soalan sains murid galus upsr

Science Module

Bahagian Pendidikan GuruKementerian Pelajaran MalaysiaAras 2-6, Blok E 13Kompleks Kerajaan Parcel EPusat Pentadbiran Persekutuan62604 PUTRAJAYA

Hak cipta terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian isi kandungan modul ini dalam apa juga bentuk dan dengan apa juga cara sama ada elektronik, fotostat, mekanik, rakaman atau cara lain sebelum mendapat izin bertulis daripada Bahagian Pendidikan Guru, Kementerian Pelajaran Malaysia Aras 2 – 6, Blok E 13, Kompleks Kerajaan Parcel E, Pusat Pentadbiran Persekutuan, 62604 PUTRAJAYA

Hakcipta Bahagian Pendidikan Guru Kementerian Pelajaran MalaysiaCetakan Pertama 2009

Modul Sinar Daerah Perak Tengah- 1 -

Science Module

FOREWORD


Science Module

ADVISORDatin Asariah Binti Meor Shaharudin

Director Of Teacher Education DivisionMinistry Of Education, Malaysia

CHAIRMANTn.Hj.Mokhtar Bin Mat DrisDistrict Education Officer

Perak Tengah, Perak

COORDINATOREn.Romai Noor Bin RabbuTeacher Education Division

Ministry Of Education, Malaysia

MODULE PANELLISTS:

1. Tn.Hj.Ahmad Damanhuri Bin NordinDeputy District Education Officer (Academic)Perak Tengah, Perak

2. Tn.Syed Azelan Bin Syed Abu HassanAssistant District Education Officer ( Mathematics and Science)Perak Tengah, Perak

3. En.Mohd Ramdzan Bin MukhtarAssistant District Education Officer ( Languages)Perak Tengah, Perak

4. En.Zaudi Bin Lebai Mat Assistant District Education Officer ( Vocational and Technology)Perak Tengah, Perak

5. Cik Zarena Bi Binti Mohamed Sadique SMK Tengku Aris Bendahara Kluang, Johor

FACILITATOR:

Cik Zarena Bi Binti Mohamed Sadique SMK Tengku Aris Bendahara Kluang, Johor


Science Module

MODULE WRITTERS:

1. En. Hashim Bin Talib SK.Bota Kiri, Bota

Perak Tengah, Perak

2. En. Mohamad Shuhaimi Bin AliasSK.Seri Kaya, BotaPerak Tengah, Perak

3. En. Azli Bin Mohd NasirSK.Teluk Bakong, Lambor KananPerak Tengah, Perak

4. En.Nursyahri Faizal Bin Ahmad MokhtarSK.Felcra Nasaruddin, Bota Perak Tengah, Perak

5. Pn.Zarina Binti Aboo BakkarSK.Kota Setia,Seberang PerakPerak Tengah, Perak

6. Pn.Ismarohanaliza Binti IsmailSK.Dato’Sagor, Kg.Gajah,Perak Tengah, Perak

7. Pn.Rosniah Binti Zainol AbidinSK.Ckt.Lada 2, Kg.Gajah, Perak Tengah, Perak

8. Pn.Nur Farehan bt Ahmad FuadSK.Balun Bidai, Kg.Gajah, Perak Tengah, Perak

EDITORS:

Guru Cemerlang SainsJurulatih Utama Sains KBSR / SBT Negeri PerakKetua Pentaksir Kawasan PEKA Sains DaerahKetua Guru Sumber Sains Daerah Perak TengahKetua Jurulatih Team Gemilang PPD Perak TengahKetua Panitia Sains Daerah Perak TengahKetua Penggubal Soalan Sains MGB Perak Tengah

Jurulatih Team Gemilang PPD Perak TengahPentaksir Kawasan PEKA Sains Perak TengahGuru Sumber dan AJK Panitia Sains Perak TengahPanel Penggubal Soalan MGB Perak Tengah

Jurulatih Team Gemilang PPD Perak TengahGuru Sumber dan AJK Panitia Sains Perak TengahKetua Pasukan Juruaudit Dalam ISO Perak Tengah

Jurulatih Team Gemilang PPD Perak TengahGuru Sumber dan AJK Panitia Sains Perak TengahPentaksir Kawasan PEKA Sains Perak Tengah

Jurulatih Team Gemilang PPD Perak TengahGuru Sumber dan AJK Panitia Sains Perak TengahPanel Penggubal Soalan MGB Perak Tengah


Jurulatih Team Gemilang PPD Perak TengahPentaksir Kawasan PEKA Sains Perak TengahGuru Sumber dan AJK Panitia Sains Perak TengahPanel Penggubal Soalan MGB Perak Tengah



Science Module

1. Cik Zarena Bi Binti Mohamed SadiqueSMK Tengku Aris BendaharaKluang, Johor

2. Cik Siti Asmah Binti IsmailSMK MersingMersing, Johor

3. Hj. Noordin Bin BuangSMK BenutBenut, Pontian, Johor

4. Pn. Thong Kum LinSMK Ayer TawarAyer Tawar, Perak

5. Pn Yau Sook FunSK(P) MethodistIpoh, Perak

TABLE OF CONTENT


Science Module

JADUAL ISI KANDUNGAN

ITEM / PERKARAPAGES / MUKA

SURATTIntroduction / Pengenalan 7 – 10Sinar Module Time Table / Jadual Pelaksanaan Modul Sinar 11Suggested Time Allocation / Peruntukan Masa Yang Dicadangkan 12– 13

SECTION A 1Explanation / Penerangan 209 – 216Mind Map and Mind Power / Peta Minda dan Kuasa Minda 15 – 16Investigating Living Things Year 4 Questions Soalan Menyiasat Alam Kehidupan Tahun 4

17 – 21

Mind Map and Mind Power / Peta Minda dan Kuasa MindaInvestigating Force and Energy QuestionSoalan Menyiasat Daya dan Tenaga

22 – 25

Mind Map and Mind Power / Peta Minda dan Kuasa MindaInvestigating Materials QuestionsSoalan Menyiasat Alam Bahan

26 – 29

Mind Map and Mind Power / Peta Minda dan Kuasa MindaInvestigating The Earth and The Universe QuestionsSoalan Menyiasat Bumi dan Alam Semesta

30 – 34

Mind Map and Mind Power / Peta Minda dan Kuasa MindaInvestigating Technology QuestionsSoalan Menyiasat Dunia Teknologi

35 – 38

Achievement Graph 172 – 174Assessment Instrument 175 – 179

SECTION B 208Explanation / Penerangan 209 – 216Master Key Enrichment (MKE) / Pengkayaan Kata KunciSet 1 – Set 10 217 – 276MKE Instrument 277MKE Answer 278– 290References 291

PengenalanPendahuluan


Science Module

Modul ini dibina bertujuan membantu murid galus meningkatkan pencapaian untuk LULUS dalam UPSR. Ia dibina berdasarkan kaedah ansur maju dan berpandu untuk membimbing calon ke arah mencapai markah lulus sekurang-kurang 40 / 100 atau Gred C. Punca atau masalah kebanyakan murid galus ini ialah :

1. Tidak memahami kehendak soalan Sains berdasarkan Huraian Sukatan Pelajaran / Buku Teks

2. Tidak mengungguli tajuk-tajuk dalam Sains3. Tidak dapat membezakan jawapan pengganggu atau distraktor dalam

Bahagian A4. Tidak dapat membina jawapan lengkap mengikut format pada Bahagian B

Modul ini diharap dapat mengatasi masalah yang telah dikenalpasti dan akhirnya diharapkan dapat meningkatkan kuantiti dan peratus lulus UPSR Daerah Perak Tengah

Nama Program

Modul SINAR Sains Daerah Perak Tengah

Tentatif Pelaksanaan

Mei hingga Ogos

Ciri Modul

1. Mempunyai rajah, grafik dan bahan ransangan berwarna2. Bersifat dwi bahasa dan mesra pengguna3. Adaptasi dari Modul Selia Bantu4. Bahan latihan pengukuhan secara ansur maju

Bentuk Modul

Kandungan Bahagian A:

1. Peta Minda – Merangkumi ringkasan tajuk atau huraian tajuk berdasarkan huraian sukatan pelajaran / buku teks

2. Kuasa Minda – Mengandungi kaedah / aktiviti yang boleh membantu murid mengingati fakta dan mengukuhkan pemahaman

3. Set Soalan mengikut bab tahun 4 hingga 6 yang mempunyai jawapan 1,2 dan 3 distraktor

Kandungan Bahagian B:

1. 10 soalan (dalam dwibahasa) berpandu format merangkumi soalan Pembolehubah, Tujuan , Hipotesis/Hubungan/Kesimpulan dan Ramalan

2. 40 soalan (dalam dwibahasa) untuk latihan pengukuhan

KAEDAH PELAKSANAANBAHAGIAN A


Science Module

1. GURU

Perbanyakan set Modul untuk semua murid galus tahun 6

Beri penerangan dan ulangkaji tajuk berdasarkan peta minda dan aktiviti kuasa minda untuk MENGUKUHKAN PENGETAHUAN DAN PEMAHAMAN

Langkah membuat latihan

a. Buat latihan Bahagian A Distraktor 1 mengikut topik dan tahunb. Bincangkan soalan dan jawapan – kaitkan dengan peta mindac. Isikan pencapaian murid dalam instrumen penilaian.d. Buat latihan Distraktor 2 dan seterusnya Distraktor 3.e. Beri penerangan tentang jawapan-jawapan yang menjadi pengganggu / distraktor dan jelaskan jawapan betul berdasarkan kefahaman yang telah diberikan sebelum ini.

2. MURID

Mendengar dan memahami penerangan guru tentang peta minda dan aktiviti kuasa minda untuk mengukuhkan pengetahuan

Langkah membuat latihan

a. Buat latihan Bahagian A Distraktor 1 mengikut topik dan tahunb. Bincangkan soalan dan jawapan dengan guru c. Gunakan peta minda dan aktiviti kuasa minda untuk rujukanc. Isikan pencapaian diperolehi dalam instrumen penilaian.d. Buat latihan Distraktor 2 dan seterusnya Distraktor 3.e. Diharap murid dapat membezakan jawapan pengganggu / distraktor dan memahami tentang soalan yang diajukan.

Di akhir bahagian ini diharapkan murid dapat :

1. Memahami tajuk-tajuk penting setiap bab mengikut tahun2. Mengingati fakta dan isi pengetahuan sains secara menyeluruh3. Membezakan jawapan pengganggu / distraktor agar dapat mengeluarkan

satu jawapan yang paling TEPAT berdasarkan pemahaman sains yang dipelajari

KAEDAH PELAKSANAANBAHAGIAN B


Science Module

1. GURU

Perbanyakan set Modul untuk semua murid galus tahun 6

Beri penerangan cara dan langkah untuk menjawab soalan Bahagian B iaitu mengenalpasti terlebih dahulu pembolehubah dimanipulasi (MV : Manipulated Variable) dan pembolehubah bergerakbalas (RV : Responding Variable).

Langkah membuat latihan:

a. Murid membuat latihan Bahagian B Set Bantu iaitu 10 soalan yang telah dikenalpasti pembolehubah dimanipulasi dan pembolehubah bergerak balas serta format teknik menjawab

b. Bimbing murid untuk menggunakan format sedemikian dalam latihan berikutnya iaitu 30 soalan berikutnya.

c. Bincangkan jawapan dan kukuhkan teknik menjawab murid khusus bagi jenis soalan Tujuan, Hipotesis/Hubungan/Kesimpulan, Pembolehubah- Pembolehubah, Pola dan Ramalan.

2. MURID

Mengingati format ayat dan teknik menjawab soalan Tujuan, Hipotesis/Hubungan/ Kesimpulan, Pembolehubah-Pembolehubah, Pola dan Ramalan


a. Murid membuat latihan Bahagian B Set Bantu iaitu 10 soalan yang telah dikenalpasti pembolehubah dimanipulasi dan pembolehubah bergerak balas serta format teknik menjawab

b. Murid dikehendaki menggunakan format sedemikian dalam latihan 30 soalan berikutnya.

c. Bincangkan jawapan dan fahamkan kaedah untuk mengenalpasti pembolehubah dan keperluannya dalam menjawab soalan

Di akhir bahagian ini diharapkan murid dapat :

1. Memahami dan menggunakan format untuk menjawab soalan Bahagian B dengan berkesan

2. Memperolehi jawapan betul bagi soalan-soalan jenis pembolehubah untuk menampung keseluruhan markah Bahagian A

SCIENCE MODULE TIME TABLE


Science Module

SECTION A

MONTH WEEK 1 WEEK 2 WEEK 3 WEEK 41

2

3

4

5

6

7

8

SECTION B MONTH WEEK 1 WEEK 2 WEEK 3 WEEK 4

1

2

3

4

SUGGESTED TIME ALLOCATION


Science Module

SECTION A: SetTar Module

Module contents Minutes / Hours Week1 Section A

1 - 5

2 Section B

6 – 23

SUGGESTED TIME ALLOCATION

SECTION B: Master Key Module

Module contents Minutes / Hours Week1 Explanations of Master Key Enrichment

6 Hours 1 - 3Suggested Answering Techniques

2 50 Drilling Questions of all themes

4 - 13

Set 1 ( 5 Questions ) 30 MinutesDiscussing Answers 1 Hour






Science Module

1. Mind Map and Mind Power Peta Minda dan Kuasa Minda

2. Distractor Penganggu Bahagian ini mengandungi :

1. Set Peta Minda dan Aktiviti Kuasa Minda bagi setiap bab mengikut tahun2. 20 Soalan Distraktor 1 Setiap bab dan tahun3. 20 Soalan Distraktor 2 Setiap bab dan tahun4. 20 Soalan Distraktor 3 Setiap bab dan tahun

Tugasan Guru Beri penerangan dan ulangkaji tajuk berdasarkan peta minda dan aktiviti kuasa minda untuk MENGUKUHKAN PENGETAHUAN DAN PEMAHAMAN Langkah membuat latihan:

a. Buat latihan Bahagian A Distraktor 1 mengikut topik dan tahunb. Bincangkan soalan dan jawapan – kaitkan dengan peta mindac. Isikan pencapaian murid dalam instrumen penilaian.d. Buat latihan Distraktor 2 dan seterusnya Distraktor 3.e. Beri penerangan tentang jawapan-jawapan yang menjadi pengganggu / distraktor dan jelaskan jawapan betul berdasarkan kefahaman yang telah diberikan sebelum ini.

Tugasan Murid Mendengar dan memahami penerangan guru tentang peta minda dan aktiviti kuasa minda untuk mengukuhkan pengetahuan Langkah membuat latihan

a. Buat latihan Bahagian A Distraktor 1 mengikut topik dan tahunb. Bincangkan soalan dan jawapan dengan guru c. Gunakan peta minda dan aktiviti kuasa minda untuk rujukanc. Isikan pencapaian diperolehi dalam instrumen penilaian.d. Buat latihan Distraktor 2 dan seterusnya Distraktor 3.e. Diharap murid dapat membezakan jawapan pengganggu / distraktor dan memahami tentang soalan yang diajukan.f. Lengkapkan graf pencapaian setiap distraktor dengan mewarnakan bilangan soalan yang betul dalam graf pencapaian


Science Module

MENYIASAT ALAM KEHIDUPAN

Year 4


Science Module


Basic Needs of Human

Keperluan Asas Manusia

Food / Makanan

Air / Udara

Give energy / Beri tenaga

Grow / Membesar

Stay healthy / Sihat

1.1 Understanding that humans have basic needs Memahami bahawa manusia mempunyai keperluan asas

Water / Air

Drinks / Minuman

Grow / Membesar


Shelter / Tempat perlindungan

To protect from Untuk melindungi daripada - danger / bahaya - extreme weather / cuaca melampau

-sun & rain / matahari dan hujan

To breathe / Bernafas

Science Module


Basic Needs of AnimalsKeperluan Asas Haiwan

Food / Makanan

Shelter / Tempat Perlindungan

Air / Udara

Water / Air

To breathe / Bernafas

To protect fromUntuk melindungi daripada - danger / bahaya - extreme weather / cuaca melampau - sun & rain / matahari dan hujan

Give energy / Beri tenaga

Grow / Bertumbuh @ Membesar


Drinks / Minuman

Grow / Bertumbuh @ Membesar


1.2 Understanding that animals have basic needs Memahami bahawa manusia mempunyai keperluan asas

Types / Jenis : - holes / lubang - cave / gua - nest / sarang - beehive / sarang lebah

Science Module


Plants Have Basic Needs Tumbuhan Mempunyai Keperluan Asas

Air / Udara Sunlight / Cahaya matahari

Water / Air

With water / Ada air : - grow healthy / tumbuh dengan sihat - grow well / tumbuh dengan baik - not wilted / tidak layu

Without water / Tanpa air: - wilted / layu - turn yellow / menjadi kuning - die / mati

1.3 Understanding that plants have basic needs Memahami bahawa tumbuhan mempunyai keperluan asas

Science Module


2.1 Analysing life processes in humans Analisa proses hidup manusia

Life Processes of Humans

Proses Hidup Dilalui Manusia

Respond To StimuliBergerak balas

Terhadap Ransangan

BreathingPernafasan

ReproduceMembiak

OrgansOrgan

Inhale – take in airTarik nafas – ambil udara

Exhale – give out airHembus nafas- keluarkan udara

Nose/Mouth Wind-pipe LungsHidung/Mulut Trakea Paru-paru

A process to producetheir young or offspringProses untuk menghasilkan anak

Rate of breathKadar pernafasan

Number of chest movement in a period of timeBilangan pergerakan dada dalam sesuatu masa

OrgansOrgan

Eyes – SightMata - Melihat

Nose – SmellHidung - Menghidu

Tongue – TasteLidah - Merasa

Ears – SoundTelinga - Mendengar bunyiSkin – TouchKulit - Sentuhan

ExcreteBerkumuh

DefecateBernyahtinja

Kidney ( urine + mineral salt )Ginjal ( air kencing + garam mineral )

Kidney ( urine + mineral salt )Ginjal ( air kencing + garam mineral )

FaecesNajis

Purpose / Tujuan : - avoid danger elak bahaya - avoid getting hurt elak dapat luka - avoid getting injured elak dapat cedera - to survive untuk terus hidup

Lungs ( Carbon dioxide + water vapour )Paru-paru ( Karbon dioksida + wap air )

Skin ( Sweat + mineral salt )Kulit ( peluh + garam mineral )

2.2 Being aware that certain behaviour can disturb life processes Menyedari bahawa sesetengah perlakuan mengganggu proses hidup

Smoking / Merokok

Drinking Alcohol / Minum Alkohol

Effects / Kesan - Lung cancer Kanser paru-paru - Coughing Batuk

Effects / Kesan - Delay respond to stimuli Lambatkan ransangan terhadap ransangan

- Lose ability to walk in straight line

Hilang keupayaan berjalan dengan lurus - Can cause accidents Menyebabkan kemalangan

How to avoid / Bagaimana untuk hindari

Participate in a campaignAmbil bahagian dalam kempen

Advise from their peersNasihat daripada rakan sebaya

Occupied time with beneficial activitiesMemenuhi masa dengan aktiviti berfaedah

Behaviour That Can Disturb Life ProcessesPerlakuan yang boleh mengganggu proses hidup

Taking Drug / Mengambil Dadah

Science Module


2.3 Analysing the life processes in animals Analisa proses hidup haiwan

Animals Life Processes/Proses Hidup Haiwan

Breathing / Bernafas

Excrete / Perkumuhan

Reproduce / Membiak

Lay Eggs / Bertelur

Give Birth / Lahirkan anak

Organs / Organ

Lungs/ Paru-paru - monkey monyet - bird burung - whale paus

Gills/Insang - fish ikan - prawn udang

Lungs-book - crab ketam

Moist skin/Kulit lembap - frog katak - earthworm cacing tanah

Trachea Structre/Sistem Trakea - insects serangga

Defecate / Bernyahtinja

To get rid of waste product from their bodies

Untuk menyingkirkan bahan buangan dari badan

catkucing

tigerharimau

batkelawar

whalepaus

butterflyrama-rama

birdburung

Science Module


Science Module


Life processes

plants undergo

Proses hidup tumbuhan

plants respond to stimuli.water, sunlight, touch, gravity.tumbuhan bergerak balas terhadap ransanganair,cahaya matahari,sentuhan,graviti

2.4 Understanding the life processes in plants Memahami proses hidup tumbuhan

the part of plant that responds to gravity.bahagian pokok yang bertindak balas terhadap graviti

rootsakar

the part of plant that responds to waterbahagian pokok yang bertindak balas terhadap ransangan

roots akar

the part of plant that responds to sunlight.bahagian pokok yang bertindak balas terhadap cahaya matahari shoot pucuk

Permulaaan eksperimen

Akhir eksperimen

plants reproduce.tumbuhan membiak

Seeds – balsam, corn, durianBiji benih-keembung, jagung,durianSpores – fern, mushroomSpora-paku-pakis,cendawanSuckers – banana, pineappleAnak pokok-pisang,nenasStem cutting – hibiscus, rose, tapiocaKeratan batang- bunga raya,mawar,ubi kayuLeaves – bryophyllum, begoniaDaun-setawar,begoniaStem – potato, onion, ginger Batang-kentang,bawang,halia

various ways plants reproducethrough…seeds, spores, suckers, stem cutting, leaves, underground stem. berbagai cara tumbuhan membiakmelalui….bji benih, spora, anak pokok,keratan batang, daun, batang bawah tanah

the part of plant that responds to touch.bahagian pokok yang bertindak balas terhadap sentuhan

why plants need to reproduceto ensure the survival of the species. mengapa tumbuhan perlu membiakuntuk memastikan kemandirian spesisnya

Science Module


Specific characteristics and behaviourSifat-sifat dan tingkah laku khas

Sharp claws ( tiger, cat )Kuku tajam ( harimau, kucing )

Thick and hard skin ( rhinoceros )

Kulit tebal dan keras ( badak sumbu )

Spines ( porcupine )Berduri ( landak )

Hard scales ( pangolin, crocodiles )

Sisik keras ( tenggiling,buaya )

Hard shell ( tortoise, snails )Cengkerang keras ( kura-kura,

siput )

Horns ( buffalo, seladang )Tanduk ( kerbau, seladang )

Pretend to be dead ( beetle, )Berpura-pura mati ( kumbang )

Camouflage ( cameleon )Menyamar ( sumpah-sumpah )

Poisonous sting or fang ( centipede, snake )

Sengat atau taring berbisa ( kala jengking, ular )

Spray black ink ( squid )Mengeluarkan dakwat hitam

( sotong )

Special characteristics

Ciri-ciri khas Special behaviour

Tingkah-laku khas

3.1 Understanding that animals have specific characteristics and behaviour to protect themselves from danger Memahami bahawa haiwan mempunyai ciri dan perlakuan khas untuk melindungi diri mereka daripada bahaya

Science Module


Specific characteristics and behaviorSifat-sifat dan tingkah laku khas

Hot weatherCuaca panas

Cold weatherCuaca sejuk

Wrinkled Skin(Elephant ,hippopotamuses

and buffaloes)Kulit berkedut

(Gajah. badak sumbu, kerbau)

Wallowing(Elephant, hippopotamuses

and buffaloes) Berkubang

(Gajah, badak sumbu, kerbau)

Humps(Elephant, hippopotamuses

and buffaloes) Berkubang

(Gajah, badak sumbu, kerbau)

Thick Fur(Polar bears)Berbulu tebal

(Beruang kutub)

Fat Layers Under The Skins(Penguins, seals, and whales)Lapisan lemak di bawah kulit

(Penguin, anjng laut, ikan paus)

Small Ears(Seals and Walruses)

Telinga kecil (Anjing laut, singa laut)

Hibernate(Polar bears)Berhibenasi

(Beruang kutub)

3.2/3.3 Understanding that animals have specific characteristics and behaviour to protect themselves from extreme weather Memahami bahawa haiwan mempunyai sifat-sifat dan tingkah laku khas untuk melindungi diri daripada cuaca melampau

Science Module


The specific characteristics

Sifat-sifat khas

Have thornsBerduri

PoisonousBeracun

Have fine hairsBerbulu halus

Produces latexKeluarkan getah

Close leaflets when touch

Daun tertutup bila disentuh

Understanding that plants have specific characteristics to protect themselves from enemies Memahami bahawa tumbuhan mempunyai ciri-ciri khas untuk melindungi diri mereka daripada musuh

Science Module


strong windangin kuatdry region

kawasan kering

Eg : cactuskaktus

Long roots to absorb water Akar panjang untuk serap airSucculent stem can store water Batang menyimpan airThorn can can prevent the

excessive loss of water Duri yang mencegah

kehilangan banyak air

.Eg: Coconut tree, bamboo tree, pokok kelapa, pokok buluh

Have stems that bend easily Batang yang mudah bengkok b. Have buttress roots Akar banirc. Have separated leaves Daun berbilah-bilahd. Needle- shaped leaves Daun berbentuk jarum

Specific characteristics of plants to protect themselves

Sifat-sifat khas tumbuhan untuk melindungi diri

Understanding that plants have specific characteristics to protect themselves f rom dry region and strong wind Memahami bahawa tumbuhan mempunyai ciri-ciri khas untuk melindungi diri mereka daripada kawasan kering dan angin kuat

Science Module

The Basic Needs of Human and AnimalsKeperluan Asas Manusia dan Haiwan

One evening, when Cik Ti crawled out from its shelter to search for food, the day started to rain heavily. Cik Ti immediately crawled back to the shelter, a hole near a woody house. Cik Ti was tired. She also felt hungry. She tried to find some food but there was no food left in the hole. “ Oh no… I will die without food.” Said Cik Ti frustrated. Cil Ti moved into the kitchen in that woody house. “ Arghh…… I am hungry!. Cik Ti screamed. “Wow, cheese…. Emmm…. Delicious.” After she had her food, she was thirsty. She saw a cup of water on the table. Cik Ti drank the water. Tap! Tap! Tap! Without her knowing, Mamat was ready to trap her into a plastic bag. He tighten the bag tightly. Help! Help! I can’t breath…… where is the air.” Shouted Cik Ti ….. Her voice slow down time by time. Lastly Cik Ti dead without air…..

Suatu petang ketika Cik Ti merangkak di luar rumahnya untuk mencari makanan, tiba-tiba hujan turun dengan lebatnya. Cik Ti bergerak pantas kembali semula ke kediamannya, sebuah lubang di tepi sebuah rumah kayu. Cik Ti penat. Dia mula rasa lapar. Cik Ti cuba mencari makanan tetapi dia tidak menemuinya di lubang itu. “Matilah aku kalau tak ada makanan.” rungut Cik Ti . Cik Ti terus ke dapur rumah itu. “Arghh….. laparnya.” Tiba-tiba Cik Ti menjerit, “wow, keju….. emmm… sedapnya.” Selepas makan Cik Ti terasa dahaga. Dia ternampak secawan air di atas meja tersebut. Cik Ti minum air tersebut dengan gelojohnya. Tap! Tap! Tap! Tanpa disedarinya Mamat telah bersedia untuk menangkap Cik Ti. Cik Ti terperangkap. Mamat memasukkan Cik Ti ke dalam sebuah beg plastic dan mengikat beg itu dengan kuatnya. “ Tolong! Tolong! Aku tak boleh bernafas….. mana udara ni.” Jerit Cik Ti….. Suaranya semakin perlahan...... akhirnya Cik Ti mati tanpa udara.....

What Plants Need to Stay Healthy?


Thank you for giving me enough water. I can use it to make my food.

Terima kasih kerana memberikan saya air yang cukup. Saya akan gunakannya untk membuat makanan.

Science Module

EXCRETION PROCESSPROSES PERKUMUHAN

No.Bil

Organs DiagramGambarajah Organ

Waste ProductsBahan Buangan


Oh, it is my pleasure. Hope you grow healthy soon.Oh , itu sudah tanggungjawab saya. Harap awak akan hidup subur kelak.

Thank you for placing me to the direct sunlight. Now I get enough light. I can use it to make my food.

Terima kasih kerana meletakkan saya di bawah cahaya matahari. Kini saya telah mendapat cahaya yang mencukupi. Saya boleh gunakkanya untuk membuat makanan.

Oh, it is my pleasure. Hope you can grow healthy soon .Oh , itu sudah tanggungjawab saya. Harap awak akan hidup subur kelak.

Thank you for giving me enough fertilizer. Now I can get enough mineral. I can use it to make my food. Terima kasih kerana memberikan saya cukup baja. Kini saya telah mendapat baja yang mencukupi. Saya boleh gunakkanya untuk membuat makanan.

Oh, it is my pleasure. Hope you can grow healthy soon .

Oh , itu sudah tanggungjawab saya. Harap awak akan hidup subur kelak.

Emmm… I feel fresh. I can breath smoothly. Thank you. Now I can get enough air. I can use it to make my food. Emmm....saya rasa segar. Terima kasih. Kini saya telah mendapat udara yang mencukupi. Saya boleh gunakkanya untuk membuat makanan.

Oh, it is my pleasure. Hope you can grow healthy soon .

Oh , itu sudah tanggungjawab saya. Harap awak akan hidup subur kelak.

Unit 1/Lesson 3Basic needs of Plants

http://rds.yahoo.com/_ylt=A0S020yrqbRJOaYA6gKJzbkF;_ylu=X3oDMTBpc2ozM2gzBHBvcwM0BHNlYwNzcgR2dGlkAw--/SIG=1hmu7rth7/EXP=1236663083/**http%3A/images.search.yahoo.com/images/view%3Fback=http%253A%252F%252Fimages.search.yahoo.com%252Fsearch%252Fimages%253Fp%253Dsun%252Bcartoon%2526fr%253Dyfp-t-125%2526ei%253Dutf-8%2526x%253Dwrt%26w=90%26h=89%26imgurl=www.download-latest-online-music.com%252Fimages%252Fsun-cartoon-small.png%26rurl=http%253A%252F%252Fwww.download-latest-online-music.com%252Fp2p-music-downloads.html%26size=52.5kB%26name=sun-cartoon-small.png%26p=sun%2Bcartoon%26type=png%26oid=da4ec8278ff2e942%26no=4%26tt=13,718%26sigr=1248fnfuo%26sigi=121b1bqi2%26sigb=12mkhi9op

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Science Module

1. Kidney / Buah Pinggang

Urine + water vapour

Air Kencing + wap air

2. Lungs/ Paru-Paru Carbon Dioxide + water Vapour

Karbon dioksida + wap air

3. Skin/Kulit

Sweat + Water Vapour + Mineral salt

Peluh + wap air + garam mineral

Plants Respond To StimuliTumbuhan bergerakbalas terhadap ransangan

(Pussy Cat Song)


Ureter

Unit 2/Lesson 6Animals excrete

Kidney

http://images.google.com/imgres?imgurl=http://www.sciencequiz.net/jcscience/jcbiology/excretion/excretion3.gif&imgrefurl=http://www.sciencequiz.net/jcscience/jcbiology/excretion/excretion1a.htm&usg=__n15ZFAgV_glaX93ozh0hlx_CqDw=&h=258&w=279&sz=11&hl=en&start=61&sig2=pseEXFomrHdL1RkVl6DKyQ&um=1&tbnid=wfoytN8kNA8ZZM:&tbnh=105&tbnw=114&ei=fDG3SazJHIPakAWzkvndCQ&prev=/images%3Fq%3Dexcretion%2Borgans%26ndsp%3D20%26hl%3Den%26rlz%3D1T4ADBF_enMY230MY230%26sa%3DN%26start%3D60%26um%3D1

Science Module

Oh Fresh Roots, Oh Fresh Roots what are you see ?I want to go down to meet my gravity.

Oh Fresh Roots, Oh Fresh Roots why are you here?I’m going down to the soil to absorb water.

Oh green shoot, Oh green Shoot what make you bright?I can go up to search for sunlight.

The Breathing Structure of Animals


Unit 2/Lesson 10Plants Respond To Stimuli

The roots respond to water.Akar bergerakbalas terhadap air.

