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AIMS OF CURRICULUM FOR

SECONDARY SCHOOL

knowledge
and skills in
science and
technology

solve
problems,
make
decisions

further
education in
science and
technology

scientific and
thinking skills

FORMAT PENTAKSIRAN BAGI MATA


PELAJARAN SAINS PMR
MULAI 2004
Dua Instrumen Pentaksiran Sains PMR
mulai 2004 di peringkat pusat adalah:
Kertas 1 (55/1)
Kertas 1 berbentuk ujian objektif
Kertas 2 (55/2)
Kertas 2 berbentuk ujian subjektif

KERTAS 2 - 55/2
Masa Satu jam tiga puluh minit.
Aras Kesukaran : 5:3:2
60%
Rendah
: 30%
Sederhana : 18%
Sukar
: 12%

KERTAS 2
Terdiri daripada 8 soalan
Soalan 1 hingga 6 menguji
pengetahuan, kefahaman , aplikasi
Soalan 7 - Kemahiran Proses Sains
Asas
Soalan 8 - Kemahiran Proses Sains
Bersepadu

Contoh-contoh bagaimana
kemahiran diuji dalam
soalan-soalan Sains PMR

Diagram 1 shows the structure of the


human ear.
Q:

R:

P:
Diagram 1

(a) Label P, Q and R in Diagram 1 with


the following words.
Ossicles

Auditory nerve

Ear drum

Diagram 1 shows the structure of the


human ear.
Q:

Ossicles

P: Ear drum
Diagram 1

R: Auditory
nerve

(a) Label P, Q and R in Diagram 1 with


the following words.
Ossicles

Auditory nerve

Ear drum

(b) Structure S helps in maintaining body


balance. Label S in Diagram 1.

Diagram 1 shows the structure of the


human ear.
Q:

Ossicles

P: Ear drum
Diagram 1

R: Auditory
nerve

(a) Label P, Q and R in Diagram 1 with


the following words.
Ossicles

Auditory nerve

Ear drum

(b) Structure S helps in maintaining body


balance. Label S in Diagram 1.
(c) Draw lines to match each structure
with its functions.

Vibrates when it is hit by


sound waves

Amplifies sound
vibrations

Sends impulses to the


brain

Changes sound
vibrations into impulses

Diagram 2.1 shows a set-up of apparatus


to study the burning of candles.

exhaled
air

inhaled
air
burning
candle
Beaker P

Beaker Q

DIAGRAM 2.1

burning
candle

exhaled air
Beaker P

inhaled air
Beaker Q

(a) (i) State one factor that affects the time


taken for the candles to extinguish.
Amount of oxygen in the air .
____________________________
(ii) Based on Diagram 2.1, which candle will
burn longer ? Give a reason for your
answer.
______________________________
Candle : Q.

Reason : Inhaled air contains more oxygen.


More oxygen in Q.
Less oxygen in P.
(b) Diagram 2.2 shows the set-up of an
apparatus to study the content of oxygen in
the air. At the beginning of the activity, the
water level in the gas jar is at P. At the end
of the activity, it is observed that the candle
extinguishes and the water level rises in the
gas jar.

gas jar
T

air

S
R

candle

Q
P

water

DIAGRAM 2.2

(i) On Diagram 2.2, draw line to mark the


water level at the end of the activity.

T
S
R
Q
P

(i) On Diagram 2.2, draw line to mark the


water level at the end of the activity.
(ii)

State the reason for the answer in c (i).


________________________________
Water
replaces oxygen used during
_
burning.
Water rises when there is no oxygen in
the inhaled air.

Water takes the place of the oxygen used


by the candle.

(iii) Circle the gas used for the burning of the


candle.
Carbon
dioxide

Nitrogen

Oxygen

Diagram 3.1 shows an experiment to test


the absorption of digested food. After 10
minutes, the water in the beaker is tested.

saliva +
starch

visking tube

DIAGRAM 3.1

distilled water
(37oC)

What
will
diffuse
through
the
visking
(a) (i)
tube?
________________________________
Glucose.
_
Simple molecules.
Tiny molecules.
Small molecules.
Simple sugar.

