Waja F 1 Answers

8/9/2019 Waja F 1 Answers

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Medical Agriculture Communications Domestic

Learning Objective: 1.1 Understanding that science is part of everyday life

Answer Scheme

1 Tick (/) in the column below to list down things that happen around us in nature.

a. A baby growing up /

b. Formation of rainbow /

c. A television set is turned off.

d. Sunrise /

e. Raining /

2. Label the pictures below according to the correct fields using the words given.

a.Communications b. Agriculture

c. Medical d. Domestic

3. Underline the correct answers below to name some of the careers in science

A (doctor / biologist) treats patients while a (pharmacist / dentist) prepares and prescribes

drugs for medical purposes.

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Spring balanceStopwatch External calipers Burette

To measure the curve line

To measure the temperature

To magnify the specimen

To measure accurately the volume of liquid

To measure the internal diameter of an object

To heat substances in the laboratory

Learning Objective: 1.2 Science Laboratory

Answer Scheme

Learning Outcome:

• Identify, state the function and able to use the apparatus correctly.

1 Label the diagrams below to identify science laboratory apparatus.

2 Draw line to match the apparatus with its function.

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Spring balance burette stopwatch external calipers



Identifying the problem

a) Making hypothesis

Plan the experiment

b) Controlling variables

Collecting data

c) Analysing and interpreting data

Making conclusion

d) Writing a report

Learning Objective: 1.2 Understanding the steps in scientific investigation

Answer Scheme

1 Arrange the following steps in scientific investigation in the correct sequence using thephrases below.

.

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Making hypothesis Writing a reportControlling variables Analysing and interpreting data



Learning Objective: 1.3. Knowing physical quantities and their units

Answer Scheme

1. Draw lines to identify three other physical quantities in the word maze below.

W R T O Q W A T A T

P R E E U B Z I S E

O C Y A M I P M D M

L E N G T H Q E F P

W O D H W T E A G E

Q P T G T M W R H R

T U H R E F A S J A

W O I U D Y E S K T

R G O I E J R D S U

U J P O Y K T K L R

R Q V P U L Y J A E

2. Complete the table below to state the SI units and the corresponding symbol.

Physical quantity S.I unit Symbol

Length meter m

Mass kilogram kg

Time second s

3. Complete the table below to show the symbols and numerical values for the followingprefixes.

Prefix Symbol Numerical value of:

mega M 1 000 000

kilo k 1 000

centi c 0.01

milli m 0.001

4. Measure the diameter of the ping pong ball in the diagram below in cm.

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Diameter = 1.9 cm

cm



Learning Objective: 1.4 Understanding the use of measuring tools

Answer Scheme

1. Draw lines to match the correct measuring tools to measure length, volume andtemperature.

2. The diagram below shows a regular shape A and an irregular shape B.Estimate the areas of A and B.

A: 6 cm2 B: 7 cm2

3. The diagram below shows an activity to determine the volume of a cork using water displacement method.

.

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Meter rule To measure temperature of substances

Thermometer To measure the volume of a liquid

Measuring cylinder To measure the length of a line

Calculate the volume of the cork:

= (Volume of Cork + Stone + Water) – (Volume of Stone + Water)= 43 ml – 41 ml

= 2 ml

1cm1cm

1cm1cm



Mass Weight

Quantity of matter a. Pull of gravity

b. Lever balance Spring balance

kilogram c. Newton

Definition

Measuringtools

S.I unit

Learning Objective: 1.5 Understanding the concept of mass

Answer Scheme

1. The diagram below shows two measuring tools.

Tick (/) the correct measuring tool that is used to determine the weight of an object.

2. Complete the statement below to explain the concept of weight.

The weight of an object is the pull of the earth’s gravity on an object.

3. Underline the correct answer to explain the concept of mass.

The mass of an object is the (quantity / quality) of matter in the object.

4. Compare and contrast between mass and weight in the diagram below.

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/



Learning Objective: 1.1 Understanding cells

Answer Scheme

1. The diagram below shows the basic unit of living things.

Complete the following statement below.

The basic unit of living things is called a cell.

