01 - The World Through Our Senses

Konsep PENTING!
BAB
CHAPTER
The BIG Picture!
The World
through
Our Senses
Dunia melalui
Deria Kita
WORD UP!
ISTILAH!
Organ Organ
Nose Hidung
Eye Mata
Ear Telinga
Tongue Lidah
Reflection of light Pantulan cahaya
Organ Organ
Hidung Nose
Mata Eye
Telinga Ear
Lidah Tongue
Pantulan cahaya Reflection of light
11
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Kontekstual
A Pilih daripada maklumat yang diberi dan lengkapkan pengurusan grafik di bawah untuk menunjukkan
organ deria, rangsangan yang diterima, dan jenis deria yang terlibat.
Cahaya
Bau
Penglihatan
Rasa
Telinga
Lidah
Mata
Hidung
1.1 Understanding the sensory organs and their functions
1.1
DISCUSSION Sensory organs, their stimuli and types of sense

ACTIVITY
A Choose from the list of words given to fill in the boxes in the graphic organiser below showing the
sensory organs, stimuli received and types of senses involved.
Kulit
Bunyi
Light
Smell
Sight
Taste
Ear
Tongue
Organ deria
Mata
Hidung
Telinga
Bahan kimia
Lidah
Kulit
Eye
Nose
Ear
Bahan kimia
Bunyi
Pendengaran
Bau
Sentuhan
Sakit
Panas
Sejuk
Rangsangan
1.1 HP
1.1
Reseptor
(organ deria)
impuls
Mengenal pasti dan menghubungkaitkan organ deria dengan

rangsangannya
Otak
Rasa
Saraf
Saraf
Otak
Light
Sentuhan
Sakit
Panas
Sejuk
Sight
Skin
Chemical
substances
Sound
Chemical
substances
Touch
Pain
Heat
Cold
Taste
Touch
Pain
Heat
Cold
Saraf
Hearing
Smell
B Complete the flow chart below on the pathway of an impulse through the nerves after a stimulus is
received by the skin (in an activity such as writing a letter).
Receptor (sensory organ)
Efektor (otot)
Efektor
(otot)
Stimulus
1.1 LO
Receptor
(sensory organ)
impulse
Brain
Nerves
Nerves
Brain
Effector (muscle)
Nerves
Effector
(muscle)
Identify and relate a sensory organ to its stimulus
Understanding the sensory organs and their functions
1.1DISCUSSION
ACTIVITY
Tongue
Types of senses involved
B Lengkapkan carta alir di bawah tentang aliran impuls melalui saraf setelah rangsangan diterima oleh
kulit (dalam suatu aktiviti seperti menulis surat).
Reseptor (organ deria)
Skin
Sound
Types of stimuli received
Jenis deria yang terlibat
Penglihatan
Eye
Nose
Sensory organ
Jenis rangsangan yang diterima
Cahaya
Contextual
Chapter 1
The World through Our Senses
Organ deria, rangsangan, dan jenis deria
Learning Objective
1.1 PERBINCANGAN
Chapter 1
BAB
AKTIVITI
1.1 Memahami organ deria dan fungsinya
CHAPTER
Objektif Pembelajaran
5 What are represented by the symbols X and Y for the path of an impulse below, after a
stimulus is received by the skin?
1 State five sensory organs in human. (Eye, ear, nose, tongue and skin)
2 What is the type of stimulus received by eyes? (Light)
3 What is the stimulus received by nose and tongue? (Chemical substances)
Stimulus X Nerve Y Nerve Effector

(X: Receptor; Y: Brain)
4 State four stimuli that can be detected by skin. (Touch, pain, heat and cold)
7/3/08 5:23:20 PM
1.2
EXPERIMENT
Inquiry-discovery
TUJUAN
(a) Mengenal pasti struktur kulit yang terlibat dalam pengesanan rangsangan
(b) Mengenal pasti jenis hujung saraf dan fungsi setiap jenis hujung saraf itu
BAHAN
Carta, model atau transparensi yang menunjukkan struktur kulit
LANGKAH
AIM
MATERIALS
1 Perhatikan carta, model atau transparensi yang menunjukkan keratan rentas kulit
manusia.
2 Bincangkan dengan guru dan rakan-rakan anda tentang bahagian-bahagian kulit.
3 Kenal pasti jenis hujung saraf yang terlibat dalam pengesanan rangsangan dan labelkan
rajah keratan rentas kulit manusia di bawah.
PROCEDURE
(a) To identify the structure of skin involved in stimulus detection

(b) To identify and state the function of different receptors
Charts, models or transparencies that illustrate skin structure
1 Observe the charts, models or transparencies which illustrate the cross-section of
human skin.
2 Discuss with your teacher and friends the sections of the skin.
3 Identify the various receptors which are related to detection of stimuli and label the
diagram showing the cross-section of the human skin below.
OBSERVATION
PEMERHATIAN
Reseptor haba
Reseptor sakit
Reseptor sentuhan
Reseptor tekanan
Heat receptor
Pain receptor
Reseptor sejuk
Saraf
Touch receptor
Pressure receptor
Cold receptor
Nerve
epidermis
4 Reseptor sakit
1 Touch receptor
4 Pain receptor
2 Reseptor sejuk
5 Reseptor haba
2 Cold receptor
5 Heat receptor
3 Saraf
6 Reseptor tekanan
3 Nerve
6 Pressure receptor
fat layer
Cross-section of the skin
Keratan rentas kulit
ANALISIS
1 Namakan lima jenis reseptor yang terdapat pada kulit.

sakit
haba
Reseptor
,
, tekanan , sentuhan , dan
ANALYSIS
sejuk
Reseptor pada kulit
1.2
Jenis rangsangan yang dikesan
cold
and
Type of stimuli detected
Haba
Heat receptors
Heat
Sejuk
Cold receptors
Cold
Reseptor sentuhan
Sentuhan
Touch receptors
Touch
Reseptor tekanan
Tekanan
Pressure receptors
Pressure
Reseptor sakit
Sakit
Pain receptors
Pain
Rujuk kepada Essential Science Form 2, 1.2 Deria

sentuh, hlm. 5
receptors.
Receptor in the skin
Reseptor haba
Mengenal pasti struktur kulit manusia

Menyatakan fungsi setiap jenis hujung saraf
INQUIRY
touch
Reseptor sejuk
Understanding the sense of touch
1.2 EXPERIMENT
1 Name the five receptors found in the skin.

Pain
heat
,
, pressure ,
2 Fill in the blanks with the types of stimuli received by receptors in the skin.
2 Isikan jenis rangsangan yang diterima oleh reseptor-reseptor pada kulit.
1.2 HP
epidermis
1 Reseptor sentuhan
lapisan lemak
Chapter 1
Chapter 1
Inkuiri-penemuan
Deria sentuh dan struktur kulit manusia
1.2 Understanding the sense of touch
INQUIRY Sense of touch and structure of the human skin

P
1.2 INKUIRI
BAB
EKSPERIMEN
1.2 Memahami deria sentuh
CHAPTER
Learning Objective
1.2 LO
Identify the structure of the human skin

State the function of different receptors
INQUIRY
1.3 EXPERIMENT
Refer to Essential Science Form 2, 1.2 Sense of

touch, p. 5
1 State the type of receptor that is located in the fat layer of the skin. (Pressure receptor)
3 State two factors that affect the sensitivity of the skin. (The thickness of the epidermis and
the number of the receptors)
2 State the type of receptor that is located in the epidermis of the skin. (Pain receptor)
4 Explain why lips are sensitive to touch. (Lips have thin epidermis and many receptors)
5 Explain why elbows are not sensitive to touch. (Elbows have thick epidermis and fewer
receptors)
7/3/08 5:23:20 PM
Kulit ialah lapisan nipis

yang melapisi tubuh badan
manusia
5 Name the receptors that receive stimuli when a patient is given an injection.
Pain receptors
5 Nyatakan jenis reseptor yang menerima rangsangan apabila seseorang diberi suntikan.
Reseptor sakit
KESIMPULAN
sakit
Kulit mempunyai reseptor yang peka terhadap
sejuk
sentuhan
tekanan
,
, dan
.
EKSPERIMEN
1.3 INKUIRI
TUJUAN
BAHAN
LANGKAH
KEPUTUSAN
haba
Kepekaan kulit terhadap rangsangan di bahagian

badan yang berlainan
Menunjukkan kepekaan kulit terhadap pelbagai rangsangan

pada bahagian badan yang berlainan
Kadbod tebal, pencungkil gigi, pita selofan, jaluran kain
Inkuiri-penemuan
Perhatian!
Aktiviti ini dijalankan

secara berpasangan.
1 Sediakan bahan-bahan seperti yang ditunjukkan

dalam rajah di sebelah kanan.
2 Tutup mata rakan anda dengan jaluran kain.
3 Cucuk badan rakan anda di bahagian-bahagian
berikut dengan satu atau dua pencungkil gigi:
pencungkil gigi
(a) hujung jari
(e) lutut
(b) belakang leher (f) tapak kaki
(c) bibir
(g) tapak tangan
(d) siku
(h) belakang telinga
4 Minta rakan anda teka bilangan pencungkil gigi yang
digunakan untuk mencucuk bahagian tertentu badannya.
5 Catat jawapan rakan anda dalam jadual di bawah.
CONCLUSION
1.3
Skin has receptors that are sensitive to

cold
touch
,
and
INQUIRY
EXPERIMENT
AIM
pressure
1 Prepare the materials as shown in the diagram on the right.

2 Blindfold your friend with a strip of cloth.
3 Prick the following parts of your friends body with one
toothpick or with two toothpicks.
(a) fingertips
(e) knees
toothpick
(b) back of neck
(f) feet soles
(c) lips
(g) palm of hand
(d) elbow
(h) back of ear
4 Request your friend to guess the number of toothpicks
used to prick the specific parts of his body.
5 Record your friends answers in the table below.
pita selofan
RESULTS
..
To demonstrate the sensitivity of skin to various stimuli on different

parts of the body
PROCEDURE
pencungkil gigi
Inquiry-discovery
Thick cardboard, toothpicks, cellophane tape, a strip of cloth
kadbod tebal
heat
Sensitivity of the skin covering different

parts of the body towards stimuli
Be Alert!
Activity is to be carried
out in pairs.
thick cardboard
toothpicks
cellophane tape
Mark for the correct guess and for the wrong guess.
Tandakan untuk tekaan yang betul dan sekiranya salah.

Bilangan pencungkil gigi yang digunakan
Number of toothpicks used

Part of body
Satu
Dua
One
Hujung jari
Fingertips
Belakang leher
Back of neck
Bibir
Lips
lajar
n Pe
a
p
a
Jaw
Siku
Lutut
pain
MATERIALS
Bahagian badan
1.3 HP
Skin is a layer that covers

the human body
4 Name the type of receptor that is close to the skins surface.

Pain receptor
4 Namakan jenis reseptor yang berada dekat dengan permukaan

kulit.
Reseptor sakit
3 Name the type of receptors found in the adipose (fat) tissue.

Pressure receptors
CHAPTER
BAB
3 Namakan jenis reseptor yang terdapat pada tisu adipos (lemak).

Reseptor tekanan
Knees
Feet soles
Tapak tangan
Palm of hand
Belakang telinga
Back of ear
Membuat kesimpulan tentang kepekaan kulit terhadap pelbagai

rangsangan pada bahagian badan yang berlainan
Rujuk kepada Essential Science Form 2, Aktiviti

Makmal 1.2, hlm. 6
ers
Answ
s
t
n
e
Stud
Elbow
Tapak kaki
1.3 LO
Draw conclusion on the sensitivity of skin at different parts of

the body towards stimuli
Two
Refer to Essential Science Form 2, Laboratory Activity

1.2, p. 6
7/3/08 5:23:20 PM
1 Kelaskan bahagian badan yang sangat peka terhadap rangsangan

sentuhan dan kurang peka terhadap rangsangan sentuhan.
Mengumpul dan mengelas
Belakang leher, hujung jari, bibir,

belakang telinga
Siku, lutut, tapak kaki, tapak tangan
Very sensitive to touch stimuli
Less sensitive to touch stimuli
Back of neck, fingertips, lips, back of ear
Elbow, knee, feet soles, palm of hand
(b) Number of receptors

TSTS
3 What is the relationship between the thickness of the skin epidermis
Relating
and the skin sensitivity to stimuli?
more
The thinner the skin epidermis, the
sensitive the skin will be to stimuli.
(b) Bilangan reseptor

KBSB
3 Apakah hubungan antara ketebalan epidermis kulit dengan kepekaan
Menghubungkaitkan
kulit terhadap rangsangan?
nipis
peka
Semakin
epidermis kulit, semakin
kulit terhadap rangsangan.
5 Nyatakan jenis reseptor yang paling banyak digunakan oleh orang buta.
Reseptor sentuh
1 Classify the parts of the body which are very sensitive to touch
stimuli and less sensitive to touch stimuli.
2 State two factors that affect the sensitivity of the skin.

(a) Thickness of epidermis
2 Nyatakan dua faktor yang mempengaruhi kepekaan kulit.

(a) Ketebalan epidermis
4 Apakah hubungan antara bilangan reseptor dalam kulit dengan

kepekaan kulit terhadap rangsangan?
banyak
peka
Semakin
reseptor dalam kulit, semakin
rangsangan.
TSTS
Grouping and classifying
Kurang peka terhadap rangsangan

sentuhan
Sangat peka terhadap rangsangan

sentuhan
ANALYSIS
CHAPTER
KBSB
BAB
ANALISIS
TSTS
4 What is the relationship between the number of receptors in the skin
Relating
and its sensitivity to stimuli?
more
more
The
receptors in the skin, the
sensitive it is to stimuli.
KBSB
Menghubungkaitkan
5 State the type of receptor largely used by blind people.

Touch receptor
kulit terhadap
KBSB
TSTS
Generating ideas
6 A doctor normally gives an injection in the arm of a patient. Give your reason.
Menjanakan idea
6 Doktor biasanya memberi suntikan pada bahagian lengan seorang pesakit. Berikan
alasan anda.
Reasons:
thick
(a) The epidermis in the arm is
less
(b) Number of receptor is
.
Alasan:
(a) Epidermis di kulit lengan adalah
tebal
(b) Bilangan reseptor adalah kurang
kurang
.
.
CONCLUSION
KESIMPULAN
1 Kepekaan kulit adalah
di bahagian badan yang berlainan.

ketebalan epidermis
2 Kepekaan kulit di badan bergantung pada
bilangan reseptor
dalam kulit.
1 The sensitivity of the skin
differs
in different parts of the body.

thickness of the epidermis
2 The sensitivity of the skin depends on the

the number of receptors
in the skin.
berbeza
and
dan
7/3/08 5:23:21 PM
Inkuiri-penemuan
1.3 Understanding the sense of smell
1.4
INQUIRY Sense of smell and structure of the nose

P
EXPERIMENT
Inquiry-discovery
AIM
TUJUAN
(a) Mengenal pasti struktur hidung manusia

(b) Mengenal pasti kedudukan sel deria bau
BAHAN
Carta, model atau transparensi yang menunjukkan struktur hidung
LANGKAH
MATERIALS
1 Perhatikan carta, model atau transparensi yang menunjukkan keratan rentas hidung
manusia.
2 Bincang dengan guru dan rakan-rakan anda tentang pelbagai bahagian pada hidung.
3 Kenal pasti kedudukan sel deria bau pada hidung.
4 Labelkan struktur hidung pada rajah di bawah. Lukis arah pergerakan udara () yang
memasuki hidung.
PROCEDURE
(a) To identify the structure of the human nose

(b) To identify the position of the cells of the sense of smell
Charts, models or transparencies showing the structure of the nose
1 Observe the charts, models or transparencies showing the cross-section of the human
nose.
2 Discuss with your friends and teacher the various sections of the nose.
3 Identify the position of the sensory cells in the nose.
4 Label the diagram of the nose below. Draw the direction () in which air enters the
nose.
OBSERVATION
PEMERHATIAN
3 Nerves
1 Nasal cavity
3 Saraf
1 Rongga hidung
4 Smell sensory cells

(smell receptors)
4 Sel-sel deria bau

(reseptor bau)
nose
hidung
2 Lubang hidung
Guide:
Nerves
Smell sensory cells
Nasal cavity
Nostril
2 Nostril
Panduan:
Saraf
Sel-sel deria bau
Rongga hidung
Lubang hidung
Chapter 1
Deria bau dan struktur hidung
Learning Objective
1.4 INKUIRI
Chapter 1
BAB
EKSPERIMEN
1.3 Memahami deria bau
CHAPTER
Legend:
direction of airflow
Petunjuk:
arah pergerakan udara
Cross-section of the nose
Keratan rentas hidung
ANALISIS
ANALYSIS
1 Apakah organ deria bau?
Hidung
2 Name the part of the nose that receives smell stimuli.