(a) (ii) Suggest a reason for your answer in (a)


(i).
The
molecules are very small and can
________________________________
pass through the visking tube.
The molecules are very small and can
diffuse through the visking tube.
The visking tube is porous.
The visking tube has very tiny holes.

(a) (iii) What will happen if the temperature of


the distilled water is kept at 60OC ?
_______________________________
Glucose was not found in the distilled
water.
Starch is not digested.
No change in colour when tested.

(b) Name two solutions used to test the water


in the beaker.
(i) ______________________________
Iodine solution.
Benedict solution.
(ii) ______________________________
(c) Diagram 3.2 shows some examples from a
certain class of food.

(c) Diagram 3.2 shows some examples from a


certain class of food.

DIAGRAM 3.2

Name the class of food.


Carbohydrates.
__________________________

Diagram 4.1 shows a set-up of apparatus


to investigate air pressure.
round bottomed flask
glass tube

water
P
Bunsen burner

Q
DIAGRAM 4.1

R
coloured water

(a) (i) State a reason for boiling the water in P.


To remove the air inside the flask.
________________________________
(ii) State one observation in R.
The
coloured water shoots into the flask.
________________________________
The coloured water enters into the flask.
The coloured water rushes into the flask.

(iii) Explain your answer in a (ii).


The
air pressure outside the flask is
________________________________
higher than the pressure inside the
flask.
The air pressure inside the flask is lower
than the air pressure outside the flask.
(iv) What is the conclusion for this activity ?
________________________________
Air exerts pressure.

(b) Diagram 4.2 shows a person drinking from


a packet of juice.The packet collapses.

DIAGRAM 4.2

(b) (i) What step can you take to change K to


its original shape ?
Blow into the packet.
________________________________
(ii) Draw particles in the boxes given to
show the changes that has occurred in J
and K.

Diagram 5.1 shows an activity to study the


property of an alkali. The red litmus paper
does not change colour.
red litmus paper
sodium hydroxide
crystals
DIAGRAM 5.1

(a) (i) Suggest a way to change the colour of


the red litmus paper.
Add water.
________________________________

(a) (ii) Give an example of an everyday


substance which will change the colour
of the red litmus paper.
Soap.
________________________________
Detergent.
Tooth paste.
Baking powder.
(b) Graph 5.2 shows the temperature readings
of water in an experiment.

(b) Graph 5.2 shows the temperature readings of water in an


experiment.
Temperature (oC)

GRAPH 5.2

Time (min)

(i) What is represented by the straight line


PQ ?
Boiling point.
_______________________________
(ii) State the change in the state of matter at
PQ.
Liquid to gas.
_______________________________
(iii) What happens to the boiling point if
some sugar is added to the water ?
The
boiling point increase.
________________________________

(iv) Plot a point S on the graph to show your


answer in b (iii).

(b) Graph 5.2 shows the temperature readings of water in an


experiment.
Temperature (oC)

GRAPH 5.2

Time (min)

Diagram 6.1 shows two types of


generators.

Dam
Burning of fuel

Generator P

Generator Q

(a) (i) Name the sources of energy in generator


P and Q.
Coal
Generator P : ____________________
Generator Q : Water
____________________
Hydro
(ii) State one advantage of generator Q.
Renewable source of energy.
_________________________________
Environmental friendly.
Less pollution.
Easily available.
Cheap.

(b) Diagram 6.2 shows a transmission and distribution


system of electricity.

Heavy
industries

Hospital

Residential
area

Shooping
complex DIAGRAM 6.2

Light
industries

(b) (i) Why do heavy and light industries need


more power than hospitals, shopping
complexes and residential homes ?
Most of the electrical appliances in
________________________________
heavy and light industries need high
power consumption.
(ii) Name object E and state its function.
Step down transformer.
Object E : ________________________
Reduce the voltage.
Function : ________________________
Lower the voltage.