The shoot respond to sunlight Pucuk bergerakbalas terhadap cahaya matahari..

GillInsang

Trachea StructureStruktur Trakea

Windpipe Salur Trakea

Nose Hidung

Lung Paru-paru Moist Skin

Kulit LembabTrachea StructureStruktur Trakea

Nose Wind Pipe LungsHidung Trakea Paru-paru

Air PassagePeredaran Udara

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Science Module

Animal Defense From extreme weather


LungParu-paru

Unit 2/Lesson 4 and 7Human and Animals excretion

Long Ears – Desert Fox

Wallowing In Mud - Rhinoceroses

LungParu-paru

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Science Module

How I Survived –

An Animal Which Live in a PondMy Story

I am a _____________________ who lives in the pond. The pond that I live in is full

of____________________ and _______________________. Some days it is hard to stay


Small Ears – Cold Region Animals

Thick Fat In Tails – Kangaroo Rats

Rest – Desert Animals

Thick Layers Of Fat – Penguins Thick Furs - Polar

Hump - Camels

Penguin

Kangaroo Rat Camel

Unit 3/Lesoon 2Living in Extreme Danger

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Science Module

alive! I protect myself from other animals by ________________________.

I also have to have four basic things in order to live. They are _____________

____________, ________________, and ____________________. I also

stay alive by __________________________________. It’s easy for me to catch and

eat.

Another animal that lives in the pond with me is the _______________. He likes to

eat

_________________. Sometimes he hides from other animals by ______-

___________________.

But sometimes he is seen by the ___________________ and is eaten! He has to be very

quick to stay alive. I like living in the pond.

NATURAL DEFENSE IN PLANTS PERLINDUNGAN SECARA SEMULAJADI OLEH TUMBUHAN


using my wax and poisonous skin.

catching my preys with my long tongue.

gliding quietly

Unit 3/Lesson 3survival

I have sharp thorns.Don’t come near me.Saya ada duri yang tajam.Jangan dekati saya.

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Science Module

ADAPTION TO NATUREPENYESUAIAN DIRI TERHADAP ALAM SEMULAJADI


I am sensitive. I will fold my leaflets. Please don’t touch meSaya sensitive.Saya akan menguncupkan daun-daun saya apabila disentuh.

I have latex.I will stick on you.Saya ada getah.Saya akan melekat pada awak.

My fine hairs will cause itchiness.Don’t come near me. I will make you itchy.Bulu halus pada saya boleh menyebabkan kegatalan.Jangan dekati saya. Saya akan menggatalkan awak.

Unit 3/Lesson 4Natural Defense Of Plants

Cactus, how do you get water in this dry region?Kaktus, bagaimana awak mendapat air di kawasan kering seperti ini?

My thick stem can store more water for me.Batang tebal saya membolehkan menyimpan lebih banyak air untuk saya.

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Science Module


I have long roots.So I can go deep in the soil to get water.Saya ada akar yang panjang.Jadi saya boleh pergi jauh ke dalam tanah untuk mendapatkan air

I have needle shaped leaves.So I lost less water.Saya mempunyai daun berbentuk jarum.Jadi saya kurang hilang air.

Coconut tree, how do you survive from strong wind?Pokok kelapa, bagaimana awak bertahan daripada angin kencang?

Oh, I have strong buttress roots.It is easy for me to defend from strong wind.Oh, saya ada akar banir yang kuat.Ia memudahkan saya untuk menahan angin yang kuat.

My leaves are divided so that they do not break easily.The trunk help them sway with the wind.Daun-daun saya adalah berbilah-bilah jadi mereka tidak terpecah dengan mudah.Batang pokok saya membantu mereka bergoyang bersama angin.

Unit 3/Lesson 4Natural Defense Of Plants

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Science Module

INVESTIGATING LIVING THINGS YEAR 4

Menyiasat Alam Kehidupan Tahun 4

Questions 1 – 20

1. Diagram shows the various kinds of food needed by humans.Rajah menunjukkan beberapa jenis makanan yang diperlukan oleh manusia.


MARKS

20

Science Module

Food is needed for…Makanan diperlukan untuk ..

A moving from place to place.untuk bergerak dari satu tempat ke satu tempat

B growing and staying healthy.untuk membesar dan kekal sihat

2. Which of the following is not a basic need of a human?Manakah antara berikut bukan keperluan asas manusia?

A B

3. What will happen to humans if they do not have water for a few days?Apa akan jadi sekiranya manusia tidak minum air selama beberapa hari?

A they will die. . mereka akan mati

B they will become weakmereka akan menjadi lemah

4. Which of the following seeds will grow after a week?Antara berikut yang manakah akan hidup selepas seminggu


A

Science Module

B

5. Diagram shows a plant.Rajah menunjukkan sejenis tumbuhan.

Which characteristic does it has to help it to live in the desert?Manakah antara ciri-ciri yang dipunyai oleh pokok ini untuk tinggal di gurun?

A has long rootsmempunyai akar yang panjang

B has thorny stemmempunyai batang yang berduri

6. Diagram shows the main organs that are involved in breathing.Rajah meunjukkan organ utama yang terlibat semas bernafas.


Dry cotton woolKapas kering

Wet cotton woolkapas basah

Science Module

Which organ absorbs oxygen during breathing?Organ manakah yang menyedut oksigen semasa bernafas?

A P

B S

7. Diagram shows the response of a human to a stimulus.Rajah menunjukkan manusia bertindak balas terhadap ransangan.

What conclusion can be formed?Apakah kesimpulan yang boleh di buat?

A Humans respond to heat. Manusia bertindak balas dengan haba.

B Humans respond to water. Manusia bertindak balas dengan air

8. Which of the following are bad habits of humans?Manakah antara berikut adalah tabiat buruk manusia?


Science Module

I Reading Membaca

II Smoking Merokok

III Taking drugs Mengambil dadah

A I and II only B II and III only

9. Which of the following posters shows the effect of smoking?Manakah poster yang menunjukkan kesan merokok?

A B

10. Diagram shows two animals.Rajah menunjukkan dua ekor haiwan.

What is the organ of excretion of these animals?Apakah organ perkumuhan bagi dua haiwan ini?

A Lungs B Skin Paru-paru Kulit

11. Diagram shows a caterpillar.Rajah menunjukkan seekor ulat beluncas


Science Module

A

Which of the labelled parts is the breathing structure of the caterpillar?

Bahagian yang berlabel manakah stuktur pernafasan bagi ulat beluncas.


Which of the following animals reproduces in the same way as the animals above?Manakah antara haiwan berikut membiak dengan cara yang sama seperti haiwan di atas?

A Lion Singa

B CrocodileBuaya

13. Diagram shows the life cycle of a frog.Rajah menunjukkan kitaran hidup bagi katak.


AB

Science Module

Which of the following is X?Manakah yang mewakili X?

A

14.

Which of the following plants have the same method of reproduction as the hibiscus plant?Manakah antara tumbuhan di bawah sama cara pembiakannya dengan pokok bunga raya?

I Croton Pokok puding

II Tapioca plant Pokok ubi kayu

III Banana plant Pokok pisang

A I and II only B I and III only

15. Which of the following plants reproduces by spores?Manakah antara tumbuhan berikut yang membiak melalui spora?


B

Science Module

A B

16. Diagram shows a banana plant.Rajah menunjukkan pokok pisang

What is the name of the part labelled X?Apakah nama bahagian yang di label X?

A Underground stem B Sucker Batang bawah tanah Anak pokok

17. Which of the following is not the way of plants protect themselves from enemies?Manakah antara berikut bukan cara tumbuhan melindungi dirinya daripada musuh?

A To produce sticky latex B To drop leaves Mengeluarkan getah berlekit Menggugurkan daun

18. A pupil quickly withdrew his hand when he accidentally touched a hot iron. What life process is shown by the pupil?Seorang murid menarik tangannya dengan pantas apabila terkena seterika panas.Apakah proses yang terlibat?

A respond to stimuli B defecationbertindak balas pada ransangan nyahtinja

19. The pictures below shows two animals.Gambar di bawah menunjukkan dua jenis haiwan.

A B


Science Module

Which of the above animals reproduce by laying eggs?Haiwan manakah yang membiak dengan cara bertelur?

20. The diagram below shows a type of animal.

Rajah di bawah menunjukkan seekor haiwan.

This animal protects itself from enemies by …Haiwan tersebut melindungi dirinya dari musuh melalui…

A pretending to be deadberpura-pura mati

B having a poisonous stingmempunyai sengat beracun


Science Module



Questions 1 – 20



MARKS

20

Science Module



B. performing activities.untuk melakukan aktiviti

C. growing and staying healthy.untuk membesar dan kekal sihat


A C

B

3. What will happen to humans if they do not have water for a few days?Apa akan jadi sekiranya manusia tidak minum air selama beberpa hari?

A they will die. mereka akan mati

B they will become weak. mereka akan menjadi lemah

C they will stay alive. mereka masih hidup 4. Which of the following seeds will grow after a week?

Antara berikut yang manakah akan hidup selepas seminggu?


dry cotton woolkapas kering

coconut oilminyak kelapa

wet cotton woolkapas basah

Science Module

A B C


Which characteristic does it has to help it to live in the desert?Manakah antara ciri-ciri yang dipunyai oleh pokok ini untuk tinggal di gurun.

A has long rootsmempunyai akar yang panjang

B has no leavestidak mempunyai daun

C has fine hairsmempunyai rerambut halus

6 Diagram shows the main organs that are involved in breathing.

Rajah meunjukkan organ utama yang terlibat semas bernafas.


Science Module


A P B R C S

7. Diagram shows the response of a human to a stimulus.Rajah menunjukkan manusia bertindak balas semasa

What conclusion can be formed?Apkah kesimpulan yang boleh di buat?

A Humans respond to water. Manusia bertindak balas dengan air

B Humans respond to heat. Manusia bertindak balas dengan haba.

C Humans respond to sound. Manusia bertindak balas dengan bunyi.

8. Which of the following are bad habits of humans?Manakah antara berikut adalah


Science Module

I Reading II Smoking Membaca Merokok

III Taking drugs IV Drinking Mengambil dadah Minum air

A I and II only

B I and IV only

C II and III only


A B C

10. Diagram shows two animals.

Rajah menunjukkan dua ekor haiwan.

What is the organ of excretion of these animals?

Apakah organ perkumuhan bagi dua haiwan ini?

A Lungs B Skin C Gills Paru-paru Kulit Insang



Science Module

Which of the labelled parts is the breathing structure of the caterpillar?Bahagian yang berlabel manakah stuktur pernafasan bagi ulat beluncas.

12 Diagram shows two animals.Rajah menunjukkan dua ekor haiwan.


A Lion B Crocodile C Bee Singa Buaya Lebah



Science Module


A B C

14.


I Croton II Tapioca plant III Banana plant Pokok pudding Pokok ubi kayu Pokok pisang

A I and II only B I and III only C II and III only


A B C.


Science Module

16. Diagram shows a banana plant.Rajah menunjukkan pokok pisang


A Parent plant B Sucker C Shoot Pokok induk Anak pokok Pucuk

17. Which of the following is not the way plants protect themselves from enemies?Manakah antara berikut bukan cara tumbuhan melindungi dirinya daripada musuh?

A To produce sticky latex Mengeluarkan getah berlekit

B To produce bad smell Mengeluarkan bau yang busuk

C To produce poison Mengeluarkan racun


A respond to stimuli bertindak balas pada ransangan

B excretion


Science Module

perkumuhan

C breathing pernafasan

19. The pictures below shows four animals.Gambar di bawah menunjukkan empat jenis haiwan.

P Q R

Which of the above animals reproduce by laying eggs?Haiwan manakah yang membiak dengan cara bertelur?

A P and Q B Q and R C P, Q and R

20. The diagram below shows a type of animal.Rajah di bawah menunjukkan seekor haiwan.

The animal protects itself from enemies by …Haiwan tersebut melindungi dirinya dari musuh melalui…

A rolling up its body C having a poisonous stingmelingkar badannya mempunyai sengat beracun

B pretending to be deadberpura-pura mati


Science Module

INVESTIGATING LIVING THINGS YEAR 4 Menyiasat Alam Kehidupan Tahun 4

Questions 1 – 20



MARKS

20

Science Module



B growing and staying healthy.untuk membesar dan kekal sihat

C performing activities.untuk melakukan aktiviti

D making strong bones. menguatkan tulang


A C

B D

3. What will happen to humans if they do not have water for a few days?Apa akan jadi sekiranya manusia tidak minum air selama beberapa hari?

A they will die.


Science Module

mereka akan mati

B they will be strong. mereka akan menjadi kuat

C they will stay alive. mereka masih hidup

D they will become weak. mereka akan menjadi lemah

4. Which of the following seeds will grow after a week?Antara berikut yang manakah akan hidup selepas seminggu?

A C

B D



Dry cotton woolKapas kering

Wet cotton woolKapas basah

SeedBiji benih

Coconut oilMinyak kelapa

Science Module

Which characteristic does it has to help it to live in the desert?Manakah antara ciri-ciri yang dipunyai oleh pokok ini untuk tinggal di gurun.

A has fine hairsmempunyai rerambut halus

B has no leavestidak mempunyai daun

C has long rootsmempunyai akar yang panjang

D has thorny stemmempunyai batang yang berduri.

6. Diagram shows the main organs that are involved in breathing.Rajah meunjukkan organ utama yang terlibat semas bernafas.


A P C Q

B R D S7. Diagram shows the response of a human to a stimulus.

Rajah menunjukkan manusia bertindak balas semasa


Science Module

What conclusion can be formed?Apkah kesimpulan yang boleh di buat?

A Humans respond to water. Manusia bertindak balas dengan air

B Humans respond to heat. Manusia bertindak balas dengan haba.

C Humans respond to sound. Manusia bertindak balas dengan bunyi.

D Humans respond to smell. Manusia bertindak balas dengan bau.

8. Which of the following are bad habits of humans?Manakah antara berikut adalah

I Reading II Smoking Membaca Merokok

III Taking drugs IV Drinking Minum air Mengambil dadah

A I and II only C II and III only

B I and IV only D II and IV only



Science Module

A C

B D


What is the organ of excretion of these animals?Apakah organ perkumuhan bagi dua haiwan ini?

A Lungs C Gills Paru-paru Insang

B Skin D Trachea Kulit Trakea



Science Module

Which of the labelled parts is the breathing structure of the caterpillar?Bahagian yang berlabel manakah stuktur pernafasan bagi ulat beluncas.



A Lion C Bee Singa Lebah

B Crocodile D Eagle Buaya Helang



Science Module


A C

B D

14.


Science Module


I Croton II Tapioca plant III Banana plant Pokok Pokok ubi kayu Pokok pisang


B I and III only D I, II and III


A C

B D

16. Diagram shows a banana plant.


Science Module

Rajah menunjukkan pokok pisang


A Underground stem B Sucker Batang bawah tanah Anak pokok

C Parent plant D Shoot Pokok induk Pucuk

17 Which of the following is not the way plants protect themselves from enemies?Manakah antara berikut bukan cara tumbuhan melindungi dirinya daripada musuh?

A To produce sticky latex Mengeluarkan getah berlekit

B To produce bad smell Mengeluarkan bau yang busuk

C To produce poison Mengeluarkan racun

D To drop leaves Menggugurkan daun.


Science Module


A excretion B defecationperkumuhan nyahtinja

C breathing D respond to stimulipernafasan bertindak balas pada ransangan

19. The pictures below shows four animals.Gambar di bawah menunjukkan empat jenis haiwan.

Which of the above animals reproduce by laying eggs? Haiwan manakah yang membiak dengan cara bertelur?

A P and Q C P, Q and S

B Q and R D Q, R and S


P Q

R S

Science Module

20. The diagram below shows a type of animal.Rajah di bawah menunjukkan seekor haiwan.

The animal protects itself from enemies by …Haiwan tersebut melindungi dirinya dari musuh melalui…

A rolling up its body C pretending to be deadmelingkar badannya berpura-pura mati

B producing bad smells D having a poisonous stingmengeluarkan bau yang busuk mempunyai sengat beracun


Science Module


Year 5


Science Module


1.1 Understanding that microorganism is a living things Memahami mikroorganisma adalah benda hidup

MicroorganismMikroorganisma

BacteriaBakteria

FungiKulat

ProtozuaProtozoa

VirusVirus

Cannot see with naked eyes

Tidak boleh dilihat dengan mata kasar

GrowMembesar

MoveBergerak

BreatheBernafas

CharacteristicsCiri.Ciri

Cause the dough riseMenyebabkan adunan tepung menaik.

Rotten oranges/ limau busuk Mouldy rice / Nasi berkulat

Tiny Halus

Science Module


1.2 Understanding that some microorganism are harmful and some are useful Memahami beberapa mikroorganisma yang berbahaya dan berguna

Some Organisms Are Harmful AndSome Are Useful

Beberapa mikoorganisma yang berbahayadan berguna

Useful / berguna Harmful / Berbahaya

Can causeBoleh menyebabkan

IllnessSakit

FoodPoisoningKeracunanmakanan Food

StaleMakanan

basi

Tooth Decay Gigi mereput

PreventionCara mencegah

DiseasePenyakit

Stomach upsetSakit perut

Coughbatuk

Tooth decayGigi mereput

ConjunctivitySakit mata

Washing handMembasuh tangan

Drink boiled waterMinum air yang dimasak

-Making food/ buat makanan(bread/tapai/tempe/yogurt) ( roti,tapai,tempe, yogurt )-Making fertilizer/ baja-Making medcine/ ubat

Covering mouth & nose when coughing & sneezingMenutup mulut dan hidung apabilabatuk dan bersin

Science Module


Survival of Animal Species

Kemandirian Spesies Haiwan

Examples animals that take care of their eggs and young.Contoh haiwan yang menjaga telur dan anak.

HOW ANIMALS TAKE CARE OF THEIR EGGS AND YOUNG.

Bagaimana haiwan menjaga telur dan anak mereka .

Why animals take care of their eggs and young.Mengapa haiwan melindungi telur dan anaknya

Bird - Eggs with shell coveringBurung – Telur disaluti oleh cangkerangFrog - Eggs are thick, slimy and having bad smellKatak – Telur tebal,berlendir dan berbau busukSpider - kept in a bag underneath its bodyLabah-labah –simpan dalam beg di bawah badanFish - keep their young in their mouthsIkan - Memasukkan anaknya ke dalam mulutSnake, Tiger - attack in order to protect their eggsUlar,harimau – menyerang untuk menyelamatkan telurTurtle - hide their eggsPenyu – Menyembunyikan telurnya Kangaroo - carry their young in their pouches Kanggaroo – Membawa anaknya di dalam kantungElephant - stay in herdsGajah - Tinggal dalam kumpulan

ImportanceKepentinga

n

Shortage of food resourceSumber makanan berkurangan

Animals and plants species may face extinction.Spesis haiwan dan tumbuhan akan mengalami kepupusan.

bird, spider, fish,snake,burung,labah-labah,ikan,ularturtle, kangroo, elephantpenyu,kanggaro,gajah

To ensure the survival of their species Memastikan kemandirian spesisnya.

Understanding that different animals have their own ways to ensure the survival of their species Memahami bahawa haiwan berlainan mempunyai cara sendiri untuk memastikan kemandirian spesisnya

Science Module


Survival of PlantSpecies

Kemandirian spesies

tumbuhan

WaterAir

Explosive mechanismMekanisme

letupan

WindAngin

Animalhaiwan

Light / Ringan Air Space in the fruits Ruang udara di dalam buah Not water absorbent Air tidak boleh diserap

Light / Ringan Small in size / saiz kecil Winged / berkepak

Dry when ripe Kering apabila masak Explodes when mature Meletup apabila matang

Brightly coloured Warna yang terang Edible / Boleh dimakan Have smells / berbau Have hook bercangkuk

Coconut / kelapa Water Lily / Kiambang

Shorea Angsana Lalang

Rubber fruit / buah getah Balsam fruit / keembong Lady’s finger/ kacang bendi

Rambutan Mango/ mangga Love grass / kemuncup Mimosa / Duri Semalu

Agents of dispersal

Agen Pencaran

Special characteristi

cCiri-ciri

istimewa

Examples

Contoh

Understanding that different plants have their own ways to ensure the survival of their species Memahami bahawa tumbuhan berlainan mempunyai cara sendiri untuk memastikan kemandirian spesisnya

Science Module


Food ChainRantai

MakananAnimals and the

food they eatHaiwan dan makanannya

Classify animals Pengkelasan

haiwan

Producer Pengeluar

Consumer Pengguna

Construct food chainMembina rantai makanan

Green plant obtain energy from

the sun to make food. Green

Plant as a producerTumbuhan hijau

Memerlukan tenaga daripada Matahari

untuk membuatmakanan.Tumbuhan

adalah pengeluar

Herbivore :Animals that eat plants

only.e.g.: cow, goat, deer

Herbivor Haiwan makan

tumbuhan sahajaCth:

lembu,kambing,rusa

Carnivore:Animals that eat other

animals.e.g.: tiger, lion

KarnivorHaiwan yang makan

haiwan lainCth : harimau,singa

Omnivore:Animals that eat plants

and other animalsOmnivor

Haiwan makan tumbuhan dan

haiwan lain.

The food relationshipamong living

things can be shown by

a food chain.Hubungan antara

makanandan benda hidup

ditunjukkan melalui

rantai makanan

To construct food chain It must start

with plant as a producer.

Untuk membina rantai makanan ia bermula daripada tumbuhan sebagai

pengeluar.

In a food chainthe arrow means ‘eaten by’

Dalam rantai makanan anak

panah bermaksud dimakan oleh

All living things need food to

survive.Green plant can make their own

food. However animals cannot make their own make their own

food.Semua benda hidup perlu

makanan untuk hidup.

Tumbuhan hijau boleh

membuat makanan sendiri.

3.1 Understanding food chains Memahami rantai makanan

Animals that eat plantor other animals

are called consumers.

Haiwan yang makan

tumbuhan dipanggil pengguna.

Science Module


Synthesizing food chainsto construct food web.

Sintesis siratan makanan untuk membentuk rantai makanan

Food webSiratan makanan

What will happen If there is a change in population of acertain species in a food webApa akan berlaku jika terdapat perubahan spesies dalam rantai makanan

Food web of different habitatsSiratan makanan daripada berlainan habitat.

What will happento a certain species of animals if they eat only one type of food?Apa akan berlaku sebahagian spesis haiwan makan hanyasatu jenis makanan sahaja?

A change in the population of a certain species will effect the population of other speciesPerubahan populasi beberapa haiwan memberi kesan kepada populasi haiwan lain.

They will face difficultyto survive if the source of food runs outMereka akan mengalamikesukaran jika sumbermakanan kehabisan.

3.2 Synthesizing food chains to construct food web. Sintesis siratan makanan untuk membentuk rantai makanan

Paddy fieldSawah padi

paddy planttanaman padi

caterpillarulat beluncas

birdsburung eagles

helang

snakesular

micetikus

grasshoppersbelalang

frogskatak

GardenTaman

spinachbayam

grasshopperbelalang

frogkatak

birdburung

caterpillarulat beluncas

eaglehelang

snailsiput

snakeular

Science Module

MICROORGANISMSMIKROORGANISMA

One day, while reading a book, Ali comes across one word. The word is “microorganisms”. He doesn’t understand what it is and he ask his mother immediately. (Suatu hari, semasa Ali sedang membaca buku, dia terbaca satu perkataan. Perkataan itu ialah “mikroorganisma”. Dia tidak faham dan terus bertanya kepada ibunya.)

Ali : Mother, what is a microorganism? (Ibu, apa itu mikro organisma?)

Mother : Microorganism is tiny living things that can only be seen through a microscope. There are four types of microorganisms. (Mikro organisma adalah benda hidup yang sangat halus dan hanya boleh dilihat melalui mikroskop. Terdapat empat jenis mikro organisma.)

Ali : What are those? (Apa itu?)

Mother : Bacteria, Protozoa, Fungi and Virus. (Bakteria, Protozoa, Fungus dan Virus.)

Ali : What picture is that, mother? (Gambar apa tu, ibu?)

Mother : It is Bacteria. It exists in different shapes, sizes and colours. (Itu ialah Bakteria. Ia wujud dalam berlainan bentu, saiz dan warna.)

Ali : That picture is…… (Gambar itu……)

Mother : It is Protozoa. Most of it are found mainly in ponds, lakes and rivers. (Itu ialah Protozoa. Kebanyakkan daripadanya dijumpai di kolam, tasik dan sungai.)

Ali : That must be Fungi. Right, mother? (Itu pasti fungus. Betul tak, ibu?)

Mother : Yes, it is. I know you have seen it many time on mouldy bread, rotten food, trees and forest floors. (Ya. Ibu tahu kamu selalu lihatnya di atas roti yang berkulat, buah yang reput, pokok-pokok dan lantai hutan.)

Ali : And this picture, mother? (Dan gambar itu, ibu?)


http://images.google.com.my/imgres?imgurl=https://mail.franklinlakes.k12.nj.us/~sneckles/0074FC90-000F4F25.0/Boy_Reading_-_Cartoon_3.jpg&imgrefurl=http://mail.franklinlakes.k12.nj.us/~sneckles/Homework&usg=__YF0hIs3RrtcFklLC6apdxUhpSgw=&h=237&w=230&sz=12&hl=en&start=11&tbnid=xV-PcmVV5vrIgM:&tbnh=109&tbnw=106&prev=/images%3Fq%3Da%2Bboy%2Breading%2Bbook%253Bcartoon%26gbv%3D2%26ndsp%3D20%26hl%3Den%26sa%3DN

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Science Module

Mother : It is a virus. Virus is the tiniest microorganism. (Itu ialah Virus. Virus ialah mikro organisma yang paling halus.)

Ali : Wow, that’s interesting. Tell me more, mother. (Wow, menariknya. Ceritalah lagi ibu.)

Mother : Okay. Yeast is an example of microorganisms. Since Microorganism is a living things, it can breathe, grow and move. (Okay. Yis ialah satu contoh mikro organisma. Memandangkan mikro organisma adalah benda hidup, ia boleh bernafas, membesar dan bergerak.)

Ali : Thank you, mother. (Terima kasih, ibu.)


Making tempeMembuat tempe

Making tapaiMembuat tapai

http://images.google.com.my/imgres?imgurl=http://www.how-to-draw-cartoons-online.com/image-files/cartoon_woman.gif&imgrefurl=http://www.how-to-draw-cartoons-online.com/cartoon-woman.html&usg=__dVYCHtruLP8HKUVfmTg2HurS5X0=&h=280&w=240&sz=9&hl=en&start=34&tbnid=SjUzWp4ufcmbiM:&tbnh=114&tbnw=98&prev=/images%3Fq%3Da%2Bwoman%253Bcartoon%26gbv%3D2%26ndsp%3D20%26hl%3Den%26sa%3DN%26start%3D20

We take care of our youngsKami menjaga anak kami

Science Module


HARMFULKeburukan

Form fertilizerMembuat baja

Produce antibioticMenghasilkan antibiotic

Chicken poxCampak

MumpsBeguk Measles

Cacar

ConjunctivitisSakit mata

Tooth decayKerosakan gigi

FluSelsema

Food poisoningKeracunan makanan

Making cheeseMembuat keju

USEFULKEBAIKAN

Making yogurtMembuat yogurt

THE USEFUL AND THE HARMFUL OF MICROORGANISMSKEBAIKAN DAN KEBURUKAN MIKROORGANISMA

FrogKatak

Penguin Penguin

BirdBurung

Sea horseKuda laut

SnakeUlar

CockroachLipas

CrocodileBuaya

BatKelawar

DolphinIkan lumba

CowLembu

TigerHarimau

ANIMAL SURVIVALKEMANDIRIAN HAIWAN

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http://images.google.com.my/imgres?imgurl=http://www.bat.ru/image/bat.gif&imgrefurl=http://www.bat.ru/&usg=__do3fS-j5_NoY5wwSYDMGwsmKfc4=&h=396&w=400&sz=28&hl=en&start=3&tbnid=tzcTGIFtFZwx3M:&tbnh=123&tbnw=124&prev=/images%3Fq%3Dbat%26gbv%3D2%26hl%3Den

http://images.google.com.my/imgres?imgurl=http://w3.shorecrest.org/~Lisa_Peck/MarineBio/syllabus/ch9vertebrates/reptilesandbirds/repbirdwp/barbara/sitting.jpg&imgrefurl=http://w3.shorecrest.org/~Lisa_Peck/MarineBio/syllabus/ch9vertebrates/reptilesandbirds/repbirdwp/barbara/repro.html&usg=__CUp9P0tXvKo1QIp-kaO6lZB8zsM=&h=338&w=450&sz=68&hl=en&start=19&tbnid=ZWoL7EB-TWNimM:&tbnh=95&tbnw=127&prev=/images%3Fq%3Dcrocodile%2Band%2Beggs%26gbv%3D2%26hl%3Den

http://images.google.com.my/imgres?imgurl=http://www.friendsacrossamerica.com/colorseahorse.gif&imgrefurl=http://www.friendsacrossamerica.com/colorseahorse.html&usg=___6Vxo0T5F-C_AD42pZSsDgM4fWE=&h=1490&w=946&sz=22&hl=en&start=11&tbnid=HZpKzW5mBMU89M:&tbnh=150&tbnw=95&prev=/images%3Fq%3Dsea%2Bhorse%26gbv%3D2%26hl%3Den%26sa%3DG

http://images.google.com.my/imgres?imgurl=http://www.seaworld.org/animal-info/info-books/penguin/images/pic-incubating-single-egg.jpg&imgrefurl=http://www.seaworld.org/animal-info/info-books/penguin/reproduction.htm&usg=__7I24SdZ7jpaCZBOpJ7aAPIeSbIA=&h=315&w=260&sz=38&hl=en&start=4&tbnid=t5-CAv49ONXydM:&tbnh=117&tbnw=97&prev=/images%3Fq%3Dpenguin%2Bincubate%2Bbetween%2Bfeet%26gbv%3D2%26hl%3Den%26sa%3DG

http://images.google.com.my/imgres?imgurl=http://daveswebdesigning.com/embroiderystore/images/Birdnest.gif&imgrefurl=http://daveswebdesigning.com/embroiderystore/index.php%3Fmain_page%3Dproduct_info%26products_id%3D246&usg=__quTH2H0ITl1Mrht5ktc8AwWs7G8=&h=380&w=400&sz=49&hl=en&start=5&tbnid=hVZkTrpvUnIIBM:&tbnh=118&tbnw=124&prev=/images%3Fq%3Dbird%2Bnest%26gbv%3D2%26hl%3Den

http://images.google.com.my/imgres?imgurl=http://www.sfondideldesktop.com/Images-Animals/Snake/Rep-S-Yellow-Faced-Whip-Snake-Nursing-Eggs/Rep-S-Yellow-Faced-Whip-Snake-Nursing-Eggs.Jpg&imgrefurl=http://www.sfondideldesktop.com/Images-Animals-34.htm&usg=__S_q6oRr3UhrDWqBCsR0-7CEZFl8=&h=327&w=519&sz=42&hl=en&start=20&tbnid=GuIZf24W09a_XM:&tbnh=83&tbnw=131&prev=/images%3Fq%3Dsnake%2Bcoiled%2Baround%2Beggs%26gbv%3D2%26ndsp%3D20%26hl%3Den%26sa%3DN

We take care of our eggsKami menjaga telur kami

Science Module

AGENTAGEN

EXAMPLECONTOH

CHARACTERISTICSCIRI-CIRI


ElephantGajah

KangarooKangaroo

http://images.google.com.my/imgres?imgurl=http://imagecache.allposters.com/images/pic/GB/PH0294~Elephant-Herd-Posters.jpg&imgrefurl=http://www.allposters.com/-sp/Elephant-Herd-Posters_i3405278_.htm&usg=__hQyT2NDCWprYgtPD2SFXiNBERhg=&h=266&w=400&sz=41&hl=en&start=6&tbnid=cTQqFrJTSMygvM:&tbnh=82&tbnw=124&prev=/images%3Fq%3Delephant%2Band%2Bherd%26gbv%3D2%26hl%3Den

Science Module

LotusTeratai

CoconutKelapa

Pong-pongPong-pong

We dispersed by water because we are light, covered with waxy skin, waterproof, has air spaces and has spongy receptacles.

