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 {"id": 1579, "uuid": "zicunl", "name": "Biologi F5 bab 6", "description": "Nota Biologi Form 5", "details": "Bab 6: Pembiakan Seks dalam Tumbuhan Berbunga", "type": "note", "form": 11, "year": 2023, "price": null, "downloadCount": 60, "totalQuestions": 1, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/b179300e-e8a2-43f0-b4da-65444c170e8b.pdf", "pdfLinkPreview": "", "isDraft": false, "isPremium": false, "thumbnail": "NOTE", "createdAt": "2023-08-23T08:25:02Z", "updatedAt": "2024-01-02T02:01:40Z", "collection": null, "paperGenerated": null, "subject": {"id": 13, "uuid": "biology", "name": "Biology", "languages": ["malay", "english"], "subjectTypes": ["upper-form"], "isAvailLowerForm": false, "isAvailUpperForm": true, "isAvailElementary": false, "isNoLevel": null, "createdAt": "2021-06-15T07:03:27Z", "updatedAt": "2021-06-15T07:03:27Z"}, "user": {"id": 1137, "firstName": "farisha", "lastName": "wahida", "email": "farishawahida321@gmail.com", "school": null, "avatar": null, "phoneNumber": "+601135630026", "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2022-07-06T01:53:06Z", "updatedAt": "2023-08-14T05:17:37Z"}, "course": null, "local_filename": "mysoalan.com-pdf/b179300e-e8a2-43f0-b4da-65444c170e8b.pdf", "texts": ["6.1 Struktur bunga\n1.\nstruktur bunga\n2. Perbandingan struktur jantan dan struktur betina dalam bunga.\nStruktur jantan\nStruktur betina\nMenghasilkan gamet\naspek\nTerdiri daripada anter \ndan filamen\nStruktur\nTerdiri daripada stigma, \nstil dan ovari\nMenghasilkan debunga\nFungsi\nMenerima debunga dan\nmenghasilkan ovul\nGamet jantan terbentuk \ndi dalam Debunga\nPembentukan \ngamet\nGamet betina terbentuk \ndi dalam\novul\n", "6.2 Pembentukan debunga \ndan pundi embrio\n1.\nstruktur dalam proses pembentukan debunga\n1\nAnter mempunyai empat pundi debunga di mana debunga akan terhasil di \ndalam pundi debunga.\n2\nSetiap pundi debunga mengandungi banyak sel induk debunga (2n).\n3\nSetiap sel induk debunga (2n) mengalami meiosis untuk menghasilkan tetrad\nyang mengandungi empat sel haploid (n).\n4\nSel haploid dalam tetrad berpisah membentuk debunga\n5\nSetiap sel haploid mengalami mitosis membentuk sel penjana (n) dan nukleus \ntiub (n).\n", "2. struktur dalam proses pembentukan pundi embrio\n1\nOvul terbentuk daripada ovum. Setiap ovul mengandungi satu sel induk pundi \nembrio (2n).\n2\nSel induk pundi embrio (2n) mengalami meiosis membentuk empat megaspora \n(n).\n3\nTiga megaspora merosot dan meninggalkan satu megaspora\n4\nMegaspora yang tertinggal mengalami mitosis sebanyak tiga kali membentuk \ntujuh sel dengan lapan nukleus.\n5\n\u2022\nTiga sel bergerak ke satu hujung berdekatan dengan mikropil, membentuk \ndua sel sinergid dan satu sel telur .\n\u2022\nTiga sel lagi bergerak ke satu hujung lain membentuk tiga sel antipodal .\n\u2022\nSatu sel dengan dua nukleus berada di tengah membentuk nukleus kutub .\n\u2022\nStruktur yang terbentuk dikenali sebagai pundi embrio yang terlindung \ndaripada integumen.\n", "6.3 Pendebungaan dan \npersenyawaan\n1.\npembentukan tiub debunga dan pembentukan gamet jantan.\n1\nDinding anter pada debunga yang matang\nakan mengering, mengecut dan merekah.\nDebunga di dalam pundi debunga akan\ndibebaskan.\n2\nDebunga yang dibebaskan akan dipindahkan\nke stigma pada bunga yang sama atau yang\nberlainan oleh agen pendebungaan.\n3\nDebunga yang telah dipindahkan ke\nstigma akan mengalami percambahan dan\nmembentuk tiub debunga. Tiub debunga\nmemanjang dan tumbuh ke arah ovul\nmelalui stil.\n4\nNukleus penjana akan bergerak di sepanjang\ntiub debunga ke arah ovul. Pada masa yang\nsama, nukleus penjana akan membahagi\nsecara mitosis untuk membentuk dua gamet\njantan (n).\n5\nHujung tiub debunga akan merembeskan\nenzim untuk mencernakan tisu-tisu stil.\n6\nApabila tiba di pundi embrio, tiub debunga akan menembusi ovul melalui \nmikropil. Nukleus tiub akan merosot dan kedua-dua gamet jantan masuk ke \ndalam pundi embrio.\n", "Persenyawaan Ganda Dua dalam Pembentukan Zigot Diploid\ndan Pembentukan Nukleus Triploid\nKepentingan Persenyawaan Ganda Dua dalam Kemandirian\nTumbuhan Berbunga\n\u2022\nMenghasilkan zigot diploid untuk memastikan kandungan genetik  spesies dikekalkan\n\u2022\nMenghasilkan nukleus endosperma triploid untuk menyimpan makanan bagi percambahan \nbiji benih\n\u2022\nMewujudkan variasi melalui proses meiosis dan persenyawaan gamet secara rawak\n\u2022\nMemastikan perkembangan tisu endosperma hanya dalam ovul yang tersenyawa\n", "1.\nHanya ovul yang tersenyawa akan berkembang menjadi biji benih .\n2. Persenyawaan ganda dua merangsang dinding ovari untuk \nmembesar dan berkembang membentuk buah.\n6.4 Perkembangan biji benih \ndan buah\nBahagian bunga\nBahagian buah\nOvul\nBiji benih\n\u2022\nZigot diploid membentuk embrio yang mengandungi \nplumul,radikel dan kotiledon\n\u2022\nEndosperma triploid membentuk tisu endosperma \nmenyimpan makanan untuk tumbesaran embrio dan \npercambahan biji benih \n\u2022\nIntegumen membentuk testa untuk melindungi biji \nbenih\nDinding ovari\nPerikarp \n\u2022\nDinding buah yang terdiri daripada epikarp, \nmesokarp dan endokarp\n\u2022\nEpikarp ialah kulit buah \n\u2022\nMesokarp ialah isi buah bagi kebanyakan jenis buah\n\u2022\nEndokarp mengelilingi biji benih\nRanggi, stamen dan\nstil\nMerosot\n", "1.\nBiji benih dilindungi oleh testa daripada sebarang ancaman terhadap \nembrio.\n2. Aktiviti embrio dalam biji benih ditangguhkan sehingga faktor \npersekitaran adalah sesuai untuk percambahan .\n3. Biji benih boleh disebarkan oleh agen penyebaran seperti angin, air, \nserangga, haiwan dan manusia kepada habitat baharu untuk \nbercambah dan bertumbuh.\n6.5 Kepentingan biji benih untuk \nkemandirian\n"], "qa": [{"question": "Struktur jantan dalam bunga terdiri daripada:", "A": "Stigma dan stil", "B": "Anter dan filamen", "C": "Ovari dan ovul", "D": "Mikropil dan integumen", "answer": "B"}, {"question": "Apakah fungsi struktur betina dalam bunga?", "A": "Menghasilkan debunga", "B": "Menerima debunga dan menghasilkan ovul", "C": "Melindungi ovul daripada ancaman", "D": "Menyebarkan biji benih", "answer": "B"}, {"question": "Di manakah gamet jantan terbentuk?", "A": "Ovul", "B": "Debunga", "C": "Stigma", "D": "Anter", "answer": "B"}, {"question": "Berapa banyak sel induk debunga (2n) terdapat dalam setiap pundi debunga?", "A": "Satu", "B": "Dua", "C": "Banyak", "D": "Empat", "answer": "C"}, {"question": "Apakah proses yang dialami oleh sel induk debunga (2n) untuk menghasilkan tetrad?", "A": "Mitosis", "B": "Meiosis", "C": "Persenyawaan", "D": "Pendebungaan", "answer": "B"}, {"question": "Apakah yang terbentuk daripada ovum?", "A": "Debunga", "B": "Ovul", "C": "Zigot", "D": "Embrio", "answer": "B"}, {"question": "Berapa banyak megaspora (n) yang terbentuk daripada meiosis sel induk pundi embrio (2n)?", "A": "Satu", "B": "Dua", "C": "Tiga", "D": "Empat", "answer": "D"}, {"question": "Apakah yang berlaku kepada tiga megaspora selepas meiosis?", "A": "Bergabung membentuk zigot", "B": "Berkembang membentuk pundi embrio", "C": "Merosot", "D": "Membahagi secara mitosis", "answer": "C"}, {"question": "Apakah fungsi agen pendebungaan?", "A": "Menghasilkan debunga", "B": "Memindahkan debunga ke stigma", "C": "Menyebabkan percambahan debunga", "D": "Membentuk tiub debunga", "answer": "B"}, {"question": "Apakah yang berlaku kepada nukleus penjana semasa tiub debunga memanjang?", "A": "Merosot", "B": "Membahagi secara meiosis", "C": "Membahagi secara mitosis", "D": "Bergerak ke arah mikropil", "answer": "C"}, {"question": "Apakah yang dimaksudkan dengan persenyawaan ganda dua?", "A": "Dua gamet jantan mensenyawakan satu sel telur", "B": "Satu gamet jantan mensenyawakan dua sel sinergid", "C": "Satu gamet jantan mensenyawakan sel telur dan satu lagi gamet jantan mensenyawakan nukleus kutub", "D": "Dua gamet jantan mensenyawakan dua sel antipodal", "answer": "C"}, {"question": "Apakah kepentingan persenyawaan ganda dua dalam kemandirian tumbuhan berbunga?", "A": "Menghasilkan zigot diploid untuk memastikan kandungan genetik spesies dikekalkan", "B": "Menghasilkan nukleus endosperma triploid untuk menyimpan makanan bagi percambahan biji benih", "C": "Mewujudkan variasi melalui proses meiosis dan persenyawaan gamet secara rawak", "D": "Semua di atas", "answer": "D"}, {"question": "Apakah yang berkembang menjadi biji benih?", "A": "Ovari", "B": "Ovul", "C": "Zigot", "D": "Embrio", "answer": "B"}, {"question": "Apakah yang dimaksudkan dengan perikarp?", "A": "Dinding biji benih", "B": "Dinding buah", "C": "Tisu endosperma", "D": "Embrio", "answer": "B"}, {"question": "Apakah kepentingan biji benih untuk kemandirian?", "A": "Melindungi embrio daripada ancaman", "B": "Menangguhkan aktiviti embrio sehingga faktor persekitaran sesuai", "C": "Membolehkan penyebaran ke habitat baharu", "D": "Semua di atas", "answer": "D"}]}
 {"id": 1578, "uuid": "g2uebs", "name": "Biologi F5 bab 5", "description": "Nota Biologi Form 5", "details": "Bab 5: Gerak Balas dalam Tumbuhan", "type": "note", "form": 11, "year": 2023, "price": null, "downloadCount": 132, "totalQuestions": 1, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/fbcd0b33-49a5-4de3-908a-5ed3eb524865.pdf", "pdfLinkPreview": "", "isDraft": false, "isPremium": false, "thumbnail": "NOTE", "createdAt": "2023-08-23T08:24:25Z", "updatedAt": "2024-01-02T01:52:25Z", "collection": null, "paperGenerated": null, "subject": {"id": 13, "uuid": "biology", "name": "Biology", "languages": ["malay", "english"], "subjectTypes": ["upper-form"], "isAvailLowerForm": false, "isAvailUpperForm": true, "isAvailElementary": false, "isNoLevel": null, "createdAt": "2021-06-15T07:03:27Z", "updatedAt": "2021-06-15T07:03:27Z"}, "user": {"id": 1137, "firstName": "farisha", "lastName": "wahida", "email": "farishawahida321@gmail.com", "school": null, "avatar": null, "phoneNumber": "+601135630026", "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2022-07-06T01:53:06Z", "updatedAt": "2023-08-14T05:17:37Z"}, "course": null, "local_filename": "mysoalan.com-pdf/fbcd0b33-49a5-4de3-908a-5ed3eb524865.pdf", "texts": ["5.1 Jenis gerak balas\n1.\nTerdapat dua jenis gerak balas dalam tumbuhan:\ntropisme\nNasti\nSuatu gerak balas pada \ntumbuhan di mana arah gerak \nbalas ditentukan oleh\nrangsangan luarDefinisi\nSuatu gerak balas pada \ntumbuhan terhadap \nrangsangan, tetapi arah gerak\nbalas ditentukan oleh tumbuhan\ndan bukan arah rangsangan\nDikawal oleh fitohormonPengawaltindakan\nDikawal oleh perubahan tekanan \nsegah\nPerlahanTempoh tindakan\nPantas\nFototropisme , geotropisme ,\nkemotropisme, hidrotropisme,\ntigmotropisme, dan \ntraumatotropismeContoh\nFotonasti, seismonasti , \ntermonasti, tigmonasti dan \nniktinasti\n", "5.2 Fitohormon\n1.\nFitohormon ialah ialah pengawal atur pertumbuhan pada tumbuhan. Ia dihasilkan \noleh tumbuhan dan mempengaruhi pertumbuhan serta perkembangan tumbuhan\n2.\nJenis dan fungsi fitohormon:\nFitohormon\nFungsi\nAuksin\n\u2022\nMerangsang pertumbuhan pucuk dan pemanjangan sel\n\u2022\nMerangsang pertumbuhan akar pada kepekatan rendah\n\u2022\nMerangsang perkembangan buah selepas persenyawaan\n\u2022\nMerencat pertumbuhan tunas sisi\n\u2022\nMerencat pertumbuhan akar pada kepekatan tinggi\n\u2022\nMemperlahankan luruhan buah dan daun\nGiberelin\n\u2022\nMerangsang pemanjangan sel pada batang \n\u2022\nMerangsang percambahan biji benih \n\u2022\nMerangsang perkembangan buah tertentu\nSitokinin\n\u2022\nMerangsang pembahagian sel dengan kehadiran auksin\n\u2022\nMerangsang pertumbuhan tunas sisi\n\u2022\nMemperlahankan luruhan daun\nAsid absisik\n\u2022\nMerangsang penutupan stoma semasa kekurangan air\n\u2022\nMerencat percambahan biji\nEtilena\n\u2022\nMerangsang pemasakan buah \n\u2022\nMerangsang luruhan buah dan daun\n3.\nKesan auksin terhadap gerak balas pertumbuhan pada tumbuhan boleh dikaji melalui \neksperimen.\n", "4.\nKeputusan penyelidikan mendapati bahawa faktor pertumbuhan tersebut ialah \nauksin.\n(a) Auksin dihasilkan pada apeks meristem pucuk dan akar.\n(b) Auksin boleh meresap dari apeks meristem pucuk ke bawah.\n(c) Auksin adalah sensitif terhadap cahaya dan akan meresap \nmenjauhi daripada cahaya.\n(d) Auksin merangsang pemanjangan sel pada zon pemanjangan sel.\n5.\nFototropisme dan geotropisme ialah dua jenis tropisme utama yang boleh \nditunjukkan oleh pucuk dan akar. \n(a) Fototropisme ialah pertumbuhan bahagian tumbuhan yang bergerak balas \nterhadap cahaya sehala .\n(b) Geotropisme ialah pertumbuhan bahagian tumbuhan yang bergerak balas \nterhadap graviti\ntropisme\nRangsangan\nContoh gerak balas\nFototropisme positif\nCahaya sehala\nPucuk membengkok ke arah \ncahaya\nFototropisme negatif\nCahaya sehala\nAkar membengkok menjauhi \narah cahaya\nGeotropisme positif\nGraviti\nAkar tumbuh ke bawah, menuju \ntarikan graviti\nGeotropisme negatif\nGraviti\nPucuk tumbuh ke atas, \nmenjauhi tarikan graviti\nPeranan Auksin dalam Gerak Balas Fototropisme\n", "Peranan Auksin dalam Gerak Balas Geotropisme\n", "5.3 Aplikasi fitohormon dalam pertanian\n1.\nDalam pertanian, fitohormon semula jadi dan sintetik boleh \ndigunakan untuk meningkatkan kualiti dan kuantiti hasil tanaman.\nFitohormon\nPenggunaan dalam pertanian\nAuksin \n\u2022\nPenggunaan auksin kepada bunga tanpa persenyawaan merangsang \npembentukan buah tanpa biji , suatu fenomena yang dikenali sebagai \npartenokarpi\n\u2022\nPenggunaan auksin sebagai serbuk perangsang akar untuk merangsang\n\u2022\npertumbuhan akar\n\u2022\nAuksin sintetik, 2,4-D digunakan sebagai herbisid untuk membunuh rumpai\neudicot \n\u2022\nAuksin semula jadi dan sintetik juga digunakan untuk memperlahankan \nluruhan buah\nGiberelin\n\u2022\nMerangsang pemanjangan batang pada pokok kerdil\n\u2022\nMempercepatkan percambahan biji benih \n\u2022\nMerangsang pertambahan saiz buah anggur\nSitokinin\n\u2022\nMerangsang penghasilan pucuk dan akar dalam kultur tisu dengan \nkehadiran auksin \n\u2022\nMerangsang pertumbuhan cabang \n\u2022\nMelanjutkan tempoh penyimpanan sayuran hijau\nAsid absisik\n\u2022\nMengelakkan percambahan biji pada musim yang tidak sesuai\nEtilena \n\u2022\nMerangsang pemasakan buah selepas import untuk pemasaran\n\u2022\nMempercepatkan pembungaan dalam nenas dan tembikai\n"], "qa": [{"question": "Apakah dua jenis gerak balas dalam tumbuhan?", "A": "Fotosintesis dan respirasi", "B": "Tropisme dan nasti", "C": "Percambahan dan pertumbuhan", "D": "Penyerapan dan transpirasi", "answer": "B"}, {"question": "Apakah yang mengawal tindak balas tropisme?", "A": "Perubahan tekanan segah", "B": "Fitohormon", "C": "Cahaya matahari", "D": "Suhu persekitaran", "answer": "B"}, {"question": "Berikut adalah contoh nasti, KECUALI...", "A": "Fotonasti", "B": "Tigmonasti", "C": "Kemotropisme", "D": "Niktinasti", "answer": "C"}, {"question": "Apakah fungsi utama auksin dalam tumbuhan?", "A": "Merangsang luruhan daun", "B": "Merencat pertumbuhan pucuk", "C": "Merangsang pemanjangan sel", "D": "Merangsang penutupan stoma", "answer": "C"}, {"question": "Fitohormon manakah yang bertanggungjawab untuk merangsang pemasakan buah?", "A": "Auksin", "B": "Giberelin", "C": "Sitokinin", "D": "Etilena", "answer": "D"}, {"question": "Apakah peranan asid absisik dalam tumbuhan?", "A": "Merangsang percambahan biji", "B": "Merencat pertumbuhan akar", "C": "Merangsang penutupan stoma semasa kekurangan air", "D": "Mempercepatkan luruhan buah", "answer": "C"}, {"question": "Apakah aplikasi sitokinin dalam pertanian?", "A": "Merangsang pemasakan buah", "B": "Mencegah percambahan biji", "C": "Merangsang pertumbuhan cabang", "D": "Memperlahankan pertumbuhan tunas sisi", "answer": "C"}, {"question": "Apakah yang dimaksudkan dengan partenokarpi?", "A": "Pembentukan buah tanpa biji", "B": "Pemanjangan batang", "C": "Luruhan daun", "D": "Percambahan biji benih", "answer": "A"}, {"question": "Apakah contoh gerak balas geotropisme positif?", "A": "Pucuk membengkok ke arah cahaya", "B": "Akar tumbuh ke bawah, menuju tarikan graviti", "C": "Akar membengkok menjauhi arah cahaya", "D": "Pucuk tumbuh ke atas, menjauhi tarikan graviti", "answer": "B"}, {"question": "Apakah fitohormon sintetik yang digunakan sebagai herbisid?", "A": "Auksin", "B": "Giberelin", "C": "Sitokinin", "D": "2,4-D", "answer": "D"}]}
 {"id": 1573, "uuid": "cgcum5", "name": "Biology F4 Chapter 15", "description": "Biology Notes Form 4", "details": "Chapter 15: Sexual Reproduction, Development and Growth", "type": "note", "form": 10, "year": 2023, "price": null, "downloadCount": 324, "totalQuestions": 1, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/e3a95aa5-3eb2-4d79-ac81-a8395371dfb9.pdf", "pdfLinkPreview": "", "isDraft": false, "isPremium": false, "thumbnail": "NOTE", "createdAt": "2023-08-23T08:14:15Z", "updatedAt": "2024-01-02T01:50:45Z", "collection": null, "paperGenerated": null, "subject": {"id": 13, "uuid": "biology", "name": "Biology", "languages": ["malay", "english"], "subjectTypes": ["upper-form"], "isAvailLowerForm": false, "isAvailUpperForm": true, "isAvailElementary": false, "isNoLevel": null, "createdAt": "2021-06-15T07:03:27Z", "updatedAt": "2021-06-15T07:03:27Z"}, "user": {"id": 1137, "firstName": "farisha", "lastName": "wahida", "email": "farishawahida321@gmail.com", "school": null, "avatar": null, "phoneNumber": "+601135630026", "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2022-07-06T01:53:06Z", "updatedAt": "2023-08-14T05:17:37Z"}, "course": null, "local_filename": "mysoalan.com-pdf/e3a95aa5-3eb2-4d79-ac81-a8395371dfb9.pdf", "texts": ["15.1 Reproductive System of Humans\nSistem Pembiakan Lelaki\nMale Reproductive System\n", "Female Reproductive System\nFemale Reproductive System\n", "1.\nProcess of gamete formation is known as gametogenesis .\n2.\nGametogenesis that involved sperm formation is known as spermatogenesis , \nwhereas those involved ovum formation is known as oogenesis\nNecessity of gametogenesis\n\u2022\nProduces gametes with haploid chromosomal number through meiosis.\n\u2022\nProduces genetic variation in gametes.\n\u2022\nMaintains diploid chromosomal number of zygote .\n\u2022\nProduces genetic variation in offspring .\nSpermatogenesis\n1.\nDuring foetus development, primordial germ cells divide mitotically to form \nspermatogonia.\nEach spermatogonium (2n) grows and \ndevelops into primary spermatocyte (2n)\nEach primary spermatocyte (2n) divides \nby meiosis I to form two secondary \nspermatocytes (n).\nEach secondary spermatocyte (n) divides \nby meiosis II to form two spermatids (n).\nEach spermatid (n) undergoes \ndifferentiation to form sperm (n).\n", "2.\nThe sperms formed move to epididymis to be matured.\n3.\nthe structure of a mature sperm.\n4.\nHead of sperm contains nucleus and acrosome. The nucleus contains chromosomes \nand the acrosome contains enzymes for fertilisation.\n5.\nMidpiece of sperm contains abundant of mitochondria to produce more energy for \nmovement.\n6.\nThe tail helps sperm to move.\nOogenesis\n1.\nDuring foetus development, primordial germ cells divide mitotically to form \noogonia.\n2.\nPolar body formed has size much smaller than secondary oocyte or ovum.\n3.\nThe three polar bodies will degenerate and do not take part in fertilisation.\n4.\nAt first, primary oocyte that surrounded by follicle cells is known as primary \nfollicle .\n5.\nAt puberty, follicle stimulating hormone (FSH) secreted by pituitary gland \nstimulates the development of follicle in ovary.\n6.\nFollicle cells start to divide by mitosis during development of follicle. The primary \nfollicle developed into secondary follicle and then into a mature follicle, Graafian \nfollicle .\n7.\nDuring the follicle development, primary oocyte undergoes meiosis I to form \nsecondary oocyte\n", "diploid (2n). / At foetal stage, the primordial germ \ncells divide repeatedly by mitosis to form many \ndiploid oogonia (2n).\nEach oogonium grows and develops to form \nprimary oocyte (2n). Each primary oocyte is \nsurrounded by a layer of follicle cells to form a \nprimary follicle.\nBefore birth, the primary oocytes undergo an \nincomplete meiosis I until prophase I.\nAt puberty, one primary oocyte completes meiosis I \nto form a secondary oocyte (n) and a polar body \n(n). The haploid polar body formed also undergoes \nmeiosis II to form another two haploid polar bodies.\nSecondary oocyte is surrounded by follicle cells known as secondary follicle.\nSecondary follicle grows and matures to form graafian follicle which then moves to the \nsurface of the ovarian wall.\nOvulation: The Graafian follicle bursts and releases the secondary oocyte into Fallopian \ntube.\nIf fertilisation occurs, secondary oocyte completes meiosis II to form a polar body (n) \nand an ovum (n). All 3 polar bodies will degenerate.\n", "Comparison between spermatogenesis and oogenesis\nSimilarities\n\u2022\nOccur in reproductive organs\n\u2022\nProduce haploid gametes\n\u2022\nInvolved in fertilisation\nDifference\nSpermatogenesis\nAspect\nOogenesis\nTestis\nOrgan of gamete \nformation\nOvariy\nSperm\nGamete formed\nOvum\nHas a head, midpiece and \ntail\nStructure of gamete\nSpherical shape\nCan move with tail\nAbility to move\nAssists by cilia in the \nFallopian tube\nNo follicle cells surround the \ngamete\nPresence of follicle cell\nFollicle cells surrounding \nthe gamete\nfour\nNumber of gamete formed \nfrom one parent cell\nOne\nNone\nFormation of polar body\nOne or three\nSmall\nSize of gamete\nlarge\nOccurs throughout life \nafter puberty\nMitotic division on parent \ncell\nOnly occurs during foetal \ndeveloPment Stage\nOccurs continuously \nwithout break\nMeiotic division during \ngamete\nformation\nOccurs by stages \nregarding to foetal,\npuberty and after \nfertilisation stages\nInvolves differentiation\nDifferentiation\nDoes not involve \ndifferentiation\n", "1.\nMenstruation\n- Breakdown of the lining of uterine wall and its discharge through the vagina, \nwith small amount of blood and cells.\n2.\nMenstrual cycle\n- A monthly cycle, consisting of follicle development, ovulation, thickening of the \nendometrium and menstruation.\n- 28 days for each cycle..\n3.\nImportance of menstrual cycle\n- Prepares the uterine lining for the implantation of an embryo\n- Controls the development of ovum and ovulation\n4.\nThe hormones involved in controlling menstrual cycle are:\nHormon\nFungsi\nKesan\nFollicle stimulating \nhormone (FSH)\n\u2022\nStimulates follicle development in \nthe ovaries\n\u2022\nStimulates oestrogen secretion by \nthe follicles\nControl changes in \nthe ovaries\nHormon peluteinan \n(LH)\n\u2022\nStimulates ovulation\n\u2022\nCausses the formation of corpus \nluteum\n\u2022\nPromotes the secretion of \nprogesterone\nOestrogen\n\u2022\nRepair and revival of endometrium \nafter menstruation\n\u2022\nStimulates FSH and LH secretion \nbefore ovulation\nControl changes\nin the uterus\nProgesterone\n\u2022\nStimulates the endometrium to \nbecome thick, folded and highly \nvasculated for embryo \nimplantation\n\u2022\nInhibits FSH and LH secretion\n", "Events of the menstrual cycle\nTime (days)\nIn the ovary\nIn the uterus\n0 \u2013 5\nFollicle develops\nMenstruation\n6 \u2013 13\nFollicle matures\nEndometrium repaired, \nthickens\n14\nOvulation\nEndometrium continues to \nthicken\n15 \u2013 24\nCorpus luteum develops\nTissue and blood vessels \ndevelop in endometrium\n25 - 28\nCorpus luteum degenerates as \nno fertilisation Occur\nEndometrium will begin to \ndisintegrate after 28th\nday\nThe Relationship between Hormone Levels, Follicle Development \nand the Thickness of Endometrium in the Menstrual Cycle\nDays\nHormone level\nFollicle development\nThickness of \nendometrium\n1 - 5\nFSH is secreted and begins to\nincrease\nStimulates the development of\nprimary oocyte and follicle..\nEndometrium of \nuterus breaks down.\n6 \u2013 14\n\u2022\nFSH begins to decrease.\n\u2022\nThe follicle cells secrete \noestrogen. The level of \noestrogen increases . The \nsecretion of luteinising \nhormone (LH) also \nincreases.\n\u2022\nThe follicle continues to\n\u2022\ndevelop until it becomes a\n\u2022\nmature Graafian follicle.\n\u2022\nThe mature Graafian\nfollicle bursts on the 14th\nday and releases the\nsecondary oocyte . The\nremaining Graafian follicle \nin the ovary becomes the \ncorpus luteum..\nThe endometrium is \nrepaired and\nbegins to thicken\n14 \u2013 28 \nProgesterone begins to \nincrease on the\n14th day until 25th day. The \nhigh level of progesterone \ninhibits the secretion of FSH \nand LH. It decreases after the \n25th day if fertilisation does\nnot occur.\nCorpus luteum remains but\nbegins to degenerate on the \n25th day if fertilisation does\nnot occur.\nEndometrium begins \nto break as menstrual\nblood if no \nfertilisation occur.\n", "Hormone\nFunctions\nOestrogen\n\u2022 Repair endometrium after menstruation.\n\u2022 Thicken endometrium .\n\u2022 Stimulate secretion of FSH and LH before ovulation\nProgesterone\n\u2022 Stimulates thickening of endometrium.\n\u2022 Inhibit secretion of FSH and LH to inhibit follicle development and \nprevent ovulation.\n5.\nthe functions of hormones involved in menstual cycle.\n1.\nPremenstrul syndrome is the sign or symptoms that frequently experienced by a \nwoman before menstruation.\n2.\nThe signs of the premenstrual syndrome that experienced by a woman are \ndifferent from one cycle to another.\nPremenstrual syndrome (PMS)\nPhysical\nEmotion\n\u2022 Headache\n\u2022 Breast swelling and pain\n\u2022 Stomach pain\n\u2022 Muscle or joint pain\n\u2022 / Feeling tired\n\u2022 Sleep problems\n\u2022 Bloating\n\u2022 Food cravings\n\u2022 Constipation\n\u2022 Trouble with concentration or memory\n\u2022 Anxiety\n\u2022 Irritability\n\u2022 Tension\n\u2022 Depression\n\u2022 Crying spells\n\u2022 Mood swings\n3.\nMenopausal syndrome is the sign or symptoms that experienced by a woman when \nthe menstruation stops permanently.\nMenopause syndrome\nFactors\nPhysical\nEmotion\n\u2022 Occurs between 46 till 54 \nyear-olds\n\u2022 Ovary is less sensitive to the\nstimulation of FSH and LH\n\u2022 No follicle developed and no \novum Formed\n\u2022 Low production of\nprogesterone and oestrogen\n\u2022 Hot flashes\n\u2022 Sleep problems\n\u2022 Urinary problems\n\u2022 Vaginal problems and \ninfections\n\u2022 Osteoporosis\n\u2022 Irregular periods\n\u2022 Night sweats\n\u2022 Weight gains\n\u2022 Memory problems\n\u2022 Mood swings\n\u2022 Depression\n\u2022 Anxiety\n", "Early Development of a Human Zygote\nFertilisation\n1.\nDefinition: The union of sperm nucleus and ovum nucleus to form a zygote.\n2.\nFertilisation occurs at the Fallopian tube .\n3.\nOvum is surrounded by millions of sperms , but only one will successfully penetrate \nthe ovum wall.\n4.\nWhen the penetration is successful, a barrier known as the fertilisation membrane \nis formed to prevent the penetration of other sperms.\nSperm (n)\nOvum (n)\nPersenyawaan\nZygote (2n)\nTwo cells embryo\nMorula (2n)\nBlastocyst (2n)\nEmbryo (2n)\nFoetus (2n)\nBaby (2n)\n", "Early Embryo Development\nRole of human chorionic gonadotrotin (HCG) during \npregnancy process\n1.\nIf fertilisation is occurred, zygote formed divides into embryo.\n(a) The embryo begins to produce human chorionic gonadotropin (HCG) hormone \nfor maintaining the function of corpus luteum .\n(b) The corpus luteum continue to function by secreting progesterone and \noestrogen in the first two months of pregnancy.\n(c) The function of corpus luteum will be taken over by placenta at the 4th month \nof pregnancy.\nFunction of placenta and umbilical cord in the \ndevelopment of foetus\n1.\nDuring foetus development, blastocyst forms chorionic villi into endometrium to \nobtain nutrients and oxygen from maternal blood.\n2.\nChorionic villi will form placenta in the 4th week of pregnancy.\n3.\nPlacenta is the site of substances exchange between foetal blood and maternal \nblood.\n4.\nstructures of placenta and umbilical cord.\n", "5.\nUseful substances such as nutrients, oxygen and antibodies are transported from \nmaternal blood to foetal blood through placenta and umbilical cord.\n6.\nWhile, waste substances such as urea and carbon dioxide are transported from \nfoetal blood to maternal blood through placenta and umbilical cord.\n7.\nUmbilical cord has umbilical arteries and umbilical vein . \n(a) The umbilical arteries transport foetal blood towards placenta .\n(b) Umbilical vein transports foetal blood from placenta towards foetus.\n8.\nPlacenta has functions other than as the site of substance exchange.\n(a) Placenta filters certain pathogens and harmful substances into the foetus.\n(b) Placenta attaches foetus to uterus wall.\n(c) Placenta secretes hormone progesterone and oestrogen to maintain thickness \nof endometrium during pregnancy. \n(d) Placenta separates maternal blood circulatory system with those in foetus to \nprotect foetus.\nNecessity of having separate foetal and maternal \ncirculatory system\n1.\nProtects foetus\u2019 fine blood vessels from being damaged by high maternal blood \npressure .\n2.\nPrevents agglutination if blood group of foetus is incompatible to maternal blood \ngroup.\n3.\nFilters certain pathogens and harmful substances from entering foetal blood.\n", "The Formation of Twins\nDifferences between identical twins, Siamese twins \nand fraternal twins\nTypes of twins\nIdentical twins\nSiamese twins\nFraternal twins\nTwo foetuses\nshare one placenta\nTwo foetuses share\none placenta\nEach foetus\nhas its own placenta\n1 ovum fertilised by 1 \nsperm\n1 ovum fertilised by 1 \nsperm\n2 ova fertilised by\n2 sperms\nFormed from 1 zygote\nFormed from 1 zygote\nFormed from 2 \ndifferent zygote\nShare one placenta but \nhave their own \numbilical cords\nShare one placenta but \nhave their own \numbilical cords\nEach has their own \nplacenta and\numbilical cords\nDivide into two\nIncomplete division\nNot divide into two\n2\n2\n2\nSame sex\nSame sex\nSame or different sex\n", "Identical\nIdentical\nDifferent\nIdentical\nIdentical\nDifferent\nUnique (different)\nUnique (different)\nUnique (different)\n", "Time (days)\nCauses of infertility\nDescription\nLess sperm count\nProbability of fertilisation to occur is \nlower\nAbnormal structure of sperm\nSperms do not function and \nfertilisation does not occur\nBlockage of sperm ducts\nNo sperm found in semen\nInactive sperm\nSperm unable to move to Fallopian \ntube for fertilisation\nInfection in testis\nNo sperm formed or abnormal sperm \nformed\nImpotence\nSexual reproduction does not occur\nOvum tidak dihasilkan\nPersenyawaan tidak berlaku\nTiada ovulasi\nOvum tidak dibebaskan dan \npersenyawaan tidak Berlaku\nTiub Falopio tersumbat\nOvum yang dibebaskan tidak dapat \ndipersenyawa dengan sperma\nMasalah uterus (struktur tidak normal,\nketumbuhan)\nPenempelan susah atau tidak berlaku\nKitar haid tidak normal\nPenghasilan ovum dan ovulasi \nterganggu\n1.\nInfertility is the inability of a couple having offspring after marriage more than 12 months and \nwithout the use of contraceptive technique.\n2.\nThe table below shows infertility in male and female.\nInfertility\nOvercoming infertility in male\na) Sperm bank\n- Donor\u2019s sperms are collected and stored frozen in liquid nitrogen at a temperature of \u2013196 \u00b0C.\nThe sperms chosen by the couple will be injected into the woman\u2019s Fallopian tube during ovulation.\nb) Artificial insemination (AI)\n- Due to the small amount of sperm, this technique will accumulate sperms over a certain period of \ntime to achieve a large quantity.\n- Sperms are injected into the Fallopian tube during ovulation.\n", "Infertility treatment\nIn vitro fertilisation (IVF)\n\u2022\nA mature ovum is removed from the ovary and is fertilised by the sperm in a culture plate in the \nlaboratory.\n\u2022\nFertilisation occurs after 5-6 hours.\n\u2022\nThe fertilised ovum is re-inserted into the uterus for the embryo implantation process.\n\u2022\nThe baby born is known as a test tube baby.\n", "1.\nGrowth in multicellular organism such as humans and animals is an irreversible process which \ninvolve the increase in quantitative parameters such as size (height or length), body mass , \nvolume and number of cells.\n2.\nQuantitative parameters can be used to measure the growth of humans and animals.\nParameters for the growth of humans and animals\n\u2022 Body size\n\u2022 Height\n\u2022 Length\n\u2022 Body mass\n\u2022 Fresh mass\n\u2022 Dry mass\nGrowth in Insect\n1.\nundergo growth by either complete metamorphosis or incomplete metamorphosis.\n2.\nIn development of exoskeletal organisms, metamorphosis is a developmental process from larval \nstage to adult stage.\n3.\nDuring developmental stage, organism undergoes a moulting process known as ecdysis.\n4.\nIn complete metamorphosis , the growth of organisms involves four stages starts from egg to \nlarva, larva to pupa and from pupa to adult.\n5.\nIn incomplete metamorphosis , the growth of organisms only involves three stages starts from \negg to larva and from larva to adult.\n", "Sigmoid Growth Curve of an Organism\n1.\nIn general, all growth in humans and animals show S-shaped sigmoid growth curves\n2.\nThe sigmoid growth curve can be divided into five phases:\n1.\nLag phase : Slow growth\n- Less cell division\n- Organism is adapting to environment and food \nsources.\n2.\nRapid growth phase: Fastest growth rate\n- Active cell division and elongation\n- Adequate growth factors\n3.\nSlow growth phase : Slow growth rate\n- Cells reach maximum size\n- Growth factors limit the growth rate\n- External factors (example: food shortage)\n- Internal factors (example: hormone)\n4.\nMaturity phase: Zero growth rate\n- Cell division occurs only to replace dead or damaged tissues\n5.\nSenescence and death phase : Growth rate is negative\n- Organism starts ageing and dying\n- Due to lack of nutrients and growth factors\n3.\nGrowth curve in animal with exoskeleton by using parameter length is staircase shaped\n", "During ecdysis:\n\u2022\nInsects have a hard exoskeleton made of chitin .\n\u2022\nIn order to grow in size, insects must undergo a moulting process known as ecdysis .\n\u2022\nThe horizontal lines show zero growth periods known as instars\ni.\nAn insect breathes in a lot of air to expand the body\nii.\nThe old exoskeleton breaks\niii.\nThe insect expands by breathing in more air, before the new exoskeleton hardens\niv.\nEcdysis is repeated several times until the adult phase\n"], "qa": [{"question": "Apakah proses pembentukan gamet?", "A": "Gametogenesis", "B": "Spermatogenesis", "C": "Oogenesis", "D": "Meiosis", "answer": "A"}, {"question": "Di manakah persenyawaan berlaku?", "A": "Ovari", "B": "Uterus", "C": "Tiub Falopio", "D": "Vagina", "answer": "C"}]}
