3

Name:
………………………………………………………
…

Class: ..
………………………………………………………
…
 PUSTAKA INTELEK
PT7766 Taman Mesra
18300 Gua Musang
Kelantan
Telephone:
01137451879

© Pustaka Intelek
First Printing, 2021

All rights reserved.

No part of this publication may be reproduced,
or transmitted in any form or by any means, electronic or mechanical,
including photocopying, recording or any information storage and retrieval system
without permission in writting from Pustaka Intelek

Printed by
FIRDAUS PRESS SDN. BHD.
No. 28, Jalan PBS 14/4
Taman Perindustrian Bukit Serdang
43300 Seri Kembangan
Selangor
 CONTE
NTS
THEME: Inquiry in Science

Unit 1 Scientific Skills 1 – 13

Unit 2 Science Room Rules 14 – 16

THEME: Life Science

Unit 3 Humans 17 – 32

Unit 4 Animals 33 – 38

Unit 5 Plants 39 – 44

THEME: Physical Science

Unit 6 Measurement 45 – 54

Unit 7 Density 55 – 58

THEME: Material Science

Unit 8 Acid and Alkali 59 –

65
THEME: Earth and Space

Unit 9 The Solar 66 –

72
System

Unit 10 Technology and

THEME: 73 –
Machine
Sustainability of Life 80
Answers 81 –
89
 THEME: Inquiry in Science

UNIT

1.1 Science Process Skills

A Fill in the blanks based on the senses used to observe the
following situations. SP1.1.1 TP1 TP2

Mimosa
plant

Radi
o
3

Lemon
juice

Book
s

1
B Based on the diagram below, answer the following questions.
SP1.1.1

TP3 TP4 TP5 TP6

Tyre Sal
Egg t Suga
s r

1 Circle the suitable senses used to make observations of the

above objects.

2 How many objects are there above? Mark (√) on the correct
answer.
Fou Five Si
r x

3 Based on the objects diagram above, state your

observations.
Sense Observations

2
C Based on the diagram below, answer the following questions.
SP1.1.2

TP1 TP2 TP3 TP4 TP5

Tige Eagl
r Giraff e Parro
e t
1 State the characteristics based on the eating habits for the
animals above.
(a)
(b)
(c)
(d)

2 Based on your answer in 1, classify the animals according to

their eating habits.

Animals’ eating habits

Group Group
1 2

(a (a
) )
(b (b)
)

3
3 State other suitable characteristic to the animals. Then,
classify the animals in the spaces below.

4
D Do the following activity. SP1.1.3 TP1 TP2 TP3 TP4 TP5

1 Prepare the following

materials.
 Book  Marble
 Water bottle  Ruler
 Ball  Digital stopwatch

2 Measure the length of the book and water bottle using suitable
measuring tool.
3 Measure the time take for the movements of ball and marble on
the floor
until it stops using suitable measuring tool.
4 Record your readings with unit in the table below.

Object/ Measurement Measuring tool Reading (Unit)

Activity

Book Length

Water bottle Length

Movement Time
of ball

Movement Time
of
marble

Questions

5 Based on the table above, why is the measuring tool

selected for the above activity?

6 State why do the units in the table above are used in your
reading.

5
E Based on the diagram below, answer the following questions.
SP1.1.4

TP1 TP2 TP3 TP4 TP5

1 State your observations

above.

2 Based on your answer in 1, state the

inference.

3 What is the difference between observing and making

inferences?

6
F Based on the diagram below, answer the following questions.
SP1.1.5

TP1 TP2 TP3 TP4 TP5

Beaker A

Beaker B

1 What are the observations of the above

diagram?

2 Based on your answer in 1, state the

inference.

3 Predict the temperature in

beaker A.

4 If the heating of beaker A continues, predict the maximum

temperature of the water.

5 Based on your answer in 4, explain

why.

7
G Based on the table below, answer the following questions.
SP1.1.6

TP1 TP2 TP3 TP4

Transportation Walk Bus Car

Table of pupil transportation of Year 3
The number ofCemerlang 7 13 10
pupil

1 State the informations obtained from the table

above.

2 Which of the following types of transport is the common use

by pupils? Colour the correct answer.

Wal Bu Ca
k s r

3 Based on the table above, sketch the suitable

bar chart.

8
H Based on the diagram below, do the following activity. SP1.1.6 TP6

The diagram below shows types of

food.

As a member of a health club, choose the right food for pupils. Then,
produce a poster about the food.

9
1.2 Manipulative Skills

A Do the activity below and answer the following questions.

SP1.2.1 SP1.2.2 SP1.2.3 SP1.2.4 TP1 TP2

TP3 TP4 TP5

You and your classmates are required to catch specimen, which
is beetle.

1 Circle the tools used to catch beetle.

Net Fishing rod

Sieve Glass bottle

2 Mark (√) on the correct actions when handling the

specimen.

Put a leaf inside the glass bottle.

Make holes in the glass bottle

cap. Wrap the glass bottle with

black cloth.

1
0
3 Using magnifying lens, sketch the specimen below and
label it.

4 What should be done with the specimen after complete the

activity?

1
1
B Sketch and label the following apparatus and science material.
SP1.2.3 TP4

1 A beaker contains
solution.

2 A conical flask contain liquid and

stopper.

