Learning Objective: 1.

1 Understanding that science is part of everyday life Learning Outcomes: List do n hat he sees around him. !"plain the importance of science in every day life. #ame some of the careers in science. 1 Tick $%& in the column 'elo a. '. c. d. e.

11

X 100 =

to list do n things that happen around us in nature.

A 'a'y gro ing up (ormation of rain'o A television set is turned off. )unrise *aining

+.

Label the pictures 'elo according to the correct fields using the ords given. Medical Agriculture Communication Domestic

a. ,,,,,,,,,,,,,,,,,,,,,,,,,

'. ,,,,,,,,,,,,,,,,,,,,,,

c. ,,,,,,,,,,,,,,,,,,,,,,,, -. Underline the correct ans ers 'elo

d. ,,,,,,,,,,,,,,,,,,,,,, to name some of the careers in science.

A $doctor % 'iologist& treats patients hile a $pharmacist % dentist& prepares and prescri'es drugs for medical purposes.

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Learning Objective1 1.+ )cience La'oratory Learning Outcome: 2dentify3 state the function and a'le to use the apparatus correctly. 1 La'el the diagrams 'elo to identify science la'oratory apparatus. )pring 'alance 'urette stop atch e"ternal calipers

10

X 100 =

Dra line to match the apparatus ith its function.

.o magnify the specimen

.o measure the curve line

.o measure the temperature

.o measure accurately the volume of li/uid

.o measure the internal diameter of an o'0ect

.o heat su'stances in the la'oratory

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Learning Objective1 1.- Understanding the steps in scientific investigation Learning Outcome: )tate the steps in scientific investigation. 1

X 100 =

Arrange the follo ing steps in scientific investigation in the correct se/uence using the phrases 'elo .

Ma5ing hypothesis 7riting a report Controlling varia'les Analysing and interpreting data

2dentifying the pro'lem

a&

4lan the e"periment

'&

Collecting data

c&

Ma5ing conclusion

d&

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Learning Objective: 1.6. 8no ing physical /uantities and their units Learning Outcomes: )tate the physical /uantities. )tate the )2 units and the corresponding sym'ols. )tate the sym'ols and values of prefi"es. 2dentify and use appropriate prefi"es. 1.

X 100 =

Draw lines to identify three other physical /uantities in the ord ma:e 'elo . 7 4 ; L 7 < . 7 * U * * . ; < 7 A . A * ! ! U = > 2 ) C ? A M 2 4 M D ! # @ . A < ! ( ; D A 7 . ! A @ 4 . @ . M 7 * A U A * ! ( A ) B ; 2 U D ? ! ) 8 @ ; 2 ! B * D ) B 4 ; ? 8 . 8 L < C 4 U L ? B A . ! M 4 ! * A . U * !

+.

Complete the ta'le 'elo Ph sical !uantit Length Mass .ime

to state the )2 units and the corresponding sym'ols. "#$ unit 5ilogram s to sho the sym'ols and numerical values for the follo ing 'umerical value o%: lenght 1 000 000 0.01 m in cm. " mbol m

-.

Complete the ta'le 'elo prefi"es. Pre%i& mega 5ilo centi milli

" mbol M 5

6.

(easure the diameter of the ping pong 'all in the diagram 'elo

Diameter = ,,,,,,,,,,,,,,,,,, cm

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Learning Objective1 1.D Understanding the use of measuring tools

Learning Outcomes: Choose the right tools to measure length3 volume and temperature. !stimate the area of regular and irregular shapes. Determine the volume of solids using ater displacement method. 1.

X 100 =

Draw lines to match the correct measuring tools for measuring length3 volume3 and temperature. Meter rule .o measure temperature of su'stances

.hermometer

.o measure the volume of a li/uid

Measuring cylinder

.o measure the length of a line

+.

.he diagram 'elo sho s a regular shape A and an irregular shape ). !stimate the areas of A and =.

A
1cm 1cm A1 ,,,,,,,,,,,,,,,,, -.

