M DUL LENGKAP Digital Resources Year KSSR Semakan 4 Science Assessment Formative and Summative Ong Lay Tin Norhayati Mohamad Noh Mohamed Abaidi Mohamed Noh Let's Grasp! Formative Assessment Idea Starter Science Comics PAK-21 HOTS & i-THINK Summative Assessment Summative Practices Ujian Pertengahan Sesi Akademik (UPSA) Ujian Akhir Sesi Akademik (UASA) Answers PdPc- friendly Features • Info • Simulation • Gamified Quiz • Video • 3D Model Wordwall
Rekod Pentaksiran Murid iii – vi 1 UNIT Scientific Skills 1 Let’s Grasp! PBD Module Summative Practice 1 Let’s Grasp! PBD Module Summative Practice 2 3D Video Quiz 2 UNIT Humans 7 Let’s Grasp! PBD Module Summative Practice 3 3 UNIT Animals 20 3D Video Let’s Grasp! PBD Module Summative Practice 4 4 UNIT Plants 31 Video Quiz Let’s Grasp! PBD Module Summative Practice 5 5 UNIT Properties of Light 40 Simulasi Let’s Grasp! PBD Module Summative Practice 6 6 UNIT Sound 50 Info Quiz Ujian Pertengahan Sesi Akademik (UPSA) 58 Let’s Grasp! PBD Module Summative Practice 7 7 UNIT Energy 66 Info Video Let’s Grasp! PBD Module Summative Practice 8 8 UNIT Materials 77 Video Quiz Let’s Grasp! PBD Module Summative Practice 9 9 UNIT Earth 87 Video Let’s Grasp! PBD Module Summative Practice 10 10 UNIT Machines 96 Kuiz Ujian Akhir Sesi Akademik (UASA) 105 Answers A1 - A8 ii © Penerbitan Pelangi Sdn. Bhd. CONTENTS
iii © Penerbitan Pelangi Sdn. Bhd. Teacher's name: Pupil's name: Class: Unit Performance Level Descriptor Page Achievement Achieved Not Yet Achieved SCIENCE 1 Scientific Skills 1.1 Science Process Skills 1 Recall the science process skills. 2 – 3 2 Describe the science process skills 2 – 3 3 Apply the science process skills 2 – 3 4 Analyse the science process skills to solve problems or to perform a task 3 – 4 5 Evaluate the science process skills to solve a problem or to perform a task 3 – 4 6 Design an experiment to solve a problem systematically and be responsible to oneself, peers and environment. 3 – 4 2 Human 2.1 Human Breathing Process 1 Label the organs involved during the breathing process 8 2 Explain the breathing process in terms of air passage 9 3 Make generalisation on the chest movement during the breathing process 9 4 Differentiate the content of oxygen and carbon dioxide during the breathing process 9 5 Conclude that the rate of breathing depends on the types of activities 10 – 11 6 Communicate creatively and innovatively on situations which give good and bad effects on human breathing and provide suggestions to keep the lungs healthy 11 2.2 Excretion and Defecation 1 State the meaning of defecation 12 2 List the products of excretion and defecation 12 3 Describe excretion and defecation 12 4 Match the organs with the products of excretion using graphic organisers 12 5 Provide reasoning on the importance of excretion and defecation in human 13 6 Communicate creatively and innovatively good practices to ensure excretion and defecation are not disrupted 13 Science Year 4 REKOD PENTAKSIRAN MURID
© Penerbitan Pelangi Sdn. Bhd. iv 2.3 Humans Respond to Stimuli 1 State the sensory organs of human 14 2 State that humans respond to stimuli 14 3 Match a stimulus to its response(s) in a situation 15 4 Give examples on how humans respond to stimuli 15 5 Summarise the importance of humans response to stimuli 15 6 Communicate creatively and innovatively concerning habits that should be avoided to prevent damage to the sensory organs and present the findings 16 3 Animals 3.1 Breathing Organs of Animals 3.2 Vertebrates 1 Label the breathing organs of animals 21 – 22 2 List the examples of vertebrates and invertebrates 24 3 Give examples of specific characteristics for each class of vertebrates 25 4 Classify vertebrates based on their specific characteristics 26 5 Summarise that some animals have more than one breathing organ 23 6 Communicate creatively and innovatively on the breathing organs of animals and classify vertebrates and their specific charateristics to each class and present the findings 23 4 Plants 4.1 Plants Respond to Stimuli 4.2 Photosynthesis 1 State parts of plants that respond to stimuli 32 2 Describe the process of photosynthesis 34 – 35 3 Explain with examples the responses of parts of plants to stimuli 33 4 Provide reasoning on the importance of photosynthesis for living things 36 5 Test the hypothesis that plants respond to stimuli 33 6 Communicate creatively and innovatively on the importance of plants’ responses that help photosynthesis. 33, 36