2. Complete the table below with the correct order on the usage of the microscope.

Open fully the aperture of the diaphragm and condenser 3

Turn the coarse adjustment knob until an almost clear image is seen 6

Place the slide which has been prepared on the stage and adjust the low-powered lens

5

Turn the fine adjustment knob to obtain a clearer image 7

Adjust the mirror so that light is reflected into the microscope through thecondenser 4

Place the microscope on a flat table 1

Use the high-powered lens and use the fine adjuster knob to focus until a sharpimage is seen 9

Switch to medium-powered lens and use the fine adjuster knob to focus until asharp image is seen 8

Direct sunlight ( or lamp light ) towards the mirror 2

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Learning Objective: 1.1Understanding cells

Answer Scheme

1. Identify the structures X, Y and Z using the words given.

X: Nucleus Y: Cell membrane Z: Vacuole

2. Label the general structure of an animal cell and plant cell below using the words given.

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Vacuole Nucleus Cell membrane

Plant cell Animal cell

Cell wall Chloroplast Cytoplasm

a. Cell wall

b. Chloroplast

c. Cytoplasm

Plant cell Animal cell



Learning Objective: 1.1 Understanding cells

Answer Scheme

1. Draw lines to match the correct functions with each structure of a cell.

Cell Wall Stores water and dissolved minerals (salt &

sugar solutions)

CellMembrane

The place where chemical processes takeplace

Cytoplasm Protects and maintains the shape of the cell

Nucleus Regulates movement of substances in andout of the cell

Vacuole Contains chlorophyll needed for photosynthesis

Chloroplast Controls all activities of the Cell

2. Complete the table below to state the similarities and the differences between the two cellsusing the word below.

Animal cells Plant cells

Absent Cell Wall Present

Present Cell membrane Present

Present Cytoplasm Present

Present Nucleus Present

Absent Vacuoles Present

Absent Chloroplasts Present

Not fixed Cell Shape Fixed

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Absent Present Fixed Not fixed



Learning Objective: 1.2 Understanding unicellular organism and multicellular organism

Answer Scheme

1. Underline the correct answer to state the meaning of unicellular organism andmulticellular organism.

a. Organisms that consist of (one / two or more) cell(s) are called unicellular organisms.

b. Organisms that consist of (one / two or more) cell(s) are called multicellular organisms.

2. Complete the names of each organism below to give examples of unicellular organismsand multicellular organisms

Unicellular organism

a.

b.

Multicellular organism

a.

b.

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E U G L E N A

AM

O E B A

S P I R O G Y R A

MU

C O R



a. Epithelial Cellsb. Muscle cell

c. Red blood cell d. Nerve cell

Learning Objective: 1.3 Understanding that cells form tissues, organs and systems in human body

Answer Scheme

1. Fill in the blanks with the answer given in the box below.

2. Draw lines to match the following cells with the correct functions.

Cell Function

Red blood cell Carries information in our body

Epithelial Cell Allows movement

Nerve cell Covers the body surface

Muscle cell Transport oxygen

3. Complete the arrangement of cell organisation below from simple to complex using theterms cell, tissue, organ, system and organism using the words given.

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Muscle cell Epithelial Cells Nerve cell Red blood cell

Organ Tissues Organism

Cell Tissues Organ System Organism



Learning Objective : 1.1 Understanding that matter has mass and occupies space

Answer Scheme

1. Underline the correct answers to state that things have mass and occupy space.

(a) The diagram below shows an experiment.

At the beginning of the experiment At the end of the experiment

The result of the experiment shows that air has (weight / mass).

(b) The diagram shows an empty glass inverted in a basin of water.

Diagram 1

Water does not enter the glass because air occupies (space / volume).

2. Complete the following statement.

Matter is anything that has mass and occupies space.

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P Q R

Learning Objective: 1.2 Understanding the three states of matter

Learning Objective: 1.3 Understanding the concept of density

Answer Scheme

1. Complete the statement below.

Matter is made up of particles.

2. (a) Complete the statement below to state the three states of matter.

The three states of matter are solid, liquid and gas

(b) Complete the table below to identify the states of matter for the following

substances.

Substances State of matter

Water Liquid

Oxygen Gas

Vinegar Liquid

Ice Solid

3. Complete the table below to show the arrangement of particles in matter using thephrases given.

States of matter

Solid Liquid Gas

Arrangement of particles Closely packed Further apart Very far apart

4. Complete the table below to show the difference in movement of particles in matter usingthe phrases given.

State of matter Solid Liquid Gas

Movement of particles Vibrate about a

fixed positions

Move freely Move freely and

faster

Answer Scheme

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Further apart Closely packed Very far apart

Move freely and faster Move freely Vibrate about a fixed positions



Learning Objective: 2.1 Knowing the different resources on earth

1. Complete the following statement to define density.

Density of a substance is the mass per unit volume of that substance.