-{"id": 1572, "uuid": "qqpyfn", "name": "Biology F4 Chapter 14", "description": "Biology Notes Form 4", "details": "Chapter 14: Support and Locomotion in Humans and Animals", "type": "note", "form": 10, "year": 2023, "price": null, "downloadCount": 246, "totalQuestions": 1, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/4fe9c629-fbfd-4f88-b1a4-3ef2867ecdd1.pdf", "pdfLinkPreview": "", "isDraft": false, "isPremium": false, "thumbnail": "NOTE", "createdAt": "2023-08-23T08:13:44Z", "updatedAt": "2024-01-02T01:58:09Z", "collection": null, "paperGenerated": null, "subject": {"id": 13, "uuid": "biology", "name": "Biology", "languages": ["malay", "english"], "subjectTypes": ["upper-form"], "isAvailLowerForm": false, "isAvailUpperForm": true, "isAvailElementary": false, "isNoLevel": null, "createdAt": "2021-06-15T07:03:27Z", "updatedAt": "2021-06-15T07:03:27Z"}, "user": {"id": 1137, "firstName": "farisha", "lastName": "wahida", "email": "farishawahida321@gmail.com", "school": null, "avatar": null, "phoneNumber": "+601135630026", "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2022-07-06T01:53:06Z", "updatedAt": "2023-08-14T05:17:37Z"}, "course": null, "local_filename": "mysoalan.com-pdf/4fe9c629-fbfd-4f88-b1a4-3ef2867ecdd1.pdf", "texts": ["", "", "a) Has large neural canal\nb) No centrum\nc) Has two vertebrarterial canals / transverse \nforamen \u2013 allow arteries to pass through to the \nbrain\nd) Functions: \n\u2022 Nodding movement\n\u2022 Supports the skull\n", "a) Odontoid process extends into ventral part of \nthe neural canal of atlas and acts as pivot to \nallow the head to move side-to-side\nb) Has two vertebrarterial canals / transverse \nforamen\nc) Function: \nSide-to-side head movement\na) Broad and short transverse process\nb) Broad centrum\nc) Has two vertebrarterial canals / transverse \nforamen\nd) Functions:\n\u2022 Support head and neck\n\u2022 Attachment for neck muscles\n\u2022 Has a short spinous process\na) Has long spinous process which points \nbackwards\nb) Functions:\n\u2022 Support the rib bones to form the rib cage \nand provide surface for attachment of \nmuscles to the tranverse process and centrum\n\u2022 Muscle attachment to support head and neck \n\u2022 Large and thick centrum \n\u2022 Long transverse process\n", "a) The largest and strongest vertebra in the \nvertebral column\nb) Large and thick centrum\nc) Transverse process is long and flat\nd) Spinous process is short\ne) Function:\nThe large centrum supports the weight of the \nlower back\na) Five bones fused together forming a broad \ntriangular structure known as sacrum\nb) Coccyx is formed by fusion of four vertebrae \nbones\nc) Function:\nBalances and supports sitting position\nTypes of \nvertebrate\nCervical \nvertebrae\nThoracic \nvertebrae\nLumbar \nvertebrae\nSpinous process\nShort\nLong\npendek\nTransverse process\nBroad and short\nLong\nShort\nCentrum\nSmall\nMedium size\nLarge\nTransverse foramen\nHas a pair of \ntransverse foramen\nAbsent\nAbsent\n", "Types of \njoint\nCharacteristics\nExamples\nImmovable \njoints\n\u2022\nBones attached together by \nfibrous connective tissue\n\u2022\nNo movement is allowed\n\u2022\nThese joints are categorised as \nsutures\n\u2022\nJoints in skull\n\u2022\nJoints in pelvic girdle\nSlightly\nmoveable \njoints\n\u2022\nBones attached together by \ncartilage\n\u2022\nMovement is limited\n\u2022\nSendi antara vertebra\n\u2022\nSendi antara tulang rusuk \ndengan Sternum\nFreely \nmoveable\njoints\n\u2022\nBones jointed together with \nsynovial fluid\n\u2022\nMovement in one plane or all \nplanes\n\u2022\nThese joints are known as \nsynovial joints\n\u2022\nHinge joints (humerus with\nulna and radius, femur with \ntibia and fibula, between \nphalanges)\n\u2022\nBall-and-socket joints \n(humerus with scapula, \nfemur with pelvic girdle)\n(a) the presence of joints in which two or more bones meet.\n(b) the actions between skeletal muscles and bones\n\u2022\nAllowing 360\u00b0movements / all planes\n\u2022\nExamples:\nPectoral girdle \u2194Humerus\nPelvic girdle \u2194Femur\n", "\u2022\nAllowing 180\u00b0movements / single plane\n\u2022\nExamples:\nHumerus \u2194Ulna and radius\nFemur \u2194Tibia and fibula\n", "Structure\nCharacteristics\nFunctions\nTendons\n\u2022\nNot elastic\n\u2022\nStrong\n\u2022\nConnective tissues\n\u2022\nJoins muscles to bones\n\u2022\nTransmits pulling force exerted by \ncontraction of muscles to the bone \nand pulls it up\nLigaments\n\u2022\nElastic\n\u2022\nStrong\n\u2022\nConnective tissues\n\u2022\nFlexible\n\u2022\nJoins bone to bone / cartilage\n\u2022\nHolds joints together\n\u2022\nPrevents dislocation\n\u2022\nAllows limited movements\nMuscles\nAntagonistic pairs:\n\u2022\nA pair of muscles that \nWhen one contracts, the \nother relaxes\n\u2022\nExample: Biceps and \ntriceps of the arm\n\u2022\nExert pulling force onto bones\n\u2022\nSupports movement and locomotion\n", "Bending of the arm\nStraightening of the arm\nBiceps contracts, triceps relaxes\nAction of\nmuscles\nTriceps contracts, biceps \nrelaxes\nTransmits pulling force exerted \nby biceps to the radius\nTendon\nTransmits pulling force \nexerted by triceps to the \nulna\nRadius is pulled upwards\nBone\nUlna is pulled downwards\nHolds bones together to \nform a joint\nLigament\nHolds bones together to \nform a joint\nForearm moves upwards to \nbend the Arm\nJoint\nForearm moves downwards \nto straighten the arm\n", "Bending of the leg\nStraightening of the leg\nBiceps femoris contract and \nquadriceps relaxes.\nAction of\nmuscles\nQuadriceps contract and \nbiseps femoris Relaxes\nTransmits pulling force exerted \nby biceps femoris to tibia and \nfibula\nTendon\nTransmits pulling force \nexerted by quadriceps to\ntibia\nTibia and fibula are pulled \nbackward\nBone\nTibia and fibula are pulled \nforward\nThe leg is bent at knee \njoint.\nJoint\nThe leg is straightened.\n", "Mechanism of locomotion in animals\n\u2022\nThe fish vertebral column is flexible and can be moved from side to side by the \ncontraction and relaxation of myotome, W-shaped muscle segments.\n\u2022\nThese antagonistic muscles act in opposite directions. This enables a fish to whip \nits tail. As the myotome on the right contracts, the one on the left relaxes.\n\u2022\nThe tail will be whipped to the right \n\u2022\nOn the contrary, when the right myotome contracts, the left relaxes and the tail is \nwhipped to the left.\n\u2022\nAlternating waves of contraction and relaxation occur along the myotome.\n\u2022\nThe action causes parts of the body to move from side to side, pushing water \nbackwards and sideways, and hence moving the fish forward.\n\u2022\nThe fins are used to control a fish\u2019s movement and direction\n", "", "\u2022\nThe antagonistic muscles of a grasshopper, that is the flexor and extensor are \nattached to the inner surface of the exoskeleton\n\u2022\nThe flexor bends a joint while the extensor straightens it.\n\u2022\nThe muscular and long hind legs of a grasshopper are adapted for jumping/leaping \nDownwards and backwards movement of wings\nUpwards and forward movement of wings\n", "14.4 HEALTH ISSUES RELATED TO THE HUMAN \nMUSCULOSKELETAL SYSTEM\n14.4 HEALTH ISSUES RELATED TO THE HUMAN \nMUSCULOSKELETAL SYSTEM\nHealth issues related to the human skeletal muscle \nsystem\nOsteoporosis\n\u2022\nIs caused by deficiency in the \nuptake of calcium, phosphorus \nand vitamin D or women\nexperienced menopause\n\u2022\nLess calcium is used to form \nbones\n\u2022\nBones become weak and easy to \nfracture especially at pelvic \ngirdle, wrist and backbone\n\u2022\nConsumption of \nsufficient calcium,\nphosphate and vitamin D \nthrough daily diet to \nincrease bone mass\n\u2022\nExercise regularly to \nstrengthen the muscles\nand bones\n\u2022\nGo through hormone \nreplacement therapy for\nwomen experienced \nmenopause\nOsteomalacia\n\u2022\nIs caused by the deficiency in \nthe uptake of calcium, \nphosphorus and vitamin D\n\u2022\nBones become soft\n\u2022\nOccur in adult, especially \npregnant women\n\u2022\nOsteomalacia that occur in \nchildren is known as rickets\n\u2022\nIn children, bone defects may \noccur\n\u2022\nConsumption of \nsufficient calcium and\nphosphate through daily \ndiet to increase bone \nmass\n\u2022\nConsumption of \nsufficient vitamin D \nthrough daily\n\u2022\nExercise regularly to \nstrengthen the muscles \nand bones\n", "Arthritis\n(Osteoarthriti\ns)\n\u2022\nCartilages in the joints of knee, \npelvic girdle and backbone \nbecome wear off\n\u2022\nLess synovial fluid secreted\n\u2022\nUsually occurs in senior citizens\n\u2022\nThe joints experience \ninflammation, pain, swollen and \nhard\n\u2022\nExercise regularly to \nstrengthen the muscles\n\u2022\nand joints\n\u2022\nGo through \nphysiotherapy to \nstrengthen the joints\n\u2022\nUndergo surgery \noperation to replace with\nartificial joint\nScoliosis\n\u2022\nBackbone of an individual is \nsideways curvature from the \nspine axis\n\u2022\nCan be caused by genetic \nfactor, tumour, bacterial \ninfection, osteoporosis, rickets \nor injury\n\u2022\nComprises three \u201cO\u201d: \nobservation, orthosis and \noperation\nThe practice of maintaining the health of the \nskeletal muscle system\nExercise\n\u2022\nExercise regularly\n\u2022\nExercise with correct techniques\n\u2022\nPrecautions during exercise\nBalanced diet \nconsumption\n\u2022\nDiet rich in calcium, phosphate and vitamin C and D\nSuitable \nclothes\n\u2022\ntoo tight\n\u2022\nWearing suitable shoes, low heels and has cushion\nCorrect body\npostures\n\u2022\nGood standing posture\n\u2022\nCorrect sitting posture\n\u2022\nGood lifting posture\n"], "qa": [{"question": "Apakah ciri-ciri sendi yang tidak boleh bergerak?", "A": "Tulang disambungkan bersama oleh tisu penghubung berserat", "B": "Tiada pergerakan dibenarkan", "C": "Sendi ini dikategorikan sebagai sutur", "D": "Contoh: Sendi pada tengkorak, sendi pada lengkungan pelvis", "answer": "A, B, C, D"}, {"question": "Apakah ciri-ciri sendi yang bebas boleh bergerak?", "A": "Tulang disambungkan bersama dengan cecair sinovial", "B": "Pergerakan dalam satu satah atau semua satah", "C": "Sendi ini dikenali sebagai sendi sinovial", "D": "Contoh: Sendi engsel (humerus dengan ulna dan radius, femur dengan tibia dan fibula, antara falanks), sendi bola-dan-soket (humerus dengan skapula, femur dengan lengkungan pelvis)", "answer": "A, B, C, D"}, {"question": "Apakah mekanisme pergerakan dalam ikan?", "A": "Turus vertebra ikan adalah fleksibel dan boleh digerakkan dari sisi ke sisi oleh pengecutan dan pengenduran miotom, segmen otot berbentuk W.", "B": "Otot antagonis ini bertindak dalam arah yang bertentangan. Ini membolehkan ikan melibaskan ekornya.", "C": "Gelombang pengecutan dan pengenduran berselang-seli berlaku di sepanjang miotom.", "D": "Tindakan itu menyebabkan bahagian badan bergerak dari sisi ke sisi, menolak air ke belakang dan ke sisi, dan dengan itu menggerakkan ikan ke hadapan.", "E": "Sirip digunakan untuk mengawal pergerakan dan arah ikan", "answer": "A, B, C, D, E"}, {"question": "Apakah punca artritis (osteoartritis)?", "A": "Rawan pada sendi lutut, lengkungan pelvis dan tulang belakang haus", "B": "Kurang cecair sinovial dirembeskan", "C": "Biasanya berlaku pada warga emas", "D": "Sendi mengalami keradangan, sakit, bengkak dan keras", "answer": "A, B, C, D"}]}
+{"id": 1572, "uuid": "qqpyfn", "name": "Biology F4 Chapter 14", "description": "Biology Notes Form 4", "details": "Chapter 14: Support and Locomotion in Humans and Animals", "type": "note", "form": 10, "year": 2023, "price": null, "downloadCount": 246, "totalQuestions": 1, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/4fe9c629-fbfd-4f88-b1a4-3ef2867ecdd1.pdf", "pdfLinkPreview": "", "isDraft": false, "isPremium": false, "thumbnail": "NOTE", "createdAt": "2023-08-23T08:13:44Z", "updatedAt": "2024-01-02T01:58:09Z", "collection": null, "paperGenerated": null, "subject": {"id": 13, "uuid": "biology", "name": "Biology", "languages": ["malay", "english"], "subjectTypes": ["upper-form"], "isAvailLowerForm": false, "isAvailUpperForm": true, "isAvailElementary": false, "isNoLevel": null, "createdAt": "2021-06-15T07:03:27Z", "updatedAt": "2021-06-15T07:03:27Z"}, "user": {"id": 1137, "firstName": "farisha", "lastName": "wahida", "email": "farishawahida321@gmail.com", "school": null, "avatar": null, "phoneNumber": "+601135630026", "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2022-07-06T01:53:06Z", "updatedAt": "2023-08-14T05:17:37Z"}, "course": null, "local_filename": "mysoalan.com-pdf/4fe9c629-fbfd-4f88-b1a4-3ef2867ecdd1.pdf", "texts": ["", "", "a) Has large neural canal\nb) No centrum\nc) Has two vertebrarterial canals / transverse \nforamen \u2013 allow arteries to pass through to the \nbrain\nd) Functions: \n\u2022 Nodding movement\n\u2022 Supports the skull\n", "a) Odontoid process extends into ventral part of \nthe neural canal of atlas and acts as pivot to \nallow the head to move side-to-side\nb) Has two vertebrarterial canals / transverse \nforamen\nc) Function: \nSide-to-side head movement\na) Broad and short transverse process\nb) Broad centrum\nc) Has two vertebrarterial canals / transverse \nforamen\nd) Functions:\n\u2022 Support head and neck\n\u2022 Attachment for neck muscles\n\u2022 Has a short spinous process\na) Has long spinous process which points \nbackwards\nb) Functions:\n\u2022 Support the rib bones to form the rib cage \nand provide surface for attachment of \nmuscles to the tranverse process and centrum\n\u2022 Muscle attachment to support head and neck \n\u2022 Large and thick centrum \n\u2022 Long transverse process\n", "a) The largest and strongest vertebra in the \nvertebral column\nb) Large and thick centrum\nc) Transverse process is long and flat\nd) Spinous process is short\ne) Function:\nThe large centrum supports the weight of the \nlower back\na) Five bones fused together forming a broad \ntriangular structure known as sacrum\nb) Coccyx is formed by fusion of four vertebrae \nbones\nc) Function:\nBalances and supports sitting position\nTypes of \nvertebrate\nCervical \nvertebrae\nThoracic \nvertebrae\nLumbar \nvertebrae\nSpinous process\nShort\nLong\npendek\nTransverse process\nBroad and short\nLong\nShort\nCentrum\nSmall\nMedium size\nLarge\nTransverse foramen\nHas a pair of \ntransverse foramen\nAbsent\nAbsent\n", "Types of \njoint\nCharacteristics\nExamples\nImmovable \njoints\n\u2022\nBones attached together by \nfibrous connective tissue\n\u2022\nNo movement is allowed\n\u2022\nThese joints are categorised as \nsutures\n\u2022\nJoints in skull\n\u2022\nJoints in pelvic girdle\nSlightly\nmoveable \njoints\n\u2022\nBones attached together by \ncartilage\n\u2022\nMovement is limited\n\u2022\nSendi antara vertebra\n\u2022\nSendi antara tulang rusuk \ndengan Sternum\nFreely \nmoveable\njoints\n\u2022\nBones jointed together with \nsynovial fluid\n\u2022\nMovement in one plane or all \nplanes\n\u2022\nThese joints are known as \nsynovial joints\n\u2022\nHinge joints (humerus with\nulna and radius, femur with \ntibia and fibula, between \nphalanges)\n\u2022\nBall-and-socket joints \n(humerus with scapula, \nfemur with pelvic girdle)\n(a) the presence of joints in which two or more bones meet.\n(b) the actions between skeletal muscles and bones\n\u2022\nAllowing 360\u00b0movements / all planes\n\u2022\nExamples:\nPectoral girdle \u2194Humerus\nPelvic girdle \u2194Femur\n", "\u2022\nAllowing 180\u00b0movements / single plane\n\u2022\nExamples:\nHumerus \u2194Ulna and radius\nFemur \u2194Tibia and fibula\n", "Structure\nCharacteristics\nFunctions\nTendons\n\u2022\nNot elastic\n\u2022\nStrong\n\u2022\nConnective tissues\n\u2022\nJoins muscles to bones\n\u2022\nTransmits pulling force exerted by \ncontraction of muscles to the bone \nand pulls it up\nLigaments\n\u2022\nElastic\n\u2022\nStrong\n\u2022\nConnective tissues\n\u2022\nFlexible\n\u2022\nJoins bone to bone / cartilage\n\u2022\nHolds joints together\n\u2022\nPrevents dislocation\n\u2022\nAllows limited movements\nMuscles\nAntagonistic pairs:\n\u2022\nA pair of muscles that \nWhen one contracts, the \nother relaxes\n\u2022\nExample: Biceps and \ntriceps of the arm\n\u2022\nExert pulling force onto bones\n\u2022\nSupports movement and locomotion\n", "Bending of the arm\nStraightening of the arm\nBiceps contracts, triceps relaxes\nAction of\nmuscles\nTriceps contracts, biceps \nrelaxes\nTransmits pulling force exerted \nby biceps to the radius\nTendon\nTransmits pulling force \nexerted by triceps to the \nulna\nRadius is pulled upwards\nBone\nUlna is pulled downwards\nHolds bones together to \nform a joint\nLigament\nHolds bones together to \nform a joint\nForearm moves upwards to \nbend the Arm\nJoint\nForearm moves downwards \nto straighten the arm\n", "Bending of the leg\nStraightening of the leg\nBiceps femoris contract and \nquadriceps relaxes.\nAction of\nmuscles\nQuadriceps contract and \nbiseps femoris Relaxes\nTransmits pulling force exerted \nby biceps femoris to tibia and \nfibula\nTendon\nTransmits pulling force \nexerted by quadriceps to\ntibia\nTibia and fibula are pulled \nbackward\nBone\nTibia and fibula are pulled \nforward\nThe leg is bent at knee \njoint.\nJoint\nThe leg is straightened.\n", "Mechanism of locomotion in animals\n\u2022\nThe fish vertebral column is flexible and can be moved from side to side by the \ncontraction and relaxation of myotome, W-shaped muscle segments.\n\u2022\nThese antagonistic muscles act in opposite directions. This enables a fish to whip \nits tail. As the myotome on the right contracts, the one on the left relaxes.\n\u2022\nThe tail will be whipped to the right \n\u2022\nOn the contrary, when the right myotome contracts, the left relaxes and the tail is \nwhipped to the left.\n\u2022\nAlternating waves of contraction and relaxation occur along the myotome.\n\u2022\nThe action causes parts of the body to move from side to side, pushing water \nbackwards and sideways, and hence moving the fish forward.\n\u2022\nThe fins are used to control a fish\u2019s movement and direction\n", "", "\u2022\nThe antagonistic muscles of a grasshopper, that is the flexor and extensor are \nattached to the inner surface of the exoskeleton\n\u2022\nThe flexor bends a joint while the extensor straightens it.\n\u2022\nThe muscular and long hind legs of a grasshopper are adapted for jumping/leaping \nDownwards and backwards movement of wings\nUpwards and forward movement of wings\n", "14.4 HEALTH ISSUES RELATED TO THE HUMAN \nMUSCULOSKELETAL SYSTEM\n14.4 HEALTH ISSUES RELATED TO THE HUMAN \nMUSCULOSKELETAL SYSTEM\nHealth issues related to the human skeletal muscle \nsystem\nOsteoporosis\n\u2022\nIs caused by deficiency in the \nuptake of calcium, phosphorus \nand vitamin D or women\nexperienced menopause\n\u2022\nLess calcium is used to form \nbones\n\u2022\nBones become weak and easy to \nfracture especially at pelvic \ngirdle, wrist and backbone\n\u2022\nConsumption of \nsufficient calcium,\nphosphate and vitamin D \nthrough daily diet to \nincrease bone mass\n\u2022\nExercise regularly to \nstrengthen the muscles\nand bones\n\u2022\nGo through hormone \nreplacement therapy for\nwomen experienced \nmenopause\nOsteomalacia\n\u2022\nIs caused by the deficiency in \nthe uptake of calcium, \nphosphorus and vitamin D\n\u2022\nBones become soft\n\u2022\nOccur in adult, especially \npregnant women\n\u2022\nOsteomalacia that occur in \nchildren is known as rickets\n\u2022\nIn children, bone defects may \noccur\n\u2022\nConsumption of \nsufficient calcium and\nphosphate through daily \ndiet to increase bone \nmass\n\u2022\nConsumption of \nsufficient vitamin D \nthrough daily\n\u2022\nExercise regularly to \nstrengthen the muscles \nand bones\n", "Arthritis\n(Osteoarthriti\ns)\n\u2022\nCartilages in the joints of knee, \npelvic girdle and backbone \nbecome wear off\n\u2022\nLess synovial fluid secreted\n\u2022\nUsually occurs in senior citizens\n\u2022\nThe joints experience \ninflammation, pain, swollen and \nhard\n\u2022\nExercise regularly to \nstrengthen the muscles\n\u2022\nand joints\n\u2022\nGo through \nphysiotherapy to \nstrengthen the joints\n\u2022\nUndergo surgery \noperation to replace with\nartificial joint\nScoliosis\n\u2022\nBackbone of an individual is \nsideways curvature from the \nspine axis\n\u2022\nCan be caused by genetic \nfactor, tumour, bacterial \ninfection, osteoporosis, rickets \nor injury\n\u2022\nComprises three \u201cO\u201d: \nobservation, orthosis and \noperation\nThe practice of maintaining the health of the \nskeletal muscle system\nExercise\n\u2022\nExercise regularly\n\u2022\nExercise with correct techniques\n\u2022\nPrecautions during exercise\nBalanced diet \nconsumption\n\u2022\nDiet rich in calcium, phosphate and vitamin C and D\nSuitable \nclothes\n\u2022\ntoo tight\n\u2022\nWearing suitable shoes, low heels and has cushion\nCorrect body\npostures\n\u2022\nGood standing posture\n\u2022\nCorrect sitting posture\n\u2022\nGood lifting posture\n"], "qa": [{"question": "Apakah ciri-ciri sendi yang tidak boleh bergerak?", "A": "Tulang disambungkan bersama oleh tisu penghubung berserat", "B": "Tiada pergerakan dibenarkan", "C": "Sendi ini dikategorikan sebagai sutur", "D": "Contoh: Sendi pada tengkorak, sendi pada lengkungan pelvis", "answer": "A, B, C, D"}, {"question": "Apakah ciri-ciri sendi yang bebas boleh bergerak?", "A": "Tulang disambungkan bersama dengan cecair sinovial", "B": "Pergerakan dalam satu satah atau semua satah", "C": "Sendi ini dikenali sebagai sendi sinovial", "D": "Contoh: Sendi engsel (humerus dengan ulna dan radius, femur dengan tibia dan fibula, antara falanks), sendi bola-dan-soket (humerus dengan skapula, femur dengan lengkungan pelvis)", "answer": "A, B, C, D"}, {"question": "Apakah punca artritis (osteoartritis)?", "A": "Rawan pada sendi lutut, lengkungan pelvis dan tulang belakang haus", "B": "Kurang cecair sinovial dirembeskan", "C": "Biasanya berlaku pada warga emas", "D": "Sendi mengalami keradangan, sakit, bengkak dan keras", "answer": "A, B, C, D"}]}
 {"id": 1571, "uuid": "6kwrdj", "name": "Biology F4 Chapter 13", "description": "Biology Notes Form 4", "details": "Chapter 13: Homeostasis and Urinary System of Humans", "type": "note", "form": 10, "year": 2023, "price": null, "downloadCount": 264, "totalQuestions": 1, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/041ecea4-7bfa-4f5a-a91c-b488ffb21a54.pdf", "pdfLinkPreview": "", "isDraft": false, "isPremium": false, "thumbnail": "NOTE", "createdAt": "2023-08-23T08:13:04Z", "updatedAt": "2024-01-02T01:48:31Z", "collection": null, "paperGenerated": null, "subject": {"id": 13, "uuid": "biology", "name": "Biology", "languages": ["malay", "english"], "subjectTypes": ["upper-form"], "isAvailLowerForm": false, "isAvailUpperForm": true, "isAvailElementary": false, "isNoLevel": null, "createdAt": "2021-06-15T07:03:27Z", "updatedAt": "2021-06-15T07:03:27Z"}, "user": {"id": 1137, "firstName": "farisha", "lastName": "wahida", "email": "farishawahida321@gmail.com", "school": null, "avatar": null, "phoneNumber": "+601135630026", "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2022-07-06T01:53:06Z", "updatedAt": "2023-08-14T05:17:37Z"}, "course": null, "local_filename": "mysoalan.com-pdf/041ecea4-7bfa-4f5a-a91c-b488ffb21a54.pdf", "texts": ["13.1 Homeostasis\n13.1 Homeostasis\n1.\nHomeostasis is the regulation of the internal environment (chemical and physical) for \nthe optimal function of the cells of an organism.\nConsists of interstitial fluid and blood\n\u2022\nTemperature\n\u2022\nBlood pressure\n\u2022\nBlood osmotic pressure\n\u2022\npH value\n\u2022\nMineral salt concentration\n\u2022\nBlood sugar concentration\nInvolves a negative feedback mechanism\n2.\nStimulus will reverse the reaction/response by initiating a corrective mechanism to \nachieve a normal state of homeostasis.\n3.\nIn homeostasis, a number of organ system coordinate and conduct a particular \nfunction.\nA) In regulation of body temperature, nervous system , endocrine system , \nintegumentary system, circulatory system and muscular system coordinate and \nfunction to maintain body temperature within normal range.\nB) In regulation of blood pressure and osmotic pressure , nervous system, endocrine \nsystem , circulatory system and urinary system coordinate and function to maintain \nblood pressure and osmotic pressure within normal range\n", "C) In regulation of carbon dioxide partial pressure, nervous system, respiratory system \nand circulatory system coordinate and function to maintain carbon dioxide partial \npressure within normal range\nD) In regulation of blood pH , nervous system, endocrine system, respiratory system \nand circulatory system coordinate and function to maintain blood pH within normal \nrange.\nE) In regulation of blood glucose, endocrine system and circulatory system coordinate \nand function to maintain blood glucose within normal range.\n1.\nWhen body temperature falls below normal range , thermoreceptors in hypothalamus \ndetects the changes and send nerve impulse to thermoregulating center in the \nhypothalamus via sensory nerve. The thermoregulating center integrates and sends \nnerve impulse to effectors via motor nerve to produce response , then returning the \nbody temperature to normal range. The negative feedback system is also functioning \nwhen the body temperature rises above normal range.\n2.\nThermoreceptors are found in skin and hypothalamus..\nA) Thermoreceptors in skin detect the temperature change of external environment.\nB) Thermoreceptors in hypothalamus detects temperature change of internal \nenvironment.\nC) Regulation of body temperature physically..\n\u2022\nSweat glands become active\n\u2022\nMore sweat is produced\n\u2022\nMore heat lost through evaporation\n\u2022\nSweat glands become active\n\u2022\nMore sweat is produced\n\u2022\nMore heat lost through evaporation\n\u2022\nThe muscles in the afferent arterioles relax\n\u2022\nVasodilation occurs\n\u2022\nBlood capillaries expands, the diameter \nincreases\n\u2022\nMore blood flows through the blood vessels \nnear the skin surface\n\u2022\nHeat eliminated through radiation \nincreases\n\u2022\nThe muscle in the afferent arterioles \ncontract\n\u2022\nVasoconstriction occurs\n\u2022\nBlood capillaries constrict, the diameter \ndecreases\n\u2022\nLess blood flows through the blood vessels \nnear the skin surface\n\u2022\nHeat eliminated through radiation \ndecreases\n", "\u2022\nHair erector muscle relax\n\u2022\nHair becomes slanted\n\u2022\nA thin layer of air trapped\n\u2022\nMore heat are released\n\u2022\nHair erector muscle contract\n\u2022\nHair becomes erect\n\u2022\nA thick layer of air is trapped. Air is a good \nheat insulator\n\u2022\nLess heat are released\n\u2022\nSkeletal muscle does not contract and relax\nrepeatedly.\n\u2022\nShivering does not occur\n\u2022\nHeat is not generated\n\u2022\nSkeletal muscle contracts and relaxes \nrepeatedly\n\u2022\nShivering occurs\n\u2022\nHeat is generated\nD) Regulation of body temperature chemically..\n\u2022\nAdrenal glands are less stimulated\n\u2022\nLess or no adrenaline hormone is secreted\n\u2022\nLow metabolism rate\n\u2022\nLess heat is generated\n\u2022\nAdrenal glands are stimulated by \nhypothalamus.\n\u2022\nAdrenaline hormones are secreted\n\u2022\nMetabolism rate increases\n\u2022\nMore heat is generated\n\u2022\nThyroid glands are not stimulated\n\u2022\nVery less thyroxine hormone are secreted\n\u2022\nLow or normal metabolism rate\n\u2022\nLess heat is generated\n\u2022\nThyroid glands are stimulated\n\u2022\nThyroxine hormone are secreted\n\u2022\nMetabolism rate increases\n\u2022\nMore heat is generated\n1.\nBlood sugar level (glucose) regulation is a homeostasis process which maintains the \nnormal level of sugar in the blood.\n", "2.\nTwo organs are involved:\nA) Pancreas\n- \u03b1-cells secrete glucagon\n- \u03b2-cells secrete insulin\nB) Liver\n- Glucagon stimulates liver cell to exchange glycogen into glucose\n- Insulin stimulates the of excess glucose into glycogen\n1.\nCarbon dioxide produced by cells during cellular respiration.\n2.\nIn blood and tissue fluid, amount of carbon dioxide is measured as partial pressure of \ncarbon dioxide.\n", "3.\nThe change in carbon dioxide partial pressure can be detected by peripheral \nchemoreceptors located at aorta body and carotid bodies.\n4.\nCentral chemoreceptors located in medulla oblongata detect the pH change of \ncerebrospinal fluid.\n5.\nThe main effectors in regulating carbon dioxide partial pressure are intercoastal \nmuscles and diaphragm.\n6.\nThe intercoastal muscles and diaphragm contract and relax repeatedly and rapidly.\n7.\nThis increases the rate of breathing to remove excess carbon dioxide from body and \nreturning carbon dioxide partial pressure to normal level.\n8.\nIn regulation of carbon dioxide partial pressure, respiratory control center coordinates \nwith cardiovascular control center. The rates of oxygen uptake and carbon dioxide \nremoval in lungs increased with high rate of heartbeat.\n1.\nA normal blood pressure for an adult is 120/80 mmHg.\n2.\nChange in blood pressure from normal level can be detected by baroreceptors \nfound in aortic arch and carotid arteries.\n3.\nThe stimulated baroreceptors send nerve impulse to cardiovascular control center and \nvasomotor center in the medulla oblongata.\n4.\nThe main effectors in regulating blood pressure are sinoatrium node (SA node), smooth \nmuscle of afferent arteriole and adrenal gland\n", "", "13.2 The Urinary System\n13.2 The Urinary System\n1.\nImportant organs involved in homeostasis are kidney and heart.\n2.\nFunctions of kidney:\n(a) Control the composition of water and salts in the body (osmotic pressure).\n(b) Controls blood pH.. \n(c) Removal of excrete waste by the formation of urine.\n3.\nStructure of kidney\n1.\nGinjal berbentuk kacang \ndan terletak di \nbahagian dorsal rongga \nabdomen.\n2.\nMenapis darah \n3.\nPengosmokawalaturan \n4.\nMenghasilkan air \nkencing yang keluar \nmelalui ureter, pundi \nkencing dan uretra.\n1.\nKidney is bean-shaped \nand located in the \ndorsal portion of the \nabdominal cavity.\n2.\nFiltration of blood\n3.\nOsmoregulation\n4.\nProduce urine which \nexits through the \nureters, urinary \nbladder, and urethra.\n4.\nEach kidney consists of millions of nephrons..\n5.\nNephron consists of:: \n(a) Bowman\u2019s capsule\n(b) Proximal convoluted tubule\n(c) Loop of Henle\n(e) Glomerulus\n(d) Distal convoluted tubule\n", "6.\nInside the Bowman\u2019s capsule, there is a tangled capillary network called \nglomerulus\nUltrafiltration:\na) Afferent arteriole has a larger diameter than the efferent arteriole\nb) Thus, it results in high pressure on the blood flow in the glomerulus\nc) This causes certain blood components to filter out into the Bowman\u2019s capsule\nd) The glomerulus filtrate inside the Bowman\u2019s capsule is the same as the blood \nplasma, except it does not contain:\n(i) Plasma protein\n(ii) Red blood cells\n(iii) Platelets\nReabsorption:\na) Components in the glomerulus filtrate are water, urea, glucose, amino acids and \nsalt (sodium ions). \nb) Reabsorption occurs when the substances re-enter the blood capillaries along the \nrenal tubule.\nSecretion:\na) Secretion occurs when waste substances (hydrogen ions, potassium ions, \nammonium ions, urea, creatinine, toxic substances and some drugs) are secreted \nout from the blood capillaries and into the renal tubule (distal convoluted \ntubule).\n", "A process which regulates salt and water balance in the body in order to maintain a \nnormal blood osmotic pressure..\na) When water content is more, salt content is less\n- Low blood osmotic pressure\nb) When salt content is more, water content is less\n- High blood osmotic pressure\nOsmoregulation\nTwo hormones involved through a negative feedback mechanism :\na) Antidiuretic hormone (ADH)\n- regulates water reabsorption..\nb) Aldosterone\n- regulates salt reabsorption..\nOsmoregulation Mechanism\n", "13.3 Health Issues Related \nto the Urinary System\n13.3 Health Issues Related \nto the Urinary System\n1.\nHealth issues related to urinary system are such as kidney stone, urinary tract \ninfections, prostatitis, kidney failure and bladder cancer.\n2.\nKidney stone is formed from minerals and precipitation of salt in kidney. \n(a) Example of kidney stone such as calcium oxalate is formed when concentration \nof calcium ion in urine was high and causes mineral crystallisation in kidney.\n3.\n(b) It causes pain in the side and dorsal parts of body, pain during urination, bad \nsmell of urine and urine with blood\n"], "qa": [{"question": "Apakah yang berlaku semasa ultrafiltrasi di dalam glomerulus?", "A": "Arteriol aferen mempunyai diameter yang lebih besar daripada arteriol eferen", "B": "Ini menghasilkan tekanan tinggi pada aliran darah di dalam glomerulus", "C": "Ini menyebabkan komponen darah tertentu ditapis keluar ke dalam kapsul Bowman", "D": "Semua di atas", "answer": "D"}, {"question": "Apakah contoh isu kesihatan yang berkaitan dengan sistem urinari?", "A": "Batu karang", "B": "Jangkitan saluran kencing", "C": "Prostatitis", "D": "Kegagalan buah pinggang", "answer": "A, B, C dan D"}]}
 {"id": 1566, "uuid": "jodtsz", "name": "Biology F4 Chapter 7", "description": "Biology Notes Form 4", "details": "Chapter 7: Cellular Respiration", "type": "note", "form": 10, "year": 2023, "price": null, "downloadCount": 207, "totalQuestions": 1, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/14ae390e-2f76-473b-a24e-3d8f0304eda7.pdf", "pdfLinkPreview": "", "isDraft": false, "isPremium": false, "thumbnail": "NOTE", "createdAt": "2023-08-23T08:04:47Z", "updatedAt": "2024-01-02T01:54:04Z", "collection": null, "paperGenerated": null, "subject": {"id": 13, "uuid": "biology", "name": "Biology", "languages": ["malay", "english"], "subjectTypes": ["upper-form"], "isAvailLowerForm": false, "isAvailUpperForm": true, "isAvailElementary": false, "isNoLevel": null, "createdAt": "2021-06-15T07:03:27Z", "updatedAt": "2021-06-15T07:03:27Z"}, "user": {"id": 1137, "firstName": "farisha", "lastName": "wahida", "email": "farishawahida321@gmail.com", "school": null, "avatar": null, "phoneNumber": "+601135630026", "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2022-07-06T01:53:06Z", "updatedAt": "2023-08-14T05:17:37Z"}, "course": null, "local_filename": "mysoalan.com-pdf/14ae390e-2f76-473b-a24e-3d8f0304eda7.pdf", "texts": ["7.1 Production of energy\nthrough cellular espiration\n\u2022\ntwo types of metabolic reaction, which are anabolism and \ncatabolism.\n\u2022\nBoth of these reactions involve energy.\n\u2022\nThe catabolism process releases energy.\n\u2022\nThe anabolism process uses energy\n\u2022\nCellular respiration is carried out to generate the energy needed by \nall living cells\n\u2022\nCellular respiration is the oxidation process of organic molecules \nthrough several stages to release energy. The main substrate for \ncellular respiration is glucose\n\u2022\nTenaga kimia yang terdapat di dalam glukosa dibebaskan untuk \nmenghasilkan tenaga yang diperlukan oleh sel .\n\u2022\nIn humans and animals, glucose is obtained through the digestion \nof carbohydrates from the food eaten.\n\u2022\nIn green plants, light energy can be trapped by \nchlorophyll for the photosynthesis process to \nproduce glucose\n\u2022\nThere are two types of cellular respiration, which are aerobic and \nanaerobic respiration\n\u2022\nAerobic respiration occurs in the presence of oxygen.\n\u2022\nAnaerobic respiration occurs in the absence of oxygen.\n\u2022\nFermentation is an alternative pathway of obtaining energy besides \ncellular respiration\n\u2022\nIn fermentation, the breakdown of glucose is incomplete in \nconditions of limited oxygen or without oxygen..\n", "7.2 Aerobic Respiration\n7.2 Aerobic Respiration\n\u2022\nRespirasi aerob ialah proses penguraian glukosa dalam kehadiran \noksigen untuk menghasilkan tenaga kimia.\n\u2022\nOksigen digunakan untuk mengoksidakan glukosa bagi \nmenghasilkan karbon dioksida, air dan tenaga\n\u2022\nProses respirasi aerob bermula dengan proses glikolisis.\n\u2022\nGlikolisis bermaksud penguraian glukosa oleh enzim.\n\u2022\nProses ini berlaku dalam sitoplasma.\n\u2022\nSatu molekul glukosa diuraikan menjadi dua molekul piruvat.\n\u2022\nPeringkat seterusnya berlaku dalam mitokondrion .\n\u2022\nPiruvat yang terhasil dalam proses glikolisis dioksidakan melalui \nsatu siri tindak balas untuk menghasilkan karbon dioksida , air dan \ntenaga\n\u2022\nSebahagian besar tenaga digunakan untuk menghasilkan molekul \nadenosina trifosfat (ATP).\n\u2022\nAerobic respiration is the breakdown of glucose involving oxygen \nto produce chemical energy.\n\u2022\nOxygen is used to oxidise glucose to produce carbon \ndioxide, water and energy.\n\u2022\nTheprocess begins with the glycolysis process.\n\u2022\nGlycolysis means the breakdown of glucose by enzymes.\n\u2022\nThis process occurs in the cytoplasm.\n\u2022\nOne glucose molecule is broken down into two pyruvate molecules.\n\u2022\nThe following process occurs in the mitochondrion\n\u2022\nPyruvate produced from glycolysis is then oxidised through a \nseries of reactions to produce carbon dioxide, water and energy.\n\u2022\nA large amount of this energy is used to produce adenosine \ntriphosphate (ATP) molecules\nATP molecules are produced when a group of non-organic phosphate \nis added to adenosine diphosphate (ADP\nSTUDYWITHADMIN \u2013 NS \n", "\u2022\nATP molecules have weak phosphate links.\n\u2022\nWhen the phosphate links on ATP molecules are broken, the energy \nreleased is supplied to cells to help us carry out our daily activities\nThe complete process of glucose oxidation\nSTUDYWITHADMIN \u2013 NS \n", "\u2022\nEthanol is used in the making of beer and wine.\n\u2022\nThe released carbon dioxide makes bread dough rise.\n7.3 Fermentation\n7.3 Fermentation\n\u2022\nFermentation is the incomplete breakdown of \nglucose in conditions of limited oxygen or without \noxygen\n\u2022\nFermentation is different from aerobic respiration \nin its metabolic pathway after the glycolysis stage.\n\u2022\nAfter glycolysis, the pyruvate produced will \nundergo either alcohol fermentation or lactic acid \nfermentation.\nThe incomplete breakdown of glucose in limited or no oxygen \nconditions.\nALCOHOL FERMENTATION\nThe incomplete breakdown of glucose to ethanol, carbon dioxide and \nenergy.\nStudywithadmin \u2013 ns \n", "\u2022\nPaddy plants that grow in waterlogged areas with less oxygen \nare able to carry out alcohol fermentation.\n\u2022\nEthanol produced in the tissues during the fermentation \nprocess is toxic to most plants but the cells of paddy plants \nhave a higher tolerance for ethanol compared to other \nspecies.\n\u2022\nPaddy plants produce plenty of alcohol dehydrogenase \nenzymes that can break down ethanol molecules into non-\ntoxic carbon dioxide..\nLACTIC ACID FERMENTATION\nThe breakdown of glucose into lactic acid and energy\n\u2022\nThe bacteria Lactobacillus carries out milk fermentation to \nproduce yoghurt.\n\u2022\nLactobacillus acts on the lactose (milk sugar) and turns it into \nlactic acid.\n\u2022\nThe lactic acid will then coagulate casein (milk protein) to \nproduce yoghurt.\n\u2022\nLactic acid is the source of a sour taste in yoghurt.\nStudywithadmin \u2013 ns \n", "\u2022\nThis process is carried out by the muscle cells during \nvigorous training.\n\u2022\nDuring vigorous training, the rate of oxygen used exceeds the \noxygen supplied by the blood circulatory system.\n\u2022\nThe muscle is in an oxygen-deficiency state and is said to \nundergo oxygen debt.\n\u2022\nDuring this process, glucose cannot break down completely. \nFor each glucose molecule that is broken down, only two ATP \nmolecules or 150 kJ energy will be produced.\n\u2022\nThe produced lactic acid accumulates until it reaches a level \nof concentration that can cause fatigue and muscle cramps.\n\u2022\nOnce the vigorous activity stops, the intake of excess oxygen \nwill oxidise the lactic acid into carbon dioxide, water and \nenergy. When all the lactic acid has been expelled, the oxygen \ndebt is repaid.\nStudywithadmin \u2013 ns \n", "\u2022\nThe breakdown process of glucose and its conversion to chemical \nenergy\n\u2022\nThe process begins in the cytoplasm\n\u2022\nOccurs in yeast , bacteria , animals and plants\n\u2022\nProduces chemical energy in the form of ATP\n\u2022\nThe process begins with glycolysis when glucose is converted to \npyruvate\n\u2022\nThe breakdown process of \nglucose is completed in the \npresence of oxygen.\n\u2022\nOccurs in cytoplasm and \nmitochondrion.\n\u2022\nProduces water\n\u2022\nGlucose is oxidised \ncompletely into carbon \ndioxide and water\n\u2022\nOne molecule of glucose \ngenerates 2898kJ of energy\n\u2022\nThe breakdown process of \nglucose is incomplete \nwithout oxygen or in limited \noxygen conditions.\n\u2022\nOccurs in cytoplasm.\n\u2022\nDoes not produce water.\n\u2022\nGlucose is not oxidised \ncompletely into ethanol and \ncarbon dioxide or lactic acid.\n\u2022\nOne molecule of glucose \ngenerates 210 kJ (alcoholic \nfermentation) or 150 kJ \n(lactic acid fermentation) of \nenergy\nStudywithadmin \u2013 ns \n"], "qa": [{"question": "Apakah dua jenis tindak balas metabolik?", "A": "Anabolisme dan resapan", "B": "Katabolisme dan fotosintesis", "C": "Anabolisme dan Katabolisme", "D": "Fotosintesis dan resapan", "answer": "C"}, {"question": "Apakah proses yang membebaskan tenaga?", "A": "Anabolisme", "B": "Katabolisme", "C": "Fotosintesis", "D": "Resapan", "answer": "B"}, {"question": "Apakah substrat utama untuk respirasi sel?", "A": "Air", "B": "Glukosa", "C": "Karbon dioksida", "D": "Oksigen", "answer": "B"}, {"question": "Apakah dua jenis respirasi sel?", "A": "Respirasi aerobik dan respirasi anaerobik", "B": "Respirasi anaerobik dan fermentasi", "C": "Respirasi aerobik dan fermentasi", "D": "Respirasi fotosintetik dan respirasi sel", "answer": "A"}, {"question": "Di manakah proses glikolisis berlaku?", "A": "Mitokondrion", "B": "Nukleus", "C": "Sitoplasma", "D": "Ribosom", "answer": "C"}, {"question": "Apakah molekul yang dihasilkan apabila kumpulan fosfat bukan organik ditambahkan kepada adenosina difosfat (ADP)?", "A": "ATP", "B": "DNA", "C": "RNA", "D": "Glukosa", "answer": "A"}, {"question": "Apakah bakteria yang menjalankan fermentasi susu untuk menghasilkan yogurt?", "A": "E. coli", "B": "Salmonella", "C": "Lactobacillus", "D": "Staphylococcus", "answer": "C"}]}