1
2
C Based on the diagram below, answer the following questions.
SP1.2.1
SP1.2.4
SP1.2.5
TP1 TP4 TP5 TP6

A mixture of oil and water

1 What are the apparatus and science material used for this
activity?

2 State your observation based on the diagram

above.

3 Where is the mixture above discarded upon completion of

this activity?

4 Arrange the correct steps to clean and store the apparatus

and science materials.

Store the apparatus and science materials in the right

place. Clean the apparatus and science materials.

Dry the apparatus and science materials.

1
3
 THEME: Inquiry in Science

UNIT

2.1 Science Room Rules

A Match the Science Room rules based on the given diagrams. SP2.1.1 TP1

Wear shoes
that cover
the feet

Take science
apparatus in a
proper and careful
manner

Open windows
before starting
any activity

Switch off all

fans and lights
before leaving
the Science
Room

14
B State the following importance of the Science Room rules. SP2.1.1 TP4

Preventing electricity Avoiding injuries to the

wastage legs

Avoiding falling and

Good
breaking science
airflow
equipment

15
C Based on the diagram below, answer the following questions.
SP2.1.1

TP1 TP2 TP3 TP4 TP5 TP6

1 State the Science Room rules that related to the

diagram above.

2 What is the consequence of the diagram

above?

3 What would you do if your friend were still doing the

activity as in the diagram above?

4 State one other Science Room

rules.

16
 THEME: Life Science

UNIT

3.1 Teeth
A Name the following types of the teeth and state their function.
SP3.1.1 TP1 TP2

Functio
n

Functio
n

Functio
n

17
B Label the structure of the tooth below. SP3.1.2 TP3

Blood Gu Ename
vessels m l

Nerve Dentin
s e

4
1

2
5

18
C Name the following teeth set. Then, fill in the blanks with the correct
answer. SP3.1.3 TP4

Hav teet
e h:
(a incisor
) s
(b molar
) s
(c canine
) s

Hav teet
e h:
(a incisor
) s
(b molar
) s
(c canine
) s

19
D Compare and contrast for both teeth set below. SP3.1.3 TP4

Type of teeth set

1 2

Similarity

Difference

4 Number of teeth 11

5 Thickness of the 12
enamel and
dentin layers

6 Size of teeth 13

7 Strength of teeth 14

8 Lifespan of teeth 15

9 Start growing 16

10 Complete grown 17

20
E The diagram below shows a conversation between Arman and his
y
5ears old sister, Lisa. SP3.1.3 SP3.1.4 SP3.1.5 TP4 TP6

Ouch! My tooth
hurts!

1 State the teeth set that is belong

to Lisa.

2 What is the suitable dialogue for Arman? Colour the suitable

answer.

Don’t be sad, you can Don’t be sad, a

use dentures. permanent tooth will
grow in its place.

3 Based on your answer in 2, state the

reason.

4 Their father had a road accident that resulted in his incisors

and canines become damaged. What treatment is suitable for
their father?

21
F Mark (√) on the correct dental care diagrams and (X) on the wrong
dental care diagrams. SP3.1.4 SP3.1.5 TP5

1 4

2 5

3 6

22
3.2 Classes of Food
A Complete the bubble map below based on the types of food classes.
SP3.2.1 TP1

7
1 6

Classes of
2 5
food

3 4

23
B Do the activity below. SP3.2.1 TP1 TP2

1 Find a picture of foods through magazines, books, newspapers or

internet.

2 Based on your answer on pages 23, complete the table below

and paste the picture of foods according to the types of food
classes.
Classes of food Example of food

24
C Match the following importance of classes of food. SP3.2.2 TP3

Classes of The importance of

food classes of food

1
Vitamin For
s growth

2
Mineral Provides
s energy

3
Fibr Keep us
e healthy

4
Fats Warm the
body

5 Regulates
Wate
body
r
temperatur
e

6 Prevents
Carbohydra
constipati
te
on

7
Protei Keep us
n healthy

25
D Based on the diagram below, answer the following questions.
SP3.2.3 SP3.2.5 TP5

Set Set
A B

1 Based on the food diagram above, which is a balanced diet meal

and non- balanced diet meal?

2 Based on your answer in 1, state the

reason.

3 Based on the food pyramid, plan a balanced meal and

explain it.

26
E Match the following habits with their correct effect. SP3.2.4 SP3.2.5 TP4

Weight
gain

Eat sweet
foods

Rising
body
temperatu
re
Eat fried
food

Tooth
decay

Does not eat

vegetables

Constipatio
n

Insufficient
water

27
F Do the activity below. SP3.2.5 TP6

As a member of the school science club, help the pupil above by

planning a right meals for him and draw it the spaces below. Then,
state the types of foods to be avoided in order to maintain his health.

Meals recommendation:

Healthy plate

Types of foods to be avoided:

28
3.3 Digestion
A Fill in the blanks with the correct answer. SP3.3.1 TP1

Teet Intestin Oesophagu

h e s

Saliv Tongu Anu

a e s

The food been broken down by ,

and .

29
B Based on the diagram below, answe the following questions.
SP3.3.2

SP3.3.4

TP2 TP3

(a
)
(c
)

(d
)

(b
)
(e
)

1 Label the diagram above with the parts involved in

digestion.

