SCIENCE PELANGI ONLINE TEST PELANGI ONLINE TEST 4 5 KSSM FORM Bonus for Paper 2 SPM Answering Techniques AUDIO Chapter Reflection & SPM QUICK REVISION Examples of Solutions Chong Chee Sian Chien Hui Siong (Guru Cemerlang) Sabariah Hakim @ Cikgu Abye (Guru Ikon Inovatif) Shazatul Ezma Mahfudz Bibiana Toh Siew Siew (Guru Cemerlang) PELANGI
Form 4 1 CHAPTER Safety Measures in the Laboratory 1 1.1 Personal Protective Equipment 2 1.2 Disposal of Waste 4 1.3 Fire Extinguishers 7 SPM Practice 10 2 CHAPTER Emergency Help 14 2.1 Cardiopulmonary Resuscitation (CPR) 15 2.2 Heimlich Manoeuvre 17 SPM Practice 20 3 CHAPTER Techniques of Measuring the Parameters of Body Health 23 3.1 Body Temperature 24 3.2 Pulse Rate 26 3.3 Blood Pressure 27 3.4 Body Mass Index (BMI) 28 SPM Practice 30 4 CHAPTER Green Technology for Environmental Sustainability 34 4.1 Environmental Sustainability 35 4.2 Energy Sector 37 4.3 Waste and Wastewater Management Sector 38 4.4 Agriculture and Forestry Sector 39 4.5 Transportation Sector 40 4.6 Green Technology and Life 41 SPM Practice 42 5 CHAPTER Genetics 45 5.1 Cell Division 46 5.2 Inheritance 53 5.3 Mutation 57 5.4 Genetic Engineering Technology 62 5.5 Variation 64 SPM Practice 66 6 CHAPTER Support, Movement and Growth 71 6.1 Support, Movement and Growth in Animal 72 6.2 Human Movement and Growth 82 6.3 Support, Growth and Stability in Plants 88 SPM Practice 92 ii
7 CHAPTER Body Coordination 96 7.1 Human Endocrine System 97 7.2 Disruptions to Body Coordination 100 7.3 Healthy Mind 103 SPM Practice 106 8 CHAPTER Elements and Substances 109 8.1 Matter 110 8.2 Modern Periodic Table of Elements 112 8.3 Isotope 116 SPM Practice 118 9 CHAPTER Chemicals in Industry 122 9.1 Alloy 123 9.2 Glass and Ceramic 127 9.3 Polymer 129 SPM Practice 132 10 CHAPTER Chemicals in Medicine and Health 136 10.1 Traditional Medicine, Modern Medicine and Complementary Medicine 137 10.2 Free Radicals 141 10.3 Antioxidant Substances 143 10.4 Health Products 145 SPM Practice 146 11 CHAPTER Force and Motion 149 11.1 Linear Motion 150 11.2 Linear Motion Graphs 155 11.3 Gravitational Acceleration and Free Fall 158 11.4 Mass and Inertia 161 SPM Practice 165 12 CHAPTER Nuclear Energy 169 12.1 The Use of Nuclear Energy 170 12.2 The Production of Nuclear Energy 171 12.3 Impact of Using Nuclear Energy 175 12.4 Nuclear Energy in Malaysia 177 SPM Practice 178 Form 5 1 CHAPTER Microorganisms 182 1.1 World of Microorganisms 183 1.2 Useful Microorganisms 193 1.3 Prevention and Treatment of Diseases Caused by Harmful Microorganisms 194 SPM Practice 198 iii
2 CHAPTER Nutrition and Food Technology 201 2.1 Balanced Diet and Calorific Value 202 2.2 Nutrient Requirements in Plants 207 2.3 Nitrogen Cycle 211 2.4 Food Production Technology 213 2.5 Food Processing Technology 217 2.6 Health Foods and Health Supplements 220 SPM Practice 223 3 CHAPTER Sustainability of the Environment 226 3.1 Product Life Cycle 227 3.2 Environmental Pollution 231 3.3 Preservation and Conservation of the Environment 239 SPM Practice 242 4 CHAPTER Rate of Reaction 246 4.1 Introduction to Rate of Reaction 247 4.2 Factors Affecting Rate of Reaction 253 4.3 Applications of the Concept of Rate of Reaction 256 SPM Practice 259 5 CHAPTER Carbon Compounds 262 5.1 Introduction to Carbon Compounds 263 5.2 Hydrocarbons 265 5.3 Alcohol 269 5.4 Fats 272 5.5 Palm Oil 273 SPM Practice 280 6 CHAPTER Electrochemistry 283 6.1 Electrolytic Cell 284 6.2 Chemical Cell 290 SPM Practice 291 7 CHAPTER Light and Optics 294 7.1 Formation of Images by Lenses 295 7.2 Optical Instruments 299 SPM Practice 303 8 CHAPTER Force and Pressure 306 8.1 Pressure in Fluids 307 SPM Practice 312 9 CHAPTER Space Technology 316 9.1 Satellite 317 9.2 Global Positioning System (GPS) 321 SPM Practice 323 Examples of Solutions in Paper 2 SPM (Section A & C) 325 SPM Model Paper 363 iv
1 5 Form Safety Measures in the Laboratory Chapter Reflection Concept Map Theme 1 Scientific Methodology Chapter Outline 1.1 Personal Protective Equipment 1.2 Disposal of Waste 1.3 Fire Extinguishers Safety Measures in the Laboratory Disposal of Waste Personal Protective Equipment Fire Extinguishers In the laboratory Types of fire extinguishers Auditing fire extinguishers On students Way to use a fire extinguisher Substances that can be disposed of into sinks Substances that cannot be disposed of into sinks Managing biological waste substances 1 1 CHAPTER
2 4 Form Science SPM Chapter 1 Safety Measures in the Laboratory 1.1 Personal Protective Equipment Personal Protective Equipment on a Student and Their Functions 1. Personal Protective Equipment (PPE) refers to the equipment needed to protect the user from harm while carrying out experiments. 2. Figure 1.1 shows the personal protective equipment that must be worn by students in the science laboratory or when conducting experiments. Goggles Protect the eyes from harmful chemical substances. Gloves Gloves made of rubber are used when handling biological specimens and to protect the hands from hazardous chemical substances. Closed shoes / Safety shoes Fully-enclosed footwear is used to protect the feet against spills from chemical substances and cuts from broken glass. Face mask Protects the nose and mouth from smoke, vapour and dust, as well as chemical substances that are volatile and harmful to the respiratory system. Lab coat Coat with buttons down the front for easy removal in the event of an emergency, and which is used to protect the body and clothes from spills of hazardous chemical substances and biological waste. Figure 1.1 Personal protective equipment on a student
