Amazing Science Workbook 7 Oxford

Kevin Lancaster . Ann Fuilick .
Richard Fosbery
viv Newman . Roger Norris . Mike wooster . Lawrie-Ryan
WORKBOOK
LOWER SECONDARY
OXTORD I
IJNIVERSITY PRESS
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Oxford publishing (Malaysia) Sdn. Bhd. (1175094-D) is a subsidiary of Oxford University Press
Kevin Lancaster, Rnn Fullick, Richard Fosbery, Viv Newman, Roger Norris, Lawrie Ryan, and
Mike Wooster 2013
Text @
Illustrations @ Oxford University Press 2015
@ Oxford Publishing (Malaysia) Sdn' Bhd. (1175094-D) 2017
The moral rights ofthe authors have been asserted
First Edition Published in 2018
Essential Science for Cambridge Secondary 1 Stage 7 Workbook was

originally published in English in 2015 by Oxford University Press, Great Clarendon Street, Oxford,
OX2 6DR United Kingdom with ISBN 9781408520659. This adaptation is published
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Acknowledgements
Cover image: Jay Ondreicka/Shutterstock
p54 (right); mubusT, p62
Shutterstock Valentyn volkov, p54 (left); Lukas Gojda, p54 (middle); Hayati Kayhan,
Although we have made every effort to trace and contact all copyright holders before publication
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the earliest oPPortunitY.
Gontents
Exercise 5 Interaction of organisms 32
and pollutions
1 Exercise 6 Why grow a winter coat? 33
Chapter 1 Living things I Ujian Nasional Style 35
Exercise I Characteristics of life I Questions

Exercise 2 Respiration in people 2 Chapter 4 Variation and 37
Exercise 3 Microscope 3 classification
Exercise 4 The animal cell and its f, Exercise I Taxonomy 37
function Exercise 2 Matching pairs - animals 39
Exercise 5 Cell organisation 6 Exercise 3 Plants and plant variety 40
Exercise 6 Plantimals 7 Ujian Nasional Style 42
Exercise 7 Organs of the body 9 Questions
Exercise 8 Organs in plants ll
Exercise 9 The human systems t2 4
Exercise l0 Comparing skeletons l3 Ghapter 5 Solids, liquids and M
Ujian Nasional Style l5 gases
Questions Exercise I Particles in solids,liquids 4
and gases
Shapter2 Micro-orEanlsms 1V Exercise 2 What happens when a solid 45
and disease dissolves?
Exercise I How quickly do bacteria t7 Exercise 3 Have you found thekey? 46
reproduce? Exercise 4 How to separate the 47
Exercise 2 Protozoa l9 components?
Exercise 3 Cells and microbes 20 Exercise 5 Identifying elements, 48
Exercise 4 Using decomposers 2l compounds and mixtures
Exercise 5 The Black Death 22 Exercise 6 What state are you in? 49
Exercise 6 Disease in animals and 24 Exercise 7 States of matter 50
plants Exercise 8 What is cool about a 5l
Ujian Nasional Style 25 cooling curve?
Questions Exercise 9 Melting point of a substance 52
using a cooling curve
Shapter 3 Habitats and 26
Exercise l0 Physical and chemical 53
envlronments changes
Exercise I Ecology 26
Ujian Nasional Style 54
Exercise 2 Where do woodlice prefer 28 Questions
to be?
Exercise 3 Biomass and rearing 29 Chapter 6 Material properties 56
chickens Exercise I What does it mean? 56
Exercise 4 Food webs and pyramids of 3l Exercise 2 Canyou match the use to 57
numbers the property?
Exercise 3 Testing paper towels 58
Exercise4 Testingelectricalconductivity 59 Gha r 10 Energy 92
Exercise 5 How strong is your carrier 60 transformations
bag? Exercise I Ideas about energy 92
Exercise 6 Testing carrier bags 6l Exercise 2 Energy calculations 94
Ujian Nasional Style 62 Exercise3 Biologicalenergytransfers 96
Questions Exercise 4 Useful energy transfers 97
Exercise 5 Sankey diagrams and 99
Exercise I Extracting an indicator 63 efficiency
from beetroot Exercise 6 Electricity and energy: the l0l
Exercise 2 What indicator is in the code? 64 future
Exercise 3 The chemical nature of 65
Exercise 7 Energy words r03
common chemicals Ujian Nasional Style 104
Exercise 4a Which is the best antacid? 66 Questions
Exercise 4b More on antacids 67
Exercise 5 What is in toothpaste? 68
Chapter 1'l Eafth and b ond 105
Ujian Nasional Style 69
Exercise I Earth andthe Sun l0s
Exercise 2 the Moon 108
Questions
Exercise 3 The Sun and the planets tl0
Cha r I Earth 7A Exercise 4 Beyond the planets 113
Exercise I Identifring rocks 70 Exercise 5 Models of the Solar System l16
Exercise 2 When do you get big crystals? 72 Exercise 6 Earth and beyond l17
Exercise 3 Rock words 73 Ujian Nasional Style r18
Exercise 4 What is the structure of Earth? 74 Questions
Exercise 5 Plate tectonics /J
Exercise 6 Volcanoes 76 Chapter'12 mperature and 119
Exercise 7 Earthquakes and tsunami 77 heat
Ujian Nasional Style 78 Exercise I Temperature and 119
Questions temperature scales
Exercise 2 Different types of 120
thermometers
Chapter I Forces and their 80 Exercise 3 Thermal expansion in solids l2l
cts Exercise 4 Specific heat capacity and 122
specific latent heat
Exercise I What are forces and 80
friction? Exercise 5 Heat transfer 123
Exercise 2 Balanced forces 83 Ujian Nasional Style 124
Exercise 3 Gravity and weight 84 Questions
Exercise 4 Stretching, squashing and 85
density
Scientific enquiry 125
Exercise 5 Floating, sinking and forces 88
Exercise I Physical quantities L25
at wor Exercise 2 Measuring length and area 126
Exercise 6 Force words 90 Exercise 3 Other measurements t27
Ujian Nasional Style 9l Ujian Nasional Style r29
Questions Questions
Introduction
This 'write-on Workbook contains fun, interesting and challenging exercises to help
students to develop the skills they need to do well in science. It is divided into exercises that
support the topics in the Amazing Science 7 Student Book and is arranged in the same order.
There is a section to prepare students for the latest National Curriculum for Indonesia,
under . Students will find that the exercises in the Workbook
corresponds to the topics in the Student Book.
Teachers can set these exercises as homework or as in-class activities. Teachers may ask
students to work alone, or in pairs or groups. For some exercises, teachers may ask students
to report back to the class on what they have found out.
There are simple instructions at the start of each exercise, and a clear description of
what the exercise will help students to learn. There is space for students to write their
answers. Teachers can mark students' work and give some advice and feedback in the
This Workbook becomes a record of students' progress.
Teachers will be able to find suggested answers to the exercises on their Teacher's Guide.
Characterlstics of life
Student Book Topics lJ and 1.2
All living things have the same characteristics. Complete this crossword to remind you what they are.
Clues
Across
I The process of making and
removing waste products.
6 The process ofresponding
to changes in the
environment.
Down
2 the process of getting and
staying bigger.
3 The process of making more
of the same, producing
offspring.
The process by which living
organisms take in or make food.
The process ofchanging the
position of all or part of the body.
The process of getting energy
from food, often using oxygen.
Respiration in people
Student Book Topic 1.3
Living organisms respire to get energy from their food. They

often use oxygen to break down their food. They produce
carbon dioxide and water as waste products. Getting rid of
this carbon dioxide is called excretion.
Ifyou pass the carbon dioxide through a colourless
liquid like limewater, the limewater turns cloudy white.
This shows respiration is taking place.
Students in two different schools set up The limewater turns
demonstrations to show that they respire. cloudy white
They used limewater. Diagram 1
School A set up the apparatus in Diagram 1. Mouthpiece

(student breathes in and out
School B set up the apparatus in Diagram 2.
I What do you think will happen Rubber connector
in the demonstration in Diagram tt ..-
What do you thinkwill happen in

the demonstration in Diagram 2?
Diagram 2
Look at both sets of apparatus very carefully. Then copy and filI in the table below to
describe the advantages and disadvantages of the two experiments.
lVlicnoscopB
I Match the following parts of the microscope with the correct functions.
2 T},e diagrams below s how the steps in preparing a slide of onion cells.
Steps in preparing onion slide

a Write the correct sequence of steps in preparing the onion slide.
b \{hy is methylene blue used on cheek cells?
c How do you remove excess iodine solution from the slide?
d State two differences between an animal cell and a plant cell.

The anirnal cell and its function
'lhe diagram below shows an animal cell.
Animal cell
Which part of the animal cell contains the genetic material?
Which part of the animal cell in the diagram above corresponds to the following
statements?
a Controls all the activities of the cell

T
b Partially permeable
tr
c Medium for biochemical reactions
T
Tick (/) the correct functions of the parts of the plant cell.
a Cell wall gives support and maintains the shape of the cell.
T
b A vacuole contains chlorophyll which traps light for photosynthesis.
T
c The chloroplast contains cell sap made up of dissolved minerals.
tr
d The cell membrane controls the flow of substances in and out of the cell.
tr
t
mfif; mr mmfrmmffifrmrx
Student Book Topics 1.5, 1.6 and 1.7
The diagram below shows the levels of cell organisation in humans.
a Cell --------> Tissue + C ---------> System --------> Organism
b Tick (/) the following which belongs to level C of the cell organisation.
2 Match the following tissues with their examples.
Connective tissue Endothelium

Muscle tissue Bone, cartilage, tendon
Epithelial tissue Smooth, skeletal and cardiac muscles
3 Fill in the blanks with the names of the tissues.

a These tissues control and coordinate activities of the body
b These tissues are responsible for the transport of water and

mineral salts in plants
c These tissues send electrical impulses to the brain for interpretation
d These tissues store food

Plantimals
Student Book Topics 1.4, 1.5 and 1.6
'lhis exercise helps you to think about the differences between animal and plant cells.
Flagellum
Chloroplast Euglena
Chloroplast Chlamydomonas
* The flagella are used to move the whole organism around.

* Chloroplasts enable these orqanisms to make their own food.
These little organisms are rather puzzling. They only have one cell. This cell has to do all
the jobs expected of a living organism.
I Look at the cells of Euglena and Chlamydomonas carefully. List the features you can
see which tell you they are living organisms.
Are Euglena and Chlamydomonas animals or plants? You decide. First think about
what makes up a typical animal cell and a typical plant cell and then fill in the table
below.
Now look again at Euglena and chlamydomonas. Are they animals, or plants, or
should they be put in another kingdom all of their own? what do you think?
4 Explain your choice.

0rgans of the body
The organs of the human body carry out lots of important jobs. It is a good idea to know
where some of the most important organs are found.
Copy the diagrams of the organs of the body from this page onto a sheet of paper. It is a
good idea to trace them so you get the right size! Colour the diagrams and cut them out.
'[hen stick each picture of the organs onto the right place on the body outline on the next
page and label them.
Organs in plants
'lhis exercise will help you to remember the different parts of a plant.
lrr the labelling box, fill in the name of the organ and explain what it does for the plant.
The structure of a plant

$xm ffirunx mnn mystm ffi
The diagram shows a system.

Name the organs P, Q and R.
Tick (/) the correct statements.

a The muscular system enables movement
of the whole body or part of it. T
b The respiratory system is responsible in
removrng urea and mineral salts. tr
c The blood circulatory system transports
oxygen, carbon dioxide, nutrients and
waste products.
tr
d The integumentary system covers the
whole body. T
Stem cells are undifferentiated cells that are able to differentiate into tlpes of
specialised cells. What is your opinion on stem cell therapy? justify your answer'
12
Comparing skeletons
In this exercise you will think about how different parts of the skeleton are adapted
lirr their purpose.
A person's skeleton is suited to the way a human lives. If you look at the skeletons of
other vertebrates you can see that in many ways they are all similar. This is because all
skeletons carry out the same functions of support, protection and
tnovement. However, in other ways skeletons are very different.
'lhe differences in the size and shape of the bones are usually linked
to the way the animal lives.
I Your skeleton does three main jobs. What are they?
Look at this diagram of a human skeleton and label the

following bones:
. cranium (skull)
. clavicle (collar bone)
. scapula (shoulder blade)
. humerus (upper arm bone)
. sternum (breastbone)
. ribs
. vertebrae (backbone)
. pelvic girdle (pelvis)
. femur (thigh bone)
. patella (knee cap)
. tibia (shin bone)
. carpals (wrist bones)
. phalanges (fingerbones)
. tarsals (ankle bones)
. phalanges (toe bones)
. radius
. ulna
A human skeleton
Below are the diagrams of skeletons of three different vertebrates. Choose one of
the animals and fill in the table to show the similarities and differences between the
animal's skeleton and that of a human skeleton. Explain the differences in the way an
animal and a human live. How do you thinktheir skeletons help them?
lkan bertelur dan kelinci melahirkan anak. A. mengeluarkan zat sisa
Hal tersebut menunjukkan bahwa makhluk B. pekaterhadap rangsangan
hidup.... C. melakukan proses peftumbuhan
A. bergerak D. memerlukan zat nutrisi
B. pekaterhadap rangsang
C. memerlukan makanan 4 Amatilah beberapa gambar berikut!
D. berkembang biak
Amatilah gambar berikut!
(1)
Telur
A\
(2)
iriilrt"
Gambar di atas menunjukkan bahwa

makhluk hidup....
A. tumbuh dan berkembang
B. berkembang biak
C. memerlukan makanan
(s)
D. pekaterhadap rangsangan
3 Amatilah gambar di bawah ini!
(4)
Manakah yang menunjukkan ciri makhluk

hidup berkembang biak?
A. (1)dan (2)
B. (1) dan (a)
Ciri makhluk hidup pada gambar di atas c. (3)
adalah.... D. (4)
ti,
,i
lii
i!:
i!l
ll
i,
ii
Perhatikan pernyataan berikut! 9 Amatilah gambar dibawah inil

