June’Z PAT PT2/55

1. Diagram 1.1 shows three classes of animals P, Q and R. Rajah 1.1 menunjukkan tiga kelas
haiwan P, Q dan R.

P Q R

Reptile Amphibian Mammals

Diagram 1.1

a) On Diagram 1.1, name the class of animal P, Q, and R using the following words. Pada Rajah 1.1,
namakan kelas haiwan P, Q dan R menggunakan perkataan berikut.

[ 2 marks]
b) Draw lines to match pictures with their functions. Lukiskan garisan untuk memadankan gambar
dengan fungsinya.

Animals Characteristics
Haiwan Ciri-cirinya

Giving birth to live young

Melahirkan anak

Laying eggs without shell

Bertelur tidak bercengkerang

Laying eggs with shell

Bertelur bercengkerang

[ 3 marks]
c) Based on Diagram 1.2, mark ( / ) the animal which has same class as animal R in Diagram 1.1
√

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June’Z PAT PT2/55
Diagram 1.2
[1mark]

2. Diagram 2 shows a water cycle. Rajah 2 menunjukkan kitaran air.

Condensation

Transpiration Evaporation

Diagram 2

a) Fill in the blanks with given words. Isikan tempat kosong dengan perkataan yang diberi.
[3 marks]
3. Complete the Diagram 3 below to show the three line of body’s defence mechanism. Lengkapkan
Rajah 3 berikut menunjukkan tiga barisan mekanisme pertahanan badan.

The __skin___ and _mucous membrane_prevent pathogens from

First line of defence
entering the body.
Barisan pertahanan
_______________ dan __________________menghalang patogen
badan pertama
daripada memasuki badan.
a) White blood cells ingest pathogens and destroy them through
Second line of defence
__phagocytosis.
Barisan pertahanan
Sel darah putih enelan patogen dan memusnahkan mereka melalui
badan kedua
___________
b) Destroys a particular antigen or pathogen through the production of
Third line of defence
_antibodies_.
Barisan pertahanan
Memusnahkan antigen atau patogen tertentu melalui penghasilan
badan ketiga
__________________

[3 marks]

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June’Z PAT PT2/55
4. Diagram 4.1 shows the human digestive system. Rajah 4.1 menunjukkan sistem pencernaan manusia.

Small intestine

a) i) Identify the organs labelled as T in the Diagram 4.1.

Kenalpasti organ yang berlabel T di dalam Rajah 4.1.

[1mark]
ii) Mark with the letter X the organ in Diagram 4 that secretes hydrochloric acid.

Tandakan dengan tanda X di organ pada Rajah 4 yang merembeskan asid hidroklorik.
[1mark]

iii) State the class of food that digest in X. Nyatakan kelas makanan yang dicernakan di dalam X.

Protein [1mark]
b) Diagram 4.2 shows a section through a structure found in the alimentary canal.

Rajah 4.2 menunjukkan keratan rentas struktur yang terdapat di dalam salur pencernaan.

i) Name the structure in Diagram 4.2. Namakan struktur pada Rajah 4.2.

.Villus.
[1mark]
ii) What is the function of this structure? Apakah fungsi struktur ini?

To absorb digested food. [1mark]

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June’Z PAT PT2/55

5. Akio eats some peanuts. Akio makan beberapa biji kacang.

a) He looks at the back of this peanut packet. It shows some of the nutrients found in 100 g of peanuts.
Dia melihat di belakang paket kacang. Ia menunjukkan maklumat nutrien yang terdapat dalam 100g
kacang

(i) These two class of food do not add up to 100 g. Name one other class of food group found in
peanuts.
Jumlah dua kelas makanan ini tidak mencapai 100g. Namakan satu lagi kumpulan kelas makanan
yang boleh di dapati dalam kacang.

Carbohydrate [1 mark ]
(ii) Peanuts are a good source of protein. What is the main use of protein in the body?
Kacang merupakan sumber protein yang baik . Apakah fungsi utama protein dalam badan?