3 4 Form Science SPM Chapter 1 Safety Measures in the Laboratory Personal Protective Equipment in the Laboratory 1. Personal protective equipment is also installed in a laboratory for personal safety and protection from harm while conducting experiments. 2. Figure 1.2 shows some of the equipment that are available in a laboratory. Laminar flow cabinet Used when carrying out microbiological experiments to avoid contamination of biological samples. Fume chamber Used when carrying out experiments involving substances that are flammable, poisonous, corrosive, pungent and volatile. Therefore, it has a suction fan that pulls contaminated air out from the laboratory. Eyewash station Used to immediately rinse and wash eyes that have come into contact with chemical substances. Safety shower Used to immediately clean and rinse parts of the body or clothes that have come into contact with a toxic chemical substance or have caught fire. Figure 1.2 Personal protective equipment in the laboratory How to Use a Safety Shower and Eyewash Station VIDEO
4 4 Form Science SPM Chapter 1 Safety Measures in the Laboratory 1.2 Disposal of Waste Waste that Can be Disposed of into Sinks and Waste that Cannot be Disposed of into Sinks 1. There are two types of laboratory waste: (a) substances that can be disposed of into sinks (b) substances that cannot be disposed of into sinks 2. Table 1.1 shows some examples of these waste substances. Table 1.1 Types of waste substances Substances that can be disposed of into sinks Substances that cannot be disposed of into sinks • Neutral substances (distilled water, sucrose solution, dyes) • Weak alkaline solutions (ammonium solution) • Weak acidic solutions (ethanoic acid, vinegar) 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Neutral Examples of substances Acid Alkali pH 2 Gastric juice pH 4 Tomato juice pH 7 Distilled water pH 7.4 Human blood pH 9 Soap pH 13 Bleach ✘ ✘ ✔ ✔ ✔ ✘ pH scale Figure 1.3 The pH value of some substances • Solid waste • Substances with a pH lower than 5 or higher than 9 • Heavy metals (arsenic, lead) • Organic waste (animal carcasses and microbes) • Radioactive waste (uranium) • Volatile substances • Reactive substances (natrium, potassium) • Toxic substances (mercury, cyanide) • Organic solvent compounds (petroleum, chloroform) • Chemical substances (acid, grease, oil, oil paint, hydrogen peroxide) 3. Among the effects of disposing any waste that cannot be disposed of into sinks are: (a) Solid waste causes the sink to be clogged up (b) Strong acidic substances cause the pipe to be corroded (c) Chemical substances that flow into a water source are harmful to aquatic life (d) Organic waste that is washed into a water source causes water pollution and poisoning of aquatic life
5 4 Form Science SPM Chapter 1 Safety Measures in the Laboratory Managing Biological Waste Substances 1. Biological waste substances are biological waste substances that can cause harm or biological hazards. 2. The procedures of managing biological waste substances in the laboratory must be in accordance with Standard Operating Procedure (SOP). 3. Biological wastes are separated according to categories. Figure 1.4 is a flow chart of the Standard Operating Procedure for biological waste disposal. Category A Sharp equipment (syringe, needle, scalpel blade) Placed in special containers (sharps waste bins) Stored temporarily in a special storage location such as a biohazard bin under safe, controlled condition and cooled. Centralised disposal is carried out Category C Carcasses, organs (lab animals and experimental animals) Wrapped in absorbent material (tissue paper) and then packaged neatly in a biohazard plastic bag Stored temporarily in a freezer Disposed of directly into sewage system through the laboratory sink or toilet Category B Non-sharp solids (gloves, tissue, culture medium) Packaged in a leakproof autoclave bag and decontaminated by autoclaving at a temperature of 121°C, a pressure of 15 psi for 20 minutes After autoclaving, put in a biohazard bag and label it Category D Liquid (blood, serum) Decontaminated by autoclave Figure 1.4 Flow chart of Standard Operating Procedure for biological waste disposal
6 4 Form Science SPM Chapter 1 Safety Measures in the Laboratory Steps to Handle Accidents in the Laboratory 1. Some common types of accidents that occur in the laboratory are: (a) Cut by broken glass (b) Splashed by concentrated acids or alkalis (c) Small fires (d) Contact with residue from the reaction of reactive metals (e) Broken thermometer / mercury spillage (f) Gas leaks (g) Electric shocks 2. Figure 1.5 is a flow chart showing steps to be taken in the event of a chemical substance spillage. Inform the teacher or laboratory assistant immediately Scoop the chemical spillage Dispose of it safely Make the spillage area a restricted zone Prevent the spillage from spreading by using sand to form a boundary Figure 1.5 Steps to be taken in the event of a chemical spillage 3. Broken thermometers cause mercury spillage. Mercury spillage can result in mercury poisoning. 4. Mercury poisoning occurs if someone touches it or it absorbs through the skin in certain quantities. Mercury is toxic and can attack the nervous system, digestive tract, reproductive system and the kidneys. A person who inhales mercury vapour would suffer from breathing difficulties and headaches. 5. Figure 1.6 is a flow chart showing steps to be taken if a mercury spillage occurs. Figure 1.6 Steps to be taken in the event of a mercury spillage
