Science KSSR Year 5

Pupil’s name:
Teacher’s name: Class:

Performance
Learning Performance
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THEME: INQUIRY IN SCIENCE

Unit 1 1.1 Science 1.1.1 2 3
Scientific Skills Process Skills
1.1.2 2, 3 3
1.1.3 4 4
1.1.4 4, 5 3, 4
1.1.5 6, 7 3
1.1.6 7, 8 3
1.1.7 8 3
1.1.8 8, 9 3, 4
1.1.9 9, 10 4, 5
1.1.10 10, 11 4, 5
1.1.11 11, 12 4, 5
1.1.12 12, 13 5, 6
THEME: LIFE SCIENCE
Unit 2 2.1 Human Skeletal 2.1.1 19 1
Humans System
2.1.2 19 1
2.1.3 20 -
2.1.4 20 4
2.2 Human Blood 2.2.1 21 2
Circulatory
2.2.2 21 3
System
2.2.3 22 4
2.2.4 22 3, 6
2.3 Relationship 2.3.1 23, 24 5
between the
2.3.2
Systems in
2.3.3 24 5, 6
Human Body
2.3.4
Unit 3 3.1 Survival of 3.1.1
30, 31 1
Animals Animal Species 3.1.2
3.1.2 31, 32 2, 3
3.1.3 32, 33 1, 2, 3
3.1.4 33, 34 1, 2
3.1.5 34 1, 2

P1
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Learning Performance
Content Content Standard Page (3) Achieved
Standard Level
(7) Not Achieved

3.2 Creating Animal 3.2.1

Model 3.2.2
35 6
3.2.3
3.2.4
3.3 Food 3.3.1
35, 36 1, 2
Relationship 3.3.2
Among Living 3.3.3 36 4
Things
3.3.4
37 3
3.3.5
3.3.6 37, 38 4, 5
3.3.7 38 6
Unit 4 4.1 Survival of 44 2
Plants Plant Species 4.1.1
45 3
46 2, 5
4.1.2
47 3
4.2 Dispersal of 4.2.1 48, 49 1
Seeds
4.2.2 50 4
4.2.3 51 4, 5
THEME: PHYSICAL SCIENCE
Unit 5 5.1 Sources of
Electricity Electrical 5.1.1 56 1
Energy
5.2 Series Circuit 5.2.1 57 2
and Parallel
5.2.2 58, 59 3
Circuit
5.2.3 60 2
5.2.4
5.2.5 60 – 64 5
5.2.6
5.3 Safety 5.3.1 64, 65 4
Precautions 5.3.2
in Handling 5.3.3 65. 66 6
Electrical
Appliances
and the
5.3.4 66 6
Conservation of
Electricity
Unit 6 6.1 Heat and 6.1.1 71 1
Heat Temperature 6.1.2 72 2
6.1.3
72 – 74 2, 5
6.1.4
6.1.5 75 3, 4

P2
 Performance
Learning Performance
Content Content Standard Page (3) Achieved
Standard Level
(7) Not Achieved

76 4
6.1.6 76, 77 3, 4
77 6
THEME: MATERIAL SCIENCE
Unit 7 7.1 Rusting 7.1.1
81, 82 1, 2, 3
Rusting Material 7.1.2
7.1.3 82, 83 4
7.1.4 83 5
7.1.5 84 5
7.1.6 84 6
Unit 8 8.1 States of Matter 8.1.1
90 1, 3
Matter 8.1.2
8.1.3 91 1
8.1.4 92 1
8.1.5 93 1
8.2 Changes in 8.2.1 93, 94 2
States of Matter
8.2.2 95 4
for Water
8.2.3 96 5
8.2.4 97 6
THEME: EARTH AND UNIVERSE
Unit 9 9.1 Phases of the 9.1.1 102 1
Phases of the Moon
9.1.2 102, 103 3
Moon and
Constellations 9.1.3 104, 105 4
9.1.4 106 5
9.2 Constellations 9.2.1 107 2
9.2.2 107, 108 2
9.2.3 108 6
THEME: TECHNOLOGY AND SUSTAINABILITY OF LIFE
Unit 10 10.1 Uses of Tools 10.1.1 112, 113 1, 2
Machines in Life
10.1.2
113, 114 3, 4
10.1.3
10.1.4 115 5
10.1.5 115 6

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 Unit Theme: Inquiry in Science

1 Scientific Skills Digital File

Unit 1

Express Notes
1.1
1 Scientific skills are skills using the scientific methods in carrying out an investigation.
2 Scientific skills consist of science process skills and manipulative skills.
3 Science process skills consist of:
i -THINK

Bubble Map

Observing
Experimenting Classifying

Making Measuring
hypothesis and using
numbers

Controlling Science
Making
variables process
inferences
skills

Defining
operationally Predicting

Interpreting Using
space-time Communicating
data
relationships

4 Manipulative skills are psychomotor skills that enable pupils to use and handle Science
apparatus, substances and specimens properly and safely while conducting Science
investigations.

1
DSKP Practice Praktis DL.S Class:
Name: Date:

1.1 Science Process Skills Textbook Pages: 2 – 14

Answer the following questions. L.S 1.1.1 PL3

1 The diagram below shows two types of animal, X and Y.

X Y
(a) What is the similarity between the external features of animals X and Y?
Both animals X and Y have hard shells.

(b) Predict what will happen to animals X and Y if they do not have the external
feature mentioned in 1(a). hoTS Analysing
[What] X and Y will be easily attacked by other animals.

(c) What is the sense used to compare the external feature between animals X and
Y? Tick (✓) in the box below.

✓ Touch Smell

2 Classify the plants below based on the specific characteristics to adapt themselves to
climate and seasonal changes. L.S 1.1.2 PL3

Coconut tree Banana plant Turmeric plant Rubber tree

Cactus plant Maize plant Bougainvillea tree Casuarina tree

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 Name: Class: Date:

Specific characteristic Plants

Flexible trunk Coconut tree, casuarina tree

Stem that can store water Cactus plant, banana plant

Roll leaves Turmeric plant, maize plant, banana plant

Shed leaves Rubber tree, bougainvillea tree

3 Classify the animals below based on the specific characteristics to protect

themselves from enemies. L.S 1.1.2 PL3

Cockroach Porcupine Tiger Snail Polar bear

Zebra Skunk Crab Pufferfish Panda

Specific characteristic Animals

Bad smell Cockroach, skunk

Sharp spines Porcupine, Pufferfish

Camouflage Tiger, zebra

Hard shell Snail, crab

Thick fur Polar bear, panda bear

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 Name: Class: Date:

4 Ali and Abu carried out an investigation by using two similar trollies to push two
different boxes with different mass. L.S 1.1.3 PL4

5 kg

Ali

10 kg

Abu

(a) Name one suitable standard measuring tool used to measure the mass of the
boxes in this investigation.
Weighing scale

(b) Based on the above diagram, state one observation.

[What] The distance travelled by the trolley pushed by Ali is further than the trolley

pushed by Abu.

(c) Suggest one standard measuring tool that can be used to measure the distance
travelled in this investigation.
Measuring tape

5 The diagram below shows a glass of water containing ice cubes.

 L.S 1.1.4 PL3 PL4

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 Name: Class: Date:

(a) State the change in the state of matter of the ice cubes after some time.
Solid liquid

(b) Give one inference for your answer in 5(b). hoTS Analysing

[Why] Ice cubes melt because the ice receives heat from the environment.

(c) What is the process involved?

Melting process

6 AW-5 filled with vinegar. L.S 1.1.4 PL3 PL4

The diagram below shows a beaker

When the vinegar solution is tested, the blue litmus paper changes to red.

(a) Give one inference about the above statement. hoTS Analysing

[Why] This is because the vinegar is acidic.

(b) Give one other example of food that has the same chemical property as vinegar.
Orange

(c)
Aminah tested a glass of mineral water with red and blue litmus papers. It
was found that the red and blue litmus papers did not change colour.

What is the operational definition for the mineral water? hoTS Evaluating

Mineral water is a substance that does not change the colour of red and blue litmus

papers.

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 Name: Class: Date:

7 An investigation was carried out by a group of pupils to observe the relationship between
heating time and water temperature. The following diagram shows the apparatus set-
up for the experiment L.S 1.1.5 PL3

Thermometer

Distilled water
Beaker

xxxxxxxxx

Heat

The following table shows the result of the investigation.

Time (minute) 0 2 4 6 8 10 12

Temperature
25 40 55 70 80 90
of water (˚C)

(a) Predict the temperature of water at the 12th minute.

100 ˚C

(b) After the 12th minute, the fire is extinguished. Predict what will happen to the
temperature of water. hoTS Analysing
[What] The temperature of water will decrease.

(c) Give one inference for your answer in 7(b). hoTS Analysing

[Why] The temperature of water decreases because the water loses heat.

8 The diagram below shows an incomplete food chain in a pond. L.S 1.1.5 PL3

X Y Z

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 Name: Class: Date:

(a) Match X, Y and Z with the correct examples of animals.

(b)
The number of waterweeds in the pond decreases.

Predict what will happen to animals X and Y. hoTS Analysing

[What] Animals X and Y will die.

(c) Give an inference for the answer in 8(b). hoTS Analysing

[Why] This is because animals X and Y do not get enough food.

9 An investigation is carried out on a pupil to investigate the rate of breathing with the
types of activities that are carried out. The results of investigation are recorded in the
table below. L.S 1.1.6 PL3

Type of activity Rate of breathing

Reading book Low
Cycling Moderate
Swimming High

(a) Based on the information in the above table, construct a bar chart in the space
provided. hoTS Analysing

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 Name: Class: Date:

Rate of breathing

Type of activity
Reading book Cycling Swimming

10 The table below shows the phases of the Moon that can be seen from the Earth on
AW-12 AW-13
AW-11 L.S 1.1.6 PL3
certain days according to the lunar calendar.
Day Day 1 Day 8 Day 15

Size of the Moon

that can be seen
from the Earth

(a) Based on the table above, state a relationship between the day and the size of
the Moon that can be seen from the Earth. hoTS Evaluating
[What] As the day increases, the size of the Moon that can be seen from the Earth

increases according to the lunar calendar until day 15.

(b) State the trend of change in the size of the Moon that can be seen from the Earth
according to the lunar calendar from day 1 till day 15.
Increases

11 The following is an investigation method carried out by a group of pupils.

L.S 1.1.8 PL3 PL4

1. Use three different cylinders, L, M and N with different sizes of base.

AW-14 L AW-15M
AW-16 N

2. Place all three cylinders on a table.

3. Tilt the table slowly.
4. Observe the cylinder that topples first.
5. Record the observation in the table provided.

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 Name: Class: Date:

(a) Predict the time taken by cylinder M to topple. Complete the table below.

Cylinder L M N

Time taken by the cylinder

2 4 6
to topple (second)

(b) What is the purpose of this investigation?

To investigate the relationship between the size of the base of a cylinder and the time

taken by the cylinder to topple.

(c) What is the trend of change in the time taken by cylinders L, M and N to topple?
Increases

(d) State one hypothesis for this investigation.

[What] As the size of the base of the cylinder increases, the time taken by the cylinder

to topple also increases.

(e)
The stability of a cylinder also depends on the height of the cylinder.

State two variables from the above statement.

The height of the cylinder and the stability of the cylinder

12 The diagram below shows an investigation conducted by pupils in 5 Jasmine.

L.S 1.1.9 PL4 PL5
Bulb Bulb

Dry cells Dry cells

Glass rod Iron rod

Switch Switch
Circuit P Circuit Q

(a) Based on the above investigation, state the observation on the light bulbs in
circuits P and Q when the switches are closed.

Circuit P Q
Condition of The bulb does not light up The bulb lights up
light bulb

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 Name: Class: Date:

(b) Which rod can conduct electricity?

Rod in circuit Q / Iron rod

(c) What is the operational definition of an object that can conduct electricity based
on the observation?
An object that can conduct electricity is an object that can light up a bulb when

connected in a circuit.

(d) Match the following information with the correct variables in this investigation.

Variables Information

Type of rod
Manipulated variable

Condition of light bulb

Constant variable
The number of dry cells

(e) What is the purpose of this investigation?

To investigate the relationship between the type of rod and the condition of light bulb

whether it lights up or not.