To build new cell and repair damage tissue [1 mark ]

(iii) Protein is a large complex molecule. It must be broken down into simpler chemicals. Where in the
body is protein broken down?
Protein ialah molekul kompleks yang besar. Ia perlu diuraikan kepada molekul yang lebih ringkas. Di
manakah protein dicerna di dalam badan kita?
Stomach / duodenum [1 mark ]
b) Akio looks at the other information on the packet. Akio melihat maklumat lain yang terdapat pada
paket tersebut

The GDA is the Guideline Daily Amount.

(i) Akio must be careful about the amount of peanuts he eats each day.
Akio hendaklah berjaga-jaga dengan jumlah kacang yang dimakan setiap hari.

Give a reasons why. Berikan satu sebab mengapa.

Can cause obesity / weight gain / health problem / allergies to peanut / not giving him
balance diet
[1 mark]

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June’Z PAT PT2/55
(ii) Iron is essential for human health. Name one other food rich in iron.
Besi sangat penting untuk kesihatan manusia. Nama satu makanan yang kaya dengan zat besi

liver / egg yolk / meat / oat / cereal [1 mark ]

(iii) What is the main effect of iron deficiency? Apakah yang kesan utama jika kekurangan zat besi?
Aneamia / tiredness / looking pale / fewer red blood cell [1 mark ]

6. Diagram 6 shows the electrolysis process which produces two gases namely Hydrogen and Oxygen.
Rajah 6 menunjukkan proses elektrolisis yang menghasilkan dua gas iaitu Hidrogen dan
Oksigen.

Diagram 6

a ) (i) Identify the type of gas collected at X and Y. Kenal pastikan jenis gas yang dikumpulkan di X
dan Y.

X:…oxygen. Y: …hydrogen…..
[2 marks]
(ii) State the ratio of gas X to Y. Nyatakan nisbah gas X kepada Y. 1: 2.
[1 mark]

(iii) State one method for identifying the type of gas named in 6(a)(i) and explain.
Nyatakan satu kaedah untuk mengenalpasti jenis gas yang dinamakan di 3a)(i) dan terangkan.
X : Glowing wooden splint lights up ,Y : Burning wooden splinter extinguish and “pop” sound
is heard
[2 marks]

b ) Why was dilute sulphuric acid added to the distilled water? Mengapakah asid sulfurik cair
ditambahkan kepada air?

Enables water to conduct electricity [1 mark]

7. A group of scouts went for camping by the river as in Diagram 7.1.

Sekumpulan pengakap pergi berkhemah di kawasan sungai seperti dalam Rajah 7.1.

a ) (i) They ran out of clean water supply after three days and wished to use river water. Suggest two
methods to purify the river water for drinking.
1.Filtration 2. Boiling 3. Distillation.. [2 marks]

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June’Z PAT PT2/55
(ii) River water usually contains dissolved substances, suspended particles and microorganisms. State
the substances removed using the methods mentioned in (a)(i).
1 suspended particles 2 microorganisms 3. dissolved substance

[2 marks]

b ) Diagram 7.2 shows stages of water purification in a water treatment plant.

Rajah 7.2 menunjukkan peringkat-peringkat pembersihan air di loji rawatan air

Diagram 7.2

(i )On Diagram 7.2, mark ( ✓ ) the tank which chlorine is added. Pada Rajah 7.2, tandakan (✓) pada
tangki di mana klorin dimasukkan.
[1 mark]

(ii) State the function of chlorine. Nyatakan fungsi klorin.