B
1cm 1cm )1 ,,,,,,,,,,,,,,,,,,,

.he diagram 'elo sho s an activity to determine the volume of a cor5 using ater displacement method.

Calculate the volume of the cor5.

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Learning Objective1 1.E Understanding the concept of mass 1.F .he importance standard units in everyday life Learning Outcomes: Determine the eight of an o'0ect. !"plain the concept of eight. !"plain the concept of mass. !"plain the difference 'et een mass and eight. 1. .he diagram 'elo sho s t o measuring tools.

X 100 =

Tick +,- the correct measuring tool that is used to determine the eight of an o'0ect. +. Complete the statement 'elo to e"plain the concept of eight.

.he eight of an o'0ect is the pull of the earthGs ,,,,,,,,,,,,on an o'0ect. -. Underline the correct ans er to e"plain the concept of mass. .he mass of an o'0ect is the $/uantity % /uality& of matter in the o'0ect. 6. Compare and contrast 'et een mass and eight in the diagram 'elo . (ass <uantity of matter Definition a. *eight

'.

Measuring tools

)pring 'alance

5ilogram

).2 unit

c.

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Learning Objective1 +.1 Understanding cells Learning Outcomes: 2dentify that cell is a 'asic unit of living things. 4repare slides follo ing proper instructions. Use microscope

X 100 =

1.

.he diagram 'elo sho s the 'asic unit of living things.

Complete the follo ing statement. .he 'asic unit of living things is called a ,,,,,,,,,,,,,,,,. +. Complete the ta'le 'elo ith the correct order on the usage of the microscope. . / 0

;pen fully the aperture of the diaphragm and condenser .urn the coarse ad0ustment 5no' until an almost clear image is seen 4lace the slide hich has 'een prepared on the stage and ad0ust the lo H po ered lens .urn the fine ad0ustment 5no' to o'tain a clearer image Ad0ust the mirror so that light is reflected into the microscope through the condenser 4lace the microscope on a flat ta'le Use the highHpo ered lens and use the fine ad0uster 5no' to focus until a sharp image is seen ) itch to mediumHpo ered lens and use the fine ad0uster 5no' to focus until a sharp image is seen Direct sunlight $ or lamp light & to ards the mirror

1 2

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Learning Objective1 +.1Understanding cells Learning Outcomes: 2dentify the general structures of animal cell and plant cell. La'el the general structure of an animal cell and plant cell. 1. . $denti% the structures 43 5 and 6 using the ords given. Cacuole #ucleus Cell mem'rane

X 100 =

4lant cell 41 ,,,,,,,,,,,,,,,,,,, +.

Animal cell 51 ,,,,,,,,,,,,,,,,,, 61 ,,,,,,,,,,,,,,,,,, using the ords given.

Label the general structure of an animal cell and plant cell 'elo Cell all Chloroplast

Cytoplasm

4lant cell

Animal cell

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Learning Objective1 +.1 Understanding cells

10
Learning Outcomes: )tate the function of each structure. )tate the similarities and the differences 'et een the t o cells. 1. Draw lines to match the correct functions ith each structure of a cell. Cell 7all

X 100 =

)tores ater and dissolved minerals $salt J sugar solutions& .he place here chemical processes ta5e place 4rotects and maintains the shape of the cell *egulates movement of su'stances in and out of the cell Contains chlorophyll needed for photosynthesis Controls all activities of the cell

Cell Mem'rane Cytoplasm #ucleus

Cacuole

Chloroplast +.

Complete the ta'le 'elo to state the similarities and the differences 'et een the t o cells using the ords given. A'sent 4resent (i"ed #ot fi"ed

Animal cells A'sent Cell 7all Cell mem'rane Cytoplasm 4resent A'sent A'sent #ucleus Cacuoles Chloroplasts

Plant cells

4resent 4resent

9%--

Learning Objective1 +.+ Understanding unicellular organism and multicellular organism Cell )hape (i"ed Learning Outcomes1 )tate the meaning of unicellular organism and multicellular organism @ive e"amples of unicellular organism and multicellular organism 1.