13 The diagram below shows the observation on two same type of young plants. The
young plants are planted in two pots of the same type. Both plants are watered with
the same quantity of water. L.S 1.1.10 PL4 PL5

Young plant M Young plant N

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 Name: Class: Date:

(a) What is the variables in this investigation?

(i) Manipulated : The presence of sunlight

Height of the young plant
(ii) Responding :
Type of the young plant
(iii) Constant :

(b) Predict the observation on the young plants after a week.

Young plant M : Grows lushly

Young plant N : Withers and eventually dies

13 The table below shows the results of an investigation on the time taken for two beakers
of water to boil. L.S 1.1.11 PL4 PL5

Beaker AW-21 Time taken for water to boil (minutes)

Water in beaker X 2

AW-22

Water in beaker Y 4

(a) Based on the above table, PdPc

(i) match the following information with the correct variables in the investigation.
PAK-21
Information Variables

Surrounding temperature
Manipulated
variable
Quantity of water

Responding
variable Time taken for water to boil

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 Name: Class: Date:

(ii) state one hypothesis.

As the quantity of water in the beaker increases, the time taken for the water to boil

also increases.

(b)
The time taken for water to boil is affected by the strength of heat.

State one hypothesis that supports the above statement.

As the strength of heat increases, the time taken for the water to boil decreases.

14 Fill in the correct answers based on the experiment below. L.S 1.1.12 PL5 PL6

Experiment 1
Title:
Electrical circuit

Problem Statement:
What is the factor that can influence the brightness of light bulbs in a parallel circuit?

Aim:
To investigate the relationship between the number of dry cells and the brightness of
light bulbs in a parallel circuit.

Hypothesis:
As the number of the dry cells increases in a parallel circuit, the brightness of light
bulbs increases.
PdPc
Apparatus and Materials:
PAK-21

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 Name: Class: Date:

1 Using the given components, build two parallel circuits with light bulbs of different
brightness. Sketch and label the diagrams of the parallel circuits in the space
below.

Wire Dry cells Wire Dry cells

Bulb Switch Switch

Bulb

2 Variables:
(a) Manipulated:
Number of dry cells

(b) Responding:
Brightness of light bulbs

(c) Constant:
Number of light bulbs

PdPc

PAK-21
3 Observation:
The circuit with a greater number of dry cells has a higher brightness of light bulbs.

4 Conclusion:
As the number of the dry cells increases in a parallel circuit, the brightness of the light

bulbs increases.

13
 Name: Class: Date:

1
1 Table 1 shows the number of cases and deaths due to road accidents from January
until April 2022 in town X.

Month Number of cases Number of deaths

January 18 1
February 20 2
March 22 0
April 25 4
May 19 1
June 16 0

Table 1

(a) What observation can be made from the data in Table 1?

The number of cases of road accidents is the most in April.
[1 mark] PL1

(b) Give an inference for the month that has the most number of accident cases.
hoTS Analysing

[Why] The most number of road accidents happen in April because the number of

drunk drivers is the highest in that month.

[1 mark] PL4

(c) How many death cases were caused by road accidents based on the above
data?
8
[1 mark] PL1

(d) Suggest one road safety precaution that needs to be practised by the road
users.
Obey the speed limit while driving.

[1 mark] PL4

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 Name: Class: Date:

2 Diagram 1 shows three types of plants.

X Y Z
Diagram 1

(a) State the specific characteristics of each plant to protect themselves from the
enemies.

X: Has sharp thorns

Y: Has bad smell

Z: Has fine hairs

[3 marks] PL2

(b) Suggest one other plant that has the same characteristic as plants hoTS Analysing

X: Cactus

Y: Citronella plant

Z: Pumpkin plant
[3 marks] PL4

(c) Predict what will happen to the plants if they do not have the specific
characteristics stated in 2(a). hoTS Analysing
[What] The plants will easily be eaten or harmed by enemies.

[1 mark] PL4

3 Diagram 2 shows an investigation carried out by a group of pupils.

Oil

Air Air
Boiled tap
water

Anhydrous Tap water

calcium chloride

X Y Z
Diagram 2

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 Name: Class: Date:

(a) What will happen to the nails in test tubes X, Y and Z after a week?
hoTS Analysing

[What] The nail in test tube Y will rust while the nails in test tubes X and Z will

not rust.
[1 mark] PL4

(b) Give an inference for your answer in 3(a). hoTS Analysing

PdPc [Why] The nail in test tube Y rusts due to exposure to water and air.
Practice
Extra

[1 mark] PL4
PdPc
(c) Give an operational definition of rusting.
Quiz

[What] Rusting is when the surface of an iron nail turns brown.

[1 mark] PL2

(d) State the relationship between time and condition of nail.

[What] As time increases, the rusting of nail increases.

[1 mark] PL2

(e) Based on the above investigation, state two factors of rusting.

[Factor 1] Presence of water

[Factor 2] Presence of air

[2 marks] PL2

Quiz Extra
(Objective) Practice

16
 Unit Theme: Life Science

2 Humans Digital File

Unit 2

Express Notes
2.1
1 The diagram below shows the human skeleton.
Tutorial
Skull Video
• To protect the brain

Rib
• To protect internal organs

PdPc

Tutorial
Video
Hand bone
• For support and movement
Backbone
• To support the body

Leg bone
• For support and movement

2 Joints are the places where two or more bones meet. These structures make the
skeleton flexible.
3 Importance of the skeletal system to the human body:
(a) Maintains the shape of the body
(b) Protects the soft organs such as the brain, heart and lungs
(c) Allows body movement

17
2.2

1 The diagram below is the block diagram of the human circulatory system.

Lungs

Blood rich in
Blood rich in Heart oxygen
carbon dioxide

Human
body

2 Functions of the blood circulatory system:

(a) To provide oxygen to all body cells and remove carbon dioxide from the body
cells
(b) To distribute nutrients and transport wastes

3 Functions of the main parts in the blood circulatory system are as follows:

Part Function
Heart Pumps blood to the lungs and the whole body
Lungs A place of exchanging carbon dioxide with oxygen
Blood vessels Transport blood throughout the body
Blood Transports oxygen, nutrients, water and wastes

2.3

1 Systems in the human body such as digestive, blood circulatory, respiratory and human
skeletal systems are related to each other.
2 We need to make sure our health is well taken care of so that all the systems in our
body function efficiently.
3 Ways to protect the systems in human body:
(a) Eat nutritious food
(b) Exercise
(c) Avoid smoking
(d) Live in a clean environment
(e) Wash hands frequently
(f) Drink eight glasses of water per day

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 Name: Class: Date:
DSKP Practice
2.1 Human Skeletal System Textbook Pages: 20 – 27

PdPc Video
1 Label the main human skeleton in the
Scan the QR code or go to https://youtube.
diagram below. com/watch?v=SiBzCpg6vu8 to
State the function for each skeleton in the watch more clearly on the
space provided. L.S, 2.1.1 PL1 human skeletal system.
For educational purpose only

Skeleton Function

Skull To protect the brain

Rib To protect internal organs

Backbone To support the body

Hand bone For support and movement

Leg bone For support and movement

PdPc
2 Label the position of joints in the human skeleton. L.S 2.1.2 PL1

Video
(a) (e)

Shoulder Neck

(b) (f)

Backbone Elbow

(c) (g)

Hip Wrist

(d) (h)

Knee Ankle

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3 Match the different positions of joints with their correct functions. L.S 2.1.3 PL1

Allow the arms to move back

The joints at the neck
and forth or to the sides

Allow the movements of the

The joints at the backbone
upper body

Allow the head to turn and

The joints at the shoulders
rotate

Allow the legs to bend and

The joints at the knees
straightened

4 Fill in the blanks with the correct answers. L.S 2.1.4 PL4

strong calcium blob 206

weight shape organs

206
There are (a)_________________ bones in the main skeleton of adult humans. Human

strong
bones are very (b)_________________. The human skeleton plays a very important role

weight
to humans. It serves to support the (c)_______________ of the body, to maintain the

shape organs
(d)_______________ of the body and also to protect the (e)_____________ inside the

calcium
body. Bones are made up of (f)______________ and they are very hard. Without the

blob
main skeleton, humans would look like a (g)________________ of water-filled tissues.

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2.2 Human Blood Circulatory System Textbook Pages: 28 – 33

1 Match the main part of the blood circulatory system below with its correct function.
L.S 2.2.1 PL2

(a)

Transport blood throughout

the body

(b)

Place where carbon dioxide

and oxygen are exchanged

(c)

Carry oxygen, nutrients,

water and waste products

(d)

Pumps blood to the lungs

and whole body

2 Complete the block diagram of blood circulation pathways in human body below with
the answers provided. L.S 2.2.2 PL3

Blood rich in carbon dioxide Blood rich in oxygen Heart

Lungs

Blood rich in Blood rich in oxygen

Heart
carbon dioxide

Human body

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 Name: Class: Date:

3 Fill in the blanks with the correct answer. L.S 2.2.3 PL4

carbon dioxide nutrients blood vessels

urea blood circulatory system oxygen

Blood circulatory system

(a) carries blood and nutrients throughout our body.

(b) Blood travels through blood vessels , namely arteries, veins and
capillaries.
oxygen nutrients
(c) Blood transports and to the body cells.

(d) Blood transports waste products such as carbon dioxide and

urea
_________________ from the body cells to be removed.

4 Carry out the following activity. L.S 2.2.4 PL3

PdPc PAK-21 Activity

PdPc
5 Let’s sing the blood circulatory system song below. L.S 2.2.4 PL6
PAK-21

Melody: If You’re Happy and You Know It

Let’s learn about the circulatory system The heart pumps blood to the
The human blood circulatory system body
It’s divided into four, lungs, blood and heart Blood carries oxygen, nutrients
Don’t forget about the blood vessels and water
Waste materials will be excreted
Lungs are the place of gaseous exchange
Oxygen enters, carbon dioxide escape After our body uses oxygen
Blood rich in oxygen is brought to the heart Carbon dioxide appears instead
Moving through the blood vessels Blood rich in CO2 is carried to
The heart is beating dap dup dap the heart
To be eliminated through the lungs

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2.3 Relationship between the Systems in Human Body Textbook Pages: 34 – 44

1 Name each of the system below correctly. L.S 2.3.1

(a) (b)

Blood circulatory system Respiratory system

(c) (d)

Skeletal system Digestive system

2 Identify the systems in the human body that can be linked in the examples below.
L.S 2.3.1 PL5

Example Systems involved

(a) When Aishah is choking on food, her respiratory

Digestive system and
tract is blocked. This condition can make her
respiratory system
difficult to breath.

(b) When Ali’s hand bone is broken, his hand will be Skeletal system and blood
swollen due to blood flow disruption. circulatory system

(c) When the heart of Ali’s grandfather fails to

function, the blood circulatory system is unable
Blood circulatory system
to transport blood containing oxygen, nutrients,
and other systems
and water to the whole body. At the same time,
all other systems in the body will fail to function.

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 Name: Class: Date:

3 Fill in the blanks with the correct answer. L.S 2.3.1 PL5

digestive system skeletal system beats

blood circulatory system nutrients brain

(a) The heart beats when the brain and nervous system send

signals to the heart.

skeletal system
(b) The human relies on the nutrients it gains from the
digestive system to build strong and healthy bones.
blood circulatory system
(c) The transports oxygen to the digestive system

that supplies nutrients to organs such as the heart to continue functioning.

4 Based on the diagrams below, write the ways that need to be practised to protect the
systems in human body to ensure a healthy life. L.S 2.3.2, 2.3.3, 2.3.4 PL5 PL6

(a) (b)

Wear seat belts in the car Exercise regularly in a clean environment

(c) (d)

Eat more fruits and vegetables Wash hands frequently

24
 Name: Class: Date:

2
1 (a) The following information shows the function of the main human skeleton.
Match the following information with the correct main human skeleton.
Main human
Function skeleton

Skull
Provides structural support and
balance to maintain an upright
posture, and it also enables flexible Backbone
motion.
Rib

[1 mark] PL1

(b) Diagram 1 shows the main human skeleton.

(i) Based on Diagram 1, which labelled part
protects the soft internal organs? P

[1 mark] PL1

(ii) What will happen if the part in 1(b)(i) is

broken?
Q
Can cause the lungs to collapse.
S
R

[1 mark] PL1

(iii) Parts S and T have the same function.