2 Complete the flow of food during the digestion

process.
(a (b (c
) ) )

(e (d
) )

30
C Answer the following questions. SP3.3.1 SP3.3.3 SP3.3.4 TP4 TP5

1 Fill in the blanks with the correct

answer.

The biscuits is
The biscuits is
broken down by
changed shape and
the pass to the
(d)
(a)
.
,
(b)

and (c)

Unneeded food becomes The biscuits

(f) becoming smaller in
are being absorbed the
into (e)
(h) .
and is removed through (g)
(i)
. the
.

2 Underline the correct answer.

Digestion is a process of breaking down food into ( smaller /

bigger ) pieces so that its ( nutrients / toxic ) can be
( absorb / remove ) while moving through the food flow in
the body.

31
D State the effect for the following eating situations. SP3.3.4 TP6

Eating while
jumping

Eating while
sitting

Eating while
laughing

Fast
eating

32
 THEME: Life Science

UNIT

4.1 Eating Habits

A Match the following animals according to their correct eating habit.
SP4.1.1 TP1

Co
w Animals that
eat plants
2 only

Mouse

3
Animals that
eat other
animals only
Goa
t
4

Wol Animals that

f eat plants and
other animals
5

Lio
n

33
B Based on the diagram below, classify the animals according to their
correct eating habits. SP4.1.1 TP2

Hors Squirr Crocodil

e el e

Shar
k Zebr Monke
a y

Animals’ eating habits

Animals that Animals that

Animals that eat other eat plants and
eat plants animals only other animals
only

1 1 …………………. 1
………………….. …………………..

2 …………………… 2 ………………… 2 …………………

34
C Based on the diagram below, answer the following questions.
SP4.1.2

SP4.1.3

TP1 TP3

Chicke Leopar
Deer n d

1 State the eating habits of the animals above.

Deer :

Chicken :

Leopard :

2 Based on your answer in 1, state your inference.

3 State other example of animals for each of the eating

habits of the animals above.

35
D Based on the following diagram, mark (√) on the correct dentition
animals. SP4.1.4 TP4
of

Goat

Tiger

Chicken

Crocodile

36
E Fill in the blanks with the correct answer. SP4.1.4 TP4

(a)This dentition is belong

1 to
.
(b)This dentition has
sharper

to

2 meat.
(a)This dentition is belong
to
.
(b)This dentition has

and

.
(c) is
used to cut
food.

3 (d) is
used to tear
meat.
(e) is used to
grind food.

(a)This dentition is belong

to
.
(b)This dentition has

and

.
is used
37
to cut plants.
F Do the activity below. SP4.1.5 TP5 TP6

Cats and pandas are animals with carnivores dentition.

Nevertheless, the eating habits of both animals are contrary
to the theory of eating habits for animals that have
carnivores dentition. See the diagrams below.

Find some informationsabout these two animals. Then, present

your informations in creative form in front of the class.

38
 THEME: Life Science

UNIT

5.1 Plant Reproduction

A Complete the bubble map below according to the ways of
reproduction in plants. SP5.1.1 TP1

1 6

Ways of
2 reproduction 5
in plants

3 4

39
B
Identify the following ways of reproduction in plants. SP5.1.1 TP1

Banana plant Mushroom

1 4

Ginger Sugarcane tree

2 5

Tomato Setawar

3 6

40
C Based on the diagram below, answer the following questions.
SP5.1.1 TP1 TP2

Rose Paddy
plant plant

1 What is the ways of reproduction of rose

plant?

2 State one other example of plants that has same ways of

reproduction with rose plant.

3 What is the ways of reproduction of paddy

plant?

4 State one other example of plants that has same ways of

reproduction with paddy plant.

41
D Based on the given diagrams, state the importance of plant
reproduction. SP5.1.2 TP3

Habit Food Oxygen Wood

at source supply supply

42
E Do the activity below. SP5.1.3 TP4 TP5

You are required to carry out activities related to the breeding of

hibiscus tree. The tools and materials used are as follow.

 Plastic bottle  Hibiscus seeds

 Water
 Hibiscus stem cutting
 Soil

Seeds method
1 Plant hibiscus seeds in a plastic bottle with soil.
2 Water the seeds every day.
3 Make observations of the growth of shoots every day and
record your observations in a table.

Stem cutting method

4 Put the stem cuttings in a plastic bottle with soil.
5 Water the stem cuttings every day.
6 Make observations of the growth of shoots every day and
record your observation in a table.

Reproduction method Shoot growth

Seeds

Stem cutting

Question
1 Can the hibiscus plants reproduce more than
one way?

2 Based on your answer in 1,

explain it.

43
F Based on the diagram below, answer the following questions. SP5.1.4 TP6

1 What is the above method of plant reproduction

technology?

2 Based on your answer in 1, explain the function of the

technology method.

3 State an example of plants that can be reproduced using the

technology method.

4 What is another technology method that can be used in the

reproduction of plants?