7 4 Form Science SPM Chapter 1 Safety Measures in the Laboratory 1.3 Fire Extinguishers Types of Fire Extinguishers 1. A fire extinguisher is an equipment used to control and extinguish fires. 2. Fire extinguishers can be classified into four types based on the medium used in the fire extinguisher. Water Label colour: red • Extinguishes fires involving materials such as cloth, paper and wood • Cannot be used to extinguish fires involving electrical appliances as water is a good conductor of electricity Carbon dioxide Label colour: black • Extinguishes fires involving electrical appliances, gas and vapour. • Carbon dioxide is a gas that does not conduct electricity • Can extinguish fire in a hidden location Foam Label colour: cream • Extinguishes fires involving materials such as wood, paper and flammable liquids or gases such as oil, paint and natural gas • Works by covering the fire and lowering the temperature • The contents can become frozen if stored in a cool place Dry powder Label colour: blue • Extinguishes all types of fires involving materials such as metal and non-metal solids, liquids, gases and electrical appliances
8 4 Form Science SPM Chapter 1 Safety Measures in the Laboratory Figure 1.7 ABC fire extinguisher Figure 1.8 Fire blanket 3. Fires are divided into a few types based on the material that has caught fire. 4. Table 1.2 shows the types of fires and the suitable fire extinguishers to be used. Table 1.2 Types of fires and suitable types of fire extinguishers to be used Type of fire Explanation Fire extinguisher Class A Fires involving flammable solids (except metal) such as wood, paper, cloth and any flammable materials • Water • Foam • Dry powder Class B Fires involving liquids such as petrol, kerosene, diesel, paint, varnish and others • Foam • Dry powder • Carbon dioxide Class C Fires involving gases such as LPG, LNG, oxygen and others • Dry powder • Carbon dioxide Class D Fires involving metals such as magnesium, aluminium, sodium, potassium and others • Dry powder Class E Fires involving electrical appliances • Dry powder • Carbon dioxide Class F Fires involving fats and cooking oils • Dry powder • Carbon dioxide 5. Other firefighting equipment include the ABC fire extinguisher, fire blanket, sand and water from the tap or other sources. ABC fire extinguisher • Can be used for all types of fires except for fires caused by metals and gases • Not harmful to humans and animals • Will not pollute the soil • Easy to be maintained at least once a year • The moisture produced lasts longer to prevent the fire from spreading Fire blanket • Made of two layers of glass fibres • Can extinguish small or medium fires that are difficult to put out with water • Can extinguish fire on a victim’s body by wrapping the blanket around the victim • Cannot be reused
9 4 Form Science SPM Chapter 1 Safety Measures in the Laboratory How to use a Fire Extinguisher Remove the safety pin from the fire extinguisher. Make sure that the fire extinguisher is positioned upright. Squeeze the handle of the fire extinguisher. 1 Point the nozzle of the fire extinguisher at the base of the fire. Make sure you are at a distance of about 2.0–2.5 metres from the fire. 2 Spray evenly over the entire source of the fire by sweeping the nozzle from side to side. 4 3 Figure 1.9 How to use a fire extinguisher Carrying Out an Audit on Fire Extinguishers at School • Identify the types of fire extinguishers found in the school. • Check the labels on each fire extinguisher. The expiry date of the fire extinguisher is displayed on the label. • Ensure that the needle of the pressure gauge is in the green zone. If the needle is deviated to the red zone on the left, then the pressure has reduced whereas the needle that is deviated to the red zone on the right shows that there is excessive pressure in the fire extinguisher. • Record the number of fire extinguishers found in your school according to their types. • Ensure that the fire extinguishers are placed in the correct locations according to the school emergency evacuation plan. Make sure that there are no other objects obstructing the path to a fire extinguisher making it difficult for anyone to access it in the event of an emergency. Does every household require a fire extinguisher? Quiz