…to kill microorganism

[1 mark]
8. Diagram 8.1 shows a reaction between dilute hydrochloric acid and sodium hydroxide solution.
Rajah 8.1 menunjukkan tindakbalas antara Asid hidroklorik cair dengan larutan Natrium
hidroksida.

a ) What is the name of process, method and products involved in the experiment?
Apakah nama proses , kaedah dan hasil yang terlibat dalam eksperimen ini?

i) Name of the process Neutralisation

Nama proses
ii) Method Titration
Kaedah
iii) Product Salt and water
Hasil
[3marks
]

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June’Z PAT PT2/55
b ) The following is the colour of the universal indicator in different solutions.
Berikut merupakan warna penunjuk semesta dalam larutan berlainan.
Acid Asid Alkali Alkali Neutral Neutral
Yellow Kuning Purple Ungu Green Hijau

Based on the experiment above, what does it mean when the colour of the universal indicator obtained is
green?
Berdasarkan eksperimen di atas , apakah maksudnya apabila warna penunjuk semesta yang diperolehi
adalah hijau?

..the complete neutralisation occur at neutral point..

[1 mark]
c ) Unwashed hair is slightly acidic. However a healthy , beautiful , smooth and shiny hair is a slightly
alkaline hair. What needs to be done to make the hair clean and smooth and shiny at the same time?
1. Use hair conditioner (acidic) to neutralise the shampoo (alkaline)
2. Hair will become smooth , shiny and healthy
[2 marks]

9. Diagram 9.1 shows a pair of chopsticks is used as an application of lever in daily life.
Rajah 9.1 menunjukkan sepasang penyepit makanan digunakan sebagai satu aplikasi tuas dalam
kehidupan harian

Diagram 9.1
a) (i) State the class of lever chopsticks. Nyatakan kelas tuas penyepit makanan.
3rd Class [1 mark]
(ii) Give reason for your answer in (a)(i). Berikan alasan bagi jawapan anda pada (a)(i).
.Effort is in the middle. [1 mark]
(iii) State another example that uses the same class of lever as in Diagram 9.1.
Nyatakan satu contoh lain yang menggunakan kelas tuas yang sama seperti Rajah 9.1.
...Ice tong / Forcep / Fishing rod
[1 mark]

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June’Z PAT PT2/55
b ) Diagram 9.2 shows a tool used by a plumber.
Rajah 9.2 menunjukkan sejenis alatan yang digunakan oleh tukang paip.

(i) Suggest one way to increase the turning effect of a force in Diagram 9.2.
Cadangkan satu cara untuk meningkatkan kesan putaran daya dalam Rajah 9.2.

Increase the distance / magnitude of force [1 mark]

(ii) Give one reason for the answer in 9(b)(i).
Berikan sebab bagi jawapan di 9(b)(i).

Produce larger moment of force [1 mark]

( iii) State the direction of the moment in Diagram 9.2. Nyatakan arah moment daya dalam Rajah
9.2
Clockwise [1 mark]
(iv) What is the function of the tool shown in Diagram 9.2? Apakah fungsi alat yang ditunjukkan
dalam Rajah 9.2?
Tighten the nut [1 mark]

(c) Diagram 9.3 shows a wheelbarrow used to lift a 350N load.

Rajah 9.3 menunjukkan sebuah kereta sorong yang digunakan untuk mengangkat beban
seberat 350N.

(i) Calculate the effort needed to balance the load. Use the following formula:
Hitung jumlah daya yang diperlukan untuk mengimbangkan beban. Gunakan formula berikut:
Load x Distance of load from the fulcrum = Force x Distance force from the fulcrum
Beban x Jarak beban dari fulkrum = Daya x Jarak daya dari fulkrum

Effort =( 350 x 25 ) / 70 = 125N

[2 marks]
( ii) Give one advantage of using wheelbarrow in carrying heavy loads.
Beri satu kebaikan menggunakan kereta sorong untuk mengangkat beban yang berat.

...Small force to move large load… [1 mark]

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June’Z PAT PT2/55
10 a) Diagram 10 shows a bar magnet. A magnet has a North pole, N, and a South pole, S.
Rajah 10 menunjukkan sebuah magnet bar. Magnet mempunyai kutub utara U dan kutub Selatan S.