44
 THEME: Physical Science

UNIT

6.1 Measurement of Area and Volume

A Circle the suitable unit of area for the given diagrams. SP6.1.1 TP1

cm2 km2

Table

cm2 km2

Lak
e

cm2 m2

Carpe
t

cm2 m2

Erase
r

45
B Using 1 cm × 1 cm paper square, state the number of paper squares
used and area in unit cm2. SP6.1.2 TP2 TP3

1 Number of
2
paper squares Area (cm2)
cm
used

2 cm

2 Number of
2c
paper squares Area (cm2)
m
used

3 cm

3 Number of
4 cm
paper squares Area (cm2)
used
2 cm

4 5
Number of
cm
paper squares Area (cm2)
used
4
cm

46
C Do the activity below. SP6.1.2 TP2 TP3

1 Using 1 cm × 1 cm paper square, measure the area of the

following objects.

 Science exercise  Mobile

book phone
 Science textbook  Calculator

2 Count and record the area of the objects in the

table below.
Number of paper Area of object
Object
squares used (cm2)
Science exercise book

Science textbook

Mobile phone

Calculator

3 Which object needs the least 1 cm × 1 cm paper

squares? Why?

4 Which object needs the most 1 cm × 1 cm paper

squares? Why?

5 Area is the size of a or

.

47
D Calculate the estimated surface area of the following diagrams. SP6.1.3 TP4

1 3

The estimated surface area: The estimated surface area:

cm2 cm2

2 4

The estimated surface area: The estimated surface area:

cm2 cm2

48
E Do the activity below. SP6.1.3 TP4

1 Find some of pictures of pets through magazines, books,

newspapers or internet.

2 Prepare the following materials.

 Graph paper
 Pencil

3 Sketch the picture of pets on the graph paper.

4 Tick (√) the area that covers the graph paper.

5 Count the number of (√) and record them in the table below.

Pets Estimated area of the pets pictures

(cm2)

6 Present your findings and compare them to your other

friends.

49
F Circle the suitable unit of volume for the given SP6.1.1 TP1
diagrams.

𝑃
m m3

𝑃
m �
�

𝑃
m m3

� m3
�

𝑃
m m3

50
G Using 1 cm × 1 cm × 1 cm cubes, state the number of cubes used
and area in unit cm3. SP6.1.4 TP2 TP3

1 Number
2 cm of cubes Volume (cm3)
used

2 cm

2 cm

2 3
cm Number
of cubes Volume (cm3)
used
3
cm 3
cm

3 Number
4 of cubes
cm Volume (cm3)
used

3
cm 3
cm

4 3
cm Number
of cubes Volume (cm3)
used

3 5
cm cm

51
H Based on the diagram below, answer the following questions.
SP6.1.5 SP6.1.7 TP3

1 What is the suitable tool to measure the volume of the water

bottle? Circle the correct tool.

2 Where is the correct eye position when taking the reading of

the volume of the water bottle? Mark (√) on the correct
answer.
The position The position The position
of eye is at of eye is at of eye is at
the below the level of the upper
level of the the meniscus level of the
meniscus meniscus

3 Based on your answer in 2, state your

reason.

52
I Calculate the volume of the objects below. Show your working steps
in the spaces provided. SP6.1.6 SP6.1.7 TP5

1 3

2 4

53
J Based on the diagram below, answer the following questions.
SP6.1.5 SP6.1.7 TP3

68
m𝑃
50 m𝑃

1 What is the method used to determine the volume of the

objects above?

2 Calculate the volume of the eraser. Show your working steps

below with suitable unit.

3 If the final volume of water is 72 m𝑃, calculate the volume of

one piece of the coin.

54
 THEME: Physical Science

UNIT

7.1 Objects or Materials Which are More or Less Dense Than Water
A What happens to the following objects if they are put in water? Match
the correct answer. SP7.1.1 TP1

Floa
t

Sin
k

55
B Do the activity below. SP7.1.1 SP7.1.2
TP1 TP2 TP3

Your are required to conduct an activity to test objects that float and
objects that sink.

1 Get some objects around you.

2 Prepare a small aquarium. Fill the aquarium with water.

3 Put your objects into the aquarium.

4 Observe your objects whether each object floats or sinks.

5 Record your observations in the table below.

Object Float/ Sink

Questions

6 Which objects
float?

7 Which objects
sink?

56
C Answer the following questions. SP7.1.2 SP7.1.3 TP4

1 Arrange the correct order to float

the egg.

2 Why does the egg in question 1 can float after salt is added
into water?

3 Other than salt, what substance can be used to

replace salt?

4 What is the way to re-sink the

egg?

57
D Mark (√) on the applications of density in life. SP7.1.4 TP5 TP6

Buo Balloo
y n

Three layers of Tsunami detection

tea buoy

Submarin Hot air

e balloon

58
 THEME: Material Science

UNIT

8.1 Acid and Alkali

A Match the following diagrams with the correct changes in
colour of litmus paper. SP8.1.1 TP1 TP2

Lemon
juice
2

Soa
p
3

Salt
solution
4

Hone
y

59
B Complete the table below with the following litmus paper changes.
SP8.1.1 TP1 TP2

No. Item Change in colour Change in colour

of red litmus of blue litmus
paper paper

1 (a) (b)

Oil

2 (a) (b)

Yogurt

3 (a) (b)

Toothpaste

4 (a) (b)

Milk

5 (a) (b)

Vinegar

60
C Based on the diagram below, answer the following questions.
SP8.1.1 TP1 TP2

Baking Baking powder

powder solution

1 State the following changes in colour of litmus paper

based on the diagram above.