Kami dipencarkan melalui air kerana kami ringan, diselaputi dengan kulit yang berlilin, kalis air dan mempunyai rongga yang berspan.

ShoreaMeranti

LallangLallang

AngsanaAngsana

CottonKapas

ManggaMango

We dispersed by wind because we are small, light, dry, have wing-like structure, have hairs and fine hairs. Therefore it is easily carried by wind.

Kami dipercarkan melalui angina kerena kami kecil, ringan, kering, mempunyai struktur seperti sayap, ada bulu yang halus. Sebeb itu kami senang dibawa pergi oleh angin.

We dispersed by animal because we have brightly colour, fleshy, edible and


PLANT SURVIVALKEMANDIRIAN TUMBUHAN

WATERAIR

WINDANGIN

http://images.google.com.my/imgres?imgurl=http://static.squidoo.com/resize/squidoo_images/-1/draft_lens1693214module8186746photo_floating-cocunut.jpg1202716554&imgrefurl=http://www.squidoo.com/photography-philippines&usg=__znQ0t7D2gcmmbxXtH3tafTL3a5A=&h=300&w=400&sz=98&hl=en&start=2&tbnid=SzQ_yT9eFitciM:&tbnh=93&tbnw=124&prev=/images%3Fq%3Dcoconut%2Bfloating%2Bon%2Bwater%26gbv%3D2%26ndsp%3D20%26hl%3Den%26sa%3DN

http://images.google.com.my/imgres?imgurl=http://www.faearts.com/Images/Lotus/lotus%2520on%2520water.jpg&imgrefurl=http://www.faearts.com/Gallery%2520Lotus.html&usg=__Csm79PuanUT6d8cy0shSufI_FXg=&h=530&w=800&sz=407&hl=en&start=1&tbnid=_VX_pWe7CR5tVM:&tbnh=95&tbnw=143&prev=/images%3Fq%3Dlotus%2Bon%2Bwater%26gbv%3D2%26hl%3Den%26sa%3DG

http://images.google.com.my/imgres?imgurl=http://davesgarden.com/pics/jnana_1131504393_361_tn.jpg&imgrefurl=http://davesgarden.com/guides/pf/showimage/92323/&usg=__9oSF2s2PN2oCDJY0JLohRvKsZYA=&h=100&w=100&sz=4&hl=en&start=80&tbnid=oSz_Ngb68KypTM:&tbnh=82&tbnw=82&prev=/images%3Fq%3Dpong-pong%2Bfruit%26gbv%3D2%26ndsp%3D20%26hl%3Den%26sa%3DN%26start%3D60

http://images.google.com.my/imgres?imgurl=http://agungsmail.files.wordpress.com/2008/10/angsana.jpg&imgrefurl=http://agungsmail.wordpress.com/2008/10/15/51/&usg=__xq2i-ttt5bPiqFv3X3MzaMjNwV0=&h=225&w=225&sz=8&hl=en&start=5&tbnid=wpxg11po5tEf8M:&tbnh=108&tbnw=108&prev=/images%3Fq%3Dangsana%26gbv%3D2%26hl%3Den

http://images.google.com.my/imgres?imgurl=http://www.ars-grin.gov/npgs/images/sbml/Shorea_macrophylla_fruit.jpg&imgrefurl=http://www.ars-grin.gov/npgs/images/sbml/&usg=__YkUOj0YUNrHUS0B6LuiuQf0pGuw=&h=400&w=600&sz=119&hl=en&start=8&tbnid=6wclNiFHhqpo3M:&tbnh=90&tbnw=135&prev=/images%3Fq%3Dshorea%26gbv%3D2%26hl%3Den%26sa%3DG

http://images.google.com.my/imgres?imgurl=http://www.reallynatural.com/pictures/cotton.jpg&imgrefurl=http://www.reallynatural.com/archives/business/monsantos_genetically_modified.php&usg=__a1PFZQvP5VeZQG6CeqTKhwOuJK8=&h=300&w=300&sz=11&hl=en&start=1&tbnid=o2l93E9qYfzxIM:&tbnh=116&tbnw=116&prev=/images%3Fq%3Dcotton%26gbv%3D2%26hl%3Den%26sa%3DG

http://images.google.com.my/imgres?imgurl=http://bp3.blogger.com/_XFFGBGOq8O8/RjwtDuFzlpI/AAAAAAAAACE/4R-REqPPZvE/s400/lallang.JPG&imgrefurl=http://mountain-n-sea.blogspot.com/2007/05/khatib-bongsu-again.html&usg=__OQ8faIGnAr-lvzHQD41vnCN-XbY=&h=400&w=266&sz=38&hl=en&start=1&tbnid=ouT8kbQarwhEZM:&tbnh=124&tbnw=82&prev=/images%3Fq%3Dlallang%26gbv%3D2%26hl%3Den

Science Module

WatermelonTembikai

MimosaSemalu

LovegrassKemucup

have smells. Our seed is also hard.

Kami dipencarkan oleh haiwan kerana kami mempunyai warna yang terang, berisi, boleh dimakan dan mempunyai bau. Biji benih kami juga keras.

We are also dispersed by animal because have hooks that can be attached to animals.

Kami juga dipencarkan oelah haiwan kerana kami mempunyai cangkuk yang boleh melekat kepada haiwan

Flame of forestSemarak api

BalsamKeembung

OkraBendi

Rubber seedBiji getah

We dispersed by explosive mechanism because we dry up when we ripe and burst to push the seeds out from the fruits.

Kami dipencarkan melalui mekanisma letupan kerana buah kami menjadi kering apabila masak ranum dan seterusnya meletup dan biji benih kami terpelanting keluar.


FOOD CHAIN AND FOOD WEBRANTAI MAKANAN DAN JARINGAN MAKANAN

ANIMALHAIWAN

MARKS

20

http://images.google.com.my/imgres?imgurl=http://www.canadianfruit.com/images/melon-watermelon.gif&imgrefurl=http://www.canadianfruit.com/melons.html&usg=__QZ2Vc1vmRAZwVmuU5iYMXJonv1M=&h=240&w=240&sz=36&hl=en&start=31&tbnid=d4k0uYjhHCnW-M:&tbnh=110&tbnw=110&prev=/images%3Fq%3Dwatermelon%26gbv%3D2%26ndsp%3D20%26hl%3Den%26sa%3DN%26start%3D20

http://images.google.com.my/imgres?imgurl=http://static.zooomr.com/images/2601770_ea3ee70467.jpg&imgrefurl=http://xenogere.com/2007/06/&usg=__xJnWSMQ4nys8Zpu3c0Ax9YxLDJE=&h=357&w=500&sz=108&hl=en&start=10&tbnid=-fviIYAWUKTKaM:&tbnh=93&tbnw=130&prev=/images%3Fq%3Dmimosa%2Bplant%26gbv%3D2%26hl%3Den

http://images.google.com.my/imgres?imgurl=http://www.bestlangroup.com.au/Mango%25201.JPG&imgrefurl=http://www.bestlangroup.com.au/&usg=__PH2Ko05PY8SShHytzI_29RvjIb4=&h=798&w=1152&sz=45&hl=en&start=3&tbnid=wdqTraqAFmHvlM:&tbnh=104&tbnw=150&prev=/images%3Fq%3Dmango%2Bfruit%26gbv%3D2%26hl%3Den

http://images.google.com.my/imgres?imgurl=http://www.threatsummary.forestthreats.org/images/threats/Weeping_Lovegrass_263.jpg&imgrefurl=http://threatsummary.forestthreats.org/threats/threatSummaryViewer.cfm%3FthreatID%3D306&usg=__sN9pUy3NH7xAyeuVcwLQQ949A48=&h=639&w=462&sz=99&hl=en&start=19&tbnid=OiNEk8JDML-NTM:&tbnh=137&tbnw=99&prev=/images%3Fq%3Dlovegrass%26gbv%3D2%26hl%3Den%26sa%3DG

http://images.google.com.my/imgres?imgurl=http://farm3.static.flickr.com/2368/2095124268_c07dc3c304.jpg&imgrefurl=http://www.flickr.com/groups/a-class/discuss/72157594388419852/page3/&usg=__Ar2DcKkg6FUSwNSxJ4-2xz72D7A=&h=334&w=500&sz=104&hl=en&start=33&tbnid=0b3cLgQE1DLcpM:&tbnh=87&tbnw=130&prev=/images%3Fq%3Dflame%2Bof%2Bthe%2Bforest%26gbv%3D2%26ndsp%3D20%26hl%3Den%26sa%3DN%26start%3D20

http://images.google.com.my/imgres?imgurl=http://www.nonnativespecies.org/pics/Himalayan_Balsam2.jpg&imgrefurl=http://www.nonnativespecies.org/01_Fact_File/05_Fact_Sheets/Himalayan_Balsam.cfm%3Ftvk%3DNBNSYS0000003189&usg=__uW2bCazRm_HiD-4EL61_fQclfM0=&h=375&w=315&sz=25&hl=en&start=22&tbnid=MeDx48QjEIwVrM:&tbnh=122&tbnw=102&prev=/images%3Fq%3Dbalsam%26gbv%3D2%26ndsp%3D20%26hl%3Den%26sa%3DN%26start%3D20

http://images.google.com.my/imgres?imgurl=http://www.mir.com.my/rb/photography/companies/nikon/nikkoresources/AFNikkor/AF35105mm/rubberseedsC.JPG&imgrefurl=http://www.mir.com.my/rb/photography/companies/nikon/nikkoresources/AFNikkor/AF35105mm/index1.htm&usg=__CC-t9YWFZzOSo1zF8C1B3bfqfjc=&h=548&w=730&sz=74&hl=en&start=1&tbnid=-ZvSIKBTgoEIaM:&tbnh=106&tbnw=141&prev=/images%3Fq%3Drubber%2Bseed%26gbv%3D2%26hl%3Den%26sa%3DG

http://images.google.com.my/imgres?imgurl=http://www.fruits-vegetables-spices.com/lagre_vegetables/baby_okra.jpg&imgrefurl=http://porterfield.wordpress.com/2007/12/29/you-dont-have-to-be-southern-to-like-okra/%3Freferer%3Dsphere_related_content/&usg=__TNUOGsadqn_PAHWAgC6MpsTLBM0=&h=278&w=245&sz=19&hl=en&start=21&tbnid=78Ka4IuKVqGpCM:&tbnh=114&tbnw=100&prev=/images%3Fq%3Dokra%26gbv%3D2%26ndsp%3D20%26hl%3Den%26sa%3DN%26start%3D20

http://images.google.com.my/imgres?imgurl=http://howtoteachenglishonline.com/images/blog/sun_cartoon.jpg&imgrefurl=http://howtoteachenglishonline.com/blog/2009/02/&usg=__yq4mvRLjZbMH2lRempzq9hZWyns=&h=193&w=216&sz=11&hl=en&start=2&tbnid=1fQfD1wtV9_ACM:&tbnh=96&tbnw=107&prev=/images%3Fq%3Dsun%2Bcartoon%26gbv%3D2%26hl%3Den

Science Module

bottombawah

treespokok

sunmatahari

grassrumput

chainrantai

Plants such as grass and trees are at the bottom of the food chain. Plants get their energy from the sun. Tumbuhan seperti rumput dan pokok adalah di bahagian bawah rantai makanan. Tumbuhan mendapat tenaga daripada matahari.

deerrusa

herbivoresherbivor

rabbitsarnab

carnivoreskarnivor

Animals such as deer and rabbits get their energy by eating plants. They are called herbivores, which means 'plant eaters.' There are many more herbivores on our planet than carnivores, which are animals that eat meat.Haiwan seperti rusa dan arnab mendapat tenaga dengan memakan tumbuh-tumbuhan. Mereka dikenali sebagai herbivor, yang bermaksud ‘makan tumbuhan.’ Terdapat banyak herbivor daripada karnivor iaitu haiwan yang makan daging di planet kita

predatorspemangsa

huntmemburu

preymangsa

topatas

lionssinga

Predators such as wolves and lions are at the top of the food chain. Predators are animals that hunt other animals. The animals that they hunt are called prey. Some animals are both predator and prey.Pemangsa seperti serigala dan singa adalah di bahagian atas rantai makanan. Pemangsa adalah haiwan yang memburu haiwan lain. Haiwan yang diburu dikenali sebagai mangsa. Sesetengah haiwan adalah kedua-duanya; pemangsa dan mangsa.

connectedberhubung

energytenaga

webjaringan

morelebih

Most animals belong to more than one food chain, which means many food chains are connected together. Many food chains together form a food web. The food web shows how the sun's energy moves from plants to animals to animals. Kebanyakan haiwan mempunyai lebih daripada satu rantai makanan, iaitu banyak rantai makanan dihubung bersama. Rantai makanan berhubung bersama membentuk jaringan makanan. Jaringan makanan menunjukkan bagaimana matahari memindahkan tenaganya kepada tumbuhan dan seterusnya daripada tumbuhan kepada haiwan.


Science Module



Questions 1 – 20

1. Microorganisms are...Mikroorganisma adalah …

A small living things that can be seen with the naked eye. benda hidup yang kecil boleh dilihat dengan mata kasar.


MARKS

20

Science Module

B very tiny living things that cannot be seen with the naked eye. benda hidup yang sangat halus tidak boleh dilihat dengan mata kasar.

2. Which of the following is a microorganism?Antara berikut yang manakah mikroorganisma?

A B

3. Aisyah makes dough by mixing the following ingredients. Aishah membuat adunan dengan mencampurkan dengan bahan berikut

After 20 minutes, the dough rises. This is because… Selepas 20 minit , adunan menaik. Ini disebabkan ……

A the yeast dies. yis itu mati.

B the yeast grows.yis itu membesar

4. The picture below shows the condition of a slice of mouldy bread after a number of days.

Gambar di bawah menunjukkan keadaan sekeping roti yang berkulat selepas beberapa hari.


Flour, warm water, dried yeast, sugarTepung, air suam, yis kering , gula

Science Module

After 1 day After 5 days After 9 days After 12 days Selepas 1 hari Selepas 5 hari Selepas 9 hari Selepas 12 hari

What conclusion can be drawn from the observation of the condition of the bread? Apakah kesimpulan yang boleh diperolehi daripada pemerhatian keadaan roti?

A The mould grows. B The mould moves. Kulat membesar Kulat bergerak.

5. The diagram below shows an observation of a microorganism under a microscope.Gambarajah menunjukkan satu pemerhatian terhadap microorganism di bawah

mikroskop.

The above observation shows that… Pemerhatian di atas menunjukkan ……

A the microorganism breathes. mikroorganisa bernafas

B the microorganism moves.mikroorganisma bergerak.

6. The picture below shows a rotten orange. X is a type of microorganism that grows on the orange.

Gambar di bawah menunjukkan oren yang telah busuk. X ialah sejenis mikroorganisma yang tumbuh di atas oren.


X

Science Module

What is microorganism X? Apakah mikroorganisma X ?

A Virus B Bacterium

Virus Bakteria 7. Microorganisms are used in making…

I tapai.tapai

II tempeh.tempeh

III natural fertilizers. baja asli

A I and II only B I, II and III

8. The picture below shows that rice which has been left in a plate for a few days has turned bad.

Gambar menunjukkan sepinggan nasi yang telah dibiarkan beberapa hari bertukar menjadi basi.

rice nasi

Day 1 Day 5 Hari 1 Hari 5

The rice has turned bad because… Nasi menjadi basi kerana ………..

A it was not properly cooked. ia tidak cukup masak

B it has been spoiled on by microorganisms. ia telah dirosakkan oleh mikroorganisma

9. Which of the following animals takes care of its eggs? Haiwan manakah diantara berikut yang menjaga telurnya?

A B


Science Module

10. The picture below shows a frog laying eggs in water. Gambar berikut menunjukkan seekor katak bertelur di dalam air.

After laying eggs, what will the frog do? Selepas bertelur, apakah yang akan dilakukan oleh katak?

A Iwill build a nest. Ia akan membuat sarang

B It will leave the eggs. Ia akan meninggalkan telurnya.

11. The picture below shows the seed of a plant. Gambar di bawah menunjukkan satu biji benih tumbuhan.

Which of the following seeds is dispersed in the same way as the seed shown above?

Manakah diantara biji benih di bawah mempunyai cara penyebaran yang sama seperti gambarajah di atas. A B

12. The diagram below shows a food chain. Gambarajah di bawah menunjukkan satu rantai makanan.


Science Module

Which of the following animals can X be? Manakah diantara haiwan berikut adalah X?

I A grasshopper Belalang

II A bird Burung

III A caterpillar Ulat Beluncas

A I and II only

B I and III only

13. Which of the following food chains is not correct? Manakah diantara rantai makanan di bawah adalah salah?

A Grass Horse Tiger Rumput Kuda Harimau

B Flowers Butterfly Snake Eagle Bunga Rama-rama Ular Helang

14. The diagram below shows a food chain in a habitat.Gambarajah menunjukkan satu rantai makanan di dalam satu habitat.


X

Science Module

What will happen if all the deer are hunted and killed by humans?Apakah yang akan berlaku jika rusa diburu dan dibunuh oleh manusia?

A The number of plants will decrease Bilangan tumbuhan akan berkurang

B The number of tigers will decreaseBilangan harimau akan berkurang

15. The diagram below shows a food web. Gambarajah di bawah menunjukkan satu siratan makanan.

The carnivores in the food web are…Haiwan Karnivor di dalam siratan makanan ini adalah.....

A the tiger and the rabbit.Harimau dan Arnab

B the eagle and the tiger. Helang dan Harimau

16 The diagram below shows a food web in a pond. Gambarajah menunjukkan satu siratan makanan di dalam sebuah kolam.


Science Module

How many food chains can be found in the food web? Berapakah rantai makanan yang terdapat di dalam siratan makanan ini?

A 2 B 3

17 The diagram below shows a food web.Gambarajah menunjukkan satu siratan makanan.

Which of the following food chains is not in the food web? Manakah diantara rantai makanan berikut tidak terdapat di dalam siratan makanan di atas?

A Plant Deer TigerTumbuhan Rusa Harimau

B Plant Mousedeer Deer Tumbuhan Kancil Rusa

18. Which of the following about a food chain is correct? Manakah antara berikut benar tentang rantai makanan?

A The process of producing food Proses menghasilkan makanan


Plant Tumbuhan

MousedeerKancilDeer

Rusa

PythonUlar Sawa

TigerHarimau

Science Module

B The food relationship between living things Hubungan makanan antara hidupan.

19 Based on the above information, the correct food chain is… Berdasarkan maklumat di atas, rantai makanan yang betul ialah….

A grasshopper leaves eagle chicken belalang daun helang ayam

B leaves grasshopper chicken eagle daun Belalang Ayam Helang

20. P, Q, R and S in the diagram below are animals found in a food web. P, Q, R dan S adalah haiwan yang terdapat di dalam rantai makanan.

Which animal is a carnivore? Manakah haiwan karnivor?

A P B Q


A grasshopper eats leaves.Belalang makan daun.A chicken eats grasshoppers.Ayam makan belalangAn eagle eats chickens.Helang makan ayam.

P

Q

R

S

PlantTumbuhan

Science Module



Questions 1 – 20


A living things that live in water. benda hidup itu hidup di dalam air.


MARKS

20

Science Module

B small living things that can be seen with the naked eye. benda hidup yang kecil boleh dilihat dengan mata kasar.

C very tiny living things that cannot be seen with the naked eye. benda hidup yang sangat halus tidak boleh dilihat dengan mata kasar.


A B C

3. Aisyah makes dough by mixing the following ingredients. Aishah membuat adunan dengan mencampurkan dengan bahan berikut

After 20 minutes, the dough rises. This is because… Selepas 20 minit , adunan menaik. Ini disebabkan ……

A the yeast grows. yis itu membesar

B the yeast moves. yis situ bergerak

C the yeast breathes. yis situ bernafas.

4. The picture below shows the condition of a slice of mouldy bread after a number of days.

Gambarajah di bawah menunjukkan keadaan sekeping roti yang berkulat selepas beberapa hari.


Flour, warm water, dried yeast, sugarTepung, air suam, yis kering , gula

Science Module

After 1 day After 5 days After 9 days After 12 days Selepas 1 hari Selepas 5 hari Selepas 9 hari Selepas 12 hari

What conclusion can be drawn from the observation of the condition of the bread? Apakah kesimpulan yang boleh diperolehi daripada pemerhatian keadaan roti?

A The mould breathes. C The mould grows. Kulat bernafas Kulat membesar

B The mould moves. Kulat bergerak.

5. The diagram below shows an observation of a microorganism under a microscope.Rajah menunjukkan satu pemerhatian terhadap microorganism di bawah mikroskop.


A the microorganism eats. C the microorganism excretes. mikroorganisma makan mikroorganisma berkumuh

B the microorganism moves. mikroorganisma bergerak.

6. The picture below shows a rotten orange. X is a type of microorganism that grows on the orange.

Gambarajah di bawah menunjukkan sebiji limau yang telah busuk. X ialah sejenis mikroorganisma yang tumbuh di atas buah limau itu..


X

Science Module


A Mite B Virus C Fungus Kutu Virus Kulat

7. Microorganisms are used in making… Mikroorganisma digunakan untuk membuat …..

I tapaitapai

II tempeh.tempeh

III natural fertilizers. baja asli

A I and II only C I, II and III

B I and III



rice


Science Module

nasi

Day 1 Day 5

Hari 1 Hari 5The rice has turned bad because…

Nasi menjadi basi kerana ………..

A it was not properly cooked. ia tidak cukup masak

B it has been spoiled on by microorganisms. ia telah dirosakkan oleh mikroorganisma

C it has been eaten by ants and flies.ia telah dimakan oleh semut dan lalat.

9. Which of the following animals takes care of its eggs? Manakah antara haiwan berikut menjaga telurnya?

A B C

10. The picture below shows a frog laying eggs in water. Gambar menunjukkan seekor katak bertelur di dalam air.


Science Module

After laying eggs, what will the frog do?Selepas bertelur, apakah yang akan dilakukan oleh katak itu?

A It will build a nest. C It will leave the eggs.Ia akan membuat sarang. Ia akan meninggalkan telurnya.

B It will hatch the eggs.Ia akan mengeramkan telurnya.



Manakah diantara biji benih di bawah mempunyai cara penyebaran yang sama seperti gambarajah di atas. A B C

12. The diagram below shows a food chain. Gambarajah di bawah menunjukkan satu rantai makanan.


X

Science Module

Which of the following animals can X be? Manakah diantara haiwan berikut adalah X?


II A bird Burung



B I and III only

13. Which of the following food chains is not correct? Manakah diantara rantai makanan di bawah adalah salah?

A Grass Horse Tiger Rumput Kuda Harimau

B Leaves Worm Fish BeaverDaun Cacaing Ikan Memerang

C Flowers Butterfly Snake Eagle Bunga Rama-rama Ular Helang



Science Module




C The number of plants will not change Bilangan tumbuhan tidak berubah

15. The diagram below shows a food web. Gambarajah di bawah menunjukkan satu siratan makanan.


A the tiger and the rabbit. C the eagle and the deer.harimau dan arnab helang dan rusa.

B the eagle and the tiger. helang dan harimau

16. The diagram below shows a food web in a pond. Gambarajah menunjukkan satu siratan makanan di dalam sebuah kolam.


Science Module


A 3 B 2 C 4

17 The diagram below shows a food web.Gambarajah menunjukkan satu siratan makanan.




C Plant Mousedeer Tiger Tumbuhan Rusa Harimau



B The food relationship between living things


Plant Tumbuhan

MousedeerKancilDeer

Rusa

PythonUlar Sawa

TigerHarimau

Science Module

Hubungan makanan antara hidupan.

C The use of food in animals Makanan yang digunakan oleh haiwan

19. Based on the above information, the correct food chain is… Berdasarkan maklumat di atas, rantai makanan yang betul ialah….

A grasshopper leaves eagle chicken Belalang daun helang ayam

B leaves grasshopper chicken eagle Daun Belalang Ayam Helang

C leaves chicken grasshopper eagleDaun Ayam Belalang Helang




Q

Science Module

Which animal is a carnivore? Haiwan manakah adalah karnivor?

A P B R C S


P R

S

PlantTumbuhan

Science Module



Questions 1 – 20


A living things that have wings.


MARKS

20

Science Module

benda hidup yang mempunyai kepak

B living things that live in water. benda hidup itu hidup di dalam air.

C small living things that can be seen with the naked eye. benda hidup yang kecil boleh dilihat dengan mata kasar.

D very tiny living things that cannot be seen with the naked eye. benda hidup yang sangat halus tidak boleh dilihat dengan mata kasar.


A C

B D.

5. The diagram below shows an observation of a microorganism under a microscope.Gambarajah menunjukkan satu pemerhatian terhadap microorganism di bawah

Mikroskop.


Science Module


A the microorganism eats. C the microorganism excretes. mikroorganisma makan mikroorganisma berkumuh

B the microorganism moves. D the microorganism breathes. mikroorganisma bergerak. mikroorganisma bernafas

. 6. The picture below shows a rotten orange. X is a type of microorganism that grows on

the orange. Gambar di bawah menunjukkan oren yang telah busuk. X ialah sejenis

mikroorganisma yang tumbuh di atas oren.


A Mite C Fungus Kutu Kulat

B Virus D Bacteria Virus Bakteria

7 Microorganisms are used in making…Mikroorganisma digunakan untuk membuat

I tapai


X

Science Module

tapai.

II tempehtempeh

.III natural fertilizers.

baja asli

A I and II only C II and III




rice

nasi

Day 1 Day 5 Hari 1 Hari 5

The rice has turned bad because… Nasi menjadi basi kerana ………..

A it was not properly cooked. Ia tidak cukup masak

B it has been spoiled on by microorganisms. Ia telah dirosakkan oleh mikroorganisma

C it has been eaten by ants and flies.Ia telah dimakan oleh semut dan lalat.

D It has been place in closed container Ia telah diletakkan ke dalam bekad tertutup

9. Which of the following animals takes care of its eggs? Manakah antara haiwan berikut menjaga telurnya?


Science Module

A C

B D

10. The picture below shows a frog laying eggs in water. Gambar menunjukkan seekor katak sedang bertelur di dalam air.

After laying eggs, what will the frog do?Selepas betelur, apakah yang akan dilakukan oleh katak itu?

A It will build a nest. Ia akan membuat sarang

B It will hatch the eggs. Ia akah mengeramkan telurnya

C It will leave the eggs.

Ia akan meninggalkan telurnyaD It will take care of its eggs.

Ia akan menjaga telurnya.



Science Module


Manakah diantara biji benih di bawah mempunyai cara penyebaran yang sama seperti gambarajah di atas. A C.

B D

12. The diagram below shows a food chain. Gamabarajah di bawah menunjukkan satu rantai makanan.

Which of the following animals can X be? Manakah di antara haiwan berikut adalah X?


II A bird

Burung



B I and III only D l ll dan lll13. Which of the following food chains is not correct? Manakah diantara rantai makanan di bawah adalah salah?

A Grass Horse Tiger


X

Science Module

Rumput Kuda Harimau

B Leaves Worm Fish BeaverDaun Cacaing Ikan Memerang

C Flowers Butterfly Snake Eagle Bunga Rama-rama Ular Helang

D Spinach Grasshopper Frog Snake Bayam Belalang Katak Ular





C The number of plants will not change Bilangan tumbuhan tidak berubah

D The number of tiger increaseBilangan harimau bertambah

15. The diagram below shows a food web.Gambarajah di bawah menunjukkan satu siratan makanan.


Science Module


A the tiger and the rabbit. C the eagle and the deer.Harimau dan Arnab Helang dan Rusa.

B the eagle and the rabbit. D the eagle and the tiger. Helang dan Arnab Helang dan Harimau

16. The diagram below shows a food web in a pond. Gambarajah menunjukkan satu siratan makanan di dalam sebuah kolam.


A 3 C 4

B 2 D 5

17. The diagram below shows a food web.Gambarajah menunjukkan satu siratan makanan.


Plant Tumbuhan

Science Module




C Plant Mousedeer Tiger Tumbuhan Rusa Harimau

D Plant Deer PythonTumbuhan Rusa Ular Sawa



B The food relationship between living things Hubungan makanan antara hidupan.

C The use of food in animals Makanan yang digunakan oleh haiwan

D The breakdown of food in cells Penguraian makanan di dalam sel


MousedeerKancilDeer

Rusa

PythonUlar Sawa

TigerHarimau


Science Module

19. Based on the above information, the correct food chain is… Berdasarkan maklumat di atas, rantai makanan yang betul ialah….

A grasshopper leaves eagle chicken Belalang daun helang ayam

B leaves grasshopper chicken eagle Daun Belalang Ayam Helang

C leaves chicken grasshopper eagleDaun Ayam Belalang Helang

D eagle chicken grasshopper leaves Helang Ayam Belalang Tumbuhan


Which animal is a carnivore? Haiwan manakah adalah karnivor?

A P C S

B Q D R


P

Q

R

S

PlantTumbuhan

Science Module


Year 6


Science Module


GroupBerkumpulan

SolitaryBersendirian

Ants, lionsSemut, singa

Tigers, bearsHarimau, beruang

To avoid competition for food and spaceUntuk hindari persaingan mendapatkan

makanan dan ruang

For safety and foodUntuk keselamatan dan makanan

Group animals and solitary animalsHaiwan berkumpulan dan haiwan

bersendirian

1.1 Understanding that some animals live in group and others live in solitary Memahami bahawa sesetengah haiwan hidup berkumpulan dan selebihnya bersendirian

Interaction among living thingsInteraksi antara benda hidup

Science Module


Compete forBersaing untuk

Among animalsAntara haiwan

Among plantsAntara tumbuhan

INTERACTION AMONG LIVING THINGSInteraksi antara benda hidup

CompetitionPersaingan

FoodMakanan

WaterAir

MatePasangan

ShelterTempat

perlindungan

Space / territoryRuang / kawasan

Compete forBersaing untuk

SunlightCahaya matahri

WaterAir

SpaceRuang

MineralMineral

IntraspeciesIntraspesis

InterspeciesInterpesis

Competition between the same species

Persaingan di antara spesis yang sama

Competition between the different species

Persaingan di antara spesis yang berbeza

TypeJenis

1.2 Understanding that competition is a form of interaction among living things Memahami bahawa persaingan membentuk interaksi antara benda hidup

Science Module


Protecting endangered speciesMelindungi spesis yang

terancam


Understanding the responbility of human beings in protecting endangered species Memahami tanggungjawab manusia untuk melindungi spesis yang terancam

Extinct animalsHaiwan pupus

Dinosours, dodos

Dinosur, dodo

Endangered animals and plants

Haiwan dan tumbuhan yang terancam

Orang utan, tiger, Raflesia, pitcher plant

Orang utan, harimau, bunga pakma,pokok periuk kera

FactorsFaktor

Illegal or excessive loggingPembalakan haram atau berleluasa

HuntingPemburuan

DevelopmentPembangunan

Ways to preventCara untuk mencegah

CampaignKempen

Educating the publicMendidik orang awam

Enforcing lawKuat kuasa undang-undang

Science Module



Impact of human activitiesKesan daripada aktiviti manusia

Destructions of the environmentKemusnahan alam sekitar

ErosionHakisan

LandslidesRuntuhan

Flash floodsBanjir kilat

Water pollutionPencemaran air

ActivitiesAktiviti

Illegal and excessive loggingPembalakan haram dan berleluasa

Illegal and excessive huntingPemburuan haram dan berleluasa

Improper management of developmentKelemahan pengurusan pembangunan

1.4 Knowing the impact of human activities on environment Memaham kesan daripada aktiviti manusia ke atas alam sekitar

Air pollutionPencemaran udara

Science Module



Questions 1 – 20


MARKS

20

Science Module

1. Which of the following is a solitary animal?Yang mana berikut adalah haiwan yang hidup bersendirian?

A B

2. The following is a list of several animals.Berikut adalah senarai beberapa haiwan

P - Ants SemutQ- Baboons BabunR- Tigers HarimauS- Lions Singa

Which animals live in groups?Yang mana haiwan hidup berkumpulan?