Cells of the sense of smell/Smell receptors
2 Namakan bahagian hidung yang menerima rangsangan bau.

Sel-sel deria bau/Reseptor bau
3 Where are the receptors that are sensitive to smell stimuli located?
upper part
In the
of the nasal cavity.
3 Di manakah terletaknya reseptor yang peka terhadap rangsangan bau?

atas
Di bahagian
rongga hidung.
4 The smell receptors are always dampened by mucus. What is the function of the
mucus?
chemical substances
dissolve
To enable
to
in it and stimulate
the sensory cells.
4 Reseptor bau sentiasa dilembapkan dengan lendir. Apakah fungsi lendir ini?
bahan kimia
melarut
Membolehkan
dalam bau
di dalamnya
dan merangsangkan sel-sel deria.
5 Complete the flow chart below to show the smell pathway from stimulus to brain.
5 Lengkapkan carta alir di bawah untuk menunjukkan lintasan bau daripada rangsangan
ke otak.
Bahan kimia
di udara
KESIMPULAN
1.4 HP
1.3
1.4
Sel deria
Sel deria
bau
bau
Mengenal pasti struktur hidung manusia

Mengenal pasti kedudukan sel deria bau dalam pengesanan
bau
Impuls

bau, hlm. 7
Understanding the sense of smell

Understanding the sense of taste
INQUIRY
1.4 EXPERIMENT
Chemicals
in the air
Otak
terletak di dalam hidung.

6
1 What is the sensory organ for smell?

Nose
1 What is the sensory organ for smell? (Nose)
CONCLUSION
1.4 LO
smell
Identify the structure of the nose

Identify the position of the sensory cells in the detection
of smell
INQUIRY
1.5 EXPERIMENT
INQUIRY
1.6 EXPERIMENT
The
Smell
sensory cell
Impulse
Brain
sensory cell is located in the nose.

Refer to Essential Science Form 2, 1.3 Sense of smell,
p. 7
4 State four tastes that can be detected by our tongue. (Sweet, sour, salty and bitter)
5 What is the relationship between the sense of taste and the sense of smell? (The sense of
taste is helped by the sense of smell)
2 Where is the location of the smell receptors in nose? (On the top of the nasal cavity)
3 Explain why when we have a flu, the nose cannot function well. (The smell receptors are
covered by a layer of mucus)
7/3/08 5:23:21 PM
1.4 Understanding the sense of taste
Kepekaan lidah terhadap rangsangan deria rasa
Inkuiri-penemuan
1.5
INQUIRY Sensitivity of the tongue to taste stimuli

P
EXPERIMENT
Inquiry-discovery
Cuka, larutan gula, larutan garam biasa, serbuk ubat

demam yang dicampur air
RADAS
Cawan bersih, penyedut minuman
LANGKAH
KEPUTUSAN
Perhatian!
Mengenal pasti kawasan di atas lidah yang peka

terhadap rasa yang berbeza-beza
BAHAN
1 Titis larutan berikut (tidak mengikut urutan)

di atas bahagian-bahagian lidah rakan anda
yang berlainan seperti yang ditunjukkan
dalam rajah di sebelah.
(a) Cuka
2
(b) Larutan gula
(c) Larutan garam biasa
larutan
(d) Larutan ubat
2 Catat bahagian lidah yang paling peka terhadap
rasa larutan tertentu dalam jadual di bawah.
3 Kumurkan mulut selepas setiap larutan yang dirasa.
TUJUAN
Kumur mulut anda

dengan air suling
sebelum memulakan
aktiviti ini untuk
menyingkirkan sebarang
sisa makanan dalam mulut.
penyedut minuman
AIM
Vinegar, sugar solution, salt solution, fever medication

dissolved in water
APPARATUS
Clean cup, straws
PROCEDURE
1 Place a drop of these solutions (with no specific

sequence) onto different parts of your partners
tongue as shown in the diagram on the right.
(a) Vinegar
(b) Sugar solution
(c) Salt solution
(d) Medicine solution
2 In the table below, record which area of the
tongue is most sensitive to each solution.
3 Rinse the mouth after tasting each solution.
3
5
6
RESULTS
Tandakan () bagi rasa larutan yang dapat dikesan di bahagian tertentu pada lidah.
Tandakan () bagi rasa larutan yang tidak dapat dikesan di bahagian tertentu pada lidah.
Be Alert!
To identify areas on the tongue that sensitive to different

tastes
MATERIALS
CHAPTER
1.5 INKUIRI
Learning Objective
1.4 Memahami deria rasa
BAB
EKSPERIMEN
Rinse your mouth with

distilled water before
you begin this activity
to remove all traces of
food in the mouth.
straw
1
3
2
4
solution
5
6
Mark () for the tastes of the solutions which can be detected by the specific areas of
the tongue. Mark () for tastes which cannot be detected.
Taste
Rasa
Area of tongue
Bahagian lidah
ANALISIS
Pahit
Masam
Manis
Masin
Manis
Masin
Pahit
(b) Larutan garam:
1.5 HP
(d) Larutan ubat:
Sour
Sweet
Salty
1 State the taste of solutions in this activity.

Sour
(a) Vinegar:
(c) Sugar solution:
Salty
(b) Salt solution:
(d) Medicine solution:
2 Apakah rasa yang dapat dikesan oleh tunas-tunas rasa pada lidah?
Masam, manis, masin, dan pahit
2 Which tastes can be detected by the taste buds on the tongue?

Sour, sweet, salty and bitter
3 Adakah semua bahagian lidah peka terhadap rasa yang sama?

Tidak
3 Are all parts of the tongue sensitive to the same taste?

No
Mengenal pasti kawasan rasa yang berbeza pada lidah
ANALYSIS
1 Nyatakan rasa larutan-larutan dalam aktiviti ini.

Masam
(a) Cuka:
(c) Larutan gula:
Bitter

rasa, hlm. 7
1.5 LO
Identify the different areas of the tongue that respond to

different tastes
Sweet
Bitter
Refer to Essential Science Form 2, 1.4 Sense of taste,

p. 7
7/3/08 5:23:21 PM
Bahan kimia
dalam makanan
Tunas rasa/
Reseptor rasa
Chemicals
in food
Otak
Impuls
Taste bud/
Taste receptor
Impulse
Bitter
Pahit
Example of food
Bitter gourd/Bile
Contoh makanan
Peria/Hempedu
Sour
Masam
Example of food
Lime
Masin
Contoh makanan
Ikan masin
Manis
EKSPERIMEN
TUJUAN
Example of food
Salty fish
Example of food
Honey
Tunas rasa pada lidah peka terhadap rasa

masin
manis
, dan
.
1.6 INKUIRI
Salty
Sweet
Contoh makanan
Madu
KESIMPULAN
Brain
6 Based on the results of the activity, fill in the taste areas on the tongue shown in the
diagram below. Give one other example of food that can be detected easier at the taste
areas.
6 Berdasarkan keputusan aktiviti ini, tulis kawasan rasa di lidah pada rajah di bawah.
Beri satu contoh makanan lain yang dapat di kesan dengan mudah di kawasan lidah itu.
Contoh makanan
Limau
TSTS
Generating ideas
5 Complete the flow chart below to show the taste pathway from the stimulus to the
brain.
5 Lengkapkan carta alir di bawah untuk menunjukkan lintasan rasa daripada ransangan
ke otak.
4 Why is it that a dry tongue cannot taste food well?

Chemical substances
dissolve
in the food must
in the saliva first before the taste buds can detect tastes.
CHAPTER
BAB
4 Mengapakah lidah yang kering tidak dapat merasa makanan dengan

KBSB
Menjanakan idea
baik?
Bahan kimia
larut
dalam makanan perlu
dalam air liur sebelum
dapat dikesan oleh tunas rasa.
Perkaitan antara deria bau dan deria rasa
Mengkaji perkaitan di antara deria bau dan deria rasa
pahit
masam
Inkuiri-penemuan
Pisau bersih, garpu bersih
RADAS
Nanas, betik, pisang, limau, kain hitam
CONCLUSION
1.6
Perhatian!
Kumur mulut anda

dengan air suling
sebelum memulakan
aktiviti ini.
BAHAN
LANGKAH
The taste buds on the tongue are sensitive to

salty
sweet
and
tastes.
INQUIRY
EXPERIMENT
AIM
bitter
Relationship between the sense of smell and

the sense of taste
sour
Inquiry-discovery
To study the relationship between the sense of smell and the sense of taste Be Alert!
Rinse your mouth with

distilled water before
you begin this activity.
MATERIALS
Clean knife, clean fork
APPARATUS
Pineapple, papaya, banana, lime, piece of black cloth
PROCEDURE
Adakah ini nanas?
What is this?
Apakah ini?
1.6 HP
Menghubungkaitkan deria rasa dengan deria bau

Makmal 1.3, hlm. 8
1.6 LO
Relate the sense of taste to the sense of smell
Is this pineapple?

1.3, p. 8
7/3/08 5:23:21 PM
Type of food
Nanas
ar
Pelaj
n
a
p
Jawa
Banana
Limau
Lime
1 Dapatkah rakan anda mengenal pasti semua jenis makanan yang diberi dengan
(a) hidung tidak ditutup?
Ya
ANALYSIS
(b) hidung tertutup?

Tidak
2 Name the senses used to detect food with the nose not closed.
Senses of taste and smell
3 Namakan deria yang digunakan untuk mengesan makanan ketika hidung ditutup.
Deria rasa
3 Name the sense used to detect food when the nose is held/pinched tightly.
Sense of taste
4 Apakah rasa makanan ketika hidung ditutup?

Tawar
4 What is the taste of food when the nose is closed?

Bland
5 Mengapakah seseorang yang menghidapi penyakit selesema adalah kurang peka

terhadap rasa makanan?
Mukus berlebihan yang terhasil menghalang bahan-bahan kimia dalam makanan
Deria rasa dibantu oleh
reseptor bau
deria bau
9
1 Can your friend recognise the taste of all kinds of food given with his
(a) nose not closed?
Yes
(b) nose closed?
No
2 Namakan deria yang digunakan untuk mengesan makanan ketika hidung tidak ditutup.
Deria rasa dan deria bau
KESIMPULAN
rs
nswe
A
s
t
en
Stud
Papaya
Pisang
untuk merangsangkan
Nose not closed
Pineapple
Betik
ANALISIS
Nose closed
Hidung tidak ditutup
Cut the fruits into small pieces.

Blindfold your friend and ask him to hold/pinch his nose.
Let your friend taste the food listed in the table below one by one.
Ask your friend to state the type of food tasted.
Repeat steps (3) and (4) without holding his nose.
On the table below, tick () if he answers correctly and cross () if he is wrong.
CHAPTER
Hidung ditutup
Jenis makanan
1
2
3
4
5
6
BAB
1 Potong buah-buahan kepada cebisan-cebisan yang kecil.

2 Tutup mata rakan anda dengan kain hitam dan minta dia menutup hidungnya.
3 Letakkan makanan-makanan yang disenaraikan dalam jadual di bawah ke dalam
lidahnya satu per satu untuk dirasa.
4 Minta rakan anda menyatakan jenis makanan yang telah dirasa.
5 Ulang langkah (3) dan (4) tanpa menutup hidungnya.
6 Tandakan () jika tekaan rakan anda betul dan tandakan () jika tekaan dia salah
dalam jadual yang disediakan di bawah.
5 Why is it that a person who has a cold or flu is less sensitive towards taste of food?
chemical substances in the food
An excessive mucus produced prevents
to stimulate the
.
.
CONCLUSION
smell receptors
sense of smell
The sense of taste is helped by the
.
.
7/3/08 5:23:21 PM
Inkuiri-penemuan
1.5 Understanding the sense of hearing
1.7
INQUIRY Structure of the human ear

P
EXPERIMENT
Inquiry-discovery
TUJUAN
Memerhati dan mengenal pasti setiap bahagian pada telinga serta fungsinya.
BAHAN
Model, carta atau transparensi tentang keratan rentas telinga
LANGKAH
AIM
MATERIALS
1 Perhatikan model, carta atau transparensi tentang keratan rentas telinga.

2 Kenal pasti setiap bahagian telinga bersama guru dan rakan-rakan anda.
3 Label struktur telinga pada rajah di bawah.
PROCEDURE
To observe and identify each part of the ear and its function
Models, charts or transparencies showing the cross-section of the ear
1 Observe the models, charts or transparencies showing the cross-section of the ear.
2 Identify each part of the ear with help from your teacher and friends.
3 Label the diagram of the ear below.
OBSERVATION
PEMERHATIAN
Osikel
Salur auditori
Tingkap bujur
Salur separuh bulat

Gegendang telinga
Saraf auditori
Tiub Eustachio
Ossicles
Auditory canal
Oval window
Cuping telinga
Koklea
Semicircular canal
Eardrum
5 Osikel
6 Salur separuh bulat
7 Tingkap bujur
2 Salur auditori
8 Saraf auditori
9 Koklea
Telinga
tengah
Telinga
dalam
Outer ear
1 Kelaskan struktur yang terdapat di bahagian luar, tengah, dan dalam telinga.
Inner ear
ANALYSIS
1 Classify the structures of the outer, middle and inner ear.
Telinga luar
Telinga tengah
Telinga dalam
Outer ear
Middle ear
Inner ear
Cuping telinga
Osikel
Koklea
Ear pinna
Ossicles
Cochlea
Salur auditori
Tingkap bujur
Saraf auditori
Auditory canal
Oval window
Auditory nerve
Gegendang telinga
Tiub Eustachio
Salur separuh bulat
Eardrum
Eustachian tube
Semicircular canal
Mengenal pasti struktur telinga manusia

Menerangkan fungsi struktur telinga
10

pendengaran, hlm. 9
Understanding the sense of hearing
1.8DISCUSSION
ACTIVITY
Middle ear
Cross-section of the ear
2 What happens to the eardrum when sound waves hit it?

