plate of electroscope

Diverges No change

Diverges No change

e.

Uncharged electroscope and positively-charged rod Effect on gold leaf

f.

Uncharged electroscope and negatively-charged rod

Effect on gold leaf


Metal plate of electroscope

Diverges
Metal plate of electroscope

Diverges No change

No change

Learning Objective: 1.1 Understanding electrostatic

__
7

X 100 =

Learning Outcomes: Explain everyday phenomena caused by static electrical charges State the safety measure to be taken when dealing with static electricity 1. Underline the correct answer below to explain some examples of everyday phenomena caused by static electrical charges. a. Lightning occurs when the (electrons / protons) that collect at the bottom of the cloud move to the (positively / neutral) charged areas of nearby clouds.

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b. Lightning also occurs when sparks (jump / stay stationary) between the clouds and the Earths surface. 2. Underline the correct answer below to state the safety measure to be taken when dealing with static electricity. a. Tall buildings usually have (lightning conductors / lightning insulators) installed to prevent damage during lightning strike. b. A lightning conductors consists of a thick (copper /plastic) strip which is connected to a piece of copper buried in the ground. c. When lightning strikes a tall building directly, the (electrons / protons) will flow down to the ground through the (lightning conductors / lightning insulators)

Learning Objective: 1.2 Understanding electricity

__
7

X 100 =

Learning Outcomes: Give examples of sources of electrical energy used in everyday life. State what electricity is State what is voltage and resistance Describe the directions of current and electron flow in an electric circuit

1.

The diagram below show two sources of electrical energy. Name these sources of electrical energy using the words given.

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Lead-acid accumulator

Dry cells

a. 2.

b.

Underline the correct answer in the statement below to state what electricity is. Electricity energy is the flow of electrical charges or (electrons / neutrons) in one direction.

3.

Underline the correct answer in the statement below to state what is voltage and resistance. a. Voltage is the energy required to move electrical charges or (electrons / neutrons) from one point to another. b. Resistance of a conductor (opposes / does not oppose) the flow of electrical charges through it.

4.

Label the diagram to show the directions of current and electron flow in an electric circuit using the words below. Electron flow Current flow

b. a. Learning Objective: 1.3 Applying The Understanding Of Measuring Electricity Learning Outcomes: Identify the instrument for measuring current Identify the instrument for measuring voltage State the unit for current State the unit for voltage State the unit for resistance 1.

__
5

X 100 =

The diagram below shows an instrument and the circuit symbol to measure current.

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Name this instrument: ___________________________________ 2. The diagram below shows an instrument and the circuit symbol to measure voltage.

Name this instrument: ___________________________________ Underline the correct answer in question 3 and 4 below. 3. 4. 5. The unit for measuring current is (volt / ampere). The unit for measuring voltage is (volt / ampere). The diagram below shows a resistor in a circuit.

Name the unit for measuring resistance: _____________________ or Learning Objective: 1.3 Applying The Understanding Of Measuring Electricity Learning Outcomes: Measure current in an electric circuit, Measure voltage in an electric circuit. 1.

__
6

X 100 =

The diagram below shows the reading of 0.72A on an ammeter.

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Measure the current from the ammeters below.

a) Current = ______ A

b) Current = ______ A

c) Current = ______ A

2.

The diagram below shows the reading of 4.5V on a voltmeter.

Measure the voltage from the voltmeters below.

a) Voltage = ______ V b) Voltage = ______ V c) Voltage = ______ V Learning Objective: 1.4 Synthesising the relationship between current, voltage and resistance

__
6

X 100 =

Learning Outcomes: Carry out the experiment to study the relationship between resistance and current. Describe the effects of the change in resistance on current. 1. The table below shows the result of an experiment to determine the effects of the changes in resistance on current.

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Resistance () 1 2 5 10

Ammeter reading (A) 5.00 A 2.50 A 1.00 A 0.50 A

Brightness of bulb Very bright Bright Dim Very Dim

Answer the following questions based on the results above. a. What is the ammeter reading when the resistance is at 1 ? _ b. What is the ammeter reading when the resistance is at 10 ? _ c. What is the brightness of the bulb when the resistance is at 10 ? _ d. Underline the correct answer based on the result above. i. As the resistance in the circuit increases, the brightness of the bulb (increases / decreases) ii. As the resistance in the circuit increases, the ammeter reading becomes (smaller / larger) 2. Underline the correct answer below to show the effects of the change in resistance on current in the experiment above. The current that flows in a circuit (increases / decrease) when the resistance in the circuit is increased.