A P, Q and S

B P, Q and R

3. Which of the following is done by animals that are solitary? Yang mana berikut dibuat oleh haiwan yang hidup bersendirian?

A Hunt for food togetherMemburu untuk makanan bersama.

B Mark their own territoriesMenanda kawasan mereka


Science Module

4. Diagram 2 shows male fighting fish in two containers.Rajah 2 menunjukan ikan laga jantan dalam dua bekas.

Diagram 2 Rajah 2

What will happen if the two fighting fish are placed in the same container?Apa akan berlaku jika dua ikan laga diletakkan di dalam bekas yang sama?

A The fighting fish fight each otherIkan laga bergaduh anatara satu sama lain.

B The fighting fish live togetherIkan laga itu hidup bersama-sama.

5. Diagram 3 shows two species of animals.Rajah 3 menunjukkan dua spesies haiwan.

Diagram 3

Which of the following about the above animals is true?Yang mana berikut mengenai haiwan-haiwan ini benar ?

A They live in groups.Mereka hidup dalam kumpulan.

B They compete for food.Mereka bersainguntuk mendapatkan makanan


Science Module

6. Below are information about the relationship between several animals.Di bawah adalah penerangan mengenai hubungan antara beberapa haiwan.

Based on the information above, which animals compete for food?Berdasarkan kenyataan di atas , haiwan manakah bersaing untuk mendapatkan makanan?I Chicken and eagle Ayam dan helangII Frog and chicken

Katak dan ayamIII Eagle and grasshopper

Helang dan belalang

A II only

B I and II only

7. Which of the following animals is already extinct?Yang mana berikut haiwan yang telah pupus?

A B


Grasshopper eat paddy leaves.Belalang makan daun padi.Chickens eat paddy.Ayam makan padi.Grasshoppers eaten by frog and chicken.Belalang dimakan oleh katak dan ayam.Chicken and frog eaten by eagle.Ayam dan katak dimakan oleh helang.

Science Module

8. Diagram 6 shows the situation in an area where logging has taken place..Rajah 6 menunjukkan keadaan di sebuah kawasan pembalakan.

Diagram 6

Which of the following are the effects of the activity if it is not controlled? Yang mana berikut kesan daripada aktiviti ini jika ia tidak dikawal?

I Extinction of animalsKepupusan haiwan

II Soil erosionHakisan tanah

III Air pollutionPencemaran air

A I and II only

B I and III only

9. Which of the following plants is an endangered epecies?Yang mana berikut tumbuhan yang terancam?

A

B


Science Module

10. Which of the following are reasons for animals to live in solitary? Yang mana berikut adalah alasan untuk haiwan hidup bersendirian?

I To avoid from being attacked Untuk mengelakkan daripada diserang

II To avoid sharing of food Untuk mengelakkan perkongsian makanan

III To avoid competition for space Untuk mengelakkan persaingan ruang.

IV To avoid being detected by its enemies. Untuk mengelakkan serangan daripada musuh.

A I and II only B II and III only

11. Animals that are solitary only come together for ...Haiwan yang hidup bersendirian hanya akan bersama untuk…..

A Mating.Pasangan

B Collecting food.Mengumpulkan makanan

12. Which of the following are not proper ways to get rid of waste materials ? Yang mana berikut bukan cara yang betul untuk membuang sisa bahan buangan?

I Reuse Guna semula

II Recycling Kitar semula

III Open burning Pembakaran terbuka

IV Dumping of toxic wastes into rivers Membuang sisa toksid ke dalam sungai.

A I and II only

B III and IV only


Science Module

13. Which of the following activities can prevent the destruction of natural habitat Yang mana berikut aktiviti yang boleh mengelakkan kemusnahan habitat semulajadi.

I Throw rubbish into rivers. Membuang sampah ke dalam sungai.

II Only old trees are cut down Memotong hanya pokok yang sudah tua.

III Build more building and roads. Menambah pembinaan dan jalan.

IV Enforcing laws to prevent illegal logging Menguatkuasa undang-undang untuk mengelakkan pembalakan haram.

A I and II only

B II and IV only

14. What is meant by extinction ? Apa maknanya kepupusan?

A A species which lives in groups. Spesies yang hidup dalam kumpulan.

B A species which can no longer be found on Earth. Spesies yang tidak akan dijumpai di dunia

15 Which animals shown below are already extinct? Yang mana haiwan berikut telah pupus?

A Zebra Kuda belang

B Dinosaur Dinasor


Science Module

16. Competition that occurs among these animals is most probably because of… Persaingan yang wujud diantara hidupan di atas kemungkinan berlaku akibat

A Limited source of food Sumber makanan terhad

B The need to reproduce Keperluan untuk membiak

17. Some chilies seedlings are put into a black box with a hole in its left side. After a few days the seedlings compete to get …….

Beberapa batang anak pokok lada diletakkan ke dalam sebuah kotak hitam yang di tebuk lubang di penjuru kirinya. Selepas beberapa hari , anak-anak pokok lada ini bersaing hebat untuk mendapatkan ...

A Water Air

B SunlightCahaya Matahari

18.

Diagram shows an endangered aquatic animals. Which of the statements are the cause of the situation?

Rajah menunjukkan hidupan air yang sedang diancam kepupusan. Antaraberikut, yang manakah menyebabkan keadaan ini ?

I. DeseasesWabak penyakit

II. Illegal huntingPemburuan haram

III. Water PollutionPencemaran air laut

IV. Lost in competitionTewas dalam persaingan

A I and II only


Science Module

B II and III only

19.SpeciesSpesis

Cause of ExtinctionPunca Kepupusan

WolfSerigala


ElephantGajah

TuskGading

LionSinga

FurKulit

RefflesiaBunga Pakma

HabitatHabitat

The information above shows the cause of extinction among some species. Which species are extinct because of humans activities?Maklumat dalam Jadual menunjukkan punca-punca kepupusanbeberapa spesies hidupan. Hidupan manakah yang semakin pupus akibataktiviti manusia ?

A Lion and Elephant Singa dan gajah

B Lion, Elephant and Reflessia Singa, gajah dan bunga pakma

20. The word conservation means.... Istilah pemuliharaan sesuai merujuk kepada

A To limit the logging activity Menghadkan aktiviti pembalakan

B To protect the species of plants from extinction Melindungi spesies tumbuhan daripada ancaman


Science Module



Questions 1 – 20


MARKS

20

Science Module


A B C

2. The following is a list of several animals.Berikut adalah senarai beberapa haiwan.

P -Ants SemutQ-Baboons BabunR-Tigers HarimauS-Lions Singa


A P and Q C P, Q and S

B P, Q and R


A Mark their own territoriesMenanda kawasan mereka

B Share their food with other animalsBerkongsi makan dengan haiwan lain

C Hunt for food togetherMemburu untuk makanan bersama.


Science Module


Diagram 2




C The fighting fish dieIkan laga mati.

5. Diagram 3 shows two species of animals.Rajah 3 menunjukkan dua spesies haiwan.

Diagram 3


A They hunt for food together.Mereka bersama memburu untuk mendapatkan makanan.

B They compete for food.


Science Module

Mereka bersaing untuk mendapatkan makanan

C They live in groups.Mereka hidup dalam kumpulan

6 Below are information about the relationship between several animals.Di bawah adalah penerangan mengenai hubungan antara beberapa haiwan.

Based on the information above, which animals compete for food?Berdasarkan kenyataan di atas , haiwan manakah bersaing untuk mendapatkan makanan?

I Chicken and eagleAyam dan helang

II Frog and chickenKatak dan ayam

III Eagle and grasshopperHelang dan belalang

A II only C I and III only

B I and II only


A C

B



Science Module

8 Diagram 6 shows the situation in an area where logging has taken place..Rajah 6 menunjukkan keadaan di sebuah kawasan pembalakan.

Diagram 6

Which of the following are the effects of the activity if it is not controlled? Yang mana berikut kesan daripada aktiviti jika tidak dikawal?





B I and III only

9. Which of the following plants is an endangered species?Yang mana berikut tumbuhan yang terancam?

A C

B


Science Module


I To avoid from being attacked Untuk mengelakkan daripada diserang

II To avoid from sharing of food Untuk mengelakkan perkongsian makanan

III To avoid from competition for space Untuk mengelakkan persaingan ruang.

IV To avoid from being detected by its enemies. Untuk mengelakkan serangan daripada musuh.

A II and III only

B I and II only

C II and IV only

11. Animals that are solitary only come together for ...Haiwan yang hidup bersendirian hanya datang bersama untuk…..

A Protection from danger.Perlindungan daripada bahaya

B Mating.Pasangan

C Collecting food.Mengumpulkan makanan


I Reuse Guna semula



IV Dumping of toxic wastes into rivers


Science Module

Membuang sisa toksid ke dalam sungai.

A I and II only C III and IV only

B I and IV only13. Which of the following activities can prevent the destruction of natural habitat Yang mana berikut aktiviti yang boleh mengelakkan kemusnahan habitat semulajadi.





A I and II only

B II and IV only

C III and IV only


A A species which is becoming rare. Spesies yang akan sukar dijumpai.

B A species which can no longer be found on Earth. Spesies yang tidak akan dijumpai di dunia.

C A species which is very dangerous to human beings. Spesies yang sangat berbahaya kepada manusia.

15. Which animals shown below are already extinct? Yang mana haiwan berikut telah pupus?

A Dinosaur Dinasor B Eagle Helang

C Giraffe Zirafah


Science Module


A Limited space to live C Limited food sources Ruang hidup terhad Sumber makanan yang sedikit


17. Some chilies seedlings are put into a black box with a hole in its left side. After a few

days the seedlings compete to get ……. Beberapa batang anak pokok lada diletakkan ke dalam sebuah kotak hitam yang di

tebuk lubang di penjuru kirinya. Selepas beberapa hari , anak-anak pokok lada ini bersaing hebat untuk mendapatkan ...

A Water C Air Air Udara

B SunlightCahaya Matahari

18.





III. Water Pollution


Science Module

Pencemaran air lautV. Lost in competition

Tewas dalam persaingan

A II and III only C II, III and IV only

B I and II only19.

SpeciesSpesis


WolfSerigala


ElephantGajah

TuskGading

LionSinga

FurKulit


HabitatHabitat

The information above shows the cause of extinction among some species. Which species are extinct because of humans activities?Maklumat dalam Jadual menunjukkan punca-punca kepupusanbeberapa spesies hidupan. Hidupan manakah yang semakin pupus akibataktiviti manusia ?

A Wolf and Elephant Serigala dan gajah

B Lion, Wolf and Elephant Singa, serigala dan gajah

C Lion, Elephant and Reflessia Singa, gajah dan bunga pakma


A limiting the logging activity menghadkan aktiviti pembalakan

B protecting the species of plants from extinction melindungi spesies tumbuhan daripada ancaman

C replanting the area after logging the log. menanam semula kawasan hutan yang telah ditebang pokoknya


Science Module




Science Module

Questions 1 – 20


A C

B D


MARKS

20

Science Module

2. The following is a list of several animals.Berikut adalah senarai beberapa haiwan

P - AntsSemut

Q - BaboonsBabun

R - TigersHarimau

S - LionsSinga


A P and Q C P, R and S

B P, Q and R D P, Q and S


A Hunt for food togetherMemburu untuk makanan bersama.

B Mark their own territoriesMenanda kawasan mereka

C Share their food with other animalsBerkongsi makan dengan haiwan lain.

D Cooperate with other animals for protectionBerkerjasama dengan haiwan lain untul perlindungan.


Science Module


Diagram 2




C The fighting fish dieIkan laga mati.

D The fighting fish leap out from the containerIkan laga melompat keluar dari bekas

5. Diagram 3 shows two species of animals. Rajah 3 menunjukkan dua spesies haiwan.

Diagram 3


A They live in groups.Mereka hidup dalam kumpulan.


Science Module

B They compete for food.Mereka bersainguntuk mendapatkan makanan

C They hunt for food together.Mereka bersama memburu untuk mendapatkan makanan.

D They fight their enemies together.Mereka bersama bergaduh terhadap musuh mereka.

6. Below are information about the relationship between several animals.Di bawah adalah penerangan mengenai hubungan antara beberapa haiwan.

Based on the information above, which animals compete for food?Berdasarkan kenyataan di atas , haiwan manakah bersaing untuk mendapatkan makanan?



Science Module

I Chicken and eagle Ayam dan helang

II Frog and chickenKatak dan ayam

III Eagle and grasshopperHelang dan belalang

A II only C I and III only

B I and II only D I, II, and III only


A C

B D

8. Diagram 6 shows the situation in an area where logging has taken place..Rajah 6 menunjukkan keadaan di sebuah kawasan pembalakan.

Diagram 6

Which of the following are the effects of the activity if it is not controlled? Yang mana berikut kesan daripada aktiviti jika tidak dikawal?


Science Module






9. Which of the following plants is an endangered epecies?Yang mana berikut tumbuhan yang terancam?

A C

B D


I To avoid being attacked Untuk mengelakkan daripada diserang

II To avoid sharing of food Untuk mengelakkan perkongsian makanan

III To avoid competition for space Untuk mengelakkan persaingan ruang.

IV To avoid being detected by its enemies. Untuk mengelakkan serangan daripada musuh.

A I and II only C II and IV only


Science Module

B II and III only D I, II and III only

11. Animals that are solitary only come together for ...Haiwan yang hidup bersendirian hanya datang bersama untuk…..

A Mating.Pasangan

B Collecting food.Mengumpulkan makanan

C Protection from danger.Berlindung daripada bahaya

D Feeding their young.Menjaga anaknya


I Reuse Guna semula



IV Dumping of toxic wastes into rivers Membuang sisa toksid ke dalam sungai.

A I and II only


Science Module

B I and IV only

C II and III only

D III and IV only

13. Which of the following activities can prevent the destruction of natural habitat Yang mana berikut aktiviti yang boleh mengelakkan kemusnahan habitat semulajadi.





A I and II only

B I and IIII only

C II and IV only

D III and IV only


A A species which lives in groups. Spesies yang hidup dalam kumpulan.

B A species which is becoming rare. Spesies yang akan sukar dijumpai.

C A species which can no longer be found on Earth. Spesies yang tidak akan dijumpai di dunia

D A species which is very dangerous to human beings. Spesies yang sangat berbahaya kepada manusia.

15. Which animals shown below are already extinct?


Science Module

Yang mana haiwan berikut telah pupus?

A Zebra C Giraffe Kuda belang Zirafah

B Eagle D Dinosaur Helang Dinasor


A Limited space to live Ruang hidup terhad


C Limited food sources Sumber makanan yang sedikit

D The need to beat each other Saling ingin menguasai antara satu sama lain

17. Some chilies seedlings are put into a black box with a hole in its left side. After a few days the seedlings compete to get …….

Beberapa batang anak pokok lada diletakkan ke dalam sebuah kotak hitam yang di tebuk lubang di penjuru kirinya. Selepas beberapa hari , anak-anak pokok lada ini bersaing hebat untuk mendapatkan ...

A Water C Air Air Udara

B Sunlight D Space Cahaya Ruang

18.


Science Module





III. Water PollutionPencemaran air laut

VI. Lost in competitionTewas dalam persaingan

A I and II only

B II and III only

C II, III and IV only

D I, II, III and IV

19.SpeciesSpesis


WolfSerigala


ElephantGajah

TuskGading

LionSinga

FurKulit


HabitatHabitat

The information above shows the cause of extinction among some species. Which species are extinct because of humans activities?Maklumat dalam Jadual menunjukkan punca-punca kepupusanbeberapa spesies hidupan. Hidupan manakah yang semakin pupus akibat


Science Module

aktiviti manusia ?

A Lion and Elephant Singa dan gajah

B Wolf and Elephant Serigala dan gajah

C Lion, Wolf and Elephant Singa, serigala dan gajah

D Lion, Elephant and Reflessia Singa, gajah dan bunga pakma


A To limit the logging activity Menghadkan aktiviti pembalakan

B To protect the species of plants from extinction Melindungi spesies tumbuhan daripada ancaman

C To replant the area after logging the log. Menanam semula kawasankawasan hutan yang telah ditebang pokoknya

D To build up the permanent forest reserve and recreation areas. Mewujudkan hutan-hutan simpan dan kawasan rekreasi


Science Module

MENYIASAT DAYA DAN TENAGAYear 4


Science Module


Science Module


1.7 Standard units Unit seragam

1.5 Mass Berat

1.6 Time Masa

1.2 Area Luas

1.3 Volume Isipadu

1.3 Solid Pepejal

1.4 Liquid Cecair

1.1 Understanding the measurement of length Memahami ukuran panjang

MeasurementUkuran

1.1 Length Panjang

Science Module


LengthPanjang

TerminologyIstilah

The distance between two points/ place / position Jarak di antara dua titik/tempat/kedudukan

Ways to measureCara menyukat

Measuring tape

Pita pengukur

CubitHasta

Arm spanDepaString

Tali

RulerPembaris

Standard ToolsAlat seragam

Measuring tape

Pita pengukur Ruler

Pembaris

UnitUnit

mmmm

cmsm

mm

kmkm

Correct techniqueTeknik yang betul

The eye must be directly above the end of object Mata mesti tepat pada bahagian bawah hujung benda

1.1 Understanding the measurement of length Memahami ukuran panjang

Science Module


1.2 Area Luas

Area is the amount of space taken up by the surface of an object. Luas ialah jumlah ruang yangdipenuhi pada permukaansesuatu objek

TerminologyIstilah

- Using square card with a sides of 1 centimetre Menggunakan kad segi empat dengan tepinya 1 sentimeter

Standard unitUnit piawai

- Square millimetre (mm2) Milimeter persegi (mm²)- Square centimetre (cm2) Sentimeter persegi (sm²)- Square metre (m2) Meter persegi (m²)- Square kilometre

1cm

1cm

Different ways to measure areaBerbeza cara untuk menyukat luas

- Using formula Guna rumus

Area = length X widthLuas = panjang X lebar

2cm

4cm

= 4cm X 2 cm = 8cm2

3cm

3cm

- by placing uniform objects such as tiles, books and stamps on the surface of the objects dengan meletakkan objek seperti jubin, buku dan setem pada permukaan objek

1.2 Understanding how to calculate area Memahami cara mengira luas

Science Module


VolumeIsipadu

TerminologyIstilah

The amount of space that something takes upJumlah ruang yang dipenuhi oleh sesuatu

1.3 Solid Pepejal

1.4 Liquid Cecair

FormulaRumus

Length x width x heightPanjang x lebar x tinggi

Standard UnitsUnit seragam

ToolsAlat

Measuring cylinderSilinder penyukat

ml, lml, l


a) taking the reading at the lowest part of the meniscus. mengambil bacaan pada bahagian paling rendah pada meniskusb) eyes must be at the same level as the lowest part of the meniscus mata mesti sama pada aras paling rendah pada meniskus

Standard UnitsUnit piawai

mm³, cm³, m³mm³, sm³, m³

1.2/1.3 Understanding how measure the volume of solid and liquid Memahami cara mengira isipadu pepejal dan cecair

Science Module


MassBerat

TerminologyIstilah

Amount of matter in an objectJumlah benda dalam objek

ToolsAlat

Electronic balanceNeraca elektronik

Beam balanceNeraca palang

Kitchen scalePenimbang dapur

Bathroom scalePenimbang berat

badan

Lever balanceNeraca tuas


Mgmg

gg

kgkg


1.5 Understanding how measure mass Memahami cara menyukat berat

Science Module


Time Masa

TerminologyIstilah

Duration between two event Tempoh antara dua ketika

Way to measureCara untuk mengukur

Sundial , sand clock , candle clockJam bayang, jam pasir, jam lilin

Process that repeats uniformly can be used to measure time Proses yang berulang secara sekata boleh digunakan untuk menyukat masa

swinging pendulum ayunan bandulpulse rate candle denyutan nadiwater dripping titisan airchanging day and night perubahan siang dan malam

ToolAlatan


Second , minute , hour Saat, minit, jam

Digital clock, watch, wrist watch Jam digital, jam, jam tangan

Old clockJam lama

Events can be used measuring timeKejadian boleh digunakan untuk menyukat masa

1.6 Understanding how to measure time Memahami cara mengukur masa

Science Module


The Importance of Standard Units Kepentingan unit yang piawai

for accuracy and consistency untuk tepat dan konsisten

easy to communicate and understanding mudah untuk memahami dan berkomunikasi

1.7 Realising importance of using standard units Menyedari kepentingan menggunakan unit yang piawai

Science Module

MEASUREMENT SONG


When I want to measure the length Then I use my hand 3x

When I want to measure the lengthThen I use my hand All are in my body parts

The arm span, cubit, foot and span Are the (parts that use 3xAll are in my body parts

Bila nak mengukur panjangsaya guna tangan 3x

Bila nak mengukur panjangsaya guna tangan Semuanya anggota badan

Depa, hasta,kaki dan jengkal Anggota yang (digunakan 3x Semua anggota badan

When I want to measure the lengthThen I use the tape 3x

When I want to measure the lengthThen I use the tapeAll are the unit use

The milimetre, centimetre, metre, and kilometre are (the unit use 3xAll are in standard unit

Bila nak mengukur panjangSaya guna pita 3x

Bila nak mengukur panjangSaya guna pita 3xInilah unitnya

Milimeter, sentimeter, meter, dan kilometerUnit yang (digunakan 3xSemua unit piawai

When I want to measure the massThen I use the tools 3x

The milligram and gram and the kilogram 3xAll are the unit use

The beam and lever balance, kitchen and the bathroom scale 3xAll are to measure mass

Bila nak mengukur jisimSaya guna alat 3x

Miligram dan gram dan kilogram 3xInilah unitnya

The beam and lever balance, kitchen and the bathroom scale 3xSemua ‘tuk mengukur berat

Unit 4/Lesson 1Measuring Length/Mass Defense Of Plants

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Science Module

THE STORY OF TIMECERITA TENTANG MASA

Galileo Galilei was the first person to use events that repeat uniformly to measure time such as the pendulum clock. From then onwards, the wall clock and modern clock were invented.

Galileo Galilei merupakan orang pertama menggunakan peristiwa yang berulang secara seragam untuk mengukur masa seperti jam bandul. Daripada situ, jam dinding dan jam moden telah dicipta.

Sand Clock Sundial Clock Candle Clock

Ancient Clocks

Wall clock Stop Watch Watch

Modern Clock


Unit 4/Lesson 6Measuring Time

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Science Module

INVESTIGATING FORCE & ENERGY YEAR 4

Menyiasat Daya dan Tenaga Tahun 4

Questions 1 – 20


MARKS

20

Science Module




Science Module

Questions 1 – 20




MARKS

20

Science Module

Questions 1 – 20


MARKS

20

ENERGYTENAGA

INVESTIGATING FORCE AND ENERGYMenyiasat Daya dan Tenaga

The Uses of Energy Kegunaan Tenaga

Why energy is needed?

Mengapa tenaga diperlukan

by living things to carry out life processes. Ex : moving, breathing, growing bergerak,bernafas membesar

The Sources of EnergySumber-sumber Tenaga

main source of energy sumber utama tenaga- produces light and heat menghasilkan cahaya dan haba

food contains stored energymengadungi tenaga tersimpan

SunMatahari

Moving air Udara bergerakUsed to pump water Mengepam air,

to move, boil, melt, or bounce non-living things menggerakkan ,didih,cair atau melantun benda bukan hidup

wood, coal, petroleum, natural gasKayu, petrol,gas asli

moving or falling water produce energyAir yang bergerakMenghasilkan tenaga

Foodmakanan

WindAngin

FuellBahan

api

BatteriesBateri

Waterair

Device that generated electrical energyfrom chemical energyAlat yang menghasilkan tenaga elektrik daripada tenaga kimia

1.1 Understanding the uses of energy Menyedari kegunaan tenaga

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Science Module


Science Module


Energy can be transformed from one form to anotherTenaga boleh berubah dari satu bentuk kepada bentuk lain.

Form of energyBentuk Tenaga

Sound energyTenaga bunyi

Heat energyTenaga Haba

Light energyTenaga Cahaya

Electrical energyTenaga Elektrik

Kinetic energyTenaga Kinetik

Chemical energyTenaga Kimia

Potential energyTenaga Keupayaan

Energy can be transformedTenaga boleh diubahkan

a) lighting a candle/Nyalaan lilinChemical energy heat energy + light energyTenaga kimia Tenaga haba + Tenaga Cahaya b) Kicking a ball / Menendang bolaChemical energy kinetic energy heat energy Tenaga kimia Tenaga Kinetik Tenaga haba

Example of appliance that make use of energy transformation.

Contoh alatan yang menggunakan perubahan tenaga

a) Electric iron / Seterika elektrik Electrical energy heat energy Tenaga elektrik Tenaga habab) Radio Electrical energy sound energy Tenaga elektrik Tenaga bunyic) Television Electrical energy sound energy + light energy Tenaga elektrik Tenaga bunyi + tenaga cahaya

1.2 Understanding that energy can be transformed from one form to another Memahami bahawa tenaga boleh berubah dari satu bentuk ke bentuk yang lain

Science Module


Renewable and Non-renewable EnergyTenaga yang boleh diperbaharui danTidak boleh diperbaharui

Renewable energyTenaga yang boleh

diperbaharui

Energy that cannot

be replacedTenaga yang

tidakboleh diganti

Resources –solar, wind ,biomassfuel,waterSumber- Matahari, angin,minyak,air,biomass

Non-renewable energyTenaga yang tidak boleh diperbaharui

Energy that be replenished when it is used upTenaga yang boleh diganti

Resources -natural gas,petroleum,coal Sumber – gas asli,petroleum, arang.

Use energy wiselyGunakan tenagadengan bijak

How to save energyBagaimana

menjimatkan tenaga

Some energy resources cannot be replenishedwhen used up.Sesetengah sumber tenaga tidak boleh diganti bila habis

To save costMenjimatkan kos

Avoid wastageMengelakkan pembaziran

Reduce pollutionMengurangkan pencemaran.

Turn off the television when no one watching it. Tutup TV jika tidak menonton.

Switch off the lights if

not in use.Tutup lampu jika

tidak mengunakannya.

1.3 Understanding renewable anad renewable energy Memahami tenaga yang boleh diperbaharui dan tidak boleh diperbaharui

Science Module


SourcesSumber

Dry cellSel Kering

AccumulatorSel Basah

DynamoDinamo

Solar cellTenaga Solar

2.1 Knowing the sources of electricity Mengetahui sumber elektrik

Science Module


Type of circuitJenis litar

NameNama

SymbolSimbol

Dry cellSel Kering

Connecting wireWayar penyambung

Switch / Suis

Bulb / Mentol

Symbol and componentSimbol dan komponen

Parallel circuit litar selari

Series circuit litar bersiri

DifferencesPerbezaan

The bulb in the parallel circuit is brighter then the bulb in the series circuit

Mentol dalam litar selari lebih terang daripada mentol dalam litar bersiri

2.2 Understanding a series circuit and a parallel circuit Memahami litar bersiri dan litar selari

Science Module


PrecautionsLangkah

keselamatan

Danger of mishandling electrical appliancesBahaya kecuaian mengendali peralatan elektrik

Fire Api

Burn Bakar

Electric shockKejutan elektrik

ElectrocutionRenjatan elektrik

Safety precautions to be taken when using appliancesLangkah-langkah keselamatan ketika mengunakan peralatan

Do not touch electrical appliances with wet handJangan sentuh alatan elektrik dengan tangan basah

Do not repair electrical appliances on your ownJangan baiki alatan elektrik jika tidak tahu.

Understanding the safety precautions to be taken when handling electricl appliances Memahami langkah pencegahan yang perlu diambil semasa menggunakan peralatan elektrik

Science Module


3.1 Understanding that light travels in a straight line Memahami bahawa cahaya bergerak dalam satu garis lurus

LightCahaya

Travels in straight lineCahaya bergerak dalam satu garis lurus

search light from helicoptercahaya dari helikopter pencari

provebukti

the beam of light from motorcyclealur cahaya dari motosikal

the beam of light from lighthousealur cahaya dari rumah api

the ray of Sun,passing through ahole in the roofalur cahaya Matahari melalui lubang atap rumah

How shadow is formedBagaimana bayang-bayang

terbentuk

When light is completely or partially blocked by an

opaque objectBila cahaya disekat

sepenuhnya atau separuh oleh objek legap

Shadow formObjek terbentuk

Opaque objectObjek legap

Light Cahaya

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Science Module


LightCahaya

Can be reflectedBoleh dipantulkan

How ?Bagaimana?