(1) Burung terbang
(2) lkan bertelur (2)
(3) Tumbuhan berfotosintesrs
(4) Kuda beranak
Pernyataan di atas yang merupakan ciri

makhluk hidup berkembang biak yaitu....
A. (1)dan (2) C. (2)dan (3)
B. (1)dan (3) D. (2)dan (a)
.... adalah sel hewan yang tidak dimiliki oleh
seltumbuhan.
A. Lisosom dan sentrosom
B. Badan golgi dan retikulum endoplasma
C. Ribosom dan sentrosom
D. Mitokondria dan lisosom
Organ pengeluaran zat sisa pada manusia Tulang kering ditunjukkan pada nomor,... dan
adalah.... sendi engsel ditunjukkan pada nomor....
A. jantung, paru-paru, dan ginjal A. (1)dan (2)
B. ginjal, kulit, dan paru-paru B. (1) dan (3)
C. kulit, jantung, dan hati C. (2)dan (3)
D. jantung, hati, dan paru-paru D. (3)dan (4)
Urutan organisasi kehidupan pada tubuh 10 Langkah-langkah penggunaan mikroskop :
makhluk hidup bersel banyak dariyang (1) Meletakkan mikroskop di atas meja
terendah sampai teftinggi ialah. . .. (2) Memasang preparat
A. tubuh - organ - sistem organ - sel - (3) Mencari medan penglihatan
jaringan (4) Mengaturfokus
B. sel- organ - jaringan - sistem organ -
tubuh Manakah menunjukkan urutan langkah-
C. sel- jaringan - organ - sistem organ - langkah penggunaan mikroskop yang benar?
tubuh A. (1), (2), (3), (4)
D. tubuh - sistem organ - sel- organ - B. (1), (4), (3), (2)
Janngan c. (1), (3), (4), (2)

D. (1), (3), (2), (4)
How quickly do bacteria reproduce?
'lkrw quickly do bacteria reproduce? VERY VERY QUICKTY!

llrtcteria grow in number by splitting into two. If they have plenty of food, warmth and
rrxygen, some q?es of bacteria will divide every 20 minutes.
Work out what happens to a single bacterium as it grows for 140 minutes in good
t'ortditions. After 20 minutes the bacterium will have split into two. 20 minutes later
tlrcse will have split again and there will be four.
l Fill in this table with the number of bacteria at the end of each 20 minutes.
Use the graph paper on the next page to plot a graph of what happens to the
bacteria. Plot the number of bacteria you have worked out in the table against time.
Colour the squares or mark them with crosses, so that you can see the pattern clearly.
How many bacteria do you think there would be after 24 hours? Use a calculator to
calculate your answers. Write the numbers down as you calculate them out for each
20-minute period.
4 Whv do you think bacteria can make us feel so ill?

120
110
100
90
o
.E
c)
U
o
o
E
)
z
30
20
10
0
010203040506070
Time (minutes)
Graph to show the growth of a population of bacteria

rCItou 0a
I Match the micro-organisms to their types.

-i
Alga
Some protozoa have cilia or flagella. What are they for? Other protozoa do not have
these features. Do you think they are handicapped because of that? Explain your
answer.
3 How does Paramecium feed?.

Gells and microbes
Student Book Topics 2.1 and2.4
In this exercise you will be comparing bacteria and viruses to animal and plant cells.
Animal cell Bacterial
Virus
O.O-0t.rn
Bacteria and viruses are not the same as animals and plants. Complete this table to show
the ways in which micro-organisms are similar to and different from plant and animal cells.
[Jsln decCImpo$er$
Student Book Topics 2.5 and 2.6
llris puzzle uses the words related to micro-organisms, food and decomposers.
Clues
Across Down
4 The micro-organisms used to make yoghurt. 1 The gas produced by all organisms as they
5 The solid part of the milk that separates respire.
during cheese making. 2 the chemical which gives yoghurt its sharp
7 The micro-organisms which cause decay. taste.
8 Waste produced by the human body. 3 The rich brown substance produced by the
9 Decomposers release these back into the soil. action of decomposers on waste vegetable
I I A creamy solid made from mixing bacteria matter and grass cuttings.
with warm milk. 6 The liquid part of the milk left in the cheese-
12 The micro-organism used to make bread. making process.
l0 To make bread rise, yeast needs warmth,
and oxygen.
hm fime tleatln
In this exercise you will find out about the bubonic plague and how diseases spread.
In the 14th century, bubonic plague swept across Europe, Asia and Africa. About
50 million people died because of that. History books call it the Black death.
I Read the following sentences. Rearrange them in the order in which they occurred,
with the earliest first.
@ tSfS Paul-Louis Simond realised that the bacteria, which cause plague,live in
rats. Fleas from the rats then carry the bacteria to humans.
@n+e-t+30 In 1346, Italian ships brought rats infected with the bubonic
plague to Europe. The disease spread, killing 25 million people in just five years.
In the next eighty years, nearly 75 per cent ofthe population of Europe had died
from it.
@ tef+ In Hong Kong Shibasaburo Kitasato and Alexandre Yersin separately

discovered the bacterium which causes bubonic plague.
@ Bubonic plague is a very infectious disease. When people have the plague they
have a very high fever, the lymph glands in their necks, armpits and groin are all
swollen and there is bleeding under the skin and inside the body. This bleeding
makes the skin look very dark and bruised, so the plague was sometimes called
the'Black Deathl When people got the plague they usually died.
@ S+t The first known pandemic of bubonic plague happened in Europe. In the
city of Constantinople, 10 000 people died each day.
@ A pandemic happens when great number of people catch a disease in many

countries at the same time. Pandemics of diseases like the plague and influenza
have happened all through recorded history.
@ 1SSS The third major pandemic of bubonic plague began in China and rapidly
spread to India.
Now answer these questions.
2 What is the cause of bubonic plague?
3 Describe the way in which plague is spread.
Plague is no longer a feared killer disease. There are several reasons for this. List as
many as you can think of. Do some research using secondary sources to help you
with your answer.
Disease in animals and plants
Student Book Topics 2.7,2.8 and 2.9
Here is a Word Search. Going in straight lines, horizontally, vertically or diagonally, find
the words given in the box. They are all linked to diseases in animals and plants. See how
many of these words you can find.
BACTERIA VIRUS FUNGUS CILIA MUCUS SCABS

WHITE BLOOD CELLS GLANDS TUBERCULOSIS AIDS ANTIBIOTICS
VACCINATIONS POLIO THRUSH CANKER MOSAIC WILT BLIGHT
PVXS NVRSBHNSS NS
MIAE BENAKJDHU LP
WRXC KACDNIOOL YY
YUPN CTCCAASEL AE
BSAB EIISIBCTA NO
JCSR LLNFWDKNH TI
NZID IIYAOGIUS IL
AASA NBGOTPBSU BO
AAKE IALHYIPOR IP
OXTS PBLDTZOEH OA
UPEV ESUGNUFNT TI
BJST UBERCULOS IS
IIIU aMoSAICKV ca
PHFU XOIXSUCUM ST
WILT VJKKMAXGG RC
#$ffimmru mmffiffiffiffiffi ffi ffiw wmmffiffiffiwruffi
1 Manakah yang termasuk ke dalam kingdom 6 Manakah jenis penyakit pada manusia yang
fungi? disebabkan oleh virus?
A. Basidiomycota A. Kolera
B. Myxomycota B. Tifus
C. Oomycota C. Leptospirosis
D. Apicomplexa D. Alasan
2 Monera disebut juga kelompok makhluk 7 Alasan virus dapat dianggap sebagai
hidup.... makhluk hidup adalah kerana....
A. prokariota A. kulitnya terdiri atas protein
B. eukariota B. dapat menduplikasikan diri
C. protista C. dapat dikristalkan
D. autotrof D. tubuhnya terdiri atas DNA atau RNA
3 Jamur yang biasa digunakan untuk 8 Manakah makhluk hidup yang selnya tidak
pembuatan tempe adalah.... memilikimembran inti?
A. Saccharomyces cereviciae A. Fungi
B. Penicillium notatum B. Eukariotik
C. /Veurospora crassa C. Protista
D. Rhyzophus oryzae D. Prokariotik
4 Bagian dari jamur yang berfungsi untuk 9 Porifera disebut metazoa paling sederhana
menyerap sari makanan adalah.... karena....
A. askokarp A. struktur tubuhnya masih monoseluler
B. askus B. struktur tubuhnya sudah multiseluler
C. basidia C. tidak ada alasan yang tepat
D. rizoid D. reproduksi secara vegetatif
5 Manakah jenis penyakit pada manusia yang 10 Produk yang dibuat dengan bantuan bakteri
disebabkan oleh bakteri? adalah....
A. Tuberkolosis A. yogurt
B. lnfluenza B. roti
C. Ebola C. minyak goreng
D. Cacar D. tempe
Ecology
Student Book Topics 3.1,3.2,3.3 and 3.4
This exercise will help you remember words related to ecology.
Answer the following questions. When you have found all the answers, find the words in
the Word Search on the next page.
I A group of organisms which are very similar and which can breed together.
2 The place where an animal or plant lives.
The physical conditions along with all the lMng organisms make up an ...
A type of living thing which moves its whole body about and feeds on other
organisms.
5 Living organisms which can only be seen using a microscope.
6 Organisms which break down the dead bodies and waste products of animals and plants.
7 A square frame of wood or metal used to measure a sample area for counting organisms in the
field.
8 Equipment for sucking up small invertebrates.
9 An animal without a backbone.
l0 A trap to catch invertebrates which are too big for a pooter. They fall into the trap.
I I A organism which is green, has roots, stems and leaves and makes its own food by
photosynthesis.
| 2 Organisms which look a bit like plants but they are not green and they feed off
other organisms.
I.l Animals which eat only plants.
l4 Animals which eat plants and other animals.
| 5 Animals which eat other animals.
EENN C ANIMA LRAP

vEao V EIHIP SMES
ATUM R RACCI ERLN
TAAM T BIARE EOPA
NRDE I SEROV INMO
OBRT A OENBD BEAV
AEAS P LMIEI TMSN
ITTY B VLVCI GIAP
PRES o PMOCE DNOA
MERO V IBREH POUB
AVTC E TNECA TSTF
ANAE P OEALE LRTC
PITF A LLTRA PPAI
PLAN T EEFAR ELaE
4$, :ii
tr
fl
Student Book Topics 3.'N and 3"2
Almost all living things will make an effort to get to a place

which suits them.
Woodlice are crustaceans which live on land. They are
usually found under rotting logs, under paving slabs or other
places like this.
I What sort of habitat do you think would suit a woodlouse?
2 What sort of habitat would a woodlouse

really dislike?
When woodlice find themselves somewhere that doesnt suit them, they will rnove
around until they lind a better habitat. When they find it, they stop moving and stay still.
3 For this exercise you will work in a group.
Plan a simple experiment to find out the conditions woodlice prefer. Choose your
equipment from Petri dishes (or other simple containers), cotton wool, lamps, card,
blotting paper, gravel, etc. Here are some pointers to heip you.
You MUST NOT hurt or distress the woodlice - they are living organisms.
Think of a way to give the woodlice a choice of conditions in one container.
Look at only one condition at a time. You could look at light or dampness or
shelter, but not all t ogether.
Will you give your woodlice a set time to show their choices?
What do you think is the best way to record your results?
Make sure that your results really show what woodlice prefer.
On write up a set of instructions for the experiment which

a separate sheet of paper,
students in another class could follow.
28
Hinrrtass and rearlmg chickens
ris exercise you will be looking at a food chain in detail.
meat is eaten in many countries. The ways in which chickens are cared for
from hens living outside and coming into the family home in the evening to
of around 20 000 birds reared in huge barns.
wly hatched chickens weigh about 35 g. By the time they are slaughtered for food,
usually weigh around 2 000 g (Z kg). The speed at which they grow depends on
food they are given and the conditions they are kept in.
lrickens which are grown outside are called free-range. Free-range chickens eat
irnts and seeds and any insects and worms they can dig up from the soil. They have
rnove around to find their food. Often people will feed their chickens vegetable
lings or food waste to add to their diet. Sometimes they are also given corn. Free-
chickens take several months to grow big enough to be slaughtered.
r commercial chicken farms, around 20 000 chickens are reared together in barns.
e barns have the ideal levels of light and warmth for the chickens, but they are
tremely cramped and the chickens are not able to move about much. The chickens
given the ideal amount of food which is rich in protein. These are often specialised
Iets which contain fish flakes. dried liver and cereals such as wheat and corn. These
ickens reach the size for slaughter (around 2 kg) in about six weeks.
: table below shows you the protein content of some of the food a chicken might eat,
this information and data to answer the following questions.