X 100 =

Underline the correct ans er to state the meaning of unicellular organism and multicellular organism. a. '. ;rganisms that consist of $one % t o or more& cell$s& are called unicellular organisms. ;rganisms that consist of $one % t o or more& cell$s& are called multicellular organisms. to give e"amples of unicellular organisms

+.

Complete the names of each organism 'elo and multicellular organisms Unicellular organism

a.

'.

(ulticellular organism

a.

'. M C *

10%--

Learning Objective: +.- Understanding that cells form tissues3 organs and systems in human 'ody Learning Outcomes: X 100 = #ame the different types of human cells. 10 )tate the function of different types of human cells. Arrange se/uentially cell organi:ation from simple to comple" using the terms cell3 tissue3 organ3 system and organism. 1. (ill in the 'lan5s ith the ans er given in the 'o" 'elo . Muscle cell !pithelial Cells #erve cell *ed 'lood cell

a. +.

'.

c.

d.

Draw lines to match the follo ing cells ith the correct functions. Cell *ed 'lood cell !pithelial Cell #erve cell Muscle cell 7unction Carries information in our 'ody Allo s movement Covers the 'ody surface .ransport o"ygen

-.

Complete the arrangement of cell organisation 'elo from simple to comple" using the terms cell3 tissue3 organ3 system and organism using the ords given. .issues ;rgan ;rganism

Cell

)ystem

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Learning Objective : -.1 Understanding that matter has mass and occupies space

Learning Outcomes : )tate that thing has mass and occupy space. !"plain hat matter is. 1.

X 100 =

Underline the correct ans ers to state that things have mass and occupy space. $a& .he diagram 'elo sho s an e"periment.

At the 'eginning of the e"periment

At the end of the e"periment

.he result of the e"periment sho s that air has $ eight % mass&. $'& .he diagram 'elo sho s an empty glass inverted in a 'asin of ater.

7ater does not enter the glass 'ecause air occupies $space % volume&. +. Complete the follo ing statement to e"plain hat matter is. Matter is anything that has ,,,,,,,,,,,,,,,, and occupies ,,,,,,,,,,,,,,.

1+%--

Learning Objective: -.+ Understanding the three states of matter Learning Outcomes: )tate that matter is made up of particles. )tate the three states of matter. )tate the arrangement of particles. )tate the difference in movement of particles. 1. +. Complete the statement 'elo . Matter is made up of ,,,,,,,,,,,,,,,,,. $a& Complete the statement 'elo to state the three states of matter. .he three states of matter are solid3 ,,,,,,,,,,,, and ,,,,,,,,,,,,,,. $'& Complete the ta'le 'elo su'stances. to identify the states of matter for the follo ing

1+

X 100 =

"ubstances 7ater ;"ygen Cinegar 2ce -. Complete the ta'le 'elo phrases given. to sho

"tate o% matter

Li/uid

the arrangement of particles in matter using the Closely pac5ed )olid Cery far apart Li/uid @as

(urther apart

)tates of matter 4 Arrangement of particles 6. Complete the ta'le 'elo the phrases given. Move freely and faster to sho the difference in movement of particles in matter using Move freely Ci'rate a'out a fi"ed positions < *

1-%--

"tate o% matter

"olid

Li!uid

8as

Movement of particles Learning Objective: -.- Understanding the concept of density Learning Outcomes: Define density. !"plain hy some o'0ects3 li/uid float. )olve simple pro'lems related to density. 1. Complete the follo ing statement to define density. Density of a su'stance is the ,,,,,,,,,,,,,, per unit volume of that su'stance. +. .he diagram sho s t o o'0ects P and 9 placed in a gas 0ar containing li/uid :.

X 100 =

Underline the correct ans er to e"plain hy some o'0ects3 li/uid float. a. '# -. P floats in : 'ecause P is $denser % less dense& than :. 9 sin5s in : 'ecause 9 is $denser % less dense& than :.