Uses of reflectionKegunaan pantulan

Side mirror of a carCermin sisi kereta

Periscope Kaleidoscope

The light that falls on objects ‘bounces off’ the objects and comes to your eyesCahaya yang jatuh ke atas objek melantunkannya ke dalam mata

mirror/ cermin

3.2 Understanding that light can be reflected Memahami cahaya boleh dipantulkan

Science Module


Heat haba

GainDitambah

LossHilang

CoolerSejuk

Warmerpanas

How to measure temperature using the correct techniqueBagaimana untuk mengukur

suhu menggunakan cara yang betul

The effects of heat on matterKesan haba ke atas bahan

Matter expands when heated

Bahan mengembang bila

dipanaskan

Matter contract when cooled

Bahan mengecut bila sejuk

4.1 Understanding that temperature in an indicator of degree of hotness Memahami bahawa suhu adalah penunjuk darjah kepanasan

Thermometertermometer

Science Module

SUN WIND DRY CELL FUELS FOODMatahari Angin Sel kering Bahan baker Makanan

Chemical energy light energy + heat energy Tenaga kimia tenaga cahaya tenaga haba

Electrical energy light energy Tenaga elektrik tenaga cahaya

Electrical energy heat energy Tenaga elektrik tenaga haba

Electrical energy sound energy Tenaga elektrik tenaga bunyi

Electrical energy kinetic energy Tenaga elektrik tenaga kinetic


SOURCES OF ENERGYPUNCA-PUNCA TENAGA

FORMS OF ENERGYBENTUK-BENTUK TENAGA

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Science Module

DRY

CELL ACCUMULATOR DYNAMO SOLAR CELL HYDROELECTRICSel kering Dynamo Sel solar Hidroelekrik


SERIES CIRCUITLITAR SESIRI

SOURCES OF ELECTRICITYPUNCA-PUNCA ELEKTRIK

PARALLEL CIRCUITLITAR SELARI

ELECTRICITYELEKTRIK

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Science Module

( Song : This old man)

Light oh light Cahaya oh cahayaLight travels Cahaya boleh gerakLight travels in a straight line Cahaya bergerak lurusLight travels in a straight line Cahaya bergerak lurusTherefore it can form shadow Ia membentuk bayang

Light oh light Cahaya oh cahayaLight reflects Cahaya boleh pantulLight can be reflected Cahaya boleh dipantulkanLight can be reflected Cahaya boleh dipantulkanCan see image in mirror Boleh lihat dicermin


LIGHTCAHAYA

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Science Module



Questions 1 – 20


MARKS

20

Science Module




Science Module

Questions 1 – 20




MARKS

20

Science Module

Questions 1 – 20


MARKS

20

Science Module



Science Module


INVESTIGATING FORCE AND ENERGYMENYIASAT DAYA DAN TENAGA

FORCEDAYA

EffectsKesan

ConceptKonsep

A push or a pullTolak atau tarik

Can move a stationary objectBoleh gerakkan objek yang pegun

Cannot be seen but the effects can be feltTidak boleh dilihat tetapi boleh dirasa

Changes the shapes of an objectMengubah bentuk objek

An object become squeezed, stretched, bent, twisted or squashedObjek menjadi kemek, regang, bengkok,berpintal atau penyek

Changes the motion of an objectMengubah pergerakan objek

Stops a moving objectMemberhentikan objek yang bergerak

Changes the direction of a moving objectMengubah arah pergerakan objek yang bergerak

Makes an object move faster or slowerMenggerakkan objek lebih cepat atau perlahan

1.2 Understanding the effect of a force Memahami kesan daya

1.1 Understanding that push and pull are forces Memahami bahawa tolak dan tarik adalah daya

Science Module


FRICTIONGESERAN

Effects of frictionKesan geseran

Produces heatHasilkan haba

Opposes motionBerlawanan gerakan

Causes wear and tearMenyebabkan haus dan koyak

Slows down and stops a moving objectMemperlahankan dan memberhentikan objek yang bergerak

DisadvantagesKekurangan

AdvantagesKelebihan

Factors that affect frictionFaktor yang menyebabkan geseran

Condition of the surfaceKeadaan permukaan

Weight of the objectBerat objek

Ways to reduce frictionCara kurangkan geseran

Use rollers or marblesGuna penggelek atau guli

Smoothen surfacesPermukaan licin

Use oil, wax, grease, talcum powder, air cushionGuna minyak, pelicin, gris, bedak wangi, pak udara

1.3 Analysing friction Analisa geseran

Science Module


MovementPergerakkan

SpeedLaju

Calculation of speedPengiraan laju

How fast an object movesBerapa laju objek bergerak Formula :

Rumus

Seed = Distance TimeLaju = Jarak MasaA faster object travels

a longer distance in a given timeObjek yang lebih laju melalui jarak yang lebih panjang mengikut masa yang diberi

A faster object takes a shorter timeto travel a given distanceObjek yang laju mengambil masa yang singkatuntuk melalui jarak yang diberi

Units :● km/h km/j● m/s m/s● cm/s sm/s

2.1 Understanding speed Memahami laju

Science Module



Questions 1 – 20


MARKS

20

Science Module




Science Module

Questions 1 – 20


MARKS

20

Science Module

MENYIASAT ALAM BAHANYear 4


Science Module


Properties of materialsSifat bahan

InsulatorPenebat

Penebat

Float on waterTerapung atas air

Conduct electricityMengalirkan elektrik

Mengalirkan arus elektrik

metallogam

Conduct heatMengalirkan

haba

Sink in waterTenggelam dalam air

Light to pass throughCahaya boleh melaluinya

Cahaya melaluinya

Can be stretchBoleh diregangkan

woodkayu

stonebatu

rubber ringgelang getah

glasskaca

carbonkarbon

plastics plastik

metallogam

woodkayu

1.1 The properties of materials Sifat bahan

Science Module


Applying knowledge properties of materials in everyday lifeAplikasi pengetahuan sifat bahan dalam kehidupan seharian

Suggest ways to keep things hotCadangan untuk menyimpan

benda panas

Covered with insulatorsBalut dengan bahan penebat

Suggest ways to keep things coldCadangan untuk menyimpan benda

sejuk

hot thingbenda panas

cold thingbenda sejuk

to prevent heat lossuntuk menghalang kehilangan haba

prevent from absorbing heathalang daripada serap haba

1.2 Applying knowledge properties of materials in everyday life Aplikasi pengetahuan sifat bahan dalam kehidupan seharian

Science Module


Uses of materials based on their propertiesPenggunaan bahan berdasarkan kandungan

transparentlutsinar

glasskaca

glassesgelas

softlembut

woodkayu

tissuetisu

hardkeras

metallogam

spoonsudu

propertiessifat

materialsbahan

objectobjek

cheapmurah

easy to get senang didapati

strengthkuat

good qualitykualiti baik

1.3 Synthesising the knowledge about uses of materials based on their properties Sintesis pengetahuan mengenai penggunaan bahan berdasarkan kandungan

List of object and materials that they are made ofSenarai objek dan bahan yang dibuat daripada

Reason why particular materials are used to make an objectKeterangan mengapa bahan tertentu digunakan untuk membuat objek

Science Module


Natural materialsBahan semulajadi

Bahan semulajadi

Man-made materialsBahan buatan

Bahan buatan

woodkayu

metallogam

rubbergetah

cottonkapas

plasticsplastik

synthetic clothkain sintetik

glasskaca

State that man-made materials comes from natural materialsNyatakan bahan buatan berasal dari bahan semulajadi

reducingmengurangkan

reusingguna semula

recyclingkitar semula

public transportpengangkutan awam

plastic bagbeg plastik

bottlebotol

plasticsplastik

glasskaca

The importance of reuse, reduce and recycle of materialsKepentingan guna semula, pengurangan dan kitar semula bahan

Kepentingan guna semula, pengurangan dan kitar semula bahan

1.4 Knowing the importance of reuse, reduce and recycle Memahami kepentingan guna semula, pengurangan dan kitar semula bahan

Science Module


Rusting can be preventedPengaratan boleh dicegah

Different ways to prevent objects from rustingCara berbeza untuk menghalang objek

daripada berkarat

Coating with non rusting materials

Menyadurkan dengan bahan tidak berkarat

*paintcat*oil

minyak*grease

gris

The necessary to prevent rustingKeperluan mencegah pengaratan

*Everlasting LiveTahan lebih lama

*Save natural materialSelamatkan bahan asal

*Save costJimat kos

*Looking goodMencantikkan

*Conclusion; Rusting can be avoided by preventing iron contact with air and water.* Kesimpulan;Pengaratan boleh dihindarkan dengan menghalang ia bertindak balas dengan air dan udara

1.5 Understanding that some materials can rust Memahami sesetengah bahan boleh perkarat

Science Module


Rusting can be preventedPengaratan boleh dicegah

Rusty objects

Objek berkarat

Non rusty objectsObjek tidak berkarat

Object made of iron and steel

Objek yang diperbuat daripada besi

dan keluli

Object made of glass, plastic, wood, clay and silk

Objek yang diperbuat daripada kaca,plastik, kayu, tanah liat

dan sutera

*NailPaku

*SpoonSudu

*KnifePisau

*NeedleJarum

*GlassKaca

*BottleBotol

*CupCawan

*PencilPensil

1.6 Understanding the rusting can be prevented Memahami pengaratan boleh dicegah

Science Module

MATERIALS AROUND YOU

-The Properties Of Materials-


MATERIALS

WOOD RUBBER PLASTICGLASS

METALCOTTON

-Floats on water-Insulator

-Can absorbs water-Insulator

-Conducts electricity-Conducts heat-Conductor

-Allow light to pass through them-Insulator

-Can be stretched-Insulator

-Insulator

-Terapung di atas air-Penebat

-Boleh menyerap air -Penebat

-Mengalirkan elektrik-Mengalirkan haba-Konduktor

Membenarkan cahaya menembusinya-Penebat

-Boleh diregang-Penebat

-Penebat

Unit 5/Lesson 1,2, and 3Materials

Science Module

Opaque, Translucent and TranparentLegap, Lutsinar dan Lutcahaya


Wood Door(opaque)

Glass Door(Translucent)

Clear glass Door(Transparent)

I can’t see you.Saya tak nampak awak.

I can see you but not clear.Saya nampak awak tapi kurang jelas.

I can see you clearly.Saya nampak awak dengan jelas.

Unit 5/Lesson 4Fantastic materials

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SYNTHETCCLOTHKAINSINTETIK

Science Module

NATURAL AND MAN MADEBAHAN SEMULAJADI DAN BUATAN MANUSIA

NATURALMADE

MATERIALS

BAHAN SEMULAJADI

MAN-MADE MATERIALS

BAHAN BUATAN MANUSIA


RUBBERGETAH

SILKSUTERA

LEATHERKULIT

WOODKAYU

METALLOGAM

GLASSKACA

COTTONKAPAS

CLAYTANAHLIAT

FURBULU

PLASTICPLASTIK

NYLONNILON

RAYONRAYON

Unit 5/Lesson7Natural and Man made

Science Module

INVESTIGATING MATERIAL YEAR 4Menyiasat Alam Bahan Tahun 4

Questions 1 – 20


MARKS

20

Science Module


Questions 1 – 20


MARKS

20

Science Module



Science Module


SolidPepejal

LiquidCecair gas

has massmempunyai

berat

Properties of solidSifat-sifat pepejal

Properties of liquidSifat –sifat cecair

Properties of gasSifat-sifat gas

fixed volumeisipadu tetap

fixed shapebentuk tetap

has massmempunyai

berat

ExamplesContoh

WaterAir

MilkSusu Air

Udara

no permanent shapebentuk tidak tetap

fixed volumeisipadu tetap

Steamwap

WoodKayu

Stonebatu

can't fixed shapeTidak

mempunyai bentuk tetap

has massMempunyai

berat Can't fixed volumeIsipadu tidak tetap

can compressedboleh dimampatkan

1.1 Matter exist in the form of solid, liquid or gas Bahan wujud dalam bentuk pepejal,cecair atau gas

MatterBahan

Science Module


CHANGING STATES OF

WATERPerubahan

BentukAir gas – liquid

gas - cecair

liquid – gascecair - gas

liquid – gasCecair - gas

solid – liquidPepejal - cecair

MeltingPeleburan

BoilingPendidihan

EvaporationPenyejatan

CondensationKondensasi

FreezingPembekuan

1.2 Understanding that matter can change from one state to another Memahami bahawa benda boleh berubah bentuk dari satu ke bentuk yang lain

Science Module


The water cycle.The water cycle.Kitaran airKitaran air

Circulation of water in Circulation of water in the environment.the environment.Kitaran air dalam Kitaran air dalam

persekitaranpersekitaran

Formation of clouds Formation of clouds and rain. and rain.

Pembentukan awan dan Pembentukan awan dan hujanhujan

Importance of waterImportance of waterKepentingan air.Kepentingan air.

Changes in the states of Changes in the states of matter in the water cyclematter in the water cyclePerubahan bentuk bahan Perubahan bentuk bahan

dalam kitaran airdalam kitaran air

Liquid to gas (evaporation)Liquid to gas (evaporation)Cecair kepada gas Cecair kepada gas ( Penyejatan )( Penyejatan )

Droplets of water will Droplets of water will become bigger and heavier become bigger and heavier →→ rainTitisan air menjadi besar dan berat hujan

Evaporation Penyejatan

CondensationKondensasi

Gas → liquid (Condensation) Gas → liquid (Condensation) Gas Cecair Gas Cecair ( Kondensasi )( Kondensasi )

1.3 Understanding the water cycle Memahami kitaran air

Science Module


Importance of water resources.Kepentingan sumber air

To prevent living aquatic from being

destroyed and undergoing extinction

Untuk mengelakkan hidupan air musnah dan mengalami

kepupusan

Reasons to keep our water resources clean.

Sebab untuk mengekalkan

sumber air yang bersih

To ensure the cleanliness of water supply

Memastikan air yang bersih dibekalkan

To regulate the formation of clouds and rain

Untuk mengekalkan pembentukan

awan dan hujan

To avoid infected diseases

Mengelakkan penyakit berjangkit

Ways to keep our water resources clean

Cara mengekalkan sumber air bersih

Keep the rivers cleanJadikan sungai besih

Cleanliness campaignKempen kebersihan

1.4 Appreciating the importance of water resources Menghargai kepentingan sumber air

Science Module


The properties of acid, alkaline and neutral substances.

Ciri-ciri asid , alkali dan bahan nutral

Identify the taste of acidic and alkaline food.

Mengenal pasti rasa makanan yang berasid dan berakali

Identify acidic, alkaline and neutral substances using litmus paper.Mengenal pasti keasidan,alkali dan nutral bahan menggunakan kertas litmus

Conclude the properties of acidic, alkaline and neutral substances.Kesimpulan ciri-ciri bahan asid, alkali dan neutral .

Changes in colour of litmus papers

Menukarkan warna kertas litmus

blue to redbiru ke merah

red to bluemerah ke

biru

no changetidak

berubah

BitterPahit

Sourmasam

Properties of alkali

Ciri-ciri alkali

Properties of acidCiri-ciri

asid

Properties of neutral

substancesCiri-ciri bahan

neutral

Taste bitter & change red litmus

paper to blueRasa pahit dan

menukarkanKertas litmus

merah kepada biru

Taste sour & change blue litmus paper redRasa masam dan menukarkan kertas litmus merah

Other tastes – no changes in litmus

paperTidak menukarkan warna kertas litmus

Acid asid

Alkaline alkali

neutralneutral

2.1 Understanding the properties of acidic, alkaline and neutral substances Memahami sifat asid, alkali dan bahan neutral

Science Module


STATE OF MATTERKEADAAN BAHAN

Ali is eating an ice cream. After a while, the ice cream melt. Melting process changes solid to liquid.

Ali sedang makan ais krim. Selepas beberapa ketika, ais krim itu menjadi cair. Proses pencairan menukarkan pepejal kepada cecair.

Liquid

Solid

Abu feels like to drink cold water. He need some ice cubes. He put water in the freezer. Freezing turn solid to solid.

Abu ingin minum air sejuk. Dia perlukan ais batu. Dia masukkan air ke dalam peti sejuk. Proses pembekuan menukarkan cecair kepada pepejal.

Upin’s mother wants to boil some water. She knows that the water is boiling because it produces steam or water vapour. Boiling changes liquid to gas.

Ibu Upin ingin menjerang air. Dia tahu bahawa air itu sudah mendidih kerana terhasilnya wap air atau stim. Pendidihan menukarkan cecair kepada gas.

Ipin’s mother hangs clothe on the cloth line. After a while, the cloth dries. This is because evaporation process occurs. Evaporation turn liquid to gas.

Ibu Upin menjemur kain di ampaian.

Ah Seng forget to drink his ice lemon tea because his mother as him to go to the shop. When he went back, he saw many water droplets on the glass. Condensation turn gas to liquid.

Ah Seng terlupa untuk minum airnya kerana ibunya menyuruhnya ke kedai. Setelah pulan, dia dapati banyak titisan air di luar gelas. Kondensasi menukarkan gas kepada cecair.

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Science Module

I am a droplet of water.Saya setitis air

Ouch! Where I am. Wow! It is big. Opss! Mmm… cold and fresh. Where am I? Oh, I see, this is a sea…my new place. I came from river.Ouch! Di mana saya. Wow! Besarnya. Opss! Mmm…sejuk dan segar. Di mana saya? Oh, saya tahu, saya di laut…tempat baru untuk saya. Saya datang dari sungai.

Arghh! Hot, very hot…Oh no! I’m moving up. What happen??? It is very hot. The sun makes me very hot. It evaporate me to the sky. Evaporation change me as a water vapour. Arghh! Panasnya, sangat panas… Tidak! Saya sedang bergerak ke atas. Apa dah jadi nih??? Sangat panas. Matahari membuatkan saya panas. Ia menyejat saya ke langit. Penyejatan menukarkan saya menjadi wap air.

Oh no! I’m shivering. It cold now. The condensation process turn me into water droplet. Wow! There are many droplets like me. Hey! Lets join together. Lets form cloud. Ahh…it is better now.Oh no! Saya sedang menggigil. Ia sejuk sekarang. Proses kondensasi menukar saya menjadi titisan air. Wow! Banyaknya tiisan air macam saya. Hey! Jom bergabung. Jom bentuk awan. Ahh…leganya dah jadi awan.

Opss! I’m heavy now. Let me out. Ahh! I’m out now as rain. Ouch! I fall down into the river again. My home sweet home. Yea!Opss! Saya semakin berat sekarang. Saya nak keluar. Ahh! Saya dah keluar sebagai hujan sekarang. Ouch! Saya jatuh kembali kedalam sungai. Rumah saya yang dirindui. Yea!


Science Module

Fill in the missing letters.Lengkapkan perkataan dengan huruf yang betul.


E _ a _ _ _ a _ _ _ n

C _ _ d _ _s _ _ i o _

S __ _

R _ v _ _

C _ _ _ _

Science Module


Questions 1 – 20


MARKS

20

Science Module



Science Module


FOOD PRESERVATIONPengawetan makanan

Food spoilageKerosakan makanan

Characteristics of spoilt foodCiri-ciri makanan yang rosak

The conditions for microorganisms to growKeadaan untuk mikroorganisma membesar

Unpleasant smellBau tidak menyenangkan

Unpleasant tasteRasa tidak menyenangkan

Changed colourBerubah warna

Changed textureBerubah jalinan

MouldyBerkulat

AirUdara

Water Air

Nutrients Zat makanan

Suitable temperatureSuhu yang sesuai

Suitable acidityKeadaan asid yang sesuai

1.1 Understanding food spoilage Memahami kerosakan makanan

Science Module


Food PreservationPengawetan makanan

DryingPengeringan

Fish, prawns, cuttlefish, fruitsIkan, udang, sotong, buah

BoilingPemanasan

CoolingPendinginan

Vacuum packingPembukusan vakum

PicklingPenjerukan

FreezingPenyejukbekuan

Bottling/CanningPembotolan/pengetinan

PasteurisingPempausteran

SaltingPengasinan

SmokingPengasapan

WaxingPelilinan

Vegetables, fruitsSayur, buah

Nuts, crackers, powder milkKacang, biskut, susu tepung

Fruits, vegetablesBuah, sayur

Chicken, meat, prawns, cuttlefishAyam, daging, udang, sotong

Meat, fish, fruits, vegetablesDaging, ikan, buah, sayur

Milk, juices, ice creamSusu, jus, ais krim

Fish, meat, eggs, vegetables, fruitsIkan, daging, telur, sayur, buah

Vegetables, fruitsSayur, buah

Meat, fishDaging, ikan

1.2 Synthesising the concept of food preservation Sintesis konsep pengawetan makanan

Science Module


The importance of preserving foodKepentingan pengawetan makanan

1.3 Realising the importance of preserving food Menyedari kepentingan pengawetan makanan

Food PreservationPengawetan makanan

To make last longerTahan lebih lama

To make food easily to storeMakanan lebih mudah disimpan

To reduce wastage foodMengurangkan makanan terbuang

Science Module


Waste ManagementPegurusan bahan buangan

Plastics, glass, chemical waste, organic waste, metalPlastik, kaca, sisa kimia, sisa organik, logam

Homes, factories, agriculture, motor vehiclesRumah, kilang, pertanian, kenderaan bermotor

ProperBetul

ImproperTidak betul

2.1 Understanding the effects of improper disposal of waste on the environment Memahami kesan kesalahan mengurus pembuangan bahan buangan kepada persekitaran

Types of wasteJenis bahan

buangan

Sources of wasteSumber bahan

buangan

Ways of disposing waste

Cara buang bahan buangan

Dispose of waste in the right place Buang bahan buangan di tempat yang betul Treat waste before disposing it into the drain Rawat bahan buangan sebelum ia mengalir keluar Bury waste that can decay in soil Bakar bahan buangan yang boleh reput dalam tanah Reuse of recycle waste Guna semula bahan kitar semula

Littering Tidak teratur Open burning Pembakaran terbuka Release of waste into the rivers Melepaskan bahan buangan ke dalam sungai Release of smoke into the air Melepaskan asap ke udara

Science Module


Air pollutionPencemaran udara

Water pollutionPencemaran air

Sickness & diseases

Kesakitan & penyakit

Damages our lungs, initiates our eyesMerosakkan paru-paru.tidak elok

dipandang

Thypoid, dengue feverdemam denggiAcid rain

Hujan asid

Flash floodsBanjir kilat

Can kill plants and erode buildingBoleh membunuh tumbuhan dan

menghakis bangunan

Damage propertyMerosakkan harta

Can kill fish and water plantsBoleh membunuh ikan dan tumbuhan

laut


Harmful effects of improperdisposal of waste

Kesan buruk daripada pembuanganbahan buangan yang tidak betul

Waste that can decay

Bahan buangan yang boleh reput

Waste that does not decay

Bahan buangan yang

tidak boleh reput

Food, paper, woodMakanan, surat khabar, kayu

Plastics, glass, metalPlastik, gelas, logam


Advantage :To make the soil fertiileKelebihan :Untuk menyburkan tanah

Disadvantage :Gives out poisonous gasesKelemahan :Mengeluarkan gas beracun

Science Module


Questions 1 – 20


MARKS

20

Science Module

MENYIASAT BUMI & ALAM SEMESTAYear 4


Science Module


Science Module


The solar systemSistem Solar

List of constituents

Senarai pembentukan

List of planetsSenarai planet

Planets move around the SunPlanet beredar mengelilingi

matahari

Nine Planets Sembilan planetNatural satellites Satelit semulajadiMeteors MeteorComets KometAsteroids Asteroid

1.1 Understanding the Solar System Memahami Sistem Solar

Mercury – MyUtaridVenus – VeryZuhrahEarth – ExcellentBumiMars – MotherMarikhJupiter – JustMusytariSaturn – ServedZuhalUranus– UsUranusNeptune – NineNeptunPluto – PuddingPluto

Science Module


The relative size and distance

between the Earth, the Moon and the

SunSaiz dan jarak relatif di antara

Bumi, Bulan dan Matahari

Size of the Sun relative to the size

of the Earth.Saiz Matahari relatif saiz

Bumi

Size of the Earth relative to the size

of the Moon.Saiz Bumi relatif saiz Bulan

The relative distance from the Earth to the Sun compared

to the relative distance from the Earth to the Moon.

Jarak relatif dari Bumi ke Matahari berbanding jarak relative dari Bumi ke

Bulan

the SunMatahari

1

the EarthBumi100 the Earth

Bumi1

the MoonBulan

4

the SunMatahari

the EarthBumi the Moon

Bulan

150 000 000 km 382 500 km

1 : 400

1.2 Understanding the relative size and distance between the Earth, the Moon and the Sun Memahami perbandingan saiz dan jarak antara Bumi, Bulan dan Matahari

Science Module


Earth in the Solar System

Bumi dalam Sistem Solar

Why certain planets are not conducive for living things.

Mengapa sesetengah planet tidak sesuaiuntuk benda hidup

EffectKesan

The Earth is the only planet in the Solar System that has

living things.Hanya planet Bumi dalam

Sistem Solar yang mempunyai benda hidup

The nearer a planet to the Sun is, the hotter is the surface of the planet. Planet yang dekat dengan matahari mempunyai permukaan yang paling panasThe farther a planet from the Sun is, the colder is the surface of the planet. Planet yang paling jauh dari matahari mempunyai perrmukaan yang paling sejuk. Do not have enough air and water. Tidak mempunyai air dan udara yang mencukupi

Much nearer : Lebih dekatThe temperature on the Earth would rise. Suhu di bumi akan meningkatWater on Earth would evaporate. Air di bumi akan tersejatNo water and the temperature would be very hot. Tiada air, suhu akan jadi lebih panas.Much farther :Lebih jauhThe temperature on the Earth would drop. Suhu di bumi akan menurunWater would freeze into ice. Air akan membeku menjadi ais.All living things would die. Semua benda hidup aka mati.

Earth is the third planet from the Sun, it receives enough light and heat from the Sun. Bumi adalah planet ketuga dari matahari, ia menerima cahaya dan haba secukupnya It is not too hot or too cold. Ia tidak terlalu sejuk atau panas. The atmosphere of the Earth contains air and there is water on Earth. Atmosfera bumi mengandungi udara dan air di bumi

1.3 Appreciating the perfect placement of the planet Earth in the Solar System Menghargai kedudukan yang sempurna planet Bumi dalam Sistem Solar

Science Module

OUR SOLAR SYSTEMSISTEM SOLAR KITA

MERCURY MAKAN VENUS VITAMIN

EARTH E MARS MULUT

JUPITER JADI SATURN SENGET

URANUS URAT NEPTUNE NAK PLUTO PUTUS

The nine planets from the sun.9 Planet daripada Matahari.


MYVERYEASY METHODJUST STOPUSINGNINEPLANET

Science Module

INVESTIGATING THE EARTH & THE UNIVERSE YEAR 4

Menyiasat Bumi dan Alam Semesta Tahun 4

Questions 1 – 20


MARKS

20

Science Module



Questions 1 – 20


MARKS

20

Science Module




Science Module

Questions 1 – 20


MARKS

20

Science Module



Science Module


Indicates Seasons Menunjukkan musim

A group of stars that form a certain pattern in the

skyGugusan bintang-bintang di langit yang membentuk

corak tertentu

Importance of Constellation

Kepentingan buruj

Identify ConstellationKenal pasti

buruj

What constellation isApa itu buruj

ConstellationBuruj

Big dipperBiduk

ScorpionSkorpio

OrionBelantik

Southern CrossPari

NorthUtara

NorthUtara

SouthSelatan April – June

Kite or Cross Layang-layang atau

Palang

ScorpionKala jengking

HunterPemburu

Water dipperGayung

SouthSelatan

December - January

June - August

PlantingMusim menanam

HarvestingMusim menuai Desert

Padang pasir

SeaLaut

Understanding the constellationMemahami buruj

Show Directions

Menunjukkan arah

Science Module


The movements of the Earth, the Moon

and the SunPergerakan Bumi,Bulan

dan Matahari

Earth rotates on it axis

Bumi berputar pada paksinya

Earth rotates and at the same time moves around the sunBumi berputar dan pada masa yang sama bergerak mengelilingi matahari

Moon rotates on it axis

Bulan berputar pada paksinya

Moon rotates and at the same time moves around

the Earth Bulan berputar dan

pada masa yang sama

beredar mengeliligi Mathari

The Moon and the Earth move round the Sun at the same timeBulan dan Bumi bergerak mengeliligiMatahari pada masa yang sama

The earth rotates on its axis from west to east Bumi berputar pada paksinya dari barat ke timur

The changes in length and position of the shadow throughout the dayPerubahan panjang dan kedudukan bayang-bayang sepanjang hari

2.1 Understanding the movement of the Earth, the Moon and the Sun Memahami pergerakan Bumi, Bulan dan Matahari

Science Module


The occurrence of day and nightKejadian siang dan malam

It is day time for the part of the Earth facing the Sun.

Pada waktu siang sebahagian Bumi menghadap Matahari

At night part of Earth do not face Sun.

Pada waktu malam sebahagian Bumi tidak menghadap matahari

Day and night occur due to the rotation of the Earth on its axis.

Kejadian siang dan malam berlakukerana putaran Bumi pada paksinya.

the SunMatahari

Night-timeNight-timeWaktu malamWaktu malam

DaytimeDaytime Waktu siangWaktu siang

AxisAxisPaksiPaksi

WestWestBaratBarat

EastEast TimurTimur

2.1 Understanding the occurrence o day and night Memahami kejadian siang dan malam

the EarthBumi

Science Module


Phases Of The MoonFasa-fasa Bulan

The Moon Does Not Emit LightBulan tidak mengeluarkan cahaya

The Moon appear bright when it reflect

sunlightBulan jadi terang akibat pantulan

cahaya matahari.

Describe the phases of the moon

Menerangkan fasa-fasa bulan

1-New moon, 3- New half moon, 5- Full moon1- Anak Bulan 3, Bulan separa baru 5. – Bulan penuh

7- Old half moon Bulan separa lama

2.3 Understanding the phases of tne Moon Memahami fasa bulan

Science Module



Questions 1 – 20


MARKS

20

Science Module



Science Module


Eclipse of The MoonGerhana bulan

Eclipse of The SunGerhana matahari

EclipseGerhana

The Earth is between the Sun and the Moon and the three of them lie in a straight line.Bumi berada di antara Matahari dan Bulan dan ketiga-tiganya berada dalam satu garis yang lurus

The Moon is between the Sun and the Earth and the three of them lie in a straight line.Bulan berada di antara Matahari dan Bumi dan ketiga-tiganya berada dalam satu garis yang lurus

The Earth blocks sunlight from reaching the MoonBumi menghalang cahaya Matahari daripada sampai ke Bulan

The Moon looks reddish, dark gray or brownBulan kelihatan kemerahan, kelabu atau perang

Sunlight is blocked by the MoonCahaya Matahari dihalang oleh bulan

The Moon shadow falls on the Earth surfaceBayang-bayang Bulan jatuh ke atas permukaan Bumi

Daylight becomes dark during the total eclipseHari siang menjadi gelap menjelang gerhana penuh

1.1 Understanding the eclipse of the moon Memahami gerhana bulan

Understanding the eclipse of the sunMemahami gerhana matahari

Science Module



Questions 1 – 20


MARKS

20

Science Module

MENYIASAT DUNIA TEKNOLOGIYear 4


Science Module


Importance of technology in everyday lifeKepentingan teknologi dalam kehidupan seharian

Examples of human limitations areContoh had keupayaan manusia

Unable to see fine objectsTidak boleh melihat objek yang kecil

Unable to speak loudTidak boleh bercakap dengan kuat

Unable to walk for long distanceTidak boleh berjalan jauh

Unable to see far away objects Tidak boleh melihat objek yang jauh

MicroscopeMikroskop

- The usage of lens to see finefeatures of objects and microbes

Penggunaan kanta untuk melihat benda dan mikrob yang halus

MicrophoneMikrofon

-To increase the voice volumeUntuk meninggikan suara

TelephoneTelefon

-To communicate from long distanceUntuk berkomunikasi dari jarak yang jauh

Bicycle, motorcycle, airplanesBasikal,motosikal , kapal terbang

Can travel long distance in a shorter timeBoleh pergi ke tempat jauh dalam masa

yang singkat

Telescope, binocularTeleskop, binokular

To see far away objectsUntuk melihat objek yang jauh

Limitation of human abilityHad keupayaan manusia

Devices to overcome human limitation

Alat mengatsai had keupayaan manusia

1.1 Understanding the importance of technology in everyday life Memahami kepentingan teknologi dalam kehidupan seharian

Science Module


Development Of TechnologyPembangunan

teknologi

ExamplesContoh

TechnologyTeknologi

1.2 Understanding the development of technology Memahami pembangunan teknologi

AgriculturePertaniane.g.: hoe plough tractor combine harvesterLubang bajak traktor mesin penuai

TransportationPengangkutan

Land:/ Darat Animal bicycle car trainHaiwan basikal kereta kereta api

Air:/UdaraHot air balloon airship glider aeroplaneBelon panas kapal udara glider kapal terbang

Water:/AirCanoe raft sampan ferry shipKenu rakit sampan feri kapal

ConstructionPembinaan

Cave hut wooden house apartmentGua pondok rumah kayu rumah pangsa

CommunicationKomunikasi

Drawing carrier pigeon telephoneLukisan pembawa utusan telefon

Science Module


Science Module


Problems they encounter in their daily lifeMasalah yang dihadapi dalam kehidupan sehari

Ideas to solve the problems identifiedIdea untuk menyelesaikan masalah dikenal pasti

Technology solve problemsTeknologi menyelesaikan masalah

Cannot move and lift heavy thingTidak boleh beregerak dan angkat

benda berat

Cannot move fartherTidak boleh bergerak jauh

Sketch the modelLakar model

Brain stormingMencari idea

Wheel barrowKereta sorong

1.3 Synthesising how technology can be used to solve problem Sintesis bagaimana teknologi boleh digunakan untuk menyelesaikan masalah

Device to solve the problem identified.