(c) Diagram 6.3 shows the electrical supply and


wiring systems at homes.
Live
Neutral

Lighting circuit

light
switch

Power circuit
DIAGRAM 6.3

(c) (i) State the advantage of this type of


electrical circuit in the wiring system at
homes.
When one bulb burns out, the other
________________________________
bulbs will still light up.
When one circuit is broken, the other
will still function.
(ii) Based on Diagram 6.3, which of the
following devices, X, Y or Z will break the
circuit when a short circuit occurs?
Y or Z
________________________________

(c) (iii) Calculate the amount of energy used in


the circuit for 10 hours if each bulb is
labelled 100 W.
Energy (kWh) = Power (kW) X Time (h)
Substitution:
100 W X 2 bulbs = 200 W
200 W
=
1 000
= 2 kW/h

2 hours

JPNS SCIENCE P2
2008
PAPER 2
Section B
[20 marks]
Answer all questions.

Diagram 7 shows four types of plants and


their support systems.

Cucumber

Morning glory

Hibiscus

DIAGRAM 7

Long beans

(a) State the types of support systems in the


plants.
(i) Cucumber : ____________________
Tendril
(ii) Hibiscus : ____________________
Woody stem
Twining stem
(iii) Morning glory : _________________
(iv) Long beans : ___________________
Twining stem

(b) Classify the plants in Diagram 7 into two groups based on


their support system.

Example 1

Cucumber, hibiscus,
morning glory, long beans

Woody stem

Hibiscus

Non-woody stem

Cucumber,
morning glory,
long beans

(b) Classify the plants in Diagram 7 into two groups based on


their support system.

Example 2

Cucumber, hibiscus,
morning glory, long beans

Support by stem

Not support by
stem

Hibiscus

Cucumber,
morning glory,
long beans

(b) Classify the plants in Diagram 7 into two groups based on


their support system.

Example 3

Cucumber, hibiscus,
morning glory, long beans

Soft stem

Hard stem

Cucumber,
morning glory,
long beans

Hibiscus

(b) Classify the plants in Diagram 7 into two groups based on


their support system.

Example 4

Cucumber, hibiscus,
morning glory, long beans

Twining stem

Non-twining
stem

Morning glory,
long beans

Hibiscus and
cucumber

(b) Classify the plants in Diagram 7 into two groups based on


their support system.

Example 5

Cucumber, hibiscus,
morning glory, long beans

Supported by
tendrils

Not supported
by tendrils

Cucumber

Hibiscus, long
beans, morning
glory

Diagram 8.1 shows two different swings


each with a baby. Both springs used in the
swings are similar.
Spring

Spring

Big baby

Small baby

B
DIAGRAM 8.1

State one difference between the


(a)(i) springs in Situation A and Situation B.

(a)(ii) What inference can be made based on


Situation A and Situation B?

Diagram 8.2 shows an apparatus setup of an experiment to study the


relationship between the extension of a
spring and the force exerted by the
load. A student used a spring of length
10 cm in this experiment.

Spring

Metre rule

Retort stand

Load
Dish
Pointer

State the hypothesis of this experiment.

Force exerted by 20 g load = 0.2 N


Force exerted by 40 g load = 0.4 N
The pointer reading = ______ cm
The pointer reading = _____ cm

In Table 8.1, record the extension of the


spring for each force exerted.

Force (N)
Extension of
spring (cm)

0.2

0.4

0.6

0.8

1.0

1.2

Using the data in Table 8.1, plot a


graph of extension of the spring
against force.

State the relationship between


the force exerted by the load
and the extension of the spring.

State the variables in this experiment.


Manipulated
variable:
Responding
variable:
Controlled variable:

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