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.
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.
Soalan sains tahun 4 bhg a b dan jawapanMohd Sariman
I. The document discusses animals' need for air and how they breathe through different structures like moist skin, lungs and trachea. It also mentions plants' need for carbon dioxide and how roots absorb water from soil.
II. Measurement methods like cubits and steps are discussed for measuring length. Curved lines can be measured using string or thread.
III. The document contains questions about animals' needs, plant structures, measurement units and setting up experiments. Animals need water for circulation while plants need sunlight for energy. Volume is the space an object occupies.
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.
1) The document contains a monthly test on the theme of investigating living things. It has multiple choice questions about basic needs of humans and other living things, as well as their shelter, food, breathing structures and life cycles.
2) The test contains diagrams and figures to illustrate various concepts being assessed such as the basic needs of humans and experiments investigating the needs of plants and animals.
3) Students are asked questions about the inferences that can be made from the experiments as well as correctly matching animals to their breathing structures, shelter and stages in their life cycles.
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.
Soalan sains tahun 4 bhg a b dan jawapanMohd Sariman
I. The document discusses animals' need for air and how they breathe through different structures like moist skin, lungs and trachea. It also mentions plants' need for carbon dioxide and how roots absorb water from soil.
II. Measurement methods like cubits and steps are discussed for measuring length. Curved lines can be measured using string or thread.
III. The document contains questions about animals' needs, plant structures, measurement units and setting up experiments. Animals need water for circulation while plants need sunlight for energy. Volume is the space an object occupies.
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.
1) The document contains a monthly test on the theme of investigating living things. It has multiple choice questions about basic needs of humans and other living things, as well as their shelter, food, breathing structures and life cycles.
2) The test contains diagrams and figures to illustrate various concepts being assessed such as the basic needs of humans and experiments investigating the needs of plants and animals.
3) Students are asked questions about the inferences that can be made from the experiments as well as correctly matching animals to their breathing structures, shelter and stages in their life cycles.
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.
1. Amirul Asyraf carried out an investigation observing a plant over 3 weeks. He was to record his observations of the plant and make an inference based on the observation.
2. A group of pupils investigated the relationship between the direction of a shoot and the location of the sun. They predicted that after a week, seedling A would grow towards the east and seedling B would grow towards the west, based on the direction of the sun.
3. Avenash investigated his rate of breathing during different activities. He recorded his breathing rate during rest, after exercise, and during exercise in a table to analyze the effects of activity on breathing rate.
1. Amirul Asyraf carried out an investigation observing a plant over 3 weeks. He was to record his observations of the plant and make an inference based on the observation.
2. A group of pupils investigated the relationship between the direction of a shoot and the location of the sun. They predicted that after a week, seedling A would grow towards the east and seedling B would grow towards the west, based on the direction of the sun.
3. Avenash investigated his rate of breathing during different activities. He recorded his breathing rate during rest, after exercise, and during exercise in a table to analyze the effects of activity on breathing rate.
The document contains a section with multiple choice questions about biology concepts such as plants, animals, the human body and measurement. It also contains a section requiring written responses to questions about scientific investigations and making inferences from observations. Some key points covered include the needs of plants and animals, the process of breathing, different units of measurement and experimental designs to study the effects of variables.
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 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 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 21°C, 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
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
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
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 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 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 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 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.
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.
1. The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate. This document consists of 15 printed pages and 1 blank page.
2. The document is a biology exam for the Cambridge International General Certificate of Secondary Education. It contains 40 multiple choice questions about topics in biology.
3. Students have 45 minutes to complete the exam, which covers topics like cell structure, transport in plants and animals, enzymes, gas exchange, disease, and ecosystems.
This document outlines the marking scheme for questions on the SILT 4 exam. It provides the answers for Section A multiple choice questions and Section B structured questions. For the structured questions, it specifies the number of marks awarded for different parts of the answers and notes on acceptable responses. The marking scheme aims to assess students' understanding of scientific concepts covered in the exam such as relationships between variables, effects of changing conditions in experiments, and properties of basic mechanical systems.
1. Dokumen ini berisi petunjuk untuk ujian sains tingkat rendah yang terdiri dari 30 soalan pilihan ganda dan 5 soalan esai.
2. Ujian ini terdiri dari dua bagian - Bagian A dan Bagian B. Bagian A berisi soalan pilihan ganda dan Bagian B berisi soalan esai.
3. Peserta diinstruksikan untuk menjawab semua soalan dalam waktu yang ditentukan.
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.
1. Amirul Asyraf carried out an investigation observing a plant over 3 weeks. He was to record his observations of the plant and make an inference based on the observation.