Alat untuk menyelesaikan masalah dikenalpasti

LeverTuas

Demonstrate that device invented can be used to solve the problem

identifiedDemontrasi bahawa alat yang dicipta

boleh digunakan untuk menyelesaikan masalah yang

dikenal pasti

Wheel barrow – can move heavy thing easilyKereta sorong-boleh mengangkat benda berat dengan senang

Pulley – can lift everythingTakal – boleh mengangkat apa sahaja

Science Module


Advantages of Technology

Kelebihan teknologi

Disadvantages of Technology

Kelemahan teknologi

CommunicationKomunikasi

Enable human to learn more about things happening around the worldMembolehkan manusia mengetahui benda yang berlaku di seluruh dunia

TransportationPengangkutan

Enable human to travel far away places in shorter time

Membolehkan manusia pergi ke tempat jauh dalam masa yang singkat

AgriculturePertanian

Machines make it easier to plants and harvest their crops

Mesin memudahkan untuk menanam dan menuai

ConstructionPembinaan

Roads, highways, bridges and building is easier and faster to build

Memudahkan pembinaan jalan, lebuh raya,jambatan dan bangunan

Environmental pollution from increase in waste materials

Pencemaran alam daripada penambahan sisa buangan

Environmental destruction result fromexcessive usage of natural resourcesKemusnahan alam kesan daripada

penggunaan sumber semulajadiyang berleluasa

Social problemMasalah sosial

Bad effects on health result fromenvironmental pollution and excessive

use of chemicalsKesan buruk kepada kesihatan kesa

daripada pencemaran sekitar dan penggunaan bahan kimia secara

berleluasa

1.4 Analysing that technology can benefit mankind if used misely Analisa bahawa teknologi memberi manfaat jika digunakan secara bijaksana

Science Module

HUMAN LIMITATIONS AND WAYS TO OVERCOMEKETIDAKUPAYAAN MANUSIA DAN CARA MENTASAINYA

Use the phone Use the car Use the aeroplane Use the computer


We can’t fly.Kami tak boleh terbang.

Can we save the data? Boleh tak kita simpan data ini?

I can’t walk, anymore.Saya tak boleh berjalan lagi.

I can’t hear you.Saya tak dengar awak

HOW TO OVERCOME THE PROBLEM?

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Science Module

INVESTIGATING TECHNOLOGY YEAR 4

Menyiasat Dunia Teknologi Tahun 4

Questions 1 – 20


MARKS

20

Science Module



Questions 1 – 20


MARKS

20

Science Module




Science Module

Questions 1 – 20


MARKS

20

Science Module



Science Module


The shape of objectsBentuk-bentuk benda

Identify shape in structureMengenal pasti bentuk di

dalam struktur

Cuboid Kuboid

CubeKiub

Cylinder Silinder

SphereSfera

ConeKon

PyramidPiramid

Sphere sfera

Cylinder Silinder

1.1 Knowing the shapes of objects in structures. Mengetahui bentuk objek di dalam struktur

Science Module


Strength and StabilityKekuatan dan Kestabilan

Shapes of objects that are stableBentuk benda yang stabil

The factors that affect stability of objects

Faktor-faktor yang memberi kesan kestabilan objek

The factors that affect the strength of a structure

Faktor-faktor yang memberi kesan sesuatu struktur

Cube, cone, cylinder Kiub.kon,silinder

Height , base areaKetinggian , luas tapak

Bigger base area more stableSemakin luas tapak bertambah

kestabilanSmaller base area less stable

Semakin kecil luas tapak kurang kestabilan

Lower object more stableSemakin rendah objek bertambah

kestabilanHigher object less stable

Tinggi objek kurang kestabilan

1.2 Understanding the strength and stability of a structure. Memahami kekuatan dan kestabilan struktur.

Types of materials usedSteel, iron, woodJenis bahan yang digunakan Keluli, besi, kayu

Science Module



Questions 1 – 20


MARKS

20

Science Module



Science Module


MACHINESMesin

To carry or move heavy objects easilyUntuk membawa atau menggerak benda berat dengan mudah

To cut or separate objectsUntuk memotong atau mengasing objek

To lift heavy objects easierUntuk mengangkat objek dengan mudah

To fix two objects togetherUntuk mengetatkan dua benda bersama

To move objects easilyUntuk menggerakkan objek dengan mudah

To carry or move heavy objects easilyUntuk membawa atau menggerak benda berat dengan mudah

To carry or to lift objects to higher placeUntuk membawa atau mengangkat objek ke tempat tinggi

Simple machines

Mesin ringkas

LeverTuas

Wheel and axleRoda dan gandar

PulleyTakal

WedgeBaji

Inclined planeSatah condong

ScrewSkru

GearGear

1.1 Understanding simple machines Memahami mesin ringkas

Science Module


Machine make

life easierMesin

membuat kehidupan

lebih mudah

Made up of more than one simple machineTerdiri lebih dari satu mesin ringkas

Crane, liftKren, lif

Aeroplane, busKapal terbang, bas

Computer, sateliteKomputer, satelit

TractorTrektar

e.g Wheelbarrow, bicycle, a pair of scissors, fishing rod Kereta sorong. basikal, gunting, rod pancing

To carry, move or lift heavy things more easilyUntuk membawa atau mengangkat benda dengan mudah

To travel from one place to anotherUntuk pergi dari satu tempat ke tempat yang lain

To make work fasterUntuk membuat kerja lebih cepat

To make communication with people faster and easierUntuk berkomunikasi dengan manusia lebih cepat dan mudah

To treat diseasesUntuk mengesan penyakit

Dialysis machineMesin dialisis

ComplexMachineMesin

kompleks

1.2 Analysing a complex machines Analisa mesin yang kompleks

1.3 Appreciating the invention of machines that make life easier Menghargai mesin yang dicipta membuatkan hidup menjadi senang

Science Module



Questions 1 – 20


MARKS

20

Science Module




Science Module

Questions 1 – 20


MARKS

20

Science Module

DistractorPupils are required to coloured their performance in the form of bar graph for every

Distractor exercise done


NAME : _____________________________________

CLASS : ____________________________________

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Science Module

INVESTIGATING LIVING THINGS YEAR 4Menyiasat Alam Kehidupan Tahun 4




Science Module

INVESTIGATING FORCE AND ENERGY YEAR 4Menyiasat Daya dan Tenaga Tahun 4





Science Module



INVESTIGATING THE EARTH & THE UNIVERSE YEAR 4Menyiasat Bumi dan Alam Semesta Tahun 4


Science Module

INVESTIGATING THE EARTH & THE UNIVERSE YEAR 5Menyiasat Bumi dan Alam Semesta Tahun 5

INVESTIGATING THE EARTH AND THE UNIVERSE YEAR 6Menyiasat Bumi dan Alam Semesta Tahun 6

INVESTIGATING TECHNOLOGY YEAR 4Menyiasat Dunia Teknologi Tahun 4


Science Module




Science Module

2.12. Conclusion that is based on irregular trend.

Examples

Questions : 1. Write down a conclusion for the investigation above.

2. What can you learn from the investigation?

Answering format :

1. The (RV / wto) is the highest when the (MV / wtc) is from … to …

Answer : 1. The number of chilli is the highest when the amount of fertilizer is

from 4 to 6 gram.

3. TECHNICAL STANDARD

3.1. Question on Techniques 2.1, 2.3 to 2.8,2.11 and 2.12 can be easily answered if

the pupils are able to identify the manipulated variables (MV / wtc) and the

responding variables (RV / wto) from the questions.

3.2. Next the teacher should emphasize the following steps when guiding pupils in

answering Section B.

3.2.1 Underline all the key words.

3.2.2 Identify and note down the parameter of the (MV / wtc)

and (RV / wto)


Number of chilli

1 2 3 4 5 6 7 8 9Amount of fertilizer / g

Science Module

DISTRACTOR

Teachers must collect data and key in the Distraktor marks

in the Assessment Instrument.

Teachers can give pupils tokens as a motivation for those who achieved

excellent grade or result.

INVESTIGATING LIVING THINGS


Distraktor

Science Module

Menyiasat Alam KehidupanClass : ______________

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Science Module

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INVESTIGATING MATERIALSMenyiasat Alam Bahan

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1. 10 Set Soalan Bantu2. 35 Set Soalan Latih Tubi

Panduan Guru

Perbanyakan set Modul untuk semua murid galus tahun 6 Beri penerangan cara dan langkah untuk menjawab soalan Bahagian B iaitu


Science Module

mengenalpasti terlebih dahulu pembolehubah dimanipulasi (MV : Manipulated Variable) dan pembolehubah bergerakbalas (RV : Responding Variable).


a. Murid membuat latihan Bahagian B Set Bantu iaitu 10 soalan yang telah dikenalpasti pembolehubah dimanipulasi dan pembolehubah bergerak balas serta format teknik menjawab.

b. Bimbing murid untuk menggunakan format sedemikian dalam latihan berikutnya iaitu 30 soalan berikutnya.

c. Bincangkan jawapan dan kukuhkan teknik menjawab murid khusus bagi jenis soalan Tujuan, Hipotesis/Hubungan/Kesimpulan, Pembolehubah- Pembolehubah, Pola dan Ramalan.

Panduan Murid

Mengingati format ayat dan teknik menjawab soalan Tujuan, Hipotesis/Hubungan/ Kesimpulan, Pembolehubah-Pembolehubah, Pola dan Ramalan


a. Murid membuat latihan Bahagian B Set Bantu iaitu 10 soalan yang telah dikenalpasti pembolehubah dimanipulasi dan pembolehubah bergerak balas serta format teknik menjawab.

b. Murid dikehendaki menggunakan format sedemikian dalam latihan 30 soalan berikutnya.

c. Bincangkan jawapan dan fahamkan kaedah untuk mengenalpasti pembolehubah dan keperluannya dalam menjawab soalan.


Science Module

TEKNIK BAHAGIAN B

SUGGESTED ANSWERING TECHNIQUES.

1. INSTRUCTIONS

1.1 Teachers should explain the suggested techniques on how to answer

questions to the pupils.

1.2 Ensure that pupils can identify the Master Keys which are the manipulated

variables or what to change (MV / wtc) and the responding variables or what to

observe (RV / wto). Clarify about the fixed variables or what to keep the same

(RV) too.


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1.3 Pupils should be exposed to the method of identifying parameters and patterns

of (MV / wtc) and (RV / wto)

1.4 Enable pupils to write (MV / wtc) and (RV / wto) in the master key diagram

found in the questions.

1.5 Teachers can use the time frame suggested in the module table.

1.6 Discuss the answers and correct the mistakes. The result can be filled in the

assessment form.

2. INTRODUCTION

In answering science questions, pupils are normally confused and not clear about the

Science Process Skills terminology. To make it easier, we teachers, should come to

an agreement where the usage of the correct methods and techniques are essential.

The following suggestions could be helpful for several Science Process Skills.

2.1 Manipulate variable (MV) / What to change (wtc) :

Things which are being changed during the experiment.

Question : 1. Based on the investigation, state what to change.

Answering format : 1. (Parameter) + objects / materials / situations

Answer : 1. Amount of sunlight.

2.2 Respond variable (RV) / What to observe (wto) :

Things which are being observed, measured or recorded during and after the

experiment

Question : 1. State what to observe in this experiment.

Answering format : 1. (Parameter) + objects / materials / situations.

Answers : 1. Height of the plants.

2. Size of the rabbits.

2.3 Constant / Fix variable (FV) / What to keep the same (wts) :

Things which are being kept the same before, during and after the experiment.

Question : 1. State what is kept the same in this experiment.

Answering format : 1. (Parameter) + objects / materials / situations.

Answers : 1. Type of the plant. / Place of experiment. / Amount of

water.


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2.4 Hypothesis / Relationship

Suggested statements that explain the relationship between the (MV / wtc) and

(RV / wto) which are not being verified by an experiment .

Questions : 1. What is the hypothesis of this experiment?

2. State one hypothesis based on this investigation?

Answering format : 1. As / If / When the (MV / wtc) increased / decreased, the

(RV / wto) increased / decreased.

2. The more / less the (MV / wtc), the more/ less the(RV / wto).

Answers : 1. As / If / When the amount of sunlight increases, the height

of the plant increases.

2. The more amount of food, the bigger the rabbit.

2.5 Aim:

Purpose of the investigation or things to find out.

Questions : 1. What is the aim / purpose of the investigation above?

2. What can you find out from this investigation

Answering format : 1. To investigate / find out the relationship between the (MV/

wtc) and (RV / wto).

2. To investigate / find out the effect of (MV / wtc)

on (RV / wto).

Answers : 1. To investigate / find out the relationship between the

amount of sunlight and height of the plants.

2. To investigate / find out the effect of the amount of sunlight

and the height of the plants.

2.6 Predict:

The ability to forecast about what will happen based on the given data or prior

knowledge.

Questions : 1. Predict the length of the string if a 5 kg load is used.

2. What will happen to the plant if it is covered with

a black plastic?

Answers : 1. The length of spring…

2. The plant will die.

3. *depends on the result of the investigation or from the data

given.

2.7 Trend


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Questions : 1. State the trend / pattern of the height of the plant.

Answering format : 1. Increasing / Decreasing / Same

Answer : 1. *depends on the result of the investigation or from the data

given.

2.8 Conclusion



Answering format : 1. As / If / When the (MV / wtc) increased / decreased,

the (RV / wto) increased / decreased.

2. The more / less the (MV / wtc) , the more / less the

(RV / wtc)

Answers : 1. As / If / When the amount of sunlight increases, the height

of the plant increases.

2. The more the amount of food, the bigger the rabbit.

3. *depends on the result of the investigation or from the data

given.

Conclusion that is based on irregular trend.

Examples


Number of chilli

1 2 3 4 5 6 7 8 9Amount of fertilizer / g

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Answering format :

2. The (RV / wto) is the highest when the (MV / wtc) is from … to …

Answer : 1. The number of chilli is the highest when the amount of fertilizer is

from 4 to 6 gram.

MV : Condition of place / Amount of sunlighty Keadaan tempat / Jumlah cahaya matahari

RV : Condition of plants / Growth of plants / Healthiness of plants Keadaan tumbuhan / Tumbesaran tumbuhan / Kesuburan tumbuhan

1. The following information shows three plants of the same type that are placed in different location. The investigation takes about two weeks.Maklumat berikut menunjukkan tiga tumbuhan yang sama jenis dan diletakkan di tempat yang berbeza. Penyiasatan dijalankan selama dua minggu.

Plant J : in a dark place.Tumbuhan J : di tempat gelapPlant K : in a shady place.Tumbuhan K : di tempat teduhPlant L : in a bright place.Tumbuhan L : di tempat terang


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The results are recorded in the table below.Keputusan direkodkan seperti dalam jadual di bawah.

Table 1(a). State the aim of the investigation.

Nyatakan tujuan penyiasatan ini. To investigate the relatrionship between ____________________________________

and _________________________________________________________________

Untuk menyiasat hubungan antara _________________________________________

dan _________________________________________________________________

(b). In this investigation state,Dalam penyiasatan ini nyatakan,

(i). what is changed : ______________________________________________dimanipulasikan

(ii). what is observed : _______________________________________________bergerak balas

MV : Type of plant Jenis tumbuhan / pokok

RV : Condition of the plant Keadaan tumbuhan / pokok

2. Diagram 1 shows two plants, M and N which are put in one place. Both plants are not given water for a week.Rajah 1 menunjukkan dua tumbuhan, M dan N yang diletakkan di satu tempat.Kedua-duanya tidak disiram air selama seminggu.


PlantTumbuhan

Condition of placeKeadaan tempat

Condition of plantsKeadaan tumbuhan

JDark

GelapDeadMati

KShadyTeduh

WiltedLayu

LBright

TerangHealthySegar

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Diagram 1

(a). In this experiment, state the things that;Dalam eksperimen ini, nyatakan pembolehubah berikut :

i. is changed : ____________________________________________

dimanipulasikan

ii. is observed : ____________________________________________bergerak balas

iii. is kept the same : ____________________________________________ dimalarkan

MV : Time / Day (Increases) Masa / Hari (Bertambah)

RV : Number of pupils having (increases) Bilangan murid menghidap selsema (Bertambah)

3. In a study about the number of pupils who have flu, a group of pupils gathered information in the table below.Dalam satu kajian tentang bilangan murid yang menghidap selsema, sekumpulan murid mengumpul maklumat seperti di bawah.

DayHari

Number of pupils having fluBilangan murid menghidap selsema

MondayIsnin

2

TuesdaySelasa

4

WednesdayRabu

6

Thursdayflu Khamis


Plant MTumbuhan M

Plant NTumbuhan N

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FridayJumaat

10

Table 2

(a). State the pattern of the change in the number of pupils who have flu.Nyatakan pola perubahan bilangan murid yang menghidap selsema.

_____________________________________________________________________

(b) Predict the number of pupils having flu on Thursday.Ramalkan bilangan murid menghidap selsema pada hari Khamis.

_____________________________________________________________________

(c). In this investigation, state what is Dalam penyiasatan ini, nyatakan apakah

i. changed : ____________________________________________dimanipulasikan

ii. observed : ___________________________________________bergerak balas

(d). What conclusion can be made from the study above?

Apakah kesimpulan yang boleh dibuat daripada kajian di atas?

When the ____________________ increases / decreases, the __________________

_____________________________increases / decreases

Apabila __________________ bertambah / berkurang, maka ____________________

____________________________________ bertambah / berkurang.

MV : Time / Year (Increases) Masa / Tahun (Bertambah)

RV : Number of patients (decreases) Bilangan pesakit (Berkurang)

4. In a study about chicken pox, a group of pupils gathered information in the bar chart below.Dalam satu kajian tentang demam campak, sekumpulan murid mengumpul maklumat seperti dalam carta bar di bawah.


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Number of patients Bilangan pesakit

100 – 90 –

80 – 70 –

60 – 50 – 40 – 30 – 20 – 10 –

Year 2003 2004 2005 2006 2007 Tahun Diagram 2(a). Name the thing that is

Namakan benda yang i. changed : _________________________________________________

dimanipulasikan

ii. observed : _________________________________________________ bergerak balas (b). Based on the information gathered, write one statement relating the two things in (a).

Berdasarkan maklumat yang didapati, tulis satu kenyataan berhubung dua perkara dalam (a).

If the ___________________ increases / decreases, the _______________________

_____________________________ increases / decreases.

Jika ____________________ bertambah / berkurang, maka ____________________

______________________________ bertambah / berkurang.

(c). Based on the bar chart, state the pattern of the change in the number of patients.Berdasarkan carta bar. Nyatakan corak perubahan bilangan pesakit.

_____________________________________________________________________

MV : Time / Year (Increases) Masa / Tahun (Bertambah)

RV : Number of tiger (Decreases) Bilangan harimau (Berkurang)

5. The following table shows the number of tigers found in a jungle.Jadual di bawah menunjukkan bilangan harimau yang dijumpai dalam sebuah hutan.

YearTahun 2000 2002 2004 2006 2008


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Number of tigerBilangan harimau 26 22 18 14

Table 3(a). What is the aim of this investigation?

Apakah tujuan penyiasatan ini?

To investigate the relationship between the ______________________________ and the __________________________________________________________________

Untuk menyiasat hubungan antara _____________________________________ dan

_____________________________________________________________________

(b). Based on the investigation, state the following that is:Berdasarkan penyiasatan ini, nyatakan maklumat berikut:

i. changed ( manipulated variable):dimanipulasikan_______________________________________________________________

ii. measured (responding variable):bergerak balas_______________________________________________________________

(c). Predict the number of tigers in 2008?

Ramalkan bilangan harimau pada tahun 2008?

____________________________________________(Jawapan dalam bentuk angka)

(d). What can you conclude from the investigation?Apakah kesimpulan yang boleh dibuat daripada penyiasatan ini?

When the ________________ increases / decreases, the ______________________

________________________ increases / decreases.

Apabila ___________________ bertambah / berkurang, maka ___________________

___________________________ bertambah / berkurang.


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MV : The amount of water sprinkled on the bread (Increases) Jumlah air yang direnjis ke atas roti

RV : The number of mould spots on the bread (Increases) Bilangan tompok kulat di atas roti (Bertambah)

6. A group of pupils carried out an investigation on three pieces of bread of the same size. They sprinkled different amount of water on the bread as shown in Diagram 3.Sekumpulan murid menjalankan penyiasatan ke atas tiga keping roti yang sama saiz.Mereka merenjis ke atas roti dengan jumlah air yang berbeza seperti yang ditunjukkan dalam Rajah 3 di bawah.

Bread K Bread L Bread M Roti K Roti L Roti M

Sprinkled with one Sprinkled with three Sprinkled with six teaspoon of water teaspoon of water teaspoon of water Direnjis dengan Direnjis dengan Direnjis dengan satu sudu air tiga sudu air enam sudu air

Diagram 3

The condition of the bread after three days is shown in Table 4.Kedaan roti selepas tiga hari ditunjukkan dalam Jadual 4.

BreadRoti

K L M

Number of mould spotsBilangan tompokan kulat

3 6 15

Table 4

(a). In this investigation,Dalam penyiasatan ini,i. what is changed : ________________________________________________

dimanipulasikan

ii. what is observed : ________________________________________________bergerak balas

(b). What can you conclude from the investigation ?Apakah kesimpulan daripada penyiasatan ini ?

When the _____________________________________ increases / decreases, the


Science Module

_____________________________________________ increases / decreases.

Apabila ______________________________________ bertambah / berkurang, maka

____________________________________________ bertambah / berkurang.MV : Number of owls (Increases)

Bilangan burung hantu (Bertambah)

RV : Number of rats (Decreases) Bilangan tikus (Berkurang)

7. Aimiliyana carried out an investigation to find out the relationship between sources of food and the number of consumers. The investigation involved rats and owls

in a paddy field. The investigation took 4 weeks.Amiliyana menjalankan penyiasatan untuk mencari hubungan di antara sumber makanan dan bilangan pengguna.Penyiasatan ini melibatkan tikus dan burung hantu di kawasan sawah padi.Penyiasatan ini mengambil masa selama 4 minggu.

Diagram 4

The observations were recorded in the following table.Penyiasatan direkodkan dalam jadual di bawah.

WeekMinggu

1 2 3 4

Number of owlBilangan burung hantu

5 7 9 11

Number of ratBilangan tikus 35 28 22 17

Table 5(a) State two things that are observed in the investigation.

Nyatakan dua perkara yang diperhatikan dalam penyiasatan ini.

_____________________________________________________________________

(b) State the pattern of the change in the number of rat..Nyatakan corak perubahan pada bilangan tikus.

_____________________________________________________________________

(c). State the relationship between the things that you have mentioned in (a).Nyatakan hubungan di antara dua perkara yang telah kamu nyatakan di (a).

If the ______________________________ increases / decreases, the ____________


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________________________________ increases / decreases.

Jika _______________________________ bertambah / berkurang, maka _________

___________________________________ bertambah / berkurang.(d) Predict the number of rat in week 5

Ramalkan bilangan tikus pada minggu kelima.

_____________________________________________________________________

MV : Number of marbles (Increases) Bilangan guli (Bertambah)

RV : Volume of water (Increases) Isipadu air (Bertambah)

8. Rafiq carried out an investigation to find out the volume of 5 marbles. He poured 30 cm³ of water into a measuring cylinder. He used marbles of the same size and dropped the marbles, one at a time, into the cylinder as shown in diagram 4. The volume of water was recorded each time he dropped the marbles as shown in table 6.Rafiq menjalankan penyiasatan untuk mencari isipadu 5 biji guli. Dia menuang 30 sm³air ke dalam silinder penyukat. Dia menggunakan guli yang sama saiz dan memasukkan guli sebiji demi sebiji ke dalam silinder yang ditunjukkan dalam rajah 4. Isipadu air dicatatkan setiap kali dia memasukkan guli seperti ditunjukkan dalamjadual 6.

Diagram 5

The number of marbleBilangan guli

0 1 2 3 4 5

Volume of water ( cm³ )Isipadu air ( sm³ )

30 34 38 42 46 50

Table 6(a). What is kept the same in this investigation?

Apakah yang dimalarkan dalam penyiasatan ini.

_____________________________________________________________________

(b). Name the thing that is measured.


10

20

30

40

50

60

10

20

30

40

50

60

marbleguli

Science Module

Namakan perkara yang diukur.(bergerak balas )_____________________________________________________________________

(c). What is the aim of the investigation?Apakah tujuan penyiasatan ini?

To investigate the relationship between the __________________________________

and _________________________________________________________________


dan _________________________________________________________________

MV : Length of string (Increases) Panjang tali (Bertambah)

RV : Number of swings in 30 seconds (Decreases) Bilangan ayunan dalam 30 saat (Berkurang)

9. NorHanisah from 4 Sawi carried out an investigation on the swinging of a pendulum of different length as shown in diagram 2 below.Norhanisah dari Kelas 4 Sawi menjalankan penyiasatan ke atas ayunan bandul dengan perbezaan panjang tali seperti ditunjukkan rajah 2 di bawah.

Diagram 6Table 7 shows the result.Jadual 7 menunjukkan keputusan.

Length of stringPanjang tali

Number of swings in 30 secondsJumlah ayunan dalam 30 saat

20 cm 2825 cm 2330 cm 18

Table 7(a). State the following :

Nyatakan :i. Fixed Variable : ___________________________________________

dimalarkan


stringtali

pendulum bobbandul

Science Module

ii. Responding Variable : ___________________________________________Bergerak balas

(b). Predict the number of swings in 30 seconds if the length of string is 35 cm .

Ramalkan jumlah ayunan dalam 30 saat jika panjang talinya 35 sm.____________________________________________________________________

(c). State the hypothesis in this investigation.

Nyatakan hipotesis dalam penyiasatan ini.

If the ___________________________________________ increases / decreases, the

_______________________________________________ increases / decreases.

Jika _________________________________________ bertambah / berkurang, maka

_____________________________________________ bertambah / berkurang.

MV : Volume of water (Increases) Isipadu air (Bertambah)

RV : Mass of towel (Increases) Berat tuala (Bertambah)

10. Najihah carries out an investigation using three towels of the same type and size. She pours three different volumes of water onto each towel as shown in diagram 6 below.Najihah menjalankan satu penyiasatan menggunakan tiga tuala yang sama jenis dan saiz.Dia menuang isipadu air yang berbeza ke atas setiap tuala seperti yang ditunjukkan dalam rajah 6 di bawah.

Diagram 7

The result of the mass of the towels after absorbing water are as recorded in Table 8 .Keputusan menunjukkan berat tuala selepas menyerap air direkodkan dalam jadual 8.

TowelTuala

X Y Z

Mass (g)Berat

150 200 250

Table 8

(a) State the following : i. Manipulated variable : ____________________________________________


springspring

50 sen coinsyiling 50 sen

Science Module

Dimanipulasikan

ii. Responding variable : _____________________________________________ Bergerak balas

(b) What is the aim of the investigation ?Apakah tujuan penyiasatan ini ?

To investigate the relationship between the __________________________________

and _________________________________________________________________


dan _________________________________________________________________

(c) State the trend of change in the mass of the towels.Nyatakan pola perubahan berat tuala.

_____________________________________________________________________

MV : _______________________________________ ( ________________ )

RV : _______________________________________ ( ________________ )

11. An experiment was carried out by Hafizuddin by placing 50 sen coins on a pan attached to a spring as shown in diagram 7. The length of the spring was measured.Eksperimen dijalankan oleh Hafizudin dengan meletakkan syiling 50 sen di atas dulang yang dihubungkan oleh spring seperti ditunjukkan dalam rajah 7.Panjang spring disukat.

Diagram 8 Table 9 shows the results of the experiment.Jadual 9 menunjukkan keputusannya.

Number of 50 sen coinsBilangan syiling 50 sen

Length of spring (cm)Panjang spring ( sm )


ThermometerTermometer

TowelTuala

X YDiagram 9

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0 82 104 X6 14


Nyatakan :i. Manipulated variable : ____________________________________________

Dimanipulasikan

ii. Responding variable : ____________________________________________ Bergerak balas

(b). What is the aim of the investigation ?Apakah tujuan penyiasatan ini ?

_____________________________________________________________________

(c). Predict the lenth of spring when four 50 sen coins is put on the pan.Ramalkan panjang spring bila empat syiling 50 sen diletakkan ke dalam dulang.

_____________________________________________________________________

(d). State the trend of change in the length of the spring.Nyatakan pola perubahan pemanjangan spring.

_____________________________________________________________________

MV : _______________________________________ ( ________________ )

RV : _______________________________________ ( ________________ )

12. An investigation was carried out by Eizul on the temperatures of hot water in two beakers. One of the beakers was wrapped with towel. He poured 300 ml hot water into each beaker. The temperatures of the hot water in the beakers was measured every 2 minutes for a period of 8 minutes.Penyiasatan dijalankan oleh Eizul ke atas suhu air panas di dalam dua bikar.Satu daripada bikar dibalut dengan tuala.Dia menuang 300 ml air panas ke dalam setiap bikar.Suhu air panas di dalam kedua-dua bekas disukat setiap 2 minit untuk jangka masa 8 minit.

Table 10 shows the results of the investigation.


Science Module

Jadual 10 menunjukkan keputusan penyiasatan.

Time (minutes )Masa (minit)

0 2 4 6 8

Temperature of water in beaker X ( º C )Suhu air dalam bikar X ( º C )

94 80 75 66 54

Temperature of water in beaker Y ( º C )Suhu air dalam bikar Y ( º C )

94 90 86 82 78

Table 10

(a) State the following :Nyatakani. Fixed variable : ___________________________________________

Dimalarkan

ii. Manipulated variable : ___________________________________________ Dimanipulasikan

iii. Responding variable : ____________________________________________ Bergerak balas

(b). State the hypothesis for this investigation.Nyatakan hipotesis untuk penyiasatan ini.

_____________________________________________________________________

MV : ________________________________________________

RV : ________________________________________________

13. An investigation was carried out by Puan Hidayah to find out the ability of material to absorb water. Three types of materials were placed in trays A, B and C respectively as shown in diagram below. After 2 minutes , the materials were removed from the trays. The remaining water in each tray was poured into a measuring cylinder.Satu penyiasatan dijalankan oleh Puan Hidayah mencari keupayaan bahan untuk menyerap air.Tiga jenis bahan diletakkan dalam dulang masing-masing A,B dan C seperti yang ditunjukkan dalam rajah di bawah.Selepas 2 minit,bahan itu dikeluarkan daripada dulang.Baki air dalam setiap dulang dituang ke dalam silinder penyukat.


DiaperKain lampin

RagKain buruk

PaperKertas

Science Module

Diagram 10

(a). State the following :

Nyatakan

i. Manipulated variable : ____________________________________________Dimanipulasikan

ii. Responding variable : ____________________________________________Bergerak balsas

iii. Fixed variables : ____________________________________________Dimalarkan


_____________________________________________________________________

MV : ________________________________________________

RV : ________________________________________________

14. Mohd Faiz from 4 Mawar conducted an investigation using the apparatus set up as shown in diagram 10 . Three objects are placed into the hot water at the same time. Mohd Faiz dari 4 Mawar menjalankan penyiasatan menggunakan peralatan yang disediakan seperti ditunjukkan dalam rajah 10.Tiga objek diletakkan ke dalam air panas pada waktu yang sama.

Diagram 11

He touches the objects from time to time and record the findings as below.Dia menyentuh objek dari masa ke semasa dan mencatat penemuannya seperti di bawah.

Type of objectsJenis objek

Metal rulerPembaris logam

Glass rodRod kaca

Plastic spoonSudu plastik


airpanas

airpanas

airpanas

pembaris logam

rod kaca

suduplastik

Science Module

Conductivity of heat

Mengalirkan haba

Fastest to become hotPaling cepat panas

Faster to become hotCepat panas

Slowest to become hotLambat panas

Table 11

(a). State the following :Nyatakan

i. Fixed variable : ____________________________________________Dimalarkan

ii. Manipulated variable : ____________________________________________Dimanipulasikan


_____________________________________________________________________

_____________________________________________________________________

MV : _______________________________________ ( ________________ )

RV : _______________________________________ ( ________________ )

15. Table 11 shows the positions of four planets and the time taken to orbit the sun.Jadual 11 menunjukkan kedudukan empat planet dan masa yang diambil untuk mengelilingi matahari.

PlanetPlanet

Position from the sunKedudukan dari matahari

Time taken to orbit the sunMasa diambil untuk

mengelilingi matahariEarthBumi

ThirdKetiga

365 ¼ days365¼ hari

MarsMarikh

FourthKeempat

687 days687 hari

JupiterMusytari

FifthKelima

12 years12 tahun

NeptuneNeptun

EighthKelapan

165 years165 tahun

Table 12


Science Module

(a). What is kept the same in this investigation.Apakah yang dimalarkan dalam penyiasatan ini.

