The document contains questions about biology topics such as plants, animals, the human body and measurement units. Specifically, it asks about:
- The basic needs of plants and animals and how they reproduce and protect themselves.
- The respiratory and excretory systems of humans, including the parts of the body involved and waste products.
- Life processes like response to stimuli and different ways that animals breathe.
- The life cycles of butterflies and frogs.
- Classification of animals according to their characteristics and how they breathe.
- Different units used to measure length from longest to shortest.
This document contains a science exam with multiple choice questions covering various topics in biology. Some of the questions test knowledge of plants and animals, including their basic needs, life cycles, habitats, and methods of reproduction and protection. Other questions cover human biology topics such as the respiratory and excretory systems, stimuli response, and measuring techniques. The exam evaluates understanding of classification, processes, structures, and relationships within living things.
This document contains a science exam with multiple choice questions covering various topics in biology. Some of the questions test knowledge of plants and animals, including their basic needs, life cycles, habitats, and methods of reproduction and protection. Other questions cover human biology topics such as the respiratory and excretory systems, stimuli response, and measuring techniques. The exam evaluates understanding of classification, processes, structures, and relationships within living things.
The document contains information about various science experiments and observations, including:
- An experiment observing the growth of a plant over 3 weeks, with the observation being that the plant continued growing and remained healthy.
- An experiment investigating the relationship between the direction a shoot grows and the location of the sun, with shoots observed to grow towards the sun.
- Questions about various science concepts like the needs of living things, the human body systems, plant and animal classification, reproduction, and measurement units.
The document tests understanding of basic biology, ecology and science experimentation concepts through multiple choice and short answer questions.
The document contains information about various science experiments and observations, including:
- An experiment observing the growth of a plant over 3 weeks, with the observation being that the plant continued growing and remained healthy.
- An experiment investigating the relationship between the direction shoots grow and the location of the sun, with shoots observed to grow towards the sun.
- Questions about human body systems like breathing and the circulatory system, as well as different measurement units and ways plants and animals survive. The document covers various science topics through diagrams and questions.
The document contains the answers to a science exam for year 4 students from May 2007. It includes answers to 4 multi-part questions that cover topics like breathing organs in animals, a plant response experiment, calculating parking area capacities, and a volume experiment with marbles in a measuring cylinder. The answers provide detailed explanations and calculations to fully address each question.
This document contains a series of multiple choice and short answer questions about biology concepts such as animal and plant structures, functions, life cycles, and adaptations. The questions cover topics like animal classification, plant and animal reproduction, respiration, excretion, responses to stimuli, and structural adaptations for survival.
This document contains a 30-question multiple choice quiz about microorganisms, plants, animals and their life cycles. The questions cover topics such as identifying microorganisms under a microscope, the role of microorganisms like yeast, how plants and animals disperse their offspring to ensure survival of their species, and natural processes like defecation that enable seed dispersal. The format is typical of a science exam, with diagrams accompanying some questions and four potential answers for each.
This document contains instructions and questions for a Primary 3/Grade 3 exam. It provides details about the exam such as its duration, number of questions, scoring system, and allowed materials. The questions cover topics like classifying living and non-living things, the needs of living things, animal characteristics, and experimental setups. The exam contains multiple choice and application questions to test students' understanding of science concepts appropriate for their grade level.
This document contains a science exam with multiple choice questions covering various topics in biology. Some of the questions test knowledge of plants and animals, including their basic needs, life cycles, habitats, and methods of reproduction and protection. Other questions cover human biology topics such as the respiratory and excretory systems, stimuli response, and measuring techniques. The exam evaluates understanding of classification, processes, structures, and relationships within living things.
This document contains a science exam with multiple choice questions covering various topics in biology. Some of the questions test knowledge of plants and animals, including their basic needs, life cycles, habitats, and methods of reproduction and protection. Other questions cover human biology topics such as the respiratory and excretory systems, stimuli response, and measuring techniques. The exam evaluates understanding of classification, processes, structures, and relationships within living things.
The document contains information about various science experiments and observations, including:
- An experiment observing the growth of a plant over 3 weeks, with the observation being that the plant continued growing and remained healthy.
- An experiment investigating the relationship between the direction a shoot grows and the location of the sun, with shoots observed to grow towards the sun.
- Questions about various science concepts like the needs of living things, the human body systems, plant and animal classification, reproduction, and measurement units.
The document tests understanding of basic biology, ecology and science experimentation concepts through multiple choice and short answer questions.
The document contains information about various science experiments and observations, including:
- An experiment observing the growth of a plant over 3 weeks, with the observation being that the plant continued growing and remained healthy.
- An experiment investigating the relationship between the direction shoots grow and the location of the sun, with shoots observed to grow towards the sun.
- Questions about human body systems like breathing and the circulatory system, as well as different measurement units and ways plants and animals survive. The document covers various science topics through diagrams and questions.