2. A group of pupils investigated the relationship between the direction of a shoot and the location of the sun. They predicted that after a week, seedling A would grow towards the east and seedling B would grow towards the west, based on the direction of the sun.
3. Avenash investigated his rate of breathing during different activities. He recorded his breathing rate during rest, after exercise, and during exercise in a table to analyze the effects of activity on breathing rate.
1. Amirul Asyraf carried out an investigation observing a plant over 3 weeks. He was to record his observations of the plant and make an inference based on the observation.
2. A group of pupils investigated the relationship between the direction of a shoot and the location of the sun. They predicted that after a week, seedling A would grow towards the east and seedling B would grow towards the west, based on the direction of the sun.
3. Avenash investigated his rate of breathing during different activities. He recorded his breathing rate during rest, after exercise, and during exercise in a table to analyze the effects of activity on breathing rate.
The document contains a section with multiple choice questions about biology concepts such as plants, animals, the human body and measurement. It also contains a section requiring written responses to questions about scientific investigations and making inferences from observations. Some key points covered include the needs of plants and animals, the process of breathing, different units of measurement and experimental designs to study the effects of variables.
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 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 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 21°C, 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
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
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
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 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 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 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 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.
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.
1. The syllabus is approved for use in England, Wales and Northern Ireland as a Cambridge International Level 1/Level 2 Certificate. This document consists of 15 printed pages and 1 blank page.
2. The document is a biology exam for the Cambridge International General Certificate of Secondary Education. It contains 40 multiple choice questions about topics in biology.
3. Students have 45 minutes to complete the exam, which covers topics like cell structure, transport in plants and animals, enzymes, gas exchange, disease, and ecosystems.
This document outlines the marking scheme for questions on the SILT 4 exam. It provides the answers for Section A multiple choice questions and Section B structured questions. For the structured questions, it specifies the number of marks awarded for different parts of the answers and notes on acceptable responses. The marking scheme aims to assess students' understanding of scientific concepts covered in the exam such as relationships between variables, effects of changing conditions in experiments, and properties of basic mechanical systems.
1. Dokumen ini berisi petunjuk untuk ujian sains tingkat rendah yang terdiri dari 30 soalan pilihan ganda dan 5 soalan esai.
2. Ujian ini terdiri dari dua bagian - Bagian A dan Bagian B. Bagian A berisi soalan pilihan ganda dan Bagian B berisi soalan esai.
3. Peserta diinstruksikan untuk menjawab semua soalan dalam waktu yang ditentukan.
Dokumen tersebut menyenaraikan beberapa soalan dan jawapan untuk Sains Integrasi Tingkatan 3. Ia menyentuh topik seperti kedudukan tiang kayu, hubungan antara jarak planet dari matahari dengan suhunya, dan kesan kehadiran yis terhadap saiz doh selepas satu jam.
The document describes four experiments carried out by students:
1. An experiment to observe how the length and position of shadows change as a torch is moved. The aim was to determine the pattern in shadow length.
2. An experiment comparing the growth of maize plants in two plots. One plot had healthy, tall plants while the other had short, unhealthy plants.
3. An experiment measuring the surface temperatures of four planets at different distances from the sun. The manipulated variable was the planet's position from the sun, while the responding variable was surface temperature.
4. An experiment comparing the size of dough balls after one hour, where one ball was mixed with yeast and the other was not. The aim was to
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
B
2
C
D
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
C
Air
B
Sunlight
Food
Makanan
D
Cahaya matahari
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
C
Rat
Tikus
B
Kelawar
D
Lion
Singa
4
Bat
Parrot
Burung Kakak Tua
Figure shows the basic needs of humans.
Rajah menunjukkan keperluan asas manusia.
What does X represent?
Apakah yang diwakili X?
A
C
Car
Kereta
B
Tempat berlindung
D
Clothes
Pakaian
5
Shelter
Sunlight
Cahaya matahari
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
A
Shelter
Ocean
Lautan
Cow
Forest
Hutan
Bird
Nest
Burung
6
Whale
Lembu
D
Gua
Ikan Paus
C
Cave
Kelawar
B
Bat
Sarang
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
C
Hidup
B
Dead
Sihat
D
Mati
7
Healthy
Still young
Masih muda
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
C
tiada udara
B
there was no food
there was no water
tiada air
D
tiada makanan
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
C
Nose
Hidung
B
Perut
D
Lungs
Paru-paru
9
Stomach
Windpipe
Salur udara
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
XYZ
C
ZYX
B
XZY
D
YXZ
5
5. 11
What is meant by excretion and defecation?