_____________________________________________________________________

(b). What is the trend of change in time taken for the planets to orbit the sun ?

Apakah pola perubahan masa diambil bagi planet-planet mengelilingi matahari ?

_____________________________________________________________________

(c) State the relationship between the distance of a planet from the sun and the time taken to orbit the sun.

Nyatakan hubungan di antara jarak planet dari matahari dan masa yang diambil untuk mengelilingi matahari.

_____________________________________________________________________

_____________________________________________________________________

MV : _______________________________________ ( ________________ )

RV : _______________________________________ ( ________________ )

16. The following Table 12 shows data gathered by a group of pupils from SK Kota Setia. Jadual 12 menunjukkan data yang didapati oleh sekumpulan murid daripada SK Kota Setia.

PlanetPlanet

Distance from the Sun (million km)

Jarak dari Matahari(juta km)

Time taken to make one complete orbit around the

Sun (year)Masa diambil untuk

membuat satu pusingan mengelilingi

Matahari(tahun)R 150 1S 780 12T 1430 30U 2870 84V 4500 165

Table 12


Science Module

(a). What is the aim of the investigation ?Apakah tujuan penyiasatan ini ?

____________________________________________________________________

____________________________________________________________________

(b). What is the trend for the time taken to make one complete orbit around the Sun ?Apakah pola masa diambil untuk membuat satu pusingan mengelilingi Matahari ? ____________________________________________________________________

(c). State the relationship between the distance from the Sun and the time taken to make one complete orbit around the Sun.Nyatakan hubungan di antara jarak dari Matahari dengan masa diambil untuk membuat satu pusingan mengelilingi Matahari.

____________________________________________________________________

(d) Planet P takes 6 years to make one complete orbit around the Sun.Predict the position of planet P.Planet P mengambil masa 6 tahun untuk membuat satu pusingan mengelilingi Matahari.Ramalkan kedudukan planet P.

____________________________________________________________________

MV : _______________________________________ ( ________________ )

RV : _______________________________________ ( ________________ )

17. Diagram 11 shows the positions of three planets from the Sun.Rajah 11 menunjukkan kedudukan tiga planet dari Matahari.

Diagram 12

Table 13 shows the period for one complete orbit of the planets around the Sun.Jadual 13 menunjukkan tempoh masa planet untuk mengelilingi Matahari.


SunMatahari

ZY

X

Science Module

PlanetPlanet

Period for one complete orbit (years)Tempoh masa melengkapkan satu pusingan(tahun)

X 2Y 12Z 84

Table 13

(a). What is the aim of the investigation ?Nyatakan tujuan penyiasatan ini?

____________________________________________________________________

(b). What is the relationship between the position of the planet and the period for one

complete orbit of the planet round the Sun?Apakah hubungan di antara kedudukan planet dengan tempoh masa planet untuk melengkapkan satu pusingan?

_____________________________________________________________________

(c). Planet S takes 76 years to make one complete orbit around the Sun. Predict the position of planet S.Planet S mengambil masa 76 tahun untuk membuat satu pusingan lengkap mengelilingi Matahari. Ramalkan kedudukan Planet S.

_____________________________________________________________________

MV : _______________________________________ ( ________________ )

RV : _______________________________________ ( ________________ )

18. Table 14 shows the average surface temperature of each planet in the Solar System. Jadual 14 menunjukkan purata suhu permukaan setiap planet di dalam Sistem Solar.

PlanetPlanet

Average surface temperature of planet ( º C )Purata suhu permukaan planet ( °C )

MercuryUtarid

440

VenusZuhrah

430

EarthBumi

22

MarsMarikh

-23

JupiterMusytari

-150

SaturnZuhal

-180

UranusUranus

-210


Science Module

NeptuneNeptun

-211

PlutoPluto

-230

Table 14

(a). What is the aim of the investigation ?Apakah tujuan penyiasatan ini?

_____________________________________________________________________

(b). What is the trend of the average surface temperature of planets from Mercury to Pluto ?

Apakah pola purata suhu permukaan planet daripada Marikh ke Pluto?

____________________________________________________________________

(c). State the hypothesis of this investigation.Nyatakan hipotesis dari penyiasatan ini.

_____________________________________________________________________

MV : _______________________________________ ( ________________ )

RV : _______________________________________ ( ________________ )

19. Diagram 13 below shows the orbit of planets around the Sun in the Solar System.Rajah 13 di bawah menunjukkan orbit planet mengelilingi Matahari dalam Sistem Solar.


SunMatahari

PlutoPluto

NeptuneNeptun

UranusUranus

SaturnZuhal

JupiterMusytari

MarsMarikh

Science Module

Diagram 13

(a). What is the aim of the investigation ?Apakah tujuan penyiasatan ini ?

_____________________________________________________________________

(b). Which planet has the largest orbit ?Planet yang manakah mempunyai orbit yang paling besar?

_____________________________________________________________________

(c). State a relationship between the distance of planet from the sun and the size of orbit of planet.Nyatakan hubungan di atara jarak planet dari matahari dan saiiz .

_____________________________________________________________________

_____________________________________________________________________

MV : _______________________________________ ( ________________ )

RV : _______________________________________ ( ________________ )

20. A group of pupils from SK Bota Kanan carried out an investigation to lift a load of 600g using different pulley systems as shown in Diagram 14.Sekumpulan murid daripada SK Bota Kanan menjalankan penyiasatan untuk mengangkat beban 600g menggunakan sistem takal seperti rajah 14.

Diagram 14(a). State the following :


Daya150N

Beban600g

Daya300N

Beban600g

Science Module

Nyatakan

i. Fixed Variable : ___________________________________________ Dimalarkan

ii. Manipulated Variable :____________________________________________ Dimanipulasikan

iii. Responding Variable : ___________________________________________ Bergerak balas

(b). What is the aim of this investigation ?Nyatakan tujuan penyiasatan ini ?

_____________________________________________________________________

_____________________________________________________________________

(c). What is the conclusion for this investigation ?Nyatakan kesimpulan daripada penyiasatan ini ?

_____________________________________________________________________

MV : _______________________________________ ( ________________ )

RV : _______________________________________ ( ________________ )

21. Shafiq carried out an investigation with gears of four different diameters. Each gear is fixed one at a time onto the position of gear Y. The iron chain is then spun around as shown in Diagram 15. The number of rotations made by gear Y when gear X completes one full rotation is recorded in Table 15.Shafiq menjalan satu penyiasatan dengan menggunakan gear yang berbeza diameter.Setiap gear dipasang pada satu masa pada kedudukan gear Y. Kemudian rantai besi dipusing sekililing seperti dalam rajah 15. Bilangan kali pusingan yang dibuat oleh Gear Y apabila Gear X membuat satu pusingan lengkap adalah direkodkan dalam jadual 15.

Diagram 15Diameter of gear Y (cm)

Diameter gear Y (sm)2 4 6 8


Science Module

Number of rotations made by YBilangan pusingan dibuat oleh Y

12 10 8 5


Nyatakani. Manipulated Variable : ___________________________________________

Dimanipulasikan

ii. Responding Variable : ___________________________________________Bergerak balas


____________________________________________________________________

(c). What is the trend for the number of rotations made by gear Y for a complete rotation of gear X as the diameter gear Y increase ?Apakah pola bilangan pusingan dibuat oleh gear Y untuk melengkapkan pusingan gear X jika diameter gear Y bertambah ?

_____________________________________________________________________

(d). What is the conclusion from this investigation ?Apakah kesimpulan berdasarkan penyiasatan ini ?

_____________________________________________________________________MV : _______________________________________ ( ________________ )

RV : _______________________________________ ( ________________ )

22. Hashim is carrying out an investigation. Diagram 16 shows Hashim is trying to move a load by using a lever. He finds that it is difficult to move the load.Hashim menjalankan satu penyiasatan.Rajah 16 menunjukkan Hashim cuba menggerakkan beban dengan menggunakan tuas.Dia mendapati amat susah untuk menggerakkan beban itu.

Fulcrum Diagram 16

Then Hashim moves the fulcrum closer to the load as shown in Diagram 17.He finds that it is easier to move the load.Kemudian Hashim meggerakkan fulcrum rapat kea rah beban seperti dalam rajah 17. Dia mendapati lebih mudah untuk menggerakkan beban itu.


load

load

Fulcrum

beban

Science Module

Diagram 17(a). State the following :

Nyatakani. Manipulated Variable : ____________________________________________

Dimanipulasikan

ii. Responding Variable : ____________________________________________Bergerak balas

(b). What is the purpose of the investigation?Nyatakan tujuan penyiasatan ini ?

_____________________________________________________________________

(c). Make a hypothesis for the investigation above.Buat satu hipotesis untuk penyiasatan di atas.

_____________________________________________________________________

(d). What is the conclusion from this investigation?Apakah kesimpulan dari penyiasatan ini ?

_____________________________________________________________________

MV : _______________________________________ ( ________________ )

RV : _______________________________________ ( ________________ )

23. Mirza Azhar is carrying out an investigation. He is trying to lift the different mass of load by stacking the books one at a time on the other end of the plank. The number of books needed to lift the bag is recorded in the graph below.Mirza Azhar menjalankan penyiasatan.Dia cuba mengangkat berat beban yang berbeza dengan melonggokkan buku pada satu masa pada hujung kayu.Bilangan buku yang diperlukan untuk mengangkat beg direkodkan seperti dalam graf di bawah.


0

5

10

15

20

25

1 2 3

Mass of bag(kg)

Num

ber

of b

ook

load

30cm

plank 70cm

beban

beban

papan

Stop watchJam randiksand

pasirPlankPapan

wheel barrowkereta sorong

pail

Science Module

Diagram 18

(a). What is the fixed variable in this investigation?Apakah pembolehubah dimalarkan dalam penyiasatan ini?

_____________________________________________________________________


_____________________________________________________________________

(c). What is the conclusion from this investigation ?Apakah kesimpulan daripada penyiasatan ini?

_____________________________________________________________________

MV : _______________________________________ ( ________________ )

RV : _______________________________________ ( ________________ )

24. The diagram below shows an apparatus and materials that can be used in an investigation. The time for the wheel barrow to go up the plank to carry the different amount of sand is recorded.Rajah di bawah menunjukkan peralatan dan bahan yang digunakan dalam penyiasatan.Masa untuk kereta sorong naik ke atas papan membawa jumlah pasir yang berbeza direkodkan.

s

Amount of sandJumlah pasir

1 pailI baldi

2 pails2 baldi

3 pails3 baldi

Time for wheel barrow to go up (minutes)Masa untuk kereta sorong naik ke atas ( minit )

1 2 3


Berat beg (kg)

Diagram 19

Science Module

Table 16

(a). State the following :Nyatakan

i. Manipulated Variable : ___________________________________________ Dimanipulasikan

ii. Responding Variable : ____________________________________________ Bergerak balas

(b). What is the purpose of the investigation ?Apakah tujuan penyiasatan ini ?

_____________________________________________________________________

(c). What is the relationship between the manipulated variable and the responding variable from this investigation ?Apakah hubungan di antara pembolehubah dimanipulasikan dengan pembolehubah bergerak balas daripada penyiasatan ini ?

_____________________________________________________________________

MV : _______________________________________ ( ________________ )

RV : _______________________________________ ( ________________ )

25. The diagram shows the apparatus used in an investigation.Rajah menunjukkan peralatan yang digunakan dalam satu penyiasatan.

Light source Cube Screen Sumber cahaya Kiub Skrin

Diagram 20Instructions:Arahan

(1) Turn on the light sourceHidupkan sumber cahaya

(2) Measure the height of the shadow formed on the screenSukat ketinggian bayang-bayang yang terbentuk.

(3) Record the observationCatatkan penyiasatan

(4) Repeat the activity by placing the cube nearer to the screen


Science Module

Ulangi aktiviti dengan mendekatkan lagi kiub ke arah skrin

Result / KeputusanDistance of cube from the screen (cm)Jarak kiub dari skrin ( sm )

40 35 30 25 20

Height of the shadow formed (cm)Ketinggian bayang-bayang yang terbentuk (sm)

17 15 13 11 9

Table 17(a). What is the aim of the investigation above?

Apakah tujuan penyiasatan di atas? ___________________________________________________________________

(b). State the pattern of change in the height of the shadow formed.Nyatakan pola perubahan ketinggian bayang-bayang yang terbentuk.

_____________________________________________________________________

(c). Write down two variables from the investigation above.Tulis dua pembolehubah daripada penyiasatan di atas.

______________________________________________________________________

(d). Make a hypothesis for the investigation above.Nyatakan hipotesis untuk penyiasatan di atas.

______________________________________________________________________

MV : _______________________________________ ( ________________ )

RV : _______________________________________ ( ________________ )

26. Fadilah and Shahril carried out an investigation using the apparatus as shown below.

Fadilah dan Shahril menjalankan penyiasatan menggunakan peralatan seprti di bawah.

Diagram 21

Shahril heated the wire by using a candle. The length of the wire increased every 2 minutes and the results were recorded in the table below.

Shahril memanaskan wayar menggunakan lilin.Panjang wayar bertambah setiap 2 minit dan keputusan dicatatkan dalam jadual di bawah.


wirewayar

iron ballbola besi

candlelilin

Science Module

Period of heating (minute)Tempoh pemanasan (minit)

Length of the wire (cm)Panjang wayar (sm)

0 8.02 8.54 9.06 9.58 10.0

Table 18

(a). What is the aim of the investigation above?Apakah tujuan penyiasatan di atas?

____________________________________________________________________

(b). State the thing that isNyatakani. changed : ____________________________________________

dimanipulasikan

ii. observed : ____________________________________________bergerak balas

(c). State the relationship between the period of heating and the length of wire.Nyatakan hubungan di antara tempoh masa pemanasan dan panjang wayar.

____________________________________________________________________MV : _______________________________________ ( ________________ )

RV : _______________________________________ ( ________________ )

27. Diagram 21 shows three circuits that are prepared by Asmah in an investigation.Rajah 21 menunjukkan tiga litar disediakan oleh Asmah dalam satu penyiasatan.

R S TDiagram 21

The table below shows the results of this experiment after the switches are turned on.Jadual di bawah menunjukkan keputusan eksperimen ini apabila suis dihidupkan.

CircuitLitar

The number of dry cellsBilangan sel kering

Brightness of the bulbKecerahan mentol

R 1 Dim / MalapS 2 Bright / TerangT 3 Brightest / Paling terang

Table 19


Number of dry cellBilangan sel kering

Speed of model car/m/s Kelajuan model kereta/m/s

Science Module

(a) What does Asmah want to find out from the experiment?Apakah tujuan Asmah menjalankan eksperimen?

____________________________________________________________________

(b) Based on the experiment, state the following.Berdasarkan eksperimen, nyatakani. what is changed : ____________________________________________

dimanipulasikan

ii. what is observed : ____________________________________________bergerak balas

(c) State the relationship between what to change and what to observe.

_____________________________________________________________________

The brightness of a bulb depends on the number of bulbs.

Kecerahan mentol bergantung kepada bilangan mentol.

(d). Write a hypothesis based on the statement above.Tuliskan hipotesis berdasarkan pernyataan di atas.

_____________________________________________________________________

MV : _______________________________________ ( ________________ )

RV : _______________________________________ ( ________________ )

28. A group of pupils carried out an activity using model cars. The bar chart below shows the information they have obtained.

Sekumpulan murid menjalankan aktiviti menggunakan model kereta.Carta bar di bawah menunjukkan maklumat yang didapati.


5

10

15

20

25

30

Science Module

Diagram 22(a) What is the aim of the fair test?

Apakah tujuan ujikaji ini?

_____________________________________________________________________

(b). In this fair test,Dalam ujikaji ini,

i. what is changed? : ____________________________________________dimanipulasikan?

ii. what is observed? : ____________________________________________bergerak balas?

(c) What is the relationship between the number of dry cells and the speed of cars?

Apakah hubungan di antara bilangan sel kering and kelajuan kereta?

______________________________________________________________________

MV : _______________________________________ ( ________________ )

RV : _______________________________________ ( ________________ )

29. Diagram 23 shows an investigation that was carried out by Amir. He records the number of complete swings in 30 seconds for a pendulum with different lengths.

Rajah 23 menunjukkan penyiasatan yang dijalankan oleh Amir. Dia catat bilangan ayunan lengkap dalam 30 saat oleh bandul dengan panjang yang berbeza.

Diagram 23

Table 18 shows the result recorded by Amir.


1 2 3 4 5 6

stringtali

pendulumbandul

Science Module

Jadual 18 menunjukkan keputusan yang dicatat oleh Amir.

Length of pendulum (cm)Panjang bandul (sm)

10 20 30 40 50

Number of complete swingsJumlah ayunan lengkap

40 36 32 28 24

Table 20

(a). State the aim for the above investigation.Nyatakan tujuan penyiasatan di atas.

_____________________________________________________________________

(b). State the following based on the above investigation.Nyatakan perkara berikut berdasarkan penyiasatan di atas.

i. What is changed : ____________________________________________

Dimanipulasikan

ii. What is measured : ____________________________________________

Bergerakbalas

MV : _______________________________________ ( ________________ )

RV : _______________________________________ ( ________________ )

30. The bar chart below shows the result of a fair test when the towel is being dried inside the room with different temperatures.

Carta bawah di bawah menunjukkan keputusan uji kaji bila tuala dikeringkan di dalam bilik dengan suhu yang berlainan.

Time taken for towel to dry (minute)Masa diambil untuk tuala kering(minit)

60 –

50 –

40 –

30 –

20 –

10 –


Science Module

Room temperature (°C) 27 29 31 33

Diagram 24

(a). State the change of pattern in the time taken for the towel to dry.Nyatakan perubahan pola masa yang diambil untuk tuala mengering.

_____________________________________________________________________

(b). What is the aim of this fair test ?Apakah tujuan uji kaji ini ?

_____________________________________________________________________

_____________________________________________________________________

(c). State the relationship between what you changed and measured above.Nyatakan hubunan di antara pemboleubah dimanipulasi dan bergerak balas.

_____________________________________________________________________

MV : _______________________________________

RV : _______________________________________

31. The diagram shows a set of apparatus that was used in an investigation.Rajah menunjukkan peralatan yang digunakan untuk satu penyiasatan.

X Y ZDiagram 25

Ramli pours 150ml of water into each container and places the containers at the school field. The time needed to evaporate 150ml water for each container is

shown in the Table below.Ramli memasukkan 150ml air ke dalam setiap bekas dan melatakkan bekas di padang sekolah.Masa diperlukan untuk 150 ml air tersejat pada setiap bekas seperti yang ditunjukkan dalam jadual di bawah.


Suhu bilik(°C)

Science Module

ContainerBekas

Time of evaporation (day)Masa penyejatan (hari)

X 2Y 6Z 3

Table 21

(a). State the aim of the investigation above.Nyatakan tujuan penyiasan di atas.

_____________________________________________________________________

(b). State two things that were observed.Nyatakan dua perkara yang perlu dikenal pasti.

_____________________________________________________________________

(c). What is the relationship between the things that were mentioned in (b)?Apakah hubungan di antara dua perkara yang kamu nyatakan di (b)?

_____________________________________________________________________

(d). Make a hypothesis for the investigation above.Buat satu hipotesis untuk penyiasatan di atas.

_____________________________________________________________________

MV : _______________________________________ ( ________________ )

RV : _______________________________________ ( ________________ )

32. Year 5 Bestari carried out an investigation on the melting of ice. An ice cube was placed into four beakers which contained 100 ml of water with different temperatures. The table below shows the result of the investigation.

Tahun 5 Bestari menjalankan penyiasatan ke atas peleburan ais.Setiap kiub ais diletakkan ke dalam setiap bikar yang mengandungi 100 ml air dengan suhu yang berbeza.Jadual di bawah menunjukkan keputusan penyiasatan.

Temperature of water (°C)Suhu air (°C)

Period of melting (second)Masa untuk melebur (saat)

30 8040 7050 6060 50

Table 22

(a). State the pattern of change in the period of melting.Nyatakan pola perubahan masa untuk melebur.

_____________________________________________________________________


Science Module

(b). State what isNyatakani. changed : ____________________________________________

dimanipulasikan

ii. measured : ____________________________________________bergerak balas

(c). Write one hypothesis based on the investigation above.Tuliskan satu hipotesis berdasarkan penyiasatan di atas.

_____________________________________________________________________

MV : _______________________________________ ( ________________ )

RV : _______________________________________ ( ________________ )

33. In an investigation, a beaker of water is heated. The amount of water that is collected in the measuring cylinder is recorded in Table 21 below.

Dalam penyiasatan ini, air di dalam bikar dipanaskan.Jumlah air yang dikumpul di dalam silinder penyukat direkodkan seperti dalam Jadual 21 di bawah.

Steel plate

beaker

water

measuring cylinder

Diagram 26

Time taken to heat the water (minutes)Masa diambil untuk panaskan air

The amount of water in the measuring cylinder (ml)Jumlah air dalam silinder penyukat (ml)


bikar

kepingan keluli

silinder penyukat

air

Science Module

(minit)10 420 830 1240 16

Table 23

(a). What do you want to find out from this investigation ?Apakah yang ingin anda siasat daripada penyiasatan ini ?

_____________________________________________________________________

(b). What is the trend in the amount of water in the measuring cylinder ?Apakah corak pada jumlah air disukat dalam silider penyukat?

_____________________________________________________________________

(c). Based on this investigation, state the following.Berdasarkan penyiasatan ini, nyatakan

i. what is changed : _______________________________________________dimanipulasikan

iii. what is measured : _______________________________________________

bergerak balas

MV : _______________________________________ ( ________________ )

RV : _______________________________________ ( ________________ )

34. Table 23 shows the observations made in an investigation.Jadual 23 menunjukkan pemerhatian dalam satu penyiasatan.

Time of dayMasa dalam sehari

8.30 am 9.30 am 10.30 am 2.30 pm 3.30 pm 4.30 pm

Position of the shadowKedudukan bayang-bayang

West West West East East East

Table 24

(a). What is the aim of this investigation ?Apakah tujuan penyiasatan ini ?

_____________________________________________________________________

_____________________________________________________________________


Science Module

(b). State the variables:Nyatakan pembolehubah

i. What to change : ___________________________________________ Dimanipulasikan

ii. What to observe : ___________________________________________Bergerak balas

MV : _______________________________________

RV : _______________________________________

35. Diagram 28 shows the results of an investigation. The dates given are from the Lunar Calendar.

Rajah menunjukkan keputusan penyiasatan.Data yang diberi daripada Kalender Lunar.

1st day 3rd day 7th day 10th day 15th day

Diagram 28

(a). What is the aim of the investigation?Apakah tujuan penyiasatan ini?

_____________________________________________________________________


hari 1 hari ke 3 hari ke 7 hari ke 10

hari ke 11

Science Module

_____________________________________________________________________

(b). What is the trend of change in the size of the Moon as it appears in the sky from the 3rd day to the 15th day?

Apakah pola perubahan pada saiz bulan yang kelihatan di langit dari hari ke 3 hingga hari ke 15 ?

_____________________________________________________________________

MV : _______________________________________ ( ________________ )

RV : _______________________________________ ( ________________ )

36. The length of shadow is measured from 9.30 am to 2.30 pm. The Table below shows the results of the investigation.

Panjang bayang-bayang diukur dari 9.30 am hingga 2.30 pm.Jadual di bawah menunjukkan keputusan penyiasatan.

TimeMasa

9.30am

10.30 am

11.30 am

12.30 noon

1.30pm

2.30pm

Length of shadow (cm)

Panjang bayang-

bayang(sm)60 30 10 - 10 30

Table 25(a). What is the aim of the investigation?

Apakah tujuan penyiasatan ini?

_____________________________________________________________________


Science Module

_____________________________________________________________________

(b). What is the trend of change in the length of the shadow from 9.30 am to 2.30 pm?Apakah pola perubahan panjang baying-bayang daripada pukul 9.30 pagi hingga 2.30 petang?

_____________________________________________________________________

(c). Suggest one hypothesis based on the trend stated in (b).Cadangkan satu hipotesis berdasarkan pola yang dinyatakan di (b).

_____________________________________________________________________

_____________________________________________________________________

MV : _______________________________________ ( ________________ )

RV : _______________________________________ ( ________________ ) 37. The bar chart shows the information that was gathered by a group of pupils in an investigation.

Carta bar dibawah menunjukkan maklumat yang dikumpul oleh sekumpulan murid dalam satu penyiasatan.

Size of the Moon


Saiz bulan

Science Module

4th 10th 15th 20th 26th Date according to the lunar calendar

Tarikh berdasarkan Kalendar Lunar

Diagram 29

(a). What is the purpose of the investigation?Apakah tujuan penyiasatan ini?

_____________________________________________________________________

(b). What is the pattern of change in the size of the Moon?Apakah pola perubahan saiz bulan?

______________________________________________________________________

(c). State the thing that is : Nyatakan

i. changed : _________________________________________________dimanipulasi

ii. observed : _________________________________________________

bergerak balas

MV : _______________________________________

RV : _______________________________________

38. Husaini records the length of the shadow of a pole from 9.00 am to 3.00 pm. The bar chart in Diagram 30 shows the result.

Husaini merekod panjang bayang-bayang sebatng tiang dari pukul 9.00 pagi hingga 3.00 petang. Carta bar di bawah menunjukkan keputusannya.

Length of the shadowPanjang bayang-bayang

Time


Science Module

9.00 10.00 11.00 12.00 1.00 2.00 3.00 Masa am am am noon pm pm pm

Diagram 30

(a). What is the pattern of change in the length of the shadow from 9.00 a.m. to3.00 pm ?Apakah pola perubahan pada panjang bayang-bayang dari pukul 9.00 pagi ke 3.00 petang.

_____________________________________________________________________

(b). State the thing that isNyatakan


ii. measured : ____________________________________________bergerak balas

MV : _______________________________________ ( ________________ )

RV : _______________________________________ ( ________________ )

39. Diagram 31 shows the combination of several shapes to form two models.Rajah 31 menunjukkan kombinasi beberapa bentuk untuk membentuk dua model.

R S

Diagram 31

(a). State a relationship between the base area and the stability of the model.Nyatakan hubungan di antara luas tapak dengan kestabilan model.


Science Module

_____________________________________________________________________

(b). State a relationship between the height of building and the stability of a building.Nyatakan hubungan di antara tinggi dan kestabilan sesuatu bangunan.

____________________________________________________________________

____________________________________________________________________

MV : _______________________________________ ( ________________ )

RV : _______________________________________ ( ________________ )

40. Three similar objects, A, B and C, are placed on three desks as shown in the diagram below.

Tiga objek yang serupa A, B dan C, diletakkan di atas meja seperti yang ditunjukkan dalam rajah di bawah.

A B C Diagram 32

Model B toppled over first, and then followed by model A and C. Model B jatuh dahulu, dan kemudian diikuti model A dan C


http://www1.free-clipart.net/cgi-bin/clipart/directory.cgi?action=view&link=clipart/Furniture&image=Table_01.jpg&img=102



Science Module

(a). State the aim of this investigation. Nyatakan tujuan penyiasatan ini.

_____________________________________________________________________

(b). Write a relationship based on the aim of your investigation as stated in (a).Nyatakan hubungan berdasarkan tujuan penyiasatan ini yang dinyatakan di (a).

_____________________________________________________________________

_____________________________________________________________________

(c). State…Nyatakan

i. What is changed : ___________________________________________Dimanipulasikan

ii. What is observed : ____________________________________________Bergerak balas

(d). What is the conclusion of this investigation?Apakah kesimpulan dari penyiasatan ini?

_____________________________________________________________________

MV : _______________________________________ ( ________________ )

RV : _______________________________________ ( ________________ )

41. The picture below shows an investigation that is carried out by a group of Year 5 pupils. The blocks are added one by one until the glass rod snap. The experiment is repeated by increasing the number of glass rods.

Gambar di bawah menunjukkan penyiasatan yang dijalankan oleh sekumpulan murid Tahun 5.Blok ditambah satu demi satu sehingga rod kaca itu pecah.Eksperimen ini diulang dengan menambahkan bilangan rod kaca.

bristle

wooden blockblok kayu

blockbongkahdishpiring

Diagram 33The Table below shows the results of this experiment.Jadual menunjukkan keputusan eksperimen.


Glass rodRod kaca

Science Module

Number of glass rodsBilangan rod kaca

1 2 3 4 5

Number of blocksBilangan bongkah

2 4 6 8 10

Table 26

(a). What is the pattern of change in the number of blocks?Apakah pola perubahan pada bilangan blok?

_____________________________________________________________________

(b). What do the pupils want to find out from this investigation?Apakah yang hendak dibuktikan dalam penyiasatan ini?

_____________________________________________________________________

_____________________________________________________________________

(c). What is kept the same in this investigation?Apakah pembolehubah yang dimalarkan?

______________________________________________________________________

(d). Make a hypothesis for this investigation.Buatkan satu hipotesis untuk penyiasatan ini.

______________________________________________________________________MV : _______________________________________ ( ________________ )

RV : _______________________________________ ( ________________ )

42. A group of pupils carried out an investigation on the stability of a structure to support the mass of loads. The table below shows the result of the investigation.

Sekumpulan murid menjalankan penyiasatan ke atas kestabilan struktur untuk menampung berat.Jadual di bawah menunjukkan keputusan penyiasatan.

Base area of the structure (cm²)Luas tapak struktur (sm²)

Mass of load that can be supported (g)Berat beban yang boleh ditampung(g)

8 2012 3016 4020 50

Table 27

(a). What is the aim of this investigation?Apakah tujuan penyiasatan ini?

_____________________________________________________________________


Science Module

_____________________________________________________________________

(b). State the thing that is Nyatakan


ii. observed : ____________________________________________

bergerak balas

(c). Make a hypothesis for this investigation.Buat satu hipotesis untuk penyiasatan ini.

______________________________________________________________________

______________________________________________________________________

(d) Predict the mass of load that can be supported if the base area is 24 sm².Ramalkan berat beban yang boleh ditanggung sekiranya luas tapak adalah 24 sm².

_____________________________________________________________________

MV : _______________________________________

RV : _______________________________________

43. Diagram 34 shows an investigation that is carried out by Amalina. Four cylinders of different height are placed on a table.

Rajah 34 menunjukkan penyiasatan yang dijalankan oleh Amalina.Empat silinder yang berbeza ketinggian diletakkan di atas meja.

Diagram 34

The table is slowly lifted up at one side and Table 26 shows the time taken for the


S

T

U

V

Science Module

cylinders to fall down.Meja itu diangkat perlahan-lahan pada satu belah dan Jadual 26 menunjukkan masa diambil untuk silider itu jatuh.

CylinderSilinder

S T U V

Time taken for the cylinder to fall down (s)Masa diambil untuk silider jatuh (s)

3 7 10 5

Table 28(a). What is the aim of this activity?

Apakah tujuan aktiviti ini? ____________________________________________________________________

(b). State the thing that isNyatakan pembolehubah


ii. measured : ____________________________________________ bergerak balas

MV : ___________________________________________________________

RV : ___________________________________________________________

44. Diagram 35 shows some sewing needles made from iron. Two sewing needles are wrapped in wax paper and labeled as U and another two are wrapped in tissue paper and labeled as V. Both samples are left aside for two months.

Rajah 35 menunjukkan jarum jahit dibuat daripada besi.Dua jarum jahit dibalut dalam kertas minyak dan ditanda sebagai U dan dua lagi dibalut dengan kertas tisu dan ditanda sebagai V.Kedua-duanya ditinggalkan di luar selama dua bulan.

Diagram 35

Table 29 below shows the result.Jadual 29 menunjukkan keputusannya.

Material used to wrap the needles Condition of needles after two month


Jarum Jarum

Kertasminyak Kertas

tisu

Science Module

Bahan digunakan untuk membalut jarum

Keadaan jarum selepas dua bulan

Wax paperKertas minyak

Not rustyTidak berkarat

Tissue paperKertas tisu

RustyBerkarat

Table 29

(a). What is the fixed variable in this investigation?Apakah pembolehubah dimalarkan dalam penyiasatan ini?