What is the original source of energy for all the food eaten by the chickens as they
grow? Explain your answer.
What is the main difference in the type of food eaten by free-range chickens and by
commercially farmed ones?
Explain how this helps to make commercially-farmed chickens grow so much faster
than free-range chickens.
Some of the food will be used by the chicken for growth, forming new tissues and
muscles. Explain what happens to the rest of the food eaten by the chicken.
One reason why commercially-farmed chickens grow much faster than free-range
chickens is the food they are given. Suggest two other reasons for the difference in
their rate of growth.
If everyone ate plants instead of meat, there would be a lot more food to go around.
Do you agree with this? Explain whY.
Food webs and pyramids CIf ruumbers
How many food chains are possible in this Snake

-
food web?
Mouse
How many trophic levels does the sparrow Grass Rabbit

occupy?
Which of the organisms start the energy flow

through the food web?
If these organisms are arranged in a pyramid of numbers, which organism would

have the least amount of energy?
5 Which population is likely to decrease if the mouse population is eliminated?
6 Which trophic level in a food chain will have the highest concentration of chemical
food contaminants? Explain your choice of answer.
A change in the size of one population in a food chain will affect other
populations.
7 What is the effect of this interdependence on any community?

lnteraction of organisms and pollution
Fill in the boxes with the correct type of interaction.

a Territory signalling by animals such as dogs to mark their scent
and to inform other animals that the particular territory has
been taken.
b Trees in a jungle compete for sunlight, water and minerals.
c A gazelle knows the cheetah runs fastest when it runs in a straight

line. So, to outrun the cheetah, the gazelle always runs in a
zig-zag pattern.
d Barnacles are tiny hitchhikers on the backs of whales. They get

food, free rides and protection from the whales. The whales can
play host to them without any problem.
e Bees get honey from flowers; flowers get pollinated by bees.
f Ticks that live on the surface of a cat draw blood from it to survive.
When deforestation occurs in an area. what is the immediate effect on the

water cycle?
One of the largest impact on Earth by humans are mining and farming. How do
these two activities contribute to land pollution?
a Why are the polar ice caps important for the survival of organisms on Earth?
Why grow a wlnter coat?
Itr llris exercise you will find out the difference a warm, furry coat makes.
Itt lt'ntperate countries, many mammals have thin summer coats. When winter comes,
llrcy grow a thick layer of fur to keep themselves warm. Here is a description of an
lxPe f ilngnl carried out by a class:
. 'lltc students collect two flasks of the same size, some cotton wool and some glue.
'l hcy leave one flask bare; they stick a thick layer of cotton wool around the
second
( )nc.
. 'l ltc students fill the flasks with water at 60 "C. They put the same volume of water into
t'rtch flask.
. 'llrc/ seal the flasks with rubber bungs. There is a thermometer through each bung.
llrcy make sure that the ends of the thermometers are in the water.
. 'lltc students record the temperature in each flask at one-minute intervals for ten
rrrinutes. These are the results they have collected.
2 s9.o
4 55.0 59.0
Plot a graph to show how
the flasks cooled down. Plot
time along the horizontal
axis, and temperature along
the vertical axis. Label the
two lines clearly.
Use the results and your graph to answer the following questions:
2 Which flask cooled down more quickly?
3 Explain why mammals grow thick coats during winter.
4 Which flask is more like a human? Explain your choice.
5 Why do people wear extra layers of clothes when the weather gets colder?
ffimwru ffiffiffimmrumffi g ffim wmmffffiffiffiruffi
Dalam ekosistem taman terdapat:
(1)Sekelompok cacing tanah
(2)5 ekor anjing
.:o
(3)Seekor ular kecil o
.=
(4) o
4 ekor ulat f
(5)3 ekor katak
(6)5 ekor belalang kepadatan penduduk
(7)7 ekor tikus
(8)4 ekor kelinci
Amatilah gambar jaring-jaring makanan
(9)Seekor kerbau
berikut!
Satuan ekosistem yang berupa populasi
adalah....
A. (1), (2), (3), (4), (5), (6)dan (7)
B. (1), (2), (4), (5), (6), (7)dan (8)
c. (1), (2), (4), (5), (6), (8)dan (e)
D. (1), (2), (5), (6), (7), (8)dan (e)
ung
Gambar manakah yang memprediksikan tu
hubungan antara kepadatan penduduk
terhadap kualitas air dalam suatu wilayah?
A.
a
a
,=
G
l
kepadatan penduduk
.=
o
o
.= Apakah yang akan terjadijika tikus kebun
o
f dibasmi?
A. Populasiburung hantu meningkat
kepadatan penduduk B. Populasi rumput menurun
C. Populasi rajawali menurun
c. D. Populasi kelinci menurun
4 Hubungan antara makhluk hidup yang

':G membentuk simbiosis mutualisme yaitu....
G
.=
A. Kutu rambut dengan manusia
o
l B. Tanaman anggrekdengan pohon mangga
C. Tanaman benalu dengan tumbuhan inang
kepadatan penduduk D. Tanaman kacang dengan bakteri
Rhizobium sa.
5 Di dalam suatu kolam terdapat beberapa Apabila semua tikus pada jaring-jaring
jenis ikan, katak, serangga alr, ganggang, makanan mengalami kematian akibat dibasmi
lumut, tanaman eceng gondok, dan plankton. oleh petani maka yang akan terjadi....
Beberapa minggu kemudian, warna air kolam A. populasi ular dan belalang mentngkat
berubah menjadi hijau gelap' Tumbuhan B. populasi kucing dan elang meningkat
eceng gondok memenuhi kolam dan banyak C. populasijagung dan burung kecil
ikan yang mati. Usaha yang dapat dilakukan menurun
untuk membuat air kolam kembalijernih D. populasi ular dan kucing menurun
adalah....
Amatilah gambar berikut!
A. menambah jenis ikan di kolam
B. menyemprot herbisida ke dalam kolam ulat L Katak
C. mengurangieceng gondok dari kolam , -
D. mengeruk dasar kolam agar lebih dalam
ndum Rajawali -----> Dekomposer
tj
6 Usaha apakah yang dapat dilakukan untuk
\_,I
mengurangi pencemaran udara di daerah KUS
oerkotaan?
A. Membuat taman Kota Berdasarkan gambar di atas, ular merupaKan
B. Membakar samPah rumah tetangga konsumen tingkat....
C. Menambah jumlah angkutan kota A. 1 atau 2 C. 2 alau 4
D. Mendirikan Pabrik di Perkotaan B. 2 atau 3 D. 3 atau 4
7 Amatilah gambar jaring-jaring makanan Golongan manakah yang menunjukkan

berikut! konsumen tingkat 1?
l.^"^r
Jdg,uil9 A. Predator
USV B. Karnivora
Belalang C. Omnivora
\ D. Herbivora
Kucing a. _ .t +
Burung kecil
10 Bagian piramida makanan yang mempunyal
Katak massa terbanyak adalah....
A. konsumen puncaK
Pengurai B. konsumen kedua
G. konsumen pertama
D. produsen
36
Taxonomy
Student Book Topic 4.1 and Scientific Inquiryt
I Why did Carl Linnaeus use Latin, and not any other language in naming organisms?
2 Which of these three species are similar? |usti$' your choice of answer.
Bufo quercicus Bufo terrestris Malaclemys terrapin
3 Amir found three organisms, A, B and C which look almost alike, especially
organisms A and B. He decided to crossbreed them to investigate if he could group
them in the same species. The table below shows the result of crossbreeding of
these organisms.
Which organism can be grouped into the same species?

Give a reason for your answer.
Mr. Fajar decided to teach his students about classification of organisms using a
dichotomous key. He gave them some pictures of animals to help them. Create a
dichotomous key to sort them into their respective groups.
Answer space:
5 Match the siven terms with the correct explanations.

phylum species binomial nomenclature
classification kingdom taxonomy
The highest and the most general taxon used in classifying organisms.
A branch of science about identification. nomenclature and classification

of organisms.
c The systematic method of sorting organisms based on their similarities.
d The scientific naming of organisms using two Latin words, the first
indicating genus and the second species.
e The second highest level used in classifying organisms.
f A group of organisms that are very similar to one another and able to
breed and produce fertile offspring.
Number the following classification levels from general to specific.
Phylum
Species
Order
Kingdom
Genus
Family
Class
llris exercise will help you to describe different ways of grouping animals.
llrc following is a list of names and descriptions of some groups of animals.
I Colour the groups that are invertebrates red.
2 Colour the groups that are vertebrates blue.
.l Match each group with the correct description. One has been done for you.
Main groups of Descriptions

organisms
These animals have a hairy skin. They sweat to keep cool. The
Molluscs
young develop in the body of the mother. The mother makes
milk to feed them once they are born
iellyfish and sea
anemones Animals with thin, smooth, rounded bodies
These animals live in water. They have gills for breathing, fins for
Starfish
swimming and scales on their bodies
These animals have a star-shaped bodv with five arms and a
Fish
spiny skin
Arthropods These animals have jointed legs and a hard external skeleton
These animals have feathers, wings and beaks. They lay eggs with
Flatworms hard shells on land. They often care for their young
Animals with long, segmented bodies
Mammals
These animals have smooth, moist skin through which they
breathe. They have simple lungs and return to the water to lay
Segmented worms
their eggs
Birds Animals with a jelly-like bag for body and tentacles covered with
stinging cells to catch their food
Roundworms Animals with simple flattened bodies
These animals have a muscular bodv with a shell either inside or
Reptiies outside
Animals which have dry, scaly skin and breathe through lungs.
Amphibians They lay eggs with leathery shells which can survive on dry land
39
Plants and plant varietY
This exercise will help you to understand some characteristics of plant groups'
Identify the plant groups described in the following definitions:
I Small plants which need damp places to live because they dont have a transport
system.
2 Plants which can transport water but reproduce using sPores' not seeds.
3 plants which have many veins running side by side through the leaves and which
often have wind-pollinated flowers.
4 plants which are usually evergreen with thin, needle-like leaves. They produce seeds
which are formed inside cones.
5 These plants are often woody. Their leaves have a network of veins and they often
have brightly coloured and scented flowers. Their flowers are pollinated by insects.
The diagrams below show you flowers from two different species of plants.
Use these diagrams to answer the following questions.
6 What is a species?
7t Two of these flowers belong to Species X and three of them belong to Species Y.
Which ones?
Describe the characteristics you used to decide which species these flowers
belong to.
Look at the flowers from Species Y.
a Describe the similarities and the variation you see in this species.
b Explain how this variation within the species affects the success of the different plants.
ffi tr ffim mxmmffffiffiffiffi
i ciri- Kelompok hewan yang berkembang biak
dengan cara yang sama adalah....
(1) Tubuhnya lunak bedendir A. 1, 2, dan 3
(2) Bergerak dengan menggunakan otot B. 1,2,dan4
perur C.2,3,dan4
(3) Memiliki cangkang yang keras D. 3,4, dan 5
Hewan tersebut termasuk dalam kelompok.... 4 Amir menggolongkan ikan mas, biawak, ular
A. Porifera kobra, dan buaya menjadi suatu kelompok
B. Afthroporoda berdasarkan kesamaan ciri, yaitu. . .
C. Coelenterata A. mempunyaisisik
D. Mollusca B. mengandung lendir
C. cara bernapas
2 Amatilah gambar berikut! D. tempat hidupnya
r-ga
34
Hewan-hewan manakah yang tergolong 34
Reptilia?
A. 1 dan2 C.2dan3 Hewan 1 dan 4 dikelompokan menjadi
B. 1 dan4 D.2dan4 kelompok P, sedangkan hewan 2 dan 3
menjadi kelompok Q. Berdasarkan apakah
Amatilah gambar-gambar berikutl pengelompokan hewan P dan Q?
A. Jumlah anggota geraknya
B. Cara perkembang biakannya
C. Tempat hidupnya
D. Jenis makanannya
123 6 Amatilah ciri-ciri tumbuhan berikutl

(1) Beftulang daun sejajar
(2) Penyerbukan oleh angin
(3) Akarnya serabut
Berdasarkan ciri diatas, tumbuhan tersebut

termasuk kelompok....
A. dikotil C. lumut
B. monokotil D. paku
Panji menemukan sejenis hewan dengan ciri- Tumbuhan yang bentuk daunnya seperti pita
ctn: adalah....
(1) Tubuh bersegmen (beruas) A. (1), (2)dan (3)
(2) Memilikilima pasang kaki B. (1), (3)dan (a)
(3) Hidup diair laut dan airtawar C. (2), (3)dan (a)
(4) Pada bagian kepala terdapat dua pasang D. (2), (3)dan (5)
anlenna
(5) Mempunyai rangka luar dari kitin yang Seekor hewan memiliki ciri-ciri berikut!
keras Tubuh ditutupi oleh bulu, bernapas dengan
paru-paru, bergerak dengan kaki dan sayap,
Berdasarkan ciri-cirinya, hewan tersebut suhu tubuh tetap.
dapat dikelompokan ke dalam kelas.. .. Hewan tersebut adalah....
A. Insecta A. Reptilia
B. Crustacea B. Amphibia
C. Arachnida C. Aves
D. Myriopoda D. Pisces
Perhatikan tumbuhan-tumbuhan di bawah ini! 10 Jeruk bali (Citrus maxima),jeruk nipis (Citrus
(1) Jambu aurantifolia) dan jeruk keprok (Citrus nobilis)
(2) Padi termasuk dalam satu kelompok yaitu pada
(3) Kelapa tingkat....
(4) Nangka A. Kelas
(5) Alang-alang B. Genus
C. Famili
D. Species
43
Particles in solids, liquids and gases
This exercise is a revision of solids, liquids and gases. Read the passage below and do the
following:
Underline the statements that tell you about the packing and movement of the
particl"t in the three states of matter.
Double underline the evidence for these statements.
put the main points of the statements into the table below (The first one on the
packing of solids has been done for you.)
I Solids are very and therefore their particles must be very close
4tmgltj9_."!qES
together. Because their particles do not move around, solids have fixed shapes'
2 The particles in liquids are close together because, like solids, they are difficult to
.o-ir..r. Liquids can take the shape of their containers because their particles can
move around.
3 We can compress gases easily because their particles are far apart. Gases fill their
containers because the particles in gases are able to move around very easily'
Thay ore difficult to

comPress
What happens when a solid dissolves?
lrr this exercise, you will use the particle theory to explain an experimental observation.
'lhe diagrams below show what happens when 5 cm3 of salt (sodium chloride) is added
lo 5 cm3 of water. Answer the questions that follow:
What happens when 5 cm3 of a solid is added to 5 cm3 of water?
What would be the total volume of the salt and the water if they did not mix to form
a solution?
Using the particle theory explain why the volume of the salt solution is not as large
as expected.
Draw the particles in the solution. Represent the water particles as
open circles O the salt particles as filled circles

"na f.
Have you found the key?
In this exercise, you have to make up a key to identify different substances.

Imagine that some aliens have landed on Earth. They know a lot about science but do not
use the same words as us to describe different substances. You have to draw a'Substance
Key' that they can use to identi$z ten substances they have found on Earth.
The ten substances and the descriptions of their properties are given below.
Iron A shiny-grey metallic solid which is also magnetic

Sulfur A yellow non-metallic solid
Nitrogen A colourless gas
Bromine A deep red liquid
Mercury A shiny silvery metallic liquid
Chlorine A pale green gas
Nitrogen dioxide A brown gas
Magnesium A solid non-magnetic metal
Water A colourless liquid
Graphite A black non-metallic solid
Some hints on keys are shown in the diagrams below. Your key should use the following
symbols: Example
These should contain questions.