 {"id": 1565, "uuid": "vxscxn", "name": "Biology F4 Chapter 6", "description": "Biology Notes Form 4", "details": "Chapter 6: Cell Division", "type": "note", "form": 10, "year": 2023, "price": null, "downloadCount": 612, "totalQuestions": 1, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/bc0808c1-1d80-45f4-8070-998a239806d6.pdf", "pdfLinkPreview": "", "isDraft": false, "isPremium": false, "thumbnail": "NOTE", "createdAt": "2023-08-23T08:04:16Z", "updatedAt": "2024-01-02T02:00:13Z", "collection": null, "paperGenerated": null, "subject": {"id": 13, "uuid": "biology", "name": "Biology", "languages": ["malay", "english"], "subjectTypes": ["upper-form"], "isAvailLowerForm": false, "isAvailUpperForm": true, "isAvailElementary": false, "isNoLevel": null, "createdAt": "2021-06-15T07:03:27Z", "updatedAt": "2021-06-15T07:03:27Z"}, "user": {"id": 1137, "firstName": "farisha", "lastName": "wahida", "email": "farishawahida321@gmail.com", "school": null, "avatar": null, "phoneNumber": "+601135630026", "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2022-07-06T01:53:06Z", "updatedAt": "2023-08-14T05:17:37Z"}, "course": null, "local_filename": "mysoalan.com-pdf/bc0808c1-1d80-45f4-8070-998a239806d6.pdf", "texts": ["6.1 Cell Division\n\uf071Cells in our body always grow, divide and die\n\uf071As such, the dead cells must be replaced with new cells\n\uf071Cells in the body produce new cells through the cell division \nprocess.\n\u2022\nKaryokinesis involves the division of the nucleus.\n\u2022\nCytokinesis involves the division of the cytoplasm\nORGANISM CELL\n\u2022\nBody cells apart from \ngametes.\n\u2022\nSomatic cells are produced \nthrough the mitosis \nprocess.\n\u2022\nIt contains a diploid number \nof chromosomes, that is, \neach cell contains two sets \nof chromosomes or 2n. In \nhuman somatic cells, 2n = \n46.\n\u2022\nGametes are reproductive \ncells.\n\u2022\nGametes are produced \nthrough the meiosis \nprocess.\n\u2022\nIt contains a haploid \nnumber of chromosomes, \nthat is, each cell contains \none set of chromosomes or \nn. In human gametes, n = 23.\n\uf071In diploid cells, one set of chromosomes originate from the male \nparent or paternal chromosomes and another set is from the \nfemale parent or maternal chromosomes..\n\uf071Both paternal and maternal chromosomes have the same \nstructural characteristics\n\uf071This pair of chromosomes are called homologous chromosomes.\n\uf071Chromatin is a chromosome that looks like a long thread.\nSTUDYWITHADMIN \u2013 NS \n", "STUDYWITHADMIN \u2013 NS \n", "6.2 CELL CYCLE AND MITOSIS\n6.2 CELL CYCLE AND MITOSIS\n\u2022\n\u2022\n\u2022\nStudywithadmin - ns\n", "\u2022\n\u2022\n\u2022\n\u2022\n\u2022\n\u2022\n\u2022\n\u2022\n\u2022\n\u2022\n\u2022\n\u2022\nStudywithadmin - ns\n\u2022\n\u2022\n", "\u2022\n\u2022\nPROPHASE\n\u2022\n\u2022\n\u2022\n\u2022\n\u2022\nStudywithadmin - ns\n", "METAPHASE\n\u2022\n\u2022\n\u2022\n\u2022\nANAPHASE\n\u2022\n\u2022\n\u2022\nStudywithadmin - ns\n", "TELOPHASE\n\u2022\n\u2022\n\u2022\n\u2022\n\u2022\n\u2022\n\u2022\n\u2022\n\u2022\nStudywithadmin - ns\n", "\u2022\n\u2022\n\u2022\n\u2022\nStudywithadmin - ns\n", "\u2022\n\u2022\n\u2022\n\u2022\n\u2022\n\u2022\n\u2022\n\u2022\n\u2022\n\u2022\n\u2022\n\u2022\nStudywithadmin - ns\n", "6.3 Meiosis\n\u2022\nMeiosis ialah proses pembahagian sel yang berlaku dalam organ pembiakan \nuntuk menghasilkan gamet yang mempunyai bilangan kromosom separuh \n(haploid) daripada bilangan kromosom sel induknya (diploid).\n\u2022\nMeiosis berlaku di dalam testis (jantan/lelaki) dan ovari \n(betina/perempuan) bagi haiwan dan manusia.\n\u2022\nMeiosis is the process of cell division that occurs in reproductive organs to \nproduce gametes that contain half the number of chromosomes (haploid) of \nthe parent cells (diploid). \n\u2022\nMeiosis occurs in the testis (male) and ovary (female) for animals and \nhumans.\n\u2022 Meiosis forms gametes through the process of gametogenesis and ensure  \nthat the diploid chromosome number of organisms that carry out sex \nreproduction is always maintained from one generation to the next. \n\u2022 Meiosis also produces genetic variation in the same species. Meiosis is divided \ninto two stages of cell division, that is meiosis I and meiosis II\nMEIOSIS\n\u2022 Meiosis I comprises of prophase I, metaphase I, anaphase I and telophase I.\n\u2022 Meiosis II comprises of prophase II, metaphase II, anaphase II and telophase II.\nPROPHASE I\n\u2022\nChromatin shortens, thickens and forms visible \nchromosomes. \n\u2022\nThe pairing of homologous chromosomes \n(synapsis) forms bivalent (or known as a tetrad, \nthat is four chromatids for each homologous \nchromosome).\n\u2022\nThe crossing over process that is an exchange of \ngenetic material between non-identical \nchromatids takes place. \n\u2022\nCrossing over produces a combination of genes \nthat are new in chromosomes. \n\u2022\nThe point where the chromatids cross over is \ncalled chiasma. \n\u2022\nAt the end of prophase I, the nucleus membrane \nand nucleoli will start to disappear.\n\u2022\nBoth centrioles will move towards the opposite \npole cells. \n\u2022\nSpindle fibres are formed among the centrioles.\nSTUDYWITHADMIN - NS\n", "METAPHASE I\n\u2022\nThe homologous chromosomes are \narranged at the equatorial plane.\n\u2022\nOne chromosome from each pair of the \nhomologous chromosome is tied to the \nspindle fibres from one pole cell and its \nhomologous is tied to the spindle fibres \nfrom the opposite pole cell.\n\u2022\nThe sister chromatids are still tied \ntogether because the centromere has \nnot separated.\nANAPHASE I\n\u2022\nThe spindle fibres contract and \ncause each homologous chromosome \nto separate from its homologous \npair and be pulled to the opposite \npoles.\n\u2022\nEach chromosome is still made up of \na pair of sister chromatids tied to a \ncentromere and move as one unit.\nTELOPHASE I\n\u2022\nThe chromosomes arrive at the opposite pole \ncells.\n\u2022\nEach polar cell contains a number of haploid \nchromosomes that are made up of one set of \nchromosomes only.\n\u2022\nThe spindle fibres will then disappear.\n\u2022\nNucleoli will reappear and the nuclear \nmembrane is formed.\n\u2022\nTelophase I is succeeded by the cytokinesis process that produces two \ndaughter cells.\n\u2022\nBoth daughter cells produced are in the haploid condition.\n\u2022\nThe interphase for meiosis I is usually short and the DNA does not replicate.\nSTUDYWITHADMIN - NS\n", "PROPHASE II\n\u2022\nThe nucleoli and the nuclear membrane \ndisappear.\n\u2022\nEach chromosome is made up of sister \nchromatids that are joined at the \ncentromere.\n\u2022\nThe spindle fibres start to form in both \ndaughter cells\nANAPHASE II\n\u2022\nThe sister chromatid \ncentromere starts to \nseparate.\n\u2022\nThe sister chromatid pair \nseparates and moves \ntowards the opposite poles \nled by the centromere.\n\u2022\nEach chromatid at this \nstage is known as a \nchromosome.\nMETAPHASE II\n\u2022\nChromosomes are arranged at random \non the equatorial plane for each \ndaughter cell.\n\u2022\nEach chromatid is tied to the spindle \nfibres at the centromere.\n\u2022\nMetaphase II ends when the centromere \nseparates.\nSTUDYWITHADMIN - NS\n", "TELOPHASE II\n\u2022\nChromosomes arrive at the pole of the \ncell.\n\u2022\nSpindle fibres disappear. The nuclea \nmembrane and the nucleoli are \nreconstructed.\n\u2022\nThe number of chromosome for each \ndaughter cell is half the number of \nparent chromosomes\n\u2022\nTelophase II ends with the process of cytokinesis that produces four \ndaughter cells that are haploid.\n\u2022\nEach haploid cell contains half the number of parent cell chromosomes. The \ngenetic content is also different from the diploid parent cell. The haploid \ncells develop into gametes\nSTUDYWITHADMIN - NS\n", "6.4 issues of cell division on human \nhealth\n\uf071The cell cycle is controlled by a special control system at each \nG1, S, G2 and M phase to ensure proper division of the cells. \n\uf071However, uncontrolled cell division sometimes can lead to the formation \nof tumours.\n\uf071Tumour is divided into two types which are benign tumour and malignant \ntumour. \n\uf071A benign tumour is not dangerous and can be removed surgically. A \nmalignant tumour is also called cancer. \n\uf071Cancer is caused by several factors such as radiation ( x-ray, gamma rays \nand ultraviolet rays ), chemical substances ( such as tar in tobacco ), \ncarcinogens ( such as formaldehyde and benzene ), genetic factors, and \nalso bacteria and viruses. \n\uf071This will cause the cells to divide continuously and develop into a tumour. \n\uf071The cancer cells will spread and destroy normal cells around them. \n\uf071This condition will affect the functions of the tissues around them. \nCancer that is not identified at the early stage can cause damage to the \norgans and finally death\nSTUDYWITHADMIN \u2013 NS \n", "\uf071Any abnormality during the division of meiosis can also cause \ngenetic diseases such as Down syndrome. \n\uf071This happens because the spindle fibres fail to function \nduring anaphase I or anaphase II. \n\uf071As a result, the chromosome fails to separate ( nondisjunction ) \n\uf071Gametes will have an abnormal number of chromosomes ( 22 or \n24 chromosomes )\n\uf071If fertilisation between a normal gamete ( 23 chromosomes ) \nand an abnormal chromosome ( 24 chromosomes ) occurs, the \nzygote will carry 47 chromosomes which is an abnormal condition\nSTUDYWITHADMIN \u2013 NS \n", "\uf071In a normal meiosis division, the chromosomes are divided evenly \namong the gametes\n\uf071If the homologous chromosome or sister chromatids fail to \nseparate, the distribution of parent chromosomes during meiosis \nwill be uneven\n\uf071An individual with Down syndrome has 47 chromosomes, which is \nan extra chromosome at the 21st set. This condition is known as \ntrisomy 21. \n\uf071This syndrome can cause mental retardation, slanted eyes and a \nslightly protruding tongue.\nSTUDYWITHADMIN \u2013 NS \n"], "qa": [{"question": "Apakah yang dimaksudkan dengan kariokinesis?", "A": "Pembahagian sitoplasma.", "B": "Pembahagian nukleus.", "C": "Pembahagian kromosom.", "D": "Pembahagian sel.", "answer": "B"}, {"question": "Berapakah bilangan kromosom dalam sel soma manusia?", "A": "23", "B": "46", "C": "92", "D": "184", "answer": "B"}, {"question": "Apakah proses yang menghasilkan gamet?", "A": "Mitosis", "B": "Meiosis", "C": "Kariokinesis", "D": "Sitokinesis", "answer": "B"}, {"question": "Apakah yang dimaksudkan dengan kromosom homolog?", "A": "Sepasang kromosom yang berasal dari ibu dan bapa.", "B": "Sepasang kromosom yang mempunyai struktur berbeza.", "C": "Sepasang kromosom yang menentukan jantina.", "D": "Sepasang kromosom yang mengandungi gen yang sama.", "answer": "A"}, {"question": "Apakah yang berlaku semasa proses pindah silang?", "A": "Pertukaran bahan genetik antara kromatid bukan identik.", "B": "Pemisahan kromosom homolog.", "C": "Penduaan DNA.", "D": "Pembentukan spindle fiber.", "answer": "A"}, {"question": "Apakah yang berlaku semasa anaphase I meiosis?", "A": "Kromosom homolog berpisah dan bergerak ke kutub sel yang bertentangan.", "B": "Kromatid berpisah dan bergerak ke kutub sel yang bertentangan.", "C": "Kromosom homolog mengatur di satah khatulistiwa.", "D": "Kromosom tiba di kutub sel dan membran nuklear terbentuk.", "answer": "A"}, {"question": "Apakah yang dimaksudkan dengan nondisjunction?", "A": "Pemisahan kromosom yang normal.", "B": "Kegagalan kromosom untuk berpisah.", "C": "Pertukaran bahan genetik antara kromatid.", "D": "Pembentukan spindle fiber.", "answer": "B"}, {"question": "Apakah sindrom yang disebabkan oleh trisomi 21?", "A": "Sindrom Turner", "B": "Sindrom Klinefelter", "C": "Sindrom Down", "D": "Sindrom Edwards", "answer": "C"}]}
 {"id": 1564, "uuid": "skawmi", "name": "Biology F4 Chapter 5", "description": "Biology Notes Form 4", "details": "Chapter 5: Metabolism and Enzymes", "type": "note", "form": 10, "year": 2023, "price": null, "downloadCount": 267, "totalQuestions": 1, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/19a9d3df-483c-492d-ad52-93ac1e5f7df0.pdf", "pdfLinkPreview": "", "isDraft": false, "isPremium": false, "thumbnail": "NOTE", "createdAt": "2023-08-23T08:03:06Z", "updatedAt": "2024-01-02T01:58:50Z", "collection": null, "paperGenerated": null, "subject": {"id": 13, "uuid": "biology", "name": "Biology", "languages": ["malay", "english"], "subjectTypes": ["upper-form"], "isAvailLowerForm": false, "isAvailUpperForm": true, "isAvailElementary": false, "isNoLevel": null, "createdAt": "2021-06-15T07:03:27Z", "updatedAt": "2021-06-15T07:03:27Z"}, "user": {"id": 1137, "firstName": "farisha", "lastName": "wahida", "email": "farishawahida321@gmail.com", "school": null, "avatar": null, "phoneNumber": "+601135630026", "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2022-07-06T01:53:06Z", "updatedAt": "2023-08-14T05:17:37Z"}, "course": null, "local_filename": "mysoalan.com-pdf/19a9d3df-483c-492d-ad52-93ac1e5f7df0.pdf", "texts": ["5.1 Metabolism\n5.1 Metabolism\n\u2022\nMetabolisme merujuk kepada kesemua tindak \nbalas kimia yang berlaku dalam organisma hidup .\n\u2022\nProses proses dalam metabolisme melibatkan \npenukaran makanan kepada tenaga dalam bentuk \nATP dan pembentukan karbohidrat , protein, lipid \ndan asid nukleikHJ\n\u2022\nMetabolism refers to dall chemical reactions \nthat occur in a living organism.\n\u2022\nThe processes in metabolism involve the \nconversion of food into energy in the form of ATP, \nand the formation of carbohydrate, protein, lipid \nand nucleic acid.\n\u2022\nMetabolisme merujuk kepada kesemua tindak \nbalas kimia yang berlaku dalam organisma hidup .\n\u2022\nProses proses dalam metabolisme melibatkan \npenukaran makanan kepada tenaga dalam bentuk \nATP dan pembentukan karbohidrat , protein, lipid \ndan asid nukleikHJ\n\u2022\nThere are two types of metabolism, which are \ncatabolism and anabolism.\n\u2022\nCatabolism is the process of breaking down \ncomplex substances into simple substances. This \nreaction releases energy\n\u2022\nFor example, the breakdown of glucose during \ncellular respiration to generate energy.\n\u2013\n", "\u2022\nAnabolism is the process of synthesising complex \nmolecules from simple molecules.\n\u2022\nThis reaction uses or absorbs energy..\n\u2022\nFor example, the formation of glucose during \nphotosynthesis.\n\u2013\n", "\u2022\nIn a cell, biochemical reactions occur at a high rate to protect the living \nprocesses.\n\u2022\nIn a cell, biochemical reactions occur at a high rate to protect the living \nprocesses.\n\u2022\nAn enzyme is an organic catalyst that is mostly made up of proteins and is \nproduced by living cell organisms\n\u2022\nHowever, not all enzymes are synthesised from proteins\n\u2022\nThe substances needed for an enzyme reaction are called substrates.\n\u2022\nSubstrates will bind with enzymes at a specific site known as the active site \nand form an enzyme-substrate complex\nENZYME NOMENCLATURE\n\u2022\nIn the 1960s, The International Union of Biochemistry and Molecular Biology \n(IUBMB) introduced the enzyme nomenclature based on the substrate or \nreaction it catalyses\n\u2022\nThe name of the enzyme is derived by adding \u2018-ase\u2019 to the name of the \nsubstrate it catalyses.\n\u2022\nAn example of the \u2018-ase\u2019 added to substrate is the lactase enzyme, which \ncatalyses the hydrolysis of lactose. An example of the \u2018-ase\u2019 added to \nsubstrate is the lactase enzyme, which catalyses the hydrolysis of lactose\n\u2022\nexamples are: trypsin, pepsin, and renin..\nStudywithadmin \u2013 ns \n", "GENERAL CHARACTERISTICS OF ENZYMES\nEnzymes act rapidly.\nEnzymes are only required in small quantities and ar \nreusable\nThe structure of enzymes remain unchanged and are not \ndestroyed after a reaction.\nThe reaction of enzymes are specific. Only substrate that \nfit the form completely with an enzyme in an active site \ncan combine\nMost of the reactions catalysed by enzymes are \nreversible\nEnzyme activity can be slowed down or stopped by enzyme \ninhibitors. An example of an inhibitor is heavy metal such \nas lead or mercury.\nSome enzymes need cofactors to work more efficiently. \nAn example of a cofactor is vitamin B, and magnesium ion\nSome enzymes need cofactors to work more efficiently. \nAn example of a cofactor is vitamin B, and magnesium ion\nStudywithadmin \u2013 ns \n", "INTRACELLULAR AND EXTRACELLULAR ENZYMES\n\u2022\nEnzymes that are synthesised in a cell for its own use are called \nintracellular enzymes.\n\u2022\nFor example, the hexokinase enzyme that is used in the glycolysis process \nduring cellular respiration\n\u2022\nOn the other hand, enzymes that are secreted outside the cell are known as \nextracellular enzymes.\n\u2022\nFor example, the trypsin enzyme is produced by the pancreatic cells and \nsecreted into the duodenum to break down polypeptides..\nRibosome is the site of protein synthesis.\nProteins synthesised by ribosome enter the \nlumen of the rough endoplasmic reticulum \nand are transported through it\nOnce it reaches the end of the rough \nendoplasmic reticulum, the membrane buds \noff to form transport vesicles.\nThe transport vesicle that contains proteins \nmoves towards the Golgi apparatus and then \nfuses with it.\nIn the Golgi apparatus, the proteins are \nmodified into enzymes and secreted in \nsecretory vesicles that are formed from the \ntip of the Golgi apparatus.\nStudywithadmin \u2013 ns \n", "In the Golgi apparatus, the proteins are \nmodified into enzymes and secreted in \nsecretory vesicles that are formed from the \ntip of the Golgi apparatus.\nMECHANISM OF ENZYME ACTION\n\u2022\nMost enzymes are complex proteins made up of polypeptide chains that are \nfolded into three-dimensional structures.\n\u2022\nThis three-dimensional structure has an active site with a specific \nconfiguration that complements a specific substrate molecule.\n\u2022\nThe binding of a molecule substrate on an active site of enzymes is specific \nlike a \u2018lock and key\u2019 combination, \nStudywithadmin \u2013 ns \n", "\u2022\nMost reactions inside the cell require high activation energy\n\u2022\nActivation energy is the energy needed to break the bond in the substrate \nmolecule before reaction can occur.\n\u2022\nEnzymes function by lowering the activation Energy\n\u2022\nBy doing so, the rate of biochemical reactions in the cell is accelerated.\nTHE MECHANISM OF ENZYME ACTION AND FACTOR CHANGES\n\u2022\nThere are many factors that affect the mechanism of enzyme action. The \nchemical bond in enzymes can be easily transformed as a result of chemical \nchanges and physical conditions\n\u2022\nAmong these factors are temperature, pH, enzyme concentration and \nsubstrate concentration.\nStudywithadmin \u2013 ns \n", "\u2022 At a low temperature, the \nrate of reaction catalysed \nby enzymes is low.\n\u2022 When the temperature \nrises, the kinetic energy of \nthe substrate molecules \nand enzymes also increases. \nThis increases the \nfrequency of effective \ncollision between the \nsubstrate molecules and \nenzyme molecules.\n\u2022 The rate of reaction \nbetween enzymes and \nsubstrate molecules \nincreases.\n\u2022 With every rise in \ntemperature of 10\u00b0C, the \nrate of reaction controlled \nby the enzymes will double \nuntil it reaches the optimal \ntemperature\nAt optimal temperature, the enzyme reaction is at it maximum. The \noptimal temperature for enzym reactions in the human body is \naround 37\u00b0C.\n\u2022 After reaching the optimal temperature, any further increase in \ntemperature will reduce the enzyme activity rapidly until it stops \nat 60\u00b0C.\n\u2022 At this temperature, the enzymes become denatured as the \nchemical bonds in the enzyme  molecules break at extreme \ntemperatures.\n\u2022 The enzymes are unable to retain the three-dimensional form. \nThe active site of enzymes changes. The substrate does not \ncomplement the active site of enzymes.\nStudywithadmin \u2013 ns \n", "\u2022\nThe enzyme activity is influenced by the pH of the surrounding solution. \nGenerally, all enzymes react most effectively at their optimal pH.\n\u2022\nMost enzymes are most active in the range of between pH 6 and 8. For \nexample, the salivary amylase works at pH 6.8.\n\u2022\nHowever, there are some exceptions . For example, the pepsin enzymes in the \nstomach act at the optimal pH range of between 1.5 and 2.5. The trypsin \nenzyme in the duodenum, on the other hand, only works well in an alkaline \nmedium, at a pH of around 8.5 \n\u2022\nThe change in pH value changes the charge (ion H+) of the active site of \nenzymes and the substrate surface. As a result, the enzymesubstrate \ncomplex cannot be formed.\n\u2022\nWhen the pH of the environment returns to the optimum level, the charge on \nthe active site will be restored. The enzyme will return to function as \nnormal.\n\u2022\nThe extreme change in the pH value will break the structural chemistry \nbond and change the active site of enzymes. Denatured enzyme\nStudywithadmin \u2013 ns\n", "\u2022 When substrate concentration increases, the opportunity for an \neffective collision between the substrate and enzyme \nmolecules also increases.\n\u2022 The reaction rate continues to increase until it reaches the \nmaximum level. The rate of reaction is constant.\n\u2022 At the maximum level, the concentration of enzymes becomes a \nlimiting factor. The reaction rate can only increase when the \nconcentration in enzymes increases.\n\u2022 After reaching the maximum level, all active sites of enzymes \nare saturated with substrate and are involved in the catalytic \nreaction\nIf the concentration of enzymes is \nfixed while the concentration of \nsubstrate is  increased, the \nreaction rate controlled by \nenzymes will  also increase, leading \nto an increase in products created\nStudywithadmin \u2013 ns \n", "If the concentration of an enzyme in one reaction is doubled, the \namount of substrate converted to products per unit of time is also \ndoubled with the condition that there is an excess supply of \nsubstrate\nWhen the concentration of enzyme increases, the rate of enzyme \nreaction will increase because of the presence of more active sites \nthat are ready for catalytic action\nAt the maximum rate, the concentration of the substrate becomes \nthe limiting factor. The rate of reaction can only be increased by \nadding more substrate\nStudywithadmin \u2013 ns \n", "5.3 Application of Enzymes in\nDaily Life\n\u2022\nEnzymes have long been widely used in the commercial sector and \nfor everyday use.\n\u2022\nThe enzymes used are extracted from natural resources such as \nbacteria or are produced synthetically.\n\u2022\nImmobilized enzymes are enzymes that combine with inert and \ninsoluble substances to increase the resistance of enzymes \ntowards change in factors such as pH and temperature.\n\u2022\nWith this method, the enzyme molecules will remain in the same \nposition throughout the catalytic reaction and then be \nseparated easily from its product\n\u2022\nThis technology is known as immobilized enzyme technology.\n\u2022\nThis technology is used in various industrial applications\n\u2022\nDigestive enzymes are used in the medical sector\n\u2022\nLactose Enzymes are used in lactose-free Milk\n\u2022\nPectinase and cellulase enzymes are used in juice production\n\u2022\nAmylase, lipase, protease and cellulase enzymes in bio detergent\n\u2022\nTrypsin enzyme extracts fur from animal hide to make leather \nproducts\n\u2022\nProtease enzyme separates the fish skin\n"], "qa": [{"question": "Apakah yang dimaksudkan dengan metabolisme?", "A": "Kesemua tindak balas kimia yang berlaku dalam organisma hidup.", "B": "Proses penukaran makanan kepada tenaga dalam bentuk ATP.", "C": "Pembentukan karbohidrat, protein, lipid dan asid nukleik.", "D": "Semua jawapan di atas adalah benar.", "answer": "D"}, {"question": "Apakah yang dimaksudkan dengan katabolisme?", "A": "Proses mensintesis molekul kompleks daripada molekul ringkas.", "B": "Proses memecahkan bahan kompleks kepada bahan ringkas.", "C": "Proses yang menyerap tenaga.", "D": "Proses pembentukan glukosa semasa fotosintesis.", "answer": "B"}, {"question": "Apakah yang dimaksudkan dengan anabolisme?", "A": "Proses memecahkan bahan kompleks kepada bahan ringkas.", "B": "Proses mensintesis molekul kompleks daripada molekul ringkas.", "C": "Proses yang membebaskan tenaga.", "D": "Proses pemecahan glukosa semasa respirasi sel.", "answer": "B"}, {"question": "Apakah yang dimaksudkan dengan tenaga pengaktifan?", "A": "Tenaga yang diperlukan untuk memecahkan ikatan dalam molekul substrat sebelum tindak balas boleh berlaku.", "B": "Tenaga yang dibebaskan semasa tindak balas kimia.", "C": "Tenaga yang diperlukan untuk mengaktifkan enzim.", "D": "Tenaga yang diperlukan untuk menghentikan tindak balas kimia.", "answer": "A"}]}
 {"id": 1563, "uuid": "ztkozj", "name": "Biology F4 Chapter 4", "description": "Biology Notes Form 4", "details": "Chapter 4: Chemical Composition in a Cell", "type": "note", "form": 10, "year": 2023, "price": null, "downloadCount": 201, "totalQuestions": 1, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/a087d492-d659-42a1-a908-5773b1224676.pdf", "pdfLinkPreview": "", "isDraft": false, "isPremium": false, "thumbnail": "NOTE", "createdAt": "2023-08-23T08:02:30Z", "updatedAt": "2024-01-02T02:01:54Z", "collection": null, "paperGenerated": null, "subject": {"id": 13, "uuid": "biology", "name": "Biology", "languages": ["malay", "english"], "subjectTypes": ["upper-form"], "isAvailLowerForm": false, "isAvailUpperForm": true, "isAvailElementary": false, "isNoLevel": null, "createdAt": "2021-06-15T07:03:27Z", "updatedAt": "2021-06-15T07:03:27Z"}, "user": {"id": 1137, "firstName": "farisha", "lastName": "wahida", "email": "farishawahida321@gmail.com", "school": null, "avatar": null, "phoneNumber": "+601135630026", "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2022-07-06T01:53:06Z", "updatedAt": "2023-08-14T05:17:37Z"}, "course": null, "local_filename": "mysoalan.com-pdf/a087d492-d659-42a1-a908-5773b1224676.pdf", "texts": ["PROPERTIES OF WATER AND ITS IMPORTANCE IN A CELL\n\u2022\nPolarity of water\n\u2022\nCohesive force and adhesive force of water\n\u2022\nSpecific heat capacity of water\nPOLARITY OF WATER\n\u2022\nWater is an inorganic compound consisting of the \nhydrogen (H) and oxygen (O) elements.\n\u2022\nWater molecules are polar molecules because shared \nelectrons between oxygen and hydrogen will be \nattracted towards oxygen which is more \nelectronegative (\u03b4\u2013).\n\u2022\nThis polarity produces hydrogen bonds and allows \nwater to act as a universal solvent \n\u2022\nThe universal solvent properties of water allow \nsolutes such as glucose and electrolytes to be \ntransported through the plasma membranes into \ncells for biochemical reactions.\nCOHESIVE FORCE AND ADHESIVE FORCE OF WATER\n\u2022\nWater molecules are attached to each other through \na cohesive force.\n\u2022\nAt the same time, water molecules are also attached \nto other surfaces through adhesive force.\n\u2022\nBoth forces produce the capillary action which allows \nwater to enter and move along narrow spaces, such \nas in the xylem tube.\nSPECIFIC HEAT CAPACITY OF WATER\n\u2022\nWater has a high specific heat capacity of 4.2 kJ kg-1 \n\u00b0C-1.\n\u2022\nThis means that 4.2 kJ of heat energy is required to \nraise the temperature of one kilogram of water by 1\u00b0C.\n\u2022\nWater absorbs a lot of heat energy with a small rise \nin temperature. This characteristic is very important \nto maintain the body temperature of organisms\n\u2013\n", "\u2022\n\u2022\n\u2022\n\u2022\n\u2082\n\u2099\nTypes of carbohydrates\n\u2022\n\u2022\n\u2022\nMonosaccharides\n\u2022\n\u2022\n\u2022\nStudywithadmin \u2013 ns \n", "\u2022\n\u2022\n\u2022\n\u2022\nDisaccharides\n\u2022\n\u2022\nStudywithadmin \u2013 ns \n", "\u2022\n\u2022\n\u2022\n\u2022\n\u2022\n\u2022\n\u2022\n\u2022\n\u2022\n\u2022\nStudywithadmin \u2013 ns \n", "Polysaccharides\n\u2022\n\u2022\n\u2022\n\u2022\n\u2022\n\u2022\nImportance of \ncarbohydrates in cells\n\u2022\n\u2022\n\u2022\nStudywithadmin \u2013 ns \n", "\u2022\n\u2022\n\u2022\n\u2022\n\u2022\n\u2022\nStudywithadmin \u2013 ns \n", "4.3 protein\n4.3 protein\n\uf071Protein is a complex compound composed of carbon, hydrogen, oxygen and \nnitrogen elements. \n\uf071Most proteins also contain sulphur and phosphorus. Foods rich in proteins \ninclude fish, meat, milk, beans and eggs. All proteins are composed of one \nor more polymers known as polypeptides.\n\uf071Each polypeptide is made up of monomers or small units known as amino \nacids. \n\uf071A polypeptide can consist of fifty to thousands of amino acid molecules. \n\uf071acids are linked together through the condensation process.\n\uf071Dipeptides are composed of two amino acid molecules which are linked \ntogether by a peptide bond through the condensation process.\n\uf071In this process, one water molecule is removed.\n\uf071Further condensation can link more amino acids to form a polypeptide \nchain.\nStudywithadmin \u2013 ns \n", "\uf071Proteins are used to build new cells, repair damaged tissues and for the \nsynthesis of enzymes, hormones, antibodies and haemoglobin \n\uf071Proteins also form building blocks such as keratin in the skin, collagen in \nbones and myosin in muscle tissues\n\uf071The breakdown of proteins or polypeptides by digestive enzymes gives us \nthe energy to carry out our daily activities\n\uf071PPolypeptides can disintegrate into amino acids. \n\uf071This amino acid is then used again to build the protein molecules needed by \nthe body\n\uf071Each dipeptide can be broken down into an amino acid through hydrolysis. \nThere are about 20 types of amino acids present naturally.\n\uf071Various types of polypeptide molecules can be formed from the 20 types \nof amino acids. \n\uf071This is because each type of protein differs in terms of the amino acid \nsequence in its polypeptide chain.\nStudywithadmin \u2013 ns \n", "4.4 lipids\n\u2022\n\u2022\n\u2022\nFats\n\u2022\nStudywithadmin \u2013 ns \n", "\u2022\nSIMILARITIES\nWax\n\u2022\nStudywithadmin \u2013 ns \n", "Phospholipid\n\u2022\nSteroids\n\u2022\n\u2022\n\u2022\n\u2022\n\u2022\n\u2022\nStudywithadmin \u2013 ns \n", "\u2022\n\u2022\n\u2022\n\u2022\ntypes of nucleic acids\n\u2022\n\u2022\n\u2022\nDeoxyribonucleic acid (DNA)\n\u2022\n\u2022\n\u2022\n\u2013\n", "\u2013\n", "Ribonucleic acid (RNA)\n\u2022\n\u2022\n\u2022\n\u2022\nImportance of nucleic acids in a cell\n\u2022\n\u2022\n\u2022\n\u2022\n\u2013\n", "Formation of chromosomes from DNA and proteins\n\u2022\n\u2022\n\u2022\n\u2013\n", "\u2013\n"], "qa": [{"question": "Apakah yang dimaksudkan dengan kepolaran air?", "A": "Air adalah sebatian organik yang terdiri daripada unsur hidrogen (H) dan oksigen (O).", "B": "Molekul air adalah molekul berkutub kerana elektron yang dikongsi antara oksigen dan hidrogen akan tertarik ke arah oksigen yang lebih elektronegatif (\u03b4\u2013).", "C": "Kepolaran ini menghasilkan ikatan hidrogen dan membolehkan air bertindak sebagai pelarut universal", "D": "Sifat pelarut universal air membolehkan zat terlarut seperti glukosa dan elektrolit diangkut melalui membran plasma ke dalam sel untuk tindak balas biokimia.", "answer": "B"}, {"question": "Bagaimanakah daya kohesif dan daya adesif air membantu dalam pengangkutan air dalam tumbuhan?", "A": "Molekul air melekat antara satu sama lain melalui daya kohesif.", "B": "Pada masa yang sama, molekul air juga melekat pada permukaan lain melalui daya adesif.", "C": "Kedua-dua daya ini menghasilkan tindakan kapilari yang membolehkan air memasuki dan bergerak di sepanjang ruang sempit, seperti dalam tiub xilem.", "D": "Semua di atas", "answer": "D"}, {"question": "Mengapakah air mempunyai muatan haba tentu yang tinggi?", "A": "Air mempunyai muatan haba tentu yang tinggi iaitu 4.2 kJ kg-1 \u00b0C-1.", "B": "Ini bermakna 4.2 kJ tenaga haba diperlukan untuk menaikkan suhu satu kilogram air sebanyak 1\u00b0C.", "C": "Air menyerap banyak tenaga haba dengan sedikit kenaikan suhu.", "D": "Ciri ini sangat penting untuk mengekalkan suhu badan organisma", "answer": "A"}, {"question": "Apakah komponen utama protein?", "A": "Karbohidrat, hidrogen, oksigen dan nitrogen", "B": "Karbon, hidrogen, oksigen dan nitrogen", "C": "Karbon, hidrogen, oksigen dan fosforus", "D": "Karbon, hidrogen, nitrogen dan sulfur", "answer": "B"}, {"question": "Apakah fungsi protein dalam badan?", "A": "Membina sel baru, membaiki tisu yang rosak", "B": "Sintesis enzim, hormon, antibodi dan hemoglobin", "C": "Membentuk blok bangunan seperti keratin dalam kulit, kolagen dalam tulang dan miosin dalam tisu otot", "D": "Semua di atas", "answer": "D"}, {"question": "Apakah yang dimaksudkan dengan hidrolisis protein?", "A": "Proses pemecahan protein kepada asid amino", "B": "Proses penggabungan asid amino menjadi protein", "C": "Proses pembentukan ikatan peptida antara asid amino", "D": "Proses pencernaan protein dalam badan", "answer": "A"}, {"question": "Apakah dua jenis asid nukleik utama?", "A": "DNA dan RNA", "B": "DNA dan ATP", "C": "RNA dan ATP", "D": "DNA dan glukosa", "answer": "A"}, {"question": "Apakah peranan utama DNA dalam sel?", "A": "Menyimpan dan memindahkan maklumat genetik", "B": "Mengawal sintesis protein", "C": "Menyediakan tenaga untuk sel", "D": "Mengawal pergerakan sel", "answer": "A"}]}