_____________________________________________________________________

(b). What is the aim of the investigation ?Apakah tujuan penyiasatan ini?

_____________________________________________________________________

(c). State one hypothesis from this investigation.Nyatakan hipotesis daripada penyiasatan ini.

_____________________________________________________________________

MV : ___________________________________________________________

RV : ___________________________________________________________

Diagram 35

45. The diagram above shows an investigation on the germination of seeds in two beakers. Observation is made after five days.

Rajah di atas menunjukkan penyiasatan ke atas percambahan biji benih dalam dua bekas.Pemerhatian dibuat selepas lima hari.

(a). Predict the condition of the seedlings in both beakers after five days. Ramalkan keadaan kedua-dua biji benih selepas lima hari

(i) Seedlings in beaker P.


tap water

layer of oil

seeds

Beaker P Beaker Q

Lapisan minyak

air paip

biji benih

Science Module

Biji benih dalam bikar P

_______________________________________________________________

(ii) Seedlings in beaker Q.Biji benih dalam bikar Q.

_______________________________________________________________

(b). State the thing that is changed in the above investigation. Nyatakan apa yang diubah dalam penyiasatan ini.

_____________________________________________________________________

(c). What conclusion can be made from this investigation. Apakah kesimpulan yang boleh dibuat daripada penyiasatan ini.

_____________________________________________________________________

_____________________________________________________________________

1. MV : Condition of place / Amount of sunlight. Keadaan tempat / Jumlah cahaya matahari

RV : Growth of plants / Healthiness of plants. Tumbesaran tumbuhan / Kesuburan pokok

. (a) To investigate the relationship between (the) condition of place / amount

of sunlight and (the) condition of plants. /growth of (the) plants. / healthiness of plants.Untuk menyiasat hubungan di antara keadaan tempat / jumlah cahaya matahari dan keadaan pokok / tumbesaran pokok / kesuburan pokok

(b) i. Condition of place / Amount of sunlight. Keadaan tempat / Jumlah cahaya matahari

ii. Condition of plants / Growth of plants / Healthiness of plants. Keadaan pokok / Tumbesaran pokok / Kesuburan pokok

2. MV : Type of plant. Jenis tumbuhan/pokok

RV : Condition of the plant. Keadaan tumbuhan/pokok


Science Module

(a) i Type of plant. Jenis pokok

ii. Condition of the plant. Keadaan tumbuhan/pokok

iii. Amount of water / Place of investigation. Jumlah air / Tempat penyiasatan

3. MV : Time/Day Masa / Hari

RV : The number of pupils having flu Bilangan murid yang dijangkiti selsema

(a) Increases Bertambah

(b) 8

(c) i. Time / Day Masa / Hari

ii. The number of pupils having flu Bilangan murid yang dijangkiti selsema

(d) When the time increases, the number of pupils that have flu also increases / The disease caused by microorganisms can spread from one person to another. Apabila masa bertambah,bilangan murid yang dijangkiti selsema juga bertambah / Penyakit yang disebabkan oleh microorganism boleh disebarkan daripada seseorang kepada orang lain.

4. MV : Year / time Tahun / masa RV : Number of patients Bilangan pesakit (a) i. Year / time Tahun / Masa

ii. Number of patients Bilangan pesakit

(b) If the time increases, the number of patients decreases . Jika masa bertambah, bilangan pesakit berkurang.

(c) Decreases Berkurang


Science Module

5. RV : Time /Year Masa / Tahun MV : Number of tigers Bilangan harimau

(a) To investigate the relationship between the year and the number of tiger found. Untuk menyiasat hubungan antara tahun dan bilangan harimau dijumpai.

(b) i. Time / Year Masa / Tahun

ii. Number of tigers Bilangan harimau

(c) 10

(d) When the year increases, the number of tiger found decreasesApabila tahun menaik, maka bilangan harimau berkurang.

6. MV : The amount of water sprinkled on the bread Jumlah air yang direnjis ke atas roti RV : The number of mould spots on the bread Bilangan tompok kulat di atas roti

(a) i. The amount of water sprinkled on the bread Jumlah air yang direnjis ke atas roti

ii. The number of mould spots on the bread Bilangan tompok kulat di atas roti.

(b) As the amount of water sprinkled on the bread increases, the number of mould spots on the bread

Jika jumlah air yang direnjis di atas roti bertambah,bilangan tompok kulat di atas roti bertambah

(c) When the amount of water sprinkled on the bread increases, the number of mould spots on the bread increases.Apabila jumlah air yang direnjis di atas roti bertambah , maka bilangan tompok kulat di atas roti bertambah

7. MV : Number of owls Bilangan burung hantu RV : Number of rats Bilangan tikus

(a) Number of owl, number of rat. Bilangan burung hantu , bilangan tikus.


Science Module

(b) Decreases Berkurang

(c) If the number of owl increases, the number of rat decreases Jika bilangan burung hantu bertambah, maka bilangan tikus berkurang.

(d) 13

8. MV : Number of marbles Bilangan guli RV : Volume of water Isipadu air

(a) Size of marble, type of marble Saiz guli , jenis guli .

(b) Volume of water Isipadu air

(c) To investigate the relationship between the number of marble and volume of water. Untuk menyiasat hubungan antara bilangan guli dan isipadu air.

9. MV : Length of string Panjang tali

RV : Number of swing in 30 seconds Bilangan ayunan dalam 30 saat

(a) i. Size of pendulum bob, type of pendulum bob, type of string Saiz ladung , jenis ladung , jenis tali

ii. Number of swings in 30 seconds Bilangan ayunan dalam 30 saat.

(b) 13 swings 13 ayunan

(c) If the length of string increases, the number of swing in 30 seconds decreases. Jika panjang tali bertambah, maka bilangan ayunan dalam 30 saat berkurang.

10. MV : Volume of water Isipadu air

RV : Mass of towel Berat tuala .

(a) i. Volumes of water


Science Module

Isipadu air

ii. Mass of towel Berat tuala

(b) To investigate the relationship between the volume of water and mass of towel. Untuk menyiasat hubungan antara isipadu air dan berat tuala .

(c) Increases Bertambah

11. MV : Number of 50 sen coins Bilangan syiling 50 sen

RV : Length of spring Panjang spring

(a) i. Number of 50 sen coins Bilangan syiling 50 sen

ii. Length of spring Panjang spring

(b) To investigate the relationship between the number of 50 sen coins and length of spring. Untuk menyiasat hubungan antara bilangan syiling 50 sen dan panjang spring.

(c) 12 cm

(d) Increases Bertambah

12. MV : Presence of towel around the beaker . Kehadiran tuala yang membaluti bikar. RV : Temperature of water in beaker Suhu air di dalam bikar

(a) i. Type of beaker, size of beaker, type of thermometer, place of investigation. Jenis bikar, saiz bikar , jenis termometer,tempat penyiasatan.

ii. Presence of towel around beaker surface Kehadiran tuala yang membaluti bikar.

iii. Temperature of water in beaker Suhu air di dalam bikar

(b) If there is a presence of towel around the beaker , the decrease of temperature of water in the beaker will take a longer Jika bikar dibaluti dengan tuala,suhu air di dalam bikar lambat berkurang.


Science Module

13. MV : Type of materials Jenis bahan RV : Volume of water in measuring cylinder Isipadu air dalam selinder penyukat.

(a) i. Type of materials place in trays Jenis bahan yang diletakkan di dalam bekas.

ii. Volume of water in measuring cylinder Isipadu air di dalam selinder penyukat.

iii. Size / Thickness of materialSaiz / Ketebalan bahan

(b) To investigate the relationship between the type of materials placed in the tray and the volume of water in the measuring cylinder. Untuk menyiasat hubungan antara jenis bahan yang diletakkan dan isipadu air di dalam selinder penyukat.

14. MV : Type of objects Jenis objek

RV : Conductivity of heat Pengaliran haba

(a) i. Type of glass, initial temperature of hot water Jenis gelas , suhu awal air panas.

ii. Type of objects Jenis objek

(b) To investigate the relationship between the type of object and the conductivity of heat. Untuk menyiasat hubungan antara jenis objek dan pengaliran haba.

(c) Plastic spoon Glass rod metal ruler Sudu plastic rod kaca pembaris besi

15. MV : Position of planets from the sun Kedudukan planet dari Matahari RV : Time taken to orbit the Sun Masa yang diambil untuk mengelilingi Matahari

(a) Position of the sun Kedudukan Matahari

(b) Increases Bertambah


Science Module

(c) If the position of planet from the Sun increases, the time taken to orbit the Sun increases.Jika kedudukan planet dari Matahari bertambah, maka masa yang diambil untuk mengelilingi Matahari bertambah.

16. MV : Distance of planets from the Sun Jarak planet dari Matahari. RV : Time taken to make one complete orbit around the Sun

Masa yang diambil untuk membuat satu pusingan lengkap mengelilingi Matahari .

(a) To investigate the relationship between the distance of planets from the Sun and the time taken to make one complete orbit around the Sun.

Untuk menyiasat hubungan antara jarak planet dari Matahari dan masa yang diambil untuk membuat satu pusingan lengkap mengelilingi Matahari.


(c) If the distance of planets from the Sun increases, the time taken to make one complete orbit around the Sun increases.Jika jarak planet dari Matahari bertambah, maka masa yang diambil untuk membuat satu pusingan lengkap mengelilingi Matahari bertambah.

(d) Between Planet R and S. Antara Planet R dan S

17. MV : Position of planets from the Sun Kedudukan planet dari Matahari RV : Period for one complete movement of planet around the sun Tempoh satu pusingan lengkap planet mengelilingi Matahari.

(a) To investigate the relationship between the position of planets from the Sun and the period for one complete movement of planet around the Sun. Untuk menyiasat hubungan antara kedudukan planet dari Matahari dan dan tempoh masa untuk satu pusingan lengkap planet mengelilingi Matahari. (b) If the position of planets from the Sun increases, the period for one complete

movement of planet around the Sun increasesJika kedudukan planet dari Matahari bertambah, maka tempoh satu pusingan planet mengelilingi Matahari bertambah.

(c) Between Y and Z.Di antara Y dan Z

18. MV : Position of planet from the Sun Kedudukan planet dari Matahari RV : Average surface temperature of planet Purata suhu permukaan planet


Science Module

(a) To investigate the relationship between the position of planets from the Sun and average surface temperature of the planets. Untuk menyiasat hubungan antara kedudukan planet dari Matahari dan purata suhu permukaan planet.


(c) If the position of planet from the Sun increases, the average surface temperature of planets decreases.Jika kedudukan planett dari Matahari, maka purata suhu permukaan planet berkurang.

19. MV : Distance of planets from the sun Jarak planet dari Matahari

RV : Size of orbit of planets Saiz orbit planet

(a) To investigate the relationship between the distance of planets from the sun and the size orbit of planets.

Untuk menyiasat hubungan antara jarak planet dari Matahari dan saiz orbit planet.

(b) Pluto

(c) If the distance of planets from the Sun increases, the size of orbit of planets increases Jika jarak planet dari Matahari bertambah, maka saiz orbit planet bertambah.

20. MV : Number of pulley Bilangan takal

RV : Force to lift load Daya untuk mengangkat beban

(a) i. Weight of load Berat beban

ii. Number of pulley Bilangan takal

iii. Force needed to lift load Daya diperlukan untuk mengangkat beban

(b) To investigate the relationship between the number of pulleys and the force needed to lift the load. Untuk mengkaji hubungan antara bilangan takal dan daya yang diperlukan untuk mengangkat beban.

(c) When the number of pulley increases, the force needed to lift the load decreases.Apabila bilangan takal bertambah, maka daya diperlukan mengangkat beban berkurang.


Science Module

21. MV : Diameter of gear Y Garis pusat gear Y

RV : Number of rotation made by Y Bilangan putaran yang dibuat oleh Y

(a) i. Diameter of gear Y Garis pusat gear Y

ii. Number of rotation made by Y Bilangan putaran yang dibuat oleh Y

(b) To investigate the relationship between the diameter of gear Y and the number of rotations made by Y. Untuk menyiasat hubungan antara garis pusat gear Y dan bilangan putaran yang dibuat oleh Y


(d) If the diameter of gear Y increases, the number of rotation made by Y decreases.Apabila garis pusat gear Y bertambah, maka bilangan putaran yang dibuat oleh Y berkurang.

22. MV : Position of fulcrum from the load Kedudukan fulkrum dari beban

RV : Difficulty to move the load Kesukaran untuk mengerakkan beban

(a) i. Position of fulcrum from the load Kedudukan fulcrum dari beban

ii. Difficulty to remove the load Kesukaran untuk menggerakkan beban.

(b) To investigate the relationship between the position of the fulcrum and the difficulty to move the load.Untuk menyiasat hubungan antara kedudukan fulkrum dan kesukaran untuk menggerakkan beban.

(c) If the position of the fulcrum from the load increases, the difficulty to move the load increases.Jika kedudukan fulkrum dari beban bertambah, maka kesukaran untuk menggerakkan beban bertambah.

(d) If the position of the fulcrum from the load increases, the difficulty to move the load increases.Jika kedudukan fulkrum dari beban bertambah, maka kesukaran untuk menggerakkan beban bertambah.


Science Module

23. MV : Mass of bag Berat beg RV : Number of book needed to lift the bag Bilangan buku yang diperlukan untuk mengangkat beg.

(a) Length of plank Panjang papan

(b) To investigate the relationship between the mass of bag and number of books needed to lift the bag. Untuk menyiasat hubungan di antara berat beg dan bilangan buku yang diperlukan untuk mengangkat beg.

(c) When the mass of bag increases, the number of book needed to lift the bag increasesApabila berat beg bertambah, maka bilangan buku yang diperlukan untuk mengangkat beg bertambah.

24. MV : Amount of sand Jumlah pasir

RV : Time for wheel barrow to go up Masa untuk kereta sorong naik ke atas.

(a) i. Amount of sand Jumlah tanah

ii. Time for wheel barrow to go up Masa untuk kereta sorong naik ke atas.

(b) To investigate the relationship between the amount of sand and the time for the wheel barrow to go up. Untuk menyiasat hubungan antara jumlah pasir dan masa untuk kereta sorong naik ke atas.

(c) If the amount of sand increases, the time for wheel barrow to go up increases. Jika jumlah pasir bertambah, maka masa untuk kereta sorong naik ke atas bertambah.

25. MV : Distance of cube from the screen Jarak kiub dari skrin RV : Height of the shadow formed Ketinggian bayang-bayang yang terbentuk

(a) To investigate the relationship between the distance of cube from the screen and the height of the shadow formed. Untuk menyiasat hubungan antara jarak kiub dari skrin dan ketinggian bayang-bayang yang terbentuk.

(b ) Decreases Berkurang


Science Module

(c) i. Distance of cube from the screen Jarak kiub dari skrin

ii. Height of the shadow formed Ketinggian bayang-bayang yang terbentuk.

(d) If the distance of cube from the screen decreases, the height of the shadow formed decreases

Apabila jarak kiub dari skrin berkurang, ketinggiaan bayang-bayang terbentuk berkurang.

26. MV : Period of heating Tempoh pemanasan RV : Length of the wire Panjang wayar

(a) To investigate the relationship between the period of heating and the length of the wire

Untuk menyiasat hubungan antara tempoh pemanasan dengan panjang wayar.

(b) i. Period of heating Tempoh pemanasan

ii. Length of the wire Panjang wayar

(c) If the period of heating increases, the length of the wire increases. Jika tempoh pemanasan bertambah ,maka panjang wayar bertambah.

27. MV : The number of dry cell Bilangan sel kering

RV : Brightness of the bulb Kecerahan mentol

(a) To investigate the relationship between the number of dry cell used and the brightness of the bulb

Untuk menyiasat hubungan di antara bilangan sel kering yang digunakan dan kecerahan mentol

(b) i. The number of dry cell Bilangan sel kering

ii. The brightness of the bulbKecerahan mentol

(c) As the number of dry cells used increases, the brightness of the bulb increases


Science Module

Semakin bilangan sel kering yang digunakan menaik semakin kecerahan mentol menaik

(d) If the number of bulbs used increases, the brightness of the bulb decreases Jika bilangan sel kering bertambah, maka kecerahan mentol berkurangan

28. MV : Number of dry cell Bilangan sel kering

RV : Speed of model car Kelajuan kereta model

(a) To investigate the relationship between the number of dry cell and the speed of model car.

Untuk menyiasat hubungan di antara bilangan sel kering dan kelajuan kereta model

(b) i. Number of dry cellBilangan sel kering

ii. Speed of model carKelajuan kereta model

(c) If the number of dry cell increases, the speed of model car increases Jika bilangan sel kering bertambah, maka kelajuan kereta model bertambah.

29. MV ; Length of pendulum (increase) Panjang bandul (menaik)

RV : Number of complete swings in 30 seconds (decrease) Jumlah ayunan lengkap dalam 30 saat (menurun)

(a) To investigate the relationship between the length of the pendulum and the number of complete swings made in 30 seconds

Untuk menyiasat hubungan di antara panjang bandul dan jumlah ayunan lengkap dalam 30 saat

(b) i. Length of pendulum

Panjang bandul

ii. Number of complete swings in 30 secondsJumlah ayunan lengkap dalam 30 saat

30. MV : The room temperature Suhu bilik

RV : Time taken for the towel to dry Masa diambil oleh tuala untuk kering

(a) DecreasesBerkurang


Science Module

(b) To investigate the relationship between the room temperature and the time taken for the towel to dry

Untuk menyiasat hubungan di antara suhu bilik dan masa diambil oleh tuala untuk kering

(c) If the room temperature increases, the time taken for the towel to dry decreasesJika suhu bilik bertambah, maka masa diambil oleh tuala untuk kering berkurang

31. MV : The surface area exposed Luas permukaanyang terdedah

RV : The time of evaporation Masa penyejatan

(a) To investigate the relationship between the surface area exposed and the time of evaporation

Untuk menyiasat hubungan di antara luas permukaan yang terdeedahn dan masa penyejatan

(b) The surface area exposed and time of evaporation Luas permukaan yang terdedah dan masa penyejatan

(c) If the surface area exposed increases, the time of evaporation decreases Jika luas permukaan yang terdedah bertambah, maka masa penyejatan berkurang.

(d) If the surface area exposed increases, the time of evaporation decreases Jika luas permukaan yang terdedah bertambah, maka masa penyejatan berkurang.

32. MV : Temperature of water Suhu air

RV : Period of melting Masa untuk melebur

(a) DecreasesMenurun

(b) i. Temperature of water.Suhu air

ii. Period of meltingMasa untuk melebur

(c) If the temperature of water increases, the period of melting decreases Jika suhu air bertambah, maka masa untuk melebur berkurang

33. MV : Time taken to heat the water Masa diambil untuk panaskan air


Science Module

RV : The amount of water in the measuring cylinder Jumlah air di dalam silider penyukat

(a) To investigate the relationship between the time taken to heat the water and the amount of water in the measuring cylinderUntuk menyiasat hubungan di antara masa diambil untuk panaskan air dan jumlah air di dalam silinder penyukat

(b) increasingmenaik

(c) i. Time taken to heat the waterMasa diambil untuk panaskan air

ii. The amount of water in the measuring cylinderJumlah air di dalam silinder penyukat

34. MV : Time of day Masa dalam satu hari

RV : The position of the shadow Kedudukan bayang-bayang

(a) To investigate the relationship between the time of day and the position of the shadowUntuk menyiasat hubungan di antara masa waktu siang dan kedudukan bayang-bayang

(b) i. Time of dayMasa dalam satu hari

ii. The position of the shadowKedudukan bayang-bayang

35. MV : The date in the Lunar Calendar Hari dalam Kalendar Lunar

RV : The phase of the Moon Fasa-fasa Bulan

(a) To find the relationship between the date in the Lunar Calendar and phase of the Moon Untuk menyiasat hubungan di antara tarikh dalam Kalendar Lunar dan fasa-fasa Bulan

(b) IncreasesBertambah

36. MV : Time Masa

RV : The length of the shadow Panjang bayang-bayang


Science Module

(a) To investigate the relationship between the period of time and the length of a shadow

Untuk menyiasat hubungan di antara tempoh masa dan panjang bayang-bayang (b) Decreases and increase

Berkurang dan bertambah

(c) In the morning the length of the shadow decreases, in the afternoon the length of the shadow increases

Pada waktu pagi, panjang bayang-bayang menurun, pada waktu petang panjang bayang-bayang bertambah

37. MV : Date according to the Lunar Calendar Tarikh mengikut Kalendar Lunar

RV : The size of the Moon Saiz Bulan

(a) To investigate the relationship between the date according to the Lunar Calendar and the size of the Moon Untuk menyiasat hubungan di antara hari mengikut Kalendar Lunar dan saiz Bulan

(b) Increases and decreases Bertambah dan berkurang

(c) i. Date according to the Lunar CalendarTarikh mengikut Kalendar Lunar

ii. Size of the MoonSaiz Bulan

38. MV : Time

Masa RV : The length of the shadow

Panjang bayang-bayang

(a) Decreases and increases Bertambah dan berkurang

(c) i. TimeMasa

ii. Length of the shadowPanjang bayang-bayang

39. MV : The base area Luas tapak

RV : The stability of the model Kestabilan model


Science Module

(a) If the base area increases, the stability of the model increases.Jika luas tapak bertambah,maka kestabilan model bertambah

(b) If the height of the building increases, the stability of the building decreases Jika ketinggian bangunan bertamabah, maka kestabilan bangunan berkurang.

40. MV : The height of an object Ketinggian objek

RV : Time taken for object to topple Masa untuk objek tumbang

(a) To investigate the relationship between the height of an object and the time for object to toppleUntuk menyiasat hubungan di antara ketinggian objek dan masa untuk objek tumbang.

(b) If the height of the object increases, the time for object to topple decreases. Jika ketinggian objek bertambah, maka masa untuk objek tumbang berkurang.

(c) i. The height of an objectKetinggian objek

ii. Time taken for object to toppleMasa untuk objek tumbang

(d) When the height of the object increases, the time for object to topple decreases.Apabila ketinggian objek bertambah, maka masa untuk objek tumbang berkurang.

41. MV : The number of glass rods

Bilangan rod kacaRV : The number of blocks Bilangan bongkah

(a) IncreasingBertambah

(b) To investigate the relationship between the number of glass rods used and the number of blocks needed to snap the glass rods

Untuk menyiasat hubungan di antara bilangan rod kaca dan bilangan bongkah yang diperlukan untuk mematahkan rod kaca.

(c) The length / diameter of the glass rodsPanjang / diameter rod kaca

(d) If the number of glass rods used increases, the number of blocks needed to snap the glass rods increases

Jika bilangan rod kaca digunakan bertamba, maka h bilangan blok diperlukan untuk mematahkan rod kaca bertambah.

42. MV : Base area of the structure


Science Module

Luas tapak struktur RV : The mass of the weight that can be supported Berat beban yang boleh ditampung

(a) To investigate the relationship between the base area of the structure and the mass of the weight that can be supported Untuk menyiasat hubungan di antara luas tapak struktur dan berat beban yang boleh ditampung

(b) i. Base area of the structureLuas permukaan struktur

ii. The mass of load that can be supportedBerat beban yang boleh ditampung

(c) If the base area of the structure increases, the mass of the weight that can be supported increases. Jika luas tapak struktur bertambah, maka berat beban yang boleh ditampung bertambah

(d) 70 g

43. MV : The height of cylinder Ketinggian silinder

RV : The time taken for the cylinder to fall down Masa diambil untuk silinder jatuh

(a) To investigate the relationship between the height of cylinder and the time taken for the cylinder to fall down.Untuk menyiasat hubungan di antara ketinggian silinder dan masa yang diambil untuk silinder jatuh.

(b) i. The height of the cylinderKetinggian silinder

ii. The time taken for the cylinder to fall down Masa diambil untuk silinder jatuh

44. MV : Material used to wrap the needles

Bahan yang digunakan untuk membalut jarum RV : Condition of needles after two months Keadaan jarum selepas dua bulan

(a) Type of needle / length / size of the needleJenis jarum / panjang / size jarum

(b) To investigate the relationship between the type of material used to wrap the needles and the condition of needles after two months.


Science Module

Untuk menyiasat hubungan di antara bahan yang digunakan untuk membalut jarum dan keadaan jarum selepas dua bulan.

(c) If wax paper is used to wrap the needles , the needles will not rust after 2 monthsJika kertas minyak digunakan untuk membalut jarum, jarum tidak akan berkarat selepas dua bulan.

45. MV : Presence of air Kehadiran udara

RV : Germination of seedlings / Condition of seedlingsPercambahan biji benih / keadaan biji benih

(a) i. (The) seedlings will germinate.Biji benih akan bercambah.

ii. (The) seedlings will not germinate.Biji benih tidak bercambah.

(b). Presence of air.Kehadiran udara.

(c). Seedlings need air to germinate.Biji benih memerlukan udara untuk bercambah.

1. MV : Condition of place / Amount of sunlight. Keadaan tempat / Jumlah cahaya matahari

RV : Growth of plants / Healthiness of plants. Tumbesaran tumbuhan / Kesuburan pokok

. (a) To investigate the relationship between (the) condition of place / amount

of sunlight and (the) condition of plants. /growth of (the) plants. / healthiness of plants.Untuk menyiasat hubungan di antara keadaan tempat / jumlah cahaya matahari dan keadaan pokok / tumbesaran pokok / kesuburan pokok

(b) i. Condition of place / Amount of sunlight. Keadaan tempat / Jumlah cahaya matahari

ii. Condition of plants / Growth of plants / Healthiness of plants. Keadaan pokok / Tumbesaran pokok / Kesuburan pokok

2. MV : Type of plant. Jenis tumbuhan/pokok

RV : Condition of the plant. Keadaan tumbuhan/pokok


Science Module

(a) i Type of plant. Jenis pokok

ii. Condition of the plant. Keadaan tumbuhan/pokok

iii. Amount of water / Place of investigation. Jumlah air / Tempat penyiasatan

3. MV : Time/Day Masa / Hari

RV : The number of pupils having flu Bilangan murid yang dijangkiti selsema

(a) Increases Bertambah

(b) 8

(c) i. Time / Day Masa / Hari

ii. The number of pupils having flu Bilangan murid yang dijangkiti selsema

(d) When the time increases, the number of pupils that have flu also increases / The disease caused by microorganisms can spread from one person to another. Apabila masa bertambah,bilangan murid yang dijangkiti selsema juga bertambah / Penyakit yang disebabkan oleh microorganism boleh disebarkan daripada seseorang kepada orang lain.

4. MV : Year / time Tahun / masa RV : Number of patients Bilangan pesakit (a) i. Year / time Tahun / Masa

ii. Number of patients Bilangan pesakit

(b) If the time increases, the number of patients decreases . Jika masa bertambah, bilangan pesakit berkurang.



Science Module

5. RV : Time /Year Masa / Tahun MV : Number of tigers Bilangan harimau

(a) To investigate the relationship between the year and the number of tiger found. Untuk menyiasat hubungan antara tahun dan bilangan harimau dijumpai.

(b) i. Time / Year Masa / Tahun

ii. Number of tigers Bilangan harimau

(c) 10

(d) When the year increases, the number of tiger found decreasesApabila tahun menaik, maka bilangan harimau berkurang.

6. MV : The amount of water sprinkled on the bread Jumlah air yang direnjis ke atas roti RV : The number of mould spots on the bread Bilangan tompok kulat di atas roti

(a) i. The amount of water sprinkled on the bread Jumlah air yang direnjis ke atas roti

ii. The number of mould spots on the bread Bilangan tompok kulat di atas roti.

(b) As the amount of water sprinkled on the bread increases, the number of mould spots on the bread

Jika jumlah air yang direnjis di atas roti bertambah,bilangan tompok kulat di atas roti bertambah

(c) When the amount of water sprinkled on the bread increases, the number of mould spots on the bread increases.Apabila jumlah air yang direnjis di atas roti bertambah , maka bilangan tompok kulat di atas roti bertambah

7. MV : Number of owls Bilangan burung hantu RV : Number of rats Bilangan tikus

(a) Number of owl, number of rat. Bilangan burung hantu , bilangan tikus.


Science Module


(c) If the number of owl increases, the number of rat decreases Jika bilangan burung hantu bertambah, maka bilangan tikus berkurang.

(d) 13

8. MV : Number of marbles Bilangan guli RV : Volume of water Isipadu air

(a) Size of marble, type of marble Saiz guli , jenis guli .

(b) Volume of water Isipadu air

(c) To investigate the relationship between the number of marble and volume of water. Untuk menyiasat hubungan antara bilangan guli dan isipadu air.

9. MV : Length of string Panjang tali

RV : Number of swing in 30 seconds Bilangan ayunan dalam 30 saat

(a) i. Size of pendulum bob, type of pendulum bob, type of string Saiz ladung , jenis ladung , jenis tali

ii. Number of swings in 30 seconds Bilangan ayunan dalam 30 saat.

(b) 13 swings 13 ayunan

(c) If the length of string increases, the number of swing in 30 seconds decreases. Jika panjang tali bertambah, maka bilangan ayunan dalam 30 saat berkurang.

10. MV : Volume of water Isipadu air

RV : Mass of towel Berat tuala .

(a) i. Volumes of water


Science Module

Isipadu air

ii. Mass of towel Berat tuala

(b) To investigate the relationship between the volume of water and mass of towel. Untuk menyiasat hubungan antara isipadu air dan berat tuala .

(c) Increases Bertambah

11. MV : Number of 50 sen coins Bilangan syiling 50 sen

RV : Length of spring Panjang spring

(a) i. Number of 50 sen coins Bilangan syiling 50 sen

ii. Length of spring Panjang spring

(b) To investigate the relationship between the number of 50 sen coins and length of spring. Untuk menyiasat hubungan antara bilangan syiling 50 sen dan panjang spring.

(c) 12 cm

(d) Increases Bertambah

12. MV : Presence of towel around the beaker . Kehadiran tuala yang membaluti bikar. RV : Temperature of water in beaker Suhu air di dalam bikar

(a) i. Type of beaker, size of beaker, type of thermometer, place of investigation. Jenis bikar, saiz bikar , jenis termometer,tempat penyiasatan.

ii. Presence of towel around beaker surface Kehadiran tuala yang membaluti bikar.

iii. Temperature of water in beaker Suhu air di dalam bikar

(b) If there is a presence of towel around the beaker , the decrease of temperature of water in the beaker will take a longer Jika bikar dibaluti dengan tuala,suhu air di dalam bikar lambat berkurang.


Science Module

13. MV : Type of materials Jenis bahan RV : Volume of water in measuring cylinder Isipadu air dalam selinder penyukat.

(a) i. Type of materials place in trays Jenis bahan yang diletakkan di dalam bekas.

ii. Volume of water in measuring cylinder Isipadu air di dalam selinder penyukat.

iii. Size / Thickness of materialSaiz / Ketebalan bahan

(b) To investigate the relationship between the type of materials placed in the tray and the volume of water in the measuring cylinder. Untuk menyiasat hubungan antara jenis bahan yang diletakkan dan isipadu air di dalam selinder penyukat.

14. MV : Type of objects Jenis objek

RV : Conductivity of heat Pengaliran haba

(a) i. Type of glass, initial temperature of hot water Jenis gelas , suhu awal air panas.

ii. Type of objects Jenis objek

(b) To investigate the relationship between the type of object and the conductivity of heat. Untuk menyiasat hubungan antara jenis objek dan pengaliran haba.

(c) Plastic spoon Glass rod metal ruler Sudu plastic rod kaca pembaris besi

15. MV : Position of planets from the sun Kedudukan planet dari Matahari RV : Time taken to orbit the Sun Masa yang diambil untuk mengelilingi Matahari

(a) Position of the sun Kedudukan Matahari