A 'oo5 has a mass of +D0 g and a volume of D00 cmK. . Calculate the density of the 'oo5 using the formula given. Density = Mass Colume

16%--

Learning Objective: 6.1 8no ing the different resources on earth Learning Outcomes: List the resources on !arth needed to sustain life. List the resources on !arth used in everyday life. 1. Draw lines in the life.

X 100 =

ord ma:e to list four other resources on !arth needed to sustain

( A > ? 7 A = C D !

; = * 7 ) M A ) M (

) C ; A @ ; C ! 2 @

) D ) . ( B 2 = # A

2 ! L ! ! 8 A L ! 2

L ( A * D L A = * B

( @ # B C A ( > A 8

U A M 8 = M 2 2 L A

! 2 # L A ; > > ) 8

L A 2 * ; # M L 7 U

+.

Complete the follo ing statements 'elo everyday life using the ords given. minerals

to identify the resources on !arth used in

atmosphere

fossil fuels

a& '& c&

!arth is surrounded 'y a layer of air called the ,,,,,,,,,,,,,,,,. !arth is also rich in ,,,,,,,,,,,, hich are trapped in the crust. Many important can 'e e"tracted from the mineral ores. ,,,,,,,,,,,,,,,, are formed from dead plants and animals 'uried under pressure and 'eing su'0ected to high temperature over thousands of years3 for e"ample3 coal3 natural gas and petroleum. metals

1D%--

Learning Objective: 6.+ Understanding elements3 compounds and mi"tures Learning Outcomes: )tate hat elements3 compound3 mi"tures are. @ive e"amples of elements3 compounds and mi"tures. 1. a&

X 100 =

La'el the diagram 'elo to identify the element3 compound and mi"ture 'ased on their molecular structures using the ords given. Compound !lement Mi"ture

'&

Draw lines to match the follo ing statements ith the correct terms. Consists of t o or more elements that are chemically com'ined.

!lement

Compound

Consists of t o or more elements or compounds mi"ed together physically.

Mi"ture

Consists of one type of atom only.

+.

$denti% the follo ing su'stances as elements3 compounds and mi"tures. "ubstances Car'on dio"ide ;"ygen )ilver !lement ;lement , Compound , (i&ture

1E%--

Mil5 )ea ater Mi"ture Learning Objective 16.+ Understanding elements3 compounds and mi"tures Learning Outcomes: X 100 = 16 )tate the differences 'et een elements3 compound3 mi"tures. Classify elements as metals and non metals 'ased on their characteristics. 1. Underline the correct ans er 'elo compounds. Characteristic a& 4reparation '& 4roportion of components c& !nergy a'sor'ed or given off during preparation d& #e properties as compared to old properties e& Method of separation to compare the differences 'et een mi"tures and

(i&tures $4hysical % Chemical& $#ot fi"ed % Definite&

Compounds $4hysical % Chemical & $#ot fi"ed % Definite& $?es % #o&

$?es % #o&

$)ame % Different& $4hysical % Chemical&

$)ame % Different& $4hysical % Chemical&

<#

Classi% the follo ing elements into t o groups 'ased on their characteristics given the ta'le 'elo .

;lements Copper )ulphur Mercury 4hosphorus

"ur%ace )hiny Dull )hiny Dull ;lements

Conductivit o% =eat @ood 4oor @ood 4oor

M!.AL)

#;#HM!.AL)

1F%--

Learning Objective1 D.1 Understanding hat air is made up of Learning Outcomes: )tate hat air is made up of. !"plain hy air is a mi"ture. )tate the percentages of nitrogen3 o"ygen and car'on dio"ide in air. 1. Draw lines in the ord ma:e to identify si" other components of air. C ; ; L 2 D * ; 7 4 M ; . +. M A C A = ! ) # A 2 2 D 2 C @ * ? U * ! C . * C . # M A M = X @ ) * ! A * 7 ! 2 # 2 8 ; ; ! ? * 2 ; # * C 2 C * C # C ; C # ; . . ) . . U 2 ; D ) A ) * 2 @ L 2 A ! * X U 2 4 . @ X A # ? # C A ? ) @ ; ; A ; ) A = 2 ) 4 @ . X U X # ; ! 2 U ) . 7 ! 8 2 * # 2 X ) * ) 2 ) X # 7 C # X ) D A 4 ! 7 @ D . A 2 . ) M . ! A A ( 2 > ( ; # @ A ) 2 D