 {"id": 1559, "uuid": "qgmkbm", "name": "Biologi F4 Bab 15", "description": "Nota Biologi Form 4", "details": "Bab 15: Pembiakan Seks, Perkembagna dan Pertumbuhan Manusia dan Haiwan", "type": "note", "form": 10, "year": 2023, "price": null, "downloadCount": 363, "totalQuestions": 1, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/5e91b677-095d-43e3-9ce4-72edd0005c50.pdf", "pdfLinkPreview": "", "isDraft": false, "isPremium": false, "thumbnail": "NOTE", "createdAt": "2023-08-23T07:38:24Z", "updatedAt": "2024-01-02T01:57:55Z", "collection": null, "paperGenerated": null, "subject": {"id": 13, "uuid": "biology", "name": "Biology", "languages": ["malay", "english"], "subjectTypes": ["upper-form"], "isAvailLowerForm": false, "isAvailUpperForm": true, "isAvailElementary": false, "isNoLevel": null, "createdAt": "2021-06-15T07:03:27Z", "updatedAt": "2021-06-15T07:03:27Z"}, "user": {"id": 1137, "firstName": "farisha", "lastName": "wahida", "email": "farishawahida321@gmail.com", "school": null, "avatar": null, "phoneNumber": "+601135630026", "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2022-07-06T01:53:06Z", "updatedAt": "2023-08-14T05:17:37Z"}, "course": null, "local_filename": "mysoalan.com-pdf/5e91b677-095d-43e3-9ce4-72edd0005c50.pdf", "texts": ["15.1 Sistem Pembiakan Manusia\nSistem Pembiakan Lelaki\nSistem Pembiakan Lelaki\n", "Sistem Pembiakan Perempuan\nSistem Pembiakan Perempuan\n", "1.\nProses pembentukan gamet dikenali sebagai gametogenesis .\n2.\nGametogenesis yang melibatkan pembentukan sperma dikenali sebagai \nspermatogenesis , manakala yang melibatkan pembentukan ovum dikenali sebagai \noogenesis\nKeperluan gametogenesis\n\u2022\nMenghasilkan gamet yang mempunyai bilangan kromosom haploid melalui meiosis.\n\u2022\nMenghasilkan variasi genetik dalam gamet. \n\u2022\nMengekalkan bilangan kromosom diploid dalam zigot .\n\u2022\nMenghasilkan variasi genetik dalam zuriat .\nSpermatogenesis\n1.\nSemasa perkembangan fetus, sel germa primodium membahagi secara mitosis \nmenjadi spermatogonium.\nSetiap spermatogonium (2n) tumbuh dan \nberkembang menjadi spermatosit primer \n(2n)\nSetiap spermatosit primer (2n) membahagi \nsecara meiosis I menjadi dua spermatosit \nsekunder (n).\nSetiap spermatosit sekunder (n) \nmembahagi secara meiosis II menjadi dua \nspermatid (n).\nSetiap spermatid (n) mengalami \npembezaan menjadi sperma (n).\n", "2.\nSperma yang terbentuk bergerak ke epididimis untuk menjadi matang.\n3.\nstruktur sperma yang matang.\n4.\nKepala sperma mengandungi nukleus dan akrosom. Nukleus mengandungi \nkromosom dan akrosom mengandungi enzim untuk persenyawaan.\n5.\nBahagian tengah sperma mengandungi bilangan mitokondrion yang banyak untuk \nmenghasilkan lebih tenaga untuk pergerakan.\n6.\nEkor membantu sperma bergerak.\nOogenesis\n1.\nSemasa perkembangan fetus, sel germa primodium membahagi secara mitosis \nmenjadi oogonium.\n2.\nJasad kutub yang dihasilkan bersaiz jauh lebih kecil daripada oosit sekunder atau \novum.\n3.\nKetiga-tiga jasad kutub akan merosot dan tidak terlibat dalam persenyawaan.\n4.\nPada mulanya, oosit primer yang diselaputi oleh sel folikel, dikenali sebagai folikel \nprimer .\n5.\nSemasa akil baligh, hormon perangsang folikel (FSH) yang dirembeskan daripada \nkelenjar pituitari merangsangkan perkembangan folikel dalam ovari.\n6.\nSel folikel mula membahagi secara mitosis semasa perkembangan folikel. Folikel \nprimer berkembang menjadi folikel sekunder dan seterusnya menjadi folikel \nmatang, folikel Graaf .\n7.\nSemasa perkembagan folikel, oosit primer menjalankan meiosis I membentuk oosit \nsekunder\n", "Pada peringkat fetus, sel germa primodium \nmembahagi secara mitosis berulang kali membentuk \noogonium diploid (2n).\nSetiap oogonium membesar dan berkembang \nmembentuk oosit primer (2n). Setiap oosit primer \ndiselaputi satu lapisan sel folikel, membentuk satu \nfolikel primer.\nSebelum dilahirkan, oosit primer menjalankan \nmeiosis I yang tidak lengkap sehingga profasa I.\nSemasa akil baligh, oosit primer melengkapkan \nmeiosis I membentuk oosit sekunder (n) dan jasad \nkutub (n). Jasad kutub haploid yang terbentuk juga \nmenjalani meiosis II dan menghasilkan dua jasad \nkutub lagi.\nOosit sekunder dikelilingi oleh sel folikel dikenali sebagai folikel sekunder.\nFoliker sekunder membesar dan menjadi matang membentuk folikel graaf dan bergerak \nke permukaan dinding ovari.\nPengovulan: Folikel Graaf pecah dan melepaskan oosit sekunder ke dalam tiub Fallopio.\nJika persenyawaan berlaku, oosit sekunder melengkapkan meiosis II, menghasilkan satu \njasad kutub (n) dan satu ovum (n). Ketiga-tiga jasad kutub akan merosot.\n", "Perbandingan antara spermatogenesis dengan oogenesis\nPersamaan\n\u2022\nBerlaku dalam organ pembiakan\n\u2022\nMenghasilkan gamet haploid\n\u2022\nTerlibat dalam persenyawaaan\nperbezaan\nSpermatogenesis\nAspekOogenesis\nOogenesis\nTestis\nOrgan pembentukan gamet\nOvari\nSperma\nGamet terbentuk\nOvum\nMempunyai kepala, \nbahagian tengah dan ekor\nStruktur gamet\nBerbentuk sfera\nBoleh bergerak dengan \nekor\nKeupayaan bergerak\nDibantu dengan silia pada \ntiub Falopio\nTiada sel folikel \nmenyelaputi gamet\nKehadiran sel folikel\nSel folikel menyelaputi \ngamet\nEmpat\nBilangan gamet terbentuk \ndaripada satu sel induk\nSatu\nTiada\nPembentukan jasad kutub\nSatu atau tiga\nKecil\nSaiz gamet\nbesar\nBerlaku sepanjang hayat \nselepas akil baligh\nPembahagian mitosis pada \nsel Induk\nHanya berlaku semasa \nperingkat perkembangan \nfetus\nBerlaku secara berterusan \ntanpa Berhenti\nPembahagian meiosis \nsemasa\npembentukan gamet\nBerlaku secara \nberperingkat\nmengikut peringkat fetus, \nakil\nbaligh dan selepas \npersenyawaan\nMelibatkan proses \npembezaan\nPembezaan\nTidak melibatkan proses\npembezaan\n", "1.\nHaid \n- Keguguran lapisan dinding uterus dan penyingkirannya melalui vagina bersama-\nsama sedikit darah dan sel.\n2.\nKitar haid \n- Satu kitaran bulanan, terdiri daripada perkembangan folikel, ovulasi, penebalan \nendometrium dan haid.\n- 28 hari setiap kitar.\n3.\nKepentingan kitar haid\n- Menyediakan dinding uterus untuk penempelan embrio\n- Mengawal perkembangan ovum dan pengovulan\n4.\nHormon yang terlibat dalam mengawal atur kitar haid ialah:\nHormon\nFungsi\nKesan\nHormon perangsang \nfolikel (FSH)\n\u2022\nMerangsang perkembangan folikel \ndi dalam ovari\n\u2022\nMerangsang rembesan estrogen \noleh folikel\nMengawal\nperubahan\ndalam ovari\nMengawal\nperubahan\ndalam ovari\n\u2022\nMerangsang ovulasi \n\u2022\nMenyebabkan pembentukan korpus \nluteum\n\u2022\nMenggalakkan rembesan \nprogesteron\nEstrogen\n\u2022\nStructure of gameteMemperbaiki \ndan memulihkan endometrium\nselepas haid\n\u2022\nMerangsang perembesan FSH dan \nLH sebelum ovulasi\nMengawal\nperubahan\ndalam uterus\nProgesteron\n\u2022\nMerangsang endometrium menjadi \ntebal, berlipat dan banyak salur \ndarah untuk penempelan embrio\n\u2022\nMerencat perembesan FSH dan LH\n", "Peristiwa kitar haid\nMasa (hari)\nDalam ovari\nDalam uterus\n0 \u2013 5\nFolikel berkembang\nHaid\n6 \u2013 13\nFolikel Graaf matang\nEndometrium dibaik pulih, \nmenebal\n14\nOvulasi\nEndometrium terus \nmenebal\n15 \u2013 24\nKorpus luteum berkembang\nTisu dan salur darah \nterbentuk di Endometrium\n25 - 28\nKorpus luteum merosot kerana \ntiada Persenyawaan\nEndometrium akan mula \nterurai selepas hari\nke-28\nPerhubungan antara Aras Hormon, Perkembangan Folikel \ndan Keadaan Dinding Uterus semasa Kitar Haid\nHari\nAras hormon\nPerkembangan folikel\nKetebalan \nendometrium\n1 - 5\nFSH dirembeskan dan\nmeningkat\nMerangsang perkembangan\noosit primer dan folikel.\nEndometrium uterus \nterurai.\n6 \u2013 14\n\u2022\nFSH semakin menurun.\n\u2022\nSel-sel folikel merembes \nhormon estrogen. Aras \nhormon estrogen\nsemakin meningkat .\nRembesan hormon \npeluteinan (LH) juga \nsemakin meningkat.\n\u2022\nFolikel terus berkembang\nsehingga terbentuk folikel\nGraaf yang matang\n\u2022\nFolikel Graaf pecah pada \nhari ke-14 dan \nmembebaskan oosit \nsekunder . Sisa folikel \nGraaf dalam ovari akan \nmembentuk korpus luteum.\nEndometrium dibaik \npulih dan\nsemakin menebal\n14 \u2013 28 \nProgesteron mula meningkat \npada hari ke-14 sehingga ke-\n25. Aras\nhormon progesteron yang \ntinggi merencat rembesan \nFSH dan LH. Aras progesteron \nakan\nmenurun selepas hari ke-25 \njika tiada persenyawaan \nberlaku.\nKorpus luteum kekal\ntetapi akan mula merosot\npada hari ke-25 sekiranya\ntiada persenyawaan\nberlaku.\nEndometrium mula\nterurai sebagai darah\nhaid jika tiada \npersenyawaan.\n", "Hormon\nFungsi\nEstrogen\n\u2022 Membaik pulih endometrium selepas haid.\n\u2022 Menebalkan endometrium .\n\u2022 Merangsangkan rembesan FSH dan LH sebelum ovulasi\nProgesteron\n\u2022 Merangsang penebalan endometrium.\n\u2022 Merencatkan rembesan FSH dan LH untuk menyekat\nperkembangan folikel dan menghalang ovulasi.\n5.\nfungsi hormon yang terlibat dalam kitar haid.\n1.\nSindrom prahaid (PMS) adalah tanda atau simptom-simptom yang sering dialami \noleh seorang wanita sebelum bermulanya haid.\n2.\nTanda-tanda sindrom prahaid yang dialami oleh setiap wanita adalah berbeza \ndaripada satu kitar haid ke kitar haid lain.\nSindrom prahaid (PMS)\nfizikal\nemosi\n\u2022 Sakit kepala\n\u2022 Bengkak dan sakit payu dara\n\u2022 Sakit perut\n\u2022 Sakit otot atau sendi \n\u2022 Mudah letih\n\u2022 Masalah tidur\n\u2022 Perut kembung\n\u2022 Keinginan memakan bertambah \n\u2022 Sembelit\n\u2022 Kurang daya tumpuan atau ingatan\n\u2022 Mudah gelisah\n\u2022 Mudah marah \n\u2022 Tertekan \n\u2022 Rasa murung \n\u2022 Mudah menangis \n\u2022 Perubahan emosi\n3.\nSindrom putus haid merupakan tanda atau simptom-simptom yang dialami oleh \nseorang wanita apabila haid berhenti selama-lamanya.\nSindrom putus haid\nfaktor\nfizikal\nemosi\n\u2022 Berlaku antara 46 hingga 54 \numur\n\u2022 Ovari kurang sensitif \nterhadap rangsangan FSH \ndan LH\n\u2022 Tiada folikel berkembang \ndan tiada ovum terbentuk\n\u2022 Penghasilan progesteron dan\nestrogen yang rendah\n\u2022 Cepat panas \n\u2022 Sukar tidur\n\u2022 Masalah urinari\n\u2022 Masalah faraj dan jangkitan\n\u2022 Osteoporosis \n\u2022 Tempoh kitar haid yang \ntidak tentu\n\u2022 Mudah berpeluh pada waktu\nmalam\n\u2022 Berat badan bertambah\n\u2022 Masalah daya ingatan\n\u2022 Perubahan emosi\n\u2022 Rasa murung\n\u2022 Mudah gelisah\n", "Awal Zigot dalam Manusia\nPersenyawaan\n1.\nMaksud: Penyatuan nukleus sperma dengan nukleus ovum untuk membentuk zigot.\n2.\nPersenyawaan berlaku di tiub Falopio .\n3.\nOvum dikelilingi oleh berjuta-juta sperma , tetapi hanya satu yang berjaya \nmenembusi dinding ovum.\n4.\nApabila penembusan berjaya, satu penghalang dikenali sebagai membran \npersenyawaan terbentuk untuk menghalang kemasukan sperma lain.\nSperma (n)\nOvum (n)\nPersenyawaan\nZigot (2n)\nEmbrio dua sel\nMorula (2n)\nBlastosista (2n)\nEmbrio (2n)\nFetus (2n)\nBayi (2n)\n", "Perkembangan Awal Embrio\nPeranan hormon gonadotrofin korion manusia (HCG) \nketika proses kehamilan\n1.\nApabila persenyawaan berlaku, zigot yang terbentuk membahagi membentuk \nembrio.\n(a) Embrio mula menghasilkan hormon gonadotropin korion manusia (HCG) untuk \nmengekalkan fungsi korpus luteum .\n(b) Korpus luteum terus berfungsi dengan merembeskan hormon progesteron dan \nestrogen dalam dua bulan pertama semasa kehamilan.\n(c) Fungsi korpus luteum akan diambil alih oleh plasenta pada bulan keempat \nkehamilan.\nFungsi plasenta dan tali pusat dalam perkembangan \nfetus\n1.\nDalam perkembangan fetus, blastosista membentuk vilus korion ke dalam \nendometrium untuk mendapat nutrien dan oksigen daripada darah ibu.\n2.\nVilus korion akan membentuk plasenta pada minggu ke-4 kehamilan.\n3.\nPlasenta merupakan tapak pertukaran bahan-bahan antara darah fetus dengan \ndarah ibu.\n4.\nstruktur plasenta dan tali pusat.\n", "5.\nBahan berguna seperti nutrien, oksigen dan antibodi diangkut dari darah ibu ke \ndarah fetus melalui plasenta dan tali pusat.\n6.\nManakala, bahan buangan seperti urea dan karbon dioksida diangkut dari darah \nfetus ke darah ibu melalui plasenta dan tali pusat.\n7.\nTali pusat mengandungi arteri dan vena tali pusat.\n(a) Arteri tali pusat mengangkut darah fetus ke arah plasenta .\n(b) Vena tali pusat mengangkut darah fetus dari plasenta ke arah fetus.\n8.\nPlasenta mempunyai fungsi selain daripada sebagai tapak pertukaran bahan.\n(a) Plasenta menapis patogen dan bahan merbahaya tertentu memasuki ke dalam \nfetus.\n(b) Plasenta melekatkan fetus ke dinding uterus. \n(c) Plasenta merembeskan hormon progesteron dan estrogen untuk mengekalkan \nketebalan endometrium semasa kehamilan.\n(d) Plasenta memisahkan sistem peredaran darah ibu dengan sistem peredaran \nfetus untuk melindungi fetus.\nKeperluan sistem peredaran darah fetus berasingan \ndengan sistem peredaran darah ibu\n1.\nMelindungi salur darah fetus yang halus daripada rosak akibat tekanan darah ibu \nyang tinggi.\n2.\nMengelakkan pengaglutinan darah berlaku jika kumpulan darah fetus dan ibu adalah \ntidak serasi.\n3.\nMenapis patogen dan bahan merbahaya tertentu daripada memasuki darah fetus\n", "Pembentukan Kembar\nPerbezaan antara kembar seiras, kembar Siam dan \nkembar tak seiras\nJenis anak kembar\nKembar seiras\nKembar Siam\nKembar tak seiras\nDua fetus berkongsi \nsatu Plasenta\nDua fetus berkongsi \nsatu Plasenta\nSetiap fetus \nmempunyai\nplasenta sendiri\n1 ovum disenyawakan\noleh 1 sperma\n1 ovum disenyawakan \noleh 1 sperma\n2 ovum disenyawakan\noleh 2 sperma\nDibentuk daripada 1\nZigot\nDibentuk daripada 1 \nzigot\nDibentuk daripada 2 \nzigot Berlainan\nBerkongsi satu plasenta\ntetapi mempunyai tali\npusat masing-masing\nBerkongsi satu plasenta\ntetapi mempunyai tali \npusat masing-masing\nMempunyai plasenta \ndan tali\npusat masing-masing\nMembahagi menjadi \ndua\nPembahagian tidak \nlengkap\nTidak membahagi \nmenjadi Dua\n2\n2\n2\nJantina yang sama\nJantina yang sama\nJantina yang sama \natau berbeza\n", "Serupa\nSerupa\nberbeza\nSerupa\nSerupa\nberbeza\nUnik (berbeza)\nUnik (berbeza)\nUnik (berbeza)\n", "Masa (hari)\nPunca kemandulan\nPenerangan\nBilangan sperma kurang\nKebarangkalian persenyawaan berlaku \nadalah amat Rendah\nStruktur sperma tidak normal\nSperma tidak berfungsi dan \npersenyawaan tidak Berlaku\nDuktus sperma tersumbat\nTiada sperma dalam air mani\nSperma tidak aktif\nSperma tidak dapat bergerak ke tiub \nFalopio untuk persenyawaan\nJangkitan testis\nTiada sperma terbentuk atau sperma \nyang tidak normal terbentuk\nMati pucuk\nPembiakan seks tidak dapat berlaku\nOvum tidak dihasilkan\nPersenyawaan tidak berlaku\nTiada ovulasi\nOvum tidak dibebaskan dan \npersenyawaan tidak Berlaku\nTiub Falopio tersumbat\nOvum yang dibebaskan tidak dapat \ndipersenyawa dengan sperma\nMasalah uterus (struktur tidak normal,\nketumbuhan)\nPenempelan susah atau tidak berlaku\nKitar haid tidak normal\nPenghasilan ovum dan ovulasi \nterganggu\n1.\nKemandulan adalah ketidakupayaan suatu pasangan mendapat zuriat selepas berkahwin melebihi \n12 bulan dan tanpa menggunakan teknik mencegah kehamilan. \n2.\nkemandulan pada lelaki dan perempuan.\nKetidaksuburan\nMengatasi ketidaksuburan dalam lelaki\na) Bank sperma \n- Sperma penderma dikumpul dan disimpan sejuk beku dalam cecair nitrogen pada suhu \u2013196 \u00b0C.\nSperma yang dipilih oleh pasangan suami isteri akan disuntik ke dalam tiub Falopio perempuan \nketika ovulasi.\nb) Permanian beradas \n- Disebabkan bilangan sperma yang sedikit, teknik ini akan mengumpul sperma pada tempoh masa \ntertentu sehingga mencapai kuantiti yang banyak.\n\u2022 Sperma disuntik ke dalam tiub Falopio semasa ovulasi.\n", "Rawatan Kemandulan\nPersenyawaan in vitro\n\u2022\nOvum yang matang dikeluarkan dari ovari dan disenyawakan oleh sperma di dalam piring kultur \ndalam makmal.\n\u2022\nPersenyawaan akan berlaku selepas tempoh 5-6 jam.\n\u2022\nOvum yang disenyawakan dimasukkan semula ke dalam uterus untuk proses penempelan embrio.\n\u2022\nBayi yang dilahirkan dikenali sebagai bayi tabung uji\n", "1.\nPertumbuhan dalam organisma multisel seperti manusia dan haiwan merupakan proses tidak \nberbalik yang melibatkan pertambahan dalam parameter kuantitatif seperti saiz (ketinggian atau \npanjang), jisim badan , isi padu dan bilangan sel.\n2.\nParameter kuantitatif boleh digunakan untuk mengukur pertumbuhan manusia dan haiwan.\nParameter pertumbuhan manusia dan haiwan\n\u2022 Saiz badan \n\u2022 Ketinggian \n\u2022 Panjang\n\u2022 Jisim badan \n\u2022 Jisim segar \n\u2022 Jisim kering\nPertumbuhan Serangga\n1.\nOrganisma berangka luar seperti serangga, ketam dan udang mengalami pertumbuhan sama ada \ndengan metamorfosis lengkap atau tidak lengkap. \n2.\nDalam perkembangan organisma berangka luar, metamorfosis adalah satu proses perkembangan \ndari peringkat larva ke peringkat dewasa. \n3.\nSemasa proses perkembangan, organisma menjalani proses penyalinan kulit yang digelar ekdisis.\n4.\nDalam metamorfosis lengkap , pertumbuhan organisma melibatkan empat peringkat bermula \ndaripada telur ke larva, larva ke pupa dan daripada pupa ke dewasa.\n5.\nDalam metamorfosis tidak lengkap , pertumbuhan organisma hanya melibatkan tiga peringkat \nbermula daripada telur ke larva dan daripada larva ke dewasa.\n", "Lengkung Pertumbuhan Sigmoid bagi Sesuatu Organisma\n1.\nSecara amnya, semua pertumbuhan bagi manusia dan haiwan menunjukkan lengkung \npertumbuhan sigmoid yang berbentuk S .\n2.\nLengkung pertumbuhan sigmoid terbahagi kepada lima fasa:\n1.\nFasa permulaan : Pertumbuhan perlahan\n\u2022 Pembahagian sel sedikit \n\u2022 Organisma menyesuaikan diri dengan \npersekitaran dan sumber makanan.\n2.\nFasa pertumbuhan pesat: Kadar pertumbuhan paling \ncepat\n\u2022 Pembahagian dan pemanjangan sel secara aktif\n\u2022 Faktor pertumbuhan yang cukup\n3.\nFasa pertumbuhan perlahan : Kadar pertumbuhan \nlambat\n\u2022 Sel mencapai saiz maksimum \n\u2022 Faktor pertumbuhan mengehadkan kadar \npertumbuhan \n\u2022 Faktor luaran (contoh: kekurangan makanan) \n\u2022 Faktor dalaman (contoh: hormon)\n4.\nFasa matang: Kadar pertumbuhan sifar\n\u2022 Pembahagian sel berlaku hanya untuk menggantikan tisu mati atau rosak\n5.\nFasa penuaan dan kematian : Kadar pertumbuhan negatif\n\u2022 Organisma menua dan nazak \n\u2022 Disebabkan kekurangan nutrien dan faktor pertumbuhan \n3.\nLengkung pertumbuhan bagi haiwan berangka luar dengan menggunakan parameter panjang \nadalah berbentuk tangga\n", "Semasa ekdisis:\n\u2022\nSerangga mempunyai rangka luar yang keras diperbuat daripada kitin .\n\u2022\nBagi pertumbuhan, serangga perlu menjalankan penyalinan kulit dan proses ini dikenali sebagai \nekdisis .\n\u2022\nGarisan mengufuk menunjukkan pertumbuhan sifar dikenali sebagai instar\ni.\nSerangga menyedut lebih banyak udara untuk mengembangkan badannya\nii.\nRangka luar yang lama pecah \niii.\nSerangga berkembang dengan menyedut lebih udara, sebelum rangka luar yang baru mengeras\niv.\nProses ekdisis diulangi beberapa kali sehingga fasa dewasa\n"], "qa": [{"question": "Apakah yang dimaksudkan dengan gametogenesis?", "A": "Pembentukan sel soma.", "B": "Proses pembentukan gamet.", "C": "Pembahagian sel mitosis.", "D": "Pembahagian sel meiosis.", "answer": "B"}, {"question": "Apakah perbezaan utama antara spermatogenesis dan oogenesis?", "A": "Spermatogenesis menghasilkan sperma, manakala oogenesis menghasilkan ovum.", "B": "Spermatogenesis berlaku di testis, manakala oogenesis berlaku di ovari.", "C": "Spermatogenesis menghasilkan empat gamet dari satu sel induk, manakala oogenesis hanya menghasilkan satu.", "D": "Semua jawapan di atas adalah betul.", "answer": "D"}, {"question": "Apakah fungsi hormon progesteron dalam kitar haid?", "A": "Merangsang perkembangan folikel di dalam ovari.", "B": "Menyebabkan pembentukan korpus luteum.", "C": "Memperbaiki dan memulihkan endometrium selepas haid.", "D": "Merangsang endometrium menjadi tebal, berlipat dan banyak salur darah untuk penempelan embrio.", "answer": "D"}, {"question": "Di manakah persenyawaan berlaku?", "A": "Ovari.", "B": "Uterus.", "C": "Tiub Falopio.", "D": "Vagina.", "answer": "C"}, {"question": "Apakah fungsi hormon gonadotropin korion manusia (HCG) semasa kehamilan?", "A": "Mengekalkan fungsi korpus luteum.", "B": "Menghasilkan susu ibu.", "C": "Menyebabkan kontraksi uterus semasa bersalin.", "D": "Memperbaiki dan memulihkan endometrium selepas bersalin.", "answer": "A"}]}
-{"id": 1558, "uuid": "n2rv3z", "name": "Biologi F4 Bab 14", "description": "Nota Biologi Form 4", "details": "Bab 14: Sokongan dan Pergerakan dalam Manusia dan Haiwan", "type": "note", "form": 10, "year": 2023, "price": null, "downloadCount": 381, "totalQuestions": 1, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/93dc8141-ecee-436e-9719-c4e6ae6a6971.pdf", "pdfLinkPreview": "", "isDraft": false, "isPremium": false, "thumbnail": "NOTE", "createdAt": "2023-08-23T07:37:34Z", "updatedAt": "2024-01-02T01:56:12Z", "collection": null, "paperGenerated": null, "subject": {"id": 13, "uuid": "biology", "name": "Biology", "languages": ["malay", "english"], "subjectTypes": ["upper-form"], "isAvailLowerForm": false, "isAvailUpperForm": true, "isAvailElementary": false, "isNoLevel": null, "createdAt": "2021-06-15T07:03:27Z", "updatedAt": "2021-06-15T07:03:27Z"}, "user": {"id": 1137, "firstName": "farisha", "lastName": "wahida", "email": "farishawahida321@gmail.com", "school": null, "avatar": null, "phoneNumber": "+601135630026", "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2022-07-06T01:53:06Z", "updatedAt": "2023-08-14T05:17:37Z"}, "course": null, "local_filename": "mysoalan.com-pdf/93dc8141-ecee-436e-9719-c4e6ae6a6971.pdf", "texts": ["", "", "a) Salur saraf yang besar\nb) Tiada sentrum \nc) Mempunyai dua salur arteri vertebra / foramen \nmelintang \u2013 membenarkan arteri melaluinya ke \notak\nd) Fungsi / Functions:\n\u2022 Pergerakan mengangguk\n\u2022 Menyokong tengkorak\n", "a) Cuaran odontoid mengunjur ke dalam bahagian \nventral salur saraf vertebra atlas dan \nbertindak sebagai pangsi untuk membolehkan \nkepala digerakkan dari sisi ke sisi\nb) Mempunyai dua salur arteri vertebra / \nforamen melintang \nc) Fungsi \nPergerakan kepala sisi ke kiri\na) Cuaran melintang yang lebar dan pendek\nb) Sentrum yang lebar \nc) Mempunyai dua salur arteri vertebra / \nforamen melintang \nd) Fungsi / Functions: \n\u2022 Menyokong kepala dan leher\n\u2022 Perlekatan untuk otot leher\n\u2022 Mempunyai cuaran spina yang pendek\na) Mempunyai cuaran spina panjang yang \nmenghala ke belakang\nb) Fungsi : \n\u2022 Menyokong tulang rusuk dalam membentuk \nsangkar rusuk dengan menyediakan permukaan \nuntuk perlekatan otot pada cuaran melintang \ndan sentrum\n\u2022 Perlekatan otot bagi menyokong kepala dan \nleher \n\u2022 Sentrum besar dan tebal \n\u2022 Cuaran melintang yang panjang\n", "a) Vertebra paling besar dan paling kuat dalam \nturus vertebra \nb) Sentrum besar dan tebal\nc) Cuaran melintang adalah panjang dan pipih\nd) Cuaran spina adalah pendek\ne) Fungsi :\nSentrum besar menyokong berat bahagian \npinggang\na) Lima tulang bertaup bersama membentuk \nstruktur segi tiga yang lebar dikenali sebagai \nsakrum\nb) Koksiks dibentuk oleh gabungan empat tulang \nvertebra \nc) Fungsi : \nMengimbangkan dan menyokong kedudukan \nsemasa duduk\nJenis vertebra\nVertebra serviks\nVertebra serviks\nVertebra lumbar\nCuaran spina\npendek\npanjang\nPanjang\nCuaran melintang\nLebar dan pendek\npanjang\npendek\nsentrum\nkecil\nBersaiz sederhana\nBesar\nForamen melintang\nMempunyai\nsepasang foramen \nmelintang\ntiada\ntiada\n", "Jenis sendi\nCiri-ciri\nContoh\nSendi tidak\nbergerak\n\u2022\nTulang bercantum bersama \ndengan gentian tisu \npenghubung \n\u2022\nTiada pergerakan dibenarkan\n\u2022\nSendi ini dikategori sebagai \nsutur\n\u2022\nSendi dalam tengkorak\n\u2022\nSendi dalam lengkungan \npelvis\nSendi bergerak\nsedikit\n\u2022\nTulang bercantum bersama \ndengan rawan\n\u2022\nPergerakan adalah sedikit dan \nterhad\n\u2022\npanjang\nSendi bebas\nbergerak\n\u2022\nTulang bersendi bersama \ndengan bendalir sinovia\n\u2022\nPergerakan dalam satu satah \natau semua satah\n\u2022\nSendi ini juga dikenali sebagai \nsendi Sinovia\n\u2022\nSendi engsel (humerus\ndengan ulna dan radius, \nfemur dengan tibia dan \nfibula, antara falanks)\n\u2022\nSendi lesung (humerus \ndengan skapula, femur \ndengan lengkungan pelvis)\nA) adanya sendi , di mana dua atau lebih tulang bertemu.\nB) tindakan antara otot rangka dan tulang. \n\u2022\nMembenarkan pergerakan 360\u00b0/ semua satah\n\u2022\nContoh \nLengkungan pektoral \u2194Humerus\nLengkungan pelvis \u2194Femur\n", "\u2022\nMembenarkan pergerakan 180\u00b0/ satu satah\n\u2022\nContoh :\nHumerus \u2194Ulna dan radius\nFemur \u2194Tibia dan fibula\n", "Struktur\nCiri-ciri\nFungsi\nTendon\n\u2022\nTidak kenyal\n\u2022\nKuat \n\u2022\nTisu\n\u2022\nMenghubungkan otot dengan tulang\n\u2022\nMenghantar daya tarikan yang \ndikenakan oleh pengecutan otot dan \nmenarik tulang ke atas\nLigamen\n\u2022\nKenyal\n\u2022\nKuat\n\u2022\nTisu penghubung\n\u2022\nFleksibel\n\u2022\nMenghubungkan tulang dengan tulang \n/ rawan\n\u2022\nMemegang sendi bersama\n\u2022\nMengelakkan terseliuh\n\u2022\nMembenarkan pergerakan yang terhad\notot\nOtot berantagonis :\n\u2022\n\u2022epasang otot yang \nbekerja bersama\n\u2022\nApabila satu mengecut, \notot pasangannya mesti \nmengendur\n\u2022\nContoh: Otot biseps dan \ntriseps pada Lengan\n\u2022\nMengenakan daya tarikan ke atas \ntulang\n\u2022\nMenyokong pergerakan dan gerak alih\n", "Membengkokkan lengan\nMeluruskan lengan\nBiseps mengecut, triseps\nmengendur\nTindakan \notot\nTriseps mengecut, biseps\nmengendur\nMenghantar daya tarikan yang\ndikenakan oleh biseps kepada \nradius\nTendon\nMenghantar daya tarikan \nyang dikenakan oleh triseps \nkepada ulna\nRadius ditarik ke atas\nTulang\nUlna ditarik ke bawah\nMemegang tulang bersama \nmembentuk Sendi\nLigamen\nMemegang tulang bersama \nmembentuk Sendi\nLengan bawah bergerak ke \natas untuk membengkokkan \nlengan\nSendi\nLengan bawah bergerak ke \nbawah untuk meluruskan \nlengan\n", "Membengkokkan kaki\nMeluruskan kaki\nBiseps mengecut, triseps\nmengendurBiseps femoris \nmengecut dan kuadriseps \nmengendur.\nTindakan \notot\nKuadriseps mengecut dan \nbiseps femoris Mengendur\nMenghantar daya tarikan yang \ndikenakan oleh biseps femoris \nkepada tibia dan Fibula\nTendon\nMenghantar daya tarikan \nyang dikenakan oleh \nkuadriseps kepada tibia\nRadius ditarik ke atas\nTulang\nUlna ditarik ke bawah\nTibia dan fibula ditarik ke \nbelakang\nLigamen\nTibia dan fibula ditarik ke \nhadapan\nKaki dibengkokkan pada \nsendi lutut.\nSendi\nKaki diluruskan.\n", "Mekanisme gerak alih dalam haiwan\n\u2022\nTurus vertebra ikan adalah fleksibel dan digerakkan dari sisi ke sisi melalui \npengecutan dan pengenduran miotom iaitu bongkah otot berbentuk W \n\u2022\nOtot-otot antagonis ini melakukan tindakan berlawanan.\n\u2022\nIni membolehkan ikan mengibaskan ekornya. Apabila otot miotom di sebelah kanan \nmengecut, otot miotom di sebelah kiri mengendur.\n\u2022\nEkor akan mengibas ke kanan \n\u2022\nsebaliknya, apabila otot miotom di sebelah kiri mengecut, otot miotom kanan akan \nmengendur dan ekor akan mengibas ke kiri.\n\u2022\nGelombang pengecutan dan pengenduran berlaku secara berselang-seli di sepanjang \nmiotom.\n\u2022\nTindakan ini menyebabkan bahagian badan bergerak dari sisi ke sisi, menolak air ke \nbelakang dan ke sisi lalu badan digerakkan ke hadapan.\n\u2022\nSirip digunakan untuk mengawal arah pergerakan dan arah haluan ikan.\n", "", "\u2022\nOtot antagonis belalang iaitu otot fleksor dan otot ekstensor yang melekat kepada \npermukaan dalam rangka luar \n\u2022\nOtot fleksor membengkokkan satu sendi manakala otot ekstensor meluruskannya.\n\u2022\nKaki belakang belalang yang panjang dan berotot diadaptasikan untuk melompat\nPergerakan sayap ke bawah dan ke belakang\nPergerakan sayap ke atas dan ke hadapan\n", "14.4 ISU KESIHATAN SISTEM OTOT RANGKA MANUSIA\n14.4 ISU KESIHATAN SISTEM OTOT RANGKA MANUSIA\nIsu kesihatan yang berkaitan dengan sistem otot \nrangka manusia\nOsteoporosis\n\u2022\nDisebabkan kekurangan \npengambilan kalsium, fosforus \ndan vitamin D atau wanita yang \ntelah putus haid\n\u2022\nKurang kalsium digunakan \nuntuk membentuk tulang\n\u2022\nTulang menjadi lemah dan \nmudah patah terutamanya pada \nbahagian lengkung pelvis, \npergelangan dan tulang \nbelakang\n\u2022\nPengambilan kalsium, \nfosfat dan vitamin D \nyang cukup melalui gizi\nharian untuk \nmenambahkan jisim \ntulang\n\u2022\nSentiasa bersenam untuk \nmenguatkan otot dan \ntulang\n\u2022\nMenjalankan terapi \npenggantian hormon bagi \nwanita yang telah putus \nhaid\nOsteomalasia\n\u2022\nDisebabkan kekurangan \npengambilan kalsium, fosforus \ndan vitamin D\n\u2022\nTulang menjadi lembut\n\u2022\nBerlaku di kalangan orang \ndewasa, khasnya dalam \nkalangan perempuan hamil\n\u2022\nOsteomalasia pada kanak-kanak \ndikenali sebagai rikets\n\u2022\nPada kanak-kanak, kecacatan \ntulang mungkin berlaku\n\u2022\nPengambilan kalsium dan \nfosfat yang cukup \nmelalui gizi harian untuk\nmenambahkan jisim \ntulang\n\u2022\nPengambilan vitamin D \nyang cukup melalui gizi \nharian atau sinaran \nmatahari untuk \nmenambahkan jisim \ntulang\n\u2022\nSentiasa bersenam untuk\nmenguatkan otot dan \ntulang\n", "Artritis\n(Osteoartritis\n)\n\u2022\nTisu rawan pada sendi di lutut, \nlengkung pelvis dan tulang \nbelakang semakin haus\n\u2022\nKekurangan bendalir sinovia \ndihasilkan\n\u2022\nBiasanya berlaku di kalangan \nwarga emas\n\u2022\nSendi akan mengalami \nkeradangan, kesakitan, bengkak \ndan keras\n\u2022\nSentiasa bersenaman \nuntuk menguatkan otot \ndan sendi\n\u2022\nMenjalankan terapi fisio \nuntuk menguatkan sendi\n\u2022\nMenjalankan \npembedahan untuk\nmenggantikan sendi \nbuatan manusia\nSkoliosis\n\u2022\nTulang belakang seseorang \nmembengkok dan melengkung \npada paksinya\n\u2022\nBoleh disebabkan oleh faktor\n\u2022\ngenetik , ketumbuhan, jangkitan\n\u2022\nbakteria, osteoporosis, rikets \natau Kecederaan\n\u2022\nMerangkumi tiga \u201cO\u201d: \npemerhatian\n(Observation), \npenggunaan alat \nsokongan (Orthosis) dan \npembedahan (Operation)\nAmalan untuk menjaga kesihatan sistem otot \nrangka\nSenaman\n\u2022\nSentiasa bersenam \n\u2022\nTeknik senaman yang betul\n\u2022\nLangkah berjaga-jaga semasa bersenam\nPengambilan\ngizi seimbang\n\u2022\nGizi kaya dengan kalsium, fosfat dan vitamin C dan D\nPakaian yang \nsesuai\n\u2022\nTidak terlalu ketat\n\u2022\nMemakai kasut yang sesuai, bertumit rendah dan \nberkusyen\nPostur badan \nyang betul\n\u2022\nPostur berdiri yang baik \n\u2022\nPostur duduk yang betul \n\u2022\nPostur mengangkat barang yang baik\n"], "qa": [{"question": "Apakah ciri-ciri vertebra serviks?", "A": "Salur saraf yang besar", "B": "Tiada sentrum", "C": "Mempunyai dua salur arteri vertebra / foramen melintang \u2013 membenarkan arteri melaluinya ke otak", "D": "Fungsi / Functions:\n\u2022 Pergerakan mengangguk\n\u2022 Menyokong tengkorak", "answer": "C"}, {"question": "Apakah fungsi vertebra serviks?", "A": "Cuaran odontoid mengunjur ke dalam bahagian ventral salur saraf vertebra atlas dan bertindak sebagai pangsi untuk membolehkan kepala digerakkan dari sisi ke sisi", "B": "Mempunyai dua salur arteri vertebra / foramen melintang", "C": "Fungsi \nPergerakan kepala sisi ke kiri", "D": "None", "answer": "A"}, {"question": "Apakah ciri-ciri cuaran melintang pada vertebra lumbar?", "A": "Cuaran melintang yang lebar dan pendek", "B": "Sentrum yang lebar", "C": "Mempunyai dua salur arteri vertebra / foramen melintang", "D": "Fungsi / Functions: \n\u2022 Menyokong kepala dan leher\n\u2022 Perlekatan untuk otot leher\n\u2022 Mempunyai cuaran spina yang pendek", "answer": "A"}, {"question": "Apakah ciri-ciri vertebra lumbar?", "A": "Vertebra paling besar dan paling kuat dalam turus vertebra", "B": "Sentrum besar dan tebal", "C": "Cuaran melintang adalah panjang dan pipih", "D": "Cuaran spina adalah pendek", "E": "Fungsi :\nSentrum besar menyokong berat bahagian pinggang", "answer": "B, C, D, E"}, {"question": "Apakah fungsi sakrum dan koksiks?", "A": "Lima tulang bertaup bersama membentuk struktur segi tiga yang lebar dikenali sebagai sakrum", "B": "Koksiks dibentuk oleh gabungan empat tulang vertebra", "C": "Fungsi : \nMengimbangkan dan menyokong kedudukan semasa duduk", "D": "None", "answer": "C"}, {"question": "Apakah jenis sendi yang terdapat di dalam tengkorak?", "A": "Sendi tidak bergerak", "B": "Sendi bergerak sedikit", "C": "Sendi bebas bergerak", "D": "None", "answer": "A"}, {"question": "Apakah yang berlaku kepada otot biseps dan triseps apabila lengan dibengkokkan?", "A": "Biseps mengecut, triseps mengendur", "B": "Triseps mengecut, biseps mengendur", "C": "Kedua-dua otot mengecut", "D": "Kedua-dua otot mengendur", "answer": "A"}, {"question": "Apakah isu kesihatan yang disebabkan oleh kekurangan pengambilan kalsium?", "A": "Osteoporosis", "B": "Osteomalasia", "C": "Artritis", "D": "Skoliosis", "answer": "A, B"}, {"question": "Apakah amalan yang boleh dilakukan untuk menjaga kesihatan sistem otot rangka?", "A": "Senaman", "B": "Pengambilan gizi seimbang", "C": "Pakaian yang sesuai", "D": "Postur badan yang betul", "answer": "A, B, C, D"}]}
+{"id": 1558, "uuid": "n2rv3z", "name": "Biologi F4 Bab 14", "description": "Nota Biologi Form 4", "details": "Bab 14: Sokongan dan Pergerakan dalam Manusia dan Haiwan", "type": "note", "form": 10, "year": 2023, "price": null, "downloadCount": 381, "totalQuestions": 1, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/93dc8141-ecee-436e-9719-c4e6ae6a6971.pdf", "pdfLinkPreview": "", "isDraft": false, "isPremium": false, "thumbnail": "NOTE", "createdAt": "2023-08-23T07:37:34Z", "updatedAt": "2024-01-02T01:56:12Z", "collection": null, "paperGenerated": null, "subject": {"id": 13, "uuid": "biology", "name": "Biology", "languages": ["malay", "english"], "subjectTypes": ["upper-form"], "isAvailLowerForm": false, "isAvailUpperForm": true, "isAvailElementary": false, "isNoLevel": null, "createdAt": "2021-06-15T07:03:27Z", "updatedAt": "2021-06-15T07:03:27Z"}, "user": {"id": 1137, "firstName": "farisha", "lastName": "wahida", "email": "farishawahida321@gmail.com", "school": null, "avatar": null, "phoneNumber": "+601135630026", "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2022-07-06T01:53:06Z", "updatedAt": "2023-08-14T05:17:37Z"}, "course": null, "local_filename": "mysoalan.com-pdf/93dc8141-ecee-436e-9719-c4e6ae6a6971.pdf", "texts": ["", "", "a) Salur saraf yang besar\nb) Tiada sentrum \nc) Mempunyai dua salur arteri vertebra / foramen \nmelintang \u2013 membenarkan arteri melaluinya ke \notak\nd) Fungsi / Functions:\n\u2022 Pergerakan mengangguk\n\u2022 Menyokong tengkorak\n", "a) Cuaran odontoid mengunjur ke dalam bahagian \nventral salur saraf vertebra atlas dan \nbertindak sebagai pangsi untuk membolehkan \nkepala digerakkan dari sisi ke sisi\nb) Mempunyai dua salur arteri vertebra / \nforamen melintang \nc) Fungsi \nPergerakan kepala sisi ke kiri\na) Cuaran melintang yang lebar dan pendek\nb) Sentrum yang lebar \nc) Mempunyai dua salur arteri vertebra / \nforamen melintang \nd) Fungsi / Functions: \n\u2022 Menyokong kepala dan leher\n\u2022 Perlekatan untuk otot leher\n\u2022 Mempunyai cuaran spina yang pendek\na) Mempunyai cuaran spina panjang yang \nmenghala ke belakang\nb) Fungsi : \n\u2022 Menyokong tulang rusuk dalam membentuk \nsangkar rusuk dengan menyediakan permukaan \nuntuk perlekatan otot pada cuaran melintang \ndan sentrum\n\u2022 Perlekatan otot bagi menyokong kepala dan \nleher \n\u2022 Sentrum besar dan tebal \n\u2022 Cuaran melintang yang panjang\n", "a) Vertebra paling besar dan paling kuat dalam \nturus vertebra \nb) Sentrum besar dan tebal\nc) Cuaran melintang adalah panjang dan pipih\nd) Cuaran spina adalah pendek\ne) Fungsi :\nSentrum besar menyokong berat bahagian \npinggang\na) Lima tulang bertaup bersama membentuk \nstruktur segi tiga yang lebar dikenali sebagai \nsakrum\nb) Koksiks dibentuk oleh gabungan empat tulang \nvertebra \nc) Fungsi : \nMengimbangkan dan menyokong kedudukan \nsemasa duduk\nJenis vertebra\nVertebra serviks\nVertebra serviks\nVertebra lumbar\nCuaran spina\npendek\npanjang\nPanjang\nCuaran melintang\nLebar dan pendek\npanjang\npendek\nsentrum\nkecil\nBersaiz sederhana\nBesar\nForamen melintang\nMempunyai\nsepasang foramen \nmelintang\ntiada\ntiada\n", "Jenis sendi\nCiri-ciri\nContoh\nSendi tidak\nbergerak\n\u2022\nTulang bercantum bersama \ndengan gentian tisu \npenghubung \n\u2022\nTiada pergerakan dibenarkan\n\u2022\nSendi ini dikategori sebagai \nsutur\n\u2022\nSendi dalam tengkorak\n\u2022\nSendi dalam lengkungan \npelvis\nSendi bergerak\nsedikit\n\u2022\nTulang bercantum bersama \ndengan rawan\n\u2022\nPergerakan adalah sedikit dan \nterhad\n\u2022\npanjang\nSendi bebas\nbergerak\n\u2022\nTulang bersendi bersama \ndengan bendalir sinovia\n\u2022\nPergerakan dalam satu satah \natau semua satah\n\u2022\nSendi ini juga dikenali sebagai \nsendi Sinovia\n\u2022\nSendi engsel (humerus\ndengan ulna dan radius, \nfemur dengan tibia dan \nfibula, antara falanks)\n\u2022\nSendi lesung (humerus \ndengan skapula, femur \ndengan lengkungan pelvis)\nA) adanya sendi , di mana dua atau lebih tulang bertemu.\nB) tindakan antara otot rangka dan tulang. \n\u2022\nMembenarkan pergerakan 360\u00b0/ semua satah\n\u2022\nContoh \nLengkungan pektoral \u2194Humerus\nLengkungan pelvis \u2194Femur\n", "\u2022\nMembenarkan pergerakan 180\u00b0/ satu satah\n\u2022\nContoh :\nHumerus \u2194Ulna dan radius\nFemur \u2194Tibia dan fibula\n", "Struktur\nCiri-ciri\nFungsi\nTendon\n\u2022\nTidak kenyal\n\u2022\nKuat \n\u2022\nTisu\n\u2022\nMenghubungkan otot dengan tulang\n\u2022\nMenghantar daya tarikan yang \ndikenakan oleh pengecutan otot dan \nmenarik tulang ke atas\nLigamen\n\u2022\nKenyal\n\u2022\nKuat\n\u2022\nTisu penghubung\n\u2022\nFleksibel\n\u2022\nMenghubungkan tulang dengan tulang \n/ rawan\n\u2022\nMemegang sendi bersama\n\u2022\nMengelakkan terseliuh\n\u2022\nMembenarkan pergerakan yang terhad\notot\nOtot berantagonis :\n\u2022\n\u2022epasang otot yang \nbekerja bersama\n\u2022\nApabila satu mengecut, \notot pasangannya mesti \nmengendur\n\u2022\nContoh: Otot biseps dan \ntriseps pada Lengan\n\u2022\nMengenakan daya tarikan ke atas \ntulang\n\u2022\nMenyokong pergerakan dan gerak alih\n", "Membengkokkan lengan\nMeluruskan lengan\nBiseps mengecut, triseps\nmengendur\nTindakan \notot\nTriseps mengecut, biseps\nmengendur\nMenghantar daya tarikan yang\ndikenakan oleh biseps kepada \nradius\nTendon\nMenghantar daya tarikan \nyang dikenakan oleh triseps \nkepada ulna\nRadius ditarik ke atas\nTulang\nUlna ditarik ke bawah\nMemegang tulang bersama \nmembentuk Sendi\nLigamen\nMemegang tulang bersama \nmembentuk Sendi\nLengan bawah bergerak ke \natas untuk membengkokkan \nlengan\nSendi\nLengan bawah bergerak ke \nbawah untuk meluruskan \nlengan\n", "Membengkokkan kaki\nMeluruskan kaki\nBiseps mengecut, triseps\nmengendurBiseps femoris \nmengecut dan kuadriseps \nmengendur.\nTindakan \notot\nKuadriseps mengecut dan \nbiseps femoris Mengendur\nMenghantar daya tarikan yang \ndikenakan oleh biseps femoris \nkepada tibia dan Fibula\nTendon\nMenghantar daya tarikan \nyang dikenakan oleh \nkuadriseps kepada tibia\nRadius ditarik ke atas\nTulang\nUlna ditarik ke bawah\nTibia dan fibula ditarik ke \nbelakang\nLigamen\nTibia dan fibula ditarik ke \nhadapan\nKaki dibengkokkan pada \nsendi lutut.\nSendi\nKaki diluruskan.\n", "Mekanisme gerak alih dalam haiwan\n\u2022\nTurus vertebra ikan adalah fleksibel dan digerakkan dari sisi ke sisi melalui \npengecutan dan pengenduran miotom iaitu bongkah otot berbentuk W \n\u2022\nOtot-otot antagonis ini melakukan tindakan berlawanan.\n\u2022\nIni membolehkan ikan mengibaskan ekornya. Apabila otot miotom di sebelah kanan \nmengecut, otot miotom di sebelah kiri mengendur.\n\u2022\nEkor akan mengibas ke kanan \n\u2022\nsebaliknya, apabila otot miotom di sebelah kiri mengecut, otot miotom kanan akan \nmengendur dan ekor akan mengibas ke kiri.\n\u2022\nGelombang pengecutan dan pengenduran berlaku secara berselang-seli di sepanjang \nmiotom.\n\u2022\nTindakan ini menyebabkan bahagian badan bergerak dari sisi ke sisi, menolak air ke \nbelakang dan ke sisi lalu badan digerakkan ke hadapan.\n\u2022\nSirip digunakan untuk mengawal arah pergerakan dan arah haluan ikan.\n", "", "\u2022\nOtot antagonis belalang iaitu otot fleksor dan otot ekstensor yang melekat kepada \npermukaan dalam rangka luar \n\u2022\nOtot fleksor membengkokkan satu sendi manakala otot ekstensor meluruskannya.\n\u2022\nKaki belakang belalang yang panjang dan berotot diadaptasikan untuk melompat\nPergerakan sayap ke bawah dan ke belakang\nPergerakan sayap ke atas dan ke hadapan\n", "14.4 ISU KESIHATAN SISTEM OTOT RANGKA MANUSIA\n14.4 ISU KESIHATAN SISTEM OTOT RANGKA MANUSIA\nIsu kesihatan yang berkaitan dengan sistem otot \nrangka manusia\nOsteoporosis\n\u2022\nDisebabkan kekurangan \npengambilan kalsium, fosforus \ndan vitamin D atau wanita yang \ntelah putus haid\n\u2022\nKurang kalsium digunakan \nuntuk membentuk tulang\n\u2022\nTulang menjadi lemah dan \nmudah patah terutamanya pada \nbahagian lengkung pelvis, \npergelangan dan tulang \nbelakang\n\u2022\nPengambilan kalsium, \nfosfat dan vitamin D \nyang cukup melalui gizi\nharian untuk \nmenambahkan jisim \ntulang\n\u2022\nSentiasa bersenam untuk \nmenguatkan otot dan \ntulang\n\u2022\nMenjalankan terapi \npenggantian hormon bagi \nwanita yang telah putus \nhaid\nOsteomalasia\n\u2022\nDisebabkan kekurangan \npengambilan kalsium, fosforus \ndan vitamin D\n\u2022\nTulang menjadi lembut\n\u2022\nBerlaku di kalangan orang \ndewasa, khasnya dalam \nkalangan perempuan hamil\n\u2022\nOsteomalasia pada kanak-kanak \ndikenali sebagai rikets\n\u2022\nPada kanak-kanak, kecacatan \ntulang mungkin berlaku\n\u2022\nPengambilan kalsium dan \nfosfat yang cukup \nmelalui gizi harian untuk\nmenambahkan jisim \ntulang\n\u2022\nPengambilan vitamin D \nyang cukup melalui gizi \nharian atau sinaran \nmatahari untuk \nmenambahkan jisim \ntulang\n\u2022\nSentiasa bersenam untuk\nmenguatkan otot dan \ntulang\n", "Artritis\n(Osteoartritis\n)\n\u2022\nTisu rawan pada sendi di lutut, \nlengkung pelvis dan tulang \nbelakang semakin haus\n\u2022\nKekurangan bendalir sinovia \ndihasilkan\n\u2022\nBiasanya berlaku di kalangan \nwarga emas\n\u2022\nSendi akan mengalami \nkeradangan, kesakitan, bengkak \ndan keras\n\u2022\nSentiasa bersenaman \nuntuk menguatkan otot \ndan sendi\n\u2022\nMenjalankan terapi fisio \nuntuk menguatkan sendi\n\u2022\nMenjalankan \npembedahan untuk\nmenggantikan sendi \nbuatan manusia\nSkoliosis\n\u2022\nTulang belakang seseorang \nmembengkok dan melengkung \npada paksinya\n\u2022\nBoleh disebabkan oleh faktor\n\u2022\ngenetik , ketumbuhan, jangkitan\n\u2022\nbakteria, osteoporosis, rikets \natau Kecederaan\n\u2022\nMerangkumi tiga \u201cO\u201d: \npemerhatian\n(Observation), \npenggunaan alat \nsokongan (Orthosis) dan \npembedahan (Operation)\nAmalan untuk menjaga kesihatan sistem otot \nrangka\nSenaman\n\u2022\nSentiasa bersenam \n\u2022\nTeknik senaman yang betul\n\u2022\nLangkah berjaga-jaga semasa bersenam\nPengambilan\ngizi seimbang\n\u2022\nGizi kaya dengan kalsium, fosfat dan vitamin C dan D\nPakaian yang \nsesuai\n\u2022\nTidak terlalu ketat\n\u2022\nMemakai kasut yang sesuai, bertumit rendah dan \nberkusyen\nPostur badan \nyang betul\n\u2022\nPostur berdiri yang baik \n\u2022\nPostur duduk yang betul \n\u2022\nPostur mengangkat barang yang baik\n"], "qa": [{"question": "Apakah ciri-ciri vertebra serviks?", "A": "Salur saraf yang besar", "B": "Tiada sentrum", "C": "Mempunyai dua salur arteri vertebra / foramen melintang \u2013 membenarkan arteri melaluinya ke otak", "D": "Fungsi / Functions:\n\u2022 Pergerakan mengangguk\n\u2022 Menyokong tengkorak", "answer": "C"}, {"question": "Apakah fungsi vertebra serviks?", "A": "Cuaran odontoid mengunjur ke dalam bahagian ventral salur saraf vertebra atlas dan bertindak sebagai pangsi untuk membolehkan kepala digerakkan dari sisi ke sisi", "B": "Mempunyai dua salur arteri vertebra / foramen melintang", "C": "Fungsi \nPergerakan kepala sisi ke kiri", "D": "None", "answer": "A"}, {"question": "Apakah ciri-ciri cuaran melintang pada vertebra lumbar?", "A": "Cuaran melintang yang lebar dan pendek", "B": "Sentrum yang lebar", "C": "Mempunyai dua salur arteri vertebra / foramen melintang", "D": "Fungsi / Functions: \n\u2022 Menyokong kepala dan leher\n\u2022 Perlekatan untuk otot leher\n\u2022 Mempunyai cuaran spina yang pendek", "answer": "A"}, {"question": "Apakah fungsi sakrum dan koksiks?", "A": "Lima tulang bertaup bersama membentuk struktur segi tiga yang lebar dikenali sebagai sakrum", "B": "Koksiks dibentuk oleh gabungan empat tulang vertebra", "C": "Fungsi : \nMengimbangkan dan menyokong kedudukan semasa duduk", "D": "None", "answer": "C"}, {"question": "Apakah jenis sendi yang terdapat di dalam tengkorak?", "A": "Sendi tidak bergerak", "B": "Sendi bergerak sedikit", "C": "Sendi bebas bergerak", "D": "None", "answer": "A"}, {"question": "Apakah yang berlaku kepada otot biseps dan triseps apabila lengan dibengkokkan?", "A": "Biseps mengecut, triseps mengendur", "B": "Triseps mengecut, biseps mengendur", "C": "Kedua-dua otot mengecut", "D": "Kedua-dua otot mengendur", "answer": "A"}, {"question": "Apakah isu kesihatan yang disebabkan oleh kekurangan pengambilan kalsium?", "A": "Osteoporosis", "B": "Osteomalasia", "C": "Artritis", "D": "Skoliosis", "answer": "A, B"}, {"question": "Apakah amalan yang boleh dilakukan untuk menjaga kesihatan sistem otot rangka?", "A": "Senaman", "B": "Pengambilan gizi seimbang", "C": "Pakaian yang sesuai", "D": "Postur badan yang betul", "answer": "A, B, C, D"}]}