Diagram 10
[2 marks]
(i) Draw the magnetic field pattern formed around the bar magnet. Lukiskan corak medan magnet
yang
terbentuk pada magnet bar ini. Show the direction of the field lines with arrows. Tunjukkan arah
medan
magnet menggunakan anak panah

(ii) What piece of apparatus can be used to show the direction of magnetic field ?
Apakah radas yang boleh digunakan untuk menunjukkan arah medan magnet?
compass [1 mark ]
b ) Tick ( √ ) the two correct statements about magnets.
Two North poles attract each other.
Dua kutub utara saling menarik antara satu sama lain
Two South poles attract each other.
Dua kutub selatan saling menarik antara satu sama lain
Permanent magnets are always in the shape of a bar.
Magnet tetap sentiasa di dalam bentuk bar

Magnetic fields cannot be seen.

Medan magnet tidak boleh dilihat √
A North pole and South pole attract each other.
Kutub utara dan kutub selatan saling menarik antara satu sama lain √

[2 marks]
c ) Alisa makes an electromagnet. Alisa membuat elektromagnet

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June’Z PAT PT2/55
She uses the electromagnet to attract steel paper clips. Here are the 20 paper clips she uses.
Dia menggunakan elektromagnet untuk menarik klip kertas. Berikut ialah 20 klip kertas yang dia
gunakan

Alisa changes the number of turns of wire around the nail. Alisa mengubah bilangan gegelung wayar yang
mengelilingi paku.
She writes down how many paper clips are attracted together, in a chain, at the point of the nail. Dia
merekod berapa banyak klip kertas yang tertarik ke arah paku.

(i) What do you predict will happen? Apa yang kemungkinan yang akan berlaku ?

As the number of turns of the wire increases, the number of paper clips attracted will attract
Sekiranya bilangan gegelung bertambah , bilangan klip kertas yang akan tertarik
…………………………………….
[1 mark ]

(ii) Why do you think this will happen? Jelaskan kenapa ini boleh berlaku?

….magnetism / electromagnet more stronger ( with more turns) [1 mark ]

(b) Here are Alisa’s results. Berikut adalah keputusan Alisa

(i) Describe the pattern of Alisa’s results. Perihalkan corak keputusan Alisa.

None / no pattern / goes down ,up, down [1 mark ]

(ii) These results may not match your prediction. Suggest why some of Alisa’s results are anomalous.
Keputusan ini mungkin tidak memenuhi ramalan kamu. Cadangkan mengapa sebahagian daripada
keputusan Alisa adalah ganjil.
She uses different size of paper clips
[1 mark ]

(iii) Suggest one way Alisa could improve the investigation. Nyatakan bagaimana cara Alisa dapat
memperbaiki penyiasatannya.
uses same size of paper clips
[1 mark ]

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June’Z PAT PT2/55
11. Diagram 11.1 shows the results of activities to study the properties of solutions P, Q, R and S by using
blue litmus paper. Rajah 11.1 menunjukkan keputusan aktiviti untuk mengkaji sifat-sifat larutan P, Q ,R
dan S dengan menggunakan kertas litmus biru.

Based on the observations, state the properties of solutions P, Q , R and S. Berdasarkan pemerhatian,
nyatakan sifat-sifat larutan P, Q , R dan S.
Solution Properties Sifat-sifat
Larutan
P Blue litmus paper turns red

Q Blue litmus paper remains blue

R Blue litmus paper turns red

S Blue litmus paper turns red

[4 marks]

b) Based on the activities in Diagram 11.1, Classify the solution P,Q, R and S into two groups.
Berdasarkan kepada aktiviti-aktiviti dalam Rajah 11.1, kelaskan larutan P , Q, R dan S kepada dua
kumpulan.