1+

X 100 =

Underline the correct ords to e"plain hy air is a mi"ture. $a& .he components of air are $physically % chemically& com'ined. $'& .he proportions of the components are $fi"ed % not fi"ed&.

-.

=ased on the pie chart3 complete the ta'le 'elo air.

to sho

the percentages of gases in

1I%--

Learning Objective1 D.+ Understanding the properties of o"ygen and car'on dio"ide

Learning Outcomes: 1. List the properties of o"ygen and car'on dio"ide. 2dentify o"ygen and car'on dio"ide 'ased on their properties. Choose a suita'le test for o"ygen and car'on dio"ide.

X 100 =

Compare and contrast the properties of o"ygen and car'on dio"ide in the ta'le 'elo . O& gen Colourless Properties Colour ;dour #ot solu'le #o effect )olu'ility in sodium hydro"ide solution !ffect on lime ater !ffect on glo ing splinter !"tinguished ;dourless Carbon dio&ide

+.

.he ta'le 'elo 8as @as 4 @as 5

sho s the result of @as 4 and @as 5. Test with lime ater glo ing splinter 9esult @as 4 turns lime ater chal5y @as 5 re5indles a glo ing splinter

$denti% the gases 4 and 5 in the follo ing activities @as 4. 1,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, @as 5. 1,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, -. =ased on the information in /uestions 1 and +3 underline the correct test for o"ygen and car'on dio"ide. a. ;"ygen can 'e tested 'y using $glo ing splinter % lime ater&. '. Car'on dio"ide can 'e tested 'y using $glo ing splinter % lime ater&.

19%--

Learning Objective1 D.- Understanding o"ygen is needed in respiration

Learning Outcomes: 1.

X 100 =

)tate that energy3 car'on dio"ide and ater vapour are the product of respiration. *elate that living things use o"ygen and give out car'on dio"ide during respiration. to sho the products of respiration.

Complete the ord e/uation 'elo

O& gen > 8lucose ;nerg

??????????????? > ??????????????? >

+.

.he diagrams A and ) sho activities on respiration.

Diagram A a. =ased on diagram A3 complete the statement 'elo . Living things use ,,,,,,,,,,,,, during respiration.

Diagram ) '. =ased on diagram )3 complete the statement 'elo .

+0%--

Living things give out ,,,,,,,,,,,,, during respiration.

Learning Objective1 D.- Understanding o"ygen is needed in respiration

X 100 =

Learning Outcomes: Compare and contrast the content of o"ygen in e"haled and inhaled air in humans. )tate that o"ygen is needed for respiration. 1. Compare and contrast the content of o"ygen in inhaled and e"haled air in the ta'le 'elo . Composition +@8as ;"ygen Car'on dio"ide 7ater vapour $nhaled air +1L 0.0-L Less 6L More ;&haled air

+.

.he diagram 'elo sho s the result of an e"periment on respiration. =ased on the diagram3 complete the statement 'elo .

Living things need ,,,,,,,,,,,,,,,,,,, gas in the air for respiration.

+1%--

Learning Objective1 D.6 Understanding o"ygen is needed for com'ustion

Learning Outcomes: )tate hat com'ustion is. )tate that o"ygen is needed for com'ustion. List the products of com'ustion. 1. Complete the statement 'elo to sho hat com'ustion is.

X 100 =

Com'ustion is the process in hich a su'stance 'urns in ,,,,,,,,,, hen heated. +. .he diagram 'elo sho s an activity on com'ustion.