 {"id": 1553, "uuid": "epvdjr", "name": "Biologi F4 Bab 9", "description": "Nota Biologi Form 4", "details": "Bab 9: Nutrisi dan Sistem Pencernaan Manusia", "type": "note", "form": 10, "year": 2023, "price": null, "downloadCount": 264, "totalQuestions": 1, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/1d64a279-3204-41cb-a504-6b0eaec70581.pdf", "pdfLinkPreview": "", "isDraft": false, "isPremium": false, "thumbnail": "NOTE", "createdAt": "2023-08-23T07:26:30Z", "updatedAt": "2024-01-02T01:51:48Z", "collection": null, "paperGenerated": null, "subject": {"id": 13, "uuid": "biology", "name": "Biology", "languages": ["malay", "english"], "subjectTypes": ["upper-form"], "isAvailLowerForm": false, "isAvailUpperForm": true, "isAvailElementary": false, "isNoLevel": null, "createdAt": "2021-06-15T07:03:27Z", "updatedAt": "2021-06-15T07:03:27Z"}, "user": {"id": 1137, "firstName": "farisha", "lastName": "wahida", "email": "farishawahida321@gmail.com", "school": null, "avatar": null, "phoneNumber": "+601135630026", "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2022-07-06T01:53:06Z", "updatedAt": "2023-08-14T05:17:37Z"}, "course": null, "local_filename": "mysoalan.com-pdf/1d64a279-3204-41cb-a504-6b0eaec70581.pdf", "texts": ["9.1 Sistem Pencernaan\n9.1 Sistem Pencernaan\n\u2022\nSistem pencernaan manusia terdiri daripada salur alimentari yang \npanjang dan berotot bermula dari mulut hingga ke dubur\n\u2022\nBahagian-bahagian dalam salur alimentari ialah mulut, esofagus, \nperut, usus kecil, usus besar serta dubur.\n\u2022\nOrgan lain sistem pencernaan ialah hati, pundi hempedu dan \npankreas. Kelenjar liur, kelenjar gaster dan kelenjar usus \nmerembeskan jus pencernaan ke dalam salur alimentari\nSTUDYWITHADMIN - NS\n", "JENIS PENCERNAAN\nPencernaan ialah proses penguraian butiran makanan besar dan \nkompleks kepada butiran kecil yang ringkas dan terlarut supaya \nmudah diserap.\nPencernaan terdiri daripada dua bahagian iaitu pencernaan fizikal dan \npencernaan kimia\nPencernaan fizikal\nPencernaan kimia\nPemecahan makanan secara\nmekanikal untuk membentuk \nbutiran yang kecil\nProses penguraian molekul \nkompleks menjadi molekul Ringkas\nMelibatkan pengunyahan dan\nperistalsis\nMelibatkan tindakan enzim\nPENCERNAAN KARBOHIDRAT DALAM MULUT\n\u2022\nProses pencernaan bermula di dalam mulut. Kehadiran makanan di \ndalam mulut merangsang perembesan air liur oleh kelenjar liur\n\u2022\nAir liur mengandungi enzim amilase air liur yang menghidrolisis \nkanji menjadi maltosa.\n\u2022\npH air liur berada dalam julat 6.5\u20137.5, iaitu sesuai untuk amilase air \nliur bertindak dengan optimum\nstudywithadmin - ns\n", "\u2022\nAir liur membantu makanan membentuk bolus dan menjadikannya \nlebih mudah untuk ditelan.\n\u2022\nSemasa penelanan, epiglotis akan menutup bukaan trakea supaya \nmakanan tidak memasuki trakea. Dalam esofagus, bolus makanan \ndigerakkan secara peristalsis\n\u2022\nPeristalsis ialah tindakan pengecutan dan pengenduran otot secara \nberitma di sepanjang salur alimentari.\n\u2022\nPeristalsis menolak bolus melalui esofagus sehingga memasuki \nperut\nPENCERNAAN PROTEIN DALAM PERUT\n\u2022\nPermukaan dalam dinding perut dilapisi oleh sel epitelium yang \nmengalami pengubahsuaian struktur dan fungsi untuk membentuk \nkelenjar gaster\n\u2022\nSel-sel epitelium ini terdiri daripada sel utama, sel parietal dan sel \nmukus\n\u2022\nSel utama merembeskan pepsinogen.\n\u2022\nSel parietal merembeskan asid hidroklorik.\n\u2022\nSel mukus merembeskan mukus.\nstudywithadmin - ns\n", "Fungsi asid hidroklorik adalah untuk:\n\u2022\nmenyediakan medium dengan pH yang sesuai (pH 1.5\u20132.0) untuk \ntindakan enzim pepsin\n\u2022\nmenghentikan tindakan enzim amilase air liur\n\u2022\nmembunuh bakteria dalam makanan\nPENCERNAAN KARBOHIDRAT, PROTEIN DAN LIPID \nDALAM USUS KECIL\n\u2022\nUsus kecil terdiri daripada duodenum, jejunum dan ileum yang \nberlingkar.\n\u2022\nDuodenum ialah bahagian pertama usus kecil yang menerima kim \ndaripada perut.\n\u2022\nDuodenum juga menerima hempedu yang dihasilkan oleh hati dan \njus pankreas yang dirembeskan oleh pankreas\n\u2022\nMukus berfungsi melindungi dinding perut daripada tindakan asid \nhidroklorik dan enzim pencernaan.\n\u2022\nMakanan dalam perut bercampur dengan jus gaster yang terdiri \ndaripada asid hidroklorik dan enzim pepsin\n\u2022\nMakanan digaul oleh tindakan peristalsis otot dinding perut selama \nbeberapa jam. \n\u2022\nKandungan dalam perut akhirnya bertukar kepada bentuk separa \ncair yang disebut kim.\n\u2022\nKim akan memasuki duodenum dengan perlahan-lahan apabila otot \nsfinkter mengendur\nstudywithadmin - ns\n", "studywithadmin - ns\n", "\u2022\nKelenjar pada dinding ileum merembeskan mukus dan jus usus yang \nmengandungi enzim-enzim maltase, sukrase, laktase, lipase dan \nerepsin.\n\u2022\nMedium beralkali dalam ileum membolehkan enzim-enzim bertindak \nsecara optimum\nstudywithadmin - ns\n", "Molekul ringkas hasil daripada pencernaan makanan diserap di \nbahagian ileum usus kecil.\nIleum yang panjang \nmempunyai ciri penyesuaian \nuntuk menyerap nutrien kerana \nmempunyai lapisan dalam yang \nberlipat-lipat dan dilitupi unjuran-\nunjuran halus disebut vilus.\nVilus mempunyai ciri \npenyesuaian berikut untuk \nmenyerap nutrien:\n\u2022\nLapisan epitelium vilus adalah \nsetebal satu sel. Hal ini \nmempercepatkan penyerapan \nnutrien.\n\u2022\nSel goblet merembes mukus yang \nmembantu pencernaan.\n\u2022\nJaringan kapilari darah \nmemudahkan pengangkutan hasil \npencernaan ke seluruh badan.\n\u2022\nLakteal mengangkut titisan asid \nlemak dan gliserol.\n\u2022\nKelenjar usus merembes jus usus \nyang mengandungi enzim \npencernaan.\nstudywithadmin - ns\n", "Pada permukaan epitelium vilus, terdapat banyak unjuran \nhalus yang disebut mikrovilus. Mikrovilus menyediakan luas \npermukaan yang besar untuk meningkatkan kadar penyerapan nutrien.\nstudywithadmin - ns\n", "Makanan tercerna\nDiserap melalui\nCara penyerapan\nFruktosa\nSel epitelium ke\ndalam kapilari\ndarah\nResapan berbantu\nGlukosa dan galaktosa\nPengangkutan aktif\nAsid amino\nPengangkutan aktif\nVitamin b dan c\nDiserap bersama air\nAir\nOsmosis\nAsid lemak dan gliserol\nberpadu semula \nmelalui\nproses kondensasi \nuntuk\nmembentuk titisan \nhalus\nlipid di dalam sel \nepitelium\nSel epitelium ke\ndalam lakteal\nResapan ringkas\nVitamin A, D, E, K larut\ndalam lipid\nResapan ringkas\nstudywithadmin - ns\n", "\u2022\nSistem peredaran manusia terdiri daripada sistem peredaran darah \ndan sistem limfa yang membantu mengangkut nutrien untuk \ndiasimilasikan.\n\u2022\nDalam proses asimilasi yang berlaku di dalam sel, nutrien \ndigunakan untuk membentuk sebatian kompleks atau komponen \nstruktur. Kapilari-kapilari darah di usus kecil bergabung \nmembentuk vena portal hepar yang membawa darah ke hati.\n\u2022\nLakteal-lakteal pula bergabung membentuk salur limfa yang lebih \nbesar dalam rangkaian sistem limfa.\n\u2022\nSeterusnya, kandungan salur limfa memasuki duktus toraks yang \nkemudiannya mengalir ke dalam vena subklavikel kiri. Lipid \ndiangkut oleh darah ke semua sel badan\nMetabolisme makanan tercerna\nPenyahtoksinan\nPenyimpanan nutrien\nstudywithadmin - ns\n", "studywithadmin - ns\n", "Penyerapan air dan vitamin\nPembentukan tinja\nstudywithadmin - ns\n", "Gizi seimbang merujuk kepada gizi yang mengandungi kesemua tujuh \nkelas makanan (karbohidrat, lipid, protein, vitamin, garam mineral, \nserat dan air) dalam kadar yang betul dan kuantiti yang seimbang \nmengikut keperluan seseorang individu supaya kesihatan yang \noptimum dapat dipelihara\nstudywithadmin - ns\n", "\u2022 Obesiti disebabkan oleh penyimpanan lemak berlebihan akibat \nketidakseimbangan pengambilan makanan dan Penggunaan tenaga.\n\u2022 Individu yang obes perlu mengurangkan pengambilan karbohidrat dan lemak \nserta meningkatkan pengambilan sayur-sayuran dan buah-buahan\n\u2022 Sekiranya tidak, diet yang mengandungi lemak tepu berlebihan dan kolesterol \nyang tinggi mungkin menyebabkan diabetes melitus serta pelbagai penyakit \nkardiovaskular seperti aterosklerosis dan hipertensi yang seterusnya membawa \nkepada serangan jantung (penginfarkan miokardium) atau strok jika tidak \ndirawat\nstudywithadmin - ns\n", "9.7 Isu Kesihatan Berkaitan Sistem\nPencernaan dan Tabiat Pemakanan\n\u2022\nKelas makanan yang paling \npenting dalam proses \npenyahtinjaan ialah serat.\n\u2022\nPengambilan diet dengan\n\u2022\nkandungan serat yang tinggi \nseperti buah-buahan dan \nsayur-sayuran dapat \nmemudahkan pergerakan \ntinja\n\u2022\nHal ini dapat mengelakkan \nmasalah kesihatan seperti \nsembelit, kanser kolon, \nkanser rektum dan hemoroid\n9.7 Isu Kesihatan Berkaitan Sistem\nPencernaan dan Tabiat Pemakanan\nfungsi serat\n\u2022\nmerangsang peristalsis \nmenyerap dan menyingkirkan \nbahan toksik\n\u2022\nmengawal atur penyerapan \nglukosa terutamanya bagi \npesakit diabetes melitus\n\u2022\nmeningkatkan populasi \nbakteria berfaedah dalam \nusus besar\nstudywithadmin - ns\n", "\u2022\nSelain itu, pengambilan air yang banyak dapat memastikan tinja \nsentiasa lembut dan mudah bergerak sepanjang usus besar untuk \nmembantu proses penyahtinjaan\nGASTRITIS\nBULIMIA NERVOSA\nANOREKSIA NERVOSA\nDISMORFIA OTOT\nstudywithadmin - ns\n"], "qa": [{"question": "Apakah jenis pencernaan yang melibatkan tindakan enzim?", "A": "Pencernaan Fizikal", "B": "Pencernaan Kimia", "C": "Pencernaan Mekanikal", "D": "Pencernaan Biologi", "answer": "B"}, {"question": "Apakah fungsi epiglotis semasa penelanan?", "A": "Menghasilkan air liur", "B": "Menutup bukaan trakea", "C": "Membentuk bolus makanan", "D": "Merangsang peristalsis", "answer": "B"}, {"question": "Apakah fungsi asid hidroklorik dalam perut?", "A": "Memecahkan karbohidrat", "B": "Menghentikan tindakan enzim amilase air liur", "C": "Merangsang perembesan pepsinogen", "D": "Menyerap nutrien", "answer": "B"}, {"question": "Di manakah penyerapan nutrien terutamanya berlaku dalam usus kecil?", "A": "Duodenum", "B": "Jejunum", "C": "Ileum", "D": "Kolon", "answer": "C"}, {"question": "Apakah fungsi mikrovilus pada permukaan epitelium vilus?", "A": "Merembeskan enzim", "B": "Menyerap air", "C": "Meningkatkan luas permukaan untuk penyerapan", "D": "Mengangkut lipid", "answer": "C"}, {"question": "Apakah yang dimaksudkan dengan gizi seimbang?", "A": "Pengambilan makanan yang banyak", "B": "Pengambilan makanan yang mengandungi semua kelas makanan dalam kadar dan kuantiti yang seimbang", "C": "Pengambilan makanan yang rendah lemak", "D": "Pengambilan makanan yang tinggi protein", "answer": "B"}, {"question": "Apakah penyakit yang mungkin disebabkan oleh diet yang mengandungi lemak tepu berlebihan dan kolesterol yang tinggi?", "A": "Selsema", "B": "Demam denggi", "C": "Diabetes melitus", "D": "Tibi", "answer": "C"}, {"question": "Kelas makanan manakah yang paling penting dalam proses penyahtinjaan?", "A": "Karbohidrat", "B": "Lipid", "C": "Protein", "D": "Serat", "answer": "D"}]}
 {"id": 1552, "uuid": "5gr1d6", "name": "Biologi F4 Bab 8", "description": "Nota Biologi Form 4", "details": "Bab 8: Sistem Respirasi dalam Manusia dan Haiwan", "type": "note", "form": 10, "year": 2023, "price": null, "downloadCount": 435, "totalQuestions": 1, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/d21b77d6-3504-4ea5-9a2b-4cb790b5de85.pdf", "pdfLinkPreview": "", "isDraft": false, "isPremium": false, "thumbnail": "NOTE", "createdAt": "2023-08-23T07:25:47Z", "updatedAt": "2024-01-02T01:48:14Z", "collection": null, "paperGenerated": null, "subject": {"id": 13, "uuid": "biology", "name": "Biology", "languages": ["malay", "english"], "subjectTypes": ["upper-form"], "isAvailLowerForm": false, "isAvailUpperForm": true, "isAvailElementary": false, "isNoLevel": null, "createdAt": "2021-06-15T07:03:27Z", "updatedAt": "2021-06-15T07:03:27Z"}, "user": {"id": 1137, "firstName": "farisha", "lastName": "wahida", "email": "farishawahida321@gmail.com", "school": null, "avatar": null, "phoneNumber": "+601135630026", "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2022-07-06T01:53:06Z", "updatedAt": "2023-08-14T05:17:37Z"}, "course": null, "local_filename": "mysoalan.com-pdf/d21b77d6-3504-4ea5-9a2b-4cb790b5de85.pdf", "texts": ["Struktur respirasi dan \npenyesuaiannya dalam pertukaran gas\nStruktur respirasi dan \npenyesuaiannya dalam pertukaran gas\n\u2022\nStruktur respirasi ialah permukaan respirasi bagi membolehkan \npertukaran gas berlaku antara sel organisma yang berespirasi \ndengan persekitaran luar\n\u2022\nNisbah jumlah luas permukaan kepada isi padu (JLP/I) bergantung \npada saiz organisma\n\u2022\nSemakin besar saiz organisma , semakin kecil nisbah jumlah luas \npermukaan kepada isi padu organisma tersebut\n\u2022\nIni bermaksud untuk organisma yang besar dan kompleks , isi \npadu badan yang memerlukan oksigen bertambah lebih daripada \njumlah luas permukaannya\n\u2022\nIni menjelaskan mengapa organisma yang besar dan kompleks \ntidak boleh mengekalkan pertukaran gas dengan cara resapan \nmelalui permukaan badan sahaja\n\u2022\nOrganisma bersaiz besar memerlukan struktur respirasi khas \nuntuk pertukaran gas yang cekap\nCiri penyesuaian struktur respirasi untuk pertukaran gas \nyang efisien bagi organisma bersaiz besar\n\u2022\nNisbah jumlah luas permukaan kepada isi padu (JLP/I) yang besar \nuntuk pertukaran gas respirasi yang cekap\n\u2022\nStruktur respirasi yang nipis , iaitu setebal satu sel , yang \nmemudahkan resapan gas respirasi berlaku\n\u2022\nPermukaan struktur respirasi yang sentiasa lembap \nmembenarkan gas respirasi melarut di dalamnya\n\u2022\nStruktur respirasi dilengkapi jaringan kapilari darah melainkan \nserangga ), yang membenarkan pengangkutan gas respirasi yang \ncekap\nstudywithadmin - ns\n", "Struktur respirasi dan \npenyesuaiannya dalam pertukaran gas\nStruktur respirasi serangga dan \npenyesuaian nya\nSistem pernafasan serangga ialah sistem trakea\n\u2022\nTerdapat liang kecil pada toraks dan abdomen serangga iaitu \nspirakel .\n\u2022\nSpirakel membolehkan udara masuk ke dalam sistem tiub udara \niaitu sistem trakea .\n\u2022\nTrakea bercabang untuk membentuk salur yang lebih halus yang \ndisebut trakeol\n\u2022\nTrakeol merupakan permukaan respirasi . Trakeol mempunyai ciri \nciri\n\u2022\nBilangan trakeol yang banyak menyediakan jumlah luas \npermukaan yang besar untuk pertukaran gas.\n\u2022\nDinding trakeol adalah nipis dan lembap .\n\u2022\nHal ini membolehkan gas oksigen meresap ke dalam sel manakala \nkarbon dioksida meresap keluar dari sel ke dalam trakeol dengan \ncepat\n\u2022\nSesetengah serangga mempunyai kantung udara dalam sistem \ntrakeanya . Kantung ini berisi udara untuk mempercepatkan \npenghantaran gas respirasi semasa pergerakan badan yang \ncergas\nstudywithadmin - ns\n", "Struktur respirasi dan \npenyesuaiannya dalam pertukaran gas\nStruktur respirasi ikan dan \npenyesuaiannya\n\u2022\nStruktur respirasi ikan ialah insang\n\u2022\nInsang terdiri daripada barisan filamen yang disokong oleh \nlengkung insang.\n\u2022\nCiri ciri filamen berikut membolehkan pertukaran gas respirasi \nberlaku dengan cekap.\n\u2022\nFilamen mempunyai banyak unjuran nipis dan pipih yang disebut \nlamela .\n\u2022\nBilangan filamen dan lamela yang banyak memberikan jumlah \nluas permukaan yang besar untuk proses pertukaran gas yang \ncekap .\n\u2022\nMembran lamela insang adalah nipis dan dibekalkan dengan \nbanyak kapilari darah bagi memudahkan peresapan dan \npengangkutan oksigen dan karbon dioksida\nstudywithadmin - ns\n", "Struktur respirasi dan \npenyesuaiannya dalam pertukaran gas\nStruktur respirasi katak dan \npenyesuaiannya\n\u2022\nDalam keadaan kurang aktif , katak menggunakan kulit untuk \npertukaran gas\n\u2022\nKulit adalah nipis dan sangat telap terhadap gas respirasi .\n\u2022\nKulit yang lembap membenarkan gas respirasi melarut ke \ndalamnya .\n\u2022\nDi bawah kulit , terdapat banyak jaringan kapilari darah untuk \nmengangkut gas respirasi\nkulit\n\u2022\nPermukaan peparu katak berlipat lipat untuk menambahkan \njumlah luas permukaan bagi pertukaran gas\n\u2022\nMembran peparu yang nipis memudahkan resapan gas respirasi.\n\u2022\nDinding peparu yang sentiasa lembap membolehkan gas respirasi \nmelarut ke dalamnya.\n\u2022\nPeparu juga kaya dengan jaringan kapilari darah untuk \nmengangkut gas respirasi dengan lebih cepat.\npeparu\nstudywithadmin - ns\n", "Struktur respirasi dan \npenyesuaiannya dalam pertukaran gas\nStruktur respirasi manusia dan \npenyesuaiannya\n\u2022\nBilangan alveolus yang banyak menyediakan jumlah luas \npermukaan yang besar untuk peresapan gas respirasi .\n\u2022\nDinding alveolus sentiasa lembap . Gas oksigen dan gas karbon \ndioksida boleh melarut dengan mudah , dan seterusnya meresap \nmelalui dinding alveolus ke dalam kapilari darah .\n\u2022\nAlveolus dilingkari oleh jaringan kapilari darah yang banyak untuk \nmempercepatkan peresapan gas respirasi .\n\u2022\nDinding alveolus yang nipis , iaitu setebal satu sel , memudahkan \nperesapan gas.\nStruktur respirasi manusia ialah alveolus yang \nmempunyai ciri ciri pertukaran gas respirasi yang cekap\nstudywithadmin - ns\n", "Struktur respirasi dan \npenyesuaiannya dalam pertukaran gas\nPerbandingan dan perbezaan struktur\nrespirasi manusia dan haiwan\nPersamaan\n\u2022\nKesemua struktur respirasi mempunyai nisbah jumlah \nluas permukaan kepada isi padu yang besar untuk \npertukaran gas respirasi yang cekap.\n\u2022\nKesemua struktur respirasi nipis dan ini memudahkan \nresapan gas respirasi berlaku dengan cepat.\n\u2022\nKesemua struktur respirasi sentiasa lembap dan ini \nmembenarkan gas respirasi melarut ke dalamnya.\n\u2022\nStruktur respirasi dilengkapi jaringan kapilari darah \n(melainkan serangga), yang membenarkan \npengangkutan gas respirasi yang cepat.\nperbezaan\nCiri \nSerangga\nIkan \nKatak \nmanusia\nStruktur \nrespirasi\nTrakeol\nFilamen dan\nlamela insang\nKulit dan \npeparu\nAlveolus\nBagaimana \nnisbah \njumlah\nluas \npermukaan \nkepada\nisi padu yang \ntinggi\nbagi struktur \nrespirasi\ndiperoleh\nBilangan\ntrakeol yang\nbanyak\nBilangan\nfilamen dan\nlamela insang\nyang banyak\n-Permukaan \ndalam peparu \nyang\nberlipat-lipat\n-Keseluruhan\npermukaan \nkulit\nBilangan\nalveolus\nyang banyak\nstudywithadmin - ns\n", "\u2022\nManusia dan haiwan mempunyai mekanisme pernafasan yang \nberlainan.\n\u2022\nPernafasan merupakan proses tarikan dan hembusan nafas yang \nberulang.\nMekanisme pernafasan serangga\nMekanisme pernafasan serangga\n\u2022\nUdara masuk ke dalam dan keluar trakea dibantu oleh \npengenduran dan pengecutan otot abdomen.\n\u2022\nSemasa menarik nafas , \notot abdomen mengendur .\n\u2022\nHal ini menurunkan \ntekanan udara dalam \ntrakea dan udara \nmemasuki trakea melalui \nspirakel\n\u2022\nSemasa menghembus \nnafas , otot abdomen \nmengecut .\n\u2022\nIni meningkatkan tekanan \nudara dalam trakea dan \nseterusnya memaksa \nudara keluar melalui \nspirakel\nSTUDYWITHADMIN - NS\n", "Mekanisme pernafasan katak\nMekanisme pernafasan katak\n\u2022\nKatak bernafas melalui rongga mulut dan peparu apabila berada \ndalam keadaan aktif.\n\u2022\nApabila katak bernafas melalui \nlubang hidung , mulut dan glotis \ntertutup dan dasar rongga mulut \nditurunkan .\n\u2022\nTekanan udara yang rendah dalam \nrongga mulut menarik udara masuk \nke dalam rongga mulut melalui \nlubang hidung\n\u2022\nApabila glotis terbuka , lubang \nhidung tertutup dan dasar rongga \nmulut naik\n\u2022\nTekanan udara yang meningkat \nmenolak udara ke dalam peparu\n\u2022\nApabila peparu mengecut , udara \ndisingkirkan daripada peparu .\n\u2022\nHal ini dibantu oleh tekanan \nabdomen dan sifat kekenyalan \npeparu .\n\u2022\nSebahagian udara keluar melalui \nlubang hidung manakala yang \nselebihnya bercampur dengan udara \ndi dalam rongga mulut\nSTUDYWITHADMIN - NS\n", "Mekanisme pernafasan ikan\nMekanisme pernafasan ikan\n\u2022\nMekanisme pernafasan ikan dibantu oleh tindakan mulut dan \noperkulum .\n\u2022\nIkan melakukan ventilasi dengan berenang dan dengan membuka \ndan menutup operkulum .\n\u2022\nIni mendorong air masuk ke dalam mulut dan seterusnya melalui \ninsang .\n\u2022\nV entilasi meningkatkan pengaliran air pada permukaan respirasi\n\u2022\nApabila mulut dibuka , \nbahagian dasar rongga mulut \nditurunkan\n\u2022\nPada masa yang sama , ruang \noperkulum dibesarkan dan \nbukaan operkulum ditutup\n\u2022\nIni mengurangkan tekanan di \ndalam rongga mulut\n\u2022\nAir dari luar yang \nmengandungi oksigen terlarut \nmemasuki mulut\nSTUDYWITHADMIN - NS\n", "\u2022\nApabila mulut ditutup , \nbahagian dasar rongga mulut \ndinaikkan\n\u2022\nAir akan mengalir melalui \nlamela insang dan pertukaran \ngas antara darah dengan air \nberlaku secara resapan\n\u2022\nPada masa yang sama , otot \noperkulum mengendur dan \nruang operkulum dikecilkan\n\u2022\nIsi padu rongga mulut \ndikurangkan dan tekanan di \ndalam rongga mulut menjadi \nlebih tinggi daripada tekanan \ndi luar\n\u2022\nTekanan yang tinggi \nmenyebabkan air mengalir \nkeluar melalui bukaan \noperkulum yang terbuka\nMekanisme pernafasan manusia\nMekanisme pernafasan manusia\n1\n\u2022\nOtot interkosta luar mengecut \nmanakala otot interkosta dalam \nmengendur\n2\n\u2022\nTindakan ini menyebabkan sangkar \nrusuk dinaikkan ke atas dan ke arah \ndepan\n3\n\u2022\nPada masa yang sama , otot \ndiafragma mengecut dan diafragma \nturun ke bawah menjadi leper dan \nmendatar\n4\n\u2022\nKedua dua pergerakan ini \nmenyebabkan isi padu rongga toraks \nbertambah dan tekanan rongga toraks \nberkurang\n5\n\u2022\nTekanan atmosfera yang lebih tinggi \ndi luar mendesak udara masuk ke \ndalam peparu\nSTUDYWITHADMIN - NS\n", "1\n\u2022\nOtot interkosta luar mengendur manakala \notot interkosta dalam mengecut\n2\n\u2022\nTindakan ini menyebabkan sangkar rusuk \ndigerakkan ke bawah dan ke dalam.\n3\n\u2022\nPada masa yang sama , otot diafragma \nmengendur dan diafragma melengkung ke \natas , berbentuk kubah\n4\n\u2022\nKedua dua pergerakan ini menyebabkan isi \npadu rongga toraks berkurangan dan \ntekanan rongga toraks bertambah\n5\n\u2022\nUdara didesak keluar daripada peparu\nMembanding dan membezakan \nantara mekanisme pernafasan \ndalam manusia dengan haiwan\nMembanding dan membezakan \nantara mekanisme pernafasan \ndalam manusia dengan haiwan\n\u2022\nManusia dan haiwan mempunyai struktur khas berotot untuk \nmengembang dan mengecutkan rongga pernafasan.\n\u2022\nMekanisme pernafasan melibatkan perubahan isi padu dan \ntekanan dalam rongga pernafasan.\nSTUDYWITHADMIN - NS\n", "Ciri \nserangga\nikan\nkatak\nmanusia\nLiang\npernafasan\nSpirakel\nMulut dan\nOperkulum\nLubang \nhidung\nLubang \nhidung\nStruktur\nyang\nmembantu\npernafasan\nToraks,\nabdomen\nOperkulum\ndan rongga\nmulut \nberotot\nRongga \nmulut\ndengan \ndinding\nyang \nberotot\nDiafragma, \nsangkar\nrusuk dan \notot\ninterkosta\nMekanisme\npernafasan\nDibantu oleh\npengecutan\nDan\nPengenduran\notot abdomen\nDibantu oleh\npergerakan\ndasar rongga\nmulut dan \notot\noperkulum\nDibantu oleh\npergerakan\npantas dasar\nrongga mulut\ndan sifat\nkekenyalan\npeparu\nDibantu oleh\npengecutan \ndan\npengenduran \notot\ninterkosta \ndan otot\ndiafragma \nserta\npergerakan \nsangkar\nrusuk ke atas\ndan depan \nserta ke\nbawah dan\nke dalam\nSTUDYWITHADMIN - NS\n", "Tekanan separa oksigen dan karbon dioksida\n\u2022\nResapan gas bergantung pada perbezaan tekanan separa antara dua \nkawasan\n\u2022\nResapan gas berlaku dari kawasan tekanan separa tinggi ke kawasan \ntekanan separa rendah , iaitu menuruni kecerunan tekanan separa \ngas.\nProses pertukaran gas dan proses pengangkutan gas \nrespirasi\n\u2022\nDalam peparu , darah yang memasuki \nkapilari peparu mengandungi tekanan \nsepara karbon dioksida yang tinggi \nberbanding udara dalam alveolus.\n\u2022\nKarbon dioksida meresap keluar dari \nkapilari peparu ke dalam alveolus dan \ndisingkirkan melalui hidung dan mulut \nke atmosfera\n\u2022\nTekanan separa oksigen dalam alveolus \nlebih tinggi daripada tekanan separa \noksigen dalam kapilari peparu .\n\u2022\nOksigen meresap ke dalam kapilari \npeparu\n\u2022\nOksigen bergabung dengan hemoglobin \ndalam eritrosit untuk membentuk \noksihemoglobin\nSTUDYWITHADMIN - NS\n", "\u2022\nRespirasi sel membebaskan \nkarbon dioksida .\n\u2022\nTekanan separa karbon dioksida \ndalam sel adalah lebih tinggi \ndaripada tekanan separa karbon \ndioksida dalam kapilari tisu . \nKarbon dioksida meresap keluar \ndari sel badan ke dalam kapilari \ntisu dan diangkut kembali ke \npeparu\n\u2022\nsel badan oksigen Apabila darah \nsampai ke tisu melalui kapilari \ntisu , tekanan separa oksigen \ndalam darah adalah lebih tinggi \ndaripada tekanan separa \noksigen dalam sel badan kerana \nrespirasi sel menggunakan \noksigen dalam sel\n\u2022\nOksihemoglobin terurai dan \noksigen meresap dari kapilari \ntisu ke dalam sel badan\nSTUDYWITHADMIN - NS\n", "Pengangkutan karbon dioksida dalam sistem \nperedaran darah\n\u2022\n70% diangkut dalam bentuk ion bikarbonat (HCO3 \u2013)\n\u2022\n23% karbon dioksida bergabung dengan hemoglobin untuk \nmembentuk karbaminohemoglobin\n\u2022\n7% karbon dioksida terlarut diangkut sebagai asid karbonik (H2CO3 )\nPengangkutan karbon dioksida dari sel badan ke \nkapilari tisu\n\u2022\nKarbon dioksida (CO2) yang dibebaskan oleh sel badan berpadu \ndengan air (H2O) dalam eritrosit untuk membentuk asid karbonik \n(H2CO3).\n\u2022\nEnzim karbonik anhidrase dalam eritrosit memangkinkan tindak balas \nini.\n\u2022\nAsid karbonik (H2CO3) kemudiannya terurai kepada ion bikarbonat \n(HCO3 \u2013\u2013) dan ion hidrogen (H+).\n\u2022\nKemudian HCO3 meresap ke dalam plasma darah dan diangkut ke \npeparu\nPengangkutan karbon dioksida dari kapilari \npeparu ke alveolus\n\u2022\nSetibanya di kapilari peparu , ion bikarbonat ( HCO3 \u2013\u2013) dalam plasma \ndarah meresap semula ke dalam eritrosit .\n\u2022\nIon bikarbonat bergabung dengan ion hidrogen ( H+ ) semula untuk \nmembentuk asid karbonik ( H2CO3).\n\u2022\nAsid karbonik ( H2CO3) kemudiannya terurai menjadi karbon dioksida \ndan air.\n\u2022\nKarbon dioksida meresap keluar melalui kapilari peparu ke dalam \nalveolus dan disingkir keluar semasa udara dihembus keluar\nSTUDYWITHADMIN - NS\n", "8.4 isu kesihatan berkaitan sistem \nrespirasi manusia\n\u2022\nChronic Obstructive Pulmonary Disease (COPD) ialah penyakit yang \nmerangkumi penyakit asma , bronkitis kronik dan emfisema .\n\u2022\nDalam penyakit emfisema , alveolus hilang kekenyalan dan saiz \nbertambah . Dinding alveolus rosak , jumlah luas permukaan \nalveolus berkurang dan pertukaran gas menjadi kurang efisien\n\u2022\nDalam penyakit bronkitis kronik , bronkiol menjadi radang , \nbengkak dan tersumbat\n\u2022\nIni mengurangkan aliran udara dan menyukarkan pernafasan .\n\u2022\nMukus yang banyak terbentuk pula menyebabkan batuk \nberterusan .\n\u2022\nSilium yang rosak menyukarkan penyingkiran mukus\n8.4 isu kesihatan berkaitan sistem \nrespirasi manusia\n\u2022\nBagi pesakit asma , dinding bronkiol menjadi bengkak dan menebal\n\u2022\nBukaan tiub bronkiol menjadi kecil dan laluan udara menjadi \nsempit\n\u2022\nKeadaan ini juga menyukarkan pernafasan dan menyebabkan \npesakit sesak nafas\n\u2022\nChronic Obstructive Pulmonary Disease (COPD) ialah penyakit yang \nmerangkumi penyakit asma , bronkitis kronik dan emfisema .\n\u2022\nDalam penyakit emfisema , alveolus hilang kekenyalan dan saiz \nbertambah . Dinding alveolus rosak , jumlah luas permukaan \nalveolus berkurang dan pertukaran gas menjadi kurang efisien\n\u2022\nDalam penyakit bronkitis kronik , bronkiol menjadi radang , \nbengkak dan tersumbat\n\u2022\nIni mengurangkan aliran udara dan menyukarkan pernafasan .\n\u2022\nMukus yang banyak terbentuk pula menyebabkan batuk \nberterusan .\n\u2022\nSilium yang rosak menyukarkan penyingkiran mukus\n\u2022\nBagi pesakit asma , dinding bronkiol menjadi bengkak dan menebal\n\u2022\nBukaan tiub bronkiol menjadi kecil dan laluan udara menjadi \nsempit\n\u2022\nKeadaan ini juga menyukarkan pernafasan dan menyebabkan \npesakit sesak nafas\nSTUDYWITHADMIN - NS\n"], "qa": [{"question": "Apakah struktur respirasi ikan?", "A": "Trakeol", "B": "Insang", "C": "Kulit", "D": "Peparu", "answer": "B"}, {"question": "Antara berikut, yang manakah BUKAN ciri penyesuaian struktur respirasi untuk pertukaran gas yang cekap?", "A": "Nisbah jumlah luas permukaan kepada isi padu yang besar", "B": "Struktur respirasi yang tebal", "C": "Permukaan struktur respirasi yang sentiasa lembap", "D": "Struktur respirasi dilengkapi dengan jaringan kapilari darah", "answer": "B"}, {"question": "Bagaimanakah serangga menarik nafas?", "A": "Otot abdomen mengendur", "B": "Otot abdomen mengecut", "C": "Diafragma turun ke bawah", "D": "Sangkar rusuk dinaikkan ke atas", "answer": "A"}, {"question": "Dalam bentuk apakah karbon dioksida diangkut dalam darah?", "A": "Ion bikarbonat", "B": "Karbaminohemoglobin", "C": "Asid karbonik", "D": "Semua di atas", "answer": "D"}, {"question": "Apakah penyakit yang merangkumi asma, bronkitis kronik, dan emfisema?", "A": "Asma", "B": "Bronkitis", "C": "Emfisema", "D": "Chronic Obstructive Pulmonary Disease (COPD)", "answer": "D"}]}
 {"id": 1551, "uuid": "hlbno9", "name": "Biologi F4 Bab 7", "description": "Nota Biologi Form 4", "details": "Bab 7: Respirasi Sel", "type": "note", "form": 10, "year": 2023, "price": null, "downloadCount": 504, "totalQuestions": 1, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/f87ab4cf-168f-47b2-bce3-fd2ee697ee7a.pdf", "pdfLinkPreview": "", "isDraft": false, "isPremium": false, "thumbnail": "NOTE", "createdAt": "2023-08-23T07:24:34Z", "updatedAt": "2024-01-02T01:53:05Z", "collection": null, "paperGenerated": null, "subject": {"id": 13, "uuid": "biology", "name": "Biology", "languages": ["malay", "english"], "subjectTypes": ["upper-form"], "isAvailLowerForm": false, "isAvailUpperForm": true, "isAvailElementary": false, "isNoLevel": null, "createdAt": "2021-06-15T07:03:27Z", "updatedAt": "2021-06-15T07:03:27Z"}, "user": {"id": 1137, "firstName": "farisha", "lastName": "wahida", "email": "farishawahida321@gmail.com", "school": null, "avatar": null, "phoneNumber": "+601135630026", "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2022-07-06T01:53:06Z", "updatedAt": "2023-08-14T05:17:37Z"}, "course": null, "local_filename": "mysoalan.com-pdf/f87ab4cf-168f-47b2-bce3-fd2ee697ee7a.pdf", "texts": ["7.1 penghasilan tenaga \nmelalui respirasi sel\n\u2022\ndua jenis tindak balas metabolisme iaitu anabolisme dan \nkatabolisme\n\u2022\nKedua dua jenis tindak balas ini melibatkan tenaga .\n\u2022\nProses katabolisme membebaskan tenaga\n\u2022\nProses anabolisme menggunakan tenaga\n\u2022\nRespirasi sel dijalankan untuk menghasilkan tenaga bagi keperluan \naktiviti semua sel hidup .\n\u2022\nRespirasi sel ialah proses pengoksidaan molekul organik melalui \nbeberapa peringkat bagi membebaskan tenaga . Substrat utama \nbagi respirasi sel ialah glukosa\n\u2022\nTenaga kimia yang terdapat di dalam glukosa dibebaskan untuk \nmenghasilkan tenaga yang diperlukan oleh sel .\n\u2022\nDalam manusia dan haiwan , glukosa diperoleh melalui pencernaan \nkarbohidrat daripada makanan yang dimakan\n\u2022\nDi dalam tumbuhan hijau pula, tenaga cahaya \ndiperangkap oleh klorofil untuk menjalankan \nproses fotosintesis bagi menghasilkan glukosa\n\u2022\nTerdapat dua jenis respirasi sel iaitu respirasi aerob dan respirasi \nanaerob.\n\u2022\nRespirasi aerob berlaku dalam kehadiran oksigen.\n\u2022\nRespirasi anaerob berlaku tanpa kehadiran oksigen.\n\u2022\nFermentasi ialah laluan alternatif untuk mendapatkan tenaga selain \ndaripada respirasi sel .\n\u2022\nDalam fermentasi , proses penguraian glukosa tidak berlaku \ndengan lengkap dalam keadaan oksigen terhad atau tanpa oksigen .\n", "7.2 respirasi aerob\n7.2 respirasi aerob\n\u2022\nRespirasi aerob ialah proses penguraian glukosa dalam kehadiran \noksigen untuk menghasilkan tenaga kimia.\n\u2022\nOksigen digunakan untuk mengoksidakan glukosa bagi \nmenghasilkan karbon dioksida, air dan tenaga\n\u2022\nProses respirasi aerob bermula dengan proses glikolisis.\n\u2022\nGlikolisis bermaksud penguraian glukosa oleh enzim.\n\u2022\nProses ini berlaku dalam sitoplasma.\n\u2022\nSatu molekul glukosa diuraikan menjadi dua molekul piruvat.\n\u2022\nPeringkat seterusnya berlaku dalam mitokondrion .\n\u2022\nPiruvat yang terhasil dalam proses glikolisis dioksidakan melalui \nsatu siri tindak balas untuk menghasilkan karbon dioksida , air dan \ntenaga\n\u2022\nSebahagian besar tenaga digunakan untuk menghasilkan molekul \nadenosina trifosfat (ATP).\n\u2022\nRespirasi aerob ialah proses penguraian glukosa dalam kehadiran \noksigen untuk menghasilkan tenaga kimia.\n\u2022\nOksigen digunakan untuk mengoksidakan glukosa bagi \nmenghasilkan karbon dioksida, air dan tenaga\n\u2022\nProses respirasi aerob bermula dengan proses glikolisis.\n\u2022\nGlikolisis bermaksud penguraian glukosa oleh enzim.\n\u2022\nProses ini berlaku dalam sitoplasma.\n\u2022\nSatu molekul glukosa diuraikan menjadi dua molekul piruvat.\n\u2022\nPeringkat seterusnya berlaku dalam mitokondrion .\n\u2022\nPiruvat yang terhasil dalam proses glikolisis dioksidakan melalui \nsatu siri tindak balas untuk menghasilkan karbon dioksida , air dan \ntenaga\n\u2022\nSebahagian besar tenaga digunakan untuk menghasilkan molekul \nadenosina trifosfat (ATP).\nMolekul ATP terhasil apabila kumpulan fosfat tak organik ditambahkan \nkepada adenosina difosfat (ADP).\nSTUDYWITHADMIN \u2013 NS \n", "\u2022\nMolekul ATP mempunya ikatan fosfat yang lemah.\n\u2022\nApabila ikatan fosfat pada molekul ATP diputuskan, tenaga yang \nterbebas dibekalkan kepada sel untuk membantu kita menjalankan \naktiviti aktiviti harian.\nProses keseluruhan pengoksidaan glukosa \nSTUDYWITHADMIN \u2013 NS \n", "\u2022\nEtanol digunakan dalam pembuatan bir dan wain.\n\u2022\nKarbon dioksida yang dibebaskan menaikkan adunan dalam \npembuatan roti.\n7.3 fermentasi\n7.3 fermentasi\n\u2022\nFermentasi ialah proses penguraian glukosa tidak \nlengkap dalam keadaan oksigen terhad atau tanpa \noksigen.\n\u2022\nFermentasi berbeza daripada respirasi aerob dalam \nlaluan metaboliknya selepas peringkat glikolisis.\n\u2022\nSelepas glikolisis, piruvat yang terhasil akan \nmenjalani sama ada fermentasi alkohol atau \nfermentasi asid laktik.\nProses penguraian glukosa tidak lengkap dalam keadaan oksigen  \nterhad atau tanpa oksigen.\nFERMENTASI ALKOHOL\nProses penguraian glukosa tidak lengkap kepada etanol, karbon \ndioksida dan tenaga.\nStudywithadmin \u2013 ns \n", "\u2022\nPokok padi yang tumbuh di kawasan berair yang kekurangan \noksigen berupaya menjalankan fermentasi alkohol .\n\u2022\nEtanol yang dihasilkan di dalam tisu semasa proses fermentasi \nadalah toksik kepada kebanyakan tumbuhan tetapi sel pokok \npadi mempunyai toleransi yang tinggi terhadap etanol \nberbanding spesies lain.\n\u2022\nPokok padi menghasilkan banyak enzim alkohol dehidrogenase \nyang boleh menguraikan molekul etanol kepada karbon \ndioksida yang tidak toksik.\nFERMENTASI ASID LAKTIK\nProses penguraian glukosa kepada asid laktik dan tenaga.\n\u2022\nBakteria Lactobacillus menjalankan \nfermentasi susu untuk menghasilkan dadih.\n\u2022\nLactobacillus bertindak ke atas laktosa (gula susu) dan \nmenukarkannya kepada asid laktik.\n\u2022\nAsid laktik seterusnya menggumpalkan kasein (protein susu) \nmenjadi dadih atau yogurt.\n\u2022\nAsid laktik merupakan punca rasa masam yogurt.\nStudywithadmin \u2013 ns \n", "\u2022\nProses ini dilakukan oleh sel otot ketika melakukan aktiviti \ncergas.\n\u2022\nKetika aktiviti cergas, kadar penggunaan oksigen melebihi \nkadar yang dibekalkan oleh sistem peredaran darah.\n\u2022\nOtot berada dalam keadaan kekurangan oksigen dan \ndikatakan mengalami hutang oksigen\n\u2022\nDalam proses ini, glukosa tidak dapat diuraikan dengan \nsepenuhnya\n\u2022\nBagi setiap molekul glukosa yang diuraikan , hanya dua \nmolekul ATP atau 150 kJ tenaga dihasilkan .\n\u2022\nAsid laktik yang dihasilkan terkumpul sehingga mencapai satu \nkepekatan yang boleh menyebabkan kelesuan dan kekejangan \notot\n\u2022\nSetelah aktiviti cergas berhenti, pengambilan oksigen \nberlebihan mengoksidakan asid laktik kepada karbon \ndioksida, air dan tenaga.\n\u2022\nApabila semua asid laktik sudah disingkirkan, hutang oksigen \ndikatakan telah dibayar.\nStudywithadmin \u2013 ns \n", "\u2022\nProses penguraian glukosa dan penukaran kepada tenaga kimia\n\u2022\nProses bermula di sitoplasma\n\u2022\nBerlaku adlam yis , bakteria , haiwan dan tumbuhan\n\u2022\nMenghasilkan tenaga kimia dalam bentuk ATP\n\u2022\nProses bermula dengan glikolisis apabila glukosa ditukarkan \nkepada piruvat\n\u2022\nProses penguraian glukosa \nsecara lengkap dengan \nkehadiran oksigen.\n\u2022\nBerlaku dalam sitoplasma \ndan mitokondrion.\n\u2022\nMenghasilkan air.\n\u2022\nGlukosa dioksidakan secara \nlengkap kepada karbon \ndioksida dan air.\n\u2022\nSatu molekul glukosa \nmenghasilkan 2898 kJ.\n\u2022\nProses penguraian glukosa \nsecara tidak lengkap tanpa \nkehadiran oksigen atau \ndalam keadaan oksigen \nterhad.\n\u2022\nBerlaku dalam sitoplasma.\n\u2022\nTidak menghasilkan air.\n\u2022\nGlukosa dioksidakan secara \ntidak lengkap kepada etanol \ndan karbon dioksida atau \nasid laktik.\n\u2022\nSatu molekul glukosa \nmenghasilkan 210 kJ \n(fermentasi alkohol) atau 150 \nkJ (fermentasi asid laktik).\nStudywithadmin \u2013 ns \n"], "qa": [{"question": "Apakah dua jenis tindak balas metabolisme?", "A": "Anabolisme", "B": "Katabolisme", "C": "A dan B", "D": "Tiada jawapan", "answer": "C"}, {"question": "Apakah substrat utama bagi respirasi sel?", "A": "Air", "B": "Glukosa", "C": "Karbon dioksida", "D": "Oksigen", "answer": "B"}, {"question": "Apakah dua jenis respirasi sel?", "A": "Respirasi aerob", "B": "Respirasi anaerob", "C": "A dan B", "D": "Tiada jawapan", "answer": "C"}, {"question": "Di manakah proses glikolisis berlaku?", "A": "Mitokondrion", "B": "Nukleus", "C": "Sitoplasma", "D": "Ribosom", "answer": "C"}, {"question": "Apakah molekul yang terhasil apabila kumpulan fosfat tak organik ditambahkan kepada adenosina difosfat (ADP)?", "A": "ATP", "B": "DNA", "C": "RNA", "D": "Glukosa", "answer": "A"}, {"question": "Apakah yang dihasilkan semasa fermentasi alkohol?", "A": "Etanol", "B": "Karbon dioksida", "C": "Tenaga", "D": "Semua di atas", "answer": "D"}, {"question": "Apakah yang dihasilkan semasa fermentasi asid laktik?", "A": "Asid laktik", "B": "Tenaga", "C": "A dan B", "D": "Tiada jawapan", "answer": "C"}, {"question": "Bilakah sel otot menjalankan fermentasi asid laktik?", "A": "Semasa berehat", "B": "Semasa tidur", "C": "Semasa aktiviti cergas", "D": "Tiada jawapan", "answer": "C"}]}