© Penerbitan Pelangi Sdn. Bhd. v 5 Properties of Light 5.1 Light Travels in a Straight Line 5.2 Reflection of Light 5.3 Refraction of Light 1 State that light travels in a straight line, can be reflected and refracted 41 – 42, 45 – 46 2 Sketch a ray diagram to show reflection of light from a mirror 45 3 Give examples of situations in daily life that show light travels in a straight line, can be reflected and refracted 46 4 Provide reasoning on the importance of properties of light in daily life 45 5 Conclude the factors that affect the size and shape of the shadow 43 – 44 6 Communicate creatively and innovatively on innovations of device that apply properties of light to solve problems in daily life 46 6 Sound 6.1 Sound 1 List ways to produce sound 51 2 State that sound is produced by vibrations 51 3 Make generalisation that sound travels in all directions 52 4 Explain through examples the phenomena that show sound can be reflected 53 5 Solve problems to reduce sound pollution in daily life 54 6 Communicate creatively and innovatively on the effects of sound in daily life and present the findings 54 7 Energy 7.1 Sources and Forms of Energy 7.2 Renewable and Non-renewable Energy Sources 1 List the sources and forms of energy 67 – 68 2 Describe renewable and non-renewable energy sources 71 3 Explain with examples the transformation of energy 69 4 Provide reasoning on the importance of saving energy for sustainability of energy sources 72 5 Carry out activities to prove the transformation of energy that occurs in daily life 70 6 Communicate creatively and innovatively on innovations in the use of energy resources in the future 73
© Penerbitan Pelangi Sdn. Bhd. vi 8 Materials 8.1 Basic Sources of Materials 8.2 Properties of Materials 1 Match materials to their basic sources 78 2 Characterise objects based on type of materials and basic sources 79 3 Classify objects based on materials or basic sources 80 4 Make generalisation on the properties of materials by carrying out investigation 82 – 83 5 Make inferences on the materials used for each part of the object 81 – 82, 84 6 Create an object by applying the knowledge of the properties of the materials and present it in a creative and innovative way 81, 84 9 Earth 9.1 Gravity of Earth 9.2 Rotation and Revolution of Earth 1 State that the Earth rotates on its axis and at the same time revolves around the Sun in its orbit 90 2 Explain the gravitational pull of Earth 89 3 Describe the effects of rotation of the Earth 91 – 92 4 Provide reasoning on the importance of the gravitational pull on the Earth 89 5 Summarise the rotation and revolution of the Earth using graphic organisers 93 6 Communicate creatively and innovatively on other effects of the rotation and revolution of the Earth 93 10 Machines 10.1 Lever 10.2 Simple Machines and Complex Machines 1 Give examples for each type of simple machines 98 2 Describe the simple machines found in a complex machine 99 3 Make generalisation on the relationship between the distance of load from fulcrum with the required force 97 4 Generate ideas to solve problems involving the use of machines 100 5 Communicate to show the importance of inventing sustainable machines 100 6 Design a model of complex machine and present it creatively and innovatively 101