Learning Objective: 1.4 Synthesising the relationship between current, voltage and resistance

__
Learning Outcomes: Describe the effect of the change in voltage on current. State Ohms Law. 1. 2

X 100 =

The table below shows the result of an experiment to determine the effects of the changes in voltage on current.

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Number of dry cells 1 2 3 4

Voltmeter reading (V) 1.0 2.0 3.0 4.0

Ammeter reading (A) 0.5 1.0 1.5 2.0

/I = R 2 2 2 2

Underline the correct answer below to show the relationship between the voltage and the current in this experiment. As the voltage increases, the current flowing through a conductor (increases / decreases) 2. Underline the correct answer in the statement below that represents Ohms Law. Current flowing through a conductor is directly proportional to the voltage if the resistance (R) is (constant / not constant).

Learning Objective: 1.5 Synthesising the concept of parallel and series circuit

__
6 Learning Outcome: Identify the components of an electric circuit and their symbols. 1.

X 100 =

Label the diagram below to identify the components of an electric circuit and their symbols using the words given. Bulb Voltmeter Dry cell Switch Ammeter Earth Connection

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1.

2._

3._

Fuse 4. 5._ 6._

Resistor 7. 8._ 9._

Galvanometer

Resistor 10. 11._

Rheostat 12._

Rheostat

Learning Objective: 1.5 Synthesising the concept of parallel and series circuit Learning Outcome: Draw a diagram of a complete electric circuit

__
5

X 100 =

1.

Draw a complete circuit, using the following components in the diagram below.

switch

bulb

voltmeter

ammeter

dry cell

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dry cell

switch

voltmeter

ammeter

bulb

Learning Objective: 1.5 Synthesising the concept of parallel and series circuit

__ Learning Outcomes: % X 100 = 12 Built a series circuit Built a parallel circuit Compare and contrast the arrangement of components in a series circuit and a parallel circuit.
1. Draw a series circuit on the dotted line using all the components below.

switch

bulb

bulb

ammeter

dry cell

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2.

Draw a parallel circuit on the dotted line using all the components below.

switch

bulb

bulb

ammeter

dry cell

3.

Compare and contrast the arrangement of components in a series circuit and a parallel circuit. Underline the correct answer below. Series circuit Similarities Parallel circuit

The dry cells supplies the current The switch controls the flow of current Difference Learning Objective: 1.6 Analysing current, voltage and resistance in a series circuit Arrangement of One the (same / two or more) On the (same /two or more) components Learning Outcomes: path path Describe the current flowing through the components in a series circuit. __ Describe the voltages across the components in series circuit X 100 = Describe the resistance in a series circuit 3 1. The diagram below shows the amount of current flowing through the components in a series circuit.

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Based on the diagram, underline the correct answer in the statement below. The amount of current flowing in a series circuit is the (same / different) at any point. 2. The diagram below shows the voltages across the components in series circuit

Based on the diagram, underline the correct answer in the statement below. The total voltage that flows across the components in a series circuit (equals /does not equal) to the voltage of the battery. 3. The table below show the result of an experiment. Bulbs in a series circuit Brightness Very bright Dim Very dim Based on the result above, underline the correct answer to describe resistance in a series circuit. The more resistance added in a series circuit, the amount of current flowing will Learning(decrease / increase) because resistance opposes the flow of current. Objective: 1.6 Analysing current, voltage and resistance in a series circuit Learning Outcome: Explain the advantage and the disadvantage of series circuit. 1.

__
6

X 100 =

Write True (T) or False (F) for the following advantages and disadvantages of a series circuit. a. Only one is needed to control all electric appliances in a series circuit.

b. The current in a series circuit will increase if the number of dry cells connected in series is increased.