The document contains the answers to a science exam for year 4 students from May 2007. It includes answers to 4 multi-part questions that cover topics like breathing organs in animals, a plant response experiment, calculating parking area capacities, and a volume experiment with marbles in a measuring cylinder. The answers provide detailed explanations and calculations to fully address each question.
This document contains a series of multiple choice and short answer questions about biology concepts such as animal and plant structures, functions, life cycles, and adaptations. The questions cover topics like animal classification, plant and animal reproduction, respiration, excretion, responses to stimuli, and structural adaptations for survival.
This document contains a 30-question multiple choice quiz about microorganisms, plants, animals and their life cycles. The questions cover topics such as identifying microorganisms under a microscope, the role of microorganisms like yeast, how plants and animals disperse their offspring to ensure survival of their species, and natural processes like defecation that enable seed dispersal. The format is typical of a science exam, with diagrams accompanying some questions and four potential answers for each.
This document contains instructions and questions for a Primary 3/Grade 3 exam. It provides details about the exam such as its duration, number of questions, scoring system, and allowed materials. The questions cover topics like classifying living and non-living things, the needs of living things, animal characteristics, and experimental setups. The exam contains multiple choice and application questions to test students' understanding of science concepts appropriate for their grade level.
The document contains a passage and multiple choice questions about various science concepts such as plants, animals, the human body and the environment. Specifically:
- Question 1 describes an experiment observing how plant growth is affected by sunlight.
- Questions 2-10 cover topics like animal needs and behaviors, the human respiratory system, and waste excretion in humans and other organisms.
- Questions 11-22 discuss plant and animal reproduction and characteristics, as well as interdependence between plants, animals and humans.
- The final questions 23-30 involve measuring units and techniques used to measure length.
The document contains a summary of three key points:
1. The document appears to be a science assessment containing multiple choice and short answer questions about biology topics like plants, animals, the human body and basic needs.
2. The questions cover subjects such as plant and animal classification, plant and animal adaptations, the human respiratory and excretory systems, and basic experiments investigating the relationship between plants and sunlight.
3. The assessment contains diagrams supporting questions about different biological concepts and processes, and requires examinees to make observations, inferences and identify manipulated and responding variables in short investigations.
This document contains a multiple choice test with questions about basic needs of animals and humans, as well as their life processes. There are questions about the respiratory, circulatory, digestive, and excretory systems. It also includes questions about plant needs and animal classification based on breathing methods. Some questions involve interpreting diagrams of experiments on animal and plant needs. The test covers key concepts in science related to living things and their requirements for survival.
This document contains a series of multiple choice and short answer questions about biology concepts. The questions cover topics such as animal and plant needs, life cycles, reproduction, habitats, and adaptations. They are followed by diagrams, figures, and short experiments to aid understanding of the concepts being assessed.
1. The investigation shows the relationship between temperature and number of tomatoes. As temperature increases, the number of tomatoes increases. At 21ยฐC, the predicted number of tomatoes is 23. Higher temperatures cause the number of tomatoes to rise.
2. The investigation examines the relationship between type of animal and amount of food needed per day. Larger animals like bears need more food daily than smaller animals like birds. The amount of food needed is also affected by the animal's activity level.
3. The experiment tracks the height of a papaya plant over time. The height increases steadily as the days pass.
2013 smk taman mount austin trial science paper 1, paper 2, answernoor liyana kamarudin
ย
This document contains a science exam paper with multiple choice questions in both English and Malay. The exam paper tests students on topics including cells, forces and motion, matter, energy, human anatomy and physiology. It contains diagrams to illustrate various science concepts being assessed. The exam paper is bilingual and contains 18 pages of printed content.
2013 smk taman mount austin trial science paper 1, paper 2, answernoor liyana kamarudin
ย
This document contains a science exam paper with multiple choice questions in both English and Malay. The exam covers topics in biology such as cells, human anatomy and physiology. It tests understanding of scientific concepts like states of matter, energy transfer, chemical reactions and ecological relationships. The 30 questions assess knowledge of key ideas and require analysis of diagrams, tables and processes.
Classification of living organisms - IGCSE - Biology - QuestionsMustafa Rashid
ย
Credits:-
Mustafa Rashid, Aslan Ammar, Ali Essa, Shadi Kaddah, Wael M. Awad, Sami B. Tria, Ibrahim Akram, Ahmed Ali
http://www.freepik.com/free-vector/vectors_795232.htm
Grade 8-C
Biology
Al-Reeyada International School, Saudi Arabia - Hofuf
Google+ : https://goo.gl/gnbHnZ
Twitter: https://twitter.com/MustfaRashid
The document contains multiple choice questions about biology topics such as plant transport processes, human physiology, ecology, genetics and evolution. It tests understanding of concepts like diffusion, photosynthesis, the heart, respiration, food webs and selective breeding.