What is the function?
For support and movement.

T
[1 mark] PL1

(iv) What is the function of part P?

To protect the brain.

[1 mark] PL1
Diagram 1

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 Name: Class: Date:

2 Diagram 2 shows the “Let’s Wash Your Hands” poster.

Diagram 2

(a) Why are we encouraged to wash hands frequently?

[Why] To remove viruses or bacteria on our hands.

[1 mark] PL5

(b) State two negative effects to a person who touches his/her mouth before
washing the hands.
[Effect 1] Can cause diseases such as COVID–19.

[Effect 2] Can cause diarrhea.

[2 marks] PL5

(c) Aside from washing our hands frequently, suggest two ways to take care of our
respiratory system.
[Way 1] Exercise

[Way 2] Live in an environment that has lots of plants

[2 marks] PL5

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3 Diagram 3 shows a system in the human body.

PdPc

Practice
Extra
PdPc

Quiz
Diagram 3

(a) Name the system in the human body shown in Diagram 3.

Respiratory system
[1 mark] PL2

(b) What is organ Y?

Lung
[1 mark] PL2

(c) What is the function of organ Y?

Place where carbon dioxide and oxygen gas are exchanged.

[1 mark] PL2

(d) State two ways to take care of the system named in 3(a).
Do not smoke

Live in a clean environment

[2 marks] PL5

(e) What will happen if the system named in 3(a) is not taken care of?
Bronchitis / Lung cancer
[1 mark] PL5

Quiz Extra
(Objective) Practice

27
 Unit Theme: Life Science

3 Animals Digital File

Unit 3

Express Notes PdPc Website

3.1 Scan the QR code or go to https://

animals.net/nine-awesome-defenses-
animals-use-to-avoid-predators/
1 Survival of the species is the ability of a species about the ways animals
to survive to avoid extinction. protect themselves from
2 The specific characteristics of animals to protect enemies.
themselves from enemies:
For educational purpose only

(a) Sharp spines (f) Sharp claws

(b) Hard scales (g) Hard shell
(c) Horns (h) Long legs and strong muscles
(d) Poisonous stings (i) Patterns that resemble fake eyes on
the wings
(e) Bad smell
PdPc
Website

3 The specific behaviours of animals to protect themselves from enemies:

(a) Curl up the body (e) Spurt out black ink

(b) Camouflage (f) Live in groups
(c) Retract the body parts into (g) Raising quills with sharp
hard shell spines
(d) Detach the body part

4 The specific characteristics and behaviours of animals to protect themselves from

extreme weathers:

Cold weather Hot weather

Thick fur Humps

Thick layers of fat Wallow in mud

Migrate Large ear lobes

Hibernate

Short and dense feathers

Small ear lobes

28
 5 The ways animals protect their eggs:

Way Animal

Incubate the eggs Chicken

Keep their eggs in a sac under their body Spider

Coil around the eggs Snake

6 The ways animals ensure their young ones continue to live:

Way Animal

Nurse their young Cow, tiger

Protect the young in their pouch Kangaroo

Move in groups Elephant, anchovy

Carry the young in the mouth Tilapia fish, crocodile

Feed their young Bird

Attack when their young are disturbed Chicken, cat

3.3

1 A food chain is a food relationship among living things.

Grasshopper Frog Eagle

Grass
(primary (secondary (tertiary
(producer)
consumer) consumer) consumer)

2 A food web consists of two or more food chains linked together.

3 An example of a food web in a field:

Grasshopper Frog

Snake Eagle
Grass

Earthworm Bird

29
 Name: Class: Date:
DSKP Practice
3.1 Survival of Animal Species Textbook Pages: 50 – 69

1 Answer the following question. L.S 3.1.1, 3.1.2 PL1

(a) Animals and plants use their special characteristics and behaviours to ensure the
survival of their species.
Based on the above statement, explain the meaning of survival of the species.
[What] Survival of the species is the ability of animals and plants to maintain their

species to prevent extinction.

(b) State the specific characteristics and behaviours of animals to protect themselves
from enemies.

Animal Specific characteristic and behaviour

(i)

Has hard shell and big and sharp claws

(ii)

Has sharp spines

(iii)

Has sharp horns

(iv)

Spurt out black ink

(v)

Has strong leg muscles

30
 Name: Class: Date:

Animal Specific characteristic and behaviour

(vi)

Has hard scales

(vii)

Live in groups

2 Fill in the blanks with the given words to explain the specific characteristics and
behaviours of animals to protect themselves from enemies. L.S 3.1.2 PL2 PL3

deer camouflaging horns butterfly

centipede shell horseshoe crab porcupine

smell cockroach spines poison

(a)

A horseshoe crab has a hard shell to

protect its soft body.

(b)
porcupine spines
A raises the sharp
on its body to scare enemies.

(c)
centipede
A has a sting that produces
poison
that can kill enemies.

(d)

A cockroach produces a bad smell to keep

its enemies away.

31
 Name: Class: Date:

(e)

A deer has sharp and hard horns

to attack and hurt the enemies.

(f)
A butterfly has colours and patterns on
its wings for camouflaging to avoid from being
detected by the enemies.

3 Answer the following riddles about the animals that protect themselves from extreme
weather. L.S 3.1.2 PL2 PL3

Camel Sea lion Walrus Polar bear Penguin

(a) During winter, I will hibernate to (b) I have long white tusks. My ear
reduce movement and prevent lobes are small to reduce heat
myself from losing energy. I also loss. I have a thick layer of fat
have thick fur to trap body heat. to maintain body heat in cold
Who am i? weather.
Who am I?

Answer: Polar bear Answer: Walrus

(c) I have short and densed feathers. (d) I have a hump on my back.
This short and densed feathers act This hump serves to store food
as a thermal insulator to maintain in the form of fat. In the extreme
my body temperature. heat of the desert, I am able to
Who am i? survive without water and food for
two weeks.
Who am I?

Penguin Camel
Answer: Answer:

32
 Name: Class: Date:

4 Explain the specific characteristics or behaviours of the following animals to protect

themselves from extreme weathers. L.S 3.1.3 PL2 PL3

(a)

An elephant wallows in water and mud

to control its body temperature.

(b)

A snow goose migrates to protect itself from cold weather

(c)

A hippopotamus wallows in water and

much to control its body temperature

5 Match the animals with their ways to protect their eggs. L.S 3.1.4 PL1 PL2

(a)

(b)

(c)

(d)

33
 Name: Class: Date:

6 Identify the animals that use the following ways to ensure the survival of their species.
Write the letters A - D to represent the animals. L.S 3.1.4 PL1 PL2

A B C D

(a) Slimy and smelly eggs B

(b) Lay eggs on the surface of leaves near the river banks with calm water A

(c) Cover the eggs with sand D

(d) Incubate the eggs C

7 State the ways for the following animals to ensure the survival of their young ones.
L.S 3.1.5 PL1 PL2

(a) (b) (c)

PdPc The mother carries the Attacks the enemies when

Protects its young
joey in the pouch
PAK-21

its young are disturbed

(d) (e) (f)

Protects its young by

Feeds its young Nurses its young
placing them in the mouth

34
 Name: Class: Date:

3.2 Create Animal Model Textbook Pages: 70 – 73

Carry out the following activity. L.S 3.2.1, 3.2.2, 3.2.3, 3.2.4 PL6

PdPc PAK-21 Activity

3.3 Food Relationship among Living Things Textbook Pages: 74 – 88

1 Answer the following questions. L.S 3.3.1, 3.3.2 PL1 PL2

The diagram below shows a food chain in a paddy field.

Paddy plant Rat Snake Eagle

PdPc
(a) Based on the above diagram, name the food for the following animals:
PAK-21
Rat Paddy

Snake Rat

Eagle Snake

(b) Animals get energy from plants. Based on the food chain, where does the paddy plant
get energy from?
Sunlight

(c) State the producer and consumers in the food chain.

(i) Producer : Paddy plant

Rat, snake and eagle
(ii) Consumers :
35
 Name: Class: Date:

(d) Give the definition of a food chain.

[What] A food chain is a food relationship among living things.

2 Fill in the blanks with the given words based on the food chain below. L.S 3.3.3 PL4

Paddy plant Grasshopper Sparrow Eagle

light producer source of energy

consumers photosynthesis sparrow

light
(a) The Sun gives out that becomes the
source of energy
to the plants like paddy plants.

(b) Paddy plants get energy from the Sun to make their own food through the
photosynthesis
process of .
producer
(c) Paddy plants are the because they provide food to animals.

(d) Grasshoppers get energy by eating paddy plants. Thus, grasshoppers are the
consumers .
Sparrows
(e) eat grasshoppers to get energy. Thus, sparrows are the
secondary consumers.

3 Tick (✓) for the true statements and (✗) for the false statements. L.S 3.3.3 PL4

(a) All food chains start with green plants as producers. ✓

(b) Plants are the tertiary consumers in a food chain. ✗

(c) Primary and secondary consumers can make their own food. ✗

(d) Herbivores are primary consumers in a food chain. ✓

(e) The arrow “→” in a food chain means “eaten by”. ✓

36
 Name: Class: Date:

4 Answer the following questions. L.S 3.3.4, 3.3.5 PL3

(a) The diagram below shows some food chains that can be found in a paddy field.

Paddy plant Rat Snake Eagle

Paddy plant Sparrow Snake Eagle
Paddy plant Grasshopper Sparrow Eagle
Paddy plant Rat Eagle

Based on the food chains above, build a food web.

Rat Snake

Sparrow Eagle
Paddy plant

Grasshopper

(b) What is the meaning of a food web?

[What] A food web is a combination of two or more food chains in a habitat.

5 Answer the following questions based on the food web below. L.S 3.3.6 PL4 PL5

Goat Python

Green plant Grasshopper Frog Eagle

Squirrel

(a) Write one food chain found in the above food web.
Green plant→ Grasshopper → Frog → Eagle

(b) Predict what will happen to the population of the following living things if the
number of grasshoppers in the food web decreases rapidly.
Decreases Decreases
(i) Frog: (ii) Eagle:

37
 Name: Class: Date:

(c) If all the green plants in the habitat die, predict what will happen to other living
things.
[What] All the living things will die.

(d) Why do green plants play an important role in a food chain?

[Why] This is because green plants absorb energy from the Sun to carry out

photosynthesis and transfer the energy to the consumers when they are eaten.

6 Carry out the following activity. L.S 3.3.7 PL6

PdPc PAK-21 Activity

PdPc
PAK-21

38
 Name: Class: Date:

3
1 Diagram 1 shows two types of animals, K and L.

K L

Diagram 1
PdPc
(a) How do animal K and animal L take care of their young?

Quiz
(i) Animal K:
[How] Feeds its young
[1 mark] PL1
(ii) Animal L:
[How] Carries its young on its back
[1 mark] PL1

(b) Give one example of animal that ensures the survival of its species by living in
groups.
Ants
[1 mark] PL1

(c) Diagram 2 shows an animal species living in an area.

Quiz
(Objective)

Diagram 2

State how the animal ensures the survival of its species.

[How] Lives in groups
[1 mark] PL1

39
 Name: Class: Date:

2 (a) The following information shows the specific characteristics of animal X to protect
itself from enemies.

I am an animal with thick fur. I live in the coldest place on Earth. Who am I?

(i) Name animal X.
Polar bear

[1 mark] PL1

(ii) Name the place where animal X live.

Arctic

[1 mark] PL1

(b) State the correct specific behaviours based on the animals that are classified in
the following groups.
i -THINK

Tree Map
Specific behaviours

(i) (ii)
Detach parts of Living in groups

their bodies

Lizard Anchovy
Octopus Elephant

[2 marks] PL2

(c) Diagram 3 shows a type of animal that lives on land and in water.

Diagram 3

In your opinion, how does this animal ensure the survival of its species?
[How] Lays a large number of slimy eggs which smell bad to make them difficult for

enemy to eat.
[1 mark] PL1

40
 Name: Class: Date:

3 Table 1 shows how two species of animals, M and N survive.

Animal M N

Survival of Lays a large number eggs and Lays eggs in between

species hide them in the sand rocks

Table 1

(a) Give one example of animal

M: Turtle

N: Snail
[2 marks] PL1

(b) Predict what will happen if animals M and N do not take care of their eggs as
mentioned in Table 1. hoTS Analysing
[What] The eggs of animals M and N will be eaten by enemies, causing the

population of these animals to decrease.