Vibrates
2 Apakah yang berlaku kepada gegendang telinga apabila gelombang bunyi mengenanya?
Bergetar
INQUIRY
9 Cochlea
4 Eustachian tube
Keratan rentas telinga
1.7 EXPERIMENT &
8 Auditory nerve
3 Eardrum
4 Tiub Eustachio
1.5
7 Oval window
2 Auditory canal
3 Gegendang telinga
1.7 HP
6 Semicircular canal
1 Ear pinna
Telinga
luar
Ear pinna
Cochlea
5 Ossicles
1 Cuping telinga
ANALISIS
Auditory nerve
Eustachian tube
Chapter 1
Struktur telinga manusia
Learning Objective
1.7 INKUIRI
Chapter 1
BAB
EKSPERIMEN
1.5 Memahami deria pendengaran
CHAPTER
1.7 LO
Identify the structure of human ear

Explain the function of different parts of the ear
Refer to Essential Science Form 2, 1.5 Sense of

hearing, p. 9
10
5 State two structures of ears that do not play any part in hearing. (Semicircular canal and
Eustachian tube)
1 What is the sensory organ for hearing? (Ear)
6 Name the structure of ear that sends nerve impulses to the brain. (Auditory nerve)
2 What is the structure of ear that vibrates when it is hit by sound waves? (Eardrum)
7 Name the structure of ear that balances the air pressure on both sides of the ear.
(Eustachian tube)
3 Name the structure of ear that amplify sound vibrations. (Ossicles)

4 Name the structure of ear that detects vibration and changes it into nerve impulses.
(Cochlea)
8 Name the structures of ear that controls the balance of the body. (Semicircular canal)
9 Name the structure of ear that collects and directs sound waves into the ear. (Ear pinna)
10 Name the structure of ear that channels sound waves to the eardrum. (Auditory canal)
10
10
7/3/08 5:23:21 PM
5 Namakan struktur telinga yang dapat mengesan getaran dan menukarkannya kepada
impuls saraf.
Koklea
5 Name the structure which detects vibration and changes it into nerve impulse.
Cochlea
6 Which part of the ear is disturbed when a person suffers from seasickness?
Semicircular canal
6 Bahagian telinga yang manakah akan terganggu bagi seseorang yang mabuk laut?
Salur separuh bulat
KESIMPULAN
Organ deria pendengaran manusia ialah
AKTIVITI
1.8 PERBINCANGAN
telinga
CONCLUSION
The organ of hearing in a person is the
ear
Fungsi bahagian-bahagian telinga dan mekanisme

pendengaran
Konstruktivisme
1 Nyatakan bahagian-bahagian telinga berdasarkan fungsi masing-masing.
1.8
DISCUSSION Function of the parts of the ear and the

ACTIVITY
mechanism of hearing
Constructivism
1 State the part of the ear which carries out the function given below.
Bahagian telinga
Fungsi
Part of the ear
Function
Cuping telinga
Mengumpul dan mengarahkan gelombang bunyi ke dalam telinga
Ear pinna
Collects and directs sound waves into the ear
Salur auditori
Menyalurkan gelombang bunyi ke gegendang telinga
Auditory canal
Channels sound waves to the eardrum
Gegendang telinga
Bergetar apabila gelombang bunyi mengena padanya
Eardrum
Vibrates when it is hit by sound waves
Osikel
Memperkuatkan getaran bunyi
Ossicles
Amplify sound vibrations
Tingkap bujur
Menghantar getaran dari tulang osikel ke telinga dalam
Oval window
Sends vibration from the bony ossicles into the inner ear
Koklea
Menukarkan getaran bunyi kepada impuls saraf
Cochlea
Changes sound vibrations to nerve impulses
Saraf auditori
Menghantar impuls saraf ke otak untuk ditafsir
Auditory nerve
Sends nerve impulses to the brain for interpretation
Tiub Eustachio
Menyamakan tekanan udara di kedua-dua belah telinga
Eustachian tube
Equalises the air pressure on both sides of the ear
Salur separuh bulat
Mengawal keseimbangan badan
Semicircular canal
Controls balance in the body
1.8 HP
Menerangkan fungsi bahagian-bahagian telinga

Menghuraikan mekanisme pendengaran
11
4 Name two structures of the ear which do not play a part in hearing.
Eustachian tube and semicircular canal
4 Namakan dua struktur telinga yang tidak memainkan peranan dalam pendengaran.
Tiub Eustachio dan salur separuh bulat
CHAPTER
3 Which structure is connected to the auditory nerve?

Cochlea
BAB
3 Struktur telinga yang manakah berhubung dengan saraf auditori?

Koklea
1.8 LO
Explain the function of the different parts of the ear

Describe how we hear
11
7/3/08 5:23:21 PM
Auditory
canal
Oval
window
Ossicles
Eardrum
Ear
pinna
impuls
impuls
Saraf
auditori
Otak
1.6 Memahami deria penglihatan
1.9 INKUIRI
Inkuiri-penemuan
Memerhatikan dan mengenal pasti setiap bahagian dalam struktur mata manusia
BAHAN
Carta, model atau transparensi tentang keratan rentas mata manusia
PEMERHATIAN
Kornea
Retina
Koroid
Kanta
Bintik kuning
Bintik buta
Iris
Otot silia
Saraf optik
Anak mata
1.9
EXPERIMENT
AIM
Gelemair
Sklera
PROCEDURE
OBSERVATION
Charts, models or transparencies showing the cross-section of the human eye

1 Observe the charts, models or transparencies showing the cross-section of the human eye.
2 Identify each part of the eye with your teacher and friends.
3 Label the diagram of the eye given.
Vitreous humour
Cornea
Retina
Choroid
Eye lens
Yellow spot
Blind spot
Iris
Ciliary muscles
Optic nerve
Pupil
7 Vitreous humour
8 Sclera
8 Sklera
2 Cornea
2 Kornea
9 Choroid
9 Koroid
3 Pupil
3 Anak mata
10 Retina
10 Retina
4 Iris
4 Iris
11 Yellow spot
11 Bintik kuning
5 Eye lens
5 Kanta
12 Optic nerve
12 Saraf optik
6 Ciliary muscles
6 Otot silia
Cross-section of the eye
Keratan rentas mata
Mengenal pasti struktur mata manusia
12

penglihatan, hlm. 10
Understanding the sense of sight
1.9 LO
Identify the structure of the human eye
Refer to Essential Science Form 2, 1.6 Sense of sight,

p. 10
12
RESEARCH
1.10ACTIVITY
ICT
6 What is the function of cornea? (Refracts light and helps to focus the light onto the retina)
1.9 EXPERIMENT &
1 What is the sensory organ for sight? (Eye)
7 What is the function of choroids? (To avoid reflection in the eye)
RESEARCH
1.10ACTIVITY
ICT
2 What is the structure of eye that is sensitive to light? (Retina)
8 State three structures in eye that help the eye lens to focus the light onto the retina.
(Cornea, aqueous humour and vitreous humour)
3 Name the structure of eye that allows the light to enter it. (Pupil)
4 Name the structure of eye that controls the size of pupil. (Iris)
5 State two structures of eye that maintain the shape of the eye. (Aqueous humour and
vitreous humour)
12
13 Blind spot
muscle
13 Bintik buta
otot
INQUIRY
Aqueous humour
Sclera
1 Aqueous humour
1 Gelemair
1.6
Inquiry-discovery
To observe and identify each part of the human eye
7 Gelemaca
1.9 HP
Cochlea
INQUIRY Sense of sight and structure of the human eye

P
MATERIALS
1 Perhatikan carta, model atau transparensi keratan rentas mata manusia.

2 Kenal pasti setiap bahagian mata bersama guru dan rakan-rakan anda.
3 Labelkan rajah mata yang diberikan.
Gelemaca
impulse
1.6 Understanding the sense of sight
Deria penglihatan dan struktur mata manusia
TUJUAN
LANGKAH
Auditory
nerve
Learning Objective
EKSPERIMEN
impulse
Brain
Koklea
Chapter 1
Tingkap
bujur
Osikel
2 Complete the flow chart below to show the sound pathway in the hearing mechanism.
Gegendang
telinga
Chapter 1
BAB
Salur
auditori
Cuping
telinga
CHAPTER
2 Lengkapkan carta alir di bawah untuk menunjukkan lintasan bunyi dalam mekanisme pendengaran.
9 State the part of the retina which is not sensitive to light. Explain your answer. (Blind spot.
Blind spot does not contain receptor of light)
10 State the structure of eye that sends impulses to the brain for interpretation. (Optic nerve)
12
7/3/08 5:23:21 PM
1 Apakah organ deria penglihatan?

Mata
anak mata
sklera
3 Lengkapkan carta alir berikut untuk menunjukkan lintasan

cahaya dari kornea di dalam mata sehingga ke otak.
Kedipan kelopak mata

mencegah permukaan
mata daripada menjadi
kering. Tindakan ini juga
dapat membersihkan
permukaan mata
daripada debu.
Air mata mengandungi
natrium klorida, natrium
bikarbonat, dan enzim.
Enzim membantu
membunuh mikroorganisma yang
memasuki mata.
iris
pupil
Gelemair
Anak mata
3 Complete the flow chart below to show the path of light from
the cornea in the eye to the brain.
Aqueous
humour
Kanta
Pupil
impulse
impuls
Otak
Brain
impuls
Saraf optik
Retina
Organ deria penglihatan manusia ialah
AKTIVITI
ICT
1.10 PENYELIDIKAN
mata
1.10
Struktur dan fungsi bahagian mata yang berlainan
1 Kornea
Fungsi
Bahagian mata
5 Anak mata
Membantu memfokuskan
cahaya ke atas retina
6 Gelemair
Masteri
Fungsi
Mengekalkan bentuk bola mata

dan membantu memfokuskan
cahaya
3 Sklera
Melindungi dan memberi

bentuk kepada bola mata
7 Kanta mata
Memfokuskan cahaya untuk

membentuk imej di retina
Berwarna hitam untuk menyerap

cahaya dalam mata/mengelakkan pantulan dalam mata
8 Ligamen
gantung
Memegang kanta
RESEARCH
ACTIVITY
ICT
Structure and function of the different parts of the eye
Mastery
1 State the parts of the eye which carry out the functions given below.
Function
Part of the eye
Function
5 Pupil
Allows the amount of light

entering the eye
Controls the size of the pupil
6 Aqueous
humour
Maintains the shape of the

eyeball and helps to focus
light
Protects and gives the eyeball

its shape
7 Eye lens
Focuses the light to form an

image on the retina
8 Suspensory
ligament
Holds the lens
1 Cornea
Helps to focus the light on the

retina
2 Iris
3 Sclera
4 Choroid
Black in colour to absorb light

in the eye/prevents reflection
in the eye
1.10 LO Explain the functions of different parts of the eye
13
Membenarkan cahaya masuk

ke dalam mata
Mengawal saiz anak mata
1.10 HP Menerangkan fungsi-fungsi bahagian mata yang berlainan
Vitreous
humour
Retina
eye
The organ of sight in human is the
Part of the eye
2 Iris
4 Koroid
impulse
Optic nerve
1 Nyatakan bahagian mata yang menjalankan fungsi-fungsi berikut.

Bahagian mata
Lens
Gelemaca
CONCLUSION
KESIMPULAN
The blinking of eyelid

avoids the eye surface
from becoming dry.This
action will also clean up
the dust at the eye
surface.
Tears contain sodium
chloride, sodium
bicarbonate and
enzymes.The enzymes
kill microorganisms that
enter the eye.
sclera
Cornea
Kornea
iris
1 What is the sensory organ of sight?

Eye
2 Label the front part of the eye.
2 Labelkan bahagian hadapan mata
ANALYSIS
CHAPTER
BAB
ANALISIS
13
7/3/08 5:23:21 PM
10 Gelemaca
Bahagian mata
12 Bintik
kuning
Mengawal ketebalan kanta
Mengekalkan bentuk bola mata

dan membantu memfokuskan
cahaya
13 Bintik buta
11 Retina
Menerima rangsangan
cahaya dan menukarkannya
kepada impuls saraf
Bahagian mata yang peka
terhadap cahaya
AKTIVITI
1.11 PERBINCANGAN
14 Saraf optik
Fungsi
Tempat yang paling peka
pada retina
Mengandungi sel-sel yang
mengesan cahaya dan
menghasilkan impuls
Part of the eye
Function
Part of the eye

12 Yellow
spot
The most sensitive area of

the retina
Comprises cells which detect
light and generate impulses
10 Vitreous
humour
Maintains the shape of the

eyeball and helps to focus light
13 Blind spot
The part of the retina which is

not sensitive to light
11 Retina
Receives light stimulus and

converts it into nerve
impulses
Part of the eye that is
sensitive to light
14 Optic nerve
Connects the eye to the

brain
Sends nerve impulses to
the brain for interpretation
Ciliary
muscle
Menghubungkan mata
dengan otak
Menghantar impuls saraf ke
otak untuk ditafsirkan
Konstruktivisme
2007
Function
Controls the thickness of

the lens
Bahagian retina yang tidak

peka terhadap cahaya
Mekanisme penglihatan dalam mata
1.11
DISCUSSION The sight mechanism in eyes

ACTIVITY
Constructivism
2007
Bahagian A, Soalan 6
Jawab soalan-soalan tentang mekanisme penglihatan dalam mata manusia.
Objek
9 Otot silia
Fungsi
CHAPTER
BAB
Bahagian mata
Section A, Question 6
Answer the questions below on the sight mechanism in human eye.
Imej
Object
Image
1 Lengkapkan rajah di atas untuk menunjukkan sinar cahaya yang memasuki mata.
1 Complete the diagram above to show the light rays that entering the eye.
2 Nyatakan tiga ciri imej yang terbentuk pada retina.
Nyata, terbalik, dan lebih kecil daripada objek
3 Apakah yang akan berlaku kepada imej jika objek itu digerak beberapa meter lebih jauh dari mata?
lebih kecil
Menjadi
.
2 State three characteristics of the image formed on the retina.

Real, inverted and smaller than the object
3 What will happen to the image if the object is moved a few metres away from the eye?
smaller
Becomes
.
4 Apakah yang akan berlaku pada kanta mata jika kita

(a) melihat objek dekat?
lebih tebal
Menjadi
(b) melihat objek jauh?
lebih nipis
Menjadi
1.11 HP Menghuraikan cara untuk melihat
4 What will happen to the eye lens if we

(a) look at near objects?
thicker
(b) look at distant objects?

thinner
Becomes
Becomes
.
14
1.11 LO Describe how we see
14
7/3/08 5:23:21 PM
1.12
EXPERIMENT
Reflection of light
PEKA
Inquiry-discovery
TUJUAN
RADAS
AIM
Mengkaji pantulan cahaya oleh cermin satah
APPARATUS
Kotak sinar, cermin satah, pembaris, jangka sudut, plastisin, kertas putih, pensel
To study the reflection of light using a plane mirror

Ray box, plane mirror, ruler, protractor, plasticine, white paper, pencil
PROCEDURE
LANGKAH
cermin satah
Kelicinan atau tekstur

permukaan sesuatu objek
mempengaruhi:
jumlah cahaya yang
dipantulkan oleh objek
tersebut
bagaimana cahaya itu
dipantulkan
plastisin
B
i
sinar tuju
sinar pantulan
Smoothness or texture of
the surface of an object
influences:
the amount of light
reflected by the object
how the light is reflected
plane mirror
plasticine
B
i
incident ray
reflected ray
kertas putih
garis normal
white paper
normal
kotak sinar
Chapter 1
Chapter 1
Inkuiri-penemuan
1.7 Understanding light and sight
Pantulan cahaya
INQUIRY
1.12 INKUIRI
PEKA
BAB
EKSPERIMEN
1.7 Memahami cahaya dan penglihatan
CHAPTER
Learning Objective
ray box
1 Draw a line AB.

2 Use plasticine to stand the plane mirror vertically upright on the line AB.
3 Direct a ray of light from the ray box onto the plane mirror at a specific angle as shown
in the diagram above.
4 Draw the incident ray and reflected ray on the white paper. Draw the normal which is
the perpendicular line to the mirror at the point of incidence. Paste your drawing of the
rays in the space provided.
5 Measure the angle of incidence (i) and the angle of reflection (r) with a protractor.
Record the readings in the table provided.
6 Repeat this activity using different angles of incidence.
1 Lukis satu garis AB.

2 Dengan menggunakan plastisin, letakkan cermin satah secara tegak di atas garis AB.
3 Halakan sinar cahaya daripada kotak sinar ke atas cermin satah pada sudut tertentu,
seperti yang ditunjukkan dalam rajah di atas.
4 Lukis garis sinar tuju dan sinar pantulan pada kertas putih. Lukis juga garis normal yang
merupakan garis tegak kepada cermin satah di mana kedua-dua sinar cahaya itu
bertemu. Lekatkan hasil kerja anda dalam ruang yang disediakan.
5 Ukur kedua-dua sudut tuju (i) dan sudut pantulan (r) dengan jangka sudut. Catatkan
bacaan sudut tuju dan sudut pantulan dalam jadual yang disediakan.
6 Ulang aktiviti dengan menggunakan sudut-sudut tuju yang berlainan.
OBSERVATION
PEMERHATIAN
A
sinar tuju
sinar pantulan
E1
C
3
5
6
8
S
E1
C
E1C6
1.7
Understanding light and sight
INQUIRY

Makmal 1.4, hlm. 13
reflected ray
normal
E1C6
Reflection of light
Pantulan cahaya
15
i = angle of incidence
r = angle of reflection
incident ray
3
5
6
8
S
garis normal
1.12 HP Memerihalkan sifat cahaya
i = sudut tuju
r = sudut pantulan
1.12 LO Describe the properties of light

1.4, p. 13
15
INQUIRY
1.12 EXPERIMENT
2 What is the angle of incidence and the angle of reflection?
1.12 EXPERIMENT & 1 What happens to light when it is directed to

INQUIRY
1.13 EXPERIMENT
(a) a plane mirror? (Reflected)
(b) a medium with different density? (Refracted)
Incident ray
40
Reflected ray
(Angle of incidence = 90 40 = 50 o ; Angle of reflection = 90 40 = 50 o)
15
15
7/3/08 5:23:21 PM
25
25
CHAPTER
30
30
Chapter 1
Sudut pantulan (r)
35
35
ANALISIS
E1C3
E1C6
ANALYSIS
1 Apakah yang berlaku kepada cahaya apabila ia mengena pada cermin satah?
Cahaya itu dipantulkan
E1C8
2 Adakah sudut tuju sama dengan sudut pantulan? Ya
Activity
Angle of incidence (i)
Angle of reflection (r)
25
25
30
30
35
35
E1C3
Chapter 1
Sudut tuju (i)
E1C6
1 What happens to light when it strikes a plane mirror?