1 © Penerbitan Pelangi Sdn. Bhd. Science Process Skills Science process skills are important skills that involves the inquiry method and problem solving method. There are 12 science process skills that you have to learn and practice. Scientific Skills 1 UNIT THEME: Inquiry in Science State a way to test a hypothesis that you have made. Observing Classifying Predicting Experimenting Communicating Measuring and using numbers Controlling variables Defining operationally Making hypothesis Making inferences Using space-time relationship Interpreting data Let’s Grasp! Date:
Science Year 4 Unit 1 Scientific Skills Date: 2 © Penerbitan Pelangi Sdn. Bhd. PERFORMANCE LEVEL () 1 2 3 4 5 6 LS 1.1.1 LS 1.1.2 LS 1.1.4 Observe by using all the senses involved and tools if necessary to make qualitative observations to explain the phenomena or changes that occur. Classify by comparing or identifying similarities and differences based on common characteristics. Make inferences by stating the initial conclusion or by giving reasonable explanations for the observation made using the information gathered. PBD MODULE 1.1 Science Process Skills Textbook: 2 – 21 1. State the sensory organs used to make the following observations. LS 1.1.1 PL 1 (a) The sound made when someone taps a cup with a spoon. (b) The orange juice in glass P is sweeter than the orange juice in glass Q. PP QQ 2. Classify the following objects according to its ability to absorb water. LS 1.1.2 PL 1 PL 2 PL 3 Towel Mirror Handkerchief Sponge Plastic bag Eraser Socks Buoy Can absorb water Cannot absorb water 3. Write an inference for the observations below. LS 1.1.4 PL 1 PL 2 PL 3 Observation: The bulb in the circuit does not light up. Inference: Observation: The plant in the pot has wilted. Inference: (a) (b) i-THINK Map i-THINK Tree Map Science Process Skill Science Process Skill Science Process Skill
Date: Science Year 4 Unit 1 Scientific Skills 3 © Penerbitan Pelangi Sdn. Bhd. PERFORMANCE LEVEL () 1 2 3 4 5 6 LS 1.1.9 LS 1.1.11 LS 1.1.10 LS 1.1.5 Define operationally by describing an interpretation of a task carried out and observed in a situation according to determined aspects. Make a hypothesis by making a general statement that can be tested based on the relationship between the variables in the investigation. Control variables by determining the responding and constant variables after the manipulated variable in the investigation have been determined. Predict by making reasonable assumptions about an event or phenomenon based on observations, prior experiences or data. 4. A group of Year 4 pupils conducted an investigation to test the strength of magnets. The paper clips of same size were used. Magnet Size Number of paper clips attracted to the magnet P Small 6 Q Medium 12 R Large 18 (a) State the hypothesis for the investigation above. LS 1.1.11 PL 3 HOTS Applying (b) Identify the following variables: LS 1.1.10 PL 1 PL 2 PL 3 HOTS Applying (i) Constant variable: (ii) Manipulated variable: (iii) Responding variable: (c) State the operational definition for the strength of a magnet. LS 1.1.9 PL 4 (d) Another magnet, S is used in this investigation. Magnet S is larger than magnet R. Predict the number of paper clips that will be attracted to magnet S. LS 1.1.5 PL 3 HOTS Applying (e) Circle the objects that will be attracted to magnets. PL 4 HOTS Analysing HOTS Analysing Science Process Skill
Science Year 4 Unit 1 Scientific Skills Date: Teacher’s Signature: Date: PERFORMANCE LEVEL () 1 2 3 4 5 6 4 © Penerbitan Pelangi Sdn. Bhd. LS 1.1.12 Experiment by using the basic science process skills to collect and interpret data, summarise to prove the hypothesis and write a report 5. A group of pupils were asked to conduct an experiment to test the part of a plant that responds to light. The diagram below shows the setup for the experiment. LS 1.1.12 PL 4 PL 5 PL 6 HOTS Creating Plan and conduct the experiment to test your hypothesis. Then write a simple report about the results of the experiment in the space provided. Problem statement: Which part of a plant responds to light? (a) Hypothesis: (b) Variables: (i) Manipulated variable: (ii) Responding variable: (iii) Constant variables: (c) Apparatus and materials: (d) Steps: (e) Results: (f) Conclusion: Science Process Skill