The document contains multiple choice questions about biology topics such as plant transport systems, human anatomy and physiology, ecology, genetics, and more. It tests understanding of concepts like diffusion, osmosis, photosynthesis, the heart, respiration, the nitrogen cycle, food webs, mitosis, Mendelian genetics, and artificial selection.
This document contains a monthly test with questions on the basic needs of living things. It includes 30 multiple choice questions and 5 short answer questions testing knowledge of what plants, animals, and humans need to survive. The questions cover topics like the needs of plants (air, light, water), the needs of animals (air, food, water), and the basic needs shared by living things (air, water, food/energy). The document also includes diagrams of experiments testing these needs, such as showing a fish surviving without air or a plant growing without light.
The answers provided indicate that all living things need air, water, and food/energy obtained through photosynthesis or eating. Experiments are used to demonstrate how removal of these
This document contains a 50-item multiple choice science exam for 6th grade students covering topics like the human body systems, plant and animal classification, ecosystems, and environmental protection. The exam tests students' understanding of the skeletal, muscular, integumentary, digestive, circulatory, respiratory, nervous, and other body systems. It also covers the characteristics and reproduction of vascular and non-vascular plants like ferns, conifers, and mosses. Questions address the biotic components and resident species of mangrove ecosystems, how coral reefs form, and human impacts like improper waste disposal that can disrupt ecosystem balance and harm marine life.
This document consists of a 40 multiple choice question biology exam with four possible answers for each question. The exam covers topics including characteristics of living organisms, plant and animal cell structure, transport processes, photosynthesis, respiration, circulation, excretion, genetics, ecology, and environmental pollution. It provides high level information to test understanding of essential biology concepts.
This document contains a review of questions for a midterm exam in an online BIOL1020 course. It includes 50 multiple choice questions covering topics from chapters 1 and 44 of the course textbook, which discuss hypotheses and scientific methods, population ecology, and factors that influence population growth rates. The questions assess understanding of key concepts like what defines a hypothesis, how to design controlled experiments, calculating population growth rates, and density-dependent factors that impact populations.
This document provides instructions for a 150-item general education test. It outlines the time limit, how to fill out the answer sheet, and directions not to erase or shade multiple answers for each question. It also notes that unauthorized reproduction of the test is illegal. The test contains multiple choice questions testing subjects like language, science, history and culture.
This document is a quiz with 25 questions testing knowledge across a wide range of topics. It provides definitions, explanations and scenarios for each question, with the goal of identifying two related terms or concepts denoted as X and Y. Some questions are worth 1 point, while others in the second half are worth 2 points if both parts are answered correctly. The top 8 teams that score the most points will qualify for the finals.
The document discusses food webs and food chains. It defines them as models that show feeding relationships between organisms in an ecosystem. A food web consists of multiple interconnected food chains, with producers like plants obtaining energy from the sun and consumers obtaining energy by eating other organisms. The document provides examples of herbivores, carnivores, and omnivores, and explains how energy passes from producers to different levels of consumers in a food chain.
This document contains 150 questions with answers that are part of a General Education review for the LET exam. It provides sample questions on various subjects that cover topics like science, English, math, Filipino and others. The questions are multiple choice format with 4 possible answers for each question. The document encourages test takers to visit the website teachpinas.com for more free LET reviewers to help prepare for the licensure exam.
This document consists of 17 printed pages and 3 blank pages. It is the approved syllabus for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate in Biology. The multiple choice questions cover topics in biology such as cells, transport, enzymes, ecology and human biology.
This document consists of 17 printed pages and 3 blank pages. It is the approved syllabus for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate in Biology. The multiple choice questions cover topics in biology such as cells, transport systems, ecology and human biology.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
The document contains a passage and multiple choice questions about various science concepts such as plants, animals, the human body and the environment. Specifically:
- Question 1 describes an experiment observing how plant growth is affected by sunlight.
- Questions 2-10 cover topics like animal needs and behaviors, the human respiratory system, and waste excretion in humans and other organisms.
- Questions 11-22 discuss plant and animal reproduction and characteristics, as well as interdependence between plants, animals and humans.
- The final questions 23-30 involve measuring units and techniques used to measure length.
The document contains a summary of three key points:
1. The document appears to be a science assessment containing multiple choice and short answer questions about biology topics like plants, animals, the human body and basic needs.
2. The questions cover subjects such as plant and animal classification, plant and animal adaptations, the human respiratory and excretory systems, and basic experiments investigating the relationship between plants and sunlight.
3. The assessment contains diagrams supporting questions about different biological concepts and processes, and requires examinees to make observations, inferences and identify manipulated and responding variables in short investigations.
This document contains a multiple choice test with questions about basic needs of animals and humans, as well as their life processes. There are questions about the respiratory, circulatory, digestive, and excretory systems. It also includes questions about plant needs and animal classification based on breathing methods. Some questions involve interpreting diagrams of experiments on animal and plant needs. The test covers key concepts in science related to living things and their requirements for survival.
