modul waja ting 1

CHAPTER ONE

LEARNING AREA:

Introduction to Science

LEARNING OBJECTIVES:

1.1 What is Science1.2 Science Laboratory1.3 The Steps in Scientific Investigation1.4 Physical Quantities and Their Units1.5 Measuring Tools1.6 The Concept of Mass1.7 The Importance of Standard Units in Everyday Life

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Medical Agriculture Communication Domestic

Learning Objective: 1.1 Understanding that science is part of everyday life

Learning Outcomes: List down what he sees around him. Explain the importance of science in every day life. Name some of the careers in science.

1 Tick (/) in the column below to list down things that happen around us in nature.

a. A baby growing up

b. Formation of rainbow

c. A television set is turned off.

d. Sunrise

e. Raining

2. Label the pictures below according to the correct fields using the words given.

a. _________________________ b. ______________________

c. ________________________ d. ______________________

3. Underline the correct answers below to name some of the careers in science.

A (doctor / biologist) treats patients while a (pharmacist / dentist) prepares and prescribes

drugs for medical purposes.

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Identifying the problem

a)

Plan the experiment

b)

Collecting data

c)

Making conclusion

d)

Learning Objective: 1.2 Understanding the steps in scientific investigation

Learning Outcome: State the steps in scientific investigation.

1 Arrange the following steps in scientific investigation in the correct sequence using the phrases below.

.

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Making hypothesis Writing a reportControlling variables Analysing and interpreting data

Learning Objective: 1.3. Knowing physical quantities and their units.

Learning Outcomes: State the physical quantities. State the SI units and the corresponding symbols. State the symbols and values of prefixes. Identify and use appropriate prefixes.

1. Draw lines to identify three other physical quantities in the word maze below.

W R T O Q W A T A TP R E E U B Z I S EO C Y A M I P M D ML E N G T H Q E F PW O D H W T E A G EQ P T G T M W R H RT U H R E F A S J AW O I U D Y E S K TR G O I E J R D S UU J P O Y K T K L RR Q V P U L Y J A E

2. Complete the table below to state the SI units and the corresponding symbols.

Physical quantity S.I unit Symbol

Length m

Mass kilogram

Time s

3. Complete the table below to show the symbols and numerical values for the following prefixes.

Prefix Symbol Numerical value of: lenghtmega M 1 000 000

kilo k

centi 0.01

milli m

4. Measure the diameter of the ping pong ball in the diagram below in cm.

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Diameter = __________________

cm

Learning Objective: 1.4 Understanding the use of measuring tools.

Learning Outcomes: Choose the right tools to measure length, volume and temperature. Estimate the area of regular and irregular shapes. Determine the volume of solids using water displacement method.

1. Draw lines to match the correct measuring tools for measuring length, volume, and temperature.

2. The diagram below shows a regular shape A and an irregular shape B.Estimate the areas of A and B.

A: _________________ B: ___________________

3. The diagram below shows an activity to determine the volume of a cork using water displacement method.

Calculate the volume of the cork.Learning Objective: 1.5 Understanding the concept of mass

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Meter ruleTo measure temperature of substances

Thermometer To measure the volume of a liquid

Measuring cylinder To measure the length of a line

1cm 1cm

1cm 1cm

AB

Mass Weight

Quantity of matter a.

b. Spring balance

kilogram c.

Definition

Measuringtools

S.I unit

Learning Outcomes: Determine the weight of an object. Explain the concept of weight. Explain the concept of mass. Explain the difference between mass and weight.

1. The diagram below shows two measuring tools.

Tick (/) the correct measuring tool that is used to determine the weight of an object.

2. Complete the statement below to explain the concept of weight.

The weight of an object is the pull of the earth’s ____________on an object.

3. Underline the correct answer to explain the concept of mass.

The mass of an object is the (quantity / quality) of matter in the object.

4. Compare and contrast between mass and weight in the diagram below.

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CHAPTER TWO

LEARNING AREA:

Cell as a Unit of Life


2.1 What is a Cell?2.2 Unicellular Organism and Multicellular Organism2.3 Organisation of Cells in the Human Body2.4 Humans are Complex Organism

Learning Objective: 1.1 Understanding cells

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Learning Outcomes: Identify that cell is a basic unit of living things. Prepare slides following proper instructions. Use microscope

1. The diagram below shows the basic unit of living things.

Complete the following statement.

