T he design of the Science Form 1 Textbook based on the theme of nature’s beauty and the life

of flora and fauna on Earth. Various science elements such as chemical elements, the
dispersion of light by a prism, the formation of a rainbow and the structure of the Earth are used
to reflect the topics that will be studied in this book. In addition, the illustrations used have a
realistic concept to portray an authentic image. The layout techniques of superimposition and
photo manipulation (2D / 3D) are applied to make the illustrations prominent and perfect. Blue
is used as the main color as it provides a calm and peaceful. Hexagonal geometric patterns are
designed as the background of the book cover to create special visual effects which are in harmony.
 Prof. Madya Dr. Vengadesh Periasamy

Obtained a Bachelor of Science (Universiti Malaya), a Master

of Science (Universiti Malaya) and a Doctor of Philosophy
(PhD) (Universiti Malaya) in Physics. He is an expert in
Electronic DNA dan Biophysics. Currently, he holds the post
of Associate Professor in the same university. He has been
teaching in the Department of Physics at Universiti Malaya
for 10 years. In addition, he has written several books and
published his researches in various science journals.

Fauziah Binti Mo’men

Obtained a Bachelor of Science with Education from

Universiti Teknologi Malaysia in 1999. She has 30
years of teaching experience in Science at primary and
secondary schools. She has taught Science since 1999 at
SMK Sri Pantai, Kuala Lumpur. She is the Master Teacher
for Science since 2008. She is also the PT3 Science
Assessment Personnel for Wilayah Persekutuan.

Noraini Binti Abdullah

Obtained a Bachelor of Science (Honours) from Universiti

Pendidikan Sultan Idris (UPSI) in 2010. She has 6 years
of teaching experience in Science and Chemistry. Currently,
she is teaching in SMK Sri Pantai, Kuala Lumpur.
We apologise for the mistake. Any inconveniences caused is
deeply regrettable.
ERROR ON PAGE 54

2.3
Aim: To identify the characteristics of unicellular organisms and multicellular organisms
Instruction
1. Work in groups.
2. Each group has to present the characteristics of unicellular organisms and multicellular
organisms in class using a mind map.

The Types and Functions of Animal Cells and Plant Cells

Animal Cells
Nerve cells
Contain long fibres that function
to carry information in the form
of impulse to all parts of the body.

* Epithelial cells
Form a layer that protects organs
in the body. These cells also secrete
mucus.

Red blood cells

• Have no nucleus.
Muscle cells • Biconcave disc shaped to
Contract and relax muscles increase surface area
to enable movement. • Contain haemoglobin that
functions to transport oxygen
to all parts of the body.
• Transport carbon dioxide
Video on Cell from cells in all parts of the
Structure and
Function
body to the lungs.

Ovum Sperm
White blood cells
Reproductive cells Change their form to
Sperms carry male genetic surround foreign particles
materials and an ovum and destroy them.
carries female genetic
materials.

Figure 2.11 The types of cells in our bodies

54 Bab 2 2
Chapter

Note:
* ‘Epithelium’ is changed to ‘Epithelial’
ERROR ON PAGE 56

The order of cell organisation

Cell Tissue Organ System Organism

In animals Cell In plants

Most cells inside
an organism have
specific functions.
* Epithelial cell Epidermal cell

Tissue
Cells with the same
function combine to Epidermal tissue
form a tissue.
* Epithelial tissue

Organ
Muscle
Different tissues that
*Epithelial
tissue
work together to
perform a specific
Nerve function forms an
tissue organ. Leaf
Stomach

System
Mouth
A few organs with Leaf
Oesophagus related functions
that work together
Stomach Stem
for a specific
Large Small
intesine function forms a
intestine
system. Root

Water
Digestive system
Transportation system

Organism
All the systems work
together to support
an organism.

Organism
Organism
Figure 2.13 Cell organisation in organisms
56 Bab 2 2
Chapter

Note:
* ‘Epithelium’ is changed to ‘Epithelial’
ERROR ON PAGE 74

Regulation of Water Content

Systems that are involved in water regulation are the excretory system and endocrine
system. Examples of organs involved are kidneys and brain.
Brain
Corrective mechanism
*
• The brain will stimulate less secretion of a
hormone so that the kidneys will increase
the production of urine.
• More urine is produced.

Detected by the
brain

Water content
in the body
increases when Water content in the
we drink water. body decreases.

Increases

Normal water level

Decreases

Water content in the

body increases.

Corrective mechanism
• The brain will stimulate the
Water content in the body secretion of a hormone so
Brain
decreases when we sweat. that the kidneys will decrease
the production of urine.
• Feel thirsty.
Detected by the brain

Figure 3.2 The regulation of water content

74 Bab 3 3
Chapter

Note:
* ‘The brain will stimulate the secretion of a hormone so that the
kidneys increase the production of urine’ is changed to ‘The brain
will stimulate less secretion of a hormone so that the kidneys will
increase the production of urine’
Note:
Bacteria Yeast Asexual Reproduction Fern Carrot