[1 mark] PL2

(b) Create an imaginary animal that lives in the North Pole. This animal has specific
characteristics to protect itself from extremely cold weather and enemy attacks.
Sketch your imaginary animal in the space below.

Small ear lobes Sharp horns

to reduce heat loss for self-defence
from the body

Feathers/wings
which function as
thermal insulators
and to fly Thick fur
to control body temperature
in cold weather

[2 marks] PL6

41
 Unit Theme: Life Science

4 Plants Digital File

Unit 4

Express Notes
4.1
1 Specific characteristics of plants to protect themselves from enemies:
Specific characteristic Example of plant
– Pong-pong tree
Produce poisonous substance
– Yam plant
– Cactus
Have sharp thorns
– Durian
– Sugar cane plant
Have fine hairs
– Bamboo plant
– Papaya plant
Have latex
– Rubber tree
– Rafflesia
Have a bad smell
– Tobacco tree

2 Specific characteristics of plants to adapt themselves with the climate and seasonal
changes:

Specific characteristic Example of plant

Strong seasonal wind
Flexible trunk Coconut tree
Split leaves Coconut tree
Needle-shaped leaves Casuarina tree
Hot climate and dry season
Modified leaves as spikes Cactus
Long roots Cactus
Folding of leaves Turmeric plant
Shedding of leaves Rubber tree
Water storing stem Banana plant
Waxy leaves Yam plant
Cold climate
Thick bark Maple tree
Needle-shaped leaves Pine tree

42
 4.2

1 There are four ways plants disperse their seeds or fruits:

Way of dispersal Characteristics of seed or fruit Example of seed or fruit

– Has husk with hollow space
Coconut
– Has waterproof skin
By water
– Light weight
Lotus
– Has air spaces
– Small and light
Lalang
– Has fine hairs
By wind
– Small and light
Shorea
– Wing-like structure
– Has hooks Love grass
By humans – Has edible flesh Mango
and animals
– Has small and hard seeds
Water melon
which cannot be digested
By explosive – Mature fruit dries up and
Rubber seed
mechanism explodes

2 The importance of seeds dispersal:

i -THINK

Bubble Map

To ensure the Enable the plant

survival of the to grow in other
plant’s species areas

Importance
of seed
dispersal

Seedlings do not
have to compete Supply food to
with each other other living things
and with the parent like animals and
plant to obtain humans
basic needs

43
 Name: Class: Date:
DSKP Practice
4.1 Survival of Plant Species Textbook pages: 94 – 103

1 Identify the plants that have the following specific characteristics to protect themselves
from enemies. Write the alphabet A – E to represent the plant. L.S 4.1.1 PL1

A B C D E

(a) Has a bad smell E

(b) Poisonous D

(c) Has fine hairs B

(d) Has sharp thorns A

(e) Has latex C

2 State the specific characteristics of the plants below based on the following classification.
L.S 4.1.1 PL2

L M N

O P Q

Specific characteristics of plant

(a) (b) (c)

Have bad smell Have sharp thorns Have fine hairs

L and N M and P O and Q

44
 Name: Class: Date:

3 Fill in the blanks with the given words to explain the specific characteristics of plants
to protect themselves from enemies. L.S 4.1.1 PL3

smell rafflesia die

cactus poisonous bad

mushroom touch thorns

(a) Rafflesia is known as the largest

flower in the world. The flower produces

an unpleasant smell to avoid

animals from eating it. The bad

smell can attract flies and other insects to

help disperse its seeds.

(b)
Some mushrooms produce
poisonous substances. These

substances can cause enemies to suffer

serious poisoning or die if

eating the mushroom.

(c)

Cactus has thorns on

its stem that can injure the animals that

touch or eat it.

45
 Name: Class: Date:

4 Answer the following questions based on the diagram below. L.S 4.1.1 PL5

(a) State the characteristic of the above plant to protect itself from hot and dry weather.
hoTS Analysing

Fine needle-shaped leaves

(b) Cacti grow in hot and dry regions. Predict how cacti adapt themselves to the
climate based on the characteristic of the plant in 4(a).
[What] Like the plant in (a), cacti have fine needle-shaped leaves or spines.

[How] These leaves or spines can reduce water loss to the atmosphere.

5 Match the plants with the correct specific characteristics to adapt to climate and
seasonal changes. L.S 4.1.2 PL2

(a)

Thick bark

Water storing stem

(b)

Needle-shaped leaves

Long roots

(c)

Flexible trunk

Split leaves

46
 Name: Class: Date:

6 Fill in the blanks with the given words to explain the specific characteristics of plants to
adapt to climate and seasonal changes. L.S 4.1.2 PL3

split loss fall roll

wind hot needle-shaped

(a)

During hot seasons, the leaves of rubber

trees will fall . Rubber trees shed the

leaves to avoid excessive loss of water.

(b)

split
Coconut trees have leaves. This kind

of leaf shape can reduce wind resistance.

(c)

needle-shaped
The leaves of casuarina trees which are

can reduce the loss of water.

(d)

Maize plant can roll its leaves during a

hot day to reduce water loss.

47
 Name: Class: Date:

4.2 Dispersal of Seeds or Fruits Textbook pages: 104 – 111

1 State how the following seeds or fruits are dispersed. L.S 4.2.1 PL1

By humans and animals By explosive mechanism

By water By wind

(a) Lotus (b) Angsana (c) Watermelon

By water By wind By humans and animals

(d) Garden balsam (e) Rambutan (f) Kapok

By explosive mechanism By humans and animals By wind

(g) Nipa (h) Dandelion (i) Pea

By water By wind By humans and animals

48
 Name: Class: Date:

(j) Coconut (k) Lalang (l) Love grass

By water By wind By humans and animals

(m) Rubber (n) Papaya (o) Shorea

By explosive mechanism By humans and animals By wind

(p) Pong-pong (q) Cotton (r) Chestnut

By water By wind By explosive mechanism

(s) Acacia (t) Burr mallow (u) Flame of the forest

By explosive mechanism By humans and animals By explosive mechanism

49
 Name: Class: Date:

2 Complete the bubble maps below to show the relationship between characteristics of
seed and way of dispersal. L.S 4.2.2 PL4
i -THINK

Bubble Map
(a)
(i)
Dispersed by
humans and
(iv) animals (ii)

Edible flesh Has bright colour

(iii)

Smells good Has hard seeds

(b)

Dispersed by
wind

(iii) (i)

Small in size Light

(ii)

Has hard seeds

50
 Name: Class: Date:

3 Answer the following questions based on the diagram below. L.S 3.3.3 PL4

L M
(a) Based on the above diagram, state one specific characteristic for each of the
above seeds or fruits so that it can disperse easily.

L Has husk with air cavities / spaces

M Seed pod dries out and splits open

(b) What are the functions of the specific characteristics stated in 3(a)?

L Enable the fruit to float in water and be drifted to other places

M Enable the seeds to be dispersed far away from the parent plant

(c) Based on the characteristics and function of the seeds or fruits stated in 3(a) and
3(b), state the way of dispersal for

L By water

M By explosive mechanism

(d) Predict the way of dispersal for a type of fruit that has a wing-like structure.
[What] Dispersed by wind

(e) State one example of plant that has the same dispersal method as L and M.

Same dispersal method as Plant

L Pong-pong

M Rubber

51
 Name: Class: Date:

4
1 Diagram 1 shows two types of plants, M and N, each of them is planted in a pot. Both
the plants are not watered for a week.

M N

Diagram 1

(a) Predict your observation on plants M and N after a week. hoTS Analysing

M : [What] Plant M still healthy.

N : [What] Plant N will wilt.

[2 marks] PL5

(b) Give one inference (reason) based on the answer in 1(a). hoTS Analysing

M : [Why] This is because plant M can store water in its stem.

N : [Why] This is because plant N cannot store water in its stem.

[2 marks] PL5

(c) Suggest another plant that has the same characteristics as plant M.
Banana plant
[1 mark] PL2

52
 Name: Class: Date:

2 Diagram 2 shows two types of plants, P and Q.

P Q PdPc

Practice
Extra
Diagram 2

(a) Seeds of P can be dispersed farther as compared to seeds of Q. Elaborate

how seeds of P and Q are dispersed. hoTS Analysing
PdPc
[How] Seeds of P are dispersed by animals or humans which are able to move farther

Quiz
from the parent plant while seeds of Q are dispersed by explosive mechanism which are

only scattered around the parent plant.

[2 marks] PL1

(b) Predict what will happen to plants if their seeds are not dispersed far away
from the parent plant. Explain. hoTS Analysing
[What] Plants cannot grow healthily if they grow around the parent plant. [Why] This is

because basic needs such as water, nutrients and light are insufficient due to competition.

[2 marks] PL6

(c) How does plant Q protects itself from enemies?

[How] Produces latex

[1 mark] PL2

Quiz Extra
(Objective) Practice

53
 Unit Theme: Physical Science

5 Electricity Digital File

Unit 5

Express Notes
5.1 i -THINK

Bubble Map

Dry cell or battery Dynamo

Sources of
Solar cell Accumulator
electrical energy

Hydroelectric power
Generator
plant

5.2
1 A series circuit has one path for electrical energy to flow.
2 A parallel circuit has two or more paths for electrical energy to flow.

Type of circuit Series circuit Parallel circuit

Electric circuit

Diagram of
electric circuit

54
3 The diagrams of components in an electrical circuit can be drawn using symbols.

Dry cell Switch Bulb

Component

Symbol
Open Close

4 The brightness of the light bulbs in a series or parallel circuit is affected by

(a) number of light bulbs.
(b) number of dry cells.

5.3

i -THINK

Bubble Map

1
Do not touch electrical Do not use electrical
appliances or switches appliances that are
with wet hands Safety faulty
precautions
when handling
Do not touch victims electrical Do not repair electrical
of an electric shock appliances appliances on
with bare hands your own

Do not connect too

many plugs to one
power supply

2 i -THINK
Ways to conserve electricity
Tree Map
towards sustainability of life

Switch off the fan Switch off the

Use energy-saving
when you leave the computer if it is not
light bulbs
room in use

55
 Name: Class: Date:
DSKP Practice
5.1 Sources of Electrical Energy Textbook pages: 116 – 117

1 Match the source of electrical energy with its correct usage. L.S 5.1.1 PL1

(a)
Supply a great amount
of electrical energy to
residences, offices and
factories

(b)

It is used to move motor

vehicles such as cars,
motorcycles and lorries

(c)

Supply electrical
energy to satellites

(d)

It is fixed to a bicycle wheel

to light up the bicycle light

(e)
It is used to supply a
small amount of electrical
energy to small appliances
like a toy car

(f)

It is used to supply electrical

energy to hawkers

56
 Name: Class: Date:

5.2 Series Circuit and Parallel Circuit Textbook pages: 118 – 131

1 Write ‘M’ for series circuits and ‘N’ for parallel circuits. L.S 5.2.1 PL2

(a) (b)

M N

(c) (d)

N M

2 Mark () on the correct statement and () on the incorrect statement. L.S 5.2.1 PL2

(a) In a series circuit, light bulbs are connected next to each other

in a row.

(b) There is one pathway from the dry cell through the light bulbs

and back to the dry cell in a series circuit.

(c) If more light bulbs are connected in a series, the brighter the

light bulbs will be.

(d) In a parallel circuit, the light bulbs are arranged parallel in different

paths.

(e) There is one pathway for the electric current to flow through a

parallel circuit.

(f) If more than one light bulb are connected in a parallel circuit, all

the light bulbs will have the same brightness.

57
 Name: Class: Date:

3 Match the components below with their symbols and names correctly. L.S 5.2.2 PL3

(a)

Connecting wire

(b)

Switch

(c)

Dry cell

(d)
Light bulb

4 State the function of each of the following components. L.S 5.2.2 PL3

(a) (b)
Supplies a small amount of Converts electrical energy into
electrical energy light energy

(c) (d)
Connects all components in
an electrical circuit Breaks or completes a circuit

58
 Name: Class: Date:

5 Answer the following questions based on the diagram below. L.S 5.2.2 PL3

(a) Sketch a circuit diagram for the electrical circuit in the above diagram using
symbols in the space below.