@@ -67,7 +67,7 @@
 {"id": 1501, "uuid": "w9tufp", "name": "Latihan Geografi SPM: Modul 7", "description": "Set soalan latihan Geografi ", "details": "PDF ", "type": "practice", "form": -4, "year": 2023, "price": null, "downloadCount": 315, "totalQuestions": 4, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/f00121c6-0dd1-4a71-a37a-ed6ecd78557d.pdf", "pdfLinkPreview": null, "isDraft": false, "isPremium": false, "thumbnail": "TOPIKAL", "createdAt": "2023-08-07T23:35:40Z", "updatedAt": "2024-01-02T02:00:17Z", "collection": null, "paperGenerated": null, "subject": {"id": 4, "uuid": "geografi", "name": "Geografi", "languages": ["malay"], "subjectTypes": ["lower-form", "upper-form", "elementary"], "isAvailLowerForm": true, "isAvailUpperForm": true, "isAvailElementary": false, "isNoLevel": null, "createdAt": "2021-05-29T17:51:48Z", "updatedAt": "2021-05-29T17:51:48Z"}, "user": {"id": 18, "firstName": "Mohd Azmi", "lastName": "Hutbah", "email": "azmihut94@gmail.com", "school": "mjsc", "avatar": null, "phoneNumber": "+60148556849", "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2021-05-07T02:23:40Z", "updatedAt": "2022-06-28T08:17:55Z"}, "course": null, "local_filename": "mysoalan.com-pdf/f00121c6-0dd1-4a71-a37a-ed6ecd78557d.pdf", "texts": ["MODUL CEMERLANG SET 7 \n1 \n \n \n \nJadual 1 merujuk kepada jumlah penduduk negara Malaysia. \n \nTahun \nJumlah Penduduk \n2000 \n23 juta \n2008 \n27 juta \n                                                              Jadual 1 \n \n2 Mengapakah perubahan jumlah penduduk tersebut berlaku? \n \nI \nTaraf kesihatan tinggi \n \nII \nTaraf pendidikan tinggi \n \nIII \nAmalan perancangan keluarga \n \nIV \nDasar kependudukan negara \n \nA \nI dan II \n \nB \nI dan IV \n \nC \nII dan III \n \nD \nIII dan IV \n \n \n \n \n \n3 \nBerapakah kadar pertumbuhan penduduk semula jadi negara S? \n \nA \n1.5% \n \nB \n2.5% \n \nC \n3.5% \n \nD \n4.5% \n \n \n \n \n \n \n \n \n \n \n \n \n \n1 \nBAHAGIAN A : SOALAN OBJEKTIF \n \nAntara berikut, faktor yang mempengaruhi kadar kelahiran tinggi ialah \n \nI \namalan perancangan keluarga \n \nII \nwanita suri rumahtangga \n \nIII \ntaraf pendidikan rendah \n \nIV \ndasar kerajaan \n \nA \nI dan II \n \nB \nI dan IV \n \nC \nII dan III \n \nD \nIII dan IV \n", "MODUL CEMERLANG SET 7 \n2 \n \n \nApakah ciri kependudukan piramid penduduk di bawah? \n \n \n \n4 \nI \nKadar kematian tinggi \n \nII \nKadar kelahiran tinggi \n \nIII \nKumpulan muda rendah \n \n \nIV \nKumpulan tanggungan rendah \n \nA \nI  dan  II \n \nB \nI  dan  IV \n \nC \nII  dan  III \n \nD \nIII  dan  IV \n \n \n \nMaklumat berikut adalah ciri kependudukan Negara Y  \n \n \n \n5 \nBerapakah kadar pertumbuhan penduduk semula jadi Negara Y? \n \nA \n1.5% \n \nB \n2.2% \n \nC \n2.6% \n \nD \n3.0% \n \n \n6 \nApakah fungsi petempatan desa kepada bandar? \n \nI \nSumber tenaga buruh \n \nII \nPusat pentadbiran \n \nIII \nPusat perindustrian \n \nIV \nPasaran barangan siap \n \nA \nI dan II \n \nB \nI dan IV \n \nC \nII dan III \n \nD \nIII dan IV \n \n", "MODUL CEMERLANG SET 7 \n3 \n \n \n \n8 \nAntara berikut yang manakah sumbangan petempatan bandar  kepada   petempatan \nluar bandar? \n \nI \nMenyediakan tenaga kerja \n \nII \nMenyediakan bahan mentah \n \nIII \nMenyediakan tapak industri \n \nIV \nMenyediakan kemudahan pendidikan \n \nA \nI dan II \n \nB \nI dan IV \n \nC \nII dan III \n \nD \nIII dan IV \n \n \n \n \n \n \n \n \n9 \nHuraian di atas merujuk kepada kawasan  bertanda \n \n \n \n \n \n \n \n \n7 \nKombinasi manakah benar tentang bandar dan fungsinya? \n \n \n \n \n \nBandar \n \nFungsi Bandar \n \nA \nAyer Keroh \nBandar pelabuhan \nB \nKota Kinabalu \nBandar perlombongan \nC \nPutrajaya \nBandar satelit \nD \nTanjung Malim \nBandar pendidikan \n \n\uf0b7\nPetempatan terancang \n\uf0b7\nTanaman kontan \n\uf0b7\nBertujuan membasmi kemiskinan \n \nB \n", "MODUL CEMERLANG SET 7 \n4 \n \n \n \n \n10 Apakah fungsi kawasan P dan Q dalam peta di atas? \n \nA \nKawasan IKS \n \nB \nPusat pentadbiran \n \nC \nPusat pengumpul hasil pertanian \n \nD \nPusat pengumpul hasil perikanan \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n", "MODUL CEMERLANG SET 7 \n5 \n \nBAHAGIAN B : KEMAHIRAN \n \nJawab semua soalan \n \nSoalan 1 hingga soalan 5 berdasarkan peta topo siri 2280/2/2013. Kaji peta ini dengan teliti \nsebelum menjawab soalan berikut. \n \n1 \n(a) \nKira bearing masjid Kg. Cengal (RG 715761) dari kuil (RG 731786 \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026................\u00b0                                                                          [2 markah] \n \n \n \n(b) \nUkur jarak jalan kereta api bermula dari jambatan batu (RG 665716)  hingga ke \njambatan besi (RG 709722) \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.  km                                                                            [2 markah] \n \n2 \n(a) \n \n \n \n \n \nNyatakan ciri fizikal utama yang menyebabkan kawasan barat laut peta mempunyai \ntaburan  penduduk jarang. \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..                     [1 markah] \n                                       \n3 \n(a) \n \n \n(b) \nAras ketinggian jalan raya di RG 723787 ialah ......................... meter                                              \n                                                                                                                        [1 markah] \n \nSenaraikan dua kegiatan ekonomi yang berpotensi dimajukan di dalam segi empat \ngrid di bawah tanpa menjejaskan alam sekitar. \n                               \n                                 77 \n \n \n \n \n                                  75 \n                                       68                           70 \n \ni)  ............................................................................................................. \n \nii) ............................................................................................................ \n                                                                                                                        [2 markah] \n \n4 \n(a) \n \n \n \n \n \n( b) \n \n \n \n \n \n \n \nSebutkan nama tanaman kontan utama di dalam peta \n \n \n..........................................................................................                             [1 markah] \n \n \nMengapakah tanaman di 4(a) boleh ditanam dengan meluas di dalam peta. \n \ni)................................................................................................................... \n \nii)................................................................................................................... \n \niii)\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \u2026\u2026\u2026. \n                                                                                                                       [3 markah] \n \n", "MODUL CEMERLANG SET 7 \n6 \n \n \n \n \n \n5 \n(a) \nNamakan pola petempatan yang terdapat di RG 6476  \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.                                 [1 markah] \n \n \n \n(b) \nBerikan dua sebab mengapa pola petempatan di 5(a) berbentuk sedemikian  \n \n(i) \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026... \n \n(ii) \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  \n                                                                                                                        [2 markah] \n    \n \n \n \n \n(c) \nJelaskan bagaimana Hutan Rizab Senangin menyumbang kepada alam sekitar \n \n(i)\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. \n \n(ii)\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n                                                                                                                         [2 markah] \n \n \n \n(d) \nSekiranya kawasan Hutan Rizab Senangin diteroka tanpa kawalan dan berleluasa, \nsenaraikan tiga kemungkinan yang akan berlaku terhadap alam sekitar \n \n(i)................................................................................................................. \n \n(ii)................................................................................................................ \n \n(iii)............................................................................................................... \n                                                                                                                          [3 markah] \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n", "MODUL CEMERLANG SET 7 \n7 \n \nBAHAGIAN C: STRUKTUR \n \n \n \nFoto  \n \n \n \nFoto di atas menunjukkan pergerakan bumi. \n \na) Namakan jenis pergerakan bumi seperti dalam rajah di atas. \n \n  \n.......................................................................................................................     [1 markah] \n \n \nb) Tempoh pergerakan satu pusingan lengkap bumi ialah  \n \n  \n .....................................................................................................................       [1 markah] \n \n \nc) Nyatakan musim yang berlaku apabila bumi berada pada kedudukan \n \n  \nI   .....................................................................................................................    \n \nIII  ...................................................................................................................     [2 markah] \n \n \n \nd) Pada musim apakah Kutub Utara dan Kutub Selatan megalami siang dan malam yang \npaling panjang? \n \n (i)  \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. \n \n(ii)\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  [2 markah] \n \n \ne) Nyatakan empat kesan yang berlaku akibat pergerakan bumi seperti yang \nditunjukkan dalam gambar rajah di atas. \n(i) \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n \n(ii) \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n \n(iii) \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n \n(iv) \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026  [4 markah] \n \n \n \n", "MODUL CEMERLANG SET 7 \n8 \n \nBAHAGIAN D  : ESEI \n \n     (a) Jadual 2 menunjukkan nilai eksport produk industri yang berasaskan sumber di \nMalaysia pada tahun 2002. \n \nJenis Produk Industri \nNilai (RM Juta) \nPeratus (%) \nIndustri Berasaskan Kayu \n9 200 \n27.00 \nIndustri Berasaskan Getah \n3 700 \n11.00 \nIndustri \nBerasaskan \nKelapa \nSawit \n13 300 \n39.10 \nIndustri Makanan dan Minuman \n7 785 \n22.90 \nJumlah  \n33985 \n100 \nJadual 2 \nLukis sebuah carta pai yang menunjukkan nilai eksport produk industri yang \nberasaskan sumber di Malaysia pada tahun 2002. Gunakan skala 5 cm sebagai \njejari untuk menghasilkan carta pai tersebut. \n   [7 markah] \n   \n \n \n \n \n \n \n \n \n \n \n \n \n \nFoto 5 \n \n       (b) Penggunaan tenaga nuklear di lihat semakin penting pada masa kini. Negara kita   \njuga  mempunyai potensi  untuk memajukan sumber tenaga ini. Pada pendapat \nanda, wajar    atau tidak tenaga ini dimajukan di negara kita. Berikan alasan anda.\n \n \n \n                                                                                                                         \n      [4 markah] \n \n(c)  Terangkan lima kepentingan memajukan tenaga altenatif seperti di 10 (b)   kepada \nNegara   Malaysia.  \n \n \n \n \n \n \n \n \n \n \n   \n      [5 markah] \n \n(d)   Berikan empat kesan terhadap alam sekitar dan manusia jika sumber tenaga   \ntersebut tidak digunakan  secara betul. \n                                                                                                                         \n [4 markah] \n", " \n1 \n \nJAWAPAN MODUL CEMERLANG SET 7 \n \nBahagian A : SOALAN OBJEKTIF \n \n1. C \n2. B \n3. C \n4. A \n5. B \n6. B \n7. D \n8. A \n9. B \n10. C \n \nBAHAGIAN B : KEMAHIRAN \n \n \n1 \n(a) \n \n \n \n \n \n \n \n \n \n( b)  \nKira bearing masjid Kg. Cengal (RG 715761) dari kuil (RG 731786)  \n \n210\u00b0 - 1 markah \n- 211\u00b0 - 2 markah \n- 212\u00b0 - 2 markah (jawapan utama) \n- 213\u00b0 - 2 markah \n- 214\u00b0 - 1 markah \n                                                                                                                  [2 markah] \n \nUkur jarak jalan kereta api bermula dari jambatan batu (RG 665716)  hingga ke jambatan \nbesi (RG 709722) \n \n         11.4 - 11.6 X 0.5 = 5.7km \u2013 5.8km \n \n(terima jawapan tanpa langkah pengiraan)                                               [2 markah] \n \n \n2 \n \n(a) \n \n \n \n \nNyatakan ciri fizikal utama yang menyebabkan kawasan barat laut peta mempunyai taburan  \npenduduk jarang. \n \n-  tanah tinggi \n-  bergunung-ganang \n-  berbukit bukau  \n-  berhutan tebal / hutan / \n-  tanah beralun \n- (terima jika sebut nama gunung) untuk 1 markah \n- (terima jika sebut hutan rizab senangin) untuk 1 markah \n                                                                                                                  [1 markah] \n \n \n \n \n", " \n2 \n \n \n3 \n \n(a) \n \n \n \n(b)  \n \n \n \nAras ketinggian jalan raya di RG 723787 ialah ......................... meter                                              \n                                                                                                         \n    67.50 meter                                                                                                [1 markah] \n \nSenaraikan dua kegiatan ekonomi yang berpotensi dimajukan di dalam segi empat grid di \nbawah tanpa menjejaskan alam sekitar. \n             \n- pelancongan / ekopelancongan \n- pendidikan  \n- sukan / rekreasi \n- R & D                                                                                                            [2 markah] \n \n \n4 \n(a) \n \n \n \n( b)  \nSebutkan nama tanaman kontan utama di dalam peta \n \n    Getah                                                                                                         [1 markah] \n                    \nMengapakah tanaman di 4(a) boleh ditanam dengan meluas di dalam peta. \n \n-  Tanah beralun  \n-  Tanah pamah yang luas / kawasan yang luas    \n-  Bersaliran baik / terdapat sungai  \n-  Terdapat jaringan jalan raya / jaringan pengangkutan yang baik \n-  Tenaga buruh yang ramai \nJawapan tidak diterima (na) \u2013 not accepted \nTanih laterit (na) \nTanah subur (na) \nIklim Khatulistiwa (na) \nMin Suhu 27\u00b0 (na) \nHujan 2600 (na)                                                                                               [3 markah] \n \n5 \n \n( a) \n \n \n \n \n \n \n \n \n \n( b) \n \n \n \n \n \n \n( c)   \n \n \n \n \n \nNamakan pola petempatan yang terdapat di RG 6476  \n \nBerjajar / sejajar \nJawapan tidak diterima (na) \u2013 not accepted \nBerderet (na) \nSederet (na) \nSebaris (na)                                                                                                  [1 markah] \n \nBerikan dua sebab mengapa pola petempatan di 5(a) berbentuk sedemikian  \n \n-  Terdapat jalan raya yang lurus / di tepi jalan raya / disepanjang jalan raya   \n-  Terdapat jalan kereta api \n-  Terdapat sungai                                                                                       [ 2 markah] \n   \n \nJelaskan bagaimana Hutan Rizab Senangin menyumbang kepada alam sekitar \n                                                                                                            \n-  Habitat flora \n-  Habitat fauna \n-  Menyerhanakan suhu \n", " \n3 \n \n \n \n \n \n \n \n \n \n( d)  \n-  Kawasan tadahan / tadahan air hujan \n-  Mencegah hakisan \n-  Mencegah tanah runtuh \n-  Mengurangkan kelajuan angin \n-  Membekalkan oksigen \n-  Menyerap karbon dioksida \n-  Kitaran hidrologi \n-  Keseimbangan ekosistem                                                                        [2 markah] \n \nSekiranya kawasan Hutan Rizab Senangin diteroka tanpa kawalan dan berleluasa, \nsenaraikan tiga kemungkinan yang akan berlaku terhadap alam sekitar \n \n-  Kepupusan flora \n-  Kepupusan fauna \n-  Kemusnahan habitat flora \n-  Kemusnahan habitat fauna \n-  Hakisan tanah \n- Tanah runtuh \n-  Peningkatan suhu \n-  Kelajuan angin bertambah \n-  Banjir lumpur \n-  Oksigen berkurangan \n-  karbon dioksida bertambah \n-  Ketidakseimbangan ekosistem \n-  Kitaran hidrologi terganggu \n-  Kawasan tadahan terjejas \n                                                                                                                          [3 markah] \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n", " \n4 \n \nBAHAGIAN C : STRUKTUR \n \na) peredaran bumi                                     \n \n[1 markah] \nb) 365 1/4 hari / 1 tahu \n \n[1 markah] \nc) Musim I= musim bunga    \n \n[2 markah] \nmusim III= musim luruh \nd) Di kedudukan II(musim panas)  \n \n[2 markah] \ndan IV(musim sejuk) \ne) Kesan peredaran bumi \n \n[4 markah] \n   - kejadian empat msim \n   - siang dan malam tidak sama panjang  \n   - kedudukan matahari tengahari yang berbeza  \n   - gerhana bulan/ matahari \n \nBAHAGIAN D : ESEI \n. \n(a) \n \n  -  Tajuk-       01 markah  \n  -  Jejari-        01 markah  \n  -  Sektor-      04 markah \n  -  Petunjuk - 01 markah  \n      Jumlah  -  07 markah  \n \n(b)       Wajar  \n \n-  \nLojinya tidak memerlukan kawasan yang luas  \n \n \n[1 markah] \n \n- \nPenting dalam bidang perubatan-x-ray  \n \n \n \n[1 markah] \n \n- \nAlat pengimbas utuk diagnosis penyakit  \n \n \n \n[1 markah] \n \n- \nPensterian alatan perubatan \n \n \n \n \n \n[1 markah] \n \n- \nSinaran gamma dapat memandulkan serangga perosak \n \n[1 markah] \n \n- \nTenaga nuklear penting dalam bidang pertanian \n \n \n[1 markah] \n \n- \nTeknologi nuklear mengesan kebocoran paip bawah tanah \n \n[1 markah] \n \n- \nDari segi kos seunit, tenaga nuklear lebih murah daripada petroleum [1 markah] \n \n- \nMenghasilkan baka tanaman yang lebih baik \n \n  \n \n \n \n               Mana- mana 4 x 1 markah  \n \n \n[4 markah] \n \n \n \n       Tidak Wajar  \n \n- \nBahan radioaktif daripada tanaga nuklear mengancam kesihatan  \n[1 markah] \n       manusia \n-  \nKemalangan di loji nuklear akan menyebabkan kebocoran bahan \n[1 markah] \n       radioaktif \n     -  \nManusia akan terdedah kepada bahaya radiasi  \n \n \n[1 markah] \n     -  \nMembahayakan nyawa manusia  \n \n \n \n \n[1 markah] \n  -    Orang yang terkena radiasi akan mati atau mengalami mutasi genetic \n[1 markah] \n-    Generasi muda yang dilahirkan menghidap penyakit kanser \n \n[1 markah] \n      yang pelbagai \n-    Memerlukan penjagaan yang rapi \n \n \n \n \n[1 markah] \n-    Penyalah gunaan tenaga tersebut untuk menghasilkan senjata-  \n[1 markah] \n                 Mengacam keselamatan \n-    wujud senjata kimia seperti yang digunakan semasa Perang Vietnam [1 markah] \n \n \n \n               Mana- mana 4 x 1 markah  \n \n \n[4 markah] \n \n \n \n", " \n5 \n \n \n (c) \n-      Mencari tenaga baru yang murah \n \n \n \n \n[1 markah] \n-     Menambah pendapatan Negara  \n \n \n \n \n[1 markah] \n-   Menjimatkan kos pengeluaran bagi sektor pembuatan  \n \n[1 markah] \n-   Membantu memajukan sektor pertanian  \n \n \n \n[1 markah] \n-   Sumber tenaga yang berterusan/ boleh diperbaharui \n \n \n[1 markah] \n-   mengurangkan pencemaran alam \n \n \n \n \n[1 markah] \n-   mengurangkan kebergantungan kepada tenaga api fosil \n \n[1 markah] \n-   memajukan sektor penyelidikan dan pembangunan (R&D) \n \n[1 markah] \n-   membantu bidang perubatan- mengesan penyakit \n \n \n[1 markah] \n  \n \n \n \nMana- mana 5 x 1 markah  \n \n \n \n[5 marjah] \n \n \n(d)       - \nBahan radioaktif daripada tanaga nuklear mengancam kesihatan  \n[1 markah] \n       manusia \n-   Kemalangan di loji nuklear akan menyebabkan kebocoran bahan \n[1 markah] \n       radioaktif \n \n-    Manusia akan terdedah kepada bahaya radiasi  \n \n \n[1 markah] \n \n-  \nMembahayakan nyawa manusia  \n \n \n \n \n[1 markah] \n  - \nOrang yang terkena radiasi akan mati atau mengalami mutasi genetic \n[1 markah] \n- \nGenerasi muda yang dilahirkan menghidap penyakit kanser \n \n[1 markah] \n       yang pelbagai \n-   Memerlukan penjagaan yang rapi \n \n \n \n \n[1 markah] \n-   Penyalah gunaan tenaga tersebut untuk menghasilkan senjata-  \n[1 markah] \nMengacam keselamatan \n-  \nwujud senjata kimia seperti yang digunakan semasa Perang Vietnam [1 markah] \n \n \n \n               \n Mana- mana 4 x 1 markah \n \n \n \n[4 markah] \n"], "qa": [{"question": "Mengapakah perubahan jumlah penduduk tersebut berlaku?", "A": "I dan II", "B": "I dan IV", "C": "II dan III", "D": "III dan IV", "answer": "B"}, {"question": "Berapakah kadar pertumbuhan penduduk semula jadi negara S?", "A": "1.5%", "B": "2.5%", "C": "3.5%", "D": "4.5%", "answer": "C"}, {"question": "Antara berikut, faktor yang mempengaruhi kadar kelahiran tinggi ialah", "A": "I dan II", "B": "I dan IV", "C": "II dan III", "D": "III dan IV", "answer": "C"}, {"question": "Apakah ciri kependudukan piramid penduduk di bawah?", "A": "I  dan  II", "B": "I  dan  IV", "C": "II  dan  III", "D": "III  dan  IV", "answer": "A"}, {"question": "Berapakah kadar pertumbuhan penduduk semula jadi Negara Y?", "A": "1.5%", "B": "2.2%", "C": "2.6%", "D": "3.0%", "answer": "B"}, {"question": "Apakah fungsi petempatan desa kepada bandar?", "A": "I dan II", "B": "I dan IV", "C": "II dan III", "D": "III dan IV", "answer": "B"}, {"question": "Kombinasi manakah benar tentang bandar dan fungsinya?", "A": "Ayer Keroh\nBandar pelabuhan", "B": "Kota Kinabalu\nBandar perlombongan", "C": "Putrajaya\nBandar satelit", "D": "Tanjung Malim\nBandar pendidikan", "answer": "D"}, {"question": "Antara berikut yang manakah sumbangan petempatan bandar  kepada   petempatan \nluar bandar?", "A": "I dan II", "B": "I dan IV", "C": "II dan III", "D": "III dan IV", "answer": "A"}, {"question": "Apakah fungsi kawasan P dan Q dalam peta di atas?", "A": "Kawasan IKS", "B": "Pusat pentadbiran", "C": "Pusat pengumpul hasil pertanian", "D": "Pusat pengumpul hasil perikanan", "answer": "C"}]}
 {"id": 1499, "uuid": "q89aun", "name": "Latihan Geografi SPM: Modul 5", "description": "Set soalan latihan Geografi ", "details": "PDF ", "type": "practice", "form": -4, "year": 2023, "price": null, "downloadCount": 684, "totalQuestions": 4, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/8685ca44-260e-423c-ab3b-e837dac7dd65.pdf", "pdfLinkPreview": null, "isDraft": false, "isPremium": false, "thumbnail": "TOPIKAL", "createdAt": "2023-08-07T23:34:43Z", "updatedAt": "2024-01-02T01:57:47Z", "collection": null, "paperGenerated": null, "subject": {"id": 4, "uuid": "geografi", "name": "Geografi", "languages": ["malay"], "subjectTypes": ["lower-form", "upper-form", "elementary"], "isAvailLowerForm": true, "isAvailUpperForm": true, "isAvailElementary": false, "isNoLevel": null, "createdAt": "2021-05-29T17:51:48Z", "updatedAt": "2021-05-29T17:51:48Z"}, "user": {"id": 18, "firstName": "Mohd Azmi", "lastName": "Hutbah", "email": "azmihut94@gmail.com", "school": "mjsc", "avatar": null, "phoneNumber": "+60148556849", "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2021-05-07T02:23:40Z", "updatedAt": "2022-06-28T08:17:55Z"}, "course": null, "local_filename": "mysoalan.com-pdf/8685ca44-260e-423c-ab3b-e837dac7dd65.pdf", "texts": ["MODUL CEMERLANG SET 5\n1\nBAHAGIAN A : OBJEKTIF\n1\nKomponen biotik utama dalam ekosistem hutan Khatulistiwa ialah\nA\nOksigen\nB\nHidupan liar\nC\nTumbuhan semula jadi\nD\nTanih\n \nCorak pemakanan dalam ekosistem\nRajah 1: corak pemakanan di kawasan Q\n2      Berdasarkan corak makanan dalam rajah 1, yang manakah bertindak sebagai\n        pengeluar?\nA\nRumput\nB\nArnab\nC\nKatak\nD\nBurung helang\nRajah 2: Ekosistem akuatik\n3        Sekiranya komponen fitoplankton di dalam ekosistem akuatik di atas\n           mengalami kepupusan, apakah kesan yang akan berlaku?\n", "MODUL CEMERLANG SET 5\n2\nA\nKepupusan hidupan akuatik\nB\nPembiakan ikan bertambah\nC\nPencemaran air\nD\nOksigen bertambah\n6\nFoto 1: kegiatan X\n6       Apakah kesan dari kegiatan X yang mungkin akan berlaku di kawasan pedalaman\n         Sabah dan Sarawak?\nA\nPerubahan landskap\nB\nBanjir kilat\nC\nKarbon dioksida berkurangan\nD\nKesuburan tanih meningkat\n4\nHutan hujan tropika wajar dikekalkan bagi menjamin\nI\nBekalan buah-buahan tempatan\nII\nMengumpul kayu balak\nIII\nKawasan tadahan air\nIV\nMengekalkan kitaran nutrien\nA\nI dan II\nB\nI dan IV\nC\nII dan III\nD\nIII dan IV\n5      Maklumat di atas merupakan fungsi\nA\nHutan paya air tawar\nB\nHutan paya bakau\nC\nHutan pantai\nD\nHutan hujan tropika\n\uf0b7\nZon penampan ribut\n\uf0b7\nMenstabilkan pesisir pantai\n", "MODUL CEMERLANG SET 5\n3\n7        Antara berikut, yang manakah kesan terhadap alam sekitar akibat\n          pembukaan kawasan di atas l?\nI\nSungai dicemari dengan baja kimia\nII\nHakisan tanih giat berlaku\nIII\nMenyederhanakan suhu setempat\nIV\nKewujudan landskap yang indah\nA\nI dan II\nB\nI dan IV\nC\nII dan III\nD\nIII dan IV\nFoto 2: Jalan raya di Negara M\nFoto 2 menunjukkan penebangan hutan dijalankan untuk pembinaan jalan raya. \n8       Nyatakan kesan pembinaan tersebut terhadap alam sekitar\nA\nJerebu\nB\nKejadian ribut\nC\nBanjir kilat\nD\nKemusnahan habitat flora\n9      Manakah kesan yang berkaitan dengan pembinaan empangan di atas terhadap alam sekitar\nA\nHakisan tanih\nB\nTanah runtuh\nC\nFlora tenggelam\nD\nKesan rumah hijau\n\uf0b7\nEmpangan dibina untuk tujuan\nmenghasilkan kuasa hidroelektrik\n\uf0b7\nJengka\n\uf0b7\nSahabat\n\uf0b7\nKejora\n", "MODUL CEMERLANG SET 5\n4\n10    Kesan yang wujud di kedua-dua kawasan di atas akibat kegiatan ekonomi X\nA\nPencemaran udara\nB\nPerubahan landskap\nC\nJerebu\nD\nOksigen meningkat\n\uf0b7\nTaiping\n\uf0b7\nIpoh\nKegiatan X\n", "MODUL CEMERLANG SET 5\n5\nBAHAGIAN B: KEMAHIRAN\nJawab semua soalan\nSoalan 1 hingga soalan 5 berdasarkan peta topo siri 2280/2/2011. Kaji peta ini dengan teliti sebelum\nmenjawab soalan berikut.\n1\n(a)\n( b )\nBerapakah jarak lebuh raya berkembar dari RG 106900 hingga ke RG 170840?\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n[ 2 markah ]\nNyatakan tiga cara yang digunakan oleh pemaju lebuh raya bagi mengatasi\nhalangan\nfizikal\nsemasa pembinaan lebuh raya berkembar di atas.\n( i) ....................................................................\n( ii ) ..................................................................\n( iii ) .................................................................\n[ 3 markah]\n2\n( a)\n(b)\nBerapakah bearing jambatan kayu di Kg. Sepat (RG 141844) dari jambatan batu di Taman\nBukit Jajar (RG 093896)\n..............................................................\n[ 2 markah]\nNamakan bukit tertinggi yang terdapat di bahagian utara garisan Utaraan 88 dalam peta\ndan nyatakan ketinggiannya.\n...........................................................................................................\n[ 2 markah]\n3\n(a)\n(b)\nNamakan\npola saliran\nyang terdapat dalam segi empat grid di bawah.\n90\n88\n15\n17\n............................................................................\n[ 1 markah ]\nNyatakan RG 6 angka untuk kedudukan puncak tertinggi dalam segi empat grid di atas.\n.............................................................................\n[ 2 markah ]\n", "MODUL CEMERLANG SET 5\n6\n4\n(a)\n( b)\nNamakan tanaman makanan utama yang terdapat dalam peta\n...........................................................................\n[1 markah ]\nMalaysia mengalami masalah kekurangan bekalan makanan tersebut. Huraikan\nlangkah-langkah untuk meningkatkan hasil keluaran makanan tersebut supaya kita tidak\nlagi terlalu bergantung dengan mengimport dari\nnegara-negara\npengeluar yang lain.\n...........................................................................................................................\n...........................................................................................................................\n...........................................................................................................................\n...........................................................................................................................\n[ 4 markah ]\n5\n(a)\nPegawai Perancang Wilayah telah meluluskan pembinaan sebuah kilang memproses hasil\nkelapa sawit di kawasan segi empat grid di bawah.\n84\n83\n13\n14\nPada pendapat anda, wajarkah\nkilang\nitu dibina di kawasan tersebut . Kemukakan\nalasan anda.\n......................................................................................................................\n.....................................................................................................................\n....................................................................................................................\n.......................................................................................................................\n.......................................................................................................................\n[ 3 markah ]\n", "MODUL CEMERLANG SET 5\n7\nBAHAGIAN C: STRUKTUR\nBerdasarkan Foto 1.\nFoto\n1\n(a)\nApakah jenis gerakan jisim yang akan berlaku akibat aktiviti dalam Foto1 di atas?\n.............................................................................................................................\n[ 1 markah ]\n(b)\nSelain dari\naktiviti di atas, apakah faktor lain yang menyebabkan berlakunya\ngerakan jisim tersebut?\n(i)\n........................................................................................................................\n(ii)\n........................................................................................................................\n(iii)\n........................................................................................................................\n[ 3 markah ]\n(c)\nJelaskan kesan fenomena tersebut kepada manusia dan alam sekitar.\n(i) ........................................................................................................................\n(ii) ........................................................................................................................\n(iii) ........................................................................................................................\n[ 3 markah ]\n(d)\nCadangkan tiga langkah yang boleh dilaksanakan bagi memastikan kejadian dalam\nFoto 1 tidak berulang.\n(i) ........................................................................................................................\n(ii) ........................................................................................................................\n(iii) ........................................................................................................................\n[ 3 markah ]\n", "MODUL CEMERLANG SET 5\n8\nBAHAGIAN D : ESEI\n1.\na) \nDi atas peta No.1 (Malaysia) pada halaman 9, namakan\n(i)\nStesen Satelit Bumi P\n(ii) Terminal Kereta Api Q\n(iii) Pelabuhan R\n(iv) Lapangan Terbang Antarabangsa S\n[4 markah]\nb) Huraikan kepentingan pengangkutan pintar dalam foto di atas terhadap pembangunan\nsosioekonomi Malaysia?\n[6 markah]\nc) Jelaskan cadangan anda untuk meningkatkan penggunaan pengangkutan awam dalam kalangan\nmasyarakat di Malaysia.\n[6 markah]\nd) Syarikat telekomunikasi tempatan Telekom mampu bersaing dengan syarikat telekomunikasi\nglobal seperti Singtel ( Singapura). Nyatakan alasan anda.\n[4 markah]\n", "MODUL CEMERLANG SET 5\n9\n", "JAWAPAN MODUL 5\nBAHAGIAN A : SOALAN OBJEKTIF\n1. C\n2. A\n3. A\n4. D\n5. B\n6. A\n7. A\n8. D\n9. C\n10. B\nBAHAGIAN B : SOALAN KEMAHIRAN\n1\n(a)\n( b )\n9.6 km\n[ 2 markah ]\n9.55 - 9.59 dan 9.61-9.65\n[ 1 markah]\nF1 jambatan batu\nF2 menarah tanah\nF3 membina benteng\n[ 3 markah]\n2\n(a)\n( b)\n138 \u00b0\n[ 2 markah]\n137 \u00b0 / 139\u00b0\n[ 1  markah ] \nBt. Pan \u2013 Pari\n[1 markah ]\n416 meter\n[ 1 markah ]\n3\n(a)\n(b)\nSepunca\n[ 1 markah ]\nRG 152880\n[ 2 markah ]\n4\n(a)\n- Padi\n[1 markah ]\n-\nbenih yang bermutu tinggi\n-\nbaja kimia\n", "- Racun serangga\n- Jentera moden\n-\nR & D\n-\nSubsidi baja\n(terima mana-mana jawapan lain yang munasabah)\n[ 4 markah ]\n5\nWajar\n- kemudahan pengangkutan\n- kemudahan asas ; air /elektrik\n- tenaga buruh yang ramai\n- sungai\n- tanah pamah/rata\n- tanah beralun\n- Peluang pekerjaan\n- Peningkatan taraf hidup\n[3 markah ]\nTidak wajar\n- Pencemaran air\n- Pencemaran udara\n- Pencemaran bau\n- hidupan akuatik terjejas\n- Perubahan lanskap\n[3 markah ]\nBAHAGIAN C : SOALAN STRUKTUR\na\nb\nc\nd\n- Tanah runtuh / gelonsoran tanih\n[1 markah ]\n- penggodolan hutan / pembalakan\n- aktiviti pembinaan / ptong tanah\n- pertanian pindah\n- hujan lebat berterusan\n- cerun\n [3 markah ]\n- kehilangan nyawa\n- kerosakan harta benda\n- kemusnahan flora dan fauna\n- kemusnahan habitat flora dan fauna\n- jalan raya rosak\n- perubahan landskap\n- tanah menutupi kawasan\n- rumah tertimbus\n- rantaian makanan terganggu\n[3 markah ]\n- kempen cintai alam sekitar\n- penguatkuasaan undang-undang\n- pendidikan alam sekitar\n- tanaman tutup bumi / rumput\n- membina banteng / tembok\n- menyimen cerun\n- tanam pokok / hijaukan kawasan\n[3 markah ]\n", "-\nBAHAGIAN D: ESEI\n1 a)\nb)\nc)\nP- Kuantan, Pahang\nQ- Gemas, Negeri sembilan\nR- Kuching, Sarawak\nS- Kota Kinabalu, Sabah\n-\ncepat / jimat masa\n-\nselesa / berhawa dingin\n-\nmenepati masa / ikut jadual\n-\nsesuai untuk perjalanan jauh\n-\npeningkatan taraf hidup\n-\nlebih selamat / kurang kemalangan berbanding\npengangkutan lain\n-\nmengelakkan daripada kesesakan lalulintas\n-\npromosi tambang murah\n-\npakej / kempen pelancongan\nMana mana 6 X 1m\n-\nMenubuhkan agensi kerajaan yang menguruskan\npengangkutan awam\n-\nMeningkatkan kuantiti bilangan kenderaan awam\n-\nmemastikan pengangkutan awam sentiasa mematuhi\njadual yang ditetapkan\n-\nMeningkatkan kemudah yang ada di dalam pengangkutan\nawam cth spt laluan bagi penumpang OKU\n-\nKempen penggunaan kenderaan awam melalui media\nmassa dan cetak\n-\nPendidikan tentang kebaikan menaiki pengangkutan\n4m\n6m\n", "d)\nawam\n-\nMemastikan tambang yang dikenakan berpatutan dan\nmurah\n-\nmemastikan fasiliti bagi menunggu selesa dan selamat\nMana mana 6 X 1m\n- Pakej yang diberikan berpatutan\n- Kurang mengalami gangguan liputan\n- Promosi melalui Media Massa dan media elektronik\n- Kerjasama dengan syarikat antarabangsa\n- galakan kerajaan\n- Pelaburan asing\n- Teknologi kepakarn yang tinggi\n- pemintaan yang tinggi dari penduduk setempat\n- Liputan talian yang luas\nMana mana 4 X 1m\n6m\n4m\n"], "qa": [{"question": "Komponen biotik utama dalam ekosistem hutan Khatulistiwa ialah", "A": "Oksigen", "B": "Hidupan liar", "C": "Tumbuhan semula jadi", "D": "Tanih", "answer": "C"}]}