Binary fission Budding Regeneration Spore formation Vegetative reproduction

ERROR ON PAGE 95

• Binary fission is the • Budding is the process • Regeneration • Spore formation • Vegetative
division of a single of forming a bud on occurs from the is the process of reproduction
parent cell into two the organism’s body. ability of the producing spores in is a method of
daughter cells. • A bud starts off as fragments of some the sporangium. producing new
a swelling. Then, it organisms to grow • After the sporangium plants from a
develops and breaks and develop into breaks, the tiny vegetative part of
Examples: off as a new young. completely new and light spores get a plant except the
Amoeba, Paramecium individuals. scattered by the wind. flower.
and bacteria • When they land on • Example of
a moist place, they vegetative parts
Parent cell Examples: Examples: grow into new plants. are the roots,
of Amoeba Hydra and yeast Flatworm, starfish and underground stems,
Planaria runners, bulbs and
*
Examples: leaves.
Nucleus
divides Algae, fungus and fern
Chapter

Examples:
Bud
Pembiakan
Pengenalan

Cut
Carrot, strawberry,
Cytoplasm Budding of Hydra ginger, yam and
divides potatoes
Spore
4: Reproduction

Two new
Two daughter
individuals
cells Sporangium New Scaly leaf
Regeneration of Planaria Spore formation of ferns plant Bud

Chapter 4
Binary fission of Amoeba
Root

* Bacteria is removed from the example of spore formation

95
Vegetative reproduction
kepada Penyiasatan Saintifik

Figure 4.5 Asexual reproduction of ginger

ERROR ON PAGE 120

Structure and Function of Each Part of a Flower

Have you ever observed a flower? If you remove the petals, what are the other parts of
the flower that you can observe? What are their names and functions? Figure 4.26 shows
a longitudinal section of a flower and its function.

Anther *
Stigma
Stamen
Filament

Stamen: Male
reproductive organ.
Style

Petal
Petal: Usually
Pistil
colourful to attract
insects and animals. Pistil: Female
reproductive
organ.
Ovary
Sepal: Usually green in Ovule
Sepal
colour and it protects the
flower during the bud stage.

Figure 4.26 Longitudinal section of a flower and its functions

4.7
Aim: To examine different types of flowers to identify their structures and functions.
Instruction
1. Find a few types of flowers in your school compound.
2. Dissect your specimens. Identify the following parts:
(a) flower petal and sepal.
(b) male reproductive organ.
(c) female reproductive organ.
3. Draw and label the structures of the flowers that you have observed.
4. Display your drawing with labels on the notice board in your class.

120 Chapter 4

Note:
* Error on the diagram and label of the stigma
ERROR ON PAGE 186

How do metal and non-metal elements combine chemically to form a compound?

Magnesium, zinc, iron and copper react with oxygen to form the metal oxide.

magnesium + oxygen magnesium oxide

aluminium + oxygen aluminium oxide
zinc + oxygen zinc oxide
iron + oxygen iron oxide
copper + oxygen copper oxide

There are some metals that react with water to form alkali compounds and release
hydrogen gas. These elements are known as alkali metals. Examples of alkali metals are
lithium, sodium and potassium.

lithium + water lithium hydroxide + hydrogen gas

sodium + water sodium hydroxide + hydrogen gas
potassium + water potassium hydroxide + hydrogen gas

Iron and sulphur powder will form iron sulphide when heated.

iron + sulphur iron sulphide

6.11
Aim: To produce a compound
Materials and apparatus: Sulphur powder, iron powder, Bunsen burner, crucible with
lid, tripod stand, pipeclay triangle, weighing balance
Procedure
Lid Sulphur powder + iron powder
Crucible Pipeclay triangle

Heat *

Figure 6.28

186 Chapter 6

Note:
* Additional of Notes filler
ERROR ON PAGE 258

What do you feel when a 50

climbing mountain? Will you
feel cold and have difficulties 40 Standard pressure
in breathing? at sea level
(101,325 Pa)
Stratosphere

Altitude (km)
30
(13 – 50 km)
From troposphere to
stratosphere, the altitude 20 Aeroplane
increases. The higher the
altitude, the lower the air
pressure. The temperature 10
also becomes lower when Troposphere
(0 – 13 km)
altitude increases.
0 20,000 40,000 60,000 80,000 100,000 120,000
Air pressure (Pa)
Figure 9.2 Relationship between air pressure and altitude
Ocean Stratification
The ocean can also be divided into different zones, from a zone where light can penetrate
to a zone where light cannot penetrate (dark zone) (Figure 9.3).

Depth (m)
Sun
Surface zone
In this zone, the water is very
Sea level
0
shallow and light can penetrate.
This makes the zone suitable as a
Surface 50 habitat for plants.
zone
100
Twilight zone
200 *
This zone has little or no light.
Twilight It is difficult for plants to live
500
zone at this depth but this level of
1,000 depth becomes the habitat for
large marine animals, such
1,500 as giant squids and various
Dark zone species of whales.
2,000

3,000
Dark zone
4,000 This zone is very deep and no
light can reach it. Therefore,
5,000 most animals in this zone have
shimmering bodies or are able
10,000
to glow in the dark.

Figure 9.3 Ocean stratification

258 Bab 9 9
Chapter

Note:
* ‘Midnight zone’ is changed to ‘Twilight zone’
* The depth of twilight zone is changed from
200 m – 1,500 m to 180 m – 914 m