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c. If one bulb blows, the other bulbs will light up in the series circuit. d. The voltage supplied by dry cells is shared equally among all the bulbs in the series circuit. e. If more bulbs are added in a series circuit, the voltage across each bulb will decrease. f. If more bulbs are added in a series circuit, the brightness of the bulbs will decrease

Learning Objective: 1.7 Analysing current, voltage and resistance in a parallel circuit Learning Outcomes: Describe the current flowing through the components in a parallel circuit Describe the voltage across the component in a parallel circuit __ Describe the resistance in a parallel circuit X 100 = 4 1.

The diagram below shows the amount of current flowing through the components in a parallel circuit.

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Based on the diagram, underline the correct answer in the statement below. The total current flowing in the circuit is (equals / does not equal) to the sum of the current passing through each bulbs. 2. The diagram below shows the voltages across the components in parallel circuit.

Based on the diagram, underline the correct answer in the statement below. The voltage that flows across each component in a parallel circuit is (the same /not the same) as the voltage of the battery. 3. Underline the correct answer to describe resistance in a parallel circuit. When more resistance is added in a parallel circuit, the voltage (remains the same / decreases) and the total current flowing in the circuit is (equals / does not equal) to the sum of the current passing through each bulbs.

Learning Objective: 1.7 Analysing current, voltage and resistance in a parallel circuit Learning Outcomes: X 100 = 6 Explain the advantage and disadvantage of a parallel circuit Compare and contrast a series circuit and a parallel circuit in terms of current, voltage and resistance 1.

__

Underline the answer in the statements below to explain the advantage and disadvantage of a parallel circuit a. Parallel circuits (allows / does not allow) other components to be functional when one component is switch off or burnt out.

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b. Parallel circuit (allows / does not allow) more components to be added in parallel without the need for more voltage. 2. Complete the diagram below to compare and contrast a series circuit and a parallel circuit in terms of current, voltage and resistance using the formula given. V = V1 + V2 V = V1 = V2 I = I1 = I 2

I = I1 + I 2

Series Circuit

Differences Total voltage Total current

Parallel Circuit

Learning Objective: 1.8 Understanding magnetism Learning Outcomes: Draw the directions of the magnetic field. Relate magnetic field lines and strength to magnetic field Explain the use of a magnet in a compass 1.

__
10

X 100 =

The diagram shows a bar magnet with several compass placed at different positions around it. Draw ( ) on all the compasses to show the directions of the magnetic field below.

N
63 / 80

2.

Underline the correct answer to relate the magnetic field lines and the strength to the magnetic field.

a) The magnetic field is strongest at the (middle / end). b) The closer the magnetic field line, the (stronger / weaker) the magnet. c) The magnetic field always point from the (north / south) pole to the (north / south)
pole. d) The direction of a magnetic field can be detected by using a (compass / stop watch ) 3. Complete the statement to explain the use of a magnet in a compass using the words given. magnetic field North-South

A magnetic compass works because the earth is surrounded by a large ___________________________. This magnetic field causes the needle of the magnetic compass to rest in the _____________________ position.

Learning Objective: 1.8 Understanding magnetism Learning Outcomes: Describe what a magnetic field Draw the magnetic field of a bar magnet 1.

__
2

X 100 =

Underline the correct answer below to describe what a magnetic field is. A magnetic field is the space around a (magnet / current) under the influence of a magnet.

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2.

The diagram below shows iron filings being sprinkled onto a piece of sheet glass

(Iron filing are sprinkled over)

(Sheet glass)

N S

(Bar magnet beneath) a) Draw the pattern to show the direction of the magnetic field formed by the iron filing below.

Learning Objective: 1.9 Understanding electro-magnetism Learning Outcomes: Relate the current flow through a conductor with magnetism Describe what an electromagnet is 1.

__
6

X 100 =

The diagram below shows an experiment to relate the current flow through a conductor with magnetism Copper wire

P R
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Cardboard S

Compass

a. Draw arrows (

) at P, Q, R and S to show the direction of the magnetic field

line around the copper wire. b. Draw the pattern of magnetic field line in the box given.

.
2. Underline the correct answer to describe what an electromagnet is. An electromagnet is a magnet when a (current / resistance) flow through the coil of wire.