The light is reflected
E1C8
Yes
2 Is the angle of incidence same as the angle of reflection?

3 State the law of reflection.
3 Nyatakan Hukum Pantulan.

sama
(a) Sudut tuju adalah
same
(a) The angle of incidence is the
dengan sudut pantulan.

sama
(b) Sinar tuju, sinar pantulan, dan garis normal terletak pada satah yang
4 Apakah jenis permukaan yang dapat mematuhi Hukum Pantulan?
rata
berkilat
Permukaan yang
,
, dan
licin
as the angle of reflection.

same
(b) The incident ray, the reflected ray and the normal are on the
4 What kind of surface allows the law of reflection to be observed?

Flat
shiny
smooth
,
and
plane.
surface.
5 Draw the reflected rays for both surfaces in the diagrams below.
5 Lukis sinar pantulan bagi kedua-dua permukaan pada rajah di bawah.
BAB
Aktiviti
E1C5
(a) Permukaan licin
(a) Smooth surface
(b) Permukaan kasar
(b) Rough surface
E1C5
6 Mark and calculate the angle of incidence (i) and the angle of reflection (r) for the
diagram below.
6 Tanda dan hitungkan sudut tuju (i) dan sudut pantulan (r) bagi rajah di bawah.
sinar
tuju
sinar
pantulan
30
INQUIRY
reflected
ray
60
Angle of incidence =
60
Sudut pantulan =
60
Angle of reflection =
60
Sinar cahaya yang dituju pada permukaan cermin satah akan
dipantulkan
CONCLUSION
3 Explain why the drinking straw in a glass of water appears bent. (Refraction of light occurs)
(a)
(b)
Normal
Normal
Incident ray
Incident ray
Water
Air
16
Light rays striking a plane mirror will be
reflected
16
4 Draw the refraction of light in the diagram below.
30
16
1.13 EXPERIMENT
Sudut tuju
KESIMPULAN
incident
ray
Water
Air
INQUIRY
1.14 EXPERIMENT
5 State three examples of eye defects. (Short-sightedness, long-sightedness and

astigmatism)
6 State the eye defect that occurs because of the image of a distant object falls in front of the
retina. (Short-sightedness)
7 State the eye defect that occurs because of the image of a nearby object falls behind the
retina. (Long-sightedness)
16
7/3/08 5:23:21 PM
AIM
Mengkaji pembiasan cahaya melalui dua medium yang berlainan ketumpatan
APPARATUS
Kotak sinar, bongkah kaca, jangka sudut, pembaris, kertas putih, pensel
b'
sinar biasan
a'
b
Refraction of light between two media

of different densities
To study the refraction of light between two media of different densities

Ray box, glass block, protractor, ruler, white paper, pencil
b'
sinar keluar
blok kaca
emergent ray
refracted ray
a'
b
kertas
putih
glass block
white
paper
a
incident ray
a
sinar tuju
ray
box
kotak
sinar
LANGKAH
Inquiry-discovery
1 Sediakan susunan radas seperti yang ditunjukkan pada rajah di atas.

2 Tujukan alur sinar cahaya dari kotak sinar ke bongkah kaca seperti yang ditunjukkan.
3 Surih bentuk bongkah kaca, sinar tuju, dan sinar biasan pada kertas putih. Lukis garis
normal. Catat hasil kerja anda dalam ruang yang disediakan.
4 Ukur sudut tuju a (atau a') dan sudut biasan b (atau b') dan catat bacaan anda dalam
jadual yang disediakan.
5 Ulang aktiviti dengan sudut-sudut tuju yang berlainan.
PROCEDURE
1 Set up the apparatus as shown in the diagram above.

2 Direct a ray of light from the ray box onto the glass block as shown.
3 Trace the outline of the glass block, the incident ray and the refracted ray onto the
white paper. Draw the normal. Record your results in the space below.
4 Measure the angle of incidence a (or a') and the angle of refraction b (or b') and record
your readings in the given table.
5 Repeat the activity using different angles of incidence.
OBSERVATION
PEMERHATIAN
b'
b'
sinar keluar
Chapter 1
RADAS
EXPERIMENT
TUJUAN
INQUIRY
Chapter 1
1.13
Inkuiri-penemuan
CHAPTER
Pembiasan cahaya melalui dua medium yang

berlainan ketumpatan
BAB
EKSPERIMEN
1.13 INKUIRI
emergent ray
refracted
ray
a'
sinar
biasan a'
b
a
a
incident ray
a/a' = angle of incidence

b/b' = angle of refraction
sinar tuju
a/a' = sudut tuju

b/b' = sudut biasan
Refraction of light
Pembiasan cahaya
Sinar tuju
Aktiviti
Incident ray
Sinar keluar
Angle of
refraction (b)
Angle of
incidence (a')
Angle of
refraction (b')
20
13
13
20
40
40
25
25
40
60
60
35
35
60
Sudut biasan
(b)
Sudut tuju
(a')
Sudut biasan
(b')
20
13
13
20
40
25
25
60
35
35
17
Emergent ray
Angle of
incidence (a)
Sudut tuju
(a)
1.13 HP Memerihalkan sifat cahaya
Activity

Makmal 1.5, hlm. 14
1.13 LO Describe the properties of light
8 State two reasons for the occurrence of short-sightedness. (The eyeballs are too long; The
eye lens are too thick)
1.15 EXPERIMENT
9 State two reasons for the occurrence of long-sightedness. (The eyeballs are too short; The
eye lens are too thin)
1.16 EXPERIMENT
10 How can short-sightedness be corrected? (By wearing concave lenses)

1.5, p. 14
17
INQUIRY
INQUIRY
13 State the limitation of the sense of sight when our brain cannot interpret accurately what is
actually seen by the eyes. (Optical illusion)
14 We cannot see an object if its image is formed on part X of the retina. Name part X.
(Blind spot)
11 How can long-sightedness be corrected? (By wearing convex lenses)

12 State an eye defect that is caused by the irregular curvature of the cornea. (Astigmatism)
17
17
7/3/08 5:23:21 PM
2 Draw and state the refraction of light ray when it travels from one medium to another
with different densities.
SPS
(a) From a denser medium
(b) From a less dense medium
Predicting
to a less dense medium
to a denser medium
Meramal
sinar
tuju
garis normal
sinar
tuju
garis normal
air (lebih tumpat)

udara (kurang tumpat)
incident
ray
udara (kurang tumpat)

air (lebih tumpat)
normal
incident
ray
water (denser)
air (less dense)
air (less dense)

water (denser)
Sinar cahaya membias/

menjauhi
membengkok
Sinar cahaya membias/

ke arah
membengkok
The light ray is refracted/bends

away
from the
The light ray is refracted/bends

towards
the
garis normal.
garis normal.
normal.
normal.
(c) Pada sudut tegak dari satu medium ke medium yang berlainan ketumpatan
(c) At right angles from one medium to another different density medium
sinar
tuju
incident
ray
udara
air
lurus
Sinar cahaya akan bergerak
air
water
menerusi blok kaca.
3 Namakan tiga bahagian mata yang berlakunya pembiasan cahaya.

Kanta
gelemair
gelemaca
,
, dan
The light ray will move
Sinar cahaya akan
dibiaskan
apabila bergerak dari satu medium ke medium
lain yang berlainan
ketumpatan
18
1.17DISCUSSION
ACTIVITY
15 State the type of vision involving both eyes. (Stereoscopic vision)
16 State one advantage and one disadvantage of using stereoscopic vision for seeing. (Can
estimate distances accurately but the filed of vision is narrow)
17 State the type of vision involving one eye only. (Monocular vision)
18
straight
through the glass block.
3 Name three parts of the eye where refraction of light occurs.

Lens
aqueous humour
vitreous humour
,
and
4 Namakan fenomena cahaya yang menyebabkan kolam air kelihatan lebih cetek
daripada yang sebenarnya.
Pembiasan
KESIMPULAN
normal
Chapter 1
Chapter 1
1 What happens to light when it moves from the air to a glass block?
It is refracted
2 Lukis dan nyatakan pembiasan sinar cahaya apabila ia bergerak dari satu medium ke
medium yang berlainan ketumpatan.
(a) Dari medium yang lebih tumpat
(b) Dari medium yang kurang tumpat
ke medium yang kurang tumpat
ke medium yang lebih tumpat
KPS
ANALYSIS
1 Apakah yang berlaku kepada cahaya apabila ia bergerak dari udara ke blok kaca?
Ia dibiaskan
CHAPTER
BAB
ANALISIS
4 Name the light phenomenon that causes a pool to appear shallower than it really is.
Refraction
CONCLUSION
refracted
A ray of light will be
density
of different
.
when it moves from a medium to another one
18
18 State one advantage and one disadvantage of using monocular vision for seeing. (The filed
of vision is wide but cannot estimate distances accurately)
19 State two examples of animals that have stereoscopic vision. (Eagle and cat/tiger/owl
(predator))
20 State two examples of animals that have monocular vision. (Rabbit and deer/rat/cow/goat
(prey))
18
7/3/08 5:23:22 PM
Inkuiri-penemuan
2007
Short-sightedness, long-sightedness and how to

correct them
Inquiry-discovery
2007
Dua jenis kanta cembung yang berlainan jarak fokus, kanta cekung, plastisin, larutan
berpendarfluor
Perhatian!
AIM
BAHAN
Mengkaji rabun jauh dan rabun dekat serta cara pembetulannya
Kotak sinar, kelalang dasar bulat, kaki retort, dan pengapit retort
EXPERIMENT
TUJUAN
RADAS
1.14
INQUIRY
To study short-sightedness and long-sightedness and ways to correct these defects
MATERIALS
Two convex lens of different focal lengths, concave lens, plasticine, fluorescent solution
APPARATUS
Ray box, round-bottomed flask, retort stand and retort clamp
Lakukan aktiviti ini

dalam bilik gelap.
CHAPTER
Rabun jauh dan rabun dekat serta pembetulannya
BAB
EKSPERIMEN
1.14 INKUIRI
Be Alert!
Conduct this activity in a

dark room.
retort clamp
retort stand
pengapit retort
kaki retort
fluorescent
solution
plasticine
larutan
berpendarfluor
plastisin
convex lens
kanta cembung
kotak sinar
BAHAGIAN A
LANGKAH
kelalang dasar
bulat
permukaan X
ray box
SECTION A
Menunjukkan rabun jauh dan cara pembetulannya
PROCEDURE
1 Sediakan radas berdasarkan rajah di atas.

2 Pancarkan cahaya dari kotak sinar ke arah kanta cembung yang mempunyai jarak
fokus yang pendek. Satu imej terbentuk di hadapan permukaan X. Keadaan ini
menunjukkan kecacatan yang disebut rabun jauh.
3 Letakkan satu kanta cekung di hadapan kanta cembung itu supaya imej yang jelas
terbentuk di permukaan X.
4 Lukis sinar cahaya untuk menunjukkan
(i) pembentukan imej dalam rabun jauh dan
(ii) rajah sinar bagi pembetulannya.
surface X
round-bottomed
flask
To show short-sightedness and how to correct the defect

1 Set up the apparatus as shown above.
2 Focus the rays of light from the ray box onto the convex lens, which has a short focal
length. An image is formed in front of surface X. This shows a defect known as
short-sightedness.
3 Place a concave lens in front of the convex lens so that a clear image is formed on
surface X.
4 Draw the rays to show
(i) the formation of the image in short-sightedness and
(ii) how to correct the defect.
RESULTS
KEPUTUSAN
plasticine
plastisin
kanta
cembung
plastisin
kanta cekung
LANGKAH
fluorescent
solution
SECTION B
1 Sediakan radas seperti pada rajah di Bahagian A tetapi gantikan kanta cembung
berjarak fokus pendek dengan kanta cembung yang berjarak fokus panjang. Imej tidak
terbentuk pada permukaan X dan ini menunjukkan kecacatan yang disebut rabun
dekat.
19

Makmal 1.6, hlm. 17
(ii) Correction of short-sightedness
(i) Short-sightedness
(ii) Pembetulan rabun jauh
Menunjukkan rabun dekat dan cara pembetulannya
1.14 HP Menyatakan pelbagai jenis kecacatan penglihatan

Menerangkan pembetulan kecacatan penglihatan
concave lens
convex lens
larutan berpendarfluor
(i) Mata rabun jauh
BAHAGIAN B
plasticine
PROCEDURE
To show long-sightedness and how to correct the defect

1 Set up the apparatus as for Section A but replace the short focal length convex lens with
a convex lens of longer focal length. No image is formed on surface X, showing the
defect known as long-sightedness.
1.14 LO State the various defects of vision

Explain ways to correct vision defects
19

1.6, p. 17
7/3/08 5:23:22 PM
kanta
cembung
plastisin
plasticine
kanta cembung
(i) Mata rabun dekat
convex lens
convex lens
(i) Long-sightedness
(ii) Pembetulan rabun dekat
ANALYSIS
1 Tulis bahan-bahan yang mewakili bahagian mata tertentu dalam jadual di bawah.
(ii) Correction of long-sightedness
1 In the table below, name the parts of the eye which represent the given material.
Bahan
Mewakili bahagian mata
Material
Part of eye represented
Kanta cembung pada kelalang
Kanta mata
Convex lens on flask
Eye lens
Larutan berpendarfluor
Gelemaca
Fluorescent solution
Vitreous humour
Permukaan X
Retina
Surface X
Retina
2 Berikan sebab-sebab kenapa terjadinya rabun jauh.

panjang
Bola mata terlalu
dan terlalu
3 Berikan sebab-sebab kenapa terjadinya rabun dekat.
pendek
Bola mata terlalu
dan terlalu
KBSB
tebal
Menjanakan idea
KBSB
Menjanakan idea
nipis
4 Di manakah terbentuknya imej pada mata seorang yang menghidapi rabun jauh dan rabun
dekat? Lukiskan sinar cahaya untuk menunjukkan pembentukan imej di dalam mata.
(a) Rabun jauh
Imej terbentuk di
retina.
hadapan
Imej terbentuk di
retina.
(b) Rabun dekat: Memakai cermin mata berkanta

20
2 Give reasons why short-sightedness occurs.

long
Eyeball is too
and too
thick
3 Give reasons why long-sightedness occurs.

short
Eyeball is too
and too
thin
belakang
cembung
Image is formed
the retina.
.
.
TSTS
Generating ideas
TSTS
Generating ideas
4 Where is the image formed in the eye of a person who sufferred from short-sighted and
long-sighted? Draw the light rays to show the formation of the image in the eye.
(a) Short-sightedness
(b) Rabun dekat
5 Bagaimanakah rabun jauh dan rabun dekat pada seorang pesakit boleh diatasi?
cekung
(a) Rabun jauh: Memakai cermin mata berkanta
CONCLUSION
KESIMPULAN
ANALISIS
2 Place a convex lens in front of the convex lens so that a sharp image is formed on
surface X.
3 Draw the rays to show
(i) the formation of the image in long-sightedness and
(ii) how to correct the defect.
CHAPTER
BAB
2 Letakkan satu kanta cembung di hadapan kanta cembung itu supaya imej yang jelas
terbentuk pada permukaan X.
3 Lukis sinar cahaya untuk menunjukkan
(i) pembentukan imej dalam rabun dekat dan
(ii) rajah sinar bagi pembetulannya.
(b) Long-sightedness
in front of
Image is formed
the retina.
behind
5 How can short-sightedness and long-sightedness be corrected?

concave lens
(a) Short-sightedness: By wearing spectacles with
(b) Long-sightedness: By wearing spectacles with
convex lens
.
.
20
7/3/08 5:23:22 PM
objek bagi rabun dekat terbentuk di
dapat diatasi dengan memakai cermin mata berkanta

rabun dekat
dapat diatasi dengan memakai cermin
1.15 INKUIRI
TUJUAN
concave lens while
in front
of the retina
the retina.
can be corrected by wearing spectacles with

long-sightedness
can be corrected by
wearing spectacles with convex lens.
Ilusi optik
Kontekstual
1.15
INQUIRY Optical illusion

P
EXPERIMENT
AIM
Contextual
To study optical illusion
Mengkaji ilusi optik
Rajah (a)
Rajah (b)
Adakah bulatan tengah di sebelah kiri lebih besar

daripada bulatan tengah di sebelah kanan? Tidak,
saiz kedua-dua bulatan adalah sama.
Seorang gadis muda atau perempuan tua?
Rajah (c)
Rajah (d)
Fokus pemerhatian anda pada tengah rajah untuk

beberapa saat. Titik tengah akan kelihatan
bersinar.
Adakah garis-garis mengufuk itu kelihatan selari

atau tidak?
LANGKAH
1 Perhatikan Rajah (a) hingga (d).