For example, when placed in a beaker
does it take the shape of
a beaker?
This shape should contain the answer

to the key.
Draw your key on a separate piece ofpaper.
46
s
A student is given a mixture containing iron filings, salt, and sulfur powder. Suggest
rrt'thods that can be used to separate each component in the mixture. The properties
lrt'low may help you to explain.
Iron Magnetic
Salt Soluble in water
Sulfur Insoluble in water
ldentifying elements, compounds and
mixtures
The following statements relate to the classification of matter. Fill in the blanks. Then,
complete the Word Search.
is made up of one kind of atom.
2 Mixtures contain two or more substances that can be separated by

methods.
3 Two or more types of atoms joined chemically form a
4 Fruit salad is an example of mixture.
5A has variable compositions.
6 Elements cannot be broken down into substances.
7 Particles in a compound can only

be separated by PHYSCHEMICALF
reactions.
MONDAORZLODWI
8 Carbon monoxide has a
AEMI TMAUMPAGS
composition.
HETEROGENEOUS
mixtures are called RUGADGENOL I RA
solutions.
TWOELEMENTREE
l0 Two types of elements are ZAXBANPAMRRLM
and
KIMYOEAWEUZPE
F R Y L J O T A T Z AMT
UNIQEUHXALRIT
STRANSIOLDISA
DNUOPMOC I F I I L
O V UW I P H Y S I C A L
llre table below shows the melting points and boiling points of some substances.
Assume that room temperature is 20 oC.
I Fill in the column for the state of matter that the substance is in at room temperature
- solid, liquid or gas.
1.,\. t2
B 444
C 567
D 45
E 0
F 100
G 174
Give the letter for the substance that is a solid at room temperature and melts in
boiling water.
3 What state of matter is substance A in at 0 'C ?
4 Name substance F.
5 What is the state of matter of substance B at 500 "C?
6 What is the state of matter of substance E at -200 "C?
49
States of rnatter
Student Book Topics 5.1,5.2,5.3, 5.4 and 5.6
This crossword will help you to link the key words in this topic with their meanings.
Across Down
3 This state of matter can be poured. I A brick is a
4 Solids have a shape. 2 At this temperature, a liquid becomes a gas.
8 The particles in solids are close together 5A will always fill its container.
which means they are difficult to
6 This is the process when a solid becomes a liquid.
7 Particles in solids do not move around but they
l0 In gases the particles are
do
9 Liquids take the oftheir container.
What is cool abo t a cooling curve?
'lhis exercise will give you practice in drawing a line of best fit and revise changes
ol.state.
A group of students were asked to plot a cooling curve. They plotted their points as
shown below.
100
90
X
BO
970
o .^ X
:6u
E X X X X X
o(n
o""
E X
e40
30
20
10
0
0 2 4 6 B 10 121416 18 20
Time (minutes)
I Put a ring around the point which is an error (anomalous result).

2 Draw a continuous line of best fit through each of the three parts of the
cooling curve.
3 What is the melting point of the substance?
4 a Write the letter S on the part of the graph where the substance exists as a solid
only.
b Write the letters S and L on the part of the graph where the substance exists as a
liquid and a solid substance at the same time.
c Write the letter L on the part of the graph where the substance exists as a liquid
only.
Itlelting point of a substance using a
cooling curve
The diagram below shows the apparatus used to melt a solid ready for a cooling
curve. Using the words in the box, write the correct labels for A to I.
CLAMP HEAT THERMOMETER TRIPOD WATER

BOILING TUBE SUBSTANCE GAUZE BEAKER
A
B
c
D
E
G
H
I
2 Fill in the gaps below to complete the description of what you do after the solid is
melted.
b_
After the solid in the _ g tube has melted we took it out of the
w_ _ _ r and let it cool We measured the t mp ___
every minute for 20 minutes.
Physical and chemical changes
Itead the following about food digestion.
l,arge pieces of food are broken down into smaller pieces by chewing. Saliva breaks
tlown the chemicals in the food. Your tongue helps to push the food into the oesophagus.
( iastric juice in your stomach starts to digest the food.
Which of the occurrences involve physical changes, and which involve chemical changes?
lixplain your answer.
Uiian Nasional StYle Ouestions
Amatilah gambar wujud zat berikut!
Benda 1 Benda 2 Benda 3
Sifat yang benar dari benda-benda pada gambar adalah....
Volume Bentuk Volume Bentuk Volume
A. Tetap Tetap Berubah Tetap Berubah Berubah
B. TetaP Tetap Berubah Berubah Berubah Berubah
C. TetaP Berubah TetaP Berubah Berubah

T^{^n
rvr4v
D. Tetap Tetap TetaP Berubah Berubah Berubah
Unsur yang memiliki massa jenis Paling Manakah yang bukan merupakan suatu
ringan yaitu.... senyawa?
A. raksa C. oksigen A. NaCl C.H,
B. hidrogen D. fosforus B. H2O D. CO2
Zat oadat memiliki bentuk dan volume yang Manakah yang bukan campuran heterogen?
tetao karena.... A. Besi-pasir
A. zaI padat memiliki struKur yang keras B. Minyak-air
B. ikatan antar paftikel dalam zat padat C. Alcohol-air
sangat kuat D. Kopi-pasir
C. zat padat tidak dapat berubah bentuk Amatilah zaI-zat dibawah i n i!
D. jarak antara partikelzat padat berdekatan

(1) Garam dapur
Manakah pernyataan yang paling tepat (2) Tembaga
mengenai letak-letak partikel zat? (3) Air
A. Letak partikel-partikel besi berjauhan dan (4) Asam cuka
teratur
ZaI manakah yang meru Pakan unsu r?
B. Letak partikel-partikel emas berjauhan
A. (1)
dan tidak teratur
B.(2)
C. Letak parlikel-partikel perak berdekatan
dan tidak teratur
c. (3)
D. (4)
D. Letak partikel-partikel udara berjauhan
dan tidak teratur
Amatilah sifat zat berikutl 9 Perhatikan gambar berikut:
(1) Materi pembentuknya terdiri atas satu (1) (3)
jenis atom
(2) Unsur-unsur pembentuknya selalu
bergabung menurut aturan tertentu
(3) Tidak dapat diuraikan menjadi zalyang
(2) (4)
lebih sederhana
(4) Sifat-sifat unsur pembentuknya berubah
Dari sifat zat tersebut, yang merupakan sifat

^,-J^t^t^ t.
Dsr ry4vvd dudtdt .. ,
A. (l)dan (2) Pasangan yang menggambarkan molekul

B. (1) dan (3) unsur adalah....
C. (2)dan (3) A. (1)dan (3) C. (2)dan (3)
D. (2)dan (a) B. (1) dan (a) D. (2) dan (a)
10 Perak batangan ditempa dan dilebur untuk

dijadikan gelang dan cincin. Dalam hal ini,
perak merupakan....
A. unsur C. molekul
B. senyawa D. campuran
55
What does it mean?
The words below are often used to describe the properties of different materials.
Use the words to complete the descriptions below. (Not aII of the words are used).
electricalconductor thermal conductor toxic hard

tensile strength brittle thermal insulator ductile
malleable electrical insulator
Descriptions
I Ifa substance is described as this means that it is poisonous.
2 A material that can be drawn out into wires is
3An lets electricity pass through it.
4 If a material is , then you can hammer and press it into

different shapes.
5 A material cannot be shaped - it snaps easily.
6 A material that allows heat energy to pass through it easily is said to be a good
7 If you join a material that is an to an

electrical circuit, no electric current will pass through the circuit.
8 If a material has a high it can carry
a large load without breaking.
'lltc words in the box describe the properties of materials. Use them to complete the
\('ntences below
conductor electrical thermal toxic hard

tensile brittle insulator ductile
malleable shiny soft waterproof
I Give two properties of copper that make it a suitable material for electrical wiring.
and
2 Steel is used to make hammers because it is a material.
.l Copper can be used for cooking pots because it is a good
4 Wood is used to make the handles of cooking pots because it is a
Silver and gold are used for jewellery because they are
metals.
6 In many countries polythene is preferred to paper for making carrier bags because it
and paper is not.
7 Steel is used for making car bodies because it can be pressed into different shapes. It is a
material.
8 Lead was once used for drinking cups but not an)rynore because it is a
metal.
57
Testing paper towels
Two students were asked to find the strongest paper towel from some well-known brands.
They were given the following apparatus along with a sample of each brand of
paper towel:
PtPa-' 1o*"t
. rubberband weig,ht ^..,rt
. plastic cup Rubber band
. 100 g weight
Dl^-+;^ ^,,^
. 10 g weight
Using the diagram above, describe the method you could use to test the strength of
each paper towel.
The results of two students are shown below. Student I used some of the apparatus.
Student II used all the apparatus.
Brand P 100 Brand P 50
Brand Q 200 Brand Q 150
Brand R 200 Brand R 130
Brand S 100 Brand S 90
a Which apparatus do you think Student I did not use?
b Do you think the difference is important? Explain your answer.
58
'l lre circuit diagram for the apparatus used to test the electrical conductivity of a material
rs shown below.
I Label the diagram using the words in the box:
dry cell(battery) crocodile clips

switch bulb (lamp)
2 Fill in the blanks below:

Method
. The apparatus is set up as shown in the
. The _ _ is placed between the _ le clips.
. The t _ is pressed down.

-
. If the lights up then the material is an electrical c r.
-
M _____ aregood e__ c___ c andwhen
theyare tested for electricalconductivitythe _ always l_____ up.

How strong is you carrier bag?
Students in a class were asked to investigate the materials that their carrier bags were
made of. One group decided to see how much mass strips of the
carrier bags could take before they tore or snapped.
The apparatus they used were
.100gweight
. Weight hanger
. Bulldog clips
. Retort stand
. Long nail
. Carrier bag strip
. Clamp
I Use the list to write the correct labels for the diagram.
A
B
C
D
E
G
One student wrote up his report. Fill in the gaps for his method.
We got some different types of c _ _ bug and cut them into

str . We put a bulldoe at each end. At the top the clip was held uo
by a long . The nail was cl _ to a retort stand. We then add

w to the b _ _ m bulldog clip until the strip sn
Data hasil percobaan sebagai berikut: Pada gambar di atas terjadi:
(1) Air dipanaskan akan menguap A. Perubahan fisika saja
(2) Logam dipanaskan akan membara B. Perubahan kimia saja
(3) Besi dibiarkan ditempat terbuka C. Perubahan kimia dan fisika
mengalamikorosi D. Tidak terjadi perubahan
(4) Garam dibuat dengan mencampurkan
asam dan basa Berikut yang bukan sifat fisis suatu materi
yaitu....
Berdasarkan data di
atas, manakah A. titik didih
pasangan yang termasuk perubahan kimia? B. kemagnetan
A. (1)dan (2) C. (2)dan (3) C. titik leleh
B. (1) dan (3) D. (3)dan (a) D. berkarat
Amati peristiwa berikutl Perhatikan sifat-sifat zat di bawah ini!
(1) Buah apel dikupas kemudian didiamkan (1) Mudah melapuk ditempat lembab
beberapa saat (2) Sukar menghantarkan arus listrik
(2) Gula dilarutkan dalam air (3) Dapat terbakar
(3) Kayu dibakar (4) Benvujud padat
(a) Lilin dipanaskan kemudian didinginkan (5) Sukar menghantarkan panas
Peristiwa manakah yang merupakan Sifat fisika kayu yang tepat ditunjukkan pada
perubahan kimia? nomor....
A. (1)dan (2) C. (2)dan (3) A. (1), (2) dan (3) c. (2), (a)dan (5)
B. (1)dan (3) D. (3)dan (a) B. (1), (2) dan (a) D. (3), (a)dan (5)
Berikut yang merupakan unsur logam yang Ketika dipanaskan, sepotong kawat tembaga
beruvujud cair yaitu.... berkurang daya hantar listriknya. Perubahan
A. tembaga daya hantar listrik tembaga adalah....
B. besi A. oerubahan kimia
C. fosforus B. perubahan fisika
D. raksa C. reaksikimia
D. reaksifisika
Gas berikut dapat menyebabkan karat pada
kaleng adalah.... Manakah dari peristiwa berikut yang bukan
A. hidrogen termasuk perubahan kimia?
B. oksigen A. Meledaknya sebuah tabung gas LPG
C. nitrogen B. Melelehnya lilin ketika dipanaskan
D. helium C. Mengerasnya adonan tembok setelah
dibiarkan cukup lama
Amatilah gambar berikut! D. Berubahnya sampah daun-daunan
menjadi kompos setelah dibiarkan lama
10 Perubahan fisika daoat ditandai oleh hal-hal

berikut, kecuali....
A. adanya perubahan massa jenis
B. terbentuknyazat baru
C. adanya perubahan wujud
D. terjadinya perubahan titik didih
'lhis exercise will help you think about carrying out experiments logically.
A class is given the following instructions for extracting an indicator from fresh beetroot.
[ ]nfortunately these instructions are in the wrong order.
A Grind the beetroot with the sand using a pestle and mortar.
B Take the filtrate and use it as the indicator.
C Add some sand to the beetroot.
D Add the beetroot to a dish.
E After adding the sand, add a small amount of ethanol to the sand and beetroot.
F Cut up some beetroot into small pieces.
G When the beetroot is all ground up, filter the mixture.
I Put the letters for the instructions in the correct order.
The correct order is
2 In the space below, draw the apparatus you would use to carry out the filtration.
What indicator is in the code?
Student Book Topics 7.1,7.2,7.3 and7.4
the correct word and fill in each gap.
Some of the words are not used.)
lemon acids sodium hydroxide neutral

indicators universal beetroot orange alkalis
blue hydrochloric citric red cabbage
Ammonia solution is a weak alkali and it turns a Universal Indicator this colour.
This fruit is acidic. Q

If a Universal Indicator goes green, the solution must be
o
The colour of a Universal Indicator with a strong acid. _
This acid has the formula HCl.
\-/
These change colour with acids and alkalis.
This root crop gives a red indicator.
This corrosive substance is a strong alkali. _____O

The'U' in UI stands fo. (]
These have a pH number greater than7.
Copy each circled letter into the spaces below to make two words for a substance
you may recognrse.
Which is the best antacid?
TWo students were asked to find the best antacid on sale at their local supermarket.
To test each antacid, they took one tablet from the antacid packet and ground it into a
powder. They then investigated to see how much volume of acid would be required to
neutralise the antacid.
After the students had tested every antacid, they displayed their results in a bar chart as
shown below.
c
J
.9 14
o
Ett
o-
!,^
-o 'v
q)
.9
PB
5
a,
co
p
o4
o
Aa
C
l
y0
=
PainGone AcidNeutral NoBurp
I What is an antacid?
2 What volume of acid was neutralised by PainGone?