Underline the correct ans er to sho .he candle e"tinguishes after a fe com'ustion. Complete the ord e/uations 'elo Car'on M o"ygen

hy the candle e"tinguishes after a fe

minutes.

minute 'ecause o"ygen is $needed % not needed& for

to sho the products of com'ustion. ,,,,,,,,,,,,,,,,,, M !nergy

Aydrocar'on !nergy

o"ygen

,,,,,,,,,,,,,,,,, M ,,,,,,,,,,,,,, M

++%--

Learning Objective1 D.D Analysing the effects of air pollution Learning Outcomes: !"plain hat air pollution is. List e"amples of air pollution. List the sources of air pollutants. 1. Complete the statement 'elo

X 100 =

to e"plain hat air pollution is ith the ords given. damage harmful or

health

Air pollution occurs hen su'stances that are ,,,,,,,,,,,,, to our ,,,,,,,,,,,, that can cause ,,,,,,,,,,,,,,, to our environment are found in the air. +. List some e"amples of air pollution 'y completing the chart 'elo . a.

)mo5e3soot3smog

Chlorofluorocar'on

'.

c. Lead compounds )ulphur dio"ide

;"ides of nitrogen

Complete the ta'le ith the correct sources of air pollutants as given 'elo . Motor vehicles e"haust3 cigarettes smo5e =urning of ru''ish3 com'ustion of fuels in motor vehicles and factories Com'ustion of fossil fuels in motor vehicles and factories

Air pollutants )mo5e and soot

"ources

;%%ect Di::y or headache3 if inhaled in small /uantityN dangerous if inhaled in large /uantity

+-%--

Car'on dio"ide

Causes 'reathing pro'lems3 damages human respiratory system

Causes acid rain3 hich corrodes 'uildings3 damages crops3 forests and a/uatic life Learning Objective1 D.D Analysing the effects of air pollution )ulphur dio"ide Learning Outcomes: Descri'e the effect of air pollution. !"plain the steps needed to prevent and control air pollution 1. Draw lines to match the effects of air pollution ith its air pollutant. ;%%ects Depletion of o:one layer Air pollutants @aseous pollutants such as sulphur dio"ide and nitrogen dio"ide dissolve in rain ater.

X 100 =

Acid rain

Chlorofluorocar'on

@reenhouse effect *ise in the level of car'on dio"ide trapped in the !arthGs atmosphere

+.

Draw lines to match the air pollution pollution. Pollution Depletion of o:one layer

ith the steps needed to prevent and control air

"teps needed to prevent , control air pollution 1. Avoid using C(CH'ased products +. Carrying out intensive research on C(C alternatives. 1. @ro ing more trees to reduce amount of car'on dio"ide. +. *educing emissions of greenhouse gases such as car'on dio"ide3 methane and C(C. 1. ) itching to fuels ith lo content of sulphur such as natural gas. +. *emoving sulphur compounds from fossils fuels prior to 'urning. 1. 4rohi'iting 'urning of forests for land clearing purposes. +. 2nstalling catalytic converter to e"haust systems of motor vehicles.

Aa:e

@lo'al arming

Acid rain
+6%--

Learning Objective1 E.1 Understanding the various form and sources of energy

Learning Outcomes: 2dentify energy changes. 2dentify the sun as the primary source of energy. List the various forms of energy. List the various sources of energy. 1. .he diagram sho s an oil lamp.

10

X 100 =

Light energy M Aeat energy

$denti% the energy that is represented 'y 41 ,,,,,,,,,,,,,,energy. +. Label the diagram 'elo ith the primary energy that comes from the )un.

a& ,,,,,,,,,,,,,,energy

)U#

'& ,,,,,,,,,,,,,, energy

-.

Label the diagram 'elo to identify the various form of energy using the ords 'elo . Aeat !nergy !lectrical !nergy )ound !nergy 4otential !nergy

,,,,,,,,,,,,, 6.