2 Kaji setiap rajah dengan teliti mengikut arahan.
ANALISIS
1 Adakah pemerhatian yang anda buat sememangnya benar?

Tidak
1.15 HP Menyatakan had deria penglihatan dengan contohnya
21
Short-sightedness
mata berkanta cembung.
EKSPERIMEN
1 The image of an object in short-sightedness falls

behind
while in long-sightedness, the image falls
cekung manakala
retina.
CONCLUSION
Rabun jauh
belakang
retina manakala imej
CHAPTER
hadapan
1 Imej objek bagi rabun jauh terbentuk di
BAB
KESIMPULAN
Diagram (a)
Diagram (b)
Is the left centre circle bigger than the right centre

circle? No, they are both the same size.
A young lady or an old lady?
Diagram (c)
Diagram (d)
Focus your view on the centre for a few second.

The dot at the centre will appear to shine.
Are the horizontal lines appeared parallel or

unparallel?
PROCEDURE

Makmal 1.7, hlm. 19
ANALYSIS
1 Observe Diagrams (a) to (d).

2 Study each diagram carefully by following the instructions.
1 Are the observations you made really true?
No
1.15 LO State and give examples of the limitations of sight
21

1.7, p.19
7/3/08 5:23:22 PM
KESIMPULAN
Ilusi optik
adalah sejenis had deria penglihatan akibat daripada kegagalan
otak mentafsir objek yang dilihat oleh mata dengan tepat.
EKSPERIMEN
1.16 INKUIRI
Bintik buta
Inkuiri-penemuan
TUJUAN
Menunjukkan tiada imej terbentuk jika cahaya dari objek jatuh ke atas bintik buta
BAHAN
Pen, kertas putih
3 Explain the limitation stated in (2).

interpret
The brain is unable to
3 Terangkan had deria penglihatan yang anda nyatakan di (2).

mentafsir
Otak tidak dapat
dengan tepat apa yang sebenarnya dilihat oleh
mata
kita.
2 Name the limitation in the sense of sight that causes occurrences like this.
Optical illusion
CHAPTER
BAB
2 Namakan jenis had deria penglihatan yang menyebabkan kejadian-kejadian dalam

aktiviti ini.
Ilusi optik
eyes
CONCLUSION
1.16
ANALISIS
AIM
Inquiry-discovery
To show that an image is not formed if light from the object falls onto the blind spot
Pen, white paper
PROCEDURE
hilang daripada pandangan
Pada suatu jarak tertentu dari mata, titik hitam

mata kanan.
1 Mengapakah pada jarak tertentu, anda tidak dapat melihat titik hitam itu?
bintik buta
Imej tanda titik terbentuk di
mata.
1 Close your left eye.

2 Hold this book in your right hand.
3 Look straight at the cross (in the picture above) with your right eye and slowly move
the book towards your eye.
4 Record your observations regarding the big black dot in the picture.
OBSERVATION
ANALYSIS
At a certain distance from the eye, the black dot

the right eye.
disappears from sight
1 Why is it that at a certain distance, you cannot see the black dot?
blind spot
The image of the dot is formed on the
2 Are there light receptors on the blind spot?
None
3 Mengapakah tanda titik itu dapat dilihat semula apabila buku didekatkan lagi dengan
mata?
reseptor cahaya
Imej tanda titik terbentuk semula di kawasan yang mempunyai
pada retina.
3 Why is it that the dot can be seen again when the book is held closer to the eye?
light receptors
The image of the dot is formed again on the area with
on the retina.
At the base of the optic nerve
4 Where is the blind spot located?
1.16 HP Menyatakan had deria penglihatan dengan contohnya
22
of
of the eye.
2 Adakah terdapat reseptor cahaya pada bintik buta?

Tiada
4 Di manakah terletaknya bintik buta?
Optical illusion
is a limitation in the sense of sight in which the brain
does not interpret accurately what is seen by the eyes.
EXPERIMENT
1 Tutup mata kiri anda.

2 Pegang buku ini dengan tangan kanan anda.
3 Lihat tanda pangkah di atas dengan mata kanan anda dan gerakkan buku ini ke arah
mata dengan perlahan-lahan.
4 Catat pemerhatian anda tentang tanda titik dalam aktiviti ini.
PEMERHATIAN
INQUIRY Blind spot

P
MATERIALS
LANGKAH
accurately what is really seen by our
Di pangkal saraf optik

Makmal 1.8, hlm. 20
1.16 LO State and give examples of the limitations of sight
22

1.8, p. 20
7/3/08 5:23:22 PM
Penglihatan stereoskopik dan monokular
mata.
1.17
Konstruktivisme
Kaji gambar foto haiwan di bawah dan jawab soalan-soalan yang berkaitan dengan penglihatan
stereoskopik dan monokular.
Haiwan X
CONCLUSION
Haiwan Y
Constructivism
Study the photographs of the animals below and answer the questions regarding stereoscopic and
monocular visions.
Animal Y
1 Apakah jenis penglihatan pada haiwan X dan Y ?

Monokular
(a) Haiwan X:
1 What type of vision do animals X and Y have?

Monocular
(a) Animal X:
(b) Animal Y:
(b) Apakah kelebihan penglihatan yang lebih luas pada haiwan yang anda nyatakan di 2(a)?
mengesan kedatangan pemangsa dari semua arah
Ia membolehkan haiwan itu
dengan lebih tepat.
4 Lukis medan penglihatan monokular dan penglihatan stereoskopik dalam rajah-rajah di bawah.
Penglihatan stereoskopik (pemangsa)
(b) What is the advantage of a wider field of vision to the animal stated in 2(a)?
detect the approach of predators from all directions
It enables the animal to
3 What is the advantage of the type of vision possessed by animal Y ?
estimate distances
It enables the animal to
Monocular vision (prey)
more accurately.
Stereoscopic vision (predator)
5 Give two examples each, for animals which have the same vision as
(a) animal X
(b) animal Y
Rabbit and rat
Eagle and tiger
1.17 HP Menghubungkaitkan penglihatan stereoskopik dan penglihatan

monokular dengan kemandirian haiwan
1.17 LO Connect stereoscopic and monocular visions with the survival of

animals
4 Draw the field of monocular and stereoscopic vision in the diagrams below.
5 Beri dua contoh masing-masing, bagi haiwan yang mempunyai penglihatan yang sama seperti
(a) haiwan X
(b) haiwan Y
Arnab dan tikus
Helang dan harimau
23
Stereoscopic
2 (a) Which animal has a wider field of vision?

Animal X
2 (a) Haiwan yang manakah mempunyai medan penglihatan yang lebih luas?
Haiwan X
Penglihatan monokular (mangsa)
ACTIVITY
The two animals above have different types of vision.
3 Apakah kelebihan jenis penglihatan yang dimiliki oleh haiwan Y ?

menganggar jarak
Ia membolehkan haiwan itu
from our view.
DISCUSSION Stereoscopic and monocular visions
Animal X
Stereoskopik
blind spot
We cannot see an object if its image is formed on the
Dua jenis haiwan di atas mempunyai jenis penglihatan yang berlainan.

(b) Haiwan Y:
disappears
. At a certain distance, the image of an object
AKTIVITI
1.17 PERBINCANGAN
bintik buta
No
TSTS
Making inferences
CHAPTER
Kita tidak dapat melihat sesuatu objek jika imejnya terbentuk pada
KESIMPULAN
5 Does the existence of the blind spot bring any advantage to us?
Explain your answer.
BAB
5 Adakah kewujudan bintik buta dalam mata membawa kebaikan KBSB

Membuat inferens
kepada kita? Berikan alasan anda.
Tidak
hilang
. Pada jarak tertentu, imej objek
daripada pandangan kita.
23
7/3/08 5:23:22 PM
Inkuiri-penemuan
1.8 Understanding sound and hearing
1.18
INQUIRY Producing sound by vibration

P
EXPERIMENT
Chapter 1
AIM
TUJUAN
Mengkaji penghasilan bunyi oleh getaran
BAHAN
Pembaris plastik, tala bunyi, sebuah bikar mengandungi air, cebisan kertas
MATERIALS
Plastic ruler, tuning fork, a beaker of water, pieces of paper
RADAS
Bikar 250 ml, tabung uji
APPARATUS
Beaker 250 ml, test tube
meja
table
10
tuning fork
tala bunyi
11 12
pembaris
plastik
bikar
air
Rajah (b)
Aktiviti
Rajah (a)
Rajah (b)
bergetar
Tala bunyi
dan menghasilkan
bergetar
dan menghasilkan
terpercik
Air dalam bikar
INQUIRY
1.19 EXPERIMENT
INQUIRY
1.20 EXPERIMENT
10
11 12
beaker
water
Diagram (b)
Activity
bunyi
bunyi
Diagram (a)
Diagram (b)
test tube
pieces of paper
Diagram (c)
Observation
The ruler
Tuning fork
vibrates
and produces
vibrates
The water in the beaker
apabila tala bunyi dicelupkan ke

Makmal 1.9, hlm. 23
1 How can sound be produced? (Through vibration)

2 State the change of energy during the production of sound.
(Kinetic energy sound energy)
3 Can a huge explosion that occurs in the outer space be heard? Explain your answer.
(No. Sound cannot travel through a vacuum/The transfer of sound requires a medium)
4 State the property of sound that causes echo to be formed in caves. (Sound can be
reflected)
24
OBSERVATION
Diagram (c)
Sound
sound
sound
and produces
.
splatters
when the tuning fork
is heard. The pieces of paper in the test tube
jump about
1.18LO Describe the properties of sound

1.9, p. 23
24
Understanding sound and hearing
INQUIRY
1 Push one end of the ruler down and release it as shown in Diagram (a). Record your
observations.
2 Hit a tuning fork on the surface of a table. Dip the tuning fork into a beaker of water
(Diagram (b)). Record your observations.
3 Blow horizontally across the mouth of a test tube containing pieces of paper (Diagram
(c)). Record your observations.
kedengaran. Cebisan-cebisan kertas di dalam tabung

melompat-lompat
.
24
1.18 EXPERIMENT
is dipped.
1.18 HP Mencirikan sifat bunyi
1.8
Diagram (a)
Rajah (c)
Bunyi
uji
cebisan kertas
dalamnya.
Rajah (c)
plastic
ruler
Pemerhatian
Pembaris
tabung uji
1 Tarik pembaris plastik ke bawah dan lepaskan seperti yang ditunjukkan dalam Rajah
(a). Catat pemerhatian anda.
2 Ketukkan sebuah tala bunyi di atas permukaan meja. Kemudian, celup tala bunyi itu ke
dalam bikar yang berisi air (Rajah (b)). Catat pemerhatian anda.
3 Tiup secara melintang pada mulut sebuah tabung uji yang mengandungi cebisancebisan kertas (Rajah (c)). Catat pemerhatian anda.
PEMERHATIAN
To study the production of sound by vibration
PROCEDURE
LANGKAH
Rajah (a)
Inquiry-discovery
Penghasilan bunyi oleh getaran
Learning Objective
1.18 INKUIRI
Chapter 1
BAB
EKSPERIMEN
1.8 Memahami bunyi dan pendengaran
CHAPTER
5 State two properties of the surface of objects that reflect sound effectively. (Hard and smooth)
INQUIRY
1.21 EXPERIMENT
6 State two properties of the surface of objects that absorb sound effectively. (Soft and porous)
7 State the type of hearing involving both ears. (Stereophonic hearing)
1.22DISCUSSION
ACTIVITY
8 State two possible reasons why a person is suffering from deafness (a hearing defect).
(Tearing of the eardrum and damage to the ossicles/auditory/nerve/cochlea)
9 State the instrument that is used to amplify the heartbeat of the pulse. (Stethoscope)
10 State the instrument that is used by people with hearing defects. (Hearing aids)
24
7/3/08 5:23:22 PM
KBSB
Mensintesiskan
of objects.
3 What caused the pieces of paper to behave as such in the test tube?
Vibrating air
4 Cadangkan apa yang bergetar apabila alat muzik berikut digunakan.

(a) Gitar
Dawai
4 State what vibrates when each of the following musical instruments is played.
(a) Guitar
TSTS
Generating ideas
Wire
KBSB
Menjanakan idea
(b) Trumpet
Air
kinetik
Bunyi dihasilkan oleh getaran. Semasa getaran, tenaga

bunyi .
EKSPERIMEN
ditukar kepada tenaga
Keperluan medium untuk pemindahan bunyi
Inkuiri-penemuan
CONCLUSION
1.19
EXPERIMENT
RADAS
LANGKAH
udara
1 Susun radas seperti yang ditunjukkan dalam rajah di

sebelah kanan.
2 Hidupkan suis elektrik dan bunyi loceng yang
terhasil didengar.
3 Kemudian, hidupkan pam vakum untuk menyedut
keluar udara dan catatkan pemerhatian anda dalam
jadual yang disediakan.
Keadaan
To study the need of a medium for sound to travel
battery
rubber stopper
Bell jar
balang kaca
PROCEDURE
1 Set up the apparatus as shown in the diagram on

the right.
2 Switch on the electric bell to hear its sound.
3 Then, start the vacuum pump to suck out the air
and record your observations in the table
provided.
ke pam vakum
OBSERVATION
kedengaran
Suis loceng elektrik dihidupkan.
Bunyi loceng jelas
Suis loceng elektrik dan pam vakum

dihidupkan.
Bunyi loceng menjadi semakin lemah

tidak kedengaran
dan akhirnya
.
1 Apakah yang berlaku apabila semua udara dalam balang kaca dikeluarkan?
tidak kedengaran
Bunyi loceng
25
switch
APPARATUS
loceng elektrik

Makmal 1.10, hlm. 24
ANALYSIS
.
Inquiry-discovery
Vacuum pump, connecting wires, electric bell,

battery, rubber stopper
penyumbat getah
Pemerhatian
1.19 HP Mencirikan sifat bunyi
suis
Balang kaca
PEMERHATIAN
ANALISIS
MATERIALS
Pam vakum, dawai penyambung, loceng elektrik,

bateri, penyumbat getah
energy is changed to
INQUIRY The need of a medium for sound to travel

P
AIM
Mengkaji keperluan medium untuk pemindahan bunyi
kinetic
Sound is produced by vibration. During vibration,

sound
energy.
bateri
BAHAN
energy.
3 Apakah yang menyebabkan pemerhatian pada cebisan kertas dalam tabung uji?
Udara yang bergetar
1.19 INKUIRI
TUJUAN
TSTS
Synthesising
(b) Trompet
Udara
KESIMPULAN
1 How is sound produced?

vibration
Through
2 What energy change occurs when sound is produced?

Kinetic
sound
energy to
2 Apakah perubahan tenaga yang berlaku semasa bunyi dihasilkan?

kinetik
bunyi
Tenaga
kepada tenaga
ANALYSIS
CHAPTER
1 Bagaimanakah bunyi dapat dihasilkan?

getaran
Melalui
objek.
BAB
ANALISIS
bell jar
air
electric bell
to the vacuum pump
Situation
Observation
heard
The switch of the electric bell is turned on.
Sound of the bell is
The switch of the electric bell and the

vacuum pump is turned on.
Sound of the bell becomes weaker and

not heard
eventually is
.
1 What happens when all the air in the bell jar is removed?
no longer heard
The sound of the bell is
1.19 LO Describe the properties of sound
25

1.10, p. 24
7/3/08 5:23:22 PM
KBSB
4 Apakah dua medium lain yang membolehkan bunyi dipindahkan?