This document contains a series of multiple choice and short answer questions about biology concepts. The questions cover topics such as animal and plant needs, life cycles, reproduction, habitats, and adaptations. They are followed by diagrams, figures, and short experiments to aid understanding of the concepts being assessed.
1. The investigation shows the relationship between temperature and number of tomatoes. As temperature increases, the number of tomatoes increases. At 21ยฐC, the predicted number of tomatoes is 23. Higher temperatures cause the number of tomatoes to rise.
2. The investigation examines the relationship between type of animal and amount of food needed per day. Larger animals like bears need more food daily than smaller animals like birds. The amount of food needed is also affected by the animal's activity level.
3. The experiment tracks the height of a papaya plant over time. The height increases steadily as the days pass.
2013 smk taman mount austin trial science paper 1, paper 2, answernoor liyana kamarudin
ย
This document contains a science exam paper with multiple choice questions in both English and Malay. The exam paper tests students on topics including cells, forces and motion, matter, energy, human anatomy and physiology. It contains diagrams to illustrate various science concepts being assessed. The exam paper is bilingual and contains 18 pages of printed content.
2013 smk taman mount austin trial science paper 1, paper 2, answernoor liyana kamarudin
ย
This document contains a science exam paper with multiple choice questions in both English and Malay. The exam covers topics in biology such as cells, human anatomy and physiology. It tests understanding of scientific concepts like states of matter, energy transfer, chemical reactions and ecological relationships. The 30 questions assess knowledge of key ideas and require analysis of diagrams, tables and processes.
Classification of living organisms - IGCSE - Biology - QuestionsMustafa Rashid
ย
Credits:-
Mustafa Rashid, Aslan Ammar, Ali Essa, Shadi Kaddah, Wael M. Awad, Sami B. Tria, Ibrahim Akram, Ahmed Ali
http://www.freepik.com/free-vector/vectors_795232.htm
Grade 8-C
Biology
Al-Reeyada International School, Saudi Arabia - Hofuf
Google+ : https://goo.gl/gnbHnZ
Twitter: https://twitter.com/MustfaRashid
The document contains multiple choice questions about biology topics such as plant transport processes, human physiology, ecology, genetics and evolution. It tests understanding of concepts like diffusion, photosynthesis, the heart, respiration, food webs and selective breeding.
The document contains multiple choice questions about biology topics such as plant transport systems, human anatomy and physiology, ecology, genetics, and more. It tests understanding of concepts like diffusion, osmosis, photosynthesis, the heart, respiration, the nitrogen cycle, food webs, mitosis, Mendelian genetics, and artificial selection.
This document contains a monthly test with questions on the basic needs of living things. It includes 30 multiple choice questions and 5 short answer questions testing knowledge of what plants, animals, and humans need to survive. The questions cover topics like the needs of plants (air, light, water), the needs of animals (air, food, water), and the basic needs shared by living things (air, water, food/energy). The document also includes diagrams of experiments testing these needs, such as showing a fish surviving without air or a plant growing without light.
The answers provided indicate that all living things need air, water, and food/energy obtained through photosynthesis or eating. Experiments are used to demonstrate how removal of these
This document contains a 50-item multiple choice science exam for 6th grade students covering topics like the human body systems, plant and animal classification, ecosystems, and environmental protection. The exam tests students' understanding of the skeletal, muscular, integumentary, digestive, circulatory, respiratory, nervous, and other body systems. It also covers the characteristics and reproduction of vascular and non-vascular plants like ferns, conifers, and mosses. Questions address the biotic components and resident species of mangrove ecosystems, how coral reefs form, and human impacts like improper waste disposal that can disrupt ecosystem balance and harm marine life.
This document consists of a 40 multiple choice question biology exam with four possible answers for each question. The exam covers topics including characteristics of living organisms, plant and animal cell structure, transport processes, photosynthesis, respiration, circulation, excretion, genetics, ecology, and environmental pollution. It provides high level information to test understanding of essential biology concepts.
This document contains a review of questions for a midterm exam in an online BIOL1020 course. It includes 50 multiple choice questions covering topics from chapters 1 and 44 of the course textbook, which discuss hypotheses and scientific methods, population ecology, and factors that influence population growth rates. The questions assess understanding of key concepts like what defines a hypothesis, how to design controlled experiments, calculating population growth rates, and density-dependent factors that impact populations.
This document provides instructions for a 150-item general education test. It outlines the time limit, how to fill out the answer sheet, and directions not to erase or shade multiple answers for each question. It also notes that unauthorized reproduction of the test is illegal. The test contains multiple choice questions testing subjects like language, science, history and culture.
This document is a quiz with 25 questions testing knowledge across a wide range of topics. It provides definitions, explanations and scenarios for each question, with the goal of identifying two related terms or concepts denoted as X and Y. Some questions are worth 1 point, while others in the second half are worth 2 points if both parts are answered correctly. The top 8 teams that score the most points will qualify for the finals.