,,,,,,,,,,,,,,

,,,,,,,,,,,,,

,,,,,,,,,,,,,,

Draw lines to identify three other ords that sho ) @ A 2 B 8 L

the sources of energy. M 7 #

+D%--

. ! D L

U ( ! M

C # ( 7

7 A @ A

X = A .

? C 2 !

> D @ *

A ! A .

2 # D U

; 4 < )

2 A @ ( ! a'le D and C non = rene A a'le . energy Learning Objective1 E.+ Understanding rene @ ! ; . A ! * M A L Learning Outcomes: Define rene a'le and non rene a'le sources of energy. @roup the various sources of energy into rene a'le and non rene a'le. !"plain hy e need to conserve energy. )uggest ays to use energy efficiently. 1. Underline the correct ans er in the statement 'elo rene a'le sources of energy.

X 100 =

to define rene a'le and non

$a& *ene a'le energy sources are those sources of energy that $ ill run out % ill never run out& after they have 'een used. $'& #on rene a'le energy sources are those sources of energy that $ ill run out % ill never run out& after they have 'een used. +. Class the follo ing sources of energy into t o groups.

;il

)un

7ind

*ene a'le

#on rene a'le

-.

Underline the correct ans er in the statement 'elo conserve energy.

to e"plain

hy

e need to

+E%--

Most of the energy that

e use comes from fossil fuels and are a $rene a'le % #on

rene a'le& source of energy hich ill not last long. 6. Tick $ & in the 'o" given to suggest ays ho to use energy efficiently.

a& *eplace filament 'ul's ith florescent lamps. Learning Objective: F.1 Understanding heat as a form of energy '& Use personal cars instead of 'uses and lightHrail transit $L*.&. Learning Outcomes: )tate that the sun gives out heat. )tate other sources of heat. )tate that heat is a form of energy. @ive e"amples of the uses of heat. 1. Complete the statement 'elo to state hat the sun gives out.

X 100 =

.he sun is the main source of ,,,,,,,,,,,,,,,,,, and light energy. +. 9earrange the letters in the 'o"es 'elo to identify other sources of heat energy. = U ; ) M . C ; M . 2 ; ; # #

* L

! C

L .

! *

C C

. .

2 ( -. Complete the statement 'elo

C *

* .

2 2

# #

to e"plain hat heat is.

Aeat is a form of ,,,,,,,,,,,,,,,,,. 6. *rite true or false for the follo ing uses of heat. Uses o% heat a. .o coo5 food and 'oil ater True,7alse

+F%--

'. .o dry et clothes c. .o change ater to ice.

Learning Objective: F.+ Understanding heat flo and its effects

Learning Outcomes: )tate that heat causes solids3 li/uids and gases to e"pand and contract. )tate that heat flo s in three different ays. )tate that heat flo s from hot to cold. @ive e"amples of heat flo in natural phenomena.

X 100 =

1.

Underline the correct ords in the statement 'elo li/uids and gases. )olids3 li/uids and gases $e"pand%contract& hen they cool do n.

to sho

the effects of heat on solids3

hen they a'sor' heat 'ut $e"pand%contract&

+.

"tate t o other method of heat transfer1 a. Conduction '. ,,,,,,,,,,,,,,,,,,,,,,,,,,,,, c. ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,

-.

Underline the correct ans er in the statement 'elo diagram 'elo .

to state ho heat flo

sho n in the

;ur hands feel hot 'ecause heat flo s from $hot % cold& region to $hot % cold& region. 6. 'ame t o e"amples of heat flo sho n in the diagram 'elo . in natural phenomena caused 'y convection currents as

+I%--

Learning Objective: F.+ Understanding heat flo and its effects a. ,,,,,,,,,,,,,,,,,,,,,,, '. ,,,,,,,,,,,,,,,,,,,,,,, Learning Outcomes: )tate hat a heat conductor is. )tate hat a heat insulator is. List uses of heat conductors and heat insulators in daily life. 1. Complete the statements 'elo to e"plain hat a conductor is.