No. Item Change in colour Change in colour

of red litmus of blue litmus
paper paper

(a) Baking powder

(b) Baking
powder
solution

2 Based on your answer in 1, explain

why.

3 What is the property of baking

powder?

4 State two other substances that have the same property of

substance as baking powder.

61
D Fill in the blanks with the correct answer. SP8.1.2 SP8.1.4 TP3

No. Item Change in Taste and Property of

colour of touch
litmus paper substance

Tamarind

Shampoo

Sugar solution

Margarine

Tomato

Bitter gourd

62
E Based on the diagram below, answer the following questions.
SP8.1.2 SP8.1.4 TP4

Carbonated drink Sweetened condensed

milk
Red Red
Red
Blue

Blu Red Red Blu

e e

1 What is the same property of both diagrams

above?

2 Based on the changes in colour of litmus paper, state the

property substance for both diagrams.

(a) (b)

3 Does the sense of taste can be used as indicators?

Explain why.

63
F Underline the correct answer. SP8.1.4 TP5

Agricultural lime is an
( acid , alkali ) and can
( reduce , increases ) the
soil acidity.

Agricultural lime

Hair conditioner is an ( acid ,

alkali ) and can ( reduce ,
increases ) the alkaline in hair
due to the use of hair
shampoo.

Conditioner

Milk of magnesia is an
( acid, alkali ) and can
( reduce , increases ) the
acidity in the stomach.

Milk of magnesia

Detergent is an ( acid, alkali )

while fabric softener is an
( acid , alkali ). The use of
these two can neutralise the
acidity and alkaline of the
cloth’s fabric.
Detergent and fabric softener

64
G Do the activity below. SP8.1.3 SP8.1.4 TP6

1 Prepare the following

materials.
 Dropper  Turmeric extract
 Petri dishes  Hibiscus extract
 Lemon  Purple cabbage extract
 Sodium bicarbonate

2 Add 5 m𝑃 of lemon peel and 5 m𝑃 of sodium bicarbonate

solution into two differents petri dishes.
3 Put a drop of turmeric extract in both petri dishes.
4 Record your observations in the table below.
5 Repeat steps 2 and 3 using purple cabbage and hibiscus
extracts.
6 Record your observations in the table below.
Tested extract Tested substance

Lemon Sodium bicarbonate

Turmeric extract

Purple cabbage extract

Hibiscus extract

Questions

7 State a tested extract that only affected by

alkaline.

8 Can the above tested extract can be used as indicators for the
properties of acidic and alkaline?

65
 THEME: Earth and Space

UNIT

9.1 Solar System

A Name the following members of the Solar System. SP9.1.1 TP2

1 4

2 5

3 6

66
 B Based on the diagram below, answer the following questions.
SP9.1.1 TP1 TP3

1 State the sequence of the planets in the Solar

System.

(a (b (c
) ) )

(f (e (d
) ) )

(g (h
) )

2 State the centre of the Solar

System.

3 The moon is a natural satellite of the Earth. What is the natural

satellites?

67
C Based on the diagram below, answer the following questions.
SP9.1.1 TP2

1 What is
X?

2 State the materials in X. Circle the correct

answers.
Rocks Soil Metals

3 State the position of X in the Solar

System.

4 Collisions between X produce smaller pieces of rock in outer

space. What is the name of the rock? Colour the correct answer.

Comet Meteo Meteoroid

s r s

68
D Based on the diagram below, answer the following questions.
SP9.1.2 TP3

E Berdasarkan rajah di bawah, jawab soalan-soalan yang berikut.

SP9.1.3 SP9.1.5 TP5 TP6

K L
Q

1 Which of the planets K and Q has high temperatures

and low temperatures?

2 Based on your answer in 1, state your

reason.

3 State the relationship between the distance of a planet from

the Sun and the temperature of the planet.

4 Planet L has the highest temperature compare to planet

K. Why?

69
E Based on the diagram below, answer the following questions.
SP9.1.3 TP4

1 What is
J?

2 State the definition

of J.

3 How does a planet revolve around the Sun in the Solar

System?

4 If J does not exist, predict what will happen to the planets in

the Solar System?

70
F Based on the diagram below, answer the following questions.
SP9.1.4 TP5

1 Which planet takes the slowest time to revolve around

the Sun?

2 Based on your answer in 1, state your

reason.

3 If the Earth’s revolution time to around the Sun is 365 days,

predict the time taken for planet M and planet N to revolve
around the Sun.

4 State the conclusions of the above

observation.

71
G Do the activity below. SP9.1.5 TP6

1 You are required to build the Solar System model using recycled
materials such as newspapers, used papers and so on.

2 Prepare the following materials.

 Newspapers  Water colour

 Starch flour brush
 Water colour  Rope
 Manila card

3 Tears the newspapers and soak them in water. Then, cook the
starch flour with water to make glue.

4 Coat the glue solution to the newspapers and shape them into
ball shapes.

5 Repeat steps 4 until it becomes 9 balls. Then, dry the balls for a
while.

6 Mix the water colour and colour the balls according to the
colour of the Sun and planets in the Solar System.

7 On the manila card, paste all the balls in order in the Solar
System. Use rope as planet’s orbit. Refer the diagram below as
your guide.