The document discusses food webs and food chains. It defines them as models that show feeding relationships between organisms in an ecosystem. A food web consists of multiple interconnected food chains, with producers like plants obtaining energy from the sun and consumers obtaining energy by eating other organisms. The document provides examples of herbivores, carnivores, and omnivores, and explains how energy passes from producers to different levels of consumers in a food chain.
This document contains 150 questions with answers that are part of a General Education review for the LET exam. It provides sample questions on various subjects that cover topics like science, English, math, Filipino and others. The questions are multiple choice format with 4 possible answers for each question. The document encourages test takers to visit the website teachpinas.com for more free LET reviewers to help prepare for the licensure exam.
This document consists of 17 printed pages and 3 blank pages. It is the approved syllabus for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate in Biology. The multiple choice questions cover topics in biology such as cells, transport, enzymes, ecology and human biology.
This document consists of 17 printed pages and 3 blank pages. It is the approved syllabus for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate in Biology. The multiple choice questions cover topics in biology such as cells, transport systems, ecology and human biology.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
ย
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
ย
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the bodyโs response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
ย
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
ย
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
ย
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
ย
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
BรI TแบฌP Dแบ Y THรM TIแบพNG ANH LแปP 7 Cแบข NฤM FRIENDS PLUS SรCH CHรN TRแปI SรNG Tแบ O ...
ย
Pertenghan tahun-2012-sains
1. SECTION A / BAHAGIAN A
1 Which of the following plants will still be alive and grow well after two
weeks?
Yang manakah antara tumbuh-tumbuhan berikut masih hidup dan membesar
dengan sihat selepas dua minggu?
A C
B D
2 The following diagram shows a monkey.
Rajah menunjukkan seekor monyet.
Which of the following is not the basic need of a monkey?
Yang manakah yang berikut ini bukan keperluan asas seekor monyet?
A Water
Air
C Food
Makanan
B Sunlight
Cahaya matahari
D Shelter
Tempat perlindungan
2
2. 3 Figure shows a shelter for animal S.
Rajah menunjukkan tempat perlindungan untuk haiwan S.
Which of the following represents animal S?
Yang manakah berikut mewakili haiwan S?
A Rat
Tikus
C Bat
Kelawar
B Lion
Singa
D Parrot
Burung Kakak Tua
4 Figure shows the basic needs of humans.
Rajah menunjukkan keperluan asas manusia.
What does X represent?
Apakah yang diwakili X?
A Car
Kereta
C Shelter
Tempat berlindung
B Clothes
Pakaian
D Sunlight
Cahaya matahari
5 Which of the following animals is not matched correctly with its
shelter?
Haiwan yang mana yang berikut tidak dipadankan dengan tempat berlindung
yang betul?
Animals Shelter
A Bat
Kelawar
Cave
Gua
B Whale
Ikan Paus
Ocean
Lautan
C Cow
Lembu
Forest
Hutan
D Bird
Burung
Nest
Sarang
6 Look at the diagram below.
3
3. What will happen to the mouse after a week?
Apakah yang berlaku kepada tikus selepas satu minggu?
A Alive
Hidup
C Healthy
Sihat
B Dead
Mati
D Still young
Masih muda
7 The diagram below shows an experiment carried out by Yunos.
Rajah menunjukkan eksperimen yang dikendalikan Hidayat.
The tadpoles died because
Berudu itu mati kerana
A there was no air
tiada udara
C there was no water
tiada air
B there was no food
tiada makanan
D there was no sunlight
tiada cahaya matahari
4
4. 8 Figure shows a part of the human body.
Rajah menunjukkan satu bahagian daripada tubuh manusia.
What is the part labeled X?
Apakah bahagian yang ditanda X?
A Nose
Hidung
C Stomach
Perut
B Lungs
Paru-paru
D Windpipe
Salur udara
9 Which of the following is true about exhaled air?
Yang mana berikut benar tentang udara hembusan?
A It contains more oxygen.
Ia mengandungi lebih oksigen.
B It contains more carbon dioxide.
Ia mengandungi lebih karbon dioksida.
C It contains mineral salts and protein.
Ia mengandungi garam mineral dan protein.
D It contains the same amount of carbon dioxide and oxygen.
Ia mengandungi jumlah yang sama banyak antara karbon dioksida dan
oksigen.
10 X, Y and Z are the parts involved in breathing.
X : nose
hidung
Y : windpipe
salur udara
Z : lungs
peparu
Which of the following is the correct order of the passage of air
when we exhale?
Yang manakah berikut aliran udara yang betul apabila kita menghembus nafas?
A X ๏ Y ๏ Z C Z ๏ Y ๏ X
B X ๏ Z ๏ Y D Y ๏ X ๏ Z
5
5. 11 What is meant by excretion and defecation?
Apakah yang dimaksudkan dengan perkumuhan dan penyahtinjaan?