3 Using these results, which is the most effective antacid?
4 Explain why you think this is the most effective antacid.
After the practical work investigating tablets ofantacid, one ofthe groups suggested that
it was not a fair test because the tablets had different masses.
'lhe tablets were weighed and the students compared the results. The results are shown
in the table below.
I Fill in the rest of the table.
2 Using these results, which was the most effective antacid?
3 Explain your answer.
4 What other factor might you take into account when you decide which antacid to buy?
What is in toothpaste?
The substances listed in the box below are the ingredients of particular of
toothpaste.
. Silicates (a sand-like structure)
. Sodium bicarbonate
. Detergent
. Peppermint
. Whitener
From the list of ingredients, name the substances that fit these descriptions:
a This substance makes the toothpaste taste better and gives our breath a pleasant smell.
b This substance removes grease and fat from our teeth.
L This is an antacid. It neutralises acid caused by bacteria in our mouth.
d This substance is an abrasive. It helps scrape bits of food from our teeth and
gums.
e This substance gives our teeth a nice appearance for that'sparkly smile'.
Name two substances that we could leave out of the toothpaste and still have healthy
teeth and gums.
Uiian Nasional S le Ouestions
Manakah yang menunjukkan contoh basa 5 Perhatikan data di bawah ini!
dalam kehidupan sehari-hari? Lakmus
A. Sabun C. Soda kue Larutan Lakmus biru
merah
B. Cuka D. Obat maag
I Merah Merah
Berikut sifat-sifat larutan :
z Merah Biru
(1) Bersifat korosif Biru tvleran
3
(2) Terasa licin ditangan
(3) Menghasilkan ion hidroksida dalam air 4 Merah Biru
$) pH7 Larutan yang bersifat asam dan basa berturut-

turut ditunjukkan oleh pasangan nomor...'
Larutan manakah yang menunjukkan sifat- C. 2dan4
A. 1dan2
sifat dari larutan basa? D.3dan4
(2) C. B.2dan3
A. (1) dan (2) dan (3)
B. (1) dan (3) D. (2) dan (a)
Manakah yang merupakan contoh garam?
A. Natrium hidroksida C. Amonia
Amatilah tabel berikut!
B. Asam karbonat D. Kalsium karbonat
Amati beberapa rumus kimia di bawah ini!
(1) CH3COOH (3) NaCl
(2) NaOH (4) H2SO4
a
a Merah Merah
Manakah yang termasuk kelompok asam?
3 Merah Biru
A. (1)dan (2) C. (1) dan (4)
4 Biru Merah B. (1) dan (3) D. (2)dan (3)
Pasangan larutan manakah Yang bersifat Suatu larutan Yang memiliki besaran PH
asam? bernilai 9,6 bersifat....
A. 1 dan2 C. 2dan3 A. basakuat C. basa lemah
B. 1 dan3 D.2dan4 B. asam kuat D. asam lemah
4 Perhatikan data di bawah ini! Mencari pH larutan sama arlinya dengan

mencan....
A. massa jenis larutan
B. konsentrasi ion hidrogen
C. konsentrasi lon logam
D. daya larut larutan
1 Merah Merah o"tl]l"" 1O Pernyataan berikut menunjukkan reaksi
penetralan berguna bagi manusia, kecuali....
2 Merah Biru Merah A. para petani agar tanah yang teddu asam
3 Merah Merah o#3[" dan tidak baik bagitanaman dapat diolah
sebagai lahan pertanian dengan cara
menambahkan senyawa basa Ca(OH),
4 Merah-ungu Btru-unsu
,#]Xr" B. produksi asam lambung yang berlebthan
dapat dinetralkan menggunakan senyawa
Larutan manakah yang bersifat netral? basa Mg(OH),
A. 1 c.3 C. pasta gigiyang berfungsi melindungi gigi
8.2 D.4 D. sabun cuci
69
Identifying rocks
In this exercise you will be identiiring different rocks, using a key.
A simple rock key

Using the key, identify the following rocks from their descriptions:
. Rock A has no crystals; itfizzes with acid.
. Rock B has large crystals that can be easily seen, but these crystals are not in
bands or layers.
. Rock C has crystals that are in layers.
. There are no crystals in RockD and the particles are ofdifferent sizes.
Write your answers in the table below.
is missing from its description?
If a rock contains a well-formed fossil, what tlpe of rock is it likely to be? Circle the
correct type.
Igneous Sedimentary Metamorphic
Using the key, describe the following rocks:

a schist
b sandstone
c basalt
71
When do you get big crystals?
The diagram below is an experiment to show the effect of cooling on the size of crystals.
I Which test tube would cool the quickest, the one in the warm water or the one in the
cold water?
@ Large crystals
Warm water Cold water
I Small crystals
What was the size of crystal formed by cooling in:

a warm water?
b cold water?
3 Complete the paragraph below using some of the following words:
quickly slowly large small cool down heat up
This experiment shows that crystals are formed when they

quickly. If they cool down then
crystals are formed.
72
Rock words
'lhis exercise is a Word Search. First solve the clues and then search for the words hidden
in the grid below.
ELTZJCMK GVLVFCA
WRSAZPLY YPBSOST
UTKKKKFS SIENGBI
LTTYJGHR KDGYFIC
MENOTSEM ITCZWVM
AIZMETAM ORPHICX
VGOKIVEM UEEHGJP
EXGNDNEN OTSDNAS
UUACTRAE LGYBEUF
URGAAYHA WFSIOHA
GKRTDFSA KHCOUCT
ZYESOAVU XEAISYS
MGIXBWPZ THCHXKK
DFQFHTMW OTADSDW
FGaOVRTU UHJWEER
I This igneous rock has small crystals. 5 Granite is a rock of this type.
2 This sedimentary rock contains particles of 6 This sedimentary rock will fizz with acid.
different sizes.
7 This rock qpe contains crystals in wavy
3 This metamorphic rock is an anagram of bands or layers.
singes.
8 This rock is sedimentary with its particles all
4 This igneous rock has crystals that are the same size.
formed by cooling slowly.
9 This type of rock can contain fossils'
What is t e structure of Earth?
A diagram of Earth's structure is shown

opposite. Read the description below,
label the diagram and answer the questions.
Earth is made up of a number of layers. We
live on the surface of Earth's crust. The crust
is relatively thin, mostly solid and is the outer
layer of the Earth. It is the least dense of all
the layers and varies in thickness. It is thickest
on the land continents, such as Europe and
Asia. It is thinnest where there are oceans,
such as under the Atlantic Ocean.
Below the crust is the mantle. This is mostly solid but there is some molten rock near
where it meets the crust. The centre of Earth is its core. There are two parts to the core
- the inner core and the outer core. The inner core is solid iron and nickel. It is solid
because ofthe pressure that acts on it from the other layers. The outer core is a liquid
mixture of iron and nickel. These are two magnetic metals and this is why Earth is like
a giant magnetic ball.
I Write the labels for the layers A to D.

A B
c D
;l
In the boxes opposite draw the arrangement t-l--- --.- --'-: -----.-*:--- .-'--t
of the particles in the: ib outer core i
a inner core
b outer core
llil
it
I
Nickel and iron are both magnetic metals.

I
Give two more properties they have in

addition to being magnetic. i - - ___ _ _ ___ _,___-.-._ ..____. _-r
74
t State the plate tectonics theory.
2 Why do tectonic plates move?
The diagram above shows the location of volcanoes in relation to constructive and
destructive plate boundaries. Explain how plates movement results in volcanoes
being formed at the constructive plate boundaries and destructive plate boundaries.
Volcanoes
I Explain the formation of composite volcanoes.
2 Name the features of a volcano.
o o
o @
o o
@
I Suggest one reason why some earthquakes have a higher intensity than others.
2 the table below shows information about two earthquakes which affected |apan in
the twentieth century.
September 1923 143 000
fanuary 1995 6 s00
Both the earthquakes caused many deaths, one many more than the other. Why do you think
there was a large difference?
In December 2004, an undersea earthquake occurred in the Indian Ocean which

causes a tsunami. Explain how an earthquake that occurred undersea could result in
a tsunami.
Uiian Nasional S le Questions
Berikut yang bukan struktur penyusun Bumi Aliran konveksi dalam Bumi mengakibatkan
adalah.... pergerakan lempeng, digambarkan dengan
A. litosfer tanda panah pada gambar tersebut.
B. atmosfer Lempeng bergerak sesuai dengan aliran
C. hidrosfer konveksi. Pernyataan manakah yang
D. kromosfer menggambarkan pergerakan lempeng pada
titik A?
Berikut susunan litosfer dari dalam hingga ke A. Lempeng bergerak searah
permukaan Bumi adalah.... B. Lempeng bergerak saling mendekat dan
A. intidalam, intiluar, mantel Bumi, kerak beftumbukan
Bumi C. Lempeng bergerak saling menjauh
B. intidalam, intiluar, kerak Bumi, mantel D. Lempeng tidak bergerak
Bumi
C. intidalam, mantelBumi, intiluar, kerak Pergerakan lempeng yang terjadi pada
Bumi bagian B adalah....
D. inti dalam, atenosfer, inti luar, kerak Bumi A. divergen
B. konvergen
Aoakah definisi dari tektonisme? C. transformasi
A. Kegiatan yang berkaitan dengan gerakan D. tidak jadi pergerakan
magma
B. Proses pembentukan relief kulit Bumi, Berapakah suhu lava pada saat terjadi erupsi
pembentukan gunung-gunung, gunung berapi?
plato-plato, lembah-lembah, lipatan- A. -120"C
80
lipatan, dan retakan-retakan B. - 200 'c
80
C. Tenaga dari dalam Bumiyang c. 800-1200'c
mengakibatkan terjadinya perubahan D. 800-8000'c
letak atau bentuk kulit Bumi
D. Sentakan yang bersumber dari kerak Gas beracun manakah yang bukan dihasilkan
Bumi atau bergetar akibat aktivitas oleh gunung berapiyang masih aktif?
tektonisme, vulkansime, atau tanah A. CO2
runtuh B. Cl2
c. co
D. H2S
Episentrum adalah....
A. titik pusat terjadinya gempa yang terletak
dilapisan Bumi bagian dalam
B. titik pusat gempa bumiyang terletak di
permukaan Bumi, tegak lurus dengan
hiposentrum
C. garis pada peta menghubungkan daerah-
daerah yang mengalami intensitas getaran
gempa sama oesarnya
D. garis pada peta yang menunjukkan
Perhatikan gambar di atas untuk daerah yang paling kuat menerima
pertanyaan nomor 4 dan 5! goncangan gempa
78
Pada saat gunung berapi berada dalam 10 Kegiatan manakah yang sebaiknya tidak
status 'awas', tindakan apakah yang perlu dilakukan selama gunung api meletus?
dilakukan? A. Selalu aktif mendengarkan berita melalui
A. Melakukan pengamanan gunung berapi media elektronik
secara rutin B. Tidak mendekatigunung yang sedang
B. Melaksanakan oiket terbatas dan meletus
penilaian bahaya gunung berapi C. Menjauhijembatan yang di bawahnya
C. Wilayah yang terancam bahaya gunung mengalir lahar panas atau dingin
berapi dikosongkan D. Melakukan penyelidikan atau penelitian
D. Menyiapkan sarana atau perlengkapan terhadap gunung berapi
darurat yang dibutuhkan
Student book Topics 9.1,9.2 and 9.3
This exercise will check your understanding of how to measure forces and how friction
can be both useful and unwanted in different situations.
I Forces are measured in newtons. Read each of the newtonmeters below and record the
size ofthe force.
Forces can cause different things to happen. State three things a force can do to an object.
b
c
Friction is a force that resists motion. There will be friction
whenever two surfaces come into contact. Look at the diagram
of a man riding the bicycle. Circle the places where friction
occurs.
4r Friction can be useful. Look at the man on the bicycle again. Identiff at least
two places where friction is usefirl. For each, describe why friction is useful.
b What would happen if the man tried to ride the bicycle and there was no friction?
There are places on the bicycle where friction needs to be reduced. Which parts
of the bicycle are designed to reduce friction?
A student investigated friction using an empty box attached to a newtonmeter. He placed a 100 g
mass inside an emptybox and pulled the newtonmeter to drag the box across a table. He recorded
the force needed to drag the box at a constant speed. He then repeated the experiment, increasing
the mass by 100 g each time.
Below are the results from the
investigation.
Plot the results on the graph

paper and then answer the
questions.
The mass should go on the

horizontal axis and the force
should go on the vertical axis.
Show the general pattern of the results by drawing one continuous line of best fit
with a ruler through the points.
a Identifu which result does not fit the pattern and suggest why.
b What should the student have done about the result that did not fit the pattern?
c Even when the mass is zero the force is not zero. Suggest why the force is not
zeto,
I
To understand what forces do to an object, we have to identify all the forces acting on it.
This exercise will help you see what happens when more than one force is acting at the
same time.
I Draw force arrows on the diagrams below Car A is not moving and Car B is moving
at a steady speed.
2 Identify if the statements are TRUE or FALSE.
If something is moving, the resultant force cant be zero.
If the speed is constant, the forces must be balanced.