10 4 Form 1. Which of the following is the function of a face mask? A Protects the nose and mouth from smoke, vapour, dust and volatile chemical substances B Protects the mouth from harmful microorganisms that could cause diseases C Protects the nose and mouth from harmful ultraviolet and radioactive rays D Protects the face from splashes of chemical substances that could injure the face 2. Which of the following experiments must be carried out in a fume chamber? A Boiling distilled water B Sublimation of iodine to gas C Generating electricity using citric acid D Reaction of amylase enzyme and starch 3. Which of the following substances can be disposed of into sinks? P : Mercury Q : Acidic solution with pH 5-6 R : Alkaline solution with pH 9 S : Organic solvent compounds A P and Q B P and S C Q and R D R and S 4. Which of the following is the correct match regarding biological waste disposal? Biological waste Disposal method A Syringe, needle and scalpel Wrapped with biohazard plastic bag and disposed into rubbish bin B Gloves and culture medium Packaged in biohazard plastic bag and autoclaved C Animal carcass Wrapped with tissue and buried in the ground D Blood Stored in biohazard plastic bag and autoclaved 5. While conducting an experiment in the laboratory, a student accidentally drops a thermometer causing the bulb which contains mercury to break. What action needs to be taken to handle the mercury spillage? A Wipe the spillage using a cloth B Pour sulphur on the spillage and call the fire department C Pour sand on the spillage and call the fire department D Immediately leave the area of the mercury spillage HOTS Objective Questions SPMPRACTICE
11 4 Form Science SPM Chapter 1 Safety Measures in the Laboratory 6. How is the disposal of animal carcasses done? A Wrapped with tissue and decontaminated by autoclaving B Wrapped with tissue, stored in biohazard bag and frozen C Burned in an incinerator D Wrapped with paper and buried in an open area 7. Figure 1 shows a car fire resulted from a fuel tank leak. Figure 1 What type of fire extinguisher can be used to extinguish the fire? P : Water Q : Dry powder R : Foam S : Carbon dioxide A P and S C Q and R B P and R D Q and S 8. Why is water not suitable for extinguishing a fire caused by an electrical appliance? A Water can conduct electricity well B Water can cause a bigger fire C Water can cause a big explosion D Water is a good insulator of electricity 9. Which of the following is the correct sequence for handling a fire extinguisher? A Pull pin Direct nozzle towards fire source Squeeze handle Spray from side to side B Direct towards fire source Pull pin Squeeze handle Spray from side to side C Squeeze handle Pull pin Direct towards fire source Spray from side to side D Pull pin Squeeze handle Direct towards fire source Spray from side to side 10. What are the important things to do when carrying out a fire extinguisher audit? M : Carry out the audit every day N : Check the expiry date on the fire extinguisher O : Check the pressure reading on the fire extinguisher P : Carry out the audit on one fire extinguisher only A M and N B N and O C M, N and O D M, N and P
12 4 Form Science SPM Chapter 1 Safety Measures in the Laboratory Subjective Questions Section A 1. Figure 1 shows the results of an experiment conducted to identify the blood group of the students of Form 4 Zamrud. A O AB O B O A B A A A O AB B B A O O O O Figure 1 (a) Complete Table 1 based on Figure 1 above. Table 1 Blood group Number of students A 6 B 4 AB O 2 [1 mark] (b) Using the data in Table 1, draw a bar chart of the number of students against blood group. Number of students 10 8 6 4 2 A B O AB Blood group Blood group [2 marks] (c) After conducting the experiment, the students need to dispose of the needles and blood samples. What is the correct method of disposal of both biological wastes? [2 marks] Section B 2. Figure 2 shows a fire that took place in a laboratory. Figure 2 (a) What is the cause of the fire? [1 mark] (b) Tick (3) the suitable types of fire extinguisher that can be used to put out the fire in Figure 2. (i) (ii) (iii) (iv) [2 marks] (c) During the fire, a student’s clothes caught fire causing the fire to spread over the whole body. State the most suitable type of fire extinguisher that can be used to put out the fire on the student’s body. Explain your answer. [2 marks]
13 4 Form Answers Chapter 1 Science SPM Chapter 1 Safety Measures in the Laboratory (d) What is the important thing that needs to be checked when carrying out a fire extinguisher audit? [1 mark] Section C 3. (a) State two types of fire extinguisher. [2 marks] (b) Explain the method of using a fire extinguisher in the correct sequence. [2 marks] (c) While boiling some water in the kitchen, a small fire broke out as a result of leak gas. The blaze flared up and a part of the kitchen in your house is burning. You have two types of fire extinguishers in your house. I II Figure 3.1 Choose the most suitable type of fire extinguisher. Justify your choice. [4 marks] (d) If there is no fire extinguisher, you can also create a simple fire extinguisher as in Figure 3.2. Vinegar Plastic bottle Plastic drinking straw Baking soda wrapped in a tissue Figure 3.2 Explain how it works to put out the fire. [4 marks] HOTS
182 Microorganisms Chapter Reflection Concept Map Theme 1 Maintenance and Continuity of Life Chapter Outline 1.1 World of Microorganisms 1.2 Useful Microorganisms 1.3 Prevention and Treatment of Diseases Caused by Microorganisms 1 CHAPTER Microorganisms Classifications Bacteria Nutrients Medicine Aseptic techniques Sterilisation Boiling Use of antiseptics Use of disinfectants Use of radiation Protozoa Humidity Agriculture Viruses Temperature Fungi Light Industry Algae pH Environmental Factors Uses Disease Prevention