 {"id": 1498, "uuid": "papnn5", "name": "Latihan Geografi SPM: Modul 4", "description": "Set soalan latihan Geografi ", "details": "PDF ", "type": "practice", "form": -4, "year": 2023, "price": null, "downloadCount": 1167, "totalQuestions": 4, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/6d717d8d-d9de-49a4-bd8f-2f033655caa3.pdf", "pdfLinkPreview": null, "isDraft": false, "isPremium": false, "thumbnail": "TOPIKAL", "createdAt": "2023-08-07T23:31:13Z", "updatedAt": "2024-01-02T01:57:13Z", "collection": null, "paperGenerated": null, "subject": {"id": 4, "uuid": "geografi", "name": "Geografi", "languages": ["malay"], "subjectTypes": ["lower-form", "upper-form", "elementary"], "isAvailLowerForm": true, "isAvailUpperForm": true, "isAvailElementary": false, "isNoLevel": null, "createdAt": "2021-05-29T17:51:48Z", "updatedAt": "2021-05-29T17:51:48Z"}, "user": {"id": 18, "firstName": "Mohd Azmi", "lastName": "Hutbah", "email": "azmihut94@gmail.com", "school": "mjsc", "avatar": null, "phoneNumber": "+60148556849", "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2021-05-07T02:23:40Z", "updatedAt": "2022-06-28T08:17:55Z"}, "course": null, "local_filename": "mysoalan.com-pdf/6d717d8d-d9de-49a4-bd8f-2f033655caa3.pdf", "texts": ["MODUL CEMERLANG SET 4 \n1 \nBAHAGIAN A: SOALAN OBJEKTIF \n \nGraf 1: Graf suhu dan hujan Negara M \n1      Berdasarkan Graf 1 di atas, apakah kegiatan ekonomi yang sesuai dijalankan? \nA \nTanaman padi \nB \nMeluncur salji \nC \nPembalakan pokok tirus \nD \nMenanam anggur \n2 \nKejadian pulau haba dapat dikaitkan dengan \nA \nKegiatan pembalakan \nB \nPembinaan kolam takungan air \nC \nBangunan konkrit \nD \nPenanaman kelapa sawit \n \n3      Maklumat di atas merupakan penyumbang utama kepada fenomena \nA \nPencairan ais di kutub \nB \nKesan rumah hijau \nC \nBanjir kilat \nD \nPulau haba \n\uf0b7\nCFC\n\uf0b7\nMetana\n\uf0b7\nNitrus Oksida\n", "MODUL CEMERLANG SET 4 \n2 \n4 \nKesan kejadian hujan asid kepada manusia dan alam sekitar \nA \nJerebu  \nB \nHasil pertanian bertambah \nC \nKemusnahan tanaman \nD \nImunisasi meningkat  \n5 \nJadual 1: Indeks Pencemaran Udara \nApakah punca yang menyebabkan kualiti udara semakin merosot \nA \nPembinaan jalan raya \nB \nPertanian tanah tinggi \nC \nPembalakan haram \nD \nPembakaran hutan \n6 \nTaburan tumbuhan semula jadi \n   \nPeta 1: Peta Asia Tenggara \nCiri tumbuhan semula jadi di kawasan bertanda P \nA \nMenggugurkan daun pada musim kering \nB \nBerakar banir, hutan tebal dan padat  \nC \nTerdapat banyak pokok buluh dan spesies cendana \nD \nPokok berbentuk kon dan malar hijau \nP \n", "MODUL CEMERLANG SET 4 \n3 \n7 \nMaklumat dibawah berkaitan ciri iklim \n \nA \nPadang rumput hawa sederhana \nB \nHutan Mediterranean \nC \nHutan monsun tropika \nD \nHutan hujan tropika \n8 \nManakah berkaitan dengan persamaan Hutan Hujan Tropika dengan Hutan Monsun \nTropika? \nA \nMalar hijau \nB \nLantai hutan padat \nC \nHutan mempunyai beberapa lapisan \nD \nMempunyai pokok menumpang \n9 \nKombinasi yang manakah benar tentang hidupan liar di Hutan Hujan Tropika dengan \nPadang Rumput Steppe? \nHutan Hujan Tropika \nPadang Rumput Steppe \nA \nOrang utan, seladang \nBison, Kuda liar, coyote  \nB \nFalkon, anjing prairie \nKaribu, beruang coklat, elk \nC \nHarimau, gajah, murai \nLemming, burung hantu, tupai merah \nD \nArnab, serigala \nBurung nuri, musang \n10 \nGraf di bawah memaparkan keadaan iklim yang berkaitan pertumbuhan tumbuhan \nGraf 1: Graf suhu dan hujan kawasan Y \nBerdasarkan graf di atas, pernyataan yang manakah menerangkan lebih lanjut \ntentang tumbuhan semula jadi yang berkaitan suhu dan hujan di atas? \nA \nPokok berbentuk kon dan malar hijau  \nB \nRumput berwarna-warni pada musim bunga  \nC \nTerdapat banyak pokok buluh dan spesies cendana \nD \nMenggugurkan daun pada musim kering \n\uf0b7\nJulat suhu tahunan kecil\n\uf0b7\nHujan tahunan melebihi 2600\n", "MODUL CEMERLANG SET 4 \n4 \nBAHAGIAN B: KEMAHIRAN \nSoalan 1 hingga soalan 5 berdasarkan peta topo siri 2280/2/2009. Kaji peta ini dengan teliti \nsebelum menjawab soalan berikut. \n1 \n(a) \n( b ) \nNyatakan bearing Bt.Jong (RG 067846) dari Bt.Manis (RG 056857). \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 [ 2 markah ] \nBerikan ketinggian   Bt.Manis (RG 056857). \n........................................................................................meter \n [ 1  markah] \n2 \n( a) \n( b) \nNamakan jenis pola saliran Sg .Luas  yang terdapat pada petak persegi grid di \nbawah . \n 83 \n81 \n 06 \n 08 \n ............................................................................................ \n [1 markah] \n Nyatakan tiga  kepentingan Sg.Luas kepada penduduk setempat. \n(i ) ..................................................................................................... \n( ii ) .................................................................................................. \n( iii ) ................................................................................................. \n [ 3 markah ] \n3 \nKg. Petai (RG 1380) sesuai dijadikan sebagai kawasan pelancongan. Nyatakan \njenis pelancongan yang sesuai dijalankan di kawasan tersebut.  \nBerikan alasan anda. \n............................................................................................................................... \n.............................................................................................................................. \n.............................................................................................................................. \n [4  markah] \n", "MODUL CEMERLANG SET 4 \n5 \n4 \nAnda merupakan seorang Pegawai Perancangan Bandar dan Wilayah. Anda \nbercadang untuk memajukan kawasan Saga Ria (RG 1084) sebagai sebuah \nbandar baru. Kemukakan alasan  untuk menyokong cadangan anda tersebut. \n( i ) ...................................................................................................................... \n( ii ) ..................................................................................................................... \n( iii) .....................................................................................................................\n( iv) .....................................................................................................................\n [  4 markah ] \n5 \n(a) \n(b) \n( c) \nNamakan  dua jenis bentuk muka bumi Sg.Nyah  yang dijangka akan berlaku  di \nkawasan  petak persegi grid di bawah.  \n 84 \n 83 \n 10 \n  12 \n(  i ) ..................................................................................................................... \n( ii ) ...................................................................................................................... \n     [ 2 markah ] \nNamakan dua proses yang membentuk muka bumi 5 (a) di atas. \n(  i ) .................................................................................................................... \n( ii ) ................................................................................................................... \n [ 2 markah ] \nNyatakan peringkat aliran sungai yang boleh  menyebabkan bentuk muka bumi \ntersebut  terbentuk. \n..................................................................................................    [ 1 markah ] \n", "MODUL CEMERLANG SET 4 \n6 \nBAHAGIAN C: STRUKTUR \nFoto \na)\nBerdasarkan Foto  namakan jenis pembuangan sampah yang terlibat.\n............................................................................................................................. \n [1 markah] \nb)\nMengapakah (a) masih kerap berlaku di Malaysia?\n(i)\n.....................................................................................................................\n(ii) .................................................................................................................... .\n  [2 markah] \nc)\nPada pandangan anda, apakah masalah yang akan timbul kesan daripada\npembuangan sampah tersebut kepada alam sekitar dan manusia.\n\u2026.\u2026...................................................................................................................... \n\u2026.\u2026...................................................................................................................... \n\u2026.................................................................................................................. \n  [3 markah] \nd)\nSebagai langkah melestarikan alam sekitar, kemukakan empat kaedah mesra\nalam bagi meningkatkan pengurusan pembuangan sampah di negara kita.\n(i)\n..........................................................................................................................\n(ii) ..........................................................................................................................\n(iii) ..................................................................................................................\n(iv) ..................................................................................................................\n [4 markah] \n", "MODUL CEMERLANG SET 4 \n7 \nBAHAGIAN D: ESEI \nRujuk hierarki bandar di bawah. \na) Merujuk kepada hierarki bandar di atas. Huraikan faktor faktor yang mempengaruhi\nproses yang berlaku di kawasan X\n [5 markah] \nb) Jelaskan kesan ke atas alam sekitar dan manusia  proses pembandaran di negara\nsedang membangun seperti  Malaysia.\n [6 markah] \nc) Bincangkan langkah langkah yang sewajarnya diambil oleh pihak berkuasa jika\nproses pembandaran ini memberikan impak yang negatif ke atas alam sekitar.\n [5 markah] \nd) Nyatakan kepentingan kerajaan Malaysia mewujudkan slogan \u2018Bandar Dalam\nTaman\u2019\n [4 markah] \n", "MODUL CEMERLANG SET 4 \n1 \n \nJAWAPAN MODUL CEMERLANG SET 4 \nBAHAGIAN A: OBJEKTIF \n1. A \n2. C \n3. B \n4. C \n5. D \n6. A \n7. D \n8. C \n9. A \n10. B \n \nBAHAGIAN B: KEMAHIRAN \n \n1 \n(a) \n \n \n \n \n \n( b )  \n135\u00b0                                                                                                   [2 markah] \n  \n134\u00b0 atau 136\u00b0                                                                                   [1 markah] \n \n \n \n285 meter \n    [1 markah] \n \n                                                                                         \n2 \n(a) \n \n \n \n \n \n( b)  \nPola reranting                                                                                    [1 markah] \n \n \nJika calon menulis ranting \u2013 [0 markah ] \n \n \n-  sumber protein \n-  mengairi kawasan pertanian ; padi/getah /pelbagai tanaman pokok baka \n-  domestik \n-  sumber minuman / bekalan  air  \n-  kawasan rekreasi  \n   \n                                                             (mana-mana 3 jawapan )       [3 markah] \n \n \n  \n(a) \n \n \n-  agropelancongan/pelancongan pertanian ; homestay/desa \n-  pelancongan  sukan dan rekreasi \n                                                                                                            [ 1 markah ] \n \n  Jika calon TIDAK menulis jenis  pelancongan -    BERI ALASAN  YG   BETUL \n  TIDAK DITERIMA \n  Jika calon menulis jenis pelancongan yang tidak tepat ; ALASAN  YG BETUL \n  JUGA TIDAK DITERIMA                  \n \n \n", "MODUL CEMERLANG SET 4 \n2 \n \n \n \nAlasan  \n \n-   ada tanaman padi \n-   ada pokok buah-buahan \n-   ada sungai ; Sungai Gadik \n-   ada jalan raya ; darjah ketersampaian tinggi  \n \n                                                  (mana-mana  dua jawapan )          [2 markah] \n \n                                    \n4 \n \n-  Jaringan jalan raya ; darjah ketersampaian tinggi \n-  Kemudahan pendidikan ; sekolah \n-  Kemudahan sosial ; Balai Polis/Wakil Pos \n-  Kemudahan infrasttruktur \n-  Pusat pengumpulan hasil pertanian \n \n-  Bentuk bumi rata/beralun/pamah/luas \n-  Taburan penduduk sederhana padat \n \n             (terima juga mana-mana jawapan yang munasabah)        [4 markah] \n \n \n \n5 \n \n(a)  \n \n \n \n \n(b )  \n \n \n \n \n( c)  \n \n \n \n \n \n \n-   likuan terpenggal \n-   tasik ladam   \n \n                                                                                                 [2 markah] \n \n-   pemendapan     \n-   hakisan  \n                                                                                                [2 markah] \n          \n \n. \n-   tua/ hilir sungai                                                                    \n                                                                                               [1 markah] \n \nBAHAGIAN C: STRUKTUR \n                       \n(a)  -  sisa pepejal                                                                                 [1 markah] \n \n         (b)  -  punca berlaku pembungan sampah \n            -  kekurangan pusat pembuangan sampah \n               -  penguatkuasaan undan-undang yang lemah \n               -  sikap tidak prihatin terhadap alam sekitar                                   [2 markah] \n \n         (c)  -  kesan pembuangan sampah \n               -  pencemaran bau \n               -  pencemaran tanih/ tanih tidak subur \n               -  pencemaran bau \n               -  perubahan landskap                                                                    [3 markah] \n", "MODUL CEMERLANG SET 4 \n3 \n \n \n          (d) -  langkah pengurusan pembuangan sampah \n               -  penambahan tong sampah dikawasan petempatan \n               -  memperbanyakkan pusat kitar semula \n               -  kempen kesedaran \n               -  pendidikan alam sekitar \n               -  penggunaan mesin incinerator                                                    [4 markah] \n \n \nBAHAGIAN D: ESEI \n        (a)    -  Perlombongan bijih timah \u2013 Kuala Lumpur, Ipoh, Taiping \n     -  Perlombongan Petroleum \u2013 Kerteh, Miri, Bintulu. \n     -  Kegiatan Pertanian \u2013 Alor Setar, Segamat, Teluk Intan \n     -  Perindustrian \u2013 Prai, Petaling Jaya, Pasir Gudang. \n     -  Perdagangan di pelabuhan \u2013 Kota Kinabalu, Kuching, Pulau Pinang. \n     -  Perkembangan jaringan pengangkutan \n     -  Perkembangan pusat pendidikan/bandar pendidikan \u2013 Bandar Baru Bangi,   \n        Skudai. \n     -  Tanah pamah rata \u2013 sesuai pembinaan bandar \n     -  Governan/Dasar kerajaan  \n     -  Pertambahan penduduk semulajadi/migrasi  \n     -  Kemudahan infrastruktur yang lengkap \n     -  Pusat Hiburan \n     -  Kemudahan Pusat Perkhidmatan                                               [5 markah] \n \n \n(b)   Kesan Kepada Manusia \n \n     -  Perubahan landskap kawasan bandar \n     -  Bangunan rapat-rapat mewujudkan tepu bina \n     -  Perkembangan jaringan jalan raya dan keretapi \n     -  Pertambahan kawasan rekreasi hotel, pusat pendidikan serta  pusat beli belah. \n     -  Pertambahan  tenaga kerja mahir dan separuh  mahir \n     -  Pengangguran \n     -  Masalah sosial \u2013jenayah \n     -  Kesesakan lalulintas \n \n \n \nKesan Kepada Alam Sekitar(negatif) \n    -  Pencemaran udara \u2013 asap kenderaan dan gas beracun \u2013 Karbon Monoksida \n    -  Pencemaran air dan bunyi \n    -  Banjir kilat, \n    -  Suhu meningkat \n    -  Pulau haba bandar \n    -  Karbon Dioksida bertambah \n    -  Oksigen berkurang                                                                     [6 markah] \n \n", "MODUL CEMERLANG SET 4 \n4 \n \n  \n(c)  -  Membersih, melebar dan mendalamkan sungai. \n                  -  Menguatkuasakan undang undang \n      -  Menggunakan petroleum tanpa plumbum \n      -  Membina sistem pengangkutan cekap \u2013 LRT \n      -  Merawat semula air kumbahan \n      -  Pendidikan alam sekitar \n      -  Kempen \u2013 Cintailah Sungai Kita \n      -  Kongsi Kereta \n      -  Menyediakan tapak pelupusan sampah,  \n      -  Menggunakan insinerator serta kitar semu \n      -  Pembangunan konsep \u2018Bandar Dalam Taman\u2019 \n                                                                                                      [5 markah] \n \n \n   (d)  -  Mengelakkan berlakunya banjir kilat \n       -  Mengurangkan pencemaran udara dan air \n       -  Mengawal hakisan tanah dan tanah runtuh \n       -  Menyerap Karbon Dioksida dan membebaskan udara \n       -  Menyederhanakan suhu \n       -  Mencantikkan bandar/Hijaukan bandar \n                                                                                                    [4 markah] \n \n \n \n \n \n"], "qa": [{"question": "Berdasarkan Graf 1 di atas, apakah kegiatan ekonomi yang sesuai dijalankan?", "A": "Tanaman padi", "B": "Meluncur salji", "C": "Pembalakan pokok tirus", "D": "Menanam anggur", "answer": "A"}, {"question": "Kejadian pulau haba dapat dikaitkan dengan", "A": "Kegiatan pembalakan", "B": "Pembinaan kolam takungan air", "C": "Bangunan konkrit", "D": "Penanaman kelapa sawit", "answer": "C"}]}
-{"id": 1486, "uuid": "zvcv0w", "name": "(UASA) F2: ENGLISH MODEL 1", "description": "Kertas 1 Model Peperiksaan ", "details": "Paper 1, Reading, UASA", "type": "exam", "form": 8, "year": 2023, "price": null, "downloadCount": 4203, "totalQuestions": 1, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/452ff11c-96fc-4d7c-ad45-c13954996c0c.pdf", "pdfLinkPreview": null, "isDraft": false, "isPremium": false, "thumbnail": "UASA", "createdAt": "2023-08-02T00:29:02Z", "updatedAt": "2024-01-02T02:01:56Z", "collection": null, "paperGenerated": null, "subject": {"id": 1, "uuid": "english", "name": "English", "languages": ["english"], "subjectTypes": ["lower-form", "upper-form", "elementary"], "isAvailLowerForm": true, "isAvailUpperForm": true, "isAvailElementary": true, "isNoLevel": true, "createdAt": "2021-02-07T08:05:54Z", "updatedAt": "2021-02-07T08:05:54Z"}, "user": {"id": 2, "firstName": "Mohd Afiq Qayyum", "lastName": "Karim", "email": "afiqqayyum63@gmail.com", "school": "Cuti", "avatar": null, "phoneNumber": "+60162238586", "profession": null, "role": "super-admin", "status": "canceled", "source": null, "createdAt": "2021-02-07T09:15:46Z", "updatedAt": "2024-01-02T22:24:07Z"}, "course": null, "local_filename": "mysoalan.com-pdf/452ff11c-96fc-4d7c-ad45-c13954996c0c.pdf", "texts": ["Part 1 \nYou should spend about 15 minutes in this part. \nRead the text carefully in each question. Choose the best answer A, B or C. For each question, \nmark the correct answer A, B or C on your answer sheet. \n \n1. Rossa wrote the message to \n \nA. explain why she'll be busy every morning during the weekends. \nB. inform Jenny that he's going to apply a part-time job. \nC. encourage Jenny to apply for a work at the mini market. \n \n \n2. Chloe\u2019s Bargain Store is \n \nA. announcing a special offer. \nB. giving away free shopping bags. \nC. opening for longer hours on 28th February. \nDear Jenny,  \nI've got a part-time job at Encik Amerul\u2019s mini market. I'll only work for five hours during \nthe weekends. I'll be busy in the morning but I'll be free in the evening. \nRossa \n \nCHLOE\u2019S BARGAIN STORE \nONE-DAY PROMOTION!!! \nBuy one, free one! \n28th February 2023 \nShopping bags are not provided, bring your own! \nOpens daily from 9 a.m. to 8 p.m. \n \n", " \n3. If you buy \n \nA. the bus pass in August, you only have to pay RM 30. \nB. the bus train pass by 31st August, you can save RM 50. \nC. the bus pass before 1st August, you'll receive a train pass for free. \n \n4. The hiking is \n \nA. postponed. \nB. at a different venue. \nC. starting at a later time. \nNATIONAL DAY SPECIAL OFFER!!! \nUsual price: \n\uf0d8 One-month bus pass: RM 45 \n\uf0d8 One-month bus+ train pass: RM 70 \n1st \u2013 31st August only: \n\uf0d8 One-month bus pass: RM 30 \n\uf0d8 One-month bus+ train pass: RM 50 \nBuy your passes at any train stations in the city \n \nTo: zain@mail.com \nSubject: The Hike \nHello Zain, I just got a message from Isak about tomorrow's hiking - it's not cancelled but \nit'll be at Banjaran Crocker instead of Taman Ranau. Be at the school parking lot by 7.00 \na.m. because the bus will leave at 7.30 am. \nSee you there! \nAslam \n", " \n5. Ayub is texting Lailah to \n \nA. explain why he\u2019ll be home late. \nB. ask permission to go to the bicycle shop. \nC. pick up his bicycle at Mr Yap\u2019s repair shop. \n \n6. The email to Mr Chong is \n \nA. an announcement about a new activity. \nB. a reminder to be on time for the walking tour. \nC. an invitation to join a geological walking tour. \n \n \n \n \n \n \n \n \nAyub \nLailah, can you tell Mum and Dad that I\u2019ll be home around 5 p.m.? I know I promised to be \nthere by 4 p.m. but there\u2019s something wrong with my bicycle. I need to get it checked at Mr \nYap\u2019s repair shop. \n \nTo: mrchong@mail.com \nSubject: Geological Walking Tour \nDear Mr Chong, \nThe next walking tour is on Sunday, 12th March at 7.30 a.m. If you\u2019re interested to join the \ngroup, please be at the parking at of the Maluri Train Station by 8.30 a.m. You can pay the \nfee, RM 20 on the day. The tour is about 5 hours. \n \n", " \n7. The badminton competition is \n \nA. open to children of all ages. \nB. starting on 5th November. \nC. an annual event. \n \n \n \n \n \n \n \n \n \n \n8. The Bike Club is \n \nA. organising a special meeting for young cyclists. \nB. announcing that membership is now open to children. \nC. inviting teenagers to join a bicycle race on 30th December 2023. \n \nTHE SPORTS CENTRE \nAnnual Badminton Competition in November  \n\uf0d8 Children\u2019s category: 10 \u2013 17 years old (RM 5 entry fee) \n\uf0d8 Adult\u2019s category: 18 years old and above (RM 20 entry fee) \n\uf0d8 Preliminary rounds: 11th and 18th November  \n\uf0d8 Final round: 25th November  \nSign-up by 5th November  \n \nTHE BIKE CLUB \nNow open to children aged 10 to 17 years old \nFirst cycling trip \n\uf0b7 Day: Saturday  \n\uf0b7 Date: 30th December 2023 \n\uf0b7 Time: 8 a.m. \n\uf0b7 Venue: SACC \n\uf0b7 Membership fee: RM 20 per year \nMust wear a helmet and knee and elbow guards!!! \n \n", "Part 2 \nYou should spend about 15 minutes in this part. \nRead the text below and correct the underlined errors. For each question, write the correct \nword in the space provided on your answer sheet. \n \n0 \ntalk \n9 \n \n10 \n \n11 \n \n12 \n \n13 \n \n14 \n \n15 \n \n16 \n \n \n \n \n \n \nDealing With Stress \nHello! My name is Sherine and I would like to (0) talks about how to deal with stress. \nStress is your body's response when you feel pressured. A (9) big amount of stress is helpful. \nIt can motivate you to work hard (10) or help you to concentrate. But too much of stress (11) \nam harmful. If you continue to feel stress, you will experience tiredness, headache, stomach-\nache and feel (12) anxiousness or depressed. Thankfully, there are some things you can (13) \ndoing to deal with stress. Take time to relax every day. (14) Watches a favourite TV show, \nlisten to your favourite music, read or play with your pet. (15) Why you feel stress is \naffecting your life, talk to your parents, a trusted teacher and close friends. (16) These can \nhelp you feel better. You can do proper breathing techniques and exercise to calm your mind \nand body. \n \n", "Part 3 \nYou should spend about 20 minutes in this part. \nRead the text below and complete the following table with no more than three words and/or a \nnumber from the text for each answer. \n \n \n \n \n \n \n \nRiverland Leisure Centre \nRiverland Leisure Centre has modern indoor and outdoor facilities, making it a \npopular spot among. The health and fitness-conscious residents. The centre opened in 2008 is \nin the centre of the town. \nThe centre has a well-equipped gym, classes and an athletics club. The gym is opened \nto anyone aged 12 and above. It is opened from 8 a.m. to 9 p.m. on weekdays. On weekends \nand public holidays, it is opened from 10 a.m. to 7 p.m. \nThe gym has cardiovascular and resistance equipment. There are professional \ninstructors to guide and motivate members. The instructors are also there to design an \nexercise programme for members so they can achieve their goals. \nRiverland Leisure Centre offers various classes such as yoga, Pilates, aerobics, \nZumba, gymnastics, swimming and dance classes. The instructors for each class are skilled \nand experienced. \nThe centre also has an athletics club. The sports activities offered by the club are \nbasketball, tennis, squash and badminton. Starting April, there will be trampolining for \nbeginners. \nMonthly membership is RM 40 for adults and RM 10 for teenagers. Members can use \nthe gym facilities, enjoy consultations with the gym instructors and join the sports activities \norganised by the athletics club. However, members have to pay extra for individual classes. \nThe cost of individual classes ranges from RM 20 to RM 35 per month. \n \n", "17  \nOpened in ________________________________________________ \n \n18 \n19 \nFacilities offered: - athletics club \n_________________________________________________________ \n_________________________________________________________ \n20 \nGym admission age: ________________________________________ \n21 \nEquipment provided: \n_________________________________________________________ \n_________________________________________________________ \n22 \nLatest class offered: \n_________________________________________________________ \n23 \nMonthly fee (adult): ________________________________________ \n24 \nMonthly fee (teenagers): ____________________________________ \n \n \n \n \n \n \n \n \n \n \n \n \n \n", "Part 4 \nYou should spend about 20 minutes in this part. \nRead the text below and answer the questions that follow. \n \n \nHow to Spot Animals in the Wild \nWe can see animals at the zoos, reserves or parks. At these places, the animals are \nkept in enclosures, watching animals in the wild is a different experience. You can learn a lot \nabout animals when you observe them in the wild. \nFirst, go to areas where animals spend their leisure time. It would be best if you go to \na place with food and water supplies because animals spend a lot of time near their source of \nfood and water. \nLook for areas where animals like to roam around. Deer like bright open areas where \nthere are shrubs. They can be found close to forests because they seek shelter there. If you \nwant to see sun bears, go to tropical forest habitats. \nNext, plan a day or year you want to watch or observe animals. Some animals are \nactive during the day. Others are active at dawn, dusk or while caring for their young. \nIdentify the species you would like to watch. Some are nocturnal animals where they do not \ncome out during the day. These animals include tapirs, slow lorises and pangolins.  \nWatching animals is not only about admiring these beautiful creatures but also \nlearning their behaviour. Go to the river banks and look for animal footprints. You can learn \nabout animal movements from their tracks. Look for dens, nests or dams. You can learn how \nthey behave in their dwellings. \nNext, bring a proper equipment. A pair of powerful binoculars is a must. This helps \nyou to observe animals from a safe distance. You will also have enough time to get away, \nespecially when you are watching large or dangerous animals. \nAnother point to remember is to stay still or creep while watching the animals. To do \nthis, you have to be comfortable when sitting on a tree branch or hiding behind bushes. If you \nhave to move, walk slowly and quietly. Look at where you are walking because you do not \nwant to step on fallen branches and scare the animals that you are watching. Most \nimportantly, do not go alone. Bring along a certified forest ranger to bring you around safely. \n \n", "Choose no more than five words and/or a number from the text for each answer. \n25. Animals spend a lot of time at place where there is \n__________________________________________________________________________. \n \n26. Where do deer seek shelter? \n__________________________________________________________________________. \n \n27. Some animals can be active at dawn, _______________________________ or while \ncarrying for their young at night. \n \n28. Pangolins, ___________________________________________ come out at night. \n \n29. Where can you find animal footprints? \n__________________________________________________________________________. \n \n30. You can learn about __________________________________________ of animals by \nobserving animal tracks. \n \n31. What equipment should you take when you go for animal watching? \n__________________________________________________________________________. \n \n32. You must _____________________________________________________________ or \nmove quietly so as not to disturb the animals you are observing. \n \nComplete the table below with a word from the text. \nMeaning \nWord \n33. active at night \n \n34. homes \n \n \n \n \n \n \n \n \n", "Part 5 \nYou should spend about 20 minutes in this part. \nYou are going to read an article about bees. Six sentences have been removed from the article. \nChoose from the sentences (A \u2013 H) to fit each gap (35-40). There are two extra sentences which \nyou do not need to use. For each question, write the correct answer (A-H) on the space \nprovided. \nBees \nBees are pollinators. They are important because they help to produce billions of \ndollars\u2019 worth of crops. (35) _________ The most well-known species is the Apidae. \nMembers of this family include \nHoneybees, carpenter bees and bumblebees.  \n(36) _________ Bees act as the pollinators for plant life. All bees have stiff hairs and \npockets on their legs. This allows the bees to collect pollen and transport them between \nplants. Bumblebees are larger in size and vibrate vigorously. (37) _________ \nOnce bees transport the pollens from the male part to the female part of a flower; \nseeds, nuts or fruits are formed. (38) _________ Since they visit the same flowers of a \nparticular species, higher quality of pollination occurs. \nDo you know that some fruits, nuts and vegetables may no longer be available if bees \nstop pollinating crops? These plants include broccoli, cucumbers, pumpkins, blueberries, \nwatermelons, apples and almonds. \n(39) _________ Honey is a source of food. It is made when bees regurgitate nectar and pass \nit back and forth in their mouths. Then, it is deposited and sealed in a honeycomb. \n(40) _________ When bees pollinate plants, they help flowers to grow. Hence, it \ncreates a beautiful landscape. These colourful and sweet-smelling flowers also attract insects \nand birds and they make these plants their homes. \n \nA. Bees make honey too. \nB. Therefore, they are very successful at pollinating crops. \nC. We need fruits and vegetables to survive. \nD. There are about 25,000 different species of bees. \nE. Bees also beautify the planet. \nF. Bees focus on one species when they go out to collect pollens. \nG. Pollination is important for plant reproduction. \nH. Extra nectar is turned into honey. \n \n", "ENGLISH MODEL 1 ANSWER SCHEME \nPart 1 \n1 A  \n2 A \n 3 B  \n4 B \n 5 A \n6 C  \n7 C \n 8 B \n \nPart 2 \n9 small \n10 and \n11 is \n12 anxious \n13 do \n14 Watch \n15 When \n16 This \n \nPart 3 \n17 2008 \n18 gym \n19 classes \n20 12 and above \n21 Cardiovascular and resistance \n22 Trampolining \n23 RM 40 \n24 RM 10 \n \n \n \n \n", "Part 4 \n25 food and water \n26 Close to forest \n27 dusk \n28 slow lorises and tapirs \n29 Near river bank \n30 the movements \n31 Binoculars \n32 stay still \n33 nocturnal \n34 dwellings \n \nPart 5 \n35 D \n36 G \n37 B \n38 F \n39 A \n40 E \n"], "qa": [{"question": "Stress is your body's response when you feel pressured. A (9) ____ amount of stress is helpful.", "A": "small", "B": "big", "C": "tiny", "D": "large", "answer": "A"}, {"question": "It can motivate you to work hard (10) ____ help you to concentrate. ", "A": "but", "B": "and", "C": "or", "D": "so", "answer": "B"}, {"question": "But too much of stress (11) ____ harmful.", "A": "are", "B": "is", "C": "were", "D": "was", "answer": "B"}, {"question": "If you continue to feel stress, you will experience tiredness, headache, stomach-ache and feel (12) ____ or depressed.", "A": "anxiety", "B": "anxious", "C": "anxiously", "D": "anxiousness", "answer": "B"}, {"question": " Thankfully, there are some things you can (13) ____ to deal with stress.", "A": "do", "B": "did", "C": "does", "D": "doing", "answer": "A"}, {"question": "Take time to relax every day. (14) ____ a favourite TV show, listen to your favourite music, read or play with your pet.", "A": "Watch", "B": "Watched", "C": "Watches", "D": "Watching", "answer": "A"}, {"question": "(15) ____ you feel stress is affecting your life, talk to your parents, a trusted teacher and close friends.", "A": "When", "B": "Why", "C": "What", "D": "How", "answer": "A"}, {"question": "(16) ____ can help you feel better. You can do proper breathing techniques and exercise to calm your mind and body.", "A": "This", "B": "That", "C": "These", "D": "Those", "answer": "A"}, {"question": "Bees are pollinators. They are important because they help to produce billions of dollars\u2019 worth of crops. (35) _________ The most well-known species is the Apidae. Members of this family include Honeybees, carpenter bees and bumblebees.", "A": "Bees make honey too.", "B": "Therefore, they are very successful at pollinating crops.", "C": "We need fruits and vegetables to survive.", "D": "There are about 25,000 different species of bees.", "E": "Bees also beautify the planet.", "F": "Bees focus on one species when they go out to collect pollens.", "G": "Pollination is important for plant reproduction.", "H": "Extra nectar is turned into honey.", "answer": "D"}, {"question": "(36) _________ Bees act as the pollinators for plant life. All bees have stiff hairs and pockets on their legs. This allows the bees to collect pollen and transport them between plants. Bumblebees are larger in size and vibrate vigorously.", "A": "Bees make honey too.", "B": "Therefore, they are very successful at pollinating crops.", "C": "We need fruits and vegetables to survive.", "D": "There are about 25,000 different species of bees.", "E": "Bees also beautify the planet.", "F": "Bees focus on one species when they go out to collect pollens.", "G": "Pollination is important for plant reproduction.", "H": "Extra nectar is turned into honey.", "answer": "G"}, {"question": "Bumblebees are larger in size and vibrate vigorously. (37) _________ Once bees transport the pollens from the male part to the female part of a flower; seeds, nuts or fruits are formed.", "A": "Bees make honey too.", "B": "Therefore, they are very successful at pollinating crops.", "C": "We need fruits and vegetables to survive.", "D": "There are about 25,000 different species of bees.", "E": "Bees also beautify the planet.", "F": "Bees focus on one species when they go out to collect pollens.", "G": "Pollination is important for plant reproduction.", "H": "Extra nectar is turned into honey.", "answer": "B"}, {"question": "Once bees transport the pollens from the male part to the female part of a flower; seeds, nuts or fruits are formed. (38) _________ Since they visit the same flowers of a particular species, higher quality of pollination occurs.", "A": "Bees make honey too.", "B": "Therefore, they are very successful at pollinating crops.", "C": "We need fruits and vegetables to survive.", "D": "There are about 25,000 different species of bees.", "E": "Bees also beautify the planet.", "F": "Bees focus on one species when they go out to collect pollens.", "G": "Pollination is important for plant reproduction.", "H": "Extra nectar is turned into honey.", "answer": "F"}, {"question": "Do you know that some fruits, nuts and vegetables may no longer be available if bees stop pollinating crops? These plants include broccoli, cucumbers, pumpkins, blueberries, watermelons, apples and almonds. (39) _________ Honey is a source of food. It is made when bees regurgitate nectar and pass it back and forth in their mouths. Then, it is deposited and sealed in a honeycomb.", "A": "Bees make honey too.", "B": "Therefore, they are very successful at pollinating crops.", "C": "We need fruits and vegetables to survive.", "D": "There are about 25,000 different species of bees.", "E": "Bees also beautify the planet.", "F": "Bees focus on one species when they go out to collect pollens.", "G": "Pollination is important for plant reproduction.", "H": "Extra nectar is turned into honey.", "answer": "A"}, {"question": "(40) _________ When bees pollinate plants, they help flowers to grow. Hence, it creates a beautiful landscape. These colourful and sweet-smelling flowers also attract insects and birds and they make these plants their homes.", "A": "Bees make honey too.", "B": "Therefore, they are very successful at pollinating crops.", "C": "We need fruits and vegetables to survive.", "D": "There are about 25,000 different species of bees.", "E": "Bees also beautify the planet.", "F": "Bees focus on one species when they go out to collect pollens.", "G": "Pollination is important for plant reproduction.", "H": "Extra nectar is turned into honey.", "answer": "E"}]}