Classification Pengelasan Solution Larutan

Blue litmus paper turns red P, R, S
Kertas litmus biru bertukar merah
Blue litmus paper remains blue Q
Kertas litmus biru kekal biru
( 2 marks)

Diagram 11.2
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June’Z PAT PT2/55
c) Diagram 11.2 shows red litmus paper being touch to a soap and after a few seconds, no colour change
was observed. Why this happen? Suggest a way that can be used for soap to show its properties
Rajah 11.2 menunjukkan kertas litmus merah disentuh pada seketul sabun dan selepas beberapa saat,
tiada perubahan warna diperhatikan. Mengapakah hal sedemikian berlaku? Cadangkan cara yang boleh
digunakan bagi membolehkan sabun menunjukkan sifatnya.

1. Alkali does not show its properties without the presence of water.
2. Add water [2 marks]
d) A mother used an aluminium can to store vinegar. After sometimes , its is found the vinegar half
spoiled. Explain why. Seorang ibu menggunakan tin aluminium untuk menyimpan cuka. Selepas
beberapa lama, didapati cuka itu telah rosak. Jelaskan mengapa.

Vinegar reacts with aluminium and release hydrogen gas .[2 marks]
12. Diagram 12.1 shows a sugar cube of similar size added to glass P and Q. After five minutes, the size of
sugar cube is as shown in the diagram.
Rajah 12.1 menunjukkan satu gula kiub yang sama saiz dimasukan ke dalam gelas P dan Q. Selepas
lima mini,, saiz gula kiub ditunjukkan dalam rajah.

Based on your observation in diagram 12.1, Berdasarkan pada pemerhatian daripada Rajah 12.1,
a) (i) What inference can be made? Apakah inferens yang boleh dibuat?
The rate of dissolving sugar in P is faster because the temperature is higher.[1 mark]
(ii) State one hypothesis. Nyatakan satu hipotesis.
The higher the temperature[1 mark]
b) Diagram 12.2 shows the apparatus set-up to study the effect of water temperature on the rate of
dissolving.
Rajah 12.2 menunjukkan susunan radas bagi mengkaji kesan suhu air ke atas kadar ketelarutan.

Diagram 12.2

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June’Z PAT PT2/55
The student takes the following the steps:
Pelajar itu menjalankan langkah-langkah di berikut:
Step 1 : Fill a beaker with 100 ml distilled water at 40 0C
Langkah 1 : Isikan sebuah bikar dengan 100ml air suling bersuhu 40 0C
Step 2 : Add 5 grams of fine sugar to the water.
Langkah 2 : Tambahkan 5 gram gula halus ke dalam air.
Step 3 : Stir the mixture.
Langkah 3 : Kacau larutan tersebut.
Step 4 : Record the time taken for the fine sugar completely dissolve.
Langkah 4 : Catatkan masa yang diambil untuk gula halus larut sepenuhnya.
Step 5 : Repeat steps 1 to 3 are by using temperature water at 500C, 600C, 700C and 800C.
Langkah 5 : Ulang langkah 1 hingga 3 dengan menggunakan air bersuhu 500C, 600C, 700C and 800C.

Diagram 12.3 shows time taken for the fine sugar to dissolve completely.
Rajah 12.3 menunjukkan masa yang diambil oleh gula untuk larut sepenuhnya

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June’Z PAT PT2/55
Temperature (0C) Suhu Time (s) Masa (s)
(0C)

400C

48
0
50 C

600C

700C

800C

Diagram 12.3
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June’Z PAT PT2/55
b) (i) Based on Diagram 12.3, record the readings of the stopwatch and complete Table 12.4
Berdasarkan Rajah 12.3, rekodkan bacaan jam randik dan lengkapkan Jadual 12.4

48

[1 mark]
(ii) State the variables involved in this experiment:
Nyatakan pembolehubah yang terlibat dalam eksperimen ini:

Temperature of water

Time taken for sugar to completely

dissolve

Table 12.4
[2 marks]

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June’Z PAT PT2/55
(iii) Use the graph provided on page 18 to answer this part of the question.
Gunakan graf yang disedikan dihalaman 18 untuk menjawap bahagian soalan ini.
Based on the reading in Table 12.4, draw a graph of time against temperature.
Berdasarkan bacaan dalam Jadual 12.4, lukis graf masa lawan suhu.