183 5 Form Science SPM Chapter 1 Microorganisms 1.1 World of Microorganisms 1. Microorganisms are minute organisms that cannot be seen with the naked eye. 2. Microorganisms can only be seen under a microscope (Figure 1.1). Normal Flora 1. Normal flora refers to the microorganisms found in organisms including humans and animals which do not cause illness. 2. Figure 1.2 shows the normal flora found in different parts of the human body. Upper part of respiratory tract • Staphylococcus sp. • Streptococcus sp. Urethra • Staphylococcus sp. • Corynebacterium sp. Skin • Staphylococcus sp. • Corynebacterium sp. Small intestine • Escherichia coli • Lactobacillus sp. • Streptococcus sp. Figure 1.2 Normal flora in different parts of the human body The importance of normal flora Prevents formation of colonies of pathogens Synthesises vitamin B12 and vitamin K Stimulates growth of body tissues such as the colon tissues Stimulates production of antibodies to fight pathogens and diseases Figure 1.1 Microorganisms under a microscope Streptococcus sp. Corynebacterium sp. Staphylococcus sp. Escherichia coli
184 5 Form Science SPM Chapter 1 Microorganisms Classification of Microorganisms Microorganisms are normally classified into five groups. Fungi Protozoa Algae Bacteria Viruses Fungi (or Mould) 1. Macroscopic fungi such as mushrooms can be seen with the naked eye. 2. Microscopic fungi such as yeast and mucor which measure 10 μm – 100 μm, can only be seen with the help of a microscope. 3. Unicellular fungi such as yeast are shaped like small spheres. Multicellular fungi such as mucor normally consist of a spherical sporangium and a tubular threadlike structure called hypha. Buds Hypha Sporangium Yeast Mucor Figure 1.3 Examples of fungi 4. Some fungi are saprophytes which obtain nutrients from dead and decaying organisms. 5. Some fungi are parasites which obtain nutrients from their hosts. 6. Fungi normally live in places which contain a lot of decaying matter, faeces, animal skin and food. Fungi also grow well in dark and damp places. 7. Unicellular fungi such as yeast reproduce asexually by budding. Buds Figure 1.4 Budding in yeast 8. Multicellular fungi such as mucor reproduce asexually by spore formation or sexually by conjugation. Sporangium Spores Two hyphae meet Sporangium Spores Two hyphae meet Figure 1.5 Formation of spores on mucor Figure 1.6 Conjugation Algae 1. Macroscopic algae such as sea algae can be seen with the naked eye. 2. Microscopic algae such as Chlamydomonas sp. and Spirogyra sp. which measure between 1 μm to hundreds of μm, can only be seen under a microscope. Spirogyra sp. Chlamydomonas sp. Figure 1.7 Examples of algae 3. Unicellular algae such as Chlamydomonas sp. and multicellular algae such as Spirogyra sp. have chloroplasts which contain chlorophyll. 4. Most algae are green in colour because of the presence of chlorophyll in their cells. Chlorophyll enables algae to carry out photosynthesis to produce their own food. VIDEO Budding in Yeast
185 5 Form Science SPM Chapter 1 Microorganisms 5. The habitats of algae are fresh water, salt water, moist soil and tree barks that are exposed to sunlight. 6. Algae such as Chlamydomonas sp. normally reproduce asexually by binary fission and sexually by conjugation. 7. Algae such as Spirogyra sp. reproduce sexually by conjugation. Protozoa 1. Most protozoa are unicellular microorganisms measuring 5 μm – 250 μm and can be seen under the low powers of a light microscope. 2. Paramecium sp. is slipper-shaped and has structures such as micronucleus, macronucleus, cytoplasm, food vacuoles, contractile vacuoles, cell membrane and tiny hairs known as cilia. 3. Amoeba sp. does not have a fixed shape. It keeps changing its shape while moving. It has structures like a nucleus, cytoplasm, food vacuoles, contractile vacuoles and cell membrane. Cell membrane Vacuole Cytoplasm Amoeba sp. Pseudopodia Cilia Food Cell membrane vacuole Nucleus Oral groove Paramecium sp. Contractile vacuole Nucleus Cell membrane Vacuole Cytoplasm Amoeba sp. Pseudopodia ia ell membrane al groove ontractile vacuole Nucleus Figure 1.8 Examples of protozoa 4. Protozoa practise different types of nutrition. (a) Euglena sp. carries out photosynthesis. (b) Plasmodium sp. is a parasitic protozoon that causes Malaria. (c) Amoeba sp. obtains nutrients through phagocytosis. Amoeba sp. uses projections of its cytoplasm known as pseudopodia or ‘false feet’ to move and engulf food during phagocytosis. 1 2 3 4 Figure 1.9 Phagocytosis in Amoeba sp. 5. The habitat of Paramecium sp. is fresh water. The habitat of Amoeba sp. includes moist soil, fresh water, seawater and its host. 6. Paramecium sp. and Amoeba sp. reproduce asexually by binary fission. The parent cell divides into two to form two daughter cells with similar genetic material as the parent. Figure 1.10 Binary fission in Amoeba sp. 7. Paramecium sp. also reproduces sexually by conjugation. Exchange of genetic material Figure 1.11 Conjugation in Paramecium sp.