5 © Penerbitan Pelangi Sdn. Bhd. 1. Maisarah identifies a fruit with her sense of smell. What is the sensory organ used by Maisarah? PL 1 A Skin B Nose C Tongue D Eyes 2. The information below explains a science process skills. PL 1 Making an early conclusion about an incident based on an observation What is the science process skill? A Making a hypothesis B Communicating C Making inferences D Interpreting data 3. Husna wants to sew a set of baju kurung for her younger sister. Which tool is suitable for Husna to measure her younger sister’s body size? PL 2 A Ruler B Measuring tape C Paper clip D Thread 4. The diagram below shows a classification of animals based on their reproduction method. PL 4 HOTS Analysing • Cat • Kangaroo • X • Turtle • Bird • Y Reproduction method What are animals X and Y? X Y A Cockroach Lion B Whale Frog C Lizard Horse D Butterfly Elephant 5. The table below shows the time taken by four pupils to end a 100-metre race. PL 4 HOTS Analysing Pupil Time taken (seconds) Alif 15 Iwan 30 Farid 21 Hafiz 11 What is the conclusion that can be made based on the table above? A Alif is the fastest runner. B Farid is the slowest runner. C Hafiz runs faster than Alif. D Farid runs slower than Iwan. SUMMATIVE PRACTICE 1 A Section
Science Year 4 Unit 1 Scientific Skills Date: 6 © Penerbitan Pelangi Sdn. Bhd. C Section 1. The diagram below shows two containers containing grasshoppers. SPS (a) State the observations for the grasshoppers in containers A and B after two weeks. PL 1 [1 mark] (b) State the: (i) Manipulated variable: (ii) Responding variable: [2 marks] (c) Based on the mentioned variables, state one hypothesis that can be made. PL 3 HOTS Applying [1 mark] (d) (i) Predict what will happen to the grasshopper in container B if the experiment is extended for another two weeks. PL 4 HOTS Analysing [1 mark] (ii) Give an inference for your answer in 1(d)(i). PL 3 HOTS Applying [1 mark] Airtight lid Leaf Lid with lid netting Leaf Container A Container B
Science Year 4 Unit 6 Sound Date: 50 © Penerbitan Pelangi Sdn. Bhd. PERFORMANCE LEVEL () 1 2 3 4 5 6 1. Sound is a form of energy produced by vibrations. 2. Sounds can be produced through blowing, knocking, plucking, bowing and clapping. Blowing Knocking Plucking Bowing Clapping 3. Sound can travel through different mediums, solid, liquid and gas, at different speeds. Sound cannot travel through a vacuum. 4. Sound can travel faster and be heard more clearly through solid. 5. Sound can be reflected. There are a few phenomena of reflection of sound: (a) Echo (b) Sonar (c) Ultrasound Effects of sound in life Advantages (a) Entertaining (b) Allows us to communicate (c) Indicates an emergency alert (d) Provides notification Disadvantages (a) Difficult to communicate due to noise (b) Causes disturbance and stress (c) Causes hearing problems Sound 6 UNIT THEME: Physical Science Sound travels faster than light. True or false? Let’s Grasp! Date:
Date: Science Year 4 Unit 6 Sound 51 © Penerbitan Pelangi Sdn. Bhd. PERFORMANCE LEVEL () 1 2 3 4 5 6 LS 6.1.1 State that sound is produced by vibrations, by carrying out activities. PBD MODULE 6.1 Sound Textbook: 112 – 121 1. State the way sound is produced. LS 6.1.1 PL 1 a b c d e f g h i 2. How is sound produced? LS 6.1.1 PL 2
Science Year 4 Unit 6 Sound Date: 52 © Penerbitan Pelangi Sdn. Bhd. PERFORMANCE LEVEL () 1 2 3 4 5 6 LS 6.1.2 Describe that sound travels in all directions. 3. The diagram below shows a fire engine on its way to a fire incident. Three individuals, P, Q and R, were in the area of the fire engine’s way. LS 6.1.2 R Q P (a) Based on the diagram above, state your observation. (b) Give an inference for your observation in 3(a). PL 3 (c) Tick (✓) situations which show that sound moves in all directions. (i) (ii) (iii) Science Process Skill