The basic unit of living things is called a ________________.

2. Complete the table below with the correct order on the usage of the microscope.

Open fully the aperture of the diaphragm and condenser3

Turn the coarse adjustment knob until an almost clear image is seen6

Place the slide which has been prepared on the stage and adjust the low-powered lens 5Turn the fine adjustment knob to obtain a clearer image

Adjust the mirror so that light is reflected into the microscope through the condenser 4Place the microscope on a flat table

1Use the high-powered lens and use the fine adjuster knob to focus until a sharp image is seenSwitch to medium-powered lens and use the fine adjuster knob to focus until a sharp image is seen 8

Direct sunlight ( or lamp light ) towards the mirror

Learning Objective: 1.1Understanding cells

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Plant cell Animal cell

Learning Outcomes: Identify the general structures of animal cell and plant cell. Label the general structure of an animal cell and plant cell.

1. Identify the structures X, Y and Z using the words given.

.

X: ___________________Y: __________________ Z: __________________

2. Label the general structure of an animal cell and plant cell below using the words given.

Learning Objective: 1.1 Understanding cells Learning Outcomes:

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Vacuole Nucleus Cell membrane

Cell wall Chloroplast Cytoplasm

Plant cell Animal cell

State the function of each structure. State the similarities and the differences between the two cells.

1. Draw lines to match the correct functions with each structure of a cell.

Cell Wall Stores water and dissolved minerals (salt & sugar solutions)

CellMembrane

The place where chemical processes take place

Cytoplasm Protects and maintains the shape of the cell

Nucleus Regulates movement of substances in and out of the cell

Vacuole Contains chlorophyll needed for photosynthesis

Chloroplast Controls all activities of the cell

2. Complete the table below to state the similarities and the differences between the two cells using the words given.

Animal cells Plant cells

Absent Cell Wall

Cell membrane Present

Cytoplasm Present

Present Nucleus

Absent Vacuoles

Absent Chloroplasts

Cell Shape Fixed

Learning Objective: 1.2 Understanding unicellular organism and multicellular organism

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Absent Present Fixed Not fixed

Learning Outcomes: State the meaning of unicellular organism and multicellular organism Give examples of unicellular organism and multicellular organism

1. Underline the correct answer to state the meaning of unicellular organism and multicellular organism.

a. Organisms that consist of (one / two or more) cell(s) are called unicellular organisms. b. Organisms that consist of (one / two or more) cell(s) are called multicellular organisms.

2. Complete the names of each organism below to give examples of unicellular organisms and multicellular organisms

Unicellular organism

a.

b.

Multicellular organism

a.

b.

Learning Objective: 1.3 Understanding that cells form tissues, organs and systems in human body

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E U L N A

M O E A

S P I O G R

M C R

a. b. c. d.

Cell System

Learning Outcomes: Name the different types of human cells. State the function of different types of human cells. Arrange sequentially cell organization from simple to complex using the terms cell,

tissue, organ, system and organism.

1. Fill in the blanks with the answer given in the box below.

2. Draw lines to match the following cells with the correct functions.

Cell Function

Red blood cell Carries information in our body

Epithelial Cell Allows movement

Nerve cell Covers the body surface

Muscle cell Transport oxygen

3. Complete the arrangement of cell organisation below from simple to complex using the terms cell, tissue, organ, system and organism using the words given.

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Muscle cell Epithelial Cells Nerve cell Red blood cell

Tissues Organ Organism

CHAPTER THREE

LEARNING AREA:

Matter


3.1 What is a Matter?3.2 The States of Matter3.3 The Concept of Density

Learning Objective : 1.1 Understanding that matter has mass and occupies spaceLearning Outcomes :

State that thing has mass and occupy space.

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Explain what matter is.

1. Underline the correct answers to state that things have mass and occupy space.

(a) The diagram below shows an experiment.

At the beginning of the experiment At the end of the experiment

The result of the experiment shows that air has (weight / mass).

(b) The diagram below shows an empty glass inverted in a basin of water.

Water does not enter the glass because air occupies (space / volume).

2. Complete the following statement to explain what matter is.

Matter is anything that has ________________ and occupies ______________.

Learning Objective: 1.2 Understanding the three states of matterLearning Outcomes:

State that matter is made up of particles. State the three states of matter.

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P Q R

State the arrangement of particles. State the difference in movement of particles.