You get acceleration ifthe resultant force rs zero.
If more than one force acts, the resultant force can't be zero.
If an object is stationary, the resultant force must be zero.
3 By considering the horizontal forces on a car, it is possible to say what will happen to
a car's motion. For each of the following, calculate the resultant force and say what
the effect of the force will be.
Resultant force
2 000N thrust+ +1 500N drag Effect offorce
Resultant force
2 000N thrust+ .-2000N drag
Effect offorce
Resultant force
5 00 N thrust .-1 5ooN drag Effect of force
-
83
This exercise will help you to understand the difference between mass and weight.
I complete the passage by writing mass or weight in each of the gaps.
is a measure of the amount of matter an object contains. The units of
are kilograms (kg).The units of are newtons (N), is
measured using a newtonmeter. The of an object cannot change unless
a piece is removed. An object's -- above
can change by raising the object
-
the planet or by taking it to a different planet. An object of 50 kg has a
of500N on Earth.
2 If youwere to go to a different planet, your weight would change. Complete the table
to show how much you would weigh on other planets.
-
Mercury 3.7
Venus 8.9
Earth r0.0
Mars 3.7
Jupiter 23.r
Saturn 9.0
[Jranus 8,7
Neptune 11.0
Most packaged food items have the mass of the food printed on the packaging. Find
two food items you like and two food items you dont like and then calculate each
food's weight.
I 0.0
I 0.0
1 0.0
I 0.0
In this exercise you will be looking at how forces can change the shape of objects. You
will also be using your scientific enquiry skills.
You wish to investigate how force affects the way a spring stretches. In order to do this,
you must produce a plan.
I A variable is something that can change in an experiment.
a Which variable should you change in the spring experiment (the independent
variable)?
b Which variable should you measure in the spring experiment (the dependent
variable)?
c Which variables should you control in the spring experiment?
Scientific investigations are carried out to answer a question. Suggest a scientific

question for the spring investigation.
In order to carry out the experiment, you will need a list of apparatus. What apparatus
will you need to investigate the spring?
4 Draw a labelled diagram to show how you would carry out the investigation.
When carrying out investigations, scientists use a set of instructions called as method.
Write a method for the experiment you want to do.
6 After carrying out the experiment, you plot a graph of your results as shown below.
20
1B
16
14
E
o)
c
'tr
12
E 10
o)
cq)
J
8
0
345
Force (N)
a Use the graph to find out how long the spring would be if the force was 5.5 N.
b Use the graph to find out what force would cause the spring to stretch to 12.5 cm.
c Use the graph to suggest the original length of the spring.

The final point on the graph does not fit the pattern of results. Suggest what
has happened to the spring.
e The graph doesnt have a title. What should the title of the graph be?
7 Calculate the density of the following materials. You must show the working.
Mass: 10 g
Volume: 1 3cm3
Mass:2 0009
Volume: 4 000cm3
Mass: 5 0009
Mass: 1 00Og
Volume: 2 000cm3
Volume:'1 000cm3
Wood: Steel:
Water: Glass:
Thevolume ofregular-shaped objects canbe calculatedbymeasuringthe dimensions

of the object. A teaspoon is not a regular-shaped object. Describe what you could do
to find the volume of the teasooon.
9 Calculate the mass of 500 cm3 of water.

Inr this exercise you will be looking at whether or not an object will float. You will also be
thinking
rinking about how forces play apart in car design.
I Cross out the incorrect word in each statement.
a An object that is more/less dense than water will sink.

b An object that is more/less dense than water will float.
c Wood that is more/less dense than water will float.
d Steel is more/less dense than water and will sink.
2 kon is denser than water, but ships can be made of iron and float. Explain why iron
ships are able to float. Include a drawing to help your explanation.
Sea water contains salt, freshwater lakes and rivers do not. The salt in sea water
makes the water denser than freshwater. The Dead Sea contains so much salt that the
water is denser than your body. Describe what it would be like to swim in the Dead
Sea.
Car safety has improved a lot in recent years. Cars are now designed to protect drivers and
passengers in the event of an accident. List as many safety features of a car as you can.
Racing cars have more safety features than normal cars. Name one of these features and explain
why racing cars have to be safer.
89
Student Book Topics 9.1 - 9.10
to find the key words for this chapter. Then find the words in the Word
I Could be a pull or a push. 9 The amount of matter in an object.

2 The unit of force. l0 Gravity gives objects this.
3 We use these to measure forces. ll The pull ofEarth on an object.
4 Aforce that resists motion.
12 You find this by dividing an object's mass
5 This can reduce friction. by its volume.
6 The word for the effect of all the forces 13 What happens to an object if it has a
added together. density less than water.
7 This happens if the forces are not balanced. 14 What happens to an object if it has a
8 If an object is moving and the forces are densiW more than water.
balanced.
RXNZLGVPNITLYNT
XABOFAYSXPUATEA
ILCLITBFVBBTIWG
XNOCITISRZWAVTU
AAHSEACIKZTRAOA
TKNAKLCIWNHNRNR
IERNLAEORFIGGML
DNEWTONRPFQSZEF
WOFIXAIXAEFXWTO
PEOLXBTNATLUSER
UNIFORMMOTIONRC
PUCGBGGNMCROVGE
YTUTHGPHKJHDNHN
TRJKWTEATZSNMLI
SSAMZRNEDHAHVNO
Berikut perubahan yang dibentuk oleh gaya: 5 Amatilah gambar berikutl
(1)Perubahan posisi 500 N
(2)Perubahan warna ,A2 : '100 cm2
(3)Perubahan massa
(4)Perubahan arah
Pernyataan yang benar adalah ....

A. (1)dan (2)
B. (1)dan (a)
Agar alat hidrolik tetap setimbang, berapakah
c. (1), (2)dan (a)
berat balok X yang diperlukan?
D. (1), (2)dan (3)
A.5N c.50N
Berapakah besar dan arah resultan gaya 8.25N D. 500 N
pada gambar berikut? Perhatikan beberapa pernyataan berikut!

(1)Gaya ke atas < berat benda
(2)Massa jenis benda < massa jenis cairan
5N<-- (3)Gaya angkat = gaya berat
(4)Massa jenis benda = masa jenis cairan
A. 20 N ke kanan Pernyataan manakah yang menunjukkan

B. 20 N ke kiri syarat benda terapung?
c. 30 N ke kanan A. (1) C. (1) dan (2)
D. Tidak ada resultan gaya B.(2) D. (3)dan (a)
Gambar di bawah menunjukkan beberapa Pernyataan manakah yang tepat?

gaya bekerja pada benda tersebut. A. Es terapung di air
B. Es tenggelam di air
C. Massa jenis es lebih besar dari air
D. Es dan air memiliki massa jenis sama
Bagaimanakah cara memperkecil gaya gesek?
Jika benda bergerak ke arah kiri dengan A. Menambah gaya tarik
percepatan 2 m/sz, berapakah massa benda B. Memperkecil gayatarik
tersebut? C. Memperhalus permukaan yang bergesekan
A. 30 kg C. 10 k9 D. Memperkasar permukaan yang bergesekan
B- 15 kg D.Skg
Susi dan Sari bermain tarik tambang. Susi
Gambar di bawah menunjukkan beberapa memberikan gaya 260 N ke kiri, sedangkan
gaya bekerja pada benda dengan massa Sari 400 N ke kanan. Resultan gaya pada
5 ko. peristiwa tersebut adalah....
A. 140 N ke arah Sari C. 660 N ke arah Susi
B. 140 N ke arah Susi D. 660 N ke arah Sari
10 Manakah yang menunjukkan gaya gesek

papan yang menguntungkan?
Jika gaya gesekan antara benda dengan A. Gesekan antara kapal selam dan air
papan dapat diabaikan, berapakah B. Gesekan antara pesawatterbang dan udara
percepatan yang dialami oleh benda? C. Gesekan antara mesin kendaraan oada
A. 1 m/s2 C. 5 m/s2 torak mesin dan silindernya
B. 2m/s2 D. 1O m/s2 D. Gesekan antara kanvas rem dan piringannya
I nergy
Student book Topics 10.1 and 10.b
This exercise will enable you to recognise different types of energy in

different situations.
You will also be able to identify the energy being transferred.
I Energy comes in different forms. Match the energy type to the pictures?
The first one
has been done for you.
Energy on the move Stored energy
Gravitational
Heat Elastic
Chemical
Electrical
Kinetic
The devices we use have been designed to transform energy from

one form to
another. What energy transformation have the following a"rii".
been designed to
perform?
a A battery is designed to transform energy into
energy.
b A microphone is designed to transform energy into

energy.
A candle is designed to transform energy into
energy.
d A catapult is designed to transform energy into

energy.
e A motor is designed to transform energy into

energy.
Some devices are designed to give out more than one tlpe of energy. For the following
devices, can you identify all the different tlpes of energy?
a A hair dryer is designed to transform energyinto

energy and energy.
b A television is designed to transform energy into

energy and energy.
c A car engine is designed to transform energyinto

energy, energy and energy.
Many devices are designed to transfer electrical energy into heat energy. Look at the
pictures below.
a Circle the devices that are designed to transfer electrical energy into heat energy.
b Put a cross (X) through the devices that are not designed to transfer electrical
energy into heat energy.
ffi
93
f Adi threw a rock of mass 2.3 kg as high as he could. The gravitational potential
energy of the rock at its highest point was 279.5I.
a How high did the rock reach before it started falling towards the ground?
b What was the kinetic energy of the rock when it reached the ground?
c What was the speed of the rock when it hit the ground?
2 A thick 50 N/m rubber band is stretched 35 cm from its rest position.
a What is the elastic potential energy in the rubber band during this stretched state?
what is the maximum kinetic energy that could be achieved by the rubber band
when it is released?
A different rubber band with a spring constant of 78 N/m is stretched backby 27

cm with a folded piece of paper and released to shoot the paper into the distance.
If the piece of paper travelled at a maximum speed of 33.72 m/s, what is the mass
of the paper?
A bowling ball of mass 6.8 kg fell from one of the floors of a building. If the ball hit
the floor at a speed of 25.43 m/s, and the height of one floor was 3 m, which floor did
the bowling ball fall from?
Karina draws the string of a bow 0.6 m from its rest position and shoots an arrow
of mass 19 g into the sky. If the arrow leaves the bow at a speed 90 m/s, what is the
spring constant of the bow?
The diagram below shows the cross-section of a plant cell.
I Chloroplasts transform energy into energy.
2 Circle the organelle that is responsible for cellular respiration.
3 State one energy transformation that is involved during cellular respiration.
4 Plants produce their own food with the help of sunlight. What is the name of this
process?
Use a word equation to show the factors required for this process to work and the
products that result from the process.
6 Describe the energy transformation that is involved in this process.
Plants undergo respiration just as animals do. Explain what is respiration and why it
is important to life on Earth.
I
Student Book Topics 10.5n'10.8 and 10.9
This exercise is to reinforce the idea that when energy is transferred, some energy is
useful, and some energy is wasted.
I In some devices the transformations can involve more than one stage. This
can be shown by energy transfer diagrams. Identifr the energy at each stage
in these energy transfer diagrams.
A student is talking to his friend
on his mobile phone.
Another student is playing

basketball. and shoots at
the basket.
Describe the energy changes that take place in a car. How many can you think of?
(Hint: Think of the diferent parts of the car such as the windows.)
3 In all energy transfers some energy is wasted. State what is meant by wasted energy.
4 What form does the wasted energy take in the following situations?
Riding a bicycle
Boiling a kettle
A firework exploding
Swimming
Kicking a football r' " ,:l: '.' . .
Flitting a drum
Fire burning
(Hint: There may be more than one type of energy in some situations!)
97
Every time energy is transferred some of the energy is wasted. Usually the waste
energy is heat or sound, and sometimes it is both. An aeroplane wastes lots of energy
as heat and sound. Complete the table with your own objects.
6 State the principle of conservation of energy.
Look at the diagram below and answer the questions about where the energy goes.
,
15J of light
135J ofsound +
Jofheat I
+- 2 000J of electrical enerov
a How much energy is transformed into heat?
Not all the heat energy heats the water. What happens to some of the heat
energy?
c How much of the electrical energy is transformed into sound?
d What happens to the sound energy?
e Eventually, what will happen to all of the energy transferred by the kettle?
Student Book Topics 10.7,10.10 and 10,11
Modern society uses a lot of energy, and waste even more energy. This exercise will help you to see
some of the ways we can analyse this, and how we can use the analysis to reduce our consumption of
energy.
I Sankey diagrams are used to show the proportions of the different tlpes of energy involved in a
transfer. Complete the following Sankey diagrams.
eat and sound energy
-J
Kinetic e
200J
Heat energy
25J
-J
Electrical energy
'1
10J
2 Scientists are developing new types of energy-saving light bulbs. They test the different bulbs
see which are the most efficient.
Here are some results of an experiment.
a Complete the table, using the principle of conservation of energy. Then, answer
these questions.
i Which bulb will be the brightest?
ii Without calculation. which bulb is the most efficient?
iii Filament bulbs have been around for over 100 years, but they waste a lot of
energy as heat. Which of the bulbs from the table is a filament bulb?
A bar chart is a usefirl way for scientists to display data so they can be compared
easily. You are going to use the data in the table to produce a bar chart to compare
the efficiency of the bulbs.
i Calculate the efrciency of each of the bulbs on the previous page.
Bulb A:
f t--i -t i.i
t "1_1:
-i' ,.t--
,,1-- ,t _ -1,
i-+ J -l
F t"f -f-i- +-i t:

.f_,
1"'1"
-i-i' I r1, -1-I
II
-t-t- -i,.i "T-i-
-+., r +
I
T
.f-i-. -t--., I 'l'-i
I 1-f.j .l '1--l
i-i.
Bulb B: i'ii l1 _l l
-i- -i-.l'
l .f -l- i'r "f
-f'f
-+
"-i
-f
t
r
-t -j-i-.
-1''T- -T
t'1' l,+
tt-
I
'i
--t-
1 "t_
1'+-
-r--a-
-i- ll I
-l- -1,:f. ,i: iif
'i'i'i
,l-' -i I
--f-' -+
-r'-
-i- ,l I
f-
r i il
Bulb C: ._1.t. I
-f
-1.-,1
t1
-1,-
i.i- i,,f: -l -f' a-
+ +-.i -l-,L
ii -1'
ti
r -1-t-.
II:
1
.1
t
-i-1-'
-!"-
t--
l -rti f-
f -f-
.-{-
+l
ti F
I
I
T
l t- f
+ r
Bulb D: I
'i.- .!
-f-- 1
-t 1i i..-
1- i..+-. t-
.l 'i'l' -lL
1i-
iii ..l--1-
ll
fil
-.i-i.
-l--i- '1-- -if 1
ii Display the information you have calculated on a bar chart.
At present, the most efficient bulb available is called an LED. Using your bar
chart, suggest which bulb is LED.
d LEDs do not produce much light. To get around this problem several LEDs are
used together. LEDs are much more expensive, but they last much longer than
other types of bulb. Explain why LEDs can save money over time.
Student Book Topics 10J2 and 10.13
We rely on a large number of electrical devices every day. The way the electricity is generated
will change as we develop new resources.
I Label the diagram of a fuel burning power station using the words given below.
turbines pylon electrical energy boiler condenser

water steam (heat energy) chemical energy (turned into heat)
electricitygenerator kineticenergy(rotation)
A long chain of energy transformations takes place in a power station.