[2marks]
(c) (i)Based on Graph 12(b)(iii), state the relationship between the temperature of water and the
time taken for sugar to dissolve completely.
Berdasarkan Graf 12 (b)(iii), nyatakan hubungan antara suhu air dan kadar gula larut sepenuhnya.

The higher the temperature of water, the shorter the time taken for sugar to completely dissolve.
[1 mark]
0
(ii) Predict the time taken for fine sugar to dissolve completely in 100ml water at 65 C.
Ramalkan masa yang di ambil untuk gula halus larut sepenuhnya dalam 100ml air yang bersuhu
650C .
38s [1 mark]

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June’Z PAT PT2/55
(iii) Define operationally the meaning of the rate of dissolving. Definasikan secara operasi kadar

ketelarutan.

The rate of dissolving is the time taken for sugar to completely dissolve [1 mark]

13. Four circuits, P, Q, R and S was built by a group of students as shown in Diagram 13. 1 below. The
circuits are
built by using same bulbs, dry cells and wires.
Empat litar, P, Q, R dan S telah dibina oleh sekumpulan pelajar seperti yang ditunjukkan dalam Rajah
13.1 di bawah. Litar-litar tersebut dibina dengan menggunakan mentol-mentol, sel-sel kering dan
wayar yang sama.

Circuit P Circuit Q
Litar P Litar Q

Circuit R Circuit S
Litar R Litar S
Diagram 13.1

a) Based on Diagram 13.1, arrange the circuits according to the brightness of the bulbs in
descending order.
Berdasarkan Rajah 13.1, susun litar di atas mengikut kecerahan mentol dalam tertib menurun.

Q S R P

Brightest Least brightest

Paling cerah Kurang cerah

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June’Z PAT PT2/55

[2 marks]
b) Diagram 13.2 shows two circuits that have been built by Zarif and his friend by using three
bulbs, a switch, connecting wires and three batteries. Each of the batteries is labelled with 1.5
V. They connects all the components given in two different ways.
Rajah 13.2 di bawah menunjukkan dua litar yang telah dibina oleh Zarif dan rakannya dengan
menggunakan tiga mentol, satu suis, wayar penyambung dan tiga bateri. Setiap satu bateri
berlabel 1.5 V. Mereka menyambungkan semua komponen yang diberi dalam dua cara yang
berbeza.

During
the
observa
tion,
Zarif
discover
Circuit A Circuit B
s that
all the
bulbs in circuit A are very dim compared to all bulbs in circuit B. What is another disadvantage of
arranging bulbs in circuit A? Explain your answers.
Semasa melakukan pemerhatian, Zarif mendapati semua mentol dalam litar A menyala sangat malap.
Apakah kelemahan lain bagi susunan mentol-mentol seperti dalam litar A? Jelaskan jawapan anda.
1) If one bulb burns, the other bulb do not work because the current flow in one path [2 marks]
c) Diagram 13.3 below shows a circuit built by students Form 2 ABC.
Rajah 13.3 menunjukkan satu litar yang dibina oleh pelajar-pelajar Tingkatan 2 ABC.

Diagram 13.3

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June’Z PAT PT2/55
Based on the diagram above, Berdasarkan rajah di atas,
i ) Calculate the total resistance in the circuit. Given R¹ and R² are 4 Ω respectively.
Hitung jumlah rintangan di dalam litar ini. Diberi R¹ dan R², masing-masing ialah 4 Ω.
1 1 1
= +
R R¹ R²
1/R = 1/4 + 1/4 = 2/4
R = 2Ω
[2 marks]
ii )Calculate the current flowing through A¹. Hitung arus yang mengalir di dalam A¹.
I1 = V / R = 6/2 = 3 A [2 marks]
iii )Calculate the current flowing through A². Hitung arus yang mengalir di dalam A².
I2 = 3 / 2 = 1.5 A [2 marks]
14. Diagram 14.1 shows a student cycling a bicycle. Rajah 14.1 menunjukkan seorang murid sedang
mengayuh basikal.