1. Complete the statement below.

Matter is made up of _________________.

2. (a) Complete the statement below to state the three states of matter.

The three states of matter are solid, ____________ and ______________.

(b) Complete the table below to identify the states of matter for the following substances.

3. Complete the table below to show the arrangement of particles in matter using the phrases given.

States of matter

Solid Liquid Gas

Arrangement of particles

4. Complete the table below to show the difference in movement of particles in matter using the phrases given.

State of matter Solid Liquid Gas

Movement of particles

Learning Objective: 1.3 Understanding the concept of densityLearning Outcomes:

Define density. Explain why some objects, liquid float.

Substances State of matter

Water

Oxygen

Vinegar Liquid

Ice

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Further apart Closely packed Very far apart

Move freely and faster Move freely Vibrate about a fixed positions

Solve simple problems related to density.

1. Complete the following statement to define density.

Density of a substance is the ______________ per unit volume of that substance.

2. The diagram shows two objects P and R placed in a gas jar containing liquid Q.

Underline the correct answer to explain why some objects, liquid float.

a. P floats in Q because P is (denser / less dense) than Q.

b. R sinks in Q because R is (denser / less dense) than Q.

3. A book has a mass of 250 g and a volume of 500 cm³.

.

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Calculate the density of the book using the formula given.

Density = Mass

Volume

CHAPTER FOUR

LEARNING AREA:

The Variety of Resources on Earth


4.1 The Resources on Earth4.2 Elements, Compounds and Mixtures

Learning Objective: 2.1 Knowing the different resources on earthLearning Outcomes:

List the resources on Earth needed to sustain life. List the resources on Earth used in everyday life.

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1. Draw lines in the word maze to list four other resources on Earth needed to sustain life.

F O S S I L F U E L

A B C D E F G H I A

Z R O S L A N M N I

Y W A T E R J K L R

W S G F E D C B A O

A M O J K L A M O N

B A C I H A F I Z M

C S E B L B Z I Z L

D M I N E R A L S W

E F G H I J K A K U

2. Complete the following statements below to identify the resources on Earth used in everyday life using the words below.

a) Earth is surrounded by a layer of air called the ________________.

b) Earth is also rich in ____________ which are trapped in the crust. Many important metals

can be extracted from the mineral ores.

c) ________________ are formed from dead plants and animals buried under pressure

and being subjected to high temperature over thousands of years, for example, coal,

natural gas and petroleum.

Learning Objective: 2.2 Understanding elements, compounds and mixturesLearning Outcomes:

State what elements, compound, mixtures are. Give examples of elements, compounds and mixtures.

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minerals atmosphere fossil fuels

Compound Element Mixture

Element

Compound

Mixture

Consists of two or more elements that are chemically combined.

Consists of two or more elements or compounds mixed together physically.

Consists of one type of atom only.

1. a) Label the diagram below to identify the element, compound and mixture based on their molecular structures using the words given.

b) Draw lines to match the following statements with the correct terms.

2. Identify the following substances as elements, compounds and mixtures.

Substances Element / Compound / Mixture

Carbon dioxide

Oxygen

Silver Element

Milk

Sea water Mixture

Learning Objective: 2.2 Understanding elements, compounds and mixtures

Learning Outcomes: State the differences between elements, compound, mixtures.

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Classify elements as metals and non metals based on their characteristics.

1. Complete the table below to compare the differences between mixtures and compounds.

Characteristic Mixtures Compounds

a) Preparation Chemical reaction

b) Proportion of components No fixed proportion Definite

c) Energy absorbed or given off during preparation No

d) New properties as compared to old properties

Different

e) Method of separation Physical

2. Classify the following elements into two groups based on their characteristics given in the table below.

Elements Surface Conductivity of Heat

Copper Shiny Good

Sulphur Dull Poor

Mercury Shiny Good

Phosphorus Dull Poor

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Elements

METALS NON-METALS

CHAPTER FIVE

LEARNING AREA:

The Air around Us


5.1 The Composition of Air5.2 Properties of Oxygen and Carbon Dioxide5.3 Oxygen is needed for Respiration5.4 Oxygen is needed for Combustion5.5 Air Pollution

Learning Objective: 3.1 Understanding what air is made up of.

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Learning Outcomes: State what air is made up of. Explain why air is a mixture. State the percentages of nitrogen, oxygen and carbon dioxide in air.