186 5 Form Science SPM Chapter 1 Microorganisms Bacteria 1. Bacteria are unicellular microorganisms measuring 0.2 μm – 10 μm. Bacteria can be seen under the high powers of a light microscope. 2. The naming and classification of bacteria are based on the basic shape of the bacteria, which are spherical (coccus), spiral (spirillum), rod (bacillus) and comma (vibrio). Bacillus (Rod-shaped) Spirillum (Spiral shape) Coccus Diplococcus Streptococcus Coccus (Spherical-shaped) Vibrio (Comma shape) Figure 1.12 Various shape of bacteria 3. Most bacteria have a firm cell wall made of amino acids and polysaccharides that gives shape and support to the bacteria. Some bacteria have capsules which protect the cell wall. Some have fine hair structures known as pili which enable the bacteria to attach to certain surfaces. Others have a structure shaped like a tail known as flagellum to help in their movement. Capsule DNA Ribosomes Flagellum Cytoplasm Plasma membrane Cell wall Figure 1.13 General structure of bacteria 4. Bacteria obtain food in various ways. (a) Bacteria that have chlorophyll produce their own food. (b) Some bacteria are parasitic in which they obtain nutrients from their hosts. (c) There are also saprophytic bacteria that obtain nutrients from dead organisms. 5. Bacteria can be found in air, water, soil and all decaying organisms and materials. 6. Bacteria reproduce asexually, that is, by binary fission and also sexually by conjugation. Cell wall Chromosome Two daughter cells are produced Chromosome replicates Cytoplasm divides Figure 1.14 Bacteria reproduce through binary fission DNA Conjugation tube DNA is transferred Figure 1.15 Conjugation in bacteria
2 Examples of Solutions Paper PAPER 2 SPM SECTION A & C EXAMPLES OF SOLUTIONS IN Answering Techniques for Science Process Skills Paper 2 (Section A & C) Section A 1. A group of students from Form 4 Ibnu Sina conducted an experiment to study the growth pattern of green bean seedlings. The results they obtained after a week are shown in Table 1. Table 1 Day Height (mm) Seedling 1 Seedling Seedling 3 Average 1 1.2 1.1 1.3 1.2 2 2.1 2.3 2.2 2.2 3 3.4 3.4 3.4 3.4 4 4.5 4.4 4.4 4.4 5 4.8 4.8 4.8 4.8 6 5.5 5.4 5.4 5.4 7 5.6 5.6 5.8 5.6 (a) Based on the table above, plot a graph of the height of the green bean seedling against time. Time (day) 1 32 4 Height of green bean seedling (mm) 0 5 4 3 2 1 5 6 7 Chapter 6 Form 4 325
2 Examples of Solutions Paper Science SPM Examples of Solutions in Paper 2 1. Plot 5 points correctly (1 m) 2. Connect the 5 points correctly with a smooth graph (1 m) The data plotted MUST be based on the data in the table. X-axis is the manipulated variable. Y-axis is the responding variable Answer Tips [2 marks] (b) What is the factor that must be fixed in this experiment? Type of seedling The factor that must be fixed is the constant / controlled variable (referring to the factor that remains the same or that is constant throughout the experiment). Answer Tips [1 mark] (c) State the relationship between the height of the green bean seedling and time. The longer the time taken that has elapsed, the taller the green bean seedling. The relationship MUST be written in the form: The ………. the MV, the …………. the RV …………………… Look at the results table and determine any observable trend. Answer Tips [1 mark] (d) The graph of the growth of the green bean seedling is in the shape of a sigmoid curve. What is represented by the gradient of the graph? Growth rate of seedling The gradient represents the responding variable // the factor that is observed or recorded. Answer Tips [1 mark] 2. Diagram 2.1 and Diagram 2.2 show an experiment that compares the hardness of an alloy and a pure metal. Weight Steel ball Cellophane tape Retort stand Metre rule Thread Copper block Weight Steel ball Cellophane tape Retort stand Metre rule Thread Bronze block Diagram 2.1 Diagram 2.2 Chapter 9 Form 4 326
2 Examples of Solutions Paper Science SPM Examples of Solutions in Paper 2 The results of the experiment are shown in Table 2. Table 2 Type of block Diameter of dent (cm) Copper 5 Bronze 3 (a) What observation can you make based on the results of the experiment above? The diameter of the dent on the bronze block is smaller than the diameter of the dent on the copper block. Start the sentence with the responding variable that we see (based on the results of the experiment) and make a comparison with the manipulated variable in the experiment (two types of blocks). Answer Tips [1 mark] (b) (i) State the factor that must be changed. Type of block The factor that must be changed is the manipulated variable. Refers to the factor that is changed or replaced in the experiment. Looks at the results table, the manipulated variable is on the first column. Answer Tips [1 mark] (ii) State the factor that must be observed. Diameter of the dent The factor that must be observed is the responding variable. Refers to the results of the experiment. Looks at the results table, the responding variable is on the second column. Answer Tips [1 mark] (c) State the hypothesis for this experiment. If a bronze block is used, the diameter of the dent is big. or If a copper block is used, the diameter of the dent is small. A hypothesis can be written in the form: If MV (refer to the table), then RV (refer to the table // results of the experiment). Answer Tips [1 mark] 327
2 Examples of Solutions Paper Science SPM Examples of Solutions in Paper 2 1. Study the dialogue below. Which is stronger, hollow bones or compact bones? Hollow bones are stronger than compact bones. Based on the situation in the diagram above, plan an experiment in the laboratory to study the strength of hollow bones and compact bones. Your plan should cover the following aspects: (a) Problem statement Are hollow bones stronger than compact bones? Refer to the situation in the stimulus or information given in the question. The problem statement MUST be written in the form of a question and end with a question mark. Start the sentence with a question word such Is/Are/How/What. Answer Tips [1 mark] (b) Hypothesis Hollow bones are stronger than compact bones. Refer to the situation in the stimulus or information given in the question. A hypothesis MUST include the manipulated variable + responding variable + the connection between the two. Answer Tips [1 mark] (c) (i) Factor that must be changed Type of cylinder The factor that must be changed is the manipulated variable. Answer Tips [1 mark] Section C Question 11 (Paper 2) Chapter 6 Form 4 341
2 Examples of Solutions Paper Science SPM Examples of Solutions in Paper 2 (ii) Factor that must be controlled Diameter of the cylinder The factor that must be controlled is the constant / controlled variable. Answer Tips [1 mark] (d) Labelled sketch of apparatus set-up Box cover Hollow cylinder Compact cylinder Draw and label a diagram of the materials and apparatus used in the experiment. Answer Tips [3 marks] (e) Expected observation The number of textbooks that can be supported by the hollow cylinders is greater than the number of textbooks that can be supported by the compact cylinders. Or Cylinder Number of textbook supported Hollow 7 Compacct 5 The answer can be given as a statement or in the form of a table. However, if using a table, it must include the results of the experiment. Start the sentence with the responding variable that you can see (based on the results of the experiment) and make a comparison with the manipulated variable in the experiment (two types of cylinders). Answer Tips [1 mark] (f) Two safety measures 1. Make sure the diameters and heights of the hollow cylinders and compact cylinders are the same. 2. Make sure copies of the same textbook are placed one by one until the cylinders start to bend. Explain how to control the constant variable // factor that is controlled as a safety measure. Answer Tips [2 marks] 342