8 Show off your work in science corner of your

class.

72
 THEME: Technology and Sustainability of Life

UNIT

10.1 Pulley
A Answer the following questions. SP10.1.1 TP1

1 What is
pulley?

2 Label the parts of a fixed pulley

below.
Groov Whee
e l

Axl Rop
e e

(c
)
(a
)

(d
)
(b
)

73
B Colour the suitable componenets to build the crane model below.
SP10.1.2 TP4

Base Load Pulley (as a motor)

Arm Lego Rope

Pulley (as a
fixed Lego Pole
pulley)

74
C Answer the following questions. SP10.1.2 TP3 TP4

1 Arrange the steps for the crane model to

work.

2 How does a fixed pulley on the model above

work?

75
D Answer the following questions. SP10.1.2 TP3

1 Draw the fixed pulley system to lift the load

above.

2 Based on your answer in 1, explain how does the load

is lifted.

76
E Mark (√) the examples of pulleys used in life. SP10.1.3 TP2

77
F Based on the diagram below, answer the following questions.
SP10.1.3 TP5

Diagram Diagram
A B

1 Which diagram is easier to

do?

2 Based on your answer in 1, state your

reason.

3 What happens if the heavy load is lifted using the method in

Diagram B? Colour the suitable answers.

Possibility of an The load can be lifted

accident easier

The rope that lift the

The load is lifted
load is easier to
faster
break

78
G Do the activity below. SP10.1.4 TP4

1 Your are required to create a pulley model to lift

a load.

2 Prepare the following materials.

 Scissor  Mineral
s bottle
 Rope  Stick
 Box  Ruler

3 Sketch your model idea

below.

4 You also can refer to the diagram below to create

your model.

5 After complete your model, test your model to see if it

works or not.
79
H Based on the diagram below, answer the following questions.
SP10.1.3 SP10.1.5 TP6

Pulley Pulley
A B
1 State the types of pulleys above.

Pulley A:

Pulley B:

2 Mark (√) on the use of the pulleys above.

3 What is the advantage of using a compound pulley and a

movable pulley compare to the use of a fixed pulley?