Pepejal dan cecair
KESIMPULAN
Medium
EKSPERIMEN
1.20 INKUIRI
diperlukan untuk membolehkan bunyi
dipindahkan
Pantulan dan penyerapan bunyi
Kontekstual
BAHAN
Tiub plastik, kepingan asbestos, kepingan logam, kain kapas, jam randik
ANALISIS
telinga
kepingan
asbestos
MATERIALS
tiub plastik
60
55
27
30
3
6
24
50
21
10
9
18
15
12
15
45
27
40
3
6
21
9
18
35
30
24
15
20
12
30
25
jam randik
Bahan
OBSERVATION
Pemerhatian
TSTS
medium
travel
is needed for sound to
Generating ideas
EXPERIMENT
kepingan
logam
Y
INQUIRY Reflection and absorption of sound

P
PROCEDURE
1 Sediakan susunan radas seperti yang

ditunjukkan dalam rajah di sebelah.
2 Letakkan jam randik pada hujung tiub
plastik X.
3 Dekatkan telinga anda kepada hujung
tiub plastik Y untuk mendengar
detikan daripada jam randik.
4 Gantikan kepingan logam dengan kain
kapas dan ulang aktiviti ini. Bandingkan kekuatan detikan bunyi yang dapat
didengar.
Contextual
To study the reflection and absorption of sound

Plastic tube, asbestos sheet, metal sheet, cotton cloth, stopwatch
1 Set up the apparatus as shown in the
diagram on the right.
2 Place the stopwatch at the end of
plastic tube X.
3 Place your ear at the end of plastic
tube Y to listen to the ticking of the
stopwatch.
4 Replace the metal sheet with a cotton
cloth and repeat the activity. Compare
the loudness of the ticking sound.
Material
metal
sheet
Y
asbestos
sheet
ear
plastic tube
60
55
27
30
3
6
24
50
21
10
9
18
15
12
15
45
27
30
3
6
24
40
21
20
9
18
35
15
12
30
25
stopwatch
Observation
Kepingan logam
Bunyi detikan jam randik
dapat
didengar dengan jelas.
Metal sheet
The ticking sound of the stopwatch
can
be heard clearly.
Kain kapas
Bunyi detikan jam randik
tidak dapat
didengar dengan jelas.
Cotton cloth
The ticking sound of the stopwatch
cannot
be heard clearly..
1 Antara kepingan logam dan kain kapas, yang manakah merupakan pemantul dan
penyerap bunyi yang baik?
Kepingan logam
(a) Pemantul bunyi yang baik:
KBSB
Kain kapas
(b) Penyerap bunyi yang baik:
Membuat keputusan
2 Apakah ciri-ciri permukaan bagi pemantul dan penyerap bunyi yang baik?
Keras dan licin
(a) Pemantul bunyi yang baik:
Lembut dan telap
(b) Penyerap bunyi yang baik:
KBSB
Mencirikan
ANALYSIS
1 Between the metal sheet and the cotton cloth, which is a good reflector and which is a
good absorber of sound?
Metal sheet
(a) Good reflector of sound:
TSTS
Cotton sheet
(b) Good absorber of sound:
26

Making decisions
2 What are the characteristics of the surfaces of a good reflector and a good absorber of
sound?
TSTS
Hard and smooth
Attributing
(a) Good reflector of sound:
Soft and porous
(b) Good absorber of sound:
1.20 HP Menerangkan pantulan dan penyerapan bunyi
1.20
AIM
Mengkaji pantulan dan penyerapan bunyi
PEMERHATIAN
CONCLUSION
vacuum
4 What are the two other media through which sound can travel?
Solid and liquid
Menjanakan idea
TUJUAN
LANGKAH
3 Can sound travel through outer space? Give your reason.

No
cannot
. Sound
travel in a
3 Bolehkah bunyi dipindahkan melalui angkasa lepas? Berikan alasan anda.

Tidak
tidak dapat
vakum
. Bunyi
dipindahkan melalui
2 What medium is needed for sound to travel in this activity?

Air
CHAPTER
BAB
2 Apakah medium yang diperlukan untuk pemindahan bunyi dalam aktiviti ini?
Udara
1.20 LO Explain reflection and absorption of sound
26

1.11, p. 25
7/3/08 5:23:22 PM
3 Suggest one good reflector of sound other than metal.

Brick/Stone
KBSB
KBSB
Bunyi dapat
EKSPERIMEN
1.21 INKUIRI
dipantulkan
Mengkaji pendengaran stereofonik
BAHAN
Kain hitam
KEPUTUSAN
diserap
Inkuiri-penemuan
Perhatian!
Jalankan aktiviti ini di

kawasan lapang.
1.21
AIM
MATERIALS
Bilangan aktiviti Kedua-dua belah telinga tidak ditutup Sebelah telinga ditutup
ANALISIS
and
absorbed
Inquiry-discovery
Attention!
To investigate stereophonic hearing
Carry out this activity in

an open area.
Black cloth
1 Blindfold your friend with a piece of
black cloth.
2 Ask another friend to stand at a
certain location and clap five times.
3 Ask the person who is blindfolded to
point or indicate the direction of the
sound. Record the results in the table
below.
4 Repeat the activity, but this time, have
the blindfolded person cover one
ear.
Tick () if the guess is correct and put a cross () where the guess is wrong.
Number of activity
With two ears uncovered
With one ear covered
1 Apakah yang dimaksudkan pendengaran stereofonik?

kedua-dua belah telinga
Pendengaran dengan menggunakan
ANALYSIS
.
2 Cara pendengaran yang manakah lebih tepat, dengan sebelah telinga atau kedua-dua
belah telinga?
Kedua-dua belah telinga
3 Apakah kelebihan pendengaran stereofonik?
arah bunyi
Membolehkan
ditentukan dengan lebih tepat.
1.21 HP Menerangkan pendengaran stereofonik
27
reflected
EXPERIMENT
RESULTS
Tandakan () jika tekaan betul dan () jika tekaan salah.
Sound can be
INQUIRY Stereophonic hearing

P
PROCEDURE
1 Tutup kedua-dua belah mata rakan

anda dengan kain hitam.
2 Minta seorang rakan lain menepuk
tangan di sesuatu tempat sebanyak
lima kali.
3 Minta rakan yang matanya tertutup
menunjukkan arah bunyi tepukan
tangan itu. Catat keputusan dalam
jadual di bawah.
4 Ulang aktiviti ini dengan sebelah
telinga ditutup.
Generating ideas
5 State the phenomenon which occurs when sound waves hit a hard and smooth surface
and are reflected back.
Echo
CONCLUSION
Pendengaran stereofonik
TUJUAN
LANGKAH
dan
TSTS
4 Suggest one good absorber of sound other than cotton.

Soft plank
5 Nyatakan fenomena apabila gelombang bunyi terkena pada permukaan yang keras
serta licin dan dipantulkan balik.
Gema
KESIMPULAN
TSTS
Generating ideas

Menjanakan idea
4 Cadangkan satu penyerap bunyi yang baik selain daripada kain kapas.
Papan lembut
BAB
Menjanakan idea
CHAPTER
3 Cadangkan satu pemantul bunyi yang baik selain daripada logam.

Bata/Batu
1 What is stereophonic hearing?

both ears
It is hearing that uses
2 Which form of hearing is more accurate, using one ear or using both ears?
Both ears
3 What is the advantage of stereophonic hearing?
direction of sound
It enables the
1.21 LO Explain stereophonic hearing
27
to be determined more accurately.

1.12, p. 26
7/3/08 5:23:22 PM
Pendengaran stereofonik
lebih tepat.
AKTIVITI
1.22 PERBINCANGAN
membolehkan kita menentukan arah bunyi dengan
Alat bantu pendengaran dan fungsinya
Konstruktivisme
Namakan alat bantu pendengaran. Kemudian, padankan alat bantu pendengaran dengan fungsinya.
Mikrofon
Alat bantu pendengaran
Stetoskop
4 Why is stereophonic hearing important to a blind person?

sound direction
The blind person can determine
more accurately.
CONCLUSION
KESIMPULAN
KBSB
Menjanakan idea
CHAPTER
BAB
4 Mengapakah pendengaran stereofonik penting untuk orang buta?

arah bunyi
Orang buta dapat menentukan
dengan
lebih tepat.
1.22
enables us to determine the direction of sound
DISCUSSION Hearing aids and their function

ACTIVITY
Constructivism
Name the hearing aids. Then, match the hearing aids with their function.
Pembesar suara
Microphone
Fungsi
Stereophonic hearing
more accurately.
TSTS
Generating ideas
Hearing aids
Stethoscope
Hearing aid
Loudspeaker
Function
1
Membesarkan bunyi
Stetoskop
Amplified the sound
Amplified the sound of heartbeat
Rectifies defects in hearing
Sends the weak sound to loudspeaker
Stethoscope
2
Membesarkan bunyi denyutan jantung
Mikrofon
Microphone
3
Membetulkan kecacatan pendengaran
Pembesar suara
Loudspeaker
4
Menghantar bunyi lemah ke pembesar suara
1.22 HP Menerangkan kecacatan pendengaran

Menerangkan cara pembetulan kecacatan pendengaran
Hearing aid
28
1.22 LO Explain the defects of hearing

Explain ways of rectifying the defects in hearing
28
7/3/08 5:23:22 PM
PEKA
Inkuiri-penemuan
1.23
EXPERIMENT
Response of plants towards light
PEKA
Inquiry-discovery
TUJUAN
Plants respond to stimuli such as light, gravity, water and touch. The response by plants to stimuli is called
tropism. The response of the shoots of plants to light is called phototropism.
AIM
Mengkaji gerak balas pucuk tumbuhan terhadap rangsangan cahaya
To study the response of the shoots of plants towards light stimulus
PROBLEM
PERNYATAAN
MASALAH
STATEMENT
Bagaimanakah pucuk tumbuhan bergerak balas terhadap rangsangan cahaya?
HIPOTESIS
PEMBOLEH
U BAH
Pucuk tumbuhan
(a) yang dimalarkan

(b) yang dimanipulasi
cahaya
tumbuh ke arah
: Jenis biji benih/anak benih

: Arah cahaya
E1C11
E1C10
10
11
S
VARIABLES
shoots
The
of plants grow towards
MERANCANG EKSPERIMEN
PLANNING THE EXPERIMENT
RADAS
Biji benih kacang hijau, kotak, kapas basah

Mangkuk penyejat
Senarai Semak
10
11
S
1 Adakah semua bahan dan

radas telah disediakan
dengan betul?
E1C10
MATERIALS
Green bean seeds, box, wet cotton
APPARATUS
Evaporating dish
Checklist
1 Are all materials and
apparatus correctly set
up?
The experimental procedure list must be approved by your

teacher before you start the experiment.
Senarai langkah-langkah eksperimen perlu mendapat

persetujuan daripada guru sebelum memulakan eksperimen.
lubang
seedling
CARA KERJA
box
evaporating
dish
mangkuk penyejat
kapas basah
P
evaporating
dish
wet cotton
Q
1 Dua hari sebelum memulakan eksperimen, tiga hingga lima biji benih kacang hijau
2 Is the cotton wet with

water?
hole
kotak
mangkuk
penyejat
You are required to plan, design and conduct an experiment to study the response of the
shoots of plants towards light stimulus as shown in the diagram below. You are provided
with these materials and apparatus:
E1
C
2 Adakah kapas telah dibasahi

air?
anak benih
E1C11
: Response of the shoot
(c) that responds
BAHAN
light
(a) that is kept constant : Type of seeds/seedlings

(b) that is manipulated : Direction of light
(c) yang bergerak balas : Gerak balas pucuk tumbuhan
Anda dikehendaki merancang, mereka bentuk, dan menjalankan eksperimen untuk

mengkaji gerak balas pucuk tumbuhan terhadap rangsangan cahaya seperti yang
ditunjukkan pada rajah di bawah. Anda dibekalkan dengan bahan dan radas seperti
berikut:
E1
C
HYPOTHESIS
How do the shoots of plants respond to the stimulus of light?
Chapter 1
Tumbuhan bergerak balas terhadap rangsangan seperti cahaya, graviti, air, dan sentuhan. Gerak balas
tumbuhan terhadap rangsangan ini disebut tropisme. Gerak balas pucuk tumbuhan terhadap cahaya
disebut fototropisme.
Gerak balas tumbuhan terhadap cahaya
1.9 Understanding the stimuli and responses in plants
UNGUIDED
Chapter 1
1.23 TAK TERBIMBING
BAB
EKSPERIMEN
1.9 Memahami rangsangan dan gerak balas tumbuhan
CHAPTER
Learning Objective
Learning Objective
S TEPS
1 Two days before starting the experiment, three to five green bean seeds were left to
germinate on wet cotton wool in two evaporating dishes.
dibiarkan bercambah di atas kapas basah dalam dua mangkuk penyejat yang
berasingan.
1.23 HP Menyatakan rangsangan yang menghasilkan gerak balas tumbuhan
Mengenal pasti bahagian tumbuhan yang peka terhadap sesuatu
rangsangan
1.9
29
Rujuk kepada Essential Science Form 2, Eksperimen

1.13, hlm. 28
Understanding the stimuli and responses in plants
1.23UNGUIDED
EXPERIMENT
PEKA
GUIDED
1.24 EXPERIMENT
1.23 LO State the stimuli that cause response in plants

Identify the parts of the plant sensitive to specific stimulus
UNGUIDED
1.23EXPERIMENT
7 What is the importance of phototropism that occurs in plant? (Enable the plant to obtain
PEKA
sunlight for photosynthesis)
1 The response by plants to stimuli is called (tropism)
8 The roots show negative phototropism. What does this mean? (The roots grow away from
the light)
2 State the type of tropic response shown by the shoots towards light. (Phototropism)
3 State the type of tropic response shown by the roots towards gravity. (Geotropism)
4 State the type of tropic response shown by the roots towards water. (Hydrotropism)
5 State the type of tropic response shown by the tendrils of cucumber plants towards touch.
(Thigmotropism)
Refer to Essential Science Form 2, Experiment 1.13,

p. 28
29
GUIDED
1.24 EXPERIMENT
9 State two importance of geotropism that occurs in plant? (Enable the plant to obtain water
and mineral salts in the ground; Enable the roots to cling onto the ground firmly for support)
10 The shoots show negative geotropism. What does this mean? (The shoots grow away from
the direction of the gravitational force)
6 State the type of response shown by the mimosa plants towards touch. (Nastic movement)
29
29
7/3/08 5:23:22 PM
BAB
bawah cahaya matahari.

3 Mangkuk penyejat berlabel Q diletak bersama anak benihnya di dalam sebuah kotak
2 Evaporating dish P containing green bean seedlings was placed under sunlight.
CHAPTER
2 Mangkuk penyejat berlabel P yang mengandungi anak benih kacang hijau diletak di
3 Evaporating dish Q with its seedlings was placed in a box which had a hole at the
yang mempunyai satu lubang pada bahagian atasnya di bawah cahaya matahari
top and also left under the sun (diagram above).
(rajah di atas).
4 Radas dibiarkan selama tiga hari. Pemerhatian dicatat dan dilukis pada akhir
eksperimen.
4 The apparatus was left for three days. Observations were recorded and drawn at the
E2C12
PEMERHATIAN
Arah cahaya
E1
C
end of the experiment.
E2C12
Gerak balas pucuk tumbuhan
Dari semua arah
Pucuk tumbuh lurus
ke atas
Dari tepi
Pucuk tumbuh lurus
membengkok
Anak benih dalam mangkuk penyejat P
OBSERVATION
E1C1
Response shown by the shoots of plants
E1C6
From all direction
The shoots grow
E2C14
From the side
The shoots
.
ke arah cahaya.
Direction of the light
E1
C
Anak benih dalam mangkuk penyejat Q
upwards
bend towards
Seedlings in evaporating dish P
E1C1
E1C6
the direction of light.
E2C14
Seedlings in evaporating dish Q
1
4
6
8
S
1
4
6
8
S
E1C6
E1C6
ANALISIS
E2
C
12
14
15
16
S
KESIMPULAN
1 Bahagian tumbuhan yang manakah tumbuh ke arah cahaya?