Explain why the large number of transformations reduces overall efficiency.
3 Complete the following table with an advantage and disadvantage for each source
ofenergy. Include an explanation for each.
Energysource Advantage ,.:.,

;,-
:",,
at:ta
t,:. I
i,':
Fossil fuels
Nuclear
Hydroelectric
Solar power
Wind power
Wave power
The bottom row of the table has been left blank for you to include your own energy
sourcel
i
Student Book Topics 10.1- 10.19
This Word Search will help you to link the key words for this topic on 'Energy'with
their meanings.
use the clues to find the key words. Find each word in the word grid.
I Energy transferred quickly through rays. 8 Lift something up and you will give it this.
2 Always moves from hot to cold. 9 Energy not usefully transferred.
3 The type of energy that moves around circuits. l0 The unit of energy.
4 An object has this type of energy when it is I I The energy before is the same as after.
moving'
2 Theproportion of useful energy transferred.
5 Energy that moves as vibrations.
13 This power station uses uranium.
6 Something that can burn has this energy.
14 coal, oil and gas are this.
7 Energy given to something by stretching.
15 This energy source will not run out.
E F F (
E N C G D S
S o U N D D H H R R J E
G M E {
S L M X A A A K T E
E T C U S H C C B S S U
U D K E K U C N A F
R P I P B A R T D D T N
D E N o T A R E s N o C I
M N C T R T J S o o H S
Z G E I P H A S o K U J E s
R N L o G o Z E U M o
T E N P A M F N T A -r-
A D U B E N F C T E (- K
L (
A P T Z T Z U B A D
R K N I X E E U N R
S Z C M C I T S A E E B Z
1 Manakah pernyataan yang benar tentang 6 Amatilah sumber-sumber energi berikutl
hukum kekekalan energi? (1) Minyak bumi
A. Energi dapat diciptakan, tetapitidak (2) Au
dapat drmusnahkan (3) Kayu bakar
B. Energitidak dapat diciptakan, tetapi (4) Batu bara
dapat dimusnahkan
C. Energitidak dapat diciptakan dan tidak Berdasarkan data di atas, manakah yang
dapat dimusnahkan menunjukkan sumber energi terbarukan?
D. Energi dapat diciptakan dan dapat A. (1) dan (2)
dimusnahkan B. (1) dan (a)
C. (2)dan (3)
2 Energi mekanik yang dimiliki oleh sumber D. (2)dan (a)
benda adalah 24O J. Jika energi potensialnya
1OO J, berapa besarkah energi kinetiknya? 7 Manakah kegiatan berikut yang menghasilkan
A. 6OJ nilai usaha nol?
8.140J A. Menarik meja dari ruang kelas ke halaman
c. 200 J B. Mendorong mobilyang mogok hingga
D. 260 J berpindah
C. Menaikkan peti dari lantai ke atas meja
3 Jika energi kinetik suatu benda yang D. Mendorong tembok dengan sekuat
bergerak dengan kecepatan 20 m/s adalah tenaga
2 000 J, berapakah massa benda tersebut?
A.2kg 8 Ketika sebuah pegas ditarik dan kemudian
B.Skg dilepaskan, perubahan energi apakah yang
C. 10 ks terjadi?
D. 20 kg A. Energi mekanik menjadi kinetik
B. Energi potensial menjadi kinetik
4 Sebuah bola dengan massa 10 kg berada pada C. Energi kinetik menjadi potensial
ketinggian 1 m. Jika percepatan gravitasi D. Energi mekanik menjadi potensial
Bumi adalah sebesar I0 m/s2, berapakah
energi ootensial bola tersebut? 9 Sebuah kereta menggunakan aki sebagai
A. lOJ sumber energi untuk melaju Urutan
B. 2OJ perubahan energi yang terjadi pada kereta
c. 50J ketika melaju adalah ...
D. 100J A. energi gerak -+ energi bunyi -+ energi
listrik
5 Kereta A dan kereta B rnemiliki massa B. energi gerak -+ energi listrik + energi
yang sama. Namun, kedua kereta panas
bergerak dengan energi kinetik berbeda. C. energi kimia -+ energi panas -+ energi
Jika perbandingan energi kinetik kereta listrik
A terhadap energi kinetik B
adalah 4:g. D. energi kimia -+ energi listrik -+ energi
Berapakah perbandingan kecepatan kereta A gerak
terhadap kecepatan kereta B?
A. 2:3 10 Energi yang dimiliki oleh suatu inti atom yang
B. 3:2 dapat memancarkan sinar radioaktjf adalah
C. 4:9 onornl
D. 9:4 A. nuklir C. listrik
B. kalor D. kimia
104
Student book Topics 11.1 and 11.2
In this exercise you will be looking at the effects of the way Earth moves relative to
the Sun.
I a 'Earth gives us a dayl Explain this statement.
b 'The movement of Earth also gives us a year'. Explain this statement.
c During the day the Sun appears to move across the sky. Explain why the Sun
appears to move.
d At what time of day is the Sun at its highest point?
Complete the sentences about Kepler's laws. Using the words provided in the box
below.
elliptical semi-majoraxis periods of time

area Sun orbital period
a Kepler's first law: All planets move in orbits and the

is located at one of the focal points.
b Kepler's second law: A line that connects a planet to the Sun sweeps out the
in equal
c Kepler's third law: The square of the of any planet is proportional
to the cube of the of its orbit.
Cross out the incorrect word in each of the following statements.
a If Earths speed of rotation increased, the daywould get shorter/longer.

b If the speed at which Earth goes round the sun increased, a daylyear would
get shorter.
c At different times of the year, a day is a difierent/the same length of time.

d In the summer, the Sun appears higher/lower in the sky.
e During the day, more/the same amount of Earth is facing the Sun.
Earth rotates about an axis. This axis is tilted at an angle
of 23.4 degrees.
a As Earth goes round the Sun, the axis stays in the
same position. What is the effect of this tilt?
Look at the diagram on your right again.

(Not drawn to scale)
Identifii if the statements are TRUE or FALSE.
c What would happen if Earth's axis wasnt tilted?
5 Earth orbits the Sun due to the force of gravity.

Label the diagram on the previous page and show which direction the force of
gravity due to the position of the Sun.
What would happen to Earth's orbit if gravity suddenly stopped?
c What would happen to Earth's orbit if gravity suddenly became stronger?
d What would happen to Earth's orbit if gravity suddenly became weaker?
Earth is just the right distance from the Sun for life to exist. Explain what it would
be like to live on Earth if it moved:
a further away from the Sun.
b closer to the Sun.
Both diagrams show what can happen if Earth,

Moon and Sun are lined up in certain ways.
What do we call each event?
Diagram A:
Diagram B:
The alignment of Earth, Sun and Moon, shown in
both diagrams are observed every couple of years
somewhere on Earth. Describe what you would B
see (from Earth) if Earth, Moon and Sun were

aligned like they are in the diagrams.
Diagram A:
Diagram B:
107
Tfu
In this exercise you will be thinking about how the

positions of the Moon and the sun
are observed from Earth.
I we need a telescope to see the various objects in space. Here are four objects found
rn space.
Satellite Galaxy
Complete the tables with answer yES or NO.
Object Is it a light source? Does it reflect light from the Sun?

Does it orbit Earth?
Sun
Moon
Satellite
Galaxy
2 What fraction of the Moon is always lit up by the Sun?
3 with the aid of a diagram' explain why the Moon appears to change shape.
108
0
I
This exercise will familliarise you with the planets that orbit the Sun.
I The Sun is located at the centre of the Solar System. It is an important source of
energy for the living organisms on Earth.
a What is the Sun?
b P' Q, R and s in the diagram below represents the layers of the Sun. Name these
layers.
P
a
2 Here is some data about the planets.
Distance of planet from Orbital Speed Diameter Length ofday

Planet
the Sun (millionkm) (km/s) (km) (hours)
Mercury 58 47.9 4 878 r 407
Venus 108 3s.0 12 t04 5 832
Earth 150 29.8 12 756 24
Mars 228 24.1 6 787 25
fupiter 778 13.1 142 800 9.9
Saturn I 427 9.6 12 000 11
Uranus 2 87r 6.8 sr 118 l7
Neptune 4 498 5.4 49 528 I6
a Which planet is closest in size to Earth?
b Which planet rotates the slowest?
c Which planet takes the shortest time to go around the Sun?
110
d Which of the gas giants has the longest day?
e Which planet passes closest to Earth?
f How many times does Earth rotate in the time it takes Venus to rotate once?
g \{hat is the relationship between orbital speed and distance from the Sun?
h Why is it not possible to draw a scale model of the solar system in this Workbook?
i Mercury is nearly twice as close to the Sun as any other planet, but it is not the
hottest planet. State which planet is the hottest and explain why.
Many of the planets have moons orbiting around them. what is the name of the
force that keeps the moons orbiting around the planet?
4 What is the relationship between a planet's mass and the size of this force?
5 Suggest a reason for the relationship you described in your answer in Question 4.
6 fupiter has lots of moons. The latest estimate is at least 63. Why is it that we do not
know exactly how many moons fupiter has?
7 Scientists used to believe that there were nine planets. Which object used to be
considered a planet, but not anymore?
What discoveryled to the object thatyou named in Question 7 is no longer classified

as a planet?
I
This exercise will check what you know about other objects in the Solar System, and how
they may affect Earth.
I The Moon is covered in craters. Suggest what caused these craters.
2 the Earth has an atmosphere. Use your understanding of friction and air resistance
from Chapter 10 to explain how the atmosphere protects the Earth from objects
from space.
3 A student is investigating how the mass of an

object will affects the size of a crater. He drops
different balls of modelling clay into a tray of sand
and measures the size of the crater.
a What is the title of the investigation?
b Make a prediction for the investigation.
c Here are some of the variables from the experiment.
drop height diameter of crater depth of crater

mass of clay ball diameter of clay ball type of sand
i Which variable did he choose to change?

ii 'vVhich variable could he choose to measure?
iii Which variable would he have to control?
iv Which variable could he not control?
d Explain whether or not the investigation is a fair test.
When scientists carry out investigations, they have to be aware of every variable
that may affect their results. Can you think of anything else that may have affected
the results ofthe crater investigation?
Comets are balls of ice and dust that orbit the Sun. Look at the diagram below and
identify which of the three orbits is that of a comet.
Orbit is a comet's orbit.

-_---
Halley's Comet is visible from Earth everyT6 years. It was last sighted in 1986. Circle
the years when Halley's comet was also visible.
1920 1606 1834 t760 t226
Show your working below.
6 Scientists believe that large objects from space regularly hit Earth's surface. What
evidence do they have to support this?
7 Name one event in the history of Earth that scientists think was caused by a large
object from space hitting the surface of Earth.
8 Put the following objects in order of size, starting with the smallest.
9 Use these numbers to complete the sentences below.
r00 000 000 000
a There are about moons in our Solar System.

b There are planets in our Solar System.
c There are more than large galaxies in the Universe.
d The number of planets on which scientists have discovered life is
e Earth is million km from the Sun.

f There are over stars in the Milkv Wav.
g The number of stars in our Solar System is
1',t5
$tusdent Hoo[< Topic 1'1.6
In this exercise you will look at different models of the Solar System and how scientific ideas
change over time.
I Complete the table belor'v. I)ecide whether cach statement is part of the geocentric
or heliocentric rnodei of the Solar Systein.
Statement Geocentric or heliocentric?
Earth is at the centre of the Universe
All the planets orbit Earth
Earth orbits the Sun
The Sun orbits Earth
All of the planets orbit the Sun
All of the stars orbit Earth
The Sun moves across the sky because Earth rotates
2 Galileo was the {irst person to look at the night sky through a telescope. F{e cliscovered
four moous orbiting lupiter. Horv did this cliscovery support the heliocentric rnodel?
3 Today science has accepted the heliocentric model as an accurate theory. Explain
what has to happen for a scientilic tl-reory to become accepted.
4 Science has now rejected the geocentric model of the Solar Systern. Why has this
model been rejected?
5 Moderr-r astronomy continues to make discoveries. The Llniverse is much bigger than
anyone thought. Complete the paragraph with either Solar System or Universe.
-lhe
Sun is at the centre of the , but the Sun is not the centre of
the . The is expanding, and the rate at which it is
doing so is increasing. The Sun is at the centre of our , but it is not
the only Astronomers harre ciiscovered lots of othel planets. There
are millions of planets in the
116
Student Book Topics 11.1-11.6
Solve the clues to find the key words for this chapter. Then find the words in the grid.
I The time it takes Earth to rotate. 8 The planet nearest the Sun.
2 the time it takes Earth to go 9 The largest planet in the Solar System.
around the Sun. l0 A large collection ofstars.
3 It's at the centre of our Solar System. 11 Used to view distant objects.
4 They are caused by the tilt of Earth. 12 Sent out to explore the Solar System.
5 The force that keeps everything in orbit. 13 A ball of ice and dust.
6 Earth's natural satellite. 14 The Sun and everything that orbits it.
7 Avery large object that orbits a star. 15 The name of our galaxy.
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117
Manakah yang bukan merupakan bagian- 7 Amatilah ciri-ciri benda langit berikut!
bagian dariMatahari? (1) Kala rotasinya paling lama di antara planet
A. lnti C. Fotosfer dalam Tata Surya
B. Korona D. Litosfer (2) Suhunya paling tinggi diantara planet
dalam Tata Surya
Amatilah pernyataan-pernyataan dibawah! (3) Diameternya paling kecil diantara planet
(1) Menghasilkan cahaya sendiri dalam Tata Surya
(2) Benda-benda kecilyang terdapat dalam (a) Dilihat dari Bumitampak beruvarna merah
ruang antarplanet
(3) Sebagian berasal dari pecahan asteroid Pernyataan manakah yang merupakan ciri-
dan komet ciri dari planet Venus?
(4) Benda langit sebagai pengiring planet A. (1)dan (2) C. (2)dan (a)
B. (2)dan (3) D. (3)dan (a)
Manakah yang merupakan ciri-ciri
meteoroid? Amatilah gambar di bawah inil
A. (1)dan (2) C. (2)dan (3)
B. (1)dan (a) D. (3)dan (a)
Planet manakah yang tidak termasuk ke