1. Draw lines in the word maze to identify six other components of air.

C M C M I C S L N A I R P H

O A G A N I T I Y B U S E A

O C R M I C T A N I S I W F

L A Y B K R U E C S T S G I

I B U X O C I R A P W X D Z

D E R G O N O X Y G E N T F

R S E S E V D U S T K W A O

O N C R Y O S I G X I C I N

W A T E R V A P O U R N T G

P I R A I N S T O X N X S A

M I C R O O R G A N I S M S

O D T W N T I X O O X D T I

T I N E R T G A S E S A E D

2. Underline the correct words to explain why air is a mixture.

(a) The components of air are (physically / chemically) combined.

(b) The proportions of the components are (fixed / not fixed).

3. Based on the pie chart, complete the table below to show the percentages of gases in air.

Learning Objective: 3.2 Understanding the properties of oxygen and carbon dioxide

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Learning Outcomes:

List the properties of oxygen and carbon dioxide. Identify oxygen and carbon dioxide based on their properties. Choose a suitable test for oxygen and carbon dioxide.

1. Compare and contrast the properties of oxygen and carbon dioxide in the table below.

Oxygen Properties Carbon dioxide

Colourless Colour

Odour Odourless

Not solubleSolubility in sodium hydroxide solution

No effect Effect on lime water

Effect on glowing splinter Extinguished

2. The table below shows the result of Gas X and Gas Y.

Gas Test with Result

Gas X lime water Gas X turns lime water chalky

Gas Y glowing splinter Gas Y rekindles a glowing splinter

Identify the gases X and Y in the following activities

Gas X. :________________________________

Gas Y. :________________________________

3. Based on the information in questions 1 and 2, underline the correct test for oxygen and carbon dioxide.

a. Oxygen can be tested by using (glowing splinter / lime water).

b. Carbon dioxide can be tested by using (glowing splinter / lime water).

Learning Objective: 3.3 Understanding oxygen is needed in respiration.

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Oxygen + Glucose _______________ + _______________ + Energy

Learning Outcomes:

State that energy, carbon dioxide and water vapour are the product of respiration. Relate that living things use oxygen and give out carbon dioxide during respiration.

1. Complete the word equation below to show the products of respiration.

2. The diagrams A and B show activities on respiration.

Diagram A

a. Based on diagram A, complete the statement below.

Living things use _____________ during respiration.

Diagram B

b. Based on diagram B, complete the statement below.

Living things give out _____________ during respiration.

Learning Objective: 3.3 Understanding oxygen is needed in respiration

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A B

Learning Outcomes: Compare and contrast the content of oxygen in exhaled and inhaled air in humans. State that oxygen is needed for respiration.

1. Compare and contrast the content of oxygen in inhaled and exhaled air in the table below.

Gas

Composition (%)

Inhaled air Exhaled air

Oxygen 21%

Carbon dioxide 0.03% 4%

Water vapour Less More

2. The diagram below shows the result of an experiment on respiration.Based on the diagram, complete the statement below.

Living things need ___________________ gas in the air for respiration.

Learning Objective: 3.4 Understanding oxygen is needed for combustion.Learning Outcomes:

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State what combustion is. State that oxygen is needed for combustion. List the products of combustion.

1. Complete the statement below to show what combustion is.

Combustion is the process in which a substance burns in __________ when heated.

2. The diagram below shows an activity on combustion.

Underline the correct answer to show why the candle extinguishes after a few minutes.

The candle extinguishes after a few minute because oxygen is (needed / not needed) for

combustion.

3 Complete the word equations below to show the products of combustion.

Learning Objective: 3.5 Analysing the effects of air pollutionLearning Outcomes:

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Carbon + oxygen __________________ + Energy

Hydrocarbon + oxygen _________________ + ______________ + Energy

Smoke,soot,smog Chlorofluorocarbon

Lead compoundsOxides of nitrogen

Sulphur dioxide

a.

c. b.

Explain what air pollution is. List examples of air pollution. List the sources of air pollutants.

1. Complete the statement below to explain what air pollution is with the words given.

Air pollution occurs when substances that are _____________ to our ____________ or

that can cause _______________ to our environment are found in the air.