Pucuk
E1C8
E2C15
tumbuhan.
2 Nyatakan jenis gerak balas tropisme yang ditunjukkan oleh pucuk tumbuhan.
Fototropisme positif
3 Apakah fungsi kapas basah?
Membekalkan air
E1C8
E2
C
E2CI5
untuk percambahan biji benih.
4 Antara mangkuk penyejat P dan Q, yang manakah bertindak sebagai kawalan?

Mangkuk penyejat P
E1C4
5 Mengapakah gerak balas ini berlaku pada pucuk tumbuhan?
cahaya matahari untuk proses fotosintesis
Membantu tumbuhan mendapat
E2C15
1 Adakah hipotesis yang dibuat dapat diterima?

Ya
E2C16
2 Apakah kesimpulan yang dapat dibuat daripada eksperimen ini?

Pucuk tumbuhan tumbuh ke arah cahaya.
E2C16
30
ANALYSIS
12
14
15
16
S
1 Which part of the plant grows towards light?

shoot
The
of a plant.
E1C8
E2C15
2 State the kind of tropism response shown by the shoot.

Positive phototropism
3 What is the function of the wet cotton wool?
supply water
To
E1C8
for the germination of seeds.
4 Between the evaporating dishes P and Q, which acted as the control?

The evaporating dish P
5 Why did this response occur in the plant shoot?
sunlight for photosynthesis
To help the plant to obtain
.
CONCLUSION
E2C15
1 Is the hypothesis formed earlier acceptable?

Yes
2 What conclusion can be drawn from this experiment?
The shoot of a plant grows towards light.
E1C4
E2C15
E2C16
E2C16
30
7/3/08 5:23:22 PM
dengan memanjat pokok lain
APPLICATION
oF IDEA
The rattan plant displays

thorns
plant using its
positive phototropism
by climbing up another
fotosintesis . Oleh itu, tumbuhan

cahaya
melakukan gerak balas fototropisme positif untuk mendapatkan
.
Cahaya merupakan satu keperluan yang penting dalam
EKSPERIMEN
1.24 TERBIMBING
TUJUAN
PERNYATAAN
MASALAH
HIPOTESIS
PEMBOLEH
U BAH
Gerak balas tumbuhan terhadap graviti
Inkuiri-penemuan
Mengkaji gerak balas tumbuhan terhadap rangsangan graviti

Bagaimanakah tumbuhan bergerak balas terhadap rangsangan graviti?
Akar tumbuhan
tumbuh ke arah graviti manakala
tumbuh bertentangan dengan graviti.
pucuk tumbuhan
(a) yang dimalarkan

: Jenis biji benih
(b) yang dimanipulasi : Arah graviti
(c) yang bergerak balas : Gerak balas akar dan pucuk tumbuhan
BAHAN
Biji benih kacang hijau, kapas basah, plastisin
RADAS
Piring Petri
LANGKAH
kapas
basah
anak benih
REFLECTION
1.24
GUIDED
EXPERIMENT
Response of plants towards gravity
AIM
To study plant response towards gravity
PROBLEM
STATEMENT
How do plants respond towards gravity?
HYPOTHESIS
Roots
from gravity.
Inquiry-discovery
grow towards gravity whereas
(a) that is kept constant : Type of seed

(b) that is manipulated : Direction of gravity
(c) that responds
: Response of roots and shoot of plant
MATERIALS
Green bean seeds, wet cotton, plasticine
APPARATUS
Petri dish
Disebabkan graviti Bumi,

akar tumbuhan sentiasa
tumbuh ke bawah.
Sementara itu, batang dan
daun tumbuh ke atas.
seedling
Due to gravity on Earth,
the roots of a plant always
grow downwards.While,
the stem and leaves grow
upwards.
seedling
wet
cotton
B
plasticine
A
1 Dua set tiga biji benih kacang hijau dibiarkan bercambah di atas kapas basah
grow away
Petri dish
wet
cotton
plastisin
1 Cambahkan dua set tiga biji benih kacang hijau di atas kapas basah dalam dua piring
Petri A dan B selama dua hari sebelum memulakan eksperimen.
2 Letakkan piring Petri A dan B dengan kedudukan seperti yang ditunjukkan dalam rajah
di atas. Tetapkan kedudukan piring Petri B dalam kedudukan tegak dengan
menggunakan plastisin.
3 Biarkan radas di dalam almari gelap selama dua hari. Catat dan lukis pemerhatian anda
pada akhir eksperimen.
shoots
VARIABLES
Petri dish
CARA KERJA
. Because of this, plants

sunlight
.
perform positive phototropism response to obtain
piring Petri
kapas
basah
photosynthesis
Light is an important requirement in
PROCEDURE
piring Petri
anak benih
REFLEKSI
CHAPTER
Pokok rotan menunjukkan

duri
menggunakan
fototropisme positif
BAB
APLIKASI
IDEA
1 Allow two sets of three green bean seeds to germinate by placing them on wet cotton
in two different Petri dishes, A and B, for two days before starting the experiment.
2 Place Petri dishes A and B in positions as shown in the diagram above. Ensure that Petri
dish B stands firmly by using plasticine.
3 Place the apparatus in a dark cupboard for two days. Record and draw your
observations at the end of the experiment.
STEPS
1 Two days before the experiment, two sets of three green bean seeds were left to
germinate in two Petri dishes A and B.
dalam dua piring Petri A dan B selama dua hari sebelum memulakan eksperimen.
1.24 HP Menyatakan rangsangan yang menghasilkan gerak balas tumbuhan
Mengenal pasti bahagian tumbuhan yang peka terhadap
rangsangan
31
Rujuk kepada Essential Science Form 2, Eksperimen

1.14, hlm. 29
1.24 HP State the stimuli that cause response in plants

Identify the parts of plants sensitive to specific stimulus
31
Refer to Essential Science Form 2, Experiment 1.14,

p. 29
7/3/08 5:23:22 PM
menggunakan plastisin.
3 Radas dibiarkan di dalam almari gelap selama dua hari. Pemerhatian dicatat dan
2 Petri dishes A and B were placed in positions as shown in the diagram above. Petri
BAB
rajah di atas. Piring Petri B ditetapkan dalam kedudukan tegak dengan
CHAPTER
2 Piring Petri A dan B diletakkan dengan kedudukan seperti yang ditunjukkan dalam
3 The apparatus was left for two days in a dark cupboard. Observation was recorded
dish B was fixed in an upright position using plasticine.
dilukis pada akhir eksperimen.

PEMERHATIAN
and drawn at the end of the experiment.
Anak benih di dalam piring Petri A
Akar
manakala
tumbuh ke arah bawah

pucuk
tumbuh ke arah
atas.
ANALISIS
Anak benih di dalam piring Petri B
OBSERVATION
Akar
tumbuh membengkok ke
pucuk
arah bawah manakala
1 Bahagian manakah pada tumbuhan yang tumbuh

(a) ke arah graviti? Akar tumbuhan
ANALYSIS
shoots
grow upwards.
4 Nyatakan dua kepentingan geotropisme positif pada akar tumbuhan.

air
garam mineral
(a) Membantu tumbuhan mendapatkan
dan
di
dalam tanah.
akar
(b) Membolehkan
mencengkam tanah dengan kuat untuk sokongan .
Geotropisme positif
membolehkan pokok-pokok besar yang tumbuh di hutan
hujan tropika memperoleh sokongan melalui cengkaman akar tumbuhan pada tanah.
Gerak balas geotropisme tidak penting bagi tumbuhan akuatik seperti lembayung dan
teratai. Ini adalah kerana tumbuhan akuatik tidak memperoleh sokongan melalui
akar
daya apungan air
cengkaman
pada tanah tetapi melalui
.
32
grow in a bent position

shoots
downwards while
grow in
1 Which part of the plant grows

(a) towards gravity? The root
(b) Shoots : Negative geotropism

TSTS
3 Give reasons to explain why the seedlings in Petri dishes A and B
Generating ideas
were kept in a dark cupboard during the experiment.
light
To avoid the influence of
on the growth of the seedlings.
4 State two factors to explain the importance of positive geotropism in the roots.
water
mineral salt
(a) It helps the plant to obtain
and
in the ground.
(b) It enables the
CONCLUSION
1 Adakah hipotesis yang dibuat dapat diterima? Ya

2 Apakah kesimpulan yang dapat dibuat daripada eksperimen ini?
Akar tumbuh ke arah graviti manakala pucuk tumbuh menjauhi graviti.
Roots
2 State the type of response in the roots and the shoots towards gravitational stimulus.
(a) Roots : Positive geotropism
KBSB
3 Berikan alasan mengapa anak benih dalam piring Petri A dan B
Menjanakan idea
disimpan di dalam almari gelap semasa eksperimen dijalankan.
cahaya
Untuk mengelakkan pengaruh
ke atas pertumbuhan anak benih.
grow downwards while
(b) away from gravity? The shoot
(b) Pucuk tumbuhan : Geotropisme negatif
REFLEKSI
Roots
a bent position upwards.
2 Nyatakan jenis gerak balas pada akar dan pucuk tumbuhan terhadap rangsangan graviti.
(a) Akar tumbuhan : Geotropisme positif
APLIKASI
IDEA
Seedlings in Petri dish B
tumbuh membengkok ke arah atas.
(b) menjauhi graviti? Pucuk tumbuhan
KESIMPULAN
Seedlings in Petri dish A
roots
to cling onto the ground firmly for
support
1 Is the hypothesis formed earlier acceptable? Yes

2 What conclusion can be drawn from this experiment?
Roots grow towards gravity while shoots grow away from gravity.
APPLICATION
oF IDEA
REFLECTION
Positive geotropism
enables big trees growing in tropical rainforests to obtain
support through roots growing deep into the soil.
Geotropism reaction is not important to aquatic plants like water lily or lotus. This is
roots
because such plants do not support themselves with their
but support
buoyant
force
of
water
themselves through the
.
32
7/3/08 5:23:22 PM
AN
R
A
Y
EJ A
K
PKUM
I
NC
1 Kepekaan kulit bergantung pada:
ketebalan epidermis
(a)
ES S
R
C
C
U
PKEM
OS
T
Y
Soalan-soalan berikut melibatkan konsep atau

fakta yang kerap ditanya dalam peperiksaan
PMR. Pastikan anda boleh menjawab semua
soalan berikut.
1 The sensitivity of skin depends on:

bilangan reseptor
(b)
(a)
2 Labelkan kawasan rasa pada lidah dan berikan satu contoh makanan yang paling baik dirasa pada kawasan itu.
Pahit
P:
Masam
Q:
Masin
R:
Manis
S:
Contoh makanan:
Ubat
Contoh makanan:
Limau
Contoh makanan:
Garam
Contoh makanan:
Gula
thickness of the epidermis
number of receptors
(b)
Label the taste areas on the tongue and give one example of food that taste the best on the area.
Bitter
P:
Sour
Q:
Salty
R:
Sweet
S:
Example of food:
Medicine
Example of food:
Example of food:
Example of food:
Lime
Salt
Sugar
3 Label the structures of ear.
3 Labelkan struktur telinga.

(e)
Osikel
(e)
Ossicles
Cuping telinga
(a)
(f)
Semicircular canal
(f)
Salur separuh bulat
Ear pinna
(a)
Salur auditori
(b)
(g)
Auditory nerve
(g)
Saraf auditori
Auditory canal
(b)
Gegendang telinga
(c)
(h)
Cochlea
(h)
Koklea
Eardrum
(c)
Tiub Eustachio
(d)
(i)
Oval window
(i)
Tingkap bujur
Eustachian tube
(d)
4 Complete the flow chart of hearing mechanism

4
Lengkapkan carta alir bagi mekanisme pendengaran.

Cuping
telinga
Salur
auditori
Gegendang
telinga
Osikel
Tingkap
bujur
Otak
Saraf
auditori
Koklea
Ear pinna
Auditory
canal
Eardrum
Ossicles
Oval
window
Brain
Auditory nerve
Cochlea
Chart 1
Carta 1
5 State the functions for the following ear structures:
5 Nyatakan fungsi struktur telinga yang berikut:
(a) Ear pinna: Collects sound waves
(a) Cuping telinga: Mengumpulkan gelombang bunyi

(b) Osikel: Memindahkan dan membesarkan gelombang bunyi
(c) Salur separuh bulat: Mengawal keseimbangan badan
(d) Koklea: Menukarkan getaran bunyi kepada impuls saraf
(e) Saraf auditori: Menghantar impuls ke otak
33
(b) Ossicles: Transfer and amplify sound waves

(c) Semicircular canal: Controls body balance
(d) Cochlea: Converts sound vibrations to nerve impulses
(e) Auditory nerve: Sends impulses to brain
33
7/3/08 5:23:22 PM
6 Labelkan struktur mata.
6 Label the structures of eye.
(f) Retina
(f) Retina
Gelemair
(a)
(g)
Vitreous humour
(g)
Gelemaca
Aqueous humour
(a)
Kornea
(b)
(h)
Sclera
(h)
Sklera
Cornea
(b)
Anak mata
(c)
(i)
Choroid
(i)
Koroid
Pupil
(c)
Iris
(d)
(j)
Yellow spot
(j)
Bintik kuning
Iris
(d)
Kanta mata
(e)
Eye lens
(k)
Optic nerve
(e)
(l)
Bintik buta
(k)
(l)
Saraf optik
7 Complete the route of light rays in an eye.
7 Lengkapkan laluan sinar cahaya dalam mata.
Kornea
Blind spot
Gelemair
Anak mata
Kanta mata
Gelemaca
Otak
Saraf optik
Retina
Aqueous
humour
Cornea
Carta 2
Pupil
Lens
Vitreous
humour
Brain
Optic nerve
Retina
Chart 2
8 Nyatakan fungsi bagi struktur mata yang berikut:
8 State the functions for the following eye structures:
(a) Iris: Mengawal saiz anak mata
(a) Iris: Controls the size of pupil
(b) Anak mata: Membenarkan cahaya masuk ke mata
(b) Pupil: Allows light to enter the eye
(c) Retina: Mengesan rangsangan cahaya
(c) Retina: Detects light stimulus
(d) Saraf optik: Menghantar impuls ke otak
(d) Optic nerve: Sends impulses to the brain
9 Tentukan sudut tuju dan sudut pantulan berikut:

9 Determine the following angle of incidence and reflection.
normal
normal
sinar
tuju
sinar
pantulan
60
30
(a) Sudut tuju:

(b) Sudut pantulan:
Rajah 1
incident
ray
30
reflected
ray
60
(a) Angle of incidence:

(b) Angle of reflection:
Diagram 1
10 Lukiskan pembiasan cahaya.
(a)
(b)
(c)
normal
normal
sinar
tuju
kaca
air
air
kaca
udara
10 Draw the refraction of light.

(a)
udara
(b)
(c)
normal
water
air
glass
30
normal
incident
ray
water
30
glass
air
Rajah 2
Diagram 2
34
34
7/3/08 5:23:23 PM
11 Terangkan mengapa penyedut minuman pada Rajah 3 kelihatan bengkok.
11 Explain why the straw in Diagram 3 appears bent.

straw
penyedut
minuman
The light ray is refracted.
Sinar cahaya dibiaskan
Diagram 3
Rajah 3
12 Nyatakan jenis kecacatan mata dan jenis kanta yang digunakan untuk mengatasinya.
Rabun jauh
(a)
Kecacatan mata:
(b)
Kecacatan mata:
Kanta cekung
Kanta pembetulan:
Kanta pembetulan:
Rajah 4
12 State the types of eye defects and the type of lenses used to overcome them.
Short-sightedness
(a)
Eye defect:
(b)
Concave lens
Corrective lens:
Rabun dekat
Kanta cembung
Diagram 4
Rajah 5
13 Apakah kecacatan mata yang disebabkan oleh permukaan kornea yang tidak sekata?
Astigmatisme
Monokular
(Pemangsa)
(Mangsa)
Rajah 7
15 State the types of vision shown in the following diagrams.