(b) State the type of circuit sketched.

Parallel circuit

(c) A series circuit consists of two light bulbs, three dry cells, one switch and connecting
wires. Sketch and label the series circuit diagram with symbols.

Dry cells

Light bulb Switch

Connecting wire

59
 Name: Class: Date:

6 Compare and contrast the brightness of light bulbs in series and parallel circuits
below. Underline the correct answers. L.S 5.2.3 PL2

Series circuit Parallel circuit

(a) The light bulbs in the series circuit are ( brighter / dimmer ) compared to the light
bulbs in the parallel circuit.

(b) All the light bulbs in the series circuit ( share / do not share ) the same amount of electrical
energy supplied by the dry cell.

7 Answer the questions below. L.S 5.2.4, 5.2.5, 5.2.6 PL5

(a) A group of pupils carries out an experiment by building three series circuits, J, K
and L as shown in the diagram below.

J K L

(i) Complete the table below.

Circuit J K L
Number of dry cells 1 1 1
Number of light bulbs 1 2 3

Brightness of light bulbs Brightest Bright Dim

(ii) Match the following information with the correct variables.

Manipulated variable
Number of light bulbs

Responding variable
Brightness of light bulbs
Constant variable

60
 Name: Class: Date:

(iii) What is the conclusion for this experiment? Fill in the blanks with the correct
word.

As the number of light bulbs connected in a series circuit increases ,

the brightness of the light bulbs decreases .

(b) Another group of pupils builds three parallel circuits, P, Q and R as shown in the
diagram below.

P Q R

(i) Complete the table below.

Circuit P Q R
Number of dry cells 1 1 1
Number of light bulbs 2 3 4

Brightness of light bulbs Bright Bright Bright

(ii) Match the following information with the correct variables.

Manipulated variable
Number of light bulbs
Responding variable

Brightness of light bulbs

Constant variable

(iii) What is the conclusion for this experiment? Fill in the blanks with the correct
word.

As the number of light bulbs connected in a parallel circuit increases ,

the brightness of the light bulbs is still the same .

61
 Name: Class: Date:

(c) The diagram below shows three series circuits, S, T and U built by a group of
pupils in an experiment.

S T

(i) Complete the table below.

Circuit S T U
Number of dry cells 1 2 3

Number of light bulbs 2 2 2

Brightness of light bulbs Dim Bright Brightest

(ii) Match the following information with the correct variables.

Number of dry cells Manipulated variable

Number of light bulbs Responding variable

Brightness of light bulbs Constant variable

(iii) What is the conclusion for this experiment? Fill in the blanks with the correct
word.

As the number of dry cells connected in a series circuit increases ,

the brightness of the light bulbs increases .

62
 Name: Class: Date:

(d) The diagram below shows a series circuit.

M1 M2 M3

S1 S2

(i) Complete the table below.

Condition S1 opened S1 closed S1 opened S1 closed

of switches S2 opened S2 closed S2 closed S2 opened

M1: M1: M1: M1:

Does not Lights up Does not light up Does not light up
light up
M2: M2: M2: M2:
Observation
Does not Lights up Does not light up Does not light up
on light
light up
bulbs
M3: M3: M3: M3:
Does not Lights up Does not light up Does not light up
light up

(ii) What is the conclusion for this experiment? Underline the correct answers.

All switches in a series circuit must be (opened / closed) to light up

all the light bulbs.

(e) The diagram below shows a parallel circuit.

M1
S1

M2
S2

M3
S3

63
 Name: Class: Date:

(i) Complete the table below.

S1 closed S1 opened S1 closed S1 opened

Condition S2 closed S2 opened S2 closed S2 closed
of switches S3 opened S3 closed S3 closed S3 opened

M1: M1: M1: M1:

Lights up Does not light up Lights up Does not light up

Observation M2: M2: M2: M2:

on light Lights up Does not light up Lights up Lights up
bulbs
M3: M3: M3: M3:
Does not Lights up Lights up Does not light up
light up

(ii) What is the conclusion for this experiment? Underline the correct answers.

If the switch in one path of a parallel circuit is opened, the electric current
( cannot / can ) flow through it. The light bulb ( does not light up / lights up ).

5.3 Safety Precautions in Handling Electrical Appliances

Textbook pages: 132 – 140
and the Conservation of Electricity

1 Carry out the following activity. L.S 5.3.1, 5.3.2, 5.3.3 PL4

PdPc Pelibatan Ibu Bapa (PIB) Activity

PdPc
PIB

64
 Name: Class: Date:

2 Match the carelessness in handling the electrical appliances with their consequences.
L.S 5.3.2 PL4

(a)

Electric shock

(b)

Short circuit

(c)

Fire

3 Based on the diagrams below, state the safety precautions when handling electrical
appliances. L.S 5.3.3 PL6

(a)

Avoid switching on or switching off the

switch with wet hands.

(b)

Avoid connecting two-pin plugs with this

method, Use a special plastic plug to
insert a two-pin plug into electric socket.

65
 Name: Class: Date:

(c)

Do not connect too many plugs

in one socket.

(d)

Learn the correct method when using

an electrical appliance.

(e)

Switch off and put the iron upright after

using it so that the hot surface does
not touch other object to prevent fire.

PdPc 4 Carry out the following activity. L.S 5.3.4 PL6

PAK-21

PdPc PAK-21 Activity

66
 Name: Class: Date:

5
1 Diagram 1 shows a parallel circuit. All the switches, S1, S2 and S3 are closed.

S1 M1

S2
M2

S3 M3

Diagram 1
(a) Predict what will happen if all the switches in the circuit are opened.
hoTS Analysing

[What] All the light bulbs will not light up.

[1 mark] PL5

(b) Suggest one way so that only one light bulb lights up in the circuit.
[How] Open switches S2 and S3./Open switches S1 and S3.
[1 mark] PL5

(c) Which switch must be opened so that only light bulb M1 lights up?
S2 and S3
[1 mark] PL5

(d) State one observation about the brightness of all the light bulbs when all the
three switches are closed.
[What] The three light bulbs light up with the same brightness.
[1 mark] PL5

2 (a) Diagram 2 shows a parallel circuit.

Light bulb

Dry cells

Connecting wire

Switch

Diagram 2

67
 Name: Class: Date:

(i) Sketch and label the diagram of the parallel circuit in the space below.

Dry cells Light bulb

Switch

[1 mark] PL3

PdPc (ii) Predict what will happen to other light bulbs if one of the light bulbs is fused.
hoTS Analysing
Quiz

[What] The other light bulbs still light up.

[1 mark] PL2

(iii) Give an inference for your answer in 2(a)(ii). hoTS Analysing

[Why] This is because each light bulb in the circuit has its own circuit.

[1 mark] PL2

(b) Diagram 3 shows a complete electrical circuit with four light bulbs, P, Q, R and
S.

Quiz
P (Objective)

Q
R

Diagram 3

Which light bulb will allow only one light bulb to light up, if it is removed from
the circuit? Why? hoTS Analysing
[What] Light bulb R. [Why] When light bulb R is removed, electricity cannot

flow in the circuit that connects light bulb P and light bulb Q. Only light bulb S

can get the electricity from the dry cell.

[2 marks] PL2

68
 Name: Class: Date:

3 Diagram 4 shows a source of electrical energy.

Diagram 4

(a) State the name of the source and a device that uses it
Dynamo – bicycle
[1 mark] PL1

(b) Study the statement below.

Ziyadh found out that the electricity usage in his home from Monday to
Friday is lower than that on Saturday and Sunday.

Give an inference for the situation. hoTS Analysing

[Why] Ziyadh and his family are at home on the weekend and they do not go to school

or work, so they use electrical appliances the whole day.

[1 mark] PL6

(c) Diagram 5 shows two types of electric circuits.

M N
Diagram 5

(i) Name the type of circuits M and N.

M: Series circuit

N: Parallel circuit
[1 mark] PL2

(ii) The bulb in which circuit will light up brighter? KBAT Menganalisis

[What] Circuit N. [Why] Because the light bulbs in circuit N get the same

amount of electricity.
[2 marks] PL4

69
 Unit Theme: Physical Science

6 Heat Digital File

Unit 6

Express Notes
6.1 Tutorial
Video

1 Heat is energy that

(a) cannot be created or destroyed
(b) cannot be seen
(c) can be felt
2 Heat energy is transferred from hotter objects to cooler objects.
3 When a substance gains heat, it becomes warmer.
When a substance loses heat, it becomes cooler.
4 Temperature is an indicator of degrees of hotness.
PdPc
5 Temperature is measured using a thermometer. The standard unit for temperature is
Tutorial

degree Celsius (°C).

Video

6 Impact on a substance when it gains heat and loses heat:

Substance gains heat Substance loses heat

Hotter Colder

Temperature increases Temperature decreases

Expands Contracts

7 Applications of expansion and contraction in everyday life:

Electric cables are fixed loosely to Mercury in a thermometer expands when

prevent them from snapping during cold hot and contracts when cold.
weather.

Railway tracks are built with gaps A tight bottle cap can be loosened by
between the joints to allow expansion immersing it in hot water.
during hot weather.
Metal cap

70
 Name: Class: Date:
DSKP Practice
6.1 Heat and Temperature Textbook pages: 146 – 160

1 Answer the following questions. L.S 6.1.1, 6.1.2 PL1

(a) What is the meaning of

(i) temperature?
Temperature is the degree of hotness or the degree of coldness of a substance.

(ii) heat?
Heat is energy that cannot be created or cannot be seen.

(b) The following diagram shows a standard apparatus found in a Science room.

(i) What is the name of this apparatus?

Thermometer

(ii) What is the standard unit used to measure temperature?

degree Celsius

(iii) What is the symbol for the standard unit stated in 1(b)(ii)?
°C

(c) Complete the following statements with the given words.

hot low cold high

(i)
When measuring a hot substance,
the mercury level in the thermometer increases or
shows a high temperature reading.

(ii)
When measuring a cold substance,
the mercury level in the thermometer decreases or
shows a low temperature reading.

71
 Name: Class: Date:

2 Match the diagram below with the correct techniques of measuring temperature.
L.S 6.1.2 PL2
(a)

110
100
90
80
70
60
50
40
30
20
10
0
-10

(b)

xxxxxxxxx

(c)

3 Conduct the experiment about the changes in the temperature of water below. Then,
answer the following questions. L.S 6.1.3, 6.1.4 PL2 PL5

PdPc Experiment 2
PAK-21

Aim:
(a) To investigate the relationship between the time taken to heat ice cubes and the
temperature of water.
(b) To investigate the relationship between the time taken to cool water and the
temperature of water.

Apparatus and Materials:

Bunsen burner, thermometer, lighter, retort stand, beaker, wire gauze and ice cubes.

Steps:
1. The apparatus and materials are arranged as shown in the diagram on page 73.
2. Ice cubes are heated and the temperature of water is recorded every five minutes
for 30 minutes.
3. After 30 minutes, the Bunsen burner is turned off and the water in the beaker is
left to cool.
4. As the water cools, the temperature of the water is recorded every five minutes.

72
 Name: Class: Date:

Thermometer

Ice cube

Retort stand

Results:

Time (minute) 0 5 10 15 20 25 30
Temperature When ice
(°C) cubes are 0 0 0 20 50 80 100
heated

When water 100 95 75 65 50 40 27

is cooled

(Pupil’s answer)

Discussion:
PdPc
(a) Freezing point is the temperature when water becomes ice. What is the freezing
point of water?
PAK-21
0 °C

(b) Boiling point is the temperature of water when it starts to boil. What is the boiling
point of water?
100 °C

(c) What observation can be made when the ice cubes are being heated?
Ice cubes melt into water and the temperature of water increases.

(d) What observation can be made when water is being cooled?

The temperature of water decreases when water is being cooled.

73
 Name: Class: Date:

(e) Based on the table of results, build a graph that shows temperature of water
against time during the heating of ice cubes.
Temperature of water (°C)

100
90
80
70
60
50
40
30
20
10
Time (min)
0 5 10 15 20 25 30

(f) Based on the table of results, build a graph that shows temperature of water
against time during the cooling of water.
Temperature of water (°C)

100
90
80
70
60
50
40
30
20
10
Time (min)
0 5 10 15 20 25 30

Conclusion:
PdPc
(a) As the time of heating ice cubes increases, the temperature of water increases until it
PAK-21

reaches the boiling point.