2. The diagram shows two objects P and R placed in a gas jar containing liquid Q.

Underline the correct answer to explain why some objects, liquid float.

i. P floats in Q because P is (denser, less dense) than Q.

ii. R sinks in Q because R is (denser , less dense) than Q.

3. A book has a mass of 250 g and volume of 500 cm³.

Answer Scheme

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Calculate the density of the book using the formula given.

Density = Mass = 250 g = 0.2 g / cm3

Volume 500 cm3



Learning Objective: 2.2 Understanding elements, compounds and mixtures

1. Draw lines in the word maze to list four other resources on Earth needed to sustainlife.

F O S S I L F U E L

A B C D E F G H I A

Z R O S L A N M N I

Y W A T E R J K L R

W S G F E D C B A O

A M O J K L A M O N

B A C I H A F I Z M

C S E B L B Z I Z L

D M I N E R A L S W

E F G H I J K A K U

2. Complete the following statements below to identify the resources on Earth used ineveryday life using the words given.

a) Earth is surrounded by a layer of air called the atmosphere.

b) Earth is also rich in minerals which are trapped in the crust. Many important metals can be

extracted from the mineral ores.

c) Fossil fuels are formed from dead plants and animals buried under pressure and being

subjected to high temperature over thousands of years, for example, coal, natural gas

and petroleum.

Answer Scheme

1. a) Label the diagram below to identify the element, compound and mixture based ontheir molecular structures using the words given.

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minerals atmosphere fossil fuels



Compound Element Mixture

Compound Element Mixture

Element

Compound

Mixture

Consists of two or more elements that arechemically combined.

Consists of two or more elements or compounds mixed together physically.

Consists of one type of atom only.

Learning Objective: 2.2 Understanding elements, compounds and mixtures

b) Draw lines to match the following statements with the correct terms.

2. Identify the following substances as elements, compounds and mixtures.

Substances Element / Compound / Mixture

Carbon dioxide Compound

Oxygen Element

Silver Element

Milk Mixture

Sea water Mixture

Answer Scheme

1. Underline the correct answer below to compare the differences between mixtures andcompounds.

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Learning Objective: 3.1 Understanding what air is made up of

Characteristic Mixtures Compounds

a) Preparation - persediaan (Physical / Chemical) (Physical / Chemical )

b) Proportion of components (Not fixed / Definite) (Not fixed / Definite)

c) Energy absorbed or given off during preparation

(Yes / No) (Yes / No)

d) New properties as comparedto old properties

(Same / Different) (Same / Different)

e) Method of separation (Physical / Chemical) (Physical / Chemical)

2. Classify the following elements into two groups based on their characteristics given below.

Elements Surface Conductivity of Heat

Copper Shiny Good

Sulphur Dull Poor

Mercury Shiny Good

Phosphorus Dull Poor

Answer Scheme

1. Draw lines in the word maze to identify six other components of air.

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METALS

Copper Mercury

NON-METALS

Sulphur Phosphorus

Elements



Learning Objective: 3.2 Understanding the properties of oxygen and carbon dioxide

C M C M I C S L N A I R P H

O A G A N I T I Y B U S E A

O C R M I C T A N I S I W F

L A Y B K R U E C S T S G I

I B U X O C I R A P W X D Z

D E R G O N O X Y G E N T F

R S E S E V D U S T K W A O

O N C R Y O S I G X I C I N

W A T E R V A P O U R N T G

P I R A I N S T O X N X S A

M I C R O O R G A N I S M S

O D T W N T I X O O X D T I

T I N E R T G A S E S A E D

2. Underline the correct words to explain why air is a mixture.

(a) The components of air are (physically / chemically) combined.

(b) The proportions of the components are (fixed / not fixed).

3. Based on the pie chart, complete the table below to show the percentages of gases inair.

Answer Scheme

1. Compare and contrast the properties of oxygen and carbon dioxide in the tablebelow.

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21%

78%

0.03%%

0.97%



Learning Objective: 3.3 Understanding oxygen is needed in respiration

Oxygen Properties Carbon dioxide

Colourless Colour Colourless

Odourless Odour Odourless

Not soluble Solubility in sodiumhydroxide solution

Very soluble

No effect Effect on lime water Lime water turns chalky

Rekindles Effect on glowing splinter Extinguished

2. The table below shows the result of Gas X and Gas Y.

Gas Test with Result

Gas X lime water Gas X turns lime water chalky

Gas Y glowing splinter Gas Y rekindles a glowing splinter

Identify the gases X and Y in the following activities

Gas X. : Carbon dioxide

Gas Y. : Oxygen

3. Based on the information in questions 1 and 2, underline the correct test for oxygenand carbon dioxide.

a. Oxygen can be tested by using (glowing splinter / lime water).

b. Carbon dioxide can be tested by using (glowing splinter / lime water ).