A Exchange of gas in the
body
Pertukaran gas dalam
badan
C Production of food by plants
Penghasilan makanan oleh tumbuhan
B Process by which air
enters and escapes the
body
Proses di mana udara masuk
dan keluar dari badan
D Processes by which waste
materials are expelled from the
body
Proses di mana bahan buangan
disingkirkan dari badan
12 The following are the waste products of humans.
Berikut adalah hasil bahan buangan manusia.
Urine
Air kencing
Sweat
Peluh
Human get rid of the waste products through the process of
Manusia menyingkirkan hasil bahan buangan melalui proses
A excretion
perkumuhan
C defecation
nyahtinja
B breathing
pernafasan
D reproduction
membiak
13 Habibullah accidentally touches a hot kettle. His hand pulls back
quickly to avoid being hurt.
Habibulah tidak sengaja menyentuh cerek yang panas. Dia menarik tangannya
segera untuk mengelakkan kecederaan.
This shows that humans
Ini menunjukkan manusia
A can move freely
boleh bergerak bebas
C excrete waste materials
mengkumuhkan bahan perkumuhan
B respond to stimuli
bertindak balas terhadap
ransangan
D undergo many life processes
melalui banyak proses kehidupan
6
6. 14 The picture below shows a poster for a campaign.
Gambar menunjukkan sebuah poster kempen.
What type of campaign is it?
Apakah jenis kempen ini?
A Anti-glue campaign
Kempen anti gam
C Anti-alcohol campaign
Kempen anti alkohol
B Anti-drug campaign
Kempen anti dadah
D Anti-cigarette campaign
Kempen anti rokok
15 Diagram below shows an investigation about an effect of smoking.
Rajah di bawah menunjukkan penyiasatan tentang kesan merokok.
What can be concluded from this investigation?
Apakah yang dapat disimpulkan daripada penyiasatan ini?
A When ciggarette is
lighted, it gives out
thick white smoke.
Apabila rokok dinyalakan,
rokok menghasilkan asap
putih yang tebal
C Ciggarette smoke contains a lot
of poisonous gases.
Asap rokok mengandungi banyak gas
beracun.
B Ciggarette smoke
contains tar that will
stick to the lungs.
Asap rokok mengandungi
tar yang akan melekat
pada paru-paru
D Smoking can cause adiction to
drugs.
Merokok boleh menyebabkan ketagihan
dadah.
7
7. 16 The figure shows the classification of animals according to the way
they breathe.
Rajah menunjukkan klasifikasi haiwan berdasarkan cara mereka bernafas.
Which animals are classified correctly in Group P and Group Q?
Yang manakah diklasifikasikan dengan betul dalam Kumpulan P dan kumpulan Q?
Group P Group Q
A butterfly
rama-rama
deer
rusa
B caterpillar
ulat beluncas
tadpole
berudu
C fish
ikan
frog
katak
D rat
tikus
tortoise
kura-kura
17 The figure below shows two animals.
Rajah di bawah menunjukkan dua jenis haiwan.
Both animals breathe through
Kedua-dua haiwan ini bernafas melalui
A gills
insang
C lungs
peparu
B moist skin
kulit lembap
D trachea structure
struktur trakea
8
8. 18 The figure below shows animals that are classified into two groups, K
and L.
Rajah menunjukkan haiwan yang dikelaskan kepada dua kumpulan, K dan L.
K L
Which of the following have been correctly classified into group K and
L?
Yang manakah berikut telah dikelaskan dengan betul dalam kumpulan K dan L?
K L
A Lizard
Cicak
Tortoise
Kura-kura
B Cat
Kucing
Horse
Kuda
C Mouse
Tikus
Duck
Itik
D Frog
Katak
Tiger
Harimau
19 The diagram shows a stage in the life cycle of a butterfly.
Rajah menunjukkan satu peringkat dalam kitar hidup seekor rama-rama.
What happens after this stage?
Apakah yang berlaku selepas peringkat ini?
A It dies.
Ia mati.
C It becomes a pupa.
Ia menjadi pupa.
B It decreases in size.
Saiznya berkurang.
D It becomes an adult butterfly.
Ia menjadi rama-rama dewasa.
9
9. 20 Diagram shows the characteristics of an animal.
Rajah menunjukkan ciri-ciri bagi sejenis haiwan.
has a hard shell
mempunyai cengkerang yang keras
hides in its shell when threatened
bersembunyi di dalam cengkerang
apabila diancam
What is the animal above?
Apakah haiwan di atas?
A Crab
Ketam
C Snail
Siput
B Beetle
Kumbang
D Pangolin
Tenggiling
21 Which of the following is true about the animal below.
Yang manakah antara berikut betul tentang haiwan di bawah.