dalam kelompok planet Jovian?
A. Venus C. Yupiter
B. Neptunus D. Saturnus
Manakah pernyataan yang bukan akibat
Benda langit apakah ditandai oleh huruf X?
rotasiBumi?
A. Adanya pergantian musim A. Komet C. Meteroit
B. Terjadinya siang dan malam B. Asteroid D. Meteor
C. Terjadinya perubahan arah angina Pada saat terjadi gerhana matahari, posisi Bumi,
D. Adanya pembagian daerah waktu Bulan dan Matahariyang manakah benar?
Pasang surut air laut terjadi setiap hari d1
A. Bulan, Bumi. dan Matahari
daerah pantai. Pasang yang disebabkan oleh
B. Bulan, Matahari, dan Bumi
gravitasi Matahari lebih kecil dibandingkan C. Bumi, Matahari, dan Bulan
dengan pasang yang disebabkan oleh
D. Matahari. Bulan, dan Bumi
gravitasi Bulan. Hal tersebut karena....
10 Gambar manakah yang menunjukkan peristiwa
A. Bulan lebih jauh dari Bumi gerhana Bulan?
B. Matahari lebih dekat dengan Bumi A.
C. gaya gravitasi Matahari lebih besar
dibandingkan gaya gravitasi Bulan
D. gaya gravitasi Bulan lebih besar
dibandingkan gaya gravitasi Matahari
Kecondongan poros Bumi pada saat

mengelilingi Matahari menyebabkan....
A.siang dan malam
B. oerbedaan waktu
C. pergantian musim
D. gerak semu harian Matahari
118
I
Student book Topic 12.1
I What is the term for the lowest possible temperature a substance can reach?
2 Explain how would you calibrate an unmarked mercury thermometer.
3 A student is calibrating a mercury-in-glass thermometer. He found that the length

of the mercury column was 13.5 cm at 100 oC and 1.0 cm at 0 "C.
a What did the student do to achieve a temperature of 0'C?
b What did the student do to achieve a temperature of 100'C?
Can you find out the increase in the length of the mercury column for a oC
I rise
in temperature?
I
Student book Topic 12.2
There are two tlpes of liquid-in-glass thermometers. Complete the table below to
compare their properties.
Freezing point
Boiling point
Is it poisonous?
Is it expensive?
Is it sensitive?
Does it have a colour?
The winter temperature of a cold country can be as low as -40 'C. What kind of
liquid-in-glass thermometer should be used in these places? Why?
With the aid of a labelled diagram, describe how a thermocouple thermometer

works.
120
It is known that all solids expand when being heated. Explain what happens to their:
a Mass
b Volume
c Density
When it is heated or cooled suddenly, a thick glass vessel will often crack. \Arhen
subjected to the same treatment, a thin-walled glass vessel is not normally affected.
Can you explain why?
If you were given an Invar-copper bimetallic strip, how would you find out which
side of it is Invar?
In Indonesia, air conditioners are used to cool the air in buildings. Explain how
the bimetallic strip in the thermostat of the air conditioner keeps the temperature
comfortably cool.
I
A plastic cup contains 250 g of hot tea at 90 "C. What is the minimum amount of ice at
0 "C needed to cool the drink to 0 "C? (specific latent heat of fusion of ice = 136I g-r;
specific heat capacity of water = 4.2 | g-t 'C-t)
A beaker of negligible heat capacity contains 100 g of water and 40 g of ice at 0 'C.
The specific heat capacity of water is 4.2 I t-t o6-t and the specific latent heat of
fusion of ice is 3361{r.
a How much heat is needed to melt the ice at 0 'C?
b What is the mass of water is in the beaker when the ice has melted?
c All the water in the beaker is now heated to 50 'C. How much heat is needed?
d What is the total amount ofheat required to melt the ice and raise the temperature
of the water to 50 "C?
e If the heating coil is rated at 400 W howlong does it take to melt the ice and raise
the temperature of the water to 50'C?
There are two bench seats in a school garden, one made of wood, and the other is
made of steel. Why is the bench seat made of wood much warmer to sit on than the
one made of steel?
Three cups of coffee are poured at the same time. One of the cups has a silver teaspoon
in it. After ten minutes, the temperature of the coffee with the silver teaspoon in it is
much lower than the coffee in the other cups. Can you explain why?
An air conditioner is normallypositioned near the ceiling, while an electric heater is

normally positioned near the floor. What is the scientific reason for that?
//tt
Jrka thermometer menunjukkan suhu 70 "C, A. 20'C
maka dalam skala Fahrenheit suhu tersebut B. 30'C
^i^t^h t....
oudtdt c. 50'c
A. 158 'F c. 102 "F D. BO "C
B. 128'F D. 6B'F
7 Suatu benda bermassa 2 kg dipanaskan
Pada suatu suhu, angka yang ditunjukkan dari suhu 30 "C menjadi 90 'C. Jika kator
skala Celcius sama dengan angka yang yang dibutuhkan untuk memanaskan benda
ditunjukkan skala Fahrenheit, Suhu itu tersebut adalah sebesar 480 kJ, maka kalor
adalah.... jenis benda tersebut adalah....
A. 100'c A. 3.000 J/kg "C
B. 40'C B. 4.000 J/kg 'C
c. 0'c C. 5.000 J/kg 'C
D. -40"C D. 6.000 J/kg "C
Termometer klinis memiliki skala.... 8 lbu hendak membuat secangkir kopi
A. 30 - 35'C untuk ayah. Untuk itu ibu memanaskan arr
8.35-42"C sebanyak 250 gram yang suhunya 20 "C
c.37 -42"C hingga mendidih. Jika kalor jenis air adalah
D.40-42"C 42OO J/kg "C, maka banyak kalor diperlukan
untuk mendidihkan air tersebut adalah....
Zat cair yang digunakan untuk mengisi A. 20.000 J
termometer Six-Bellani adalah.... B. 84.000 J
A. alkohol c. 200.000 J
B. air D. 84.000.000 J
C. alkoholdan raksa
D. raksa 9 Kalor dipindahkan melalui udara oleh arus
konveksi. Hal ini terjadi karena ketika udara
Ukuran kaca yang dipasang pada kusen dipanaskan....
jendela dibuat lebih kecil daripada A. molekul-molekulmemuai
bingkainya. Hal ini bertujuan.... B. molekul-molekul bergerak lebih perlalran
A. untuk menghemat biaya C. massa jenisnya bertambah
B. agar kaca tidak pecah ketika terjadi D. massa jenisnya berkurang
pemuatan
C. agar pemasangan lebih mudah 10 Bahan yang memiliki konduktivitas kalor
D. agar kusen jendela tidak mudah rusak paling tinggi adalah....
A. udara
Aluminium yang massanya 1 kg dengan suhu B. air
30 "C dan kalor jenisnya adalah 900 J/kg 'C C. kayu
dipanaskan dengan kalor sebanyak 43 D. tembaga
kilojoule. Suhu akhir aluminium setelah
dipanaskan adalah....
124
Measuring length and area
Student Book pages 321-324
I The reading of the micrometer screw gauge is
2 The reading on the vernier caliper is
2 3 4 s 6 7 B 9 10
3 If the grid length is 2 cm x 2 cm, what is the area of the diagram below?
cmt
126
Other measurements
Student Book pages 323-327
I Which is heavier: I kg of wool or 1 kg of gold?
A metal block has a dimension of 20 cm x 20 cm x 10 cm. When placed in an

electronic balance, it has a mass of 2.0 kg. What is the density of the rectangular
block?
An alloy is made by combining 900 g of copper with 400 g of iron. If the density
of copper is 9 g/cm3 and density of iron is 8 g/cm3, what is the density of the alloy?
(assume that the volume of each metal does not change during mixing.)
a Why is it easier to float in the sea than in a swimming pool?
A metal cube of side 1 cm has a mass of 100 g. Calculate the density of the metal
cube in:
a glcm3
b kg/cm3
'.ll
What will happen to the substances X, Y and Zwhenthey are placed in a liquid with
a density of I 000 kg/mr?
128
Uiian Nasional Style Questions
1 Perhatikan tabel berikut! 4 Empat orang siswa melakukan pengukuran
massa jenis benda dan mendapatkan hasil
berikut:
1 Suhu Celcius Termometer
2 Waktu Sekon Stopwatch
3 Massa Kilogram Neraca 1 18,9 30
4 Panjang Meter Spidometer 2 21,6 27
Berdasarkan tabel di atas, besaran satuan 3 38,4 48

(dalam Sistem Internasional). dan alat ukur
,^t ^,-l^t^tl
yor rv JUDUoT dudrdr r....
4 44,8 64
A. 1 dan2 C. 2dan4 Manakah massa jenis yang serupa?
B. 2dan3 D. 3dan4
A. 1 dan2 C.2dan3
2 Seorang siswa melakukan pengukuran B. 1 dan3 D.3dan4
dengan menggunakan neraca dan
5 Perhatikan gambar berikut!
mendapatkan berikut:
1250 g
Apa yang harus drlakukan oleh siswa agar

neraca menjadi setimbang? Beraoakah volume batu?
A. Beban P ditambah 150 g A. 50 cm3 C. 75 cm3
B. Beban P ditambah 250 g B. 70 cm3 D. 125 cm3
C. Anak timbangan 100 g diturunkan
D. Anak timbangan 1 kg diturunkan 6 Seorang siswa mengukur diameter sebuah
paku menggunakan micrometer sekrup dan
3 Perhatikan gambar berikut! mendapatkan hasil seperti berikut:
148 cm3
J
Beraoakah massa ienis benda? Berapakah diameter paku?

A. 0,4 kg/m3 C. 400 kg/m3 A. 5,43 mm C. 7,30 mm
B. 2,5k9/m3 D. 2500 kg/m3 B. 6,63 mm D. 8,13 mm
Berapakah volume balok pada gambar di Seorang siswa mengukur diameter sebuah
bawah? gasing dengan menggunakan jangka sorong
dan mendapatkan hasil sebagai berikut:
0.5 m
Berapakah diameter jangka sorong tersebut?

A. 3,36 cm
A. 1,5 m3 B. 3,34 cm
B. 3,0 m3 C. 3,33 cm
C. 5,0 m3 D. 3,23 cm
D. 0,8 m3
10 Berapakah ketelitian mikrometer sekrup?
Jarak rata-rata dari Bumi ke Matahari adalah A. 1,0 mm
150 juta km. Berapakah jarak tersebut jika B. 0,1 mm
dinyatakan dalam Sl? C. O,O1 mm
A. 1,5 x 1OB m D. 0,001 mm
B. 1,5x'1 Orom
C. 1,5 x .10rr m
D.'1,5x1Oem
*,J
f.
f
{ li t/ li"}-}
_#':__r_l*J
f \
I Amffing
ISBN 978-967 -?1 13-21-9
,ilillll!ilililru|]1

Amazing Science Workbook 7 Oxford

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Amazing Science Workbook 7 Oxford

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Kevin Lancaster . Ann Fuilick .

4 |alan Pemaju UU15, Seksyen Ul, Hicom-Glenmarie Industrial Park

Illustrations @ Oxford University Press 2015

@ Oxford Publishing (Malaysia) Sdn' Bhd. (1175094-D) 2017

The moral rights ofthe authors have been asserted

First Edition Published in 2018

Essential Science for Cambridge Secondary 1 Stage 7 Workbook was

All rights reserved. No part of this publication may be reproduced, stored in a

You must not circulate this work in any other form

ISBN 978 967 2rr3 24 9

Exercise I Characteristics of life I Questions

Living organisms respire to get energy from their food. They

They used limewater. Diagram 1

School A set up the apparatus in Diagram 1. Mouthpiece

What do you thinkwill happen in

Steps in preparing onion slide

b \{hy is methylene blue used on cheek cells?

c How do you remove excess iodine solution from the slide?

d State two differences between an animal cell and a plant cell.

'lhe diagram below shows an animal cell.

Which part of the animal cell contains the genetic material?

a Controls all the activities of the cell

Student Book Topics 1.5, 1.6 and 1.7

The diagram below shows the levels of cell organisation in humans.

a Cell --------> Tissue + C ---------> System --------> Organism

2 Match the following tissues with their examples.

Connective tissue Endothelium

3 Fill in the blanks with the names of the tissues.

b These tissues are responsible for the transport of water and

d These tissues store food

* The flagella are used to move the whole organism around.

4 Explain your choice.

The structure of a plant

Student Book Topic 1.10

The diagram shows a system.

Tick (/) the correct statements.

I Your skeleton does three main jobs. What are they?

Look at this diagram of a human skeleton and label the

Gambar di atas menunjukkan bahwa

Manakah yang menunjukkan ciri makhluk

Perhatikan pernyataan berikut! 9 Amatilah gambar dibawah inil

Pernyataan di atas yang merupakan ciri

Urutan organisasi kehidupan pada tubuh 10 Langkah-langkah penggunaan mikroskop :

Janngan c. (1), (3), (4), (2)

'lkrw quickly do bacteria reproduce? VERY VERY QUICKTY!

4 Whv do you think bacteria can make us feel so ill?

Graph to show the growth of a population of bacteria

I Match the micro-organisms to their types.

3 How does Paramecium feed?.

Animal cell Bacterial

@ tef+ In Hong Kong Shibasaburo Kitasato and Alexandre Yersin separately

@ A pandemic happens when great number of people catch a disease in many

3 Describe the way in which plague is spread.

BACTERIA VIRUS FUNGUS CILIA MUCUS SCABS

This exercise will help you remember words related to ecology.

2 The place where an animal or plant lives.

5 Living organisms which can only be seen using a microscope.

8 Equipment for sucking up small invertebrates.

9 An animal without a backbone.

I.l Animals which eat only plants.

l4 Animals which eat plants and other animals.

| 5 Animals which eat other animals.

EENN C ANIMA LRAP

Student Book Topics 3.'N and 3"2