80
Unit 1: Scientific Skills Reading (Unit): Suitable
pupils answer
1.1 Science Process Skills
Object: Water bottle
A 1 Sense of touch Measuring tool: Ruler
2 Sense of Reading (Unit): Suitable
3 hearing Sense pupils answer
4 of taste Sense Object: Ball
B 1 of sight Measuring tool: Digital
stopwatch
Reading (Unit): Suitable
pupils answer
Object: Marble
Measuring tool: Digital
stopwatch
Reading (Unit): Suitable
pupils answer
5 Ruler is suitable to be ussd
2 Four to
3 measure the length, while
Sense Observations digital stopwatch to
measure
Touching The surface the time
of the tyre is 6 The suitable unit of length
rough for
book and water bottle are
Touching The surface cm,
of the eggs while the suitable unit of
is smooth time
for the movements of ball
Tasting Salt has and
marble is seconds
a salty
E 1 Duck toy and leaf are float
taste
on
Tasting Sugar has the surface of water, while
a sweet scissors and spoon are sink
taste to
C 1 (a) Tiger eats meat the bottom of water
(b) Giraffe eats 2 Duck toy and leaf have
plants lower
(c) Eagle eats meat density than water, while
2 (d)
Group Parrot
1: eats scissors and spoon have
(a) Tiger
plants higher density than water
Carnivores
(b) Eagle 3 Observing uses sense of
sight/
Group 2:
suitable senses. Making
(a) Giraffe
Herbivores an
(b) Parrot inference is a skill to
3 Two-legged and four- reasonably explain an
legged/
observation
D 4 Suitable pupils answer
F 1 Beaker A contains hot
Object: Book water,
Measuring tool: Ruler while Beaker B contains
81 cold
water
2 Because water
 3 The number of Unit 2: Science Room Rules
pupil 2.1 Science Room Rules
12
10 A 1 Open windows before
8
6 starting any activity
4 2 Wear shoes that cover the
2 Type of 3 feet Take science
0 transportati apparatus in a proper and
Walk Bus
on 4 careful manner Switch off
Car
H Suitable pupils all fans and lights before
answer leaving the
B 1 Science Room
1.2 Manipulative Skills 2 Good airflow
3 Avoiding injuries to the legs
A 1
Avoiding falling and
4 breaking science
C 1 equipment
Preventing electricity
2 Possible accidents/
wastage Take science
3 To advise to take
apparatus in a proper and
injuries
apparatus carefully and
careful manner
science
in a careful manner/ do not
scramble
4 Handle equipment and
2 - Put a leaf inside the
apparatus with care/
glass bottle
Switch off all fans and
- Make holes in the
lights before leaving the
glass bottle
Science Room
3 cap
Unit 3: Humans
4 Suitable pupils
answer Release the 3.1 Teeth
B 1 beetle in its habitat
A 1 Incisors
Beake Function: To cut
r 2 food Canines
Solutio
n Function: To tear
3 food Molars
2 Stoppe
Function: To grind
r
B 1 food Enamel
2 Gum
Conica 3 Blood
l flask 4 vessels
5 Dentine
C 1 Beaker, oil, water
C 1 Nerves
2 Oil does not mix with
water/ Oil floating on the Milk teeth
(a) 20
set
3 surface of water Throw in
the sink 8
4
(b)
1 : Clean the apparatus
2 8
Permanent teeth
and science
(c) 32
set
materials.
(a)
4 8
2 : Dry the apparatus (b) 20
and science (c) 4
materials. D 1 Milk teeth set
3 : Store the apparatus Permanent teeth
2
and science set
materials in the
right place 82
 3 Both sets have the same 3 Constipation
of teeth, which
types incisors 4 Rising body
are canines and , F Suitable pupils
temperature
molars answer
4 20 3.3 Digestion
5 Thin
A. teeth; saliva;
6 Small
tongue(a) Mouth
7 Not strong
B. 1 (b) Intestine
8 Short
(c) Oesophagu
9 6 months
s
10 3 years old
(d) Stomach
11 32
2 (e) Anus
12 Thick
(f) Mouth
13 Bigger
(g) Oesophagu
14 Stronger
s
15 Long
(h) Stomach
16 6 years old
C 1 (i) Intestine
E 17 21 years old
(j) Anus
18 Milk
Don’tteeth
be set
sad, a
(k) teeth
2 tooth will
permanent grow in its
(l) saliva
3 Because
place milk teeth set are
(m) tongue
not permanent
(n) oesophagu
4 Dentures
s
F 1 √
(o) stomach
2 √
(p) Nutrients
3 √
2 (q) intestine
smaller; nutrients;
4 X
D 1 (r)
absorb faeces
Vomiting
5 √
2 (s)
Makanananusmudah
6 X
3 hadam Choking
4 Choking
3.2 Classes of Food
A 1 Carbohydra Unit 4: Animals
2 te Protein
4.1 Eating Habits
3 Fats
4 Mineral A 1 Animals that eat plants
5 s 2 only Animals that eat
6 Vitamin plants and other animals
7 s Fibres 3 Animals that eat plants
B Suitable pupils
Water 4 only Animals that eat other
C 1
answerKeep us healthy animals only
2 Keep us healthy 5 Animals that eat other
3 Prevents constipation animals only
4 Warm the body B Animals that eat plants
5 Regulates body 1
only Hors
temperature 2 e
6 Provides energy Animals that eat other animals
Zebr
7 For growth 1
only Crocodil
a
D 1 Balanced diet meal: Set A 2 e Shark
Non-balanced diet Set Animals that eat plants and
meal: other animals
2 B 1 Squirre
Because Set A contains 2 l
7 C 1 Monke
classes of food than y
3 Set B Suitable pupils Deer: Herbivore
answer 83 Chicken:
E 1 Tooth decay
Omnivore
2 Weight gain
 Leopard: Carnivore A 1 Suckers
2 Because deer eats plants 2 Stem cutting
only, chicken eat plants 3 Spores
and other animals and 4 Leaves
leopard eats other animals 5 Underground stems
3 only 6 Seeds
Herbivore: Elephant/ B 1 Suckers
Suitable pupils answer 2 Underground stems
Omnivore: Turtle/ 3 Seeds
Suitable pupils
Carnivore: answer
Snake/ 4 Spores
Suitable pupils answer 5 Stem cutting
D 1 6 Leaves
C 1 Stem cutting
2 Hibiscus plant
3 Seeds
4 Chili plant
D 1 Food source
2 2 Habitat
3 Oxygen supply
4 Wood supply
E 1 Can
2 Because apart from the
seeds
3 method, hibiscus plants
can
also be bred by stem
cutting
method
F 1 Marcottage
2 Can increase the number
of
4 plants without planting
Unit 6: Measurement
seeds
3 Mango
6.1 Measurement of trees
Area and Volume
4 Tissue cultures
A 1 cm2
2 km
2
3
E 1 (a) carnivore 4 m2
(b) canines; tear B 1 cm2 paper squares
2 (c) omnivore Number
(d) incisors; of used
canines; 4
molars Area (cm2)
(e) incisors 2 4 paper squares
(f) canines Number
3 (g) molars of used
(h) herbivore 6
(i) incisors; Area (cm2)
molars 3 6 paper squares
F (j) pupils
Suitable incisors Number
answer (k) molars of used
Unit 5: Plants 8
5.1 Plant Reproductions Area (cm2)
8

84
 4 Number of paper = 30 m𝑃 - 25 m𝑃
squares = 5 m𝑃
used 3 Volume of displaced water
20 = Volume of stone
Area (cm2) = 15 m𝑃
20 4 Volume of displaced water
C 2 Suitable pupils answer = Volume of key
3 Suitable pupils answer = 10 m𝑃
4 Suitable pupils answer J 1 Water displacement
5 place; surface 2 method Volume of
D 1 12 eraser
2 9 = Final volume - Initial
3 24 volume
4 11 3 = 68 m𝑃 - 50 m𝑃
E Suitable pupils answer = 18 m𝑃