Answer Scheme

1. Complete the word equation below to show the products of respiration.

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Oxygen + Glucose Carbon dioxide + Water +Energy

Learning Objective: 3.3 Understanding oxygen is needed in respiration

2. The diagrams A and B show activities on respiration.

Diagram A

a. Based on the diagram A, complete the statement below.

Living things use oxygen during respiration.

Diagram B

b. Based on the diagram B, complete the statement below.

Living things give out carbon dioxide during respiration.

Answer Scheme

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A B

Learning Objective: 3.4 Understanding oxygen is needed for combustion

1. Compare and contrast the content of oxygen in inhaled and exhaled air in the tablebelow.

Gas

Composition (%)

Inhaled air Exhaled air

Oxygen 21% 16 %

Carbon dioxide 0.03% 4%

Water vapour Less More

2. The diagram below shows the result of an experiment on respiration.Based on the diagram, complete the statement below

Living things need oxygen gas in the air for respiration.

Answer Scheme

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Learning Objective: 3.5 Analysing the effects of air pollution

1. Complete the statement below to show what combustion is.

Combustion is the process in which a substance burns in air / oxygen when heated.

2. The diagram below shows an activity on combustion.

Underline the correct answer to show why the candle extinguishes after a few minutes.

The candle extinguishes after a few minute because oxygen is (needed / not needed) for

combustion.

3. Complete the word equations below to show the products of combustion

Answer Scheme

1. Complete the statement below to explain what air pollution is with the words given.

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Carbon + oxygen Carbon dioxide + Energy

Hydrocarbon + oxygen Carbon dioxide + Water + Energy




http://slidepdf.com/reader/full/waja-f-1-answers 24/32X Light energy + Heat energy

Learning Objective: 1.1 Understanding the various form and sources of energy

Effects Air pollutants

2. Draw lines to match the air pollution with the steps needed to prevent and control air pollution.

Pollution Steps needed to prevent / control air pollution

Answer Scheme

1. The diagram shows an oil lamp.

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Depletion of ozone layer

Acid rain

Greenhouse effect

Gaseous pollutants such as sulphur dioxide andnitrogen dioxide dissolve in rain water.

Chlorofluorocarbon

Rise in the level of carbon dioxide trapped in theEarth’s atmosphere

Depletion of ozonelayer

Haze

Global warming

Acid rain

1. Avoid using CFC-based products2. Carrying out intensive research on CFC

alternatives.

1. Growing more trees to reduce amount of carbon dioxide.

2. Reducing emissions of greenhouse gases such as

carbon dioxide, methane and CFC.

1. Switching to fuels with low content of sulphur suchas natural gas.

2. Removing sulphur compounds from fossils fuelsprior to burning.

1. Prohibiting burning of forests for land clearingpurpose.

2. Installing catalytic converter to exhaust systemsof motor vehicles.



b) Heat energya) Light energy SUN

Learning Objective: 1.2 Understanding renewable and non renewable energy

Identify the energy that is represented by X: Chemical energy.

2. Label the diagram below with the primary energy that comes from the Sun.

3. Label the diagram below to identify the various form of energy using the words below.

Sound Energy Potential Energy Heat Energy Electrical Energy

4. Draw lines to identify three other words that show the sources of energy.

S G H I J K L M W N

T U V W X Y Z A I O

E F N A B C D E N P

D E F G H I G H D Q

A D E F G H I J K R

L M W A T E R T U S

I H G F E D C B A T

G E O T H E R M A L

Answer Scheme

1. Underline the correct answer in the statement below to define renewable and nonrenewable sources of energy.

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Heat Energy Electrical Energy Sound Energy Potential Energy



RenewableSunWind

Non renewableOil

Oil Sun Wind

Learning Objective: 2.1 Understanding heat as a form of energy

(a) Renewable energy sources are those sources of energy that

(will run out / will never run out) after they have been used.

(b) Non renewable energy sources are those sources of energy that

(will run out / will never run out) after they have been used.

2. Class the following sources of energy into two groups.

3. Underline the correct answer in the statement below to explain why we need to

conserve energy.