Apakah yang dimaksudkan dengan perkumuhan dan penyahtinjaan?
A
Exchange of gas in the
body
C
Production of food by plants
Penghasilan makanan oleh tumbuhan
Pertukaran gas dalam
badan
B
Process by which air
enters and escapes the
body
D
Proses di mana udara masuk
dan keluar dari badan
12
Processes by which waste
materials are expelled from the
body
Proses di mana bahan buangan
disingkirkan dari badan
The following are the waste products of humans.
Berikut adalah hasil bahan buangan manusia.
Urine
Sweat
Air kencing
Peluh
Human get rid of the waste products through the process of
Manusia menyingkirkan hasil bahan buangan melalui proses
A
excretion
C
perkumuhan
B
breathing
nyahtinja
D
pernafasan
13
defecation
reproduction
membiak
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
C
boleh bergerak bebas
B
respond to stimuli
excrete waste materials
mengkumuhkan bahan perkumuhan
D
bertindak balas terhadap
ransangan
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
C
Kempen anti gam
B
Anti-drug campaign
Kempen anti alkohol
D
Kempen anti dadah
15
Anti-alcohol campaign
Anti-cigarette campaign
Kempen anti rokok
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.
C
Asap rokok mengandungi banyak gas
beracun.
Apabila rokok dinyalakan,
rokok menghasilkan asap
putih yang tebal
B
Ciggarette smoke
contains tar that will
stick to the lungs.
Ciggarette smoke contains a lot
of poisonous gases.
D
Smoking can cause adiction to
drugs.
Merokok boleh menyebabkan ketagihan
dadah.
Asap rokok mengandungi
tar yang akan melekat
pada paru-paru
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
butterfly
frog
ikan
katak
rat
tortoise
tikus
17
berudu
fish
D
tadpole
ulat beluncas
C
rusa
caterpillar
B
deer
rama-rama
A
Group Q
kura-kura
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
C
insang
B
moist skin
lungs
peparu
D
kulit lembap
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
A
L
Horse
Kuda
Mouse
Duck
Itik
Frog
Tiger
Katak
19
Cat
Tikus
D
Kura-kura
Kucing
C
Tortoise
Cicak
B
Lizard
Harimau
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.
C
Ia mati.
B
It decreases in size.
It becomes a pupa.
Ia menjadi pupa.
D
It becomes an adult butterfly.
Ia menjadi rama-rama dewasa.
Saiznya berkurang.
9
9. 20
Diagram shows the characteristics of an animal.
Rajah menunjukkan ciri-ciri bagi sejenis haiwan.
has a hard shell
hides in its shell when threatened
mempunyai cengkerang yang keras
bersembunyi di dalam cengkerang
apabila diancam
What is the animal above?
Apakah haiwan di atas?
A
Crab
C
Ketam
B
Beetle
Siput
D
Kumbang
21
Snail
Pangolin
Tenggiling
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
II
I
It sleeps during hot weather
I
V
It hides from enemies
Ia tidur semasa musim panas
Bulunya berwarna perang
semasa musim panas
II Its fur is yellow during
winter
Ia menyorokkan diri daripada musuh
Bulunya berwarna kuning
semasa musim sejuk
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
A
I and II only
Tiada bekalan makanan untuk manusia dan sesetengah haiwan
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.
C
Mempunyai duri.
B
They produce latex.
They are poisonous.
Beracun.
D
Menghasilkan getah.
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
C
hidup di kawasan yang
kering
B
survive in very windy
areas
survive in very cold weather
hidup dalam cuaca yang sangat sejuk
D
protect itself from enemies
melindunginya daripada musuh
hidup di kawasan yang
berangin kencang
27
The following ways can be used for measuring length.
Berikut adalah kaedah yang boleh digunakan untuk mengukur panjang.
Foot
Cubit
Kaki
Hasta
Span
Arm span
Jengkal
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 masingmasing?
U
A
V
arm span
depa
arm span
millimetre
milimeter
millimetre
foot
milimeter
29
litre
depa
D
inci
liter
C
inch
kaki
B
foot
kaki
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
C
panjang sebuah bas
B
width of a desk
length of a pencil
panjang sebatang pensel
D
lebar sebuah meja
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
27
Berehat
Walking
31
Berjalan
Jogging
37
Berjoging
(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.
Rate of breathing (number/minute)
Kadar pernafasan (bilangan/minit)
5
(a)
10
15
20
Period of time (minute)
Tempoh masa (minit)
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 ]
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
Panjang kelas (depa)
Tasbeeha
27
Zul A’ala
30
Iqbal
25
Hafizi
(a)
The length of the classroom (arm span)
31
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