Date: Science Year 4 Unit 6 Sound 53 © Penerbitan Pelangi Sdn. Bhd. PERFORMANCE LEVEL () 1 2 3 4 5 6 LS 6.1.3 Give examples of phenomenon that show sound can be reflected in daily life. 4. Read the comic below. Then, state the phenomenon of sound reflection produced. LS 6.1.3 PL 4 Let’s go fishing! I know the perfect spot! Here we are. Let’s start fishing. Let’s see. Is my baby a boy or girl, doctor? Our baby is a boy! HELLO?! WHO ARE YOU?! HELLO?! WHO ARE YOU?! (a) (b) (c) Science Comic Science Comic
Science Year 4 Unit 6 Sound Date: Teacher’s Signature: Date: PERFORMANCE LEVEL () 1 2 3 4 5 6 54 © Penerbitan Pelangi Sdn. Bhd. LS 6.1.4 Describe the sound that is useful and harmful in daily life. LS 6.1.5 Generate ideas to solve problems in reducing sound pollution. 5. The information below shows the situation in Kuala Lumpur. Aiman lives in Kuala Lumpur which is always busy with jammed roads. His house is near a main road where the sound pollution levels are very high. (a) Explain how noise pollution can disrupt human lives. (b) In your opinion, what can be done to reduce the sound pollution that disrupts the peace in the neighbourhood? LS 6.1.5 PL 5 HOTS Evaluating (i) (ii) (c) Construct an i-Think map to show the advantages of sound in daily life. LS 6.1.4 PL 6 PAK21 Info Effects of Noise Pollution PAK-21 Activity
Date: Science Year 4 Unit 6 Sound 55 © Penerbitan Pelangi Sdn. Bhd. 1. The information below is related to sound. P – The loudness of sound is measured in decibels (dB) Q – Sounds can only travel through a solid medium R – Sound is a form of energy that is produced by vibrations Which of the following are true about sound? PL 2 A P and Q C P and R B Q and R D P, Q and R 2. The diagram below shows a reflection of sound. What is the sound reflection phenomenon produced? PL 4 A Sonar B Echo C Vibration D Ultrasound 3. Which of the following is a good sound reflector? PL 4 A Cushion C Carpet B Pillow D Concrete wall 4. The diagram below shows two pupils who are communicating. What is the inference that can be made based on the observation above? PL 3 A Sound can be reflected. B Sound can travel in a straight line. C Sound travels in all directions. D Sound can travel through solid mediums. 5. The diagram below shows a type of musical instrument. How can the sound be produced from this instrument? PL 1 A Plucking B Knocking C Bowing D Clapping SUMMATIVE PRACTICE 6 A Section
Science Year 4 Unit 6 Sound Date: 56 © Penerbitan Pelangi Sdn. Bhd. 6. Which of the following situations shows the bad effect of sound on humans? PL 5 HOTS Evaluating A The alarm in a bank sounds during a robbery B An orchestra performs on stage C The sound of a drilling machine at a construction site makes it difficult to communicate with one another. D A courier honks his motorcycle horn outside the house. 7. How can the sound of fireworks be heard by residents at different locations and distances in the neighbourhood? PL 3 HOTS Applying A Sound travels in all directions. B Sound can be reflected when it hits a hard surface. C Sound can travel faster through air. D The sound of fireworks is very loud. 8. We can see a lot of high barriers installed on the side of the highway. What is the use of the barrier? PL 5 HOTS Evaluating A Prevents accidents from happening B Makes it easy to place adverts C Beautifies the side view of the highway D Reduces noise pollution to residents on the edge of the highway 9. Which of the following is the benefit of sound? PL 5 HOTS Evaluating A Makes the body healthy B Makes hearing better C Can cause hearing problems D Emergency alert can save lives 10. Sound pollution is the production of loud and noisy sound from machines, animals or humans. The following are the effects of sound pollution on animals except the PL 5 HOTS Evaluating A death of a specific whale species. B destruction of habitats. C interference in communication among animals. D increase in the fish species. 11. Which of the following is the effect of sound pollution? PL 5 HOTS Evaluating A Children are able to sleep soundly. B Senior citizens move to the rural areas to avoid noisy sounds. C Animals reproduce in large numbers. D The human ear drum remains in a good condition.