2. List some examples of air pollution by completing the chart below.

3 Complete the table with the correct sources of air pollutants as given below.

Air pollutants Sources Effect

Smoke and sootDizzy or headache, if inhaled in small quantity; dangerous if inhaled in large

quantity

Carbon dioxide Causes breathing problems, damages human respiratory system

Sulphur dioxideCauses acid rain, which corrodes

buildings, damages crops, forests and aquatic life

Learning Objective: 3.5 Analysing the effects of air pollution

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health damage harmful

Motor vehicles exhaust, cigarettes smoke Burning of rubbish, combustion of fuels in motor vehicles and factories Combustion of fossil fuels in motor vehicles and factories

Learning Outcomes: Describe the effect of air pollution. Explain the steps needed to prevent and control air pollution

1. Draw lines to match the effects of air pollution with its air pollutant.

Effects Air pollutants

2. Draw lines to match the air pollution with the steps needed to prevent and control air pollution.

Pollution Steps needed to prevent / control air pollution

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Depletion of ozone layer

Acid rain

Greenhouse effect

Gaseous pollutants such as sulphur dioxide and nitrogen dioxide dissolve in rain water.

Chlorofluorocarbon

Rise in the level of carbon dioxide trapped in the Earth’s atmosphere

Depletion of ozone layer

Haze

Global warming

Acid rain

1. Avoid using CFC-based products2. Carrying out intensive research on CFC alternatives.

1. Growing more trees to reduce amount of carbon dioxide.2. Reducing emissions of greenhouse gases such as carbon dioxide, methane and CFC.

1. Switching to fuels with low content of sulphur such as natural gas.2. Removing sulphur compounds from fossils fuels prior to burning.

1. Prohibiting burning of forests for land clearing purposes.2. Installing catalytic converter to exhaust systems of motor vehicles.

CHAPTER SIX

LEARNING AREA:

Sources of Energy


6.1 The Various Forms and Sources of Energy6.2 Renewable and Non-Renewable Sources of Energy

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X Light energy + Heat energy

b) ______________ energya) ______________energy SUN

Learning Objective: 1.1 Understanding the various form and sources of energy

Learning Outcomes: Identify energy changes. Identify the sun as the primary source of energy. List the various forms of energy. List the various sources of energy.

1. The diagram shows an oil lamp.

Identify the energy that is represented by X: ______________energy.

2. Label the diagram below with the primary energy that comes from the Sun.

3. Label the diagram below to identify the various form of energy using the words below.

_____________ ______________ _____________ ______________ 4. Draw lines to identify three other words that show the sources of energy.

S G H I J K L M W N

T U V W X Y Z A I O

E F N A B C D E N P

D E F G H I G H D Q

L M W A T E R T U S

I H G F E D C B A T

G E O T H E R M A L

Learning Objective: 1.2 Understanding renewable and non renewable energy

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Heat Energy Electrical Energy Sound Energy Potential Energy

RenewableNon renewable

Oil Sun Wind

Learning Outcomes: Define renewable and non renewable sources of energy. Group the various sources of energy into renewable and non renewable. Explain why we need to conserve energy. Suggest ways to use energy efficiently.

1. Underline the correct answer in the statement below to define renewable and non renewable sources of energy.

(a) Renewable energy sources are those sources of energy that

(will run out / will never run out) after they have been used.

(b) Non renewable energy sources are those sources of energy that

(will run out / will never run out) after they have been used.

2. Class the following sources of energy into two groups.

3. Underline the correct answer in the statement below to explain why we need to conserve energy.

Most of the energy that we use comes from fossil fuels and are a

(renewable / Non renewable) source of energy which will not last long.

4. Tick ( ) in the box given to suggest ways how to use energy efficiently.

a) Replace filament bulbs with florescent lamps.

b) Use personal cars instead of buses and light-rail transit (LRT).

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CHAPTER SEVEN

LEARNING AREA:

Heat


7.1 Heat as a Form of Energy7.2 The Effect of Heat Flow7.3 The Effect of Heat on Matter7.4 Application of Expansion and Contraction of Matter7.5 Absorbing and Giving Out Heat

Learning Objective: 2.1 Understanding heat as a form of energy

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Learning Outcomes: State that the sun gives out heat. State other sources of heat. State that heat is a form of energy. Give examples of the uses of heat.

1. Complete the statement below to state what the sun gives out.

The sun is the main source of __________________ and light energy.

2. Rearrange the letters in the boxes below to identify other sources of heat energy.

B U S T C O M I O N

O M T O N

T R I E L E C C I T Y

L C T R C T

I C T F R I O N

F R T I N

3. Complete the statement below to explain what heat is.

Heat is a form of _________________.