Learning Objective: 2.1 Understanding the generation of electrical energy X 100 = Learning Outcomes: 7 List the various types of generators Describe the generation of electrical energy in various types of power stations 1. Draw lines to match the type of generator with the correct explanation. Type of generator Diesel generator Explanation Nuclear energy is produced in a nuclear reactor by nuclear fission A diesel engine is used to rotate the dynamo

__

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Gas turbine generator Nuclear Electric generator Hydroelectric generator Thermal Electric generator 2. Compressed air mixed with gas is burnt. The gas mixture expands and rotates the turbine Water from a reservoir rotates a turbine Fuel such as petrol and natural gas is burnt to boil water to produce steam which will rotate the turbine

Complete the statements below to describe the generation of electrical energy in various types of power stations using the words given. turbines petroleum biomass nuclear reactions

a) Water flowing at high speed and pressure from the dam forces the
_____________________ to rotate the generator.

b) Radioactive substances such as uranium are use to produce heat by


____________________________ in a reactor.

c) In a thermal power station ,fossil fuels such as ____________________,coal


and natural gas are used to heat water to produce steam

d) Two alternative source of energy that can be used to generate electrical energy
are ____________________ and the sun.

Learning Objective: 2.1 Understanding the generation of electrical energy

% X 100 = 7 Learning Outcomes: Compare and contrast the generation of electrical energy in various types of power stations Give examples of alternative sources of energy.
1. Complete the diagram below to compare and contrast the generation of electrical energy in various types of power stations using the words given. Diesel motor Nuclear reactions Water flowing at high speed Steam Gas

__

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Generators Thermal Hydroelectric Nuclear Gas Diesel

Shaft is turned by: Steam Steam

Types of fuels used: Petrol, Coal, Gas None Diesel

2.

Underline the correct answer in the statement below to give examples of alternative sources of energy. a. (Biomass / Sun) produces methane gas by the decomposition of the remains and wastes of living things by bacteria. b. Solar cells convert energy from the (Sun / biomass) into electrical energy.

Learning Objective: 2.2 Understanding transformer Learning Outcomes: Identify the different parts of a transformer. Describe how a transformer works. 1.

__
9

X 100 =

Label the diagram below to identify the different parts of a transformer using the words given. Output Primary coil Q Secondary coil R Iron core Input

T
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P : ____________________________ Q : ____________________________ R : ____________________________ S : ____________________________ T : ____________________________

2.

Complete the statement below to describe how a transformer works using the words given. electromagnet magnetic field alternating current induces

In a transformer, when the ___________________ passes through coil, the iron core becomes an _______________. As the direction of alternating current keeps changing the _____________ created also keeps changing. The changing magnetic field __________ an alternating current in the secondary coil.

Learning Objective: 2.2 Understanding transformer Step-up transformer

Learning Outcomes: (Primary / Secondary) Which has more Compare andSecondary)step-up transformer and a step-down transformer (Primary / contrast a numbers of coils? Describe the roles of transformer in the transmission and distribution of electricity 1.

Step-down__ transformer % X 100 = 8

(Lower / Higher) Underline the correct answer in the table below to compare and contrast a step-up Voltage output (Lower / Higher) and a step-down transformer. To (increase / decrease) output voltage Uses To (increase / decrease) output voltage

Similarity
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It consists of two coil around a laminated soft iron It is used to change the value of an AC voltage

2.

The diagram below shows a transmission and distribution system of electricity.

Pylons Consumer / Residential Power station X Identify the types of transformers X and Y X Y Y

: __________________________________________________ : __________________________________________________

Learning Objective: 2.3 Analysing the electricity transmission and distribution system

% X 100 = 11 Learning Outcomes: Arrange in order the components in the electricity transmission and distribution system Describe the function of the components in the electricity transmission and distribution system. Describe how electricity is transmitted and distributed from power stations to consumer.
1. Label the diagram below shows the components in the electricity transmission and distribution system using the words given. Step up transformer Step down transformer Power station Step up transformer Step down transformer
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__

Pylons

Main substati ons

P: ____________________
Heavy industriesQ:

___________________

R
Consum er / residenti components al

S T with its functions.

R: ____________________ S: ____________________ T: ____________________

2.

Draw lines to match the Components National Grid network Transformer station Switch zone Mains substation Substation

Functions a. Allows the electrical energy to be transmitted through the National Grid network b. A step-up transformer increases the voltage c. Further step-down the voltage of electrical power to suitable values d. Connects all power stations in the country e. Transformer that step-down the voltage of electrical power to suitable values to be distributed to its branches

3.