Date: Science Year 4 Unit 6 Sound 57 © Penerbitan Pelangi Sdn. Bhd. C Section 1. (a) The tree map below shows how sound can be produced. PL 1 How sound is produced (i) Knocking Plucking Bowing (ii) [2 marks] (b) The diagram shows a situation where sound is used by fishermen to detect fish in the ocean. What sound property is being used in the situation above? [1 mark] (c) The diagram shows two astronauts working in space. In your opinion, can they communicate with one another? Why? PL 3 HOTS Applying [2 marks] (d) Sound brings advantages and disadvantages to our daily lives. Write one beneficial sound and one harmful sound. (i) Beneficial: (ii) Harmful: [2 marks] (e) State one way to reduce the type of noise pollution that could damage our hearing. PL 5 HOTS Evaluating [1 mark] Gamified Quiz 3 Unit 5 – 6
58 © Penerbitan Pelangi Sdn. Bhd. Science Year 4 Ujian Pertengahan Sesi Akademik (UPSA) 1. Which of the following pairs is matched correctly? Sensory organ Function A Ear To see B Nose To smell C Tongue To touch D Eye To hear 2. The diagram below shows a boy pointing at the sky. What is the science process skill shown in the diagram above? A Controlling variable B Predicting C Observing D Interpreting data 3. The diagram below shows the organs involved in human breathing. P Q What are the organs labelled P and Q? P Q A Nose Trachea B Nose Lungs C Lungs Trachea D Trachea Nose 4. What is meant by defecation? A The process of eliminating substances which are not needed by the body. B Elimination of undigested food from the body. C Elimination of food and gas from the body. D Process of removing air from the body. 5. The diagram below shows a bowl of hot soup. What will happen if a boy touches the bowl? Section A [10 marks] Answer all questions. Ujian Pertengahan Sesi Akademik Score 50
59 © Penerbitan Pelangi Sdn. Bhd. Science Year 4 Ujian Pertengahan Sesi Akademik (UPSA) A The boy will push the bowl. B The boy will drink the soup from the bowl. C The boy will continue to touch the bowl of soup. D The boy will move the hand away from the bowl. 6. The diagram below shows a vertebrate. Which of the following is the characteristic of the animal above? A Belongs to the reptile group of vertebrates. B The body temperature varies according to the surroundings. C The body is covered with feathers. D Its organs of breathing are the lungs. 7. A group of pupils want to study the effect of sunlight on the growth of plants. Which of the following variables should be made constant? P: Presence of sunlight Q: Quantity of water poured R: Quantity of fertiliser used A P Only B Q Only C Q and R D P and R 8. Which of the following uses the property of the reflection of light? A Mobile phone B Dental mirror C Torch D Radio 9. Which of the following phenomena involves the refraction of light? A Rain B Formation of rainbows C Formation of shadows D Sunset 10. Which of the following instrument produces sound through blowing? A Tambourine B Violin C Recorder D Ukulele Section B [8 marks] Answer all questions. 1. There are 12 science process skills that you need to master. (a) Tick (✓) two correct science process skills. (i) Washing apparatus (ii) Controlling variables
61 © Penerbitan Pelangi Sdn. Bhd. Science Year 4 Ujian Pertengahan Sesi Akademik (UPSA) Section C [32 marks] Answer all questions. 1. The table below shows the activity and rate of breathing observed. Activity Number of chest movements in 30 seconds X 15 Walking 25 Running 40 (a) Predict the activity that is represented by activity X in the table above. [1 mark] (b) State one observation from the table and give an inference. [2 marks] (c) What pattern can be observed from the rate of chest movements recorded in this investigation? [1 mark] (d) The level of intensity for an activity influences the number of chest movements. Based on the statement above, what relationship can be made? [2 marks]