As the time of cooling water increases, the temperature of water decreases until it
(b)
reaches the surrounding temperature.

74
 Name: Class: Date:

4 Underline the correct answer. L.S 6.1.5 PL3

(a)
The balloon is placed on the mouth of a bottle
soaked in hot water.
Observation: The balloon ( expands /
contracts ) when heated.
Inference: The air expands when ( gaining /
losing ) heat.
Hot water

(b)
A glass tube containing coloured water is
placed in a container containing ice for 30
minutes.
Ice
Observation: The level of coloured water
( increases / decreases ) when cooled.
Inference: The water ( expands / contracts )
because it loses heat.

(c)
A glass of warm water is put in the refrigerator
for 30 minutes.
Observation: The water becomes ( hot / cold ).
Inference: The water ( gains / loses ) heat.

(d)
An iron spoon is put into a glass of hot water
for a few seconds. The part of the spoon
immersed in the water is touched.
Observation: The iron spoon becomes ( hot /
cold ).
Inference: The spoon ( gains / loses ) heat
from the hot water.

(e)
A wet shirt is hung on a clothes-line for an
hour.
Observation: The wet shirt becomes ( dry /
wet ).
Inference: The shirt dries up because it
( gains / loses ) heat.

75
 Name: Class: Date:

5 Explain how the principle of expansion and contraction of materials applied in the
following situations. L.S 6.1.6 PL4

(a)

A thermometer can measure the temperature of a

substance accurately because mercury in the thermometer
expands when hot and contracts when cold .

(b)
Railway tracks are built with gaps between the joints to
allow the rails to expand during hot weather

(c)
Electric cables are fixed loosely to prevent them from
snapping when they contract during cold weather

6 Answer the questions based on the diagram below. L.S 6.1.6 PL3 PL4

The diagram below shows the condition of conceretes on a pavement that are installed
by leaving gaps in between.

(a) In your opinion, why there is a gap between the concrete? hoTS Analysing

[Why] To prevent the pavement from bending or breaking when the concrete

expands in hot weather.

76
 Name: Class: Date:

(b) Predict what would happen if the concrete was installed without gaps in between.
hoTS Analysing

[What] The concrete will expand and break and can cause pedestrians to trip.

(c) State one other situation that applies the principle of expansion and contraction
of matter in everyday life.
Gaps between connectors on a metal bridge

(d) Explain how to restore the original shape of a dented ping pong ball.
[How] Place the dented ping pong ball in hot water.

7 Discuss the solutions for the situations below with your classmates. L.S 6.1.6 PL6

(a) Aminah cannot open the lid of the jam bottle.

Solution:
Immerse the lid of the jam bottle in hot water.

Inference:
The lid of the jam bottle becomes loose because the lid

expands when it is heated.

(b) Ahmad cannot separate two glasses that stuck together.

Solution:
Put some ice cubes into the glass on the top.

Inference:
The glasses that stuck together can be separated because

the glass that contains ice cubes will contract.

77
 Name: Class: Date:

6
1 (a) A metal ruler that has been heated is placed into a beaker of water. The temperature
of water before the ruler is immersed is 25 °C. The temperature of water after
the ruler is immersed is 65 °C.
(i) What is the difference in water temperature before and after the ruler is
placed in the water?
65 °C – 25 °C = 40 °C
[1 mark] PL3

(ii) Explain the change in water temperature after the ruler is placed in the
PdPc water. hoTS Analysing
Water temperature increases because the water in the beaker gains heat from the
Quiz

heated ruler.

[1 mark] PL3

(b) A group of pupils carried out an investigation. Table 1 shows the temperature of
water when water is heated.

Time (minute) 1 2 3 4 5

Water temperature (°C) 25 28 32 37 43

Table 1

(i) What observation can be made from this investigation?

[What] The water temperature is increasing.

[1 mark] PL3

(ii) Give a reason for your answer in 1(b)(i). hoTS Analysing

[Why] This is because water gains heat when it is heated.

[1 mark] PL3

(iii) State one conclusion based on this investigation. hoTS Evaluating

Quiz [What] As the time of investigation increases, the water temperature increases.
(Objective)

[1 mark] PL3

78
 Name: Class: Date:

2 (a) Table 2 shows the results of an experiment when ice cubes are put into a glass
filled with hot water. All the ice cubes are of the same size.

Number of ice cubes 0 5 10 15

Temperature of water (°C) 97 75 53 38

Table 2

(i) State one inference about the change in temperature of water based on the
observation in Table 2. hoTS Analysing
[Why] The temperature of water decreases because the hot water loses heat.

[1 mark] PL3

(ii) What conclusion can be made based on the results from Table 2? hoTS Evaluating

[What] As the number of ice cubes increases, the temperature of water

decreases.

[1 mark] PL3

(b) Diagram 1 shows the condition of the same electric cables in two different
weathers.

X Y
Diagram 1
(i) Which condition shows the electric cables in cold weather?
Y
[1 mark] PL4

(ii) Give an inference for your answer in 2(b)(i). hoTS Analysing

[Why] The electric cables become tight because they contract when cold.

[1 mark] PL4

79
 Unit Theme: Material Science

7 Rusting Digital File

Unit 7

Express Notes
7.1
1 Examples of rusty and non-rusty objects:
Rusty object Non-rusty object
Iron nail Gold chain
Iron fence Silver ring
Can Wooden chair
Thumbtack Plastic container
Needle Glass
Bicycle rim Cloth
Grille Eraser

2 Objects made of iron or steel will rust when exposed to water and air for a certain period
of time.
i -THINK

Bubble Map

Has a
reddish-
brown layer

Brittle and Characteristics Has a dull

easy to of rusty and rough
break objects surface

i -THINK
3 Ways to prevent rusting Tree Map

Applying oil or Coating with

Painting grease non-rusty materials Plating

80
 Name: Class: Date:
DSKP Practice
7.1 Rusting Material Textbook pages: 164 – 174

1 Classify the objects below according to the correct groups. L.S 7.1.1, 7.1.2 PL1

Straw Milk can Coin

-53
AW

Nail Wooden rod Razor blade

Object i -THINK

Tree Map

Rusty object Non-rusty object

• Milk can • Straw

• Nail • Coin

• Razor blade • Wooden rod

2 Fill in the blanks with the correct answers. L.S 7.1.1, 7.1.2 PL2 PL3

rust non-rusty objects non-metals rough

iron rusty objects reddish-brown brittle

(a) Objects that are made of iron can rust .

(b) Objects that can rust are called rusty objects .

81
 Name: Class: Date:

(c) Rusty objects have reddish-brown coating on their surfaces. These

surfaces are rough and fragile .

(d) Objects made of non-metals cannot rust. These objects are called
non-rusty objects .

3 Conduct the experiment about the factors that cause rusting. Answer the following
questions. L.S 7.1.3 PL4

Experiment 3
Aim:
To investigate the relationship between the presence of water and air and the condition
of iron nail.

Apparatus and Materials:

Test tubes, iron nails, boiled water, tap water, oil, corks, thread, anhydrous calcium
chloride and sandpaper.

Steps:
1. Five iron nails are cleaned using sandpaper.
2. Five test tubes are labelled with A, B, C, D and E respectively.
3. The apparatus is set up as shown in the diagram below.

Oil
Tap water Boiled Oil
water

Nail Nail Nail

PdPc Anhydrous
A B C calcium D E
PAK-21

chloride

4. The nails are observed after a week.

Observation:

Test tube Condition of iron nail

A Becomes rusty

B Becomes rusty

C Does not rust

D Does not rust

E Does not rust

82
 Name: Class: Date:

Discussion:
(a) Match the following information with the correct variables.

Presence of water and air Responding variable

The condition of iron

nail after a week Manipulated variable

The condition of iron nail

before the experiment Constant variable

(b) State an observation on the iron nails A and B.

[What] Iron nails A and B become rusty.

(c) State one reason (inference) about the condition of iron nails A and B. hoTS Analysing

[Why] Iron nails A and B become rusty because they are exposed to water and air.

(d) What conclusion can be made from this investigation?

[What] Iron objects will rust when they are exposed to water and air.

4 Match the appropriate ways to prevent the objects below from rusting. L.S 7.1.4 PL5

(a)

Coating with chromium

PdPc

(b)
PAK-21
Applying oil

(c)

Painting

(d)

Wrapping with dry paper

83
 Name: Class: Date:

5 Fill in the blanks with the correct words to show the importance of preventing rust.
L.S 7.1.5 PL5

oil beautiful air chromium water

plastic durable rusty endanger cost

(a) The old, ugly iron fence looks new and beautiful after being painted.

oil
(b) A layer of can be applied on the saw blade when it is not
in use to prevent the metal part from being exposed to water and
air .

chromium
(c) Iron objects can be coated with non-rusty materials such as
and plastic to prevent rusting.

(d) Rusty objects are not safe to use and can endanger users.

(e) Rusting should be prevented so that iron objects are more durable

which in turn can save cost as they do not need to be replaced

regularly.

6 Carry out the following activity. L.S 7.1.6 PL6

PdPc PAK-21 Activity

PdPc
PAK-21

84
 Name: Class: Date:

7
1 (a) Diagram 1 shows an investigation carried out by a group of year 5 pupils. Iron
nail M and iron nail N are put outside the classroom. Iron nail M is painted, while
iron nail N is not. The conditions of the two iron nails are observed after a month.

Iron nail M Iron nail N

Diagram 1

(i) Based on the above investigation, write the conditions of the iron nails M and
N after a month.
[What] Iron nail M does not rust whereas iron nail N rusts.

[1 mark] PL4

(ii) Write one inference (reason) for the observation of iron nail N. hoTS Analysing

[Why] Iron nail N becomes rusty because it is exposed to water and air.

[1 mark] PL4

(iii) Write one other observation that can be observed on iron nail N.
[What] The mass of iron nail N increases.
[1 mark] PL2

(iv) Suggest another way to prevent iron nail from rusting.

Applying oil
[1 mark] PL5

(b) Diagram 2 shows four test tubes, W, X, Y and Z used in an investigation.

Oil
Tap Oil
water
Boiled
water
Thumbtacks Anhydrous Thumbtacks
calcium chloride

W X Y Z

Diagram 2

85
 Name: Class: Date:

(i) State the thumbtack in which test tube will become rusty after a week.
W
[1 mark] PL4

(ii) What is the function of anhydrous calcium chloride used in test tube Y?
Anhydrous calcium chloride absorbs water vapour in the air.
[1 mark] PL4

2 (a) Diagram 3 shows four objects.

Gold chain Bicycle rim Needle Thumbtack

Diagram 3

Classify the objects in the diagram according to their groups correctly.

hoTS Analysing

Rusty object Non-rusty object

– Bicycle rim – Gold chain

– Needle
– Thumbtack

[2 marks] PL5

(b) (i) Suggest one way to prevent a door hinge from rusting. hoTS Analysing

[How] Applying grease on the door hinge

[1 mark] PL5

(ii) Give one inference based on your answer in 2(b)(i). hoTS Analysing

[Why] This is because the grease can prevent the door hinge from being

exposed to water and air.

[1 mark] PL5

(iii) Predict what will happen to the door hinge if the way in 2(b)(i) is not carried
out. hoTS Analysing
[What] The door hinge will rust and causes the door to be difficult to open and

produces unpleasant noise.

[1 mark] PL5

86
 Name: Class: Date:

3 (a) The diagram below shows a reddish-brown layer formed on the outer surface of
a car that is parked at an open car park after 5 years.

Quiz
(Objective)

Based on the above diagram,

PdPc
(i) what can be done to prevent the car from rusting?

Quiz
[What] Painting the surface of the car

[1 mark] PL5

(ii) give a reason for your answer in 3(b)(i). hoTS Analysing

[Why] The paint protects the surface of car from being exposed to water and air.

[1 mark] PL5

(b) (i) Is anhydrous calcium chloride suitable to prevent the car from rusting?

Yes  No

[1 mark] PL5

(ii) Why? hoTS Analysing

Anhydrous calcium chloride absorbs water vapour in the air.