Diagram 14.1
a) (i) Name force R Namakan daya R

Frictional force
[1 mark]

(ii) On Diagram 14.1, draw arrow ( ->)to show the direction of action force for Force R.
Pada Rajah 14.1 , lukiskan anak panah bagi menunjukkan arah daya tindakan bagi daya R.
[1 mark]
c) Amin and his friend wants to find out how different type of surfaces affect the magnitude of
frictional force as shown in Diagram 14.2.

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June’Z PAT PT2/55
Amin dan rakannya menjalankan kajian terhadap bagaimana jenis permukaan yang berbeza
mempengaruhi magnitud daya geseran seperti di tunjukkan dalam Rajah 14.2.

(i) Which surface has the greatest frictional force? Give a reason.
Permukaan manakah mempunyai daya geseran yang paling tinggi? Berikan sebab.

1) Sand paper
2) The rougher the surface , the greater the frictional force [2 marks]
(i) Based on Diagram 14.2, if a heavier wooden block is used, compare the frictional force
produced.
Defend your answer statement.
Berdasarkan Rajah 14.2, sekiranya bongkah kayu yang sama saiz tetapi lebih berat digunakan,
bandingkan daya geseran yang terhasil. Pertahankan kenyataan jawapan anda.

1) The greater frictional force produce

2) The heavier the weight of object, the higher the magnitude of frictional force
[2 marks]
c ) Amin then lift up three weights of different values from the floor onto a table using a spring balance.
Diagram 14.3 shows three readings of the spring balance P, Q and R.

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June’Z PAT PT2/55
Amin kemudiannya mengangkat tiga pemberat yang berlainan nilai dari lantai ke atas meja
menggunakan neraca spring. Rajah 14.3 menunjukkan tiga bacaan neraca spring P, Q dan R.

Table 14 shows the reading of the spring balance in P, Q and R.

Jadual 14 menunjukkan bacaan pada neraca spring di P, Q dan R.

(i) Based on Table 14, state the relationship between the reading of the spring balance and the
mass of the weight.
Berdasarkan kepada Jadual 14, hubungkaitkan antara bacaan neraca spring dengan jisim
pemberat.

As the mass of the weight increases, the reading of spring balance increases [1 mark]
d ) Amin and his friends take part in a solar car model launching competition that held during a STEM
Carnival at a school. To make the solar car model move faster, Amin would like to investigate the
relationship between the area of contact with frictional force by using the following materials:

Amin dan kawan-kawannya menyertai pertandingan melancarkan model kereta solar yang diadakan
semasa Karnival STEM di sebuah sekolah. Untuk menjadikan model kereta solarnya bergerak lebih laju,
Amin ingin menyiasat hubungan antara luas kawasan bersentuhan dengan daya geseran menggunakan
bahan-bahan yang berikut:

1. Solar car model Model kereta solar

2. Spring balance Neraca spring

3. Wider tyre Tayar yg lebih lebar

4. Narrower tyre Tayar yang lebih kecil

5. Track Landasan

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 June’Z PAT PT2/55
By considering the factors affecting frictional force, complete the following procedure in the form of
sentences.
Dengan mengambilkira faktor-faktor yang mempengaruhi daya geseran, lengkapkan prosedur berikut
dalam bentuk ayat.
Procedurs / Langkah-langkah :

1. The solar car is placed on the track. Model kereta solar diletakkan di atas landasan.

2.Install wider tyres on the solar car model

3. Record the magnitude of frictional force exerted using a spring balance

4. Repeat the experiment using the narrower tyre

[3 marks]
**********THE END **********

Disediakan oleh, Disemak oleh, Disahkan oleh,

……..………………………………. ………………………………… ……………….……………….

Pn Junaidah Ramli John Philip Ko Hui Ing

Guru Sains Ketua Panitia Sains GKMP Sains & Matematik

SULIT LIHAT SEBELAH Page 23