I Its fur is brown during
summer
Bulunya berwarna perang
semasa musim panas
II
I
It sleeps during hot weather
Ia tidur semasa musim panas
II Its fur is yellow during
winter
Bulunya berwarna kuning
semasa musim sejuk
I
V
It hides from enemies
Ia menyorokkan diri daripada musuh
A I , II C I, IV
B II, III D III, IV
10
10. 22 What will happen if plants do not reproduce?
Apakah yang berlaku jika tumbuh-tumbuhan tidak membiak?
I Plants will become extinct
Tumbuh-tumbuhan akan pupus
II Humans and animals will reproduce faster
Manusia dan haiwan akan membiak lebih cepat
II
I
There will be no food supply for man and certain animals
Tiada bekalan makanan untuk manusia dan sesetengah haiwan
A I and II only
I dan II sahaja
B I and III only
I dan III sahaja
C II and III only
II dan III sahaja
D I, II and III
I, II dan III
23 Which of the following plants reproduces through spores?
Antara berikut, tumbuhan yang manakah membiak melalui spora?
A C
B D
11
11. 24 Diagram shows two different types of plants.
Rajah menunjukkan dua jenis tumbuhan yang berbeza.
How do the plants above protect themselves from enemies?
Bagaimana tumbuhan di atas melindungi diri daripada musuh?
A They have thorns.
Mempunyai duri.
C They are poisonous.
Beracun.
B They produce latex.
Menghasilkan getah.
D They have hairs that causes
itchiness.
Mempunyai bulu halus yang
menyebabkan kegatalan.
25 The figure shows a plant with fine hairs on its stem to protect itself from
enemies.
Rajah menunjukkan satu tumbuhan yang berbulu halus padanya untuk
melindunginya daripada musuh.
How do the fine hairs help to protect the plants from enemies?
Bagaimana bulu halus ini membantu memelihara pokok daripada musuh?
A The fine hairs are smelly
Bulu halusnya berbau
B The fine hairs are poisonous
Bulu halusnya beracun
C The fine hairs are bitter in taste
Bulu halusnya pahit
D The fine hairs can cause itchiness
Bulu halusnya boleh menyebabkan kegatalan
12
12. 26 Diagram shows the specific characteristic of a plant.
Rajah menunjukkan ciri khas suatu tumbuhan.
The characteristic shown above allows the plant to
Ciri-ciri yang ditunjukkan di atas membolehkan tumbuhan itu untuk
A survive in dry region
hidup di kawasan yang
kering
C survive in very cold weather
hidup dalam cuaca yang sangat sejuk
B survive in very windy
areas
hidup di kawasan yang
berangin kencang
D protect itself from enemies
melindunginya daripada musuh
27 The following ways can be used for measuring length.
Berikut adalah kaedah yang boleh digunakan untuk mengukur panjang.
Foot
Kaki
Cubit
Hasta
Span
Jengkal
Arm span
Depa
Which of the following is the correct sequence from the longest to the
shortest?
Yang manakah antara berikut ialah turutan yang betul dari yang paling panjang ke
paling pendek?
A Foot, span, arm span, cubit
Kaki, jengkal, depa, hasta
B Span, foot, cubit, arm span
Jengkal, kaki, hasta, depa
C Cubit, arm span, span, foot
Hasta, depa, jengkal, kaki
D Arm span, cubit, foot, span
Depa, hasta, kaki, jengkal
13
13. 28 Diagram shows two groups of units used for measuring length.
Rajah menunjukkkan dua kumpulan unit yang digunakan untuk mengukur panjang.
What units do U and V represent based on their groups?
Apakah unit yang diwakili oleh U dan V berdasarkan kepada kumpulan masing-
masing?
U V
A foot
kaki
inch
inci
B litre
liter
arm span
depa
C arm span
depa
millimetre
milimeter
D millimetre
milimeter
foot
kaki
29 Diagram shows a way to measure length.
Rajah menunjukkan suatu cara untuk mengukur panjang.
Which of the following is the best measured using the way above?
Yang manakah berikut paling sesuai diukur dengan cara di atas?
A length of a bus
panjang sebuah bas
C length of a pencil
panjang sebatang pensel
B width of a desk
lebar sebuah meja
D width of a field
lebar sebuah padang
14
14. 30 Diagram below shows how the length of two matchstick is measured.
Rajah menunjukkan bagaimana panjang dua batang mancis diukur.
What is the length of a matchstick?
Berapakah panjang sebatang mancis?
A 2 cm C 5 cm
B 3 cm D 8 cm
15
15. SECTION B / BAHAGIAN B
Answer all the questions given. Write your answer in the space provided.
Jawab semua soalan yang diberikan. Tulis jawapan anda pada ruang yang disediakan.
1 Amirul Asyraf carries out an investigation as below.
Amirul Asyraf menjalankan satu penyiasatan seperti di bawah.
(a) What is your observation for the plant above after three weeks?
Apakah pemerhatian kamu terhadap pokok di atas selepas tiga minggu?