𝑃
F 1 m𝑃 Volume of two pieces of
2 coin
3 m𝑃 = Final volume - Initial
4
=
4 m3
5 m𝑃 volume

m𝑃
G 1 Number of cubes used = 72 m𝑃 - 68 m𝑃
2
8 = 4 m𝑃
Volume (cm3) Volume of one piece of
8 =
Unit 7: Density 2
coin
2 Number of cubes used m𝑃
7.1 Objects or Materials
27
Which are More
Volume (cm3)
or Less Dense than Water
27
A 1 Floa
3 Number of cubes used 2 t
36 3 Sink
Volume (cm3)
4 Sink
36
B Suitable pupils
Floa
4 Number of cubes used
C answert
45
1
Volume (cm3)
45 1
H 1

2 The position of eye is at the

level of the meniscus
3 Because the position of
eye at
the level of the meniscus
gives 3
correct readings compare
to
other positions
I 1 Volume of key
= Final volume - Initial
volume
4
= 40 m𝑃 - 25 m𝑃
= 15 m𝑃
2 Volume of key 85
= Final volume - Initial
 2 Because salt can increase 3
the density of water
3 Sugar
4 Fill water into the beaker
until the egg can be sunk
D again

Unit 8: Acid and Alkali

8.1 Acid and Alkali
A 1

B 1 (a) Remains red

(b) Remains blue
2 (a) Remains red
(b) Changes colour to
red
3 (a) Changes colour to
blue
(b) Remains blue
4 (a) Remains red
(b) Remains blue
C 5
1 (a)
(a) Remains
Change in redcolour of
2 (b) Changes
red litmuscolour
paper to
red
Remains red
Change in colour of
blue litmus paper
Remains blue
(b) Change in colour of
red litmus paper
Changes colour to
blue Change in
colour of blue litmus
paper Remains blue

86
 2 Because acid and alkali of a substance whether
properties can only be acid or
tested when there is a alkali
presence of water F 1 alkali; reduce
3 Alkali 2 acid; reduce
4 Toothpaste, 3 alkali; reduce
D 1 soap 4 alkali; acid
Change in colour of litmus G 6 Lemon
Turmeric extract:
paper Becomes yellow
Changes colour to red Purple cabbage
Taste and touch extract: Becomes
Sour and rough red
surfaces Property of Hibiscus extract:
2 substance Acid Remainsbicarbonate
Sodium red
Change in colour of litmus Turmeric extract: Becomes
paper red Purple cabbage
Changes colour to extract: Becomes blue
blue Taste and touch Hibiscus extract:
Slippery Becomes light green
Property of 7 Hibiscus extract
3 substance 8 Yes, because there are
Alkali colour changes when react
Change in colour of litmus with
paper an acidic or alkaline
Remains red/ Remains blue substance
Unit 9: The Solar System
Taste and touch
9.1 Solar System
Sweet
4 Property of substance A 1 Comets
Neutral 2 Planets
Change in colour of litmus 3 Asteroids
paper 4 The Sun
Remains red/ Remains blue 5 Meteoroids
Taste and touch 6 Natural
Tasteless and satellites
5 slippery Property of B 1 (a) Mercury
substance Neutral (b) Venus
Change in colour of litmus (c) Earth
paper (d) Mars
Changes colour to red (e) Jupiter
Taste and touch (f) Saturn
Sour and smooth (g) Uranus
6 surface Property of 2 (h)
The SunNeptun
substance Acid 3 Naturale objects revolving
Change in colour of litmus around a planet
paper C 1 Asteroids
Changes colour to blue 2 Rocks; Metals
Taste and touch 3 Between Mars and Jupiter
Bitter and rough 4 Meteoroids
E 1 surface Property of D 1 Planet K has high
2 substance Alkali temperature
Have a sweet taste and planet Q has low
3 (a) Acid temperature
(b) Neutral 2 Because the distance
No, because the taste between
does not reflect the actual planet K is closer to the
properties Sun
87 compare to planet Q
 3 The closer of a planet from
the
Sun, the higher the
temperature of the planet
4 Because planet L
contains
thick atmosphere that
traps
heat
E 1 Orbit
2 An elliptical imaginary
path
that goes around the Sun
in
space
3 A planet is revolve around
the
Sun by following its orbit
4 The planets may bump
into
each other
F 1 Planet N
2 Because the position of
planet
N from the Sun is farthest
compared to the other
G planets
Suitable pupils C 1
3 Planet M is less than 365
answer
days
Unit 10: Machine
and planet N is more than
10.1 Pulley 365 1
days
A 41 An
Theexample
further theof aplanet’s
simple
machine which enables
position from the Sun, the
load
longerto be lifted the
it takes easily
planet
using
to lesser force
2 (a)
revolveGroov
around the Sun
e 2
(b) Rope
(c) Wheel
B (d) Axle

2 When the rope is pulled,

the load will be lifted
upwards by the fixed
D 1 pulley

88
 2 A rope that pass 3 Possibility of an accident;
through a groove is pulled The rope that lift the load
E to lift a load is easier to break
G Suitable pupils
H 1
answerPulley A: Compound
pulley Pulley B:
2 Movable pulley

3 Compund pulley and

movable pulley can lift
F 1 Diagram A more loads with less force
2 Because Diagram A than fixed pulley
contains
pulley compare to Diagram
B

89