[1 mark] PL5

(c) State two importance to prevent rusting.

– Beautify the appearance of an object

– Objects can be used for a longer period

[2 marks] TP5

87
 Unit Theme: Material Science

8 Matter Digital File

Unit 8

Express Notes
8.1
1 Matter is anything that has mass and occupies space.
2 Matter exists in the form of solid, liquid and gas.
3 Examples of objects and materials in different states of matter:
(a) Solid. Example:

Stone Paper Camera

(b) Liquid. Example:

Oil Water Milk

(c) Gas. Example:

Water vapour Wind Air in balloon

4 Properties of solid, liquid and gas in terms of shape, volume, mass and occupy space.

State of matter Fixed shape Fixed volume Has mass Occupies space

Solid ✓ ✓ ✓ ✓
Liquid ✗ ✓ ✓ ✓
Gas ✗ ✗ ✓ ✓

88
 8.2

1 Water exists in three states, namely solid, liquid and gas.

(a) Liquid, in the form of water
(b) Solid, in the form of ice
(c) Gas, in the form of steam or water vapour

2 Water can change its state through different processes.

Gain heat

Melting Boiling and evaporation

Solid Liquid Gas

Freezing Condensation

Lose heat

3 Changes in states of matter for water occur in the formation of cloud and rain.
(a) The Sun heats the water from the earth’s surface such as the oceans, rivers and
lakes and turns them into water vapour. This process is known as evaporation.
(b) Cool air in the atmosphere causes the water vapour to condense into fine water
droplets that form clouds.
(c) Fine water droplets combine and become larger and heavier which then fall to the
ground in the form of rain.
(d) Rain that falls on the Earth’s surface flows back into the oceans, rivers and lakes.

Formation of cloud
(Condensation)

Water vapour Rain

(Evaporation)

Ocean/River/Lake

89
 Name: Class: Date:
DSKP Practice
8.1 States of Matter Textbook pages: 178 – 185

1 Classify the objects below into the following table according to their correct states of
matter. L.S 8.1.1, 8.1.2 PL1 PL3

Soup Apple Carbon dioxide Watermelon juice

Eraser Toilet paper Can drink Rain

Handphone Steam Air in balloon Wind from fan

Solid Liquid Gas

Apple Soup Carbon dioxide

Eraser Watermelon juice Steam

Toilet paper Can drink Air in balloon

Handphone Rain Wind from fan

90
 Name: Class: Date:

2 Mark () on the correct statement regarding the properties of solids, liquids and
gases by referring to the following activities. L.S 8.1.3 PL1

Activity Property
(a)

A solid has a fixed volume. (  )

A solid has a fixed shape. ( )

(b)

A solid has a fixed volume. ( )

A solid has a fixed shape. (  )

(c)

A liquid has mass. (  )

A liquid does not have mass. ( )

(d)

A liquid has a fixed volume. ( )

A liquid has no fixed shape. (  )

(e)

A gas has mass. (  )

A gas has volume. ( )

(f)

A gas can be compressed. (  )

A gas cannot be compressed. ( )

91
 Name: Class: Date:

3 Conduct the experiment about the changes in the states for water. Then, answer the
following questions. L.S 8.1.4 PL1

Experiment 4
Aim:
To study that water exists in three states of matter.

Apparatus and Materials:

Bunsen burner, tripod stand, wire gauze, 250 ml beaker and ice cubes.

Steps:
1. Some ice cubes are put into a beaker. The state of the ice cubes is recorded.
2. The beaker filled with ice cubes is heated by Bunsen burner for five minutes.
3. The observation on the state of the ice cubes is recorded.
4. The heating is continued until the water boils. The observation is recorded.

Beaker

Ice cube
Wire gauze

Tripod stand Bunsen

burner

Questions:
(a) What is the state of matter for ice cubes?
Solid

(b) What is the change in the state of matter of the ice cubes after being heated for
five minutes?
PdPc
Solid changes to liquid.
PAK-21

(c) Do you see water in the state of gas during this experiment? Explain. hoTS Analysing

Yes. [Why] When water is heated until it boils, liquid changes to gas.

(d) What can you say about the existence of water?

Water can exist in solid (ice cubes), liquid (water) and gas (steam).

92
 Name: Class: Date:

4 Draw the arrangement of particles in solid, liquid and gas in the spaces below.
L.S 8.1.5 PL1

(a) (b) (c)

Solid Liquid Gas

8.2 Changes in States of Matter for Water Textbook pages: 186 – 195

1 State the changes in the states of matter that occur and the processes involved in the
activities below. L.S 8.2.1 PL2

Activity Steps Observation

(a) 1. Put a test tube filled with coloured 1. Changes in the state of matter
water into a polystyrene container for water:
which contains a mixture of ice
cubes and salt.
Liquid Solid

2. Process involved:
Freezing

PdPc
2. Cover the container with a lid.
3. Make an observation after 30 PAK-21
minutes.

(b) 1. Put an ice cube on a Petri dish and 1. Changes in the state of matter
leave it outside the Science room. for ice cube:

Solid Liquid

2. Process involved:
Melting

2. Observe the ice cube after six

minutes.

93
 Name: Class: Date:

Activity Steps Observation

(c) 1. Heat 200 ml of water until it boils. 1. Changes in the state of matter
for water:

Liquid Gas

2. Process involved:
Boiling

2. Make an observation on the boiling

water.

(d) 1. Put a piece of wet filter paper under 1. Changes in the state of matter
a rotating fan. for water on the filter paper:

Liquid Gas

2. Process involved:
Evaporation

2. Make an observation on the filter

paper after 30 minutes.

(e) 1. Put a glass upside down on a glass 1. Changes in the state of matter
filled with hot water. for steam:

Gas Liquid

2. Process involved:
Condensation

2. Make an observation on the wall of

the glass at the top.

94
 Name: Class: Date:

2 Write “Gains heat” or “Loses heat” in the correct boxes. L.S 8.2.2 PL4

Solid

(a) (c)
Gains heat Loses heat

Liquid

(b) (d)
Gains heat Loses heat

Gas

3 Give inferences for the changes in the states of matter that occur below. L.S 8.2.2 PL4

(a) Ice melts into water at room

Ice gains heat from the surroundings.
temperature.

(b) Water that is heated until it boils

Water gains heat.
will become steam.

(c) Liquid changes into gas. Liquid gains heat.

(d) Gas changes into liquid. Gas loses heat.

(e) Water becomes ice when it is

Water loses heat.
frozen.

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 Name: Class: Date:

4 Answer the following questions on the diagram below. L.S 8.2.3 PL5

Formation of clound
(Condensation)

Precipitation Rain
Water vapour
(Evaporation)

Ocean/River/Lake

(a) Name processes R and S that occur in the above diagram.

Process R: Evaporation

Process S: Condensation

(b) What is the changes in the states of matter that occur in processes R and S?

Process R: Liquid to gas

Gas to liquid
Process S:

(c) Based on the above diagram, what phenomenon is happening?

The formation of clouds and rains

5 Fill in the blanks with the correct word to relate the changes in states of matter for
water with the formation of cloud and rain. L.S 8.2.3 PL5

The Sun heats up the water on the surface of the Earth and turns it into
water vapour evaporation
(a) . This process is known as (b) . The cold

air up high in the atmosphere causes the water vapour to (c) condense

and form tiny water droplets, which later will form (d) clouds . The tiny water

droplets join together to form large water droplets. When these water droplets

become heavy, they fall to the ground in the form of (e) rain . The

rainwater falls to the surface of the Earth will flow into streams, rivers, lakes and
water cycle
seas. Then, the (f) starts all over again.

96
 Name: Class: Date:

6 Draw the arrangement of particles in solid, liquid and gas when the processes below
occur. L.S 8.2.4 PL6

Gain heat

Melting Boiling and evaporation

(a) Solid (b) Liquid (c) Gas

Freezing Condensation

Lose heat

7 Match the states of matter below with the correct arrangement and movement of the
particles L.S 8.2.4 PL6

Arrangement and movement of

State of matter
particles

Particles are loosely packed and not in

orderly manner

Particles move freely in all directions

Solid at random

Particles are closely packed and in

orderly manner
Liquid

Particles only vibrate

Gas Particles are free to move, slide and

collide with one another

Particles are very far apart and

unorganised

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 Name: Class: Date:

8
1 (a) Diagram 1 shows the water is boiling.
On Diagram 1, name the state of matter represented by M and N in the spaces
provided.
M: Gas

N: Liquid

Diagram 1
[2 marks] PL1

(b) Diagram 2 shows an investigation carried out by a group of pupils to study the
property of liquid.

Diagram 2

(i) What observation can be made based on Diagram 2?

[What] Coloured liquids take the shape of the container that fills them.

[1 mark] PL1

(ii) What is the property of liquid studied in this investigation?

[What] Liquid has no fixed shape.

[1 mark] PL1

98
 Name: Class: Date:

2 (a) Diagram 3 shows an investigation about the property of liquid.

Beaker Beaker Beaker

Water Cooking oil Condensed milk

X Y Z

Diagram 3
(i) Which glass will have the most volume of liquid if the time taken to pour the
liquid are the same?
PdPc
X

Quiz
[1 mark] PL1
(ii) State one inference based on the observation in 2(a)(i). hoTS Analysing

[Why] This is because water flows the fastest compared to cooking oil and

condensed milk.

[1 mark] PL1

(b) Three similar types of shirts P, Q and R are hung in different places. Table 1
shows the time taken for the shirts to dry.

Shirt Time taken to dry (hour)

P 1
Q 2
R 3
Table 1

Suggest one place where shirt R is hung. Why? hoTS Analysing

[Where] Bathroom. [Why] This is because the air humidity in the bathroom is high,

thus evaporation process happens the slowest in the bathroom.

[2 marks] PL4

Quiz
(Objective)

99
 Unit Theme: Earth and Universe

Phases of the Moon and

9 Constellations Digital File
Unit 9

Express Notes
9.1
1 The Moon does not emit light but it reflects light from the Sun to the Earth.
Moon
PdPc Website
Sunlight Scan the QR code or visit https://
Reflected sunlight www.timeanddate.com/astronomy/
moon/phases.html about
the phases of the Moon.

Earth Sun For educational purpose only

PdPc
2 The Moon rotates on its axis from west to east.
Website

3 The Moon takes about 27¹⁄³ days to complete one rotation.

4 While the Moon rotates on its axis, it also moves around the Earth from west to east.
5 The Moon takes around 27¹⁄³ days to complete one revolution around the Earth.
6 The phases of the Moon occur due to the position of the Moon which changes with time
as it revolves around the Earth.

Sunlight

Earth

100
 9.2
1 Constellation is a group of stars that form a certain pattern in the sky.
2 Examples of constellations:

Big dipper Orion Southern Cross Scorpion

Constellation

Form a pattern Form a pattern Form a pattern Form a pattern

Pattern
like a dipper like a hunter like a kite like a scorpion

3 Uses of the constellations:

(a) To show direction
(i) The Big Dipper shows the direction of north.

North

(ii) The Orion shows the direction of qibla.

Direction of qibla

(b) To indicate seasons

(i) The Big Dipper is an indication of the planting season in the northern hemisphere.
(ii) The Scorpion is an indication of the harvesting season in the northern hemisphere.

101
 Name: Class: Date:
DSKP Practice
9.1 Phases of the Moon Textbook pages: 200 – 207

1 Fill in the blanks with the correct answer. L.S 9.1.1 PL1

emits reflects brighter satellite glowing

(a) The Moon is a natural satellite of the Earth.

(b) The Moon cannot emits its own light.

(c) The Moon reflects the light from the Sun to the Earth.

(d) The Moon cannot appear glowing during the day.

(e) The Moon cannot be seen during the day because sunlight is much
brighter
than the light reflected by the Moon.

2 Carry out the simulation of rotation and revolution of the Moon. L.S 9.1.2 PL3

PdPc PAK-21 Activity

PdPc
PAK-21

102
 Name: Class: Date:

3 Underline the correct answers to explain the rotation and revolution of the Moon.
L.S 9.1.2 PL3

(a) The diagram below shows the rotation of the Moon on its own axis.

West East

The Moon

(i) The Moon rotates on its axis from ( west to east / east to west ).