Complete the statement below to describe how electricity is transmitted and distributed from power stations to consumer using the words given. step down substations transformers

a. The National Grid Network connects power stations at different places together and transmits electrical power to ________________throughout the country. b. The substations have _________________ that step down the voltage of electrical power to a suitable value to its branches. c. Each branch also has transformers to further ________________the voltage suitable for consumers. Learning Objective: 2.4 Understanding the electrical supply and wiring system at home Learning Outcomes: State the value of the main voltage State the types of current Identify the type of electric current supplied to homes State the types of electrical wiring system 1. Circle the correct value of the main voltage. 110V 240V 450V

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5

X 100 =

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2.

Complete the statement below to state the types of current. There are two types of electric current, namely direct current and ____________ current.

3.

Underline the correct answer below to Identify the type of electric current supplied to homes. The current supplied to our homes is (direct current, alternation current).

4.

Underline the correct answer in the statements below to state the types of electrical wiring system. a. Generally, the electrical wiring at our home is the (single-phase, two-phase) wiring. b. The (single-phase, three-phase) wiring is usually used in places where the electrical energy consumption is higher.

Learning Objective: 2.4 Understanding the electrical supply and wiring system at home Learning Outcomes: Identify the parts in an electrical wiring system Describe the functions of the parts of an electrical wiring system 1.

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8

X 100 =

Label the diagram below to identify the parts in an electrical wiring system using the words given. socket circuit breaker electric meter live wire neutral wire

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A B C D E F G H 2.

main fuse box main switch earth wire

Underline the correct answer in the statement below to describe the functions of the parts of an electrical wiring system. a. The (electric meter, circuit breaker) measures the amount of electrical energy used. b. The electrical power from the distribution substation is brought into our homes through the (earth, live) wire. c. The (circuit breaker, main switch) function the same way as a fuse.

Learning Objective: 2.4 Understanding the electrical supply and wiring system at home Learning Outcome: Describe the wiring in a 3 pin-plug. 1.

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6

X 100 =

a. Label the diagram to describe the structure of a 3 pin-plug using the words given. Live wire Neutral wire Earth wire

L:

M:
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N:

b. Complete the table below to show the international colour code for the 3-pin plug using the words given. Yellow with green stripes Blue Brown

Type of wire Earth Neutral Live

Colour Code

Learning Objective: 2.5 Analysing the cost of electrical energy usage X 100 = 6 Learning Outcome: State the power and voltage rating of home electrical appliances. Calculate the amount of current flowing through an electrical appliance. Recall the relationship between electrical energy usage, power and time. Solve problems by calculating the cost of electricity used. 1. Underline the correct answers below to state the power and voltage rating of home electrical appliances. A hair dryer is marked 240V 900W. The power rating is the hair dryer is (240V / 900W) and the voltage rating is (240V / 900W). 2. Calculate the current that flows in an air conditioner marked 240V 1200W when it is connected to the mains. Assuming (Power= Voltage x Current) or (P = V x I)

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3.

Underline the correct answers below to recall the relationship between electrical energy usage, power and time . 1 kWh is the energy consumed by a (100W / 1000W) electrical appliance in ( 1 minutes / 1 hour).

4.

Solve the following problem below by calculating the cost of electricity used. An electric fan of 0.2 kW operates for 8 hours. What is the cost of electrical energy used if the cost per unit is 30 cents? Assuming: Cost of electrical energy used = Energy used in units x 30 cent per unit

Learning Objective: 2.6 Understanding the functions of fuse and earth wire Learning Outcomes: Identify the types of fuses. State the ratings of fuses. Describe the function of fuses in electrical wiring system Determine the suitable rating of a fuse for an electrical appliance. Describe the role of earth wire in electrical wiring system. 1. Label the type of fuse below using the words given. Cartridge fuse Replaceable wire fuse

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11

X 100 =

A: ____________________ B:_____________________

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2. 3.

Common fuse ratings are 1A, 2A, 3A, 5A, 10A. Underline the correct fuse rating which is also common. (12A) (13A) Underline the correct answers in the statement below to describe the function of fuses in electrical wiring system a. When a short circuit occurs, there is a (low / high) resistance and a (large / small) amount of current flowing in the circuit.