105 © Penerbitan Pelangi Sdn. Bhd. Section A [10 marks] Answer all questions. 1. The diagram below shows an activity of a pupil. What is the science process skill involved in the activity above? A Classifying B Observing C Communicating D Measuring and using number 2. Suresh always holds himself from urinating. What could be the effect of this habit? A Can cause obesity B Can cause lung cancer C Can cause blocked intestine D Can cause kidney stones 3. What is the breathing organ for dolphins? A Lungs B Gills C Spiracles D Moist skin 4. What are produced during photosynthesis? A Oxygen and water B Oxygen and glucose C Carbon dioxide and starch D Oxygen and carbon dioxide 5. The diagram below shows a glass block being placed on a word. Glass block Why are the letters seen through the glass block bigger than the other letters? A Reflection of light occurs. B Refraction of light occurs. C Dispersion of light occurs. D Light can pass through a transparent object. 6. Which of the following statements is correct? A Sound cannot travel in a straight line. B Sound cannot be refracted. C Sound can be reflected. D Sound cannot travel through air. Ujian Akhir Sesi Akademik Score 50
Sains Tahun 4 Ujian Akhir Sesi Akademik (UASA) 107 © Penerbitan Pelangi Sdn. Bhd. Section B [8 marks] Answer all questions. 1. Humans need to breathe for living. (a) Label the human respiratory organ below using the choices of answer given. (i) (ii) Lungs Trachea Nose [2 marks] (b) Tick (✓) the correct statements about human breathing. The inhaled air contains more oxygen than the exhaled air. The exhaled air contains less carbon dioxide. The chest will move downward during inhalation. Gas exchange occurs in the lungs. [2 marks] 2. (a) Match the object with the correct basic source. Object Basic source Wool Wood Rubber [2 marks]
Sains Tahun 4 Ujian Akhir Sesi Akademik (UASA) 108 © Penerbitan Pelangi Sdn. Bhd. (b) Read the information below. ● Made of petroleum ● Float in water What are the objects mentioned above? Circle two correct answers. Pail Shoes Ring Drinking straw [2 marks] Section C [32 marks] Answer all questions. 1. Zaidi carried out an investigation to load several fertiliser sacks into a lorry using two different methods as in the diagram below. The time taken to load 10 fertiliser sacks weighing 10 kg is recorded in the table below. Guni baja Method X Method Y Fertiliser sacks Method Time taken to load 10 fertiliser sacks (minute) X 10 Y 20 (a) What is the purpose of this investigation? [1 mark]
A1 © Penerbitan Pelangi Sdn. Bhd. 1 UNIT Scientific Skills 1.1 Science Process Skills 1. (a) Ear (b) Tongue 2. Towel Handkerchief Sponge Socks Mirror Plastic bag Eraser Buoy Can absorb water Cannot absorb water 3. (a) The circuit is not connected properly. / The bulb has burned out. (b) The plant is not watered / does not get enough sunlight. 4. (a) The larger the size of the magnet, the more paper clips it can attract. (b) (i) Size of paper clips (ii) Size of magnet (iii) Number of paper clips attracted (c) The operational definition for the strength of a magnet is the number of paper clips attracted to the magnet. (d) More than 18 (e) 5. (a) Shoot responds to sunlight. (b) (i) direction of light (ii) direction of shoot growth (iii) type and size of plant, amount of water used to water the plants (c) Seedlings, black box, soil, pot, water (d) (i) Two seedlings of similar size are placed in two black boxes with holes cut at different places. (ii) The apparatus was put aside for 5 days. (iii) The condition of the seedlings is observed after 5 days. (e) The seedlings grow towards the holes. (f) Shoot responds to sunlight. SUMMATIVE PRACTICE 1 A Section 1. B 2. C 3. B 4. B 5. C C Section 1. (a) The grasshopper in container A dies while the grasshopper in container B remains alive. (b) (i) Presence of air (ii) Condition of grasshopper. The lifespan of the grasshopper (c) The grasshopper will live in the presence of air. // The grasshopper will die in the absence of air (d) (i) The grasshopper in container B will die. (ii) The grasshopper will die due to the lack of food. 2 UNIT Humans 2.1 Human Breathing Process 1. (a) (i) Nose (ii) Trachea (iii) Lungs (b) (i) two (ii) lungs (iii) nose (iv) trachea (v) lungs 2. (a) (i) Draw from the nose to the lungs through the trachea (ii) Draw from the lungs to the nose through the trachea (b) Inhalation: Nose → Trachea → Lungs Exhalation: Lungs → Trachea → Nose 3. Inhalation: (a) upwards, enters (b) more, less Exhalation: (a) downwards, leaves (b) more, less 4. (a) Low rate of breathing: Sleeping, studying, watching television Medium rate of breathing: Walking, jogging, ascending the stairs High rate of breathing: Running, cycling, swimming (b) Activities that are more vigorous (running quickly and swimming) cause the rate of breathing to increase compared to other activities. 