2 Examples of Solutions Paper Science SPM Examples of Solutions in Paper 2 2. Study the situation below. Liyana noticed that the growth rate of her kitten when it was still young and after it has grown into an adult cat are different. Liyana wants to investigate if the growth pattern of a plant seedling is similar to that of a cat. (a) State one problem statement based on the information above. Is the growth pattern of a plant similar to the growth pattern of an animal? Refer to the situation in the stimulus or information given in the question. The probelm statement MUST be written in the form of a question and end with a question mark. Start the sentence with a question word such Is/Are/How/What. Answer Tips [1 mark] (b) Suggest one hypothesis to investigate the above statement. The growth pattern of a plant is sigmoid-shaped. Refer to the situation in the stimulus or information given in the question. The hypothesis MUST include the manipulated variable + responding variable + the connection between the two. Answer Tips [1 mark] (c) Based on the statement above, design a laboratory experiment to test your hypothesis using green bean seedlings, cotton wool, water, Petri dish, a pair of tongs and a ruler. Your description should cover the following aspects: (i) Aim of experiment To study the growth pattern of green bean seedlings To study the effect of the MV on the RV To investigate the relationship between the MV and the RV Answer Tips [1 mark] (ii) Identifcation of variables Manipulated variable: Time Responding variable: Height of seedling Manipulated variable: Factor to be studied / changed / replaced in the experiment Responding variable: Result / outcome / observation of experiment Answer Tips [2 marks] Chapter 6 Form 4 343
Science SPM SPM Model Paper 363 SPM Model Paper 1. Figure 1 shows a face mask commonly worn in the laboratory. Figure 1 What is the use of face masks in the laboratory when conducting an experiment? A Protects eyes from chemical splashes B Protects the body from spilled chemicals C Avoid toxic gases affecting the respiratory system D Avoid contact with harmful organic matter such as bacteria 2. In January 2021, heavy rains caused floods in several states in Peninsular Malaysia. If you come across a drowning victim as a result of falling into a river, and his or her heart stops beating for more than 5 minutes, what quick action can you take to rescue the drowning victim? A Perform Heimlich Manoeuvre techniques B Perform cardiopulmonary resuscitation PAPER 1 1 hour 15 minutes [40 marks] Questions 1 to 40 are followed by four answer choices, A, B, C, and D. Choose the best answer for each question. C Contact the authorities D Contact a medical officer 3. The statement below describes one type of thermometer. No need to come into contact with any part of the human body Which of the following is the thermometer described in the statement above? A B C D SPM MODEL PAPER
Science SPM SPM Model Paper 364 SPM Model Paper 4. Ariq has a SEGAK test at school. He obtained his information as below. Body mass: 70 kg Height: 170 cm Calculate Ariq’s Body Mass Index (BMI). A 24.2 kg m–2 B 41.2 kg m–2 C 33.1 kg m–2 D 18.6 kg m–2 5. Which of the following is correct about Green Technology? A Increases waste production B Helps to control environmental quality degradation C Increase greenhouse gases D Increase the use of natural resources 6. Figure 2 shows the energy efficiency label found on electrical and electronic equipment. Figure 2 What conclusions can be drawn about the number of stars on the label? A The label shows the average energy consumption per year. B The most efficient number of stars is 3 stars on electrical appliances. C The more stars, the higher the energy efficiency. D The fewer stars, the more you save on electricity consumption. 7. Which of the following is correct about chromosomes? A The basic unit of inheritance that determines individual characteristics B Consists of a basic unit of nucleotides C Fine thread-like structures which consist of nucleic acids and proteins D Consists of two twisted antiparallel polynucleotide chains 8. Which of the following is correct about mitosis and meiosis? Mitosis Meiosis A Has variation No variation B Cell division occurs only once Cell division occurs twice C Crossing over occur Crossing over does not occur D Involves reproductive cells Involves somatic cells 9. Figure 3 shows the inheritance of traits for the presence of dimples. P represents the dominant gene for the presence of dimples while p represents the recessive gene for the absence of dimples. Has dimples No dimples Parents : Pp Gametes: Offspring: P p p p pp Figure 3 How many children have dimples? A 1 C 3 B 2 D 4
Science SPM SPM Model Paper 365 SPM Model Paper 10. Figure 4 shows the growth curve for animal Q. Body length (mm) Time (day) Egg Y Imago II I III V IV Figure 4 Which of the following is correct about Y? A The process of ecdysis occurs. B The animal will exhale air to shrink its body. C The growth of the animal is rapid. D This is a sigmoid-shaped growth curve. 11. Diagram 5 shows a part of the human skeleton. P Q Figure 5 What are P and Q? P Q A Ulna Radius B Tibia Fibula C Fibula Tibia D Femur Patella 12. Figure 6 shows a graph of human growth. Human growth Age 1 I II III IV V 12 20 60 Figure 6 Which of the following is correct about the growth at stage IV? A Fastest growth. B Negative growth. C New cells replace damaged and dead cells. D Body size decreases. 13. Which of the following is correct about the human endocrine system? A The system controls the growth rate of the body. B The response was fast. C This system consists of the spinal cord and brain. D Information is transmitted in the form of electrical signals. 14. During the flood season in Akib’s village, he had to cross the floods using his vehicle to return home. P Q S R Figure 7
Science SPM SPM Model Paper 371 SPM Model Paper 1. Figure 1 shows an experiment to study the effect of different solutions on the oxidation of a slice of an apple. Lemon juice Beaker D Beaker E Sodium bicarbonate solution Figure 1 After 1 minute, each slice of apple is removed and set aside for 15 minutes. Then, any change in the colour of the slices of apple is observed and recorded. The results of the experiment are shown in Table 1. Table 1 Type of solution Change in colour of the slice of apple Lemon juice No change Sodium bicarbonate solution Turns brown (a) State the hypothesis for this experiment. [1 mark] (b) State one inference for this experiment. [1 mark] (c) State the factor that was changed in this experiment. [1 mark] (d) Based on this experiment, state the operational definition for the oxidation of food. [1 mark] (e) Lemon juice is a natural food preservative. State another substance which can be used to replace lemon juice. [1 mark] 2. Figure 2.1 and Figure 2.2 show the apparatus set-up for an experiment to study the hardness of a pure metal and its alloy. Metre rule Thread Retort stand Steel ball Cellophane tape Copper block Weight Figure 2.1 PAPER 2 2 hours 30 minutes Section A [20 marks] Answer all questions in this section.