Most of the energy that we use comes from fossil fuels and are a (renewable/Non

renewable) source of energy which will not last long.

4. Tick ( ) in the box given to suggest ways how to use energy efficiently.

a) Replace filament bulbs with florescent lamps.

b) Use personal cars instead of buses and light-rail transit (LRT).

Answer Scheme

1. Complete the statement below to state what the sun gives out.

26 / 32



Learning Objective: 2.2 Understanding heat flow and its effects

The sun is the main source of heat and light energy.

2. Rearrange the letters in the boxes below to identify other sources of heat energy.

B U S T C O M I O N

C O M B U S T I O N

T R I E L E C C I T Y

E L E C T R I C I T Y

I C T F R I O N

F R I C T I O N

3. Complete the statement below to explain what heat is.

Heat is a form of energy.

4. Write true or false for the following uses of heat.

Uses of heat True/False

a. To cook food and boil water True

b. To dry wet clothes True

c. To change water to ice. False

Answer Scheme

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Learning Objective: 2.2 Understanding heat flow and its effects

1. Underline the correct words in the statement below to show the effects of heat on solids,liquids and gases.

Solids, liquids and gases (expand / contract) when they absorb heat but (expand

/ contract) when they cool down.

2. State two other method of heat transfer:

a. Conduction

b. Convection

c. Radiation

3. Underline the correct answer in the statement below to state how heat flow shown in thediagram below.

Our hands feel hot because heat flows from (hot / cold) region to (hot / cold) region.

4. Name two examples of heat flow in natural phenomena caused by convection currents asshown in the diagram below.

a. Sea breeze b. Land breeze

Answer Scheme

1. Complete the statements below to explain what a conductor is.

28 / 32



Learning Objective: 2.3 Analysing the effect of heat on matter

a. Solids that conduct heat are called conductor.

2. Underline the correct answer below to explain what an insulator is.

b. Solids that (conduct / do not conduct) heat are called an insulator.

3. Draw lines to match the conductors and insulators to their uses in daily life.

Conductors /Insulators

Uses in daily life

Mercury

Woollen clothes

Aluminium

Ice

Wood

To keep our body warm during winter

To detect heat in thermometers

Igloos are made of ice to retain heat

For making handles of frying pans

For making cooking utensils

Answer Scheme

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Learning Objective: 2.4 The uses of expansion, contraction and application in daily life

1. The diagram below shows the changes in the state of matter in physical processes.

Name these physical processes below using the words below.

P : Sublimation

Q : Freezing

R : Boiling

S : Melting

T : Condensation

2. State whether heat is absorbed or released in the processes below.

Process Changes Absorb heat / Release heat

a. Ice melting

b. Water boiling

c. Water freezing

Solid Liquid

Liquid Gas

Liquid Solid

Absorb heat

Absorb heat

Release heat

Answers Scheme

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Condensation Boiling Sublimation Melting Freezing



LeLearning Objective: 2.5 Understanding that dark, dull objects absorb and give out heat better

1. Draw lines to match the uses of expansion or contraction of matter with the correctapplication in daily life.

Uses of expansion or contraction of matter Application

a. Gaps allow the iron bridge to expand on a hot day. Thermometer

b. It is hung loosely between poles to allow for contraction at night.

Fire alarm

c. Mercury expands when heated and contracts whencooled.

Telegraph wire

d. The production of heat causes bimetallic strip tostraighten or curve and connects or disconnects theelectrical circuit.

Concrete road

e. Gaps allow for expansion on hot days so that thesurface does not crack.

Steel bridge

2. The following statements are ways of applying the principle of expansion and contractionof matter in solving simple problems.Write True (T) of False (F) to the following statements that are based on the principle of expansion and contraction?

a. Soaking a pair of dirty socks in hot water beforewashing.

b. Immersing a dented ping pong ball in hot water to

regain its shape.

c. Immersing two glasses which are stuck together inhot water to separate them.

d. Heating an empty cooking pot to loosen its cover stuck to the pot.

Answer Scheme

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F

T

T

T



W X

Y Z

1. The diagram below shows an experiment.

Underline the correct answers in the statement below to show the result of the experiment.

(Dark and dull / White and shiny) object absorbs heat better than (dark and dull / white and

shiny) object.

2. The diagram below shows an experiment.

Underline the correct answers in the statement below to show the result of the experiment.

(Dark and dull / White and shiny) object gives out heat better than (dark and dull / white and

shiny) object.

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