ENHANCING YOUR

TECHNICAL KNOW
HOW
 THE PAPER
Only one paper: Divided into two Parts.
(75 min)

Part A
 30 Objective items
 Allocated time: 45 min

Part B
 4/5 structured items
 Allocated time: 30 min
 2 types of objective question
1. The diagrams show some wild animals which are facing the
threat of extinction.
(Gambar rajah menunjukkan beberapa jenis haiwan yang diancam kepupusan)

Which of the following animals is also facing extinction?

(Manakah di antara haiwan-haiwan berikut juga diancam kepupusan?)
A Squirrel C Monkey
(Tupai) (Monyet)
B Crocodile D Orang Utan
(Buaya) (Orang Utan)
 2 types of objective question
. Extensive farming are carried out to produce more food for the population.
(Pertanian meluas dijalankan bagi menghasilkan lebih makanan untuk
penduduk)
. Herbicides are used to control weeds.
(Racun digunakan untuk mengawal rumpai)

2. How do the above activities caused environmental destruction?

(Bagaimanakah aktiviti di atas menyebabkan kemusnahan persekitaran?)

I The soil becomes loose and easily eroded.

(Tanah menjadi longgar dan mudah terhakis)
II The chemicals seeps into the soil and polute the water.
(Bahan kimia meresap ke dalam tanah dan mencemarkan air)
III The tractors and the machines used caused air pollution.
(Traktor dan jentera yang digunakan mencemarkan udara)
IV The weeds are destroyed and influence the food chain.
(Rumpai musnah dan mempengaruhi rantai makanan)

A I and II C II and IV
(I dan II) (II dan IV
B I and III only D III and IV
(I dan III ) (III dan IV)
 PART B
 Based on an investigation or a fair test.

 WHEN IS AN INVESTIGATION OR A
FAIR TEST?

 When one thing is being investigated and

one other thing is being changed, at a
time. Other things are kept the same.
 bulb
Dry cells

Connecting wires

You are given the above materials.

Carry out a fair test.
 What do I do?
 Connect the components to form a
complete electric circuit using only one dry
cell.
 What do I expect to observe?
 The bulb will light up.

What happen if you add one more

dry cells?
 The bulb still light up.

What is the difference when you use

one more dry cells and then two dry
cells?
 a. What do I want to find out?

 To find out what will happen to the

brightness of the bulb if I use more dry
cells.
 To observe the brightness of the bulb if I
use different number of dry cells.
 To investigate if the bulb light up brighter
when more dry cells are used.
Subjective questions are based on
investigation/experiments/fair test.
 Read and understand/identify what the
investigation is all about?
 Identify what factors are involved?
 Underline some key words.
 From the findings, identify:
 What did I do?/What did I changed?
 What did I found?/What did I measure?
 What it is that I did not change?
 GUIDE YOUR PUPILS TO
IDENTIFY:
 What was changed?
(the parameter that is increased or decreased when the
investigation is repeated)
 What was kept the same?
(remain the same throughout the investigation). If it has
no influence on the result, then it is not.
 What was measured/observed?
(the parameter/end result of the investigation that differ
from the parameter at the beginning of the investigation)
HOW DO THEY RELATE TO EACH OTHER?
SIZE OF THE BALL 4 6 8 10
NUMBER OF BOUNCE

MEASURED
CHANGED
 DATES ACCORDING PHASES OF

MEASURED
LUNAR CALENDER THE MOON
CHANGED

5 th day

10 th day

15 th day

20 th day

25 th day
A boy carried an investigation as shown in the
diagram below. Object L and M have the same size,
shape and is made from the same material.
The plank is tilted slowly.
L fell earlier than M.

plank
L M
A group of pupils gathered information
about the amount of food needed by
various types of animals. The table shows
the findings.
Types of Animals Food needed per day (kg)

0.16

1.20

180

2.5
1. State one/two information/s
needed/gathered in this investigation.
2. In this investigation, what was:
. Changed
. Kept the same
. Measured/observed?
3. What do they want to find
out/investigate?
4. What is the aim of the experiment?
5. What is the purpose of the
investigation?
Statements of answer:

. To investigate whether the number of dry cells will

influence the brightness of the bulb.

. To investigate if the number of dry cells has an effect on

the brightness of the bulb.

. To investigate the effect of the number of dry cells on the

brightness of the bulb.

. To investigate what will happen to the brightness of the

bulb if the number of dry cells is increased.

. To investigate the relationship between the number of dry

cells and brightness of the bulb.