4.

Complete the table below to determine the suitable rating of a fuse for an electrical appliance Electrical appliances Rice cooker Electric kettle Fan Refrigerator Current used (A) 4.4 7.5 0.3 5.4 Suitable fuse (1A,3A,5A,13A)

5.

Underline the correct answers in the statements below to describe the role of earth wire in electrical wiring system. a. The (neutral wire / earth wire) help to prevent electric shock caused by a loose livewire in an electrical appliance. b. When a loose live wire touches the metal part of an appliance, the electric current will flow to the ground through the (neutral wire / earth wire).

Learning Objective: 1.1 Analysing the Sun

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Learning Outcomes: Describe the characteristics of the sun. Identify the structures of the sun. 1. 8

X 100 =

Write True (T) or False (F) for the statements below to describe the characteristics of the sun. a. The diameter of the sun is 1 392 000 km. b. The mass of the sun is 2 x 10 kg.

c. The relative density of the sun to the earth is 0.25 d. The surface temperature of the sun is 550 C 600 C. e. The density of the sun is only a quarter that of the Earth because it is primarily made up of gases.

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2.

Label parts X, Y and Z based on the information below. Chromospheres Corona Photosphere

X: Y: Z:

Learning Objective: 1.1 Analysing the Sun

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11

X 100 =

Learning Outcomes: Identify the phenomena occurring on the surface of the sun. Explain the effects of the phenomena on the surface of the sun on the earth. State how energy is generated by the Sun. 1. Label the diagram below to identify the phenomena occurring on the surface of the sun using the words given. Prominences Solar flares Sun spots

X Y Z

: _____________________ : _____________________ : _____________________

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2.

Underline the correct answer in the statement below to explain the effects of the phenomena on the surface of the sun on the earth. a. (Solar wind, solar flare) is a flow of gases from the sun that disturbs and shakes the Earths magnetic field. b. (Solar flares, Sunspots) often give off ultraviolet light and X-ray that heat up the Earths upper atmosphere and can change the orbits of satellites and shorter their lifespan.

3.

Complete the statement to state how energy is generated by the Sun using the words given. light hydrogen nuclear fusion heat helium energy

a. Energy is generated by the sun through _____________________ in the core of the sun. b. The sun is mainly made up of _________________. c. Under high temperature in the core of the sun, hydrogen atoms undergo nuclear fusion to form ______________ atoms and a large amount of ____________is produced. d. The energy produced is in the form of________________and ________________

Learning Objective: 1.2 Understanding the star and galaxies in the Universe Learning Outcomes: Define what a star is Identify the Sun as a star Identify the bright stars in the sky. Compare and contrast the stars based on certain characteristics Complete questions 1, 2 and 3 using the words given. red 1. blue star sun Sirius Rigel

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10

X 100 =

a. A __________ is different from a planet because it can give off its own light. b. The __________ is the nearest star to the Earth. c. The coolest stars are __________ in colour. d. The hottest stars are __________ in colour.

2. 3.

The brightest star seen from the Earth is __________. __________ is an example of a bright star that emits a bluish light.

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4.

Draw lines to match the various types of stars with the correct characteristics. Giants Neutron Stars Super giants White dwarf very dense, small stars dim compact star large stars large stars with diameters more than 100 times that of the Sun

Learning Objective: 1.2 Understanding the star and galaxies in the Universe Learning Outcomes: Describe the formation of stars Describe the death of stars. State the types of galaxies State the position of the Solar System in the Universe Describe the Milky Way 1.

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12

X 100 =

Label the diagram below to describe the formation and death of a star using the words given. Neutron star Nebula Black hole Supernova Red Giant Star

d.

a.

b.

c.

e.

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2.

Label the following type of galaxy using the words given. Spiral galaxy Elliptical galaxy Irregular galaxy

3.

Complete the statements below to state the position of the Solar System in the Universe and to describe the Milky Way using the words given. gravity Universe Milky Way spiral-shaped

a. There are millions of galaxies in our ____________________. b. The Solar System is located in the __________________ galaxy. c. The Milky Way is a _______________ galaxy and contains about 200 billion stars. d. A galaxy is a group of stars held together by ________________.

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