Science SPM SPM Model Paper 372 SPM Model Paper Metre rule Thread Retort stand Steel ball Cellophane tape Brass block Weight Figure 2.2 After the experiment, the depth of the dent produced on each block is measured and recorded in Table 2. Table 2 Type of block Depth of dent (cm) Copper block Brass block 0.3 (a) Complete Table 2 by measuring the depth of the dent produced on the copper block shown in Figure 2.3. Depth of dent Copper block Figure 2.3 [1 mark] (b) State the inference based on the results of the experiment in Table 2. [1 mark] (c) State the factor observed in this experiment. [1 mark] (d) Brass is an alloy. Based on this experiment, state the operational definition of an alloy. [1 mark] (e) Figure 2.4 shows an aeroplane owned by Malaysia Airlines Berhad. Figure 2.4 The body of an aeroplane is made from duralumin. Why is duralumin used in the construction of an aeroplane instead of a pure metal? [1 mark] 3. Figure 3 shows the apparatus setup for an experiment to study the relationship between mass and inertia. A piece of plasticine with a mass of 50 g is placed at the end of a hacksaw blade which is then pulled aside horizontally and released. The time taken for the hacksaw blade to complete 20 oscillations is recorded. Hacksaw blade Plasticine G-clamp Figure 3
Science SPM SPM Model Paper 373 SPM Model Paper The experiment is repeated by using plasticine with a mass of 100 g, 150 g and 200 g. The results of the experiment are shown in Table 3.1. Table 3.1 Mass of plasticine (g) Time taken for 20 oscillations (s) 50 10 100 20 150 30 200 40 (a) Using the data from Table 3.1, draw a graph of the time taken for 20 complete oscillations against the mass of the plasticine. Time taken for 20 complete oscillations (s) Mass of plasticine (g) 40 30 20 10 0 50 100 150 200 [2 marks] (b) Based on your answer in 3(a), state the relationship between the time taken for 20 complete oscillations and the mass of the plasticine. [1 mark] (c) Calculate the period, T, of one complete oscillation for the plasticine with a mass of 200 g based on the formula: Period, T = t 20 (s) Write your answer in Table 3.2. Table 3.2 Mass of plasticine (g) Time taken for 20 oscillations (s) Period, T (s) 200 40 [1 mark] (d) A student is trying to escape from a large wild boar that is chasing him. Based on your knowledge of inertia, suggest an action that the student should take to help him get away safely. [1 mark] 4. A student is conducting an experiment to study the growth of bacteria on nutrient agar that has been streaked with an unwashed hand and on nutrient agar that has been streaked with a hand that has been washed with soap and water. The student then placed both Petri dishes upside down in a cupboard for 3 days. Figure 4.1 and Figure 4.2 show the results after 3 days. Unwashed hand Hand that has been washed with soap and water Figure 4.1 Figure 4.2
Bahasa Melayu English Matematik Mathematics Sains Science Sejarah Pendidikan Islam Biologi Biology Fizik Physics Kimia Chemistry Matematik Tambahan Additional Mathematics Ekonomi Perniagaan Prinsip Perakaunan Concise Notes HOTS & i-THINK SPM Practices Answering Techniques for Paper 2 (Section A & C) QR code Examples of Solutions in Paper 2 (Section A & C) SPM Model Paper Answers Info, Audios, Videos & Quizzes QR code SPM QUICK REVISION PelangiPublishing PelangiBooks PelangiBooks Purchase eBook here! W.M: RM21.95 / E.M: RM22.95 KC118944 ISBN: 978-629-470-461-9 The RANGER SPM series allows students to do express revision before the SPM examination. The content of this book is aligned with the Standard Curriculum for Secondary Schools (DSKP) for Form 4 and Form 5, textbooks, and the latest SPM assessment format. It also includes engaging digital resources to enhance understanding of the subject. Form 4 h#6vsYVQ Form 5 ^EXWgJ2A Scan, register and insert Enrolment Key How to Access How to Access MCQ Quiz