4. Write true or false for the following uses of heat.

Uses of heat True/False

a. To cook food and boil water

b. To dry wet clothes

c. To change water to ice.

Learning Objective: 2.2 Understanding heat flow and its effects

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Learning Outcomes: State that heat causes solids, liquids and gases to expand and contract. State that heat flows in three different ways. State that heat flows from hot to cold. Give examples of heat flow in natural phenomena.

1. Underline the correct words in the statement below to show the effects of heat on solids, liquids and gases.

Solids, liquids and gases (expand / contract) when they absorb heat but

(expand / contract) when they cool down.

2. State two other method of heat transfer:

a. Conduction

b. _____________________________

c. _____________________________

3. Underline the correct answer in the statement below to state how heat flow shown in the diagram below.

Our hands feel hot because heat flows from (hot / cold) region to (hot / cold) region.

4. Name two examples of heat flow in natural phenomena caused by convection currents as shown in the diagram below.

a. _______________________ b. _______________________

Learning Objective: 2.2 Understanding heat flow and its effects

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Learning Outcomes: State what a heat conductor is. State what a heat insulator is. List uses of heat conductors and heat insulators in daily life.

1. Complete the statements below to explain what a conductor is.

a. Solids that _________________ heat are called conductor.

2. Underline the correct answer below to explain what an insulator is.

b. Solids that (conduct / do not conduct) heat are called an insulator.

3. Draw lines to match the conductors and insulators to their uses in daily life.

Conductors / Insulators

Uses in daily life

Mercury

Woollen clothes

Aluminium

Ice

Wood

To keep our body warm during winter

To detect heat in thermometers

Igloos are made of ice to retain heat

For making handles of frying pans

For making cooking utensils

Learning Objective: 2.3 Analysing the effect of heat on matter

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Learning Outcomes: State the changes in state of matter in physical processes. Explain that changes in state of matter involve absorption and release of heat.

1. The diagram below shows the changes in the state of matter in physical processes.

Name these physical processes below using the words below.

P : _____________________________

Q : _____________________________

R : _____________________________

S : _____________________________

T : _____________________________

U : _____________________________

2. State whether heat is absorbed or released in the processes below.

Process Changes Absorb heat / Release heat

a. Ice melting

b. Water boiling

c. Water freezing

Solid Liquid

Liquid Gas

Liquid Solid

Learning Objective: 2.4 The uses of expansion, contraction and application in daily life.

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Condensation Boiling Sublimation Melting Freezing

Learning Outcomes: Explain with examples the uses of expansion and contraction in daily life. Apply principle of expansion and contraction of matter in solving simple problems

1. Draw lines to match the uses of expansion or contraction of matter with the correct

application in daily life.

Uses of expansion or contraction of matter Application

a. Gaps allow the iron bridge to expand on a hot day. Thermometer

b. It is hung loosely between poles to allow for contraction at night.

Fire alarm

c. Mercury expands when heated and contracts when cooled.

Telegraph wire

d. The production of heat causes bimetallic strip to straighten or curve and connects or disconnects the electrical circuit.

Concrete road

e. Gaps allow for expansion on hot days so that the surface does not crack.

Steel bridge

2. The following statements are ways of applying the principle of expansion and contraction of matter in solving simple problems. Write True (T) of False (F) to the following statements that are based on the principle of expansion and contraction?

a. Soaking a pair of dirty socks in hot water before washing.

b. Immersing a dented ping pong ball in hot water to regain its shape.

c. Immersing two glasses which are stuck together in hot water to separate them.

d. Heating an empty cooking pot to loosen its cover stuck to the pot.

Learning Objective: 2.5 Understanding that dark, dull objects absorb and give out heat

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W X

Y Z

better.

Learning Outcomes: State that dark, dull object absorbs heat better than white, shiny objects. State that dark, dull object gives out heat better than white, shiny objects.

1. The diagram below shows an experiment.

Underline the correct answers in the statement below to show the result of the experiment.

(Dark and dull / White and shiny) object absorbs heat better than (dark and dull / white and

shiny) object.

2. The diagram below shows an experiment.

Underline the correct answers in the statement below to show the result of the experiment.

(Dark and dull / White and shiny) object gives out heat better than (dark and dull / white and

shiny) object.

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modul waja ting 1

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