5. (a) The number of chest movements (up and down) in one minute for swimming is the highest amongst all three activities. (b) It is increasing. (c) (i) Type of activity (ii) The number of chest movements (up and down) in 1 minute / Rate of breathing (d) The more strenuous the activity carried out, the higher the number of chest movements / rate of breathing. (e) Strenuous activities increase the rate of breathing. 6. Pupil’s answer 2.2 Excretion and Defecation 7. (a) waste products (b) faeces, anus 8. (a) skin (b) carbon dioxide (c) water vapour (d) kidneys (e) urea (f) water (g) mineral salts (h) undigested food (i) anus 9. (a) (i) To prevent illnesses because through excretion and defecation, we can eliminate products of excretion and faeces that are not needed by our body. (ii) Through defecation, we can eliminate faeces that can be poisonous when accumulated in our body. (iii) To prevent diseases such as gallstone, blood in urine or cancer which are caused by incomplete excretion and defecation process. Answers
© Penerbitan Pelangi Sdn. Bhd. A2 Science Year 4 Answers (b) It is important to eliminate waste products that are not needed by the body so that it will not accumulate in the body and become toxic or poisonous. A balanced diet intake especially food that contains fibre such as vegetables and fruits are needed to prevent constipation. 10. Pupil’s answer 2.3 Human Responses to Stimuli 11. (a) stimuli (b) light, smell, sound, taste and touch 12. (a) Responds toward light (b) Responds toward sound (c) Used for smelling (d) Tastes sweet, sour, salty and bitter substances (e) Hold and touch, feel warmth, coldness and pressure 13. (a) Skin Removes the hand from the hot kettle (b) Nose Cover the nose with hands (c) Tongue Screws up face 14. (a) (i) A hot iron (ii) Retracting her hand quickly (b) The girl’s hand would be burned. (c) Protect ourselves from danger 15. (a) Drug abuse (✗) (b) Smoking (✗) (c) Exercising (d) Consuming alcoholic drinks (✗) (e) Consuming fruits and vegetables (f) Consuming unhealthy food (✗) (g) Getting enough rest and sleep (h) Glue sniffing (✗) 16. Pupil’s answer SUMMATIVE PRACTICE 2 A Section 1. C 2. C 3. B 4. C 5. B 6. B B Section 1. (a) X: Lungs Y: Kidney (c) Lungs (d) Moist skin (e) Gills (f) Lungs 2. Lungs: Crocodile, frog Gills: Tadpole, crab Skin: Leech, frog Spiracles: Grasshopper, caterpillar, butterfly 3. (a) Frog (b) The animals need the organs to live both on land and in water. (c) Salamander / Newt 4. Pupil’s answer 3.2 Vertebrates 5. (a) (i) Vertebrates are animals with backbones. (ii) Invertebrates are animals with no backbones. (b) Tiger, snake, deer, lizard (b) Carbon dioxide Water vapour C Section 1. (a) Organ X: Trachea Organ Y: Lungs (b) The absorption of oxygen gas and release of carbon dioxide gas. (c) Carbon dioxide (d) During the workout, his body requires more air (oxygen). Thus, the lungs require higher intake of air and the rate of breathing increases. (e) (i) Excretion (ii) Skin 3 UNIT Animals 3.1 Breathing Organs of Animals 1. (a) Spiracles (b) Gills 6. Animals Method of reproduction Breathing organ Body covering Habitat Mammals Gives birth Lungs Fine hair On land Reptiles Lay eggs Lungs Scales or hard shells On land Amphibians Lay eggs Lungs, moist skin Moist skin On land and in water Birds Lay eggs Lungs Feathers On land Fish Lay eggs Gills Scales In water 7. Mammals: Goat, whale Reptiles: Lizard, turtle Amphibians: Frog Birds: Ostrich, Eagle Fish: Goldfish, shark SUMMATIVE PRACTICE 3 A Section 1. D 2. B 3. B 4. A 5. C 6. C 7. B 8. B 9. B B Section 1. (a) P: Spiracles Q: Gills (b) (i) and (iii) 2. (a) Caterpillars Frog Vertebrate animals Pigeon Invertebrate animals Snail Animal Group (b) (ii) and (iii) C Section 1. (a) (i) Animal X: Cat (ii) Animal Y: Beetle (b) Whales go up to the water’s surface to inhale air through
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