X 100 =

a. )olids that ,,,,,,,,,,,,,,,,, heat are called conductor. +. Underline the correct ans er 'elo to e"plain hat an insulator is.

'. )olids that $conduct % do not conduct& heat are called an insulator. -. Draw lines to match the conductors and insulators to their uses in daily life.

Conductors , $nsulators Mercury 7oollen clothes Aluminium 2ce 7ood

Uses in dail li%e .o 5eep our 'ody arm during inter .o detect heat in thermometers 2gloos are made of ice to retain heat (or ma5ing handles of frying pans (or ma5ing coo5ing utensils

+9%--

Learning Objective: F.- Analysing the effect of heat on matter Learning Outcomes: )tate the changes in state of matter in physical processes. !"plain that changes in state of matter involve a'sorption and release of heat. 1. .he diagram 'elo sho s the changes in the state of matter in physical processes.

X 100 =

'ame these physical processes 'elo Condensation

using the ords 'elo . Melting (ree:ing

=oiling )u'limation

4 1 ,,,,,,,,,,,,,,,,,,,,,,,,,,,,, < 1 ,,,,,,,,,,,,,,,,,,,,,,,,,,,,, * 1 ,,,,,,,,,,,,,,,,,,,,,,,,,,,,, ) 1 ,,,,,,,,,,,,,,,,,,,,,,,,,,,,, . 1 ,,,,,,,,,,,,,,,,,,,,,,,,,,,,, +. "tate hether heat is a'sor'ed or released in the processes 'elo . Process Changes Absorb heat , 9elease heat

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a. 2ce melting '. 7ater 'oiling c. 7ater free:ing

)olid Li/uid Li/uid

Li/uid @as )olid

Learning Objective: F.6 .he uses of e"pansion3 contraction and application in daily life Learning Outcomes: X 100 = F !"plain ith e"amples the uses of e"pansion and contraction in daily life. Apply principle of e"pansion and contraction of matter in solving simple pro'lems
1.

Draw lines to match the uses of e"pansion or contraction of matter application in daily life. Uses o% e&pansion or contraction o% matter a. @aps allo the iron 'ridge to e"pand on a hot day. for

ith the correct

Application .hermometer (ire alarm .elegraph ire Concrete road

'. 2t is hung loosely 'et een poles to allo contraction at night.

c. Mercury e"pands hen heated and contracts hen cooled. d. .he production of heat causes 'imetallic strip to straighten or curve and connects or disconnects the electrical circuit. e. @aps allo for e"pansion on hot days so that the surface does not crac5. +.

)teel 'ridge

.he follo ing statements are ays of applying the principle of e"pansion and contraction of matter in solving simple pro'lems. *rite .rue $.& of (alse $(& to the follo ing statements that are 'ased on the principle of e"pansion and contractionO a. '. c. )oa5ing a pair of dirty soc5s in hot ater 'efore ashing. 2mmersing a dented ping pong 'all in hot ater to regain its shape. 2mmersing t o glasses hich are stuc5 together in

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hot ater to separate them. d. Aeating an empty coo5ing pot to loosen its cover stuc5 to the pot.

LeLearning Objective: F.D Understanding that dar53 dull o'0ects a'sor' and give out heat 'etter Learning Outcomes: )tate that dar53 dull o'0ect a'sor's heat 'etter than hite3 shiny o'0ects. )tate that dar53 dull o'0ect gives out heat 'etter than hite3 shiny o'0ects. 1. .he diagram 'elo sho s an e"periment.

X 100 =

* Underline the correct ans ers in the statement 'elo

4 to sho the result of the e"periment. hite and

$Dar5 and dull % 7hite and shiny& o'0ect a'sor's heat 'etter than $dar5 and dull % shiny& o'0ect. +. .he diagram 'elo sho s an e"periment.

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Underline the correct ans ers in the statement 'elo

to sho

the result of the e"periment.

$Dar5 and dull % 7hite and shiny& o'0ect gives out heat 'etter than $dar5 and dull % hite and shiny& o'0ect.

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