(ii) The Moon takes about ( 27 13 / 365 ) days to complete one ( revolution /
rotation ).

(b) The diagram below shows the revolution of the Moon around the Earth.

PdPc
The Earth
PAK-21
The Moon

(i) While the Moon rotates on its axis, it also ( revolves / rotates ) around the
Earth.

(ii) The Moon takes about ( 2713 / 365 ) days to complete one ( revolution /
rotation ) around the Earth.

(iii) The time taken by the Moon to rotate on its axis is ( same / different ) as the
time taken by the Moon to make one complete revolution around the Earth.

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 Name: Class: Date:

4 Mark (✓) for the correct statements and (✗) for the wrong statements. L.S 9.1.3 PL3

(a) Lunar calendar is a calendar that is based on the phases of the Moon. ✓

(b) Lunar calendar starts each month with the full moon. ✗

(c) The average period of a lunar calendar is 365 days. ✗

(d) The Hijra calendar is an example of a lunar calendar. ✓

PdPc
5 Draw the correct phases of the Moon in the spaces in the diagram below.
PL4
Quiz

L.S 9.1.3, 9.1.4

(a) (b)

Sunlight

Earth

(d) (c)

Quiz
(Objective)

104
 Name: Class: Date:

6 State the phases of the Moon and the dates according to the lunar calendar on the
diagrams below. L.S 9.1.3, 9.1.4 PL4

(a) (b)

Phase of the Moon: New moon Phase of the Moon: Crescent moon

Date: 1 – 2 Date: 3 – 6

(c) (d)

Phase of the Moon: Half-moon Phase of the Moon: Gibbous moon

Date: 7 – 10 Date: 11 – 13

(e) (f)

Phase of the Moon: Full moon Phase of the Moon: Gibbous moon

Date: 14 – 16 Date: 17 – 20

(g) (h)

Phase of the Moon: Half-moon Phase of the Moon: Crescent moon

Date: 21 – 25 Date: 26 – 29

105
 Name: Class: Date:

7 Answer the following questions. L.S 9.1.3, 9.1.4 PL5

The diagram below shows the celebration of a festival in Malaysia.

(a) How is the date of the festival determined? Mark () the correct answer in the
box below.

Solar calendar

Lunar calendar 

(b) State the definition of the calendar stated in 7(a).

A calendar based on the phases of the Moon.

(c) Draw and name the phase of the Moon on the first day of Ramadan, which is
the month of fasting before Muslims celebrate the festival shown in the above
diagram.

New moon

(d) In your opinion, what other events can be associated with the phases of the Moon?
Sea tides

106
 Name: Class: Date:

9.2 Constellations Textbook pages: 208 – 214

1 Answer the following questions based on the information below. L.S 9.2.1 PL2

Constellation X Constellation Y Constellation Z

• Pattern like a hunter • Pattern like a kite • Pattern like a

• Appears between the • Appears in the scorpion
northern and southern southern hemispheres • Appears in the
hemispheres southern hemispheres

(a) Name constellations

X: Orion

Y: Southern Cross

Z: Scorpion

(b) Draw constellations X, Y and Z.

X Y Z

2 Answer the following questions based on the statement below. L.S 9.2.2 PL2

A traveller is lost in the middle of the desert at night.

(a) Name a constellation that can be referred by the traveller if he wants to travel to
the south.
Southern Cross

107
 Name: Class: Date:

(b) Sketch the constellation that you state in 2(a) and show the direction shown by
the constellation.

South

3 Fill in the blanks with the correct answer based on the diagram below. L.S 9.2.2 PL2

X Y

Orion
(a) Constellation X is the _________ and it is used to show the direction of
north
_________.

Southern Cross and it is used to show the direction

(b) Constellation Y is the _______________
south
of _______________.

PdPc seasons
(b) Constellations were used by farmers as an indicator of the _____________
planting harvesting
PAK-21

to predict the time for ____________ and ____________.

4 Carry out the following activity. L.S 9.2.3 PL6

PdPc PAK-21 Activity

108
 Name: Class: Date:

9
1 Diagram 1 shows the phases of the Moon on certain days in the lunar calendar.
Day 23

Sun Day 1 Day 15

Earth

Day 8
Diagram 1

(a) On Diagram 1, draw one circle that shows the movement of the Moon revolves
around the Earth.
[1 mark] PL3
(b) Draw and name the phase of the Moon that can be seen from the Earth on day
15 in the Lunar calendar in the space below.

Full moon
[2 marks] PL4
(c) A half moon can be seen on day 8 according to the lunar calendar.
State one inference based on the above statement. hoTS Analysing
[Why] This is because half of the Moon is illuminated by sunlight.

[1 mark] PL3
2 Diagram 2 shows the phases of the Moon.
S

P R

Q
Diagram 2

109
 Name: Class: Date:

(a) Name the phases of the Moon at positions:

Q: Half moon
Half moon
S:
[2 marks] PL4

(b) Give an inference for the phases of the Moon that can be seen at positions:
hoTS Analysing

P: The Moon is not visible because the part of the Moon that is not illuminated by the
Sun is facing the Earth.

The Moon appears to be round because the entire surface of the Moon illuminated by
R:
the Sun is facing the Earth.
[2 marks] PL4

3 Hazwan and his friends had gathered in a field to observe the phase of the Moon that
appears on 15th Zulhijjah, but they found that the shape of the Moon looked different
due to a phenomenon. Their observations are recorded as shown in Diagram 3.

Diagram 3
(a) What is the phenomenon observed by Hazwan and his friends?
Lunar eclipse
[1 mark] PL5
(b) State:
(i) the manipulated variable : Time of investigation
[1 mark] PL5
The shape of the Moon that can be seen
(ii) the responding variable :
[1 mark] PL5

(c) Name the phase of the Moon that is usually seen on the 15th Zulhijjah.
Full moon
[1 mark] PL5

(d) What causes the phases of the Moon to be visible from the Earth? hoTS Analysing

The phases of the Moon are visible from the Earth because the surface of the Moon that

reflects the sunlight changes as the Moon revolves around the Earth.
[1 mark] PL3

110
 Unit Theme: Technology and Sustainability of Life

10 Machines Digital File

Unit 10

Express Notes
10.1
1 A tool is invented to enable us to do work easier, faster and more comfortable.
2 A tool consists of a combination of simple machines to function properly.

Simple machines: Wheel and axle, wedge, screw

Use: To sharpen pencils

Mechanical pencil sharpener

Simple machines: Wheel and axle, screw, gear

Use: To develop the psychomotor of children

Toy car

Simple machines: Lever, wheel and axle

Use: To carry heavy things

Wheelbarrow

3 A sustainable tool is a tool that is not easily damaged, durable, simple, safe to use and
does not give bad impact to the environment.
4 The invention of sustainable tools must consider the following aspects:
(a) Use of suitable materials
(b) Lifespan
(c) Maintenance
(d) Cost
(e) Environmentally friendly
(f) Safety

111
 Name: Class: Date:
DSKP Practice
10.1 Uses of Tools in Life Textbook pages: 218 – 228

1 Identify simple machines found in the tools below. Then, write the use of the tools.
L.S 10.1.1 PL1 PL2

(a) (b)

Simple machines: Simple machines:

Lever, wedge Wheel and axle, inclined plane, pulley

Use: Use:
To combine papers To transport and move heavy objects

(c) (d)

Simple machines: Simple machines:

Wheel and axle, wedge Wheel and axle, lever

Use: Use:
To grind food ingredients to speed up To paint the walls
the cooking process

112
 Name: Class: Date:

(e) (f)

Simple machines: Simple machines:

Lever, screw Lever, screw, pulley, wheel and axle

Use: Use:
To write neatly and do not have to be To catch fish
sharpened

2 Place the checkers on the start box. Play the game Rock, Paper, Scissors with your
friend. The winner can move the checker up once and answer the question. Repeat.
The first player to reach the finish box is count as the winner.
L.S 10.1.2, 10.1.3 PL3 PL4

END END

State the function of a simple State the function of a simple

machine found in a nail clipper. machine found in a wheelbarrow.
Wheel and axle: Moves the
Wedge: To cut nails wheelbarrow with ease
Answer: Answer:

What is the simple machines found in What is the simple machines found in
a nail clipper? a wheelbarrow?
Wedge and lever Lever, wheel and axle
Answer: Answer:

State the use of a watch. State the use of a dust roller.

To show time To remove dust
Answer: Answer:

The simple machines found in a The simple machines found in a dust

watch are screw, gear, wheels and roller are lever and pulley.
axle. True or false? True or false?
True
Answer: Answer: False

START START
Player 1 Player 2

113
 Name: Class: Date:

3 Label simple machines found in the tools below. Then, answer the questions.
L.S 10.1.2, 10.1.3 PL3 PL4

(a) (i) What are the functions of simple machines P and Q

in the scissors?
P : Screw
P: To tighten two blades of the scissors

Q: To cut objects into two parts

(ii) What will happen if simple machine P in the scissors

is removed?
Q : Wedge
Scissors may not function well as a cutting tool.

(b) (i) What are the functions of simple machines R and S

in the bicycle?
S : Gear
R: Make the bicycle easier to be moved

S: To reduce the force to pedal the bicycle

(ii) What will happen if simple machine R is not used in

the bicycle?
Bicycle cannot move.
R : Wheel and axle

(c) (i) What are the functions of simple machines X and Y

in the crane?
X : Pulley
X: To lift, lower or raise large loads using a small force

Y: Make the crane easier to be moved

(ii) What will happen if simple machine X in the crane is

Y : Wheel and axle removed?
The crane cannot transport and move objects.

114
 Name: Class: Date:

4 Answer the following questions based on the diagram below. L.S 10.1.4 PL5

X Y
(a) Which of the tool X and Y is more sustainable to sharpen a pencil?
Tool X

(b) What are the important aspects to be considered when inventing a sustainable tool?
[What] Use of materials, life span, maintenance, cost, environmentally friendly and

safety.

(c) Why is the invention of sustainable tools important to humans?

[Why] The invention of sustainable tools makes human life easier and more

comfortable.

5 Carry out the following activity. L.S 10.1.5 PL6

PdPc PAK-21 Activity

PdPc

PAK-21

115
 Name: Class: Date:

10
1 Diagram 1 shows a toy car.

Diagram 1

(a) What are the simple machines found in the toy car?

 Wheel and axle

 Screw

Wedge

 Gear

[2 marks] PL1

(b) Does the toy car work efficiently if one of the simple machines mentioned in
1(a) is not available?

Yes  No

[1 mark] PL3

(c) State one inference based on your answer in 1(b). hoTS Analysing

[Why] This is because the toy car is a tool that is made up of three simple machines

so that it can function efficiently.

[2 marks] PL3

116
 Name: Class: Date:

2 Diagram 2 shows a wheelbarrow.

Diagram 2

(a) What are the simple machines found in the wheelbarrow?

[What] Lever, wheel and axle, screw PdPc

Quiz
[2 marks] PL1

(b) Can the wheelbarrow function properly if one of the simple machines
mentioned in (a) is not available?

Yes ✓ No

[1 mark] PL3

(c) State one inference based on your answer in (b). hoTS Analysing

[Why] This is because the wheelbarrow is a type of tool that is made up of a combination

of simple machines so that it can function efficiently.

[1 mark] PL3

(d) What is the main purpose of creating sustainable tools in our lives?
[What] To reduce the waste of resources and preserve the environment from being

polluted.

[1 mark] PL3

Quiz
(Objective)

117
 Name: Class: Date:

3 Diagram 3 shows two tools used by Mak Minah to wash her clothes. Time taken to
wash the same amount of clothes is different when using the two tools.

M N
Diagram 3

(a) Which of the tools in Diagram 3 can wash the clothes in a shorter time?
N

[1 mark] PL5

(b) Give an inference for your answer in 3(a).

[Why] This is because N is more advanced than M.

[1 mark] PL5

(c) Based on the situation in Diagram 3, state:

(i) the manipulated variable:

Type of tool

[1 mark] PL5

(ii) the responding variable:

Time taken to wash clothes

[1 mark] PL5

(d) State the aim of this investigation.

[What] To investigate the relationship between type of tool and time taken
to wash clothes
[1 mark] PL5

(e) What is the importance of machine in our daily life?

Machines make our work easier.

[1 mark] PL5

118