. To find out if the bulb becomes brighter when the number

of dry cells is increased.
6. How does the brightness of the bulb changed?
7. State the pattern of change of the brightness of
the bulb.
. Increasing/decreasing/does not change

8. State the relationship between the number of

dry cells and the brightness of the bulb.
9. What happen to the brightness of the bulb
when the number of dry cells are changed?
. The brightness of the bulb increases when
the number of dry cells are increased..
10. What conclusion can be made from the
information above?
11. What can you conclude from the findings?
. As the number of dry cells increases, the
bulb light up brighter
. Increasing the number of dry cells will
increase the brightness of the bulb
. When/if the number of dry cells is
increased, the bulb will light up brighter.
. The bulb will light up brighter, when
more dry cells are used.

 Clue: How does (WTC) relate to (WTO), in general.

Do not write the observation one by one.
 12. What do you expect to get when the distance
between the mango trees are changed? (hypothesis)
. The number of mangoes per tree will increase if
the distance between the mango trees are inreased.

13.What do you think will happen if the water is heated

longer?
. The longer the water is heated, the higher the
temperature will be.

The food needed by an animal per day

is affected by its surrounding temperature

14. Base on the statement above, what happen to the food

needed by the animal , if the surrounding temperature
is changed? (hypothesis)
. When the surrounding temperature increases, the
amount of food needed also increases.
 Toy Car Distance travelled (m)

X 1

Y 2

15.Explain why did toy car Y travels further than

toy car X.
16. Give another reason for the difference in the
distance travelled by the two cars.
17. Give one observation to support the above
answer.
18. What will be the distance travelled by toy car Y
if the height is increased to 12 cm?
1. Two boys carried an investigation. They measured
the length of the class blackboard with their finger span.
Then, they remeasured the length using a meter ruler. They
recorded their findings in the table as shown below.
(Jadual menunjukkan hasil penyiasatan yang telah dijalankan oleh dua orang
murid. Mereka telah mengukur panjang papan hitam menggunakan jengkal
masing-masing. Kemudian panjang papan hitam itu telah diukur pula
menggunakan pembaris meter.)

Pupils Length of blackboard

(Murid) (Panjang Papan Hitam)
Span (Jengkal) Meter (Meter)

Ali 18 3

Abu 21 3
a. What is the difference in length of the blackboard when they measured
using their finger spans?
(Berapakah perbezaan panjang papan hitam apabila Ali dan Abu mengukurnya
menggunakan jengkal masing-masing).

b. Give one reason for the diffrence in length when they used their finger
spans.
(Beri satu sebab/inferens untuk menerangkan perbezaan panjang ukuran
papan hitam dalam jengkal Ali dan Abu).

c. State another observation to support your answer in (b).

(Nyatakan satu pemerhatian lain untuk menyokong inferens kamu di (b)).

d. State what was:

(Nyatakan pembolehubah) :
. kept the same;
(yang dimalarkan)
. measured:
(yang bergerakbalas)

e. What can you conclude from the above findings?

(Apakah yang boleh kamu rumuskan daripada hasil penyiasatan di atas?)
The picture shows an
investigation carried out by a
group of pupils.
The source of light is moved
backward and each time the
size of the shadow is measured.
 screen

Shadow formed

object

Source of light
 The findings are recorded as
follows:
Distance of source of light (cm) 5 10 15 20
Size of shadow (cm) 16 13 10 7
 CONSTRUCT 4
SPS1 : TO INFER
 The ability to make a logical statement to
explain the cause and effect of an
observation.

K1 To state a logical reason to explain the

observation.
K2 To state other logical reason to explain the
observation.
K3 To state additional observations to
support a given inference (explanation).
 CONSTRUCT 4
SPS2: TO PREDICT
 Making a forecast about what will happen in
the future based on prior knowledge gained
through experience or collected data.

K4 To state what will happen by using

data or previous information.
K5 To state what will happen by extrapolating the
data.
 CONSTRUCT 4
SPS 3: INTERPRETING INFORMATION
 To get the information from an implicit idea such
as pattern (trend),relationship or conclusion from a
given data in the form of bar chart, diagram, table.
K6 To make statements derived from the data or
information gathered.
K7 To state the pattern or trend from information
gathered.
K8 To state the relationship of the variables.
K9 To make conclusion based on the information
gathered.
 CONSTRUCT 4
SPS:4 TO CONTROL VARIABLES

 To identify variables (things to change,

keep the same and to observe).

K10 To state the variables needed in the

investigation.
K11 To state the things to change.
K12 To state the things to observe.
K13 To state the things to keep the same.
 CONSTRUCT 4
SPS 5: TO MAKE HYPOTHESES
 To state the relationship between the thing
to change and the thing to observe and the
validity of the statement can be tested.

K14 To suggest explanation/s for the

relationship between variables.
K15 To state explanation/s based from
previous knowledge or scientific
principle.
MOHD. YATIM BIN DOLIR
SK LEMBAH KERAMAT