_______________________________________________________________
[ 1 mark ]
(b) Give the inference for your observation above.
Beri inferens bagi pemerhatian kamu di atas.
__________________________________________________________________
__________________________________________________________________
[ 1 mark ]
(c) State
Nyatakan
(i) what is changed (manipulated variable)
apa yang diubah (pemboleh ubah dimanipulasikan)
________________________________________________________
(ii) what is observed (responding variable)
apa yang diperhatikan (pemboleh ubah bergerak balas)
________________________________________________________
[ 2 marks ]
16
16. 2 The figure shows an investigation carried out by a group of pupils to
investigate the relationship between the direction of shoot and the
location of the Sun.
Rajah menunjukkan suatu penyiasatan yang dijalankan oleh sekumpulan murid untuk
menyiasat hubungan antara arah pucuk dan kedudukan Matahari.
(a) What is the purpose (aim) of this investigation?
Apakah tujuan penyiasatan ini?
______________________________________________________________
______________________________________________________________
[ 1 mark ]
(b) Predict the direction of the shoot of seedlings A and B after a week.
Ramalkan arah pucuk A dan B selepas seminggu.
(i) seedling A / pokok benih A ______________________________
(ii) seedling B / pokok benih B ______________________________
[ 2 marks ]
(c) Draw your observation on its shoots after a week in the diagram
below.
Lukis pemerhatian kamu tentang pucuknya selepas seminggu pada rajah di
bawah.
[ 1 mark ]
17
17. 3 Avenash carries out an investigation by recording his rate of breathing
during different activities. The table below shows the results.
Avenash menjalankan aktiviti penyiasatan dengan merekod kadar pernafasannya
semasa aktiviti yang berbeza yang dilakukannya. Jadual menunjukkan keputusan.
Type of activity
Jenis aktiviti
Number of chest movement in one
minute
Bilangan pergerakan dada dalam satu minit
Resting
Berehat
27
Walking
Berjalan
31
Jogging
Berjoging
37
(a) What is the purpose (aim) of this investigation?
Apakah tujuan penyiasatan ini?
_______________________________________________________________
_______________________________________________________________
[ 1 mark ]
(b) State
Nyatakan
(i) what is changed (manipulated variable)
apa yang diubah (pemboleh ubah dimanipulasikan)
________________________________________________________
(ii) what is observed (responding variable)
apa yang diperhatikan (pemboleh ubah bergerak balas)
________________________________________________________
[ 2 marks ]
(c) What is the trend of the number of chest movement from the table
above?
Apakah corak bilangan pergerakan dada berdasarkan jadual di atas?
__________________________________________________________________
[ 1 mark ]
18
18. 4 A pupil is asked to run at the specific period. The rate of breathing is
measured and recorded. The result is shown in graphical method as below.
Seorang murid dikehendaki berlari pada tempoh tertentu, Kadar pernafasan diukur dan
direkodkan. Keputusan ditunjukkan dalam bentuk graf.
(a) What is the purpose of the activity?
Apakah tujuan aktiviti ini?
_______________________________________________________________
_______________________________________________________________
[ 1 mark ]
(b) State
Nyatakan
(i) what is changed (manipulated variable)
apa yang diubah (pemboleh ubah dimanipulasikan)
________________________________________________________
(ii) what is observed (responding variable)
apa yang diperhatikan (pemboleh ubah bergerak balas)
________________________________________________________
[ 2 marks ]
(c) What is the conclusion of the activity?
Apakah kesimpulan aktiviti ini?
________________________________________________________________________________
________________________________________________________________________________
_______________________________________________________________________________
[ 1 mark ]
5 10 15 20 Period of time (minute)
Tempoh masa (minit)
Rate of breathing (number/minute)
Kadar pernafasan (bilangan/minit)
19
19. 5 A group of pupils carried out an investigation to find out the length of
their classroom by using arm span. They recorded their measurement in
the table below.
Sekumpulan murid menjalankan penyiasatan untuk mencari panjang kelas mereka
menggunakan depa. Mereka merekodkan ukuran tersebut dalam jadual berikut.
Pupils
Murid
The length of the classroom (arm span)
Panjang kelas (depa)
Tasbeeha 27
Zul Aโala 30
Iqbal 25
Hafizi 31
(a) State one information gathered in this investigation.
Nyatakan satu maklumat yang dikumpulkan dalam penyiasatan ini.
[ 1 mark ]
(b) Give the inference for the different results above.
Beri inferens bagi perbezaan keputusan di atas.
_________________________________________________________________
_________________________________________________________________
[ 1 mark ]
(c) State
Nyatakan
(i) what is changed (manipulated variable)
apa yang diubah (pemboleh ubah dimanipulasikan)
________________________________________________________
(ii) what is observed (responding variable)
apa yang diperhatikan (pemboleh ubah bergerak balas)
________________________________________________________
[ 2 marks ]
END OF QUESTIONS
SOALAN TAMAT
20