(a)
Monocular
(Predator)
(Prey)
Diagram 8
.
medium
(c) Bunyi tidak dapat dipindahkan melalui

pepejal
(d) Bunyi dapat bergerak melalui
vibrations
(a) Sound is produced by
getaran
(b) Pemindahan bunyi memerlukan
(b) The transmission of sound needs a
.
vakum
.
cecair
gas
, dan
.
baik
piring Petri
(a)
(c) Sound cannot be transmitted through

.
solid
liquid
(d) Sound can travel through
and
,
weak
(e) Soft and porous materials are
reflectors of sound but
Stereophonic
(f)
hearing is hearing using both ears.
(b)
Akar:
Shoot:
kapas
lembap
Fototropisme negatif
plastisin
Rajah 9
Pucuk:
Geotropisme negative
Akar:
Geotropisme positif
Root:
kapas
lembap
Hidrotropisme positif
sulur
paut
Rajah 11
18 Nyatakan rangsangan bagi
cahaya
(a) fototropisme:
air
(c) hidrotropisme:
(c)
Sulur paut:
Tigmotropisme
(b) geotropisme:
graviti
(d) tigmotropisme:
sentuhan
absorbers of sound.
Petri dish
Shoot:
Root:
Negative geotropism
Positive geotropism
Diagram 10
(d)
moist
cotton
wool
anhydrous
calcium
chloride
Root:
Positive hydrotropism
18 State the stimulus for

(a) phototropism:
(c) hydrotropism:
twig
Tendril:
tendril
Diagram 11
Rajah 12
35
Negative phototropism
.
good
moist
cotton
wool
Diagram 9
ranting
(d)
(b)
gas
plasticine
Rajah 10
Akar:
17 Name the types of tropism shown below.

(a)
17 Namakan jenis tropisme yang ditunjukkan di bawah.
Pucuk:
.
medium
vacuum
lemah
(e) Bahan lembut dan telap ialah pemantul bunyi yang
tetapi penyerap bunyi yang
stereofonik
(f) Pendengaran
ialah pendengaran yang menggunakan kedua-dua belah telinga.
Stereoscopic
16 Fill in the blanks.
(a) Bunyi dihasilkan daripada
kalsium
klorida
kontang
(b)
Diagram 7
Rajah 8
16 Isi tempat kosong.
(c)
Diagram 6
Rajah 6
15 Nyatakan jenis penglihatan yang ditunjukkan dalam rajah di bawah.

(a)
(b)
Stereoskopik
Convex lens
Diagram 5
14 Line A appears longer than line B (Diagram 6). State the limitation of the sense of sight.
Optical illusion
14 Garis A kelihatan lebih panjang daripada garis B (Rajah 6). Nyatakan had deria penglihatan ini.
Ilusi optik
Corrective lens:
13 What is the eye defect caused by the irregular curvature of the cornea?
Astigmatism
Long-sightedness
Eye defect:
Thigmotropism
Diagram 12
light
(b) geotropism:
water
(d) thigmotropism:
gravity
touch
35
7/3/08 5:23:23 PM
REN
M
PSUDUT P
Kertas
REMEN
M
PENHANC
AN
H
U
G UK
Paper
Tiap-tiap soalan yang berikut diikuti oleh empat pilihan jawapan, A, B, C dan D. Pilih jawapan yang terbaik.
1 Seorang pelajar memakan beberapa

jenis makanan dan didapati bahagian
lidah X, Y, dan Z pada Rajah 1
terangsang.
KLON
2003
4 Rajah 4 menunjukkan laluan impuls

apabila rangsangan diterima oleh
kulit.
Rangsangan P Saraf Q
Otot Saraf
Y
Z
Rajah 4
Rajah 1
Antara berikut, yang manakah jenisjenis makanan yang dimakan oleh
pelajar itu?
A Gula-gula, coklat, dan oren
B Madu, lemon, dan garam biasa
C Limau, cuka, dan garam biasa
D Gula-gula, cuka, dan oren
B
2 Rajah 2 menunjukkan satu keratan
rentas mata yang mengalami
kecacatan penglihatan.
KLON
2006
Antara berikut, yang

mewakili P dan Q?
A
B
C
D
P
Otak
Reseptor
Efektor
Reseptor
manakah
KLON
2005
Q
Efektor
Otak
Reseptor
Efektor
Rajah 2
Antara berikut, yang manakah
menyebabkan kecacatan penglihatan
itu?
A Bola mata terlalu pendek
B Bola mata terlalu panjang
C Kanta mata terlalu nipis
D Saiz anak mata terlalu kecil B
3 Rajah 3 menunjukkan keratan rentas
mata manusia.
KLON
kanta cekung
kanta cembung
Rajah 3
Apakah fungsi P?
A Memfokus sinar cahaya
B Mengawal saiz anak mata
C Mengesan rangsangan cahaya
D Membenarkan cahaya masuk ke
dalam mata
C
6 Antara organ deria berikut, yang

manakah boleh mengesan bahan
kimia?
A Mata dan hidung
KLON
2007
B Lidah dan kulit
C Hidung dan lidah
D Hidung dan telinga
C
Pucuk tumbuh ke arah rangsangan itu

Membolehkan tumbuhan memperoleh cahaya matahari
Akar tumbuh menjauhi rangsangan itu
Antara berikut, yang
rangsangan itu?
A Fototropisme
B Geotropisme
C Tigmotropisme
D Hidrotropisme
manakah
KLON
2006
9 Rajah 8 menunjukkan keratan

rentas mata yang mengalami rabun
dekat.
A B
C D
Rajah 8
Antara kedudukan A, B, C, dan D,
yang manakah menunjukkan imej
dalam mata?
D
36
8 Maklumat di bawah menunjukkan

sejenis gerak balas tumbuhan
terhadap rangsangan tertentu.
Each question is followed by four options A, B, C and D. Choose the best answer.
1 A student eats several kinds of

food and finds the parts of the
tongue X, Y and Z in Diagram 1 are
stimulated.
CLONE
4 Diagram 4 shows the path of an

impulse when a stimulus is received
by the skin.
2003
P Nerve Q
Muscle Nerve
Stimulus
Rajah 7
Antara bahagian mata berikut, yang
manakah diwakili oleh X, Y, dan Z?
X
Y
Z
A Gelemair Gelemaca Anak mata
B Anak mata Gelemair Gelemaca
C Gelemaca Anak mata Gelemair
D Gelemair Anak mata Gelemaca
Rajah 5
Apakah jenis kecacatan mata yang
diwakili oleh X dan Y?
KLON
2003
X
Y
A Rabun jauh
Rabun dekat
B Astigmatisme Rabun dekat
C Rabun dekat Rabun jauh
D Rabun jauh
Astigmatisme
A
2004
Kornea X Y Kanta
Retina Z
KLON
2003
5 Rajah 5 menunjukkan dua jenis kecacatan mata.

X
7 Rajah 7 menunjukkan laluan cahaya

dalam mata.
R NE
O
C
T
Z
X
Diagram 4
Diagram 1
Among the following, what are the
kinds of food eaten by the student?
A Sweets, chocolate and orange
B Honey, lemon and common salt
C Lime, vinegar and common salt
D Sweets, vinegar and orange B
2 Diagram 2 shows a cross-section of
an eye with a defective vision.
CLONE
2006
Which of the following represents P

and Q?
CLONE
2005
A
B
C
D
P
Brain
Receptor
Effector
Receptor
Q
Effector
Brain
Receptor
Effector
5 Diagram 5 shows two types of eye

defects.
X
Diagram 2
Which of the following causes the
defective vision?
A The eyeball is too short
B The eyeball is too long
C The eye lens is too thin
D The size of the pupil is too small
B
a human eye.
CLONE
2004
convex lens
concave lens
Diagram 5
What type of eye defects are
CLONE
represented by X and Y?
2003
X
Y
A Short-sightedness Long-sightedness
B Astigmatism
Long-sightedness
C Long-sightedness Short-sightedness
D Short-sightedness Astigmatism
A
Diagram 3
What is the function of P?
A Focuses light rays
B Controls the size of the pupil
C Detects light stimulus
D Allows light to enter the eye C
6 Which of the following sensory

organs can detect chemical
substances?
CLONE
2007
A Eye and nose
B Tongue and skin
C Nose and tongue
D Nose and ear
C
7 Diagram 7 shows the light path in the

eye.
Cornea X Y Eye lens
Retina Z
Diagram 7
Which of the following parts of the
eye are represented by X, Y and Z?
X
Y
Z
A Aqueous Vitreous Pupil
humour
humour
B Pupil
Aqueous Vitreous
humour
humour
C Vitreous Pupil
Aqueous
humour
humour
D Aqueous Pupil
Vitreous
humour
humour
CLONE
2003
D
8 The information below shows a
type of response of a plant due to a
stimulus.
Shoots grow towards the
stimulus
Enable the plant to obtain
sunlight
Roots grow away from the
stimulus
Which of the following is the
response?
A Phototropism
CLONE
2006
B Geotropism
C Thigmotropism
A
D Hydrotropism
an eye with long-sightedness.
A B
C D
Diagram 8
Which of the positions A, B, C and D,
is the image formed?
D
36
7/3/08 5:23:23 PM
10 Antara berikut, yang manakah menunjukkan pembiasan cahaya yang betul bagi sinar cahaya yang bergerak dari udara ke air?
A
B
C
D
udara
garis
normal
udara
garis
normal
udara
garis
normal
udara
air
air
air
garis
normal
10 Which of the following shows the correct refraction of light rays when light travels from air to water?
KLON
2005
air
normal
normal
normal
air
water
water
water
air
air
air
normal
water
Kertas
Jawab semua soalan.
KLON
2007
L:
Section A
1 Rajah 1 menunjukkan keratan membujur mata manusia.

K:
Paper
Bahagian A
Answer all the questions.
CLONE
2007
1 Diagram 1 shows the longitudinal section of the human eye.
Kornea
Iris
CLONE
2005
M:
K:
Retina
Cornea
M:
P
L:
Retina
Iris
Rajah 1
Diagram 1
(a) Labelkan struktur K, L, dan M menggunakan perkataan berikut:
(a) Label structures K, L and M by using the following words:

Retina
Kornea
Iris
Retina
Cornea
Iris
(b) N memfokuskan cahaya dalam mata. Labelkan N dalam rajah di atas.

(b) N focuses light in the eye. Label N in the diagram above.
(c) Rajah di sebelah menunjukkan pembentukan imej pada M.
(c) The diagram on the right shows the formation of image on M.
(i) Nyatakan satu ciri imej yang terbentuk pada M.

objek
Nyata/Terbalik/Mengecil
imej
(ii) Bagaimanakah saiz imej berubah jika objek berada

40 cm dari mata? Terangkan jawapan anda.
30 cm
Imej menjadi lebih kecil. Objek itu terletak lebih jauh dari mata.
(d) Jika seorang lelaki dapat melihat objek dekat dengan jelas tetapi tidak dapat melihat objek jauh dengan jelas,
(i) nyatakan kecacatan mata itu.
(i) State one characteristics of the image formed on

the M.
Real/Inverted/Smaller
object
image
(ii) How does the size of the image change if the object
is 40 cm from the eye. Explain your answer.
30 cm
The image becomes smaller. The object is located further from the eye.
(d) If a man can see near objects clearly but cannot see distant objects clearly,
Rabun jauh
(i) state the eye defect.
(ii) lukiskan sinar cahaya untuk menunjukkan pembentukan imej di dalam mata lelaki itu dalam rajah di bawah.
Nyatakan jenis kanta yang boleh digunakan untuk membetulkan kecacatan itu.
Short-sightedness
(ii) draw the light rays to show the formation of image in the mans eye in the diagram below. State the type of lens that
can be used to correct the defect.
Jenis kanta: Kanta cekung

Type of lens: Concave lens
37
37
7/3/08 5:23:23 PM
Bahagian B
Section B
Jawab semua soalan.
Answer all the questions.
2 Rajah 2 menunjukkan satu eksperimen yang dijalankan untuk mengkaji gerak balas anak benih terhadap rangsangan cahaya.
2 Diagram 2 shows an experiment to study the response of seedling towards the stimulus of light.
green
plant
tumbuhan
hijau
Diagram 2
Rajah 2
(a) State the variables involved in this experiment.
(a) Nyatakan pemboleh ubah yang terlibat dalam eksperimen ini.

Pemboleh ubah yang dimalarkan
Jenis tumbuhan hijau
Pemboleh ubah yang dimanipulasi
Arah cahaya
Pemboleh ubah yang bergerak balas
Gerak balas pucuk tumbuhan
(b) Apakah hubungan antara pemboleh ubah yang dimanipulasi dengan pemboleh ubah yang bergerak balas?
Pucuk tumbuhan tumbuh ke arah cahaya.
Controlled variable
Type of green plants
Manipulated variable
Direction of light
Responding variable
Response of the shoots
(b) What is the relationship between the manipulated variable and the responding variable?
The shoots grow towards light.
(c) Draw the response of the shoots in the diagram below at the end of the experiment.
(c) Lukis gerak balas pucuk pada rajah di bawah pada akhir eksperimen.
(d) Nyatakan jenis gerak balas tropisme yang ditunjukkan oleh pucuk tumbuhan.
(e) Apakah kepentingan gerak balas tropisme yang dinyatakan di (d) kepada tumbuhan?
Membantu tumbuhan mendapatkan cahaya matahari untuk fotosintesis
(f) Nyatakan satu rangsangan lain yang mempengaruhi gerak balas pucuk tumbuhan.
Graviti
38
(d) State the type of tropism shown by the shoots.

(e) What is the importance of the tropism response mentioned in (d) to plants?
To help plants to gain sunlight for photosynthesis
(f) State one other stimulus that affects the response of the shoots.
Gravity
38
7/3/08 5:23:23 PM

01 - The World Through Our Senses

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01 - The World Through Our Senses

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Konsep PENTING!

The BIG Picture!

1.1 Understanding the sensory organs and their functions

DISCUSSION Sensory organs, their stimuli and types of sense

Mengenal pasti dan menghubungkaitkan organ deria dengan

Identify and relate a sensory organ to its stimulus

Understanding the sensory organs and their functions

Types of senses involved

Types of stimuli received

Jenis deria yang terlibat

Jenis rangsangan yang diterima

The World through Our Senses

Organ deria, rangsangan, dan jenis deria

The World through Our Senses

1.1 Memahami organ deria dan fungsinya

Stimulus X Nerve Y Nerve Effector

Carta, model atau transparensi yang menunjukkan struktur kulit

(a) To identify the structure of skin involved in stimulus detection

Cross-section of the skin

Keratan rentas kulit

1 Namakan lima jenis reseptor yang terdapat pada kulit.

Reseptor pada kulit

Jenis rangsangan yang dikesan

Type of stimuli detected

Rujuk kepada Essential Science Form 2, 1.2 Deria

Receptor in the skin

Mengenal pasti struktur kulit manusia

Understanding the sense of touch

1 Name the five receptors found in the skin.

2 Isikan jenis rangsangan yang diterima oleh reseptor-reseptor pada kulit.

The World through Our Senses

Deria sentuh dan struktur kulit manusia

1.2 Understanding the sense of touch

INQUIRY Sense of touch and structure of the human skin

The World through Our Senses

1.2 Memahami deria sentuh

Identify the structure of the human skin

Refer to Essential Science Form 2, 1.2 Sense of

Kulit ialah lapisan nipis

Kepekaan kulit terhadap rangsangan di bahagian

Menunjukkan kepekaan kulit terhadap pelbagai rangsangan

Aktiviti ini dijalankan

1 Sediakan bahan-bahan seperti yang ditunjukkan

Skin has receptors that are sensitive to

1 Prepare the materials as shown in the diagram on the right.

To demonstrate the sensitivity of skin to various stimuli on different

Thick cardboard, toothpicks, cellophane tape, a strip of cloth

Sensitivity of the skin covering different

Tandakan untuk tekaan yang betul dan sekiranya salah.

Number of toothpicks used

Skin is a layer that covers

4 Name the type of receptor that is close to the skins surface.

4 Namakan jenis reseptor yang berada dekat dengan permukaan

3 Name the type of receptors found in the adipose (fat) tissue.

3 Namakan jenis reseptor yang terdapat pada tisu adipos (lemak).

Membuat kesimpulan tentang kepekaan kulit terhadap pelbagai

Rujuk kepada Essential Science Form 2, Aktiviti

Draw conclusion on the sensitivity of skin at different parts of

Refer to Essential Science Form 2, Laboratory Activity

1 Kelaskan bahagian badan yang sangat peka terhadap rangsangan

Mengumpul dan mengelas

Belakang leher, hujung jari, bibir,

Siku, lutut, tapak kaki, tapak tangan