+{"id": 1486, "uuid": "zvcv0w", "name": "(UASA) F2: ENGLISH MODEL 1", "description": "Kertas 1 Model Peperiksaan ", "details": "Paper 1, Reading, UASA", "type": "exam", "form": 8, "year": 2023, "price": null, "downloadCount": 4203, "totalQuestions": 1, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/452ff11c-96fc-4d7c-ad45-c13954996c0c.pdf", "pdfLinkPreview": null, "isDraft": false, "isPremium": false, "thumbnail": "UASA", "createdAt": "2023-08-02T00:29:02Z", "updatedAt": "2024-01-02T02:01:56Z", "collection": null, "paperGenerated": null, "subject": {"id": 1, "uuid": "english", "name": "English", "languages": ["english"], "subjectTypes": ["lower-form", "upper-form", "elementary"], "isAvailLowerForm": true, "isAvailUpperForm": true, "isAvailElementary": true, "isNoLevel": true, "createdAt": "2021-02-07T08:05:54Z", "updatedAt": "2021-02-07T08:05:54Z"}, "user": {"id": 2, "firstName": "Mohd Afiq Qayyum", "lastName": "Karim", "email": "afiqqayyum63@gmail.com", "school": "Cuti", "avatar": null, "phoneNumber": "+60162238586", "profession": null, "role": "super-admin", "status": "canceled", "source": null, "createdAt": "2021-02-07T09:15:46Z", "updatedAt": "2024-01-02T22:24:07Z"}, "course": null, "local_filename": "mysoalan.com-pdf/452ff11c-96fc-4d7c-ad45-c13954996c0c.pdf", "texts": ["Part 1 \nYou should spend about 15 minutes in this part. \nRead the text carefully in each question. Choose the best answer A, B or C. For each question, \nmark the correct answer A, B or C on your answer sheet. \n \n1. Rossa wrote the message to \n \nA. explain why she'll be busy every morning during the weekends. \nB. inform Jenny that he's going to apply a part-time job. \nC. encourage Jenny to apply for a work at the mini market. \n \n \n2. Chloe\u2019s Bargain Store is \n \nA. announcing a special offer. \nB. giving away free shopping bags. \nC. opening for longer hours on 28th February. \nDear Jenny,  \nI've got a part-time job at Encik Amerul\u2019s mini market. I'll only work for five hours during \nthe weekends. I'll be busy in the morning but I'll be free in the evening. \nRossa \n \nCHLOE\u2019S BARGAIN STORE \nONE-DAY PROMOTION!!! \nBuy one, free one! \n28th February 2023 \nShopping bags are not provided, bring your own! \nOpens daily from 9 a.m. to 8 p.m. \n \n", " \n3. If you buy \n \nA. the bus pass in August, you only have to pay RM 30. \nB. the bus train pass by 31st August, you can save RM 50. \nC. the bus pass before 1st August, you'll receive a train pass for free. \n \n4. The hiking is \n \nA. postponed. \nB. at a different venue. \nC. starting at a later time. \nNATIONAL DAY SPECIAL OFFER!!! \nUsual price: \n\uf0d8 One-month bus pass: RM 45 \n\uf0d8 One-month bus+ train pass: RM 70 \n1st \u2013 31st August only: \n\uf0d8 One-month bus pass: RM 30 \n\uf0d8 One-month bus+ train pass: RM 50 \nBuy your passes at any train stations in the city \n \nTo: zain@mail.com \nSubject: The Hike \nHello Zain, I just got a message from Isak about tomorrow's hiking - it's not cancelled but \nit'll be at Banjaran Crocker instead of Taman Ranau. Be at the school parking lot by 7.00 \na.m. because the bus will leave at 7.30 am. \nSee you there! \nAslam \n", " \n5. Ayub is texting Lailah to \n \nA. explain why he\u2019ll be home late. \nB. ask permission to go to the bicycle shop. \nC. pick up his bicycle at Mr Yap\u2019s repair shop. \n \n6. The email to Mr Chong is \n \nA. an announcement about a new activity. \nB. a reminder to be on time for the walking tour. \nC. an invitation to join a geological walking tour. \n \n \n \n \n \n \n \n \nAyub \nLailah, can you tell Mum and Dad that I\u2019ll be home around 5 p.m.? I know I promised to be \nthere by 4 p.m. but there\u2019s something wrong with my bicycle. I need to get it checked at Mr \nYap\u2019s repair shop. \n \nTo: mrchong@mail.com \nSubject: Geological Walking Tour \nDear Mr Chong, \nThe next walking tour is on Sunday, 12th March at 7.30 a.m. If you\u2019re interested to join the \ngroup, please be at the parking at of the Maluri Train Station by 8.30 a.m. You can pay the \nfee, RM 20 on the day. The tour is about 5 hours. \n \n", " \n7. The badminton competition is \n \nA. open to children of all ages. \nB. starting on 5th November. \nC. an annual event. \n \n \n \n \n \n \n \n \n \n \n8. The Bike Club is \n \nA. organising a special meeting for young cyclists. \nB. announcing that membership is now open to children. \nC. inviting teenagers to join a bicycle race on 30th December 2023. \n \nTHE SPORTS CENTRE \nAnnual Badminton Competition in November  \n\uf0d8 Children\u2019s category: 10 \u2013 17 years old (RM 5 entry fee) \n\uf0d8 Adult\u2019s category: 18 years old and above (RM 20 entry fee) \n\uf0d8 Preliminary rounds: 11th and 18th November  \n\uf0d8 Final round: 25th November  \nSign-up by 5th November  \n \nTHE BIKE CLUB \nNow open to children aged 10 to 17 years old \nFirst cycling trip \n\uf0b7 Day: Saturday  \n\uf0b7 Date: 30th December 2023 \n\uf0b7 Time: 8 a.m. \n\uf0b7 Venue: SACC \n\uf0b7 Membership fee: RM 20 per year \nMust wear a helmet and knee and elbow guards!!! \n \n", "Part 2 \nYou should spend about 15 minutes in this part. \nRead the text below and correct the underlined errors. For each question, write the correct \nword in the space provided on your answer sheet. \n \n0 \ntalk \n9 \n \n10 \n \n11 \n \n12 \n \n13 \n \n14 \n \n15 \n \n16 \n \n \n \n \n \n \nDealing With Stress \nHello! My name is Sherine and I would like to (0) talks about how to deal with stress. \nStress is your body's response when you feel pressured. A (9) big amount of stress is helpful. \nIt can motivate you to work hard (10) or help you to concentrate. But too much of stress (11) \nam harmful. If you continue to feel stress, you will experience tiredness, headache, stomach-\nache and feel (12) anxiousness or depressed. Thankfully, there are some things you can (13) \ndoing to deal with stress. Take time to relax every day. (14) Watches a favourite TV show, \nlisten to your favourite music, read or play with your pet. (15) Why you feel stress is \naffecting your life, talk to your parents, a trusted teacher and close friends. (16) These can \nhelp you feel better. You can do proper breathing techniques and exercise to calm your mind \nand body. \n \n", "Part 3 \nYou should spend about 20 minutes in this part. \nRead the text below and complete the following table with no more than three words and/or a \nnumber from the text for each answer. \n \n \n \n \n \n \n \nRiverland Leisure Centre \nRiverland Leisure Centre has modern indoor and outdoor facilities, making it a \npopular spot among. The health and fitness-conscious residents. The centre opened in 2008 is \nin the centre of the town. \nThe centre has a well-equipped gym, classes and an athletics club. The gym is opened \nto anyone aged 12 and above. It is opened from 8 a.m. to 9 p.m. on weekdays. On weekends \nand public holidays, it is opened from 10 a.m. to 7 p.m. \nThe gym has cardiovascular and resistance equipment. There are professional \ninstructors to guide and motivate members. The instructors are also there to design an \nexercise programme for members so they can achieve their goals. \nRiverland Leisure Centre offers various classes such as yoga, Pilates, aerobics, \nZumba, gymnastics, swimming and dance classes. The instructors for each class are skilled \nand experienced. \nThe centre also has an athletics club. The sports activities offered by the club are \nbasketball, tennis, squash and badminton. Starting April, there will be trampolining for \nbeginners. \nMonthly membership is RM 40 for adults and RM 10 for teenagers. Members can use \nthe gym facilities, enjoy consultations with the gym instructors and join the sports activities \norganised by the athletics club. However, members have to pay extra for individual classes. \nThe cost of individual classes ranges from RM 20 to RM 35 per month. \n \n", "17  \nOpened in ________________________________________________ \n \n18 \n19 \nFacilities offered: - athletics club \n_________________________________________________________ \n_________________________________________________________ \n20 \nGym admission age: ________________________________________ \n21 \nEquipment provided: \n_________________________________________________________ \n_________________________________________________________ \n22 \nLatest class offered: \n_________________________________________________________ \n23 \nMonthly fee (adult): ________________________________________ \n24 \nMonthly fee (teenagers): ____________________________________ \n \n \n \n \n \n \n \n \n \n \n \n \n \n", "Part 4 \nYou should spend about 20 minutes in this part. \nRead the text below and answer the questions that follow. \n \n \nHow to Spot Animals in the Wild \nWe can see animals at the zoos, reserves or parks. At these places, the animals are \nkept in enclosures, watching animals in the wild is a different experience. You can learn a lot \nabout animals when you observe them in the wild. \nFirst, go to areas where animals spend their leisure time. It would be best if you go to \na place with food and water supplies because animals spend a lot of time near their source of \nfood and water. \nLook for areas where animals like to roam around. Deer like bright open areas where \nthere are shrubs. They can be found close to forests because they seek shelter there. If you \nwant to see sun bears, go to tropical forest habitats. \nNext, plan a day or year you want to watch or observe animals. Some animals are \nactive during the day. Others are active at dawn, dusk or while caring for their young. \nIdentify the species you would like to watch. Some are nocturnal animals where they do not \ncome out during the day. These animals include tapirs, slow lorises and pangolins.  \nWatching animals is not only about admiring these beautiful creatures but also \nlearning their behaviour. Go to the river banks and look for animal footprints. You can learn \nabout animal movements from their tracks. Look for dens, nests or dams. You can learn how \nthey behave in their dwellings. \nNext, bring a proper equipment. A pair of powerful binoculars is a must. This helps \nyou to observe animals from a safe distance. You will also have enough time to get away, \nespecially when you are watching large or dangerous animals. \nAnother point to remember is to stay still or creep while watching the animals. To do \nthis, you have to be comfortable when sitting on a tree branch or hiding behind bushes. If you \nhave to move, walk slowly and quietly. Look at where you are walking because you do not \nwant to step on fallen branches and scare the animals that you are watching. Most \nimportantly, do not go alone. Bring along a certified forest ranger to bring you around safely. \n \n", "Choose no more than five words and/or a number from the text for each answer. \n25. Animals spend a lot of time at place where there is \n__________________________________________________________________________. \n \n26. Where do deer seek shelter? \n__________________________________________________________________________. \n \n27. Some animals can be active at dawn, _______________________________ or while \ncarrying for their young at night. \n \n28. Pangolins, ___________________________________________ come out at night. \n \n29. Where can you find animal footprints? \n__________________________________________________________________________. \n \n30. You can learn about __________________________________________ of animals by \nobserving animal tracks. \n \n31. What equipment should you take when you go for animal watching? \n__________________________________________________________________________. \n \n32. You must _____________________________________________________________ or \nmove quietly so as not to disturb the animals you are observing. \n \nComplete the table below with a word from the text. \nMeaning \nWord \n33. active at night \n \n34. homes \n \n \n \n \n \n \n \n \n", "Part 5 \nYou should spend about 20 minutes in this part. \nYou are going to read an article about bees. Six sentences have been removed from the article. \nChoose from the sentences (A \u2013 H) to fit each gap (35-40). There are two extra sentences which \nyou do not need to use. For each question, write the correct answer (A-H) on the space \nprovided. \nBees \nBees are pollinators. They are important because they help to produce billions of \ndollars\u2019 worth of crops. (35) _________ The most well-known species is the Apidae. \nMembers of this family include \nHoneybees, carpenter bees and bumblebees.  \n(36) _________ Bees act as the pollinators for plant life. All bees have stiff hairs and \npockets on their legs. This allows the bees to collect pollen and transport them between \nplants. Bumblebees are larger in size and vibrate vigorously. (37) _________ \nOnce bees transport the pollens from the male part to the female part of a flower; \nseeds, nuts or fruits are formed. (38) _________ Since they visit the same flowers of a \nparticular species, higher quality of pollination occurs. \nDo you know that some fruits, nuts and vegetables may no longer be available if bees \nstop pollinating crops? These plants include broccoli, cucumbers, pumpkins, blueberries, \nwatermelons, apples and almonds. \n(39) _________ Honey is a source of food. It is made when bees regurgitate nectar and pass \nit back and forth in their mouths. Then, it is deposited and sealed in a honeycomb. \n(40) _________ When bees pollinate plants, they help flowers to grow. Hence, it \ncreates a beautiful landscape. These colourful and sweet-smelling flowers also attract insects \nand birds and they make these plants their homes. \n \nA. Bees make honey too. \nB. Therefore, they are very successful at pollinating crops. \nC. We need fruits and vegetables to survive. \nD. There are about 25,000 different species of bees. \nE. Bees also beautify the planet. \nF. Bees focus on one species when they go out to collect pollens. \nG. Pollination is important for plant reproduction. \nH. Extra nectar is turned into honey. \n \n", "ENGLISH MODEL 1 ANSWER SCHEME \nPart 1 \n1 A  \n2 A \n 3 B  \n4 B \n 5 A \n6 C  \n7 C \n 8 B \n \nPart 2 \n9 small \n10 and \n11 is \n12 anxious \n13 do \n14 Watch \n15 When \n16 This \n \nPart 3 \n17 2008 \n18 gym \n19 classes \n20 12 and above \n21 Cardiovascular and resistance \n22 Trampolining \n23 RM 40 \n24 RM 10 \n \n \n \n \n", "Part 4 \n25 food and water \n26 Close to forest \n27 dusk \n28 slow lorises and tapirs \n29 Near river bank \n30 the movements \n31 Binoculars \n32 stay still \n33 nocturnal \n34 dwellings \n \nPart 5 \n35 D \n36 G \n37 B \n38 F \n39 A \n40 E \n"], "qa": [{"question": "Stress is your body's response when you feel pressured. A (9) ____ amount of stress is helpful.", "A": "small", "B": "big", "C": "tiny", "D": "large", "answer": "A"}, {"question": "It can motivate you to work hard (10) ____ help you to concentrate. ", "A": "but", "B": "and", "C": "or", "D": "so", "answer": "B"}, {"question": "But too much of stress (11) ____ harmful.", "A": "are", "B": "is", "C": "were", "D": "was", "answer": "B"}, {"question": "If you continue to feel stress, you will experience tiredness, headache, stomach-ache and feel (12) ____ or depressed.", "A": "anxiety", "B": "anxious", "C": "anxiously", "D": "anxiousness", "answer": "B"}, {"question": " Thankfully, there are some things you can (13) ____ to deal with stress.", "A": "do", "B": "did", "C": "does", "D": "doing", "answer": "A"}, {"question": "Take time to relax every day. (14) ____ a favourite TV show, listen to your favourite music, read or play with your pet.", "A": "Watch", "B": "Watched", "C": "Watches", "D": "Watching", "answer": "A"}, {"question": "(15) ____ you feel stress is affecting your life, talk to your parents, a trusted teacher and close friends.", "A": "When", "B": "Why", "C": "What", "D": "How", "answer": "A"}, {"question": "(16) ____ can help you feel better. You can do proper breathing techniques and exercise to calm your mind and body.", "A": "This", "B": "That", "C": "These", "D": "Those", "answer": "A"}]}
 {"id": 1477, "uuid": "axoorv", "name": "MIP Pendidikan Islam Hadis", "description": "MIP Terengganu 2021", "details": "Set Soalan SPM", "type": "practice", "form": -4, "year": 2023, "price": null, "downloadCount": 798, "totalQuestions": 58, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/9b409fb4-069a-427a-ae45-85b13bbb5485.pdf", "pdfLinkPreview": "", "isDraft": false, "isPremium": false, "thumbnail": "TOPIKAL", "createdAt": "2023-07-27T01:55:59Z", "updatedAt": "2024-01-02T01:49:55Z", "collection": null, "paperGenerated": null, "subject": {"id": 6, "uuid": "pendidikan-islam", "name": "Pendidikan Islam", "languages": ["malay"], "subjectTypes": ["lower-form", "upper-form", "elementary"], "isAvailLowerForm": true, "isAvailUpperForm": true, "isAvailElementary": true, "isNoLevel": null, "createdAt": "2021-06-15T07:03:27Z", "updatedAt": "2021-06-15T07:03:27Z"}, "user": {"id": 1134, "firstName": "CEMPAKA", "lastName": "AMELIEN", "email": "cmpkamelien@gmail.com", "school": null, "avatar": null, "phoneNumber": null, "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2022-07-04T02:22:24Z", "updatedAt": "2022-07-04T02:22:24Z"}, "course": null, "local_filename": "mysoalan.com-pdf/9b409fb4-069a-427a-ae45-85b13bbb5485.pdf", "texts": [" \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nSPM 2021 \nPENDIDIKAN ISLAM \nTidak dibenarkan menyunting dan mencetak mana-mana bahagian dalam modul \nini tanpa kebenaran Pengarah Pendidikan Negeri Terengganu \nMODUL \nINTERVENSI PEMBELAJARAN \nDISEDIAKAN OLEH PANEL AKRAM NEGERI TERENGGANU \n \nNama : \nKelas : \n \n", " \n \n \n \n \n \n \n \nPANEL PENULIS \n \n \n \nBIL \nNAMA \nSEKOLAH \n1 \nNORISLALIZAN BINTI HJ HARUN \nSMK TENGKU MIZAN ZAINAL ABIDIN, \nKUALA NERUS. \n2 \nALANI BINTI ALI \nSMK TENGKU MAHMUD,  \nBESUT, TERENGGANU. \n3 \nWAN FAUZIAH BT WAN MAMAT \nSMK SULTAN SULAIMAN,  \nKUALA TERENGGANU. \n4 \nKHADIJAH BINTI MOHAMAD \nSMK PADANG NEGARA,  \nKUALA TERENGGANU. \n5 \nRUMAIZAH BINTI ABDULLAH \nSMK SULTAN MANSOR,  \nKUALA TERENGGANU. \n6 \nNORMA BINTI ABDUL RAHMAN \nSMK MENERONG, \nHULU TERENGGANU. \n", "MIP PENDIDIKAN ISLAM KSSM \n \n\u00a9 AKRAMTRG 2021 \n2 \nBIDANG HADIS TINGKATAN 4 \nTAJUK : HINDARI DOSA-DOSA BESAR  \n \n \n \n \n \n \n1 \nNyatakan maksud kalimah bergaris. \n \u064f\u0648\n\u0650\u0628\n\u064e\u0646\n\u0652\u062a\n\u0627\u062c\n\u0627      :___________________________________________ \n \n\u064f\u0652\u0631\n \u0650\u062d\n\u0627\u0644\u0633      :___________________________________________ \n \u064e \u0650\u0628\n\u064f \u0627\u0644\u0631\n\u0652\u0644\n\u0623\u064e\u0643    :___________________________________________ \n \u0650\u0652\u0641\n\u064e\u0651\u062d\n\u064e \u0627\u0644\u0632\n\u0652\u0645\n\u064a \u064e\u0648 :___________________________________________ \n \n \n \nJauhi \nSihir \nRiba \nPerang \n \n2 \nSenaraikan dosa-dosa besar yang terkandung dalam hadis. \n \n__________________________________________________________________ \n \n__________________________________________________________________ \n \n__________________________________________________________________ \n \n \n \n \nSyirik \nSihir \nBunuh \nRiba \nAnak yatim \nLari \nQazaf \n3 \nApakah maksud syirik jali dan berikan contohnya. \n  \n__________________________________________________________________ \n \n__________________________________________________________________ \n \n \n \n \nSekutukan \nAllah \n \nBerhala \nAlam \n4 \nApakah maksud syirik khafi dan berikan akibat melakukannya. \n \n__________________________________________________________________ \n \n__________________________________________________________________ \n \n \n \n \nBukan \nkerana Allah \n \nDibenci \nHilang  \n5 \nSihir ialah perbuatan yang memudharatkan orang lain dengan bantuan jin dan \nsyaitan. Jelaskan dua kesan perbuatan sihir terhadap masyarakat. \n \n__________________________________________________________________ \n \n__________________________________________________________________ \n \n \n \n \n \n \n \nPergaduhan \nFitnah \n \n \n \u064e\u064f\u0648\u0627 \u064e\u064a\n\u064e\u0627\u0644\n\u0650 \". \u0642\n\u064e\u0627\u062a\n\u064e \u0627\u0645\u0644\u064f\u0648\u0628\u0650\u0642\n\u0652\u0639\n\u064e\u0651\u0628\n\u0627\u0644\u0633 \u064f\u0648\u0627\n\u0650\u0628\n\u064e\u0646\n\u0652\u062a\n\u0627\u062c\" : \u064e\u064e\u0627\u0644\n\u0642 \u2013 \u064e\u0651\u0645\n\u064e\u0644\n\u064e\u0633\n\u0650 \u0648\n\u0652\u0647\n\u064e\u064a\n\u064e\u0644\n\u064e\u0651\u0649 \u0647\u0644\u0644\u0627 \u0639\n\u064e\u0644\n\u0635 \n \u2013 \u0650\u064e \u0647\u0644\u0644\u0627\n\u064f\u0648\u0644\n\u064e\u0633\n\u064e\u0651 \u0631\n\u0623\u064e\u0646 \u2013 \u064f\u0652\u0647\n\u064e\u0646\n\u064f \u0639\n\u064e \u0647\u0644\u0644\u0627\n\u0650\u064a\n\u064e\u0636\n\u0631 \u2013 \u064e\u064e\u0629\n\u064e\u064a \u0652\u0631\n\u064e\u0631\n\u0650 \u0647\n\u0652 \u0623\u064e\u0650\u0628\n\u064e\u0646\n\u0639\n ,\u0650\u0652\u0645\n\u0650\u064a\n\u064e\u062a\n\u0650 \u0627\u0644\u064a\n\u064e\u0627\u0644\n\u064f \u0645\n\u0652\u0644\n\u064e\u0623\u064e\u0643\n, \u0648 \u064e \u0650\u0628\n\u064f \u0627\u0644\u0631\n\u0652\u0644\n\u0623\u064e\u0643 \n\u0650 \u0650, \u0648\n\u0650\u062d\u0644\u064e\u0642\n\u064e\u0651 \u0628\n\u0650\u0627\u0644\n\u064f \u0625\n\u064e \u0647\u0644\u0644\u0627\n\u064e\u0651\u0645\n\u064e\u0631\n \u062d \u0650\u0650 \u0627\u0644\u062a\n\u0652\u0633\n\u064f \u0627\u0644\u0646 \u064e\u0651\u0641\n\u0652\u0644\n\u064e\u0642 \u064e\u062a\n, \u0648 \n\u064f\u0652\u0631\n \u0650\u062d\n\u0627\u0644\u0633 \n\u064e\u0650, \u0648\n\u0650\u0647\u0644\u0644\n\u064f \u0628\n\u0652\u0643\n \u0650\u0631\n\u064e : \u0627\u0644\u0634\n\u064e\u0627\u0644\n\u064e\u0651\u061f \u0642\n\u064f\u0646\n\u064e\u0627 \u0647\n\u064e\u0645\n\u0650, \u0648\n\u064e \u0647\u0644\u0644\u0627\n\u064f\u0648\u0644\n\u064e\u0633\n\u0631\n \n. \u0650\u064e\u062a\n\u0650\u0627\u0644\n\u064e\u0627\u0641\n\u0650 \u0627\u0644\u063a\n\u064e\u0627\u062a\n\u0650\u0646\n\u0652\u0645\n\u0650 \u0627\u0645\u0644\u0624\n\u064e\u0627\u062a\n\u0646 \n\u064e\u0652\u0635\n\u064f \u0627\u062d\u0645\u0644\n\u0652\u0641\n\u064e\u0630\n\u064e\u0642\n, \u0648 \u0650\u0652\u0641\n\u064e\u0651\u062d\n\u064e \u0627\u0644\u0632\n\u0652\u0645\n\u064a \u064e\u0648 \u0650\u064e\u0627\u0650\u0644\n\u064e\u0627\u0644\u062a \u064e\u0651\u0648\n\u0648 \n \n  ) ( \u0645\u062a\u0641\u0642 \u0639\u0644\u064a\u0647 \n", "MIP PENDIDIKAN ISLAM KSSM \n \n\u00a9 AKRAMTRG 2021 \n3 \n6 \nJelaskan akibat perbuatan membunuh terhadap keluarga mangsa. \n \n__________________________________________________________________ \n \n__________________________________________________________________ \n \n \n \n \n \nSusah \nPorak-\nperanda \n7 \nHuraikan kesan riba terhadap ekonomi umat Islam. \n \n__________________________________________________________________ \n \n__________________________________________________________________ \n \n \n \n \n \nLumpuh \npenindasan \n8 \nNyatakan dua contoh penggunaan  harta anak yatim yang tidak dibenarkan \nsyarak. \n \n__________________________________________________________________ \n \n__________________________________________________________________ \n \n \n  \n \n \n \nBelanja \nperibadi \nSalahguna \n9 \nApakah yang akan berlaku sekiranya umat Islam pengecut dan lari dari medan \nperang? \n \n__________________________________________________________________ \n \n__________________________________________________________________ \n \n \n \n \n \n \nKeselamatan \nterancam \nCampur \ntangan asing \n10 Nyatakan kesan qazaf terhadap perempuan beriman. \n \n__________________________________________________________________ \n \n__________________________________________________________________ \n \n \n \n \n \nJatuh \nmaruah \n11 Terangkan dua pengajaran hadis di atas. \n \n__________________________________________________________________ \n \n__________________________________________________________________ \n \n__________________________________________________________________ \n \n__________________________________________________________________ \n \n \n \n \n \nJauhi syirik-\nrosak akidah \nAmanah \nurus harta-\nhak \nterpelihara \n \n \n \n \n \n", "MIP PENDIDIKAN ISLAM KSSM \n \n\u00a9 AKRAMTRG 2021 \n4 \nTAJUK : KEMULIAAN BERDIKARI \n \n \n \n \n \n1 Nyatakan maksud kalimah bergaris. \n \n \u0650\u0647\n\u0652\u0631\n\u064e\u0644\u0649 \u0638\u064e\u0647\n\u064b \u0639\n\u064e\u0629\n\u0652\u0645\n\u064f\u0632\n\u062d : _______________________________________ \n \u064e\u064e\u0644\n\u0652\u0623\n\u0652 \u064a\u064e\u0633\n\u0652 \u0623\u064e\u0646\n\u0650\u0646\n\u0645    : _______________________________________ \n \n\u0650\u0652\u0647\n\u0650\u064a\n\u0652\u0637\n\u0641 \u064e\u064a \u064f\u0639          : _______________________________________ \n \n\u064f\u064e\u0639\u0647\n\u064e\u0652\u0646\n\u064a\u064e             : _______________________________________ \n \n \n \n \nKayu api \n \nMeminta \n \nMemberi \n \nMenolak \n \n2 Nyatakan maksud berdikari. \n________________________________________________________________ \n________________________________________________________________ \n \nBerusaha \nsendiri \n \nTidak \nbergantung \n3 Jelaskan konsep berdikari. \n \n________________________________________________________________ \n________________________________________________________________ \n \n \nGuna potensi \ndiri \nYakini \nkemampuan \n \n4 Jelaskan kelebihan berdikari daripada aspek berikut: \n \nAgama : \n________________________________________________________________ \n  \nEkonomi : \n________________________________________________________________ \n \n \n \n \n \nDipandang \ntinggi \n \nHalal \n5 Terangkan kelebihan berdikari daripada aspek berikut: \n \nPendidikan : \n________________________________________________________________ \n \nKemasyarakatan: \n________________________________________________________________ \n \n \n \n \n \nBerkepakaran  \n \n \nDaya saing \n6 Terangkan dua pengajaran hadis. \n \n________________________________________________________________ \n________________________________________________________________ \n \n \nHindari \nmeminta \nPertingkat \nilmu \n \n \u0650\u0647\n\u0652\u0631\n\u064e\u0644\u0649 \u0638\u064e\u0647\n\u064b \u0639\n\u064e\u0629\n\u0652\u0645\n\u064f\u0632\n\u062d \u064f\u0645\n\u064f\u0643\n\u064e\u062f\n\u064e \u0623\u064e\u062d\n\u0650\u0628\n\u064e\u0637\n\u064e\u0652\u062a\n\u0623\u0644\u0646 \u064e\u064a : \u064e\u064e\u0627\u0644\n\u0642 \u2013 \u064e\u0651\u0645\n\u064e\u0644\n\u064e\u0633\n\u0650 \u0648\n\u0652\u0647\n\u064e\u064a\n\u064e\u0644\n\u064e\u0651\u0649 \u0647\u0644\u0644\u0627 \u0639\n\u064e\u0644\n\u0635 \n \u2013 \u0650\u064e \u0647\u0644\u0644\u0627\n\u064f\u0648\u0644\n\u064e\u0633\n\u064e\u0651 \u0631\n\u0623\u064e\u0646 \u2013 \u064f\u0652\u0647\n\u064e\u0646\n\u064f \u0639\n\u064e \u0647\u0644\u0644\u0627\n\u0650\u064a\n\u064e\u0636\n\u0631 \u2013 \u064e\u064e\u0629\n\u064e\u064a \u0652\u0631\n\u064e\u0631\n\u0650 \u0647\n\u0652 \u0623\u064e\u0650\u0628\n\u064e\u0646\n\u0639\n \n. \n\u064f\u064e\u0639\u0647\n\u064e\u0652\u0646\n\u064e\u064a  \u0652\u0623\u064e\u0648  \n\u0650\u0652\u0647\n\u0650\u064a\n\u0652\u0637\n\u0641 \u064e\u064a \u064f\u0639  \u064b\u0627\n\u064e\u062f\n\u0623\u064e\u062d  \u064e\u064e\u0644\n\u0652\u0623\n\u0652 \u064a\u064e\u0633\n\u0652 \u0623\u064e\u0646\n\u0650\u0646\n\u0645 \u064f\u064e\u0647\n\u0652\u064c \u0644\n\u064e\u0652\u064a\n\u062e \n \n) ( \u0645\u062a\u0641\u0642 \u0639\u0644\u064a\u0647 \n \n", "MIP PENDIDIKAN ISLAM KSSM \n \n\u00a9 AKRAMTRG 2021 \n5 \nBIDANG HADIS TINGKATAN 5 \nTAJUK : SETIAP ORANG IALAH PEMIMPIN \n \n \n \n \n \n \n1 \nNyatakan maksud  kalimah di bawah . \n \n \n\u064f\u0643 \n \u0644 \n\u064f\u0643 \n\u0652\u0645 \n  \u0639\n\u064e\u0627\n\u0631 : _________________________________________ \n \u064c\u0652\u0644\n\u064f\u0648\n\u0652\u0624\n\u064e\u0633\n\u0645    : _________________________________________ \n \n\u064c\u064e\u0629\n\u0650\u064a\n\u064e\u0627\u0639\n\u064f \u0631\n\u0652\u0623\u064e\u0629\n\u064e\u0627\u0645\u0644\u064e\u0631\n\u0648 :_________________________________________ \n\u0650\u0647\n\u0650\u062f\n \n\u064e\u064a\n\u0650 \u0633\n\u064e\u0627\u0644\n\u0645  :_________________________________________ \n \n \n \n \nPemimpin \n \nt/jawab \n \nperempuan \n \nharta tuan \n \n2 \nJelaskan dua tanggungjawab pemimpin kepada rakyatnya. \n______________________________________________________________ \n______________________________________________________________ \n \nAdil/hapus \nzalim \nTegak syariat \n3 \nSenaraikan dua tanggungjawab seorang suami selain memberikan nafkah \nkepada anggota keluarga. \n______________________________________________________________ \n______________________________________________________________ \n \n \n \nDidikan \nagama \nKeselamatan \n4 \nSenaraikan tanggungjawab seorang isteri dalam rumahtangga. \n______________________________________________________________ \n______________________________________________________________ \n \n \nTaati suami \nJaga maruah \n5 \nNyatakan tanggungjawab pekerja terhadap majikannya. \n______________________________________________________________ \n______________________________________________________________ \n \n \nIkut arahan \nIntegriti \n6 \nTerangkan dua tanggungjawab anak terhadap ibu bapa. \n______________________________________________________________ \n______________________________________________________________ \n______________________________________________________________ \n______________________________________________________________ \n \n \n \nBerbakti \nDoa \n \n7 \nTerangkan dua pengajaran hadis ini. \n______________________________________________________________ \n______________________________________________________________ \n______________________________________________________________ \n______________________________________________________________ \n \nT/jawab/ \nadil \nLindungi \nkeluarga/ \nselamat \n \n \n \n ,\u0650\u0647\n\u064e\u0651\u062a\n\u0650\u064a\n\u064e\u0639\n\u0652 \u0631\n\u064e\u0646\n\u064c \u0639\n\u0652\u0644\n\u064f\u0648\n\u0652\u0624\n\u064e\u0633\n\u064e \u0645\n\u064f\u0648\n\u064e\u0647\n\u0650\u0647 \u0648\n\u0652\u0644\n\u0650\u0652 \u0623\u0647\n  \u0650\u0641\n\u0639\n\u064e\u0627\n\u064f \u0631\n\u064f\u0644\n\u064e\u0651\u062c\n\u0650\u0627\u0644\u0631\n\u0650\u0647 , \u0648\n\u064e\u0651\u062a\n\u0650\u064a\n\u064e\u0639\n\u0652 \u0631\n\u064e\u0646\n \u0639 \u064c\u0652\u0644\n\u064f\u0648\n\u0652\u0624\n\u064e\u0633\n\u0645 \u064e  \u0648\n\u0639\n\u064e\u0627\n\u064f \u0631\n\u064e\u0627\u0645\n\u0650\u0647 , \u0627\u0625\u0644\u0645\n\u064e\u0651\u062a\n\u0650\u064a\n\u064e\u0639\n\u0652 \u0631\n\u064e\u0646\n\u064c \u0639\n\u0652\u0644\n\u064f\u0648\n\u0652\u0624\n\u064e\u0633\n\u0645  \n\u0652\u064f\u0645\n \u0643\n\u0643\u0644 \n\u064e\u0648   \u0639\n\u064e\u0627\n\u0631  \n\u0652\u0645 \n\u064f\u0643 \n \u0644 \n\u064f\u0643\n \u064f\u0652\u062a\n\u0650\u0628\n\u064e\u0633\n\u064e\u062d\n\u064e\u0627\u0644: \u0648\n\u0642  \n- ,\u0650\u0647\n\u064e\u0651\u062a\n\u0650\u064a\n\u064e\u0639\n\u0652 \u0631\n\u064e\u0646\n\u064c \u0639\n\u0652\u0644\n\u064f\u0648\n\u0652\u0624\n\u064e\u0633\n\u0648 \u0645 \u0650\u0647\n\u062f \n\u0650\n \u064e\u064a\n\u0650 \u0633\n\u064e\u0627\u0644\n\u0645   \u0650\u0641\n\u0639\n\u064e\u0627\n\u064f \u0631\n\u0650\u0645\n\u064e\u0627\u062e\u0644\u064e\u0627\u062f\n\u0650\u0647\u0627 , \u0648\n\u064e\u0651\u062a\n\u0650\u064a\n\u064e\u0639\n\u0652 \u0631\n\u064e\u0646\n\u064c \u0639\n\u064e\u0629\n\u0652\u0644\n\u064f\u0648\n\u0652\u0624\n\u064e\u0633\n\u0650 \u0647\u0627 \u0648 \u0645\n\u0652\u062c\n\u064e\u0648\n\u0650 \u0632\n\u0652\u062a\n\u0650\u0641 \u0628 \u064e\u064a \u064c\u064e\u0629\n\u0650\u064a\n\u064e\u0627\u0639\n\u064f \u0631\n\u0652\u0623\u064e\u0629\n\u064e\u0627\u0645\u0644\u064e\u0631\n\u0648\n \u0650\u0647\n\u064e\u0651\u062a\n\u0650\u064a\n\u064e\u0639\n\u0652 \u0631\n\u064e\u0646\n\u064c \u0639\n\u0652\u0644\n\u064f\u0648\n\u0652\u0624\n\u064e\u0633\n\u0652\u0647 \u0648 \u0645\n\u0650 \u0623\u064e\u0628\u0650\u064a\n\u064e\u0627\u0644\n  \u0650\u0641 \u0645\n\u0639\n\u064e\u0627\n\u064f \u0631\n\u064f\u0644\n\u064e\u0651\u062c\n\u064e\u0627\u0644\u0631\n\u064e: \u0648\n\u064e\u0627\u0644\n\u0652 \u0642\n\u064e\u062f\n\u0652 \u0642\n\u0623\u064e\u0646 \n\u2013\n \n \n .\u0650\u0647\n\u064e\u0651\u062a\n\u0650\u064a\n\u064e\u0639\n\u0652 \u0631\n\u064e\u0646\n\u064c \u0639\n\u0652\u0644\n\u064f\u0648\n\u0652\u0624\n\u064e\u0633\n\u064e \u0645\n  \u0648\n\u0639\n\u064e\u0627\n\u0652 \u0631\n\u064f\u0645\n \u0643\n\u064f\u0644\n\u0643\n\u064e\n\u0648 \n \n) ( \u0631\u0648\u0627\u064a\u0629 \u0627\u0644\u0628\u062e\u0627\u0631\u064a \n \n \n  \n", "MIP PENDIDIKAN ISLAM KSSM \n \n\u00a9 AKRAMTRG 2021 \n6 \nTAJUK : TUJUH GOLONGAN YANG MENDAPAT NAUNGAN ALLAH \n \n \n \n \n \n \n1 \nBerikan maksud kalimah yang bergaris. \n \n \n\u064f\u064f \u0647\u0644\u0644\u0627\n\u064f\u0645\n \u0647\n\u0650\u0644\n\u064a\u064f\u0638     : _____________________________________ \n \u064f\u0650\u0644\n\u064e\u0627\u062f\n\u064f \u0627\u0644\u0639\n\u064e\u0627\u0645\n\u0650\u0645\n\u0627\u0625\u0644  : _____________________________________ \n \n\u0650\u0650 \u062f\n\u064e\u0627\u062c\n\u064c \u0650\u0641 \u0627\u0645\u0644\u0633\n\u064e\u0651\u0642\n\u064e\u0644\n\u064f\u0639\n\u0645 : ___________________________________ \n \u064e\u064e\u0651\u0642\n\u064e\u062f\n\u062a\u064e\u0635           : ___________________________________ \n \n \n \n \n \nNaungan \n \nPemimpin \n \nMencintai \n \nSedekah \n2 \nSenaraikan empat golongan yang akan mendapat naungan Allah SWT \nberdasarkan hadis. \n \n______________________________________________________________ \n______________________________________________________________ \n______________________________________________________________ \n______________________________________________________________ \n \n \n \n \n \nPemimpin \nadil \nPemuda taat \nCinta masjid \nSaling \nmengasihi \n3 \nJelaskan maksud pemimpin yang adil dan berikan satu contoh yang relevan. \n______________________________________________________________ \n______________________________________________________________ \n______________________________________________________________ \n______________________________________________________________ \n \n \nMenjalankan \nt/jawab/ \nQuran \nSunnah \nCegah \nmungkar \n4 \nBagaimanakah kehidupan pemuda yang taat beribadah kepada Allah? \n______________________________________________________________ \n______________________________________________________________ \n______________________________________________________________ \n______________________________________________________________ \n \n \n \nSolat 5 \nwaktu \nqiamullail \n \n \n , \n\u0650\u0650 \u062f\n\u064e\u0627\u062c\n\u0627\u0645\u0644\u0633 \u064c \u0650\u0641\n\u064e\u0651\u0642\n\u064e\u0644\n\u064f\u0639\n\u0645 \u064f\u064f\u0647\n\u0652\u0628\n\u064c \u0642 \u064e\u0644\n\u064f\u0644\n\u064e\u062c\n\u064e\u0631\n\u0650, \u0648\n\u0650\u0647\n\u064e\u0628 \n\u0650 \u0631\n\u064e\u0629\n\u064e\u0627\u062f\n\u0650\u0628\n\u064e \u0650\u0641 \u0639\n\u064e\u0623\n\u064c\u0651 \u0646\u064e\u0634\n\u064e\u0627\u0628\n\u064e\u0634\n, \u0648  \u064f\u0650\u0644\n\u064e\u0627\u062f\n\u064f \u0627\u0644\u0639\n\u064e\u0627\u0645\n\u0650\u0645\n\u0627\u0625\u0644 \n : \u064f \u0647\n\u0650\u0644\n\u064e\u0651 \u0638\n\u064e\u0651 \u0625\u0627\u0644\n\u0650\u0644\n\u064e \u0638\n\u064e \u0627\u0644\n\u0652\u0645\n\u0650 \u064a \u064e\u0648\n\u0650\u0647\n \n\u0650\u0644\n\u0650\u0641 \u0638 \u064f\u064f \u0647\u0644\u0644\u0627\n\u064f\u0645\n \u0647\n\u0650\u0644\n\u064a\u064f\u0638  \n\u064c\u064e\u0629\n\u064e\u0628 \u0652\u0639\n\u0633\n \n  \n\u064c\u064f\u0644\n\u064e\u062c\n\u064e\u0631\n\u0648 ,\u064e\u064e \u0647\u0644\u0644\u0627\n\u064e\u0627\u0641\n  \u0623\u064e\u062e\n\u0650\u0651\u0646\n\u064e: \u0625\n\u064e\u0627\u0644\n  \u0641 \u064e\u0642\n\u064e\u064e\u0627\u0644\n\u064e\u064e\u062c\n  \u0648\n\u0650\u0628\n\u0652\u0635\n\u064e\u0646\n\u064e \u0645\n\u064e\u0627\u062a\n\u064c \u0630\n\u064e\u0623\u064e\u0629\n\u0652\u0631\n\u064f \u0627\u0645\n\u0652\u0647\n\u062a \n\u064e\n \u064e\u0628\n\u064c \u0637\u064e\u0644\n\u064f\u0644\n\u064e\u062c\n\u064e\u0631\n\u0652\u0647, \u0648\n\u064e\u064a\n\u064e\u0644\n\u064e\u0627 \u0639\n\u064e\u0651\u0642\n\u064e\u0631\n\u064e\u062a \u064e\u0641\n\u0650 \u0648\n\u0652\u0647\n\u064e\u064a\n\u064e\u0644\n\u064e\u0627 \u0639\n\u064e\u0639\n\u064e\u0645\n\u0650 \u062a\n\u0650 \u0627\u062c\n\u0650\u0652 \u0647\u0644\u0644\u0627\n\u064e \u0650\u0641\n\u064e\u064e\u0627\u0628\n\u0650 \u064e\u062a\n\u064e\u0646\n\u064f\u0627\u0644\n\u064e\u062c\n\u064e\u0631\n\u0648\n.\u064f\u064e\u0627\u0647\n\u064e\u064a \u0652\u0646\n\u0652 \u0639\n\u064e\u062a\n\u064e\u0627\u0636\n\u064b\u0627 \u0641 \u064e\u0641\n\u064e\u0627\u0644\u0650\u064a\n\u064e \u062e\n\u064e \u0647\u0644\u0644\u0627\n\u064e\u0631\n\u064c \u0630\u064e\u0643\n\u064f\u0644\n\u064e\u062c\n\u064e\u0631\n\u0650\u0647, \u0648\n\u0652\u0646\n\u064e\u0650\u064a\n\u064f \u064e\u064a\n\u0650\u0642\n\u0652\u0641\n\u064e\u0627 \u062a \u064f\u0646\n\u064f \u0645\n\u064f\u0647\n\u0650\u064e\u0627\u0644\n\u064e \u0650\u0634\n\u064e\u0645\n\u0652\u0644\n\u064e \u062a \u064e\u0639\n\u064e\u0651 \u0627\u0644\n\u064e\u064e\u0651\u062a\n\u064e\u0649 \u062d\n\u0652\u0641\n\u0623\u064e\u062e  \u064e\u064e\u0651\u0642\n\u064e\u062f\n\u062a\u064e\u0635 \n \n) ( \u0645\u062a\u0641\u0642 \u0639\u0644\u064a\u0647 \n \n   ((\n \n \n \n \n \n", "MIP PENDIDIKAN ISLAM KSSM \n \n\u00a9 AKRAMTRG 2021 \n7 \n5 \nBagaimanakah remaja hari ini boleh mewujudkan rasa cintakan masjid dalam \ndiri masing-masing? \n______________________________________________________________ \n______________________________________________________________ \n______________________________________________________________ \n______________________________________________________________ \n \n \n \n \nSolat \nberjamaah \nAktiviti di \nmasjid \n6 \nBerikan dua contoh dalam sirah Nabi berkaitan golongan yang saling \nmengasihi kerana Allah? \n______________________________________________________________ \n______________________________________________________________ \n______________________________________________________________ \n______________________________________________________________ \n \n \n \n \nSaidina Abu \nBakar \nMuhajirin \nAnsar \n7 \nApakah cara yang boleh dilakukan untuk menjauhi maksiat? \n \n______________________________________________________________ \n______________________________________________________________ \n \n \n \n \nHindari \npergaulan \nbebas \n8 \nJelaskan dua contoh sedekah yang disembunyikan. \n \n______________________________________________________________ \n______________________________________________________________ \n \n \n \n \nPerbankan \nonline \nWakaf \n9 \nTerangkan dua pengajaran hadis. \n \n______________________________________________________________ \n______________________________________________________________ \n______________________________________________________________ \n______________________________________________________________ \n \n \n \n \nBerlaku \nadil/suruhan \nAllah \nManfaat \nusia \nmuda/dekati \nAllah \n \n \n \n"], "qa": [{"question": "Nyatakan maksud kalimah bergaris.\n\n \u064f\u0648\n\u0650\u0628\n\u0652\u062a\n\u0627\u062c\n\u0627      :___________________________________________ \n\n \u064f\u0652\u0631\n \u0650\u062d\n\u0627\u0644\u0633      :___________________________________________ \n \u064e \u0650\u0628\n\u064f \u0627\u0644\u0631\n\u0652\u0644\n\u0623\u064e\u0643    :___________________________________________ \n \u0650\u0652\u0641\n\u064e\u0651\u062d\n\u064e \u0627\u0644\u0632\n\u0652\u0645\n\u064a \u064e\u0648 :___________________________________________", "A": "Jauhi", "B": "Sihir", "C": "Riba", "D": "Perang", "answer": "A"}, {"question": "Senaraikan dosa-dosa besar yang terkandung dalam hadis.\n \n__________________________________________________________________ \n\n__________________________________________________________________ \n\n__________________________________________________________________", "A": "Syirik", "B": "Sihir", "C": "Bunuh", "D": "Semua di atas", "answer": "D"}, {"question": "Apakah maksud syirik jali dan berikan contohnya.\n  \n__________________________________________________________________ \n\n__________________________________________________________________", "A": "Sekutukan Allah", "B": "Berhala", "C": "Alam", "D": "Semua di atas", "answer": "D"}, {"question": "Apakah maksud syirik khafi dan berikan akibat melakukannya.\n\n__________________________________________________________________ \n\n__________________________________________________________________", "A": "Bukan kerana Allah", "B": "Dibenci", "C": "Hilang", "D": "Semua di atas", "answer": "D"}, {"question": "Sihir ialah perbuatan yang memudharatkan orang lain dengan bantuan jin dan syaitan. Jelaskan dua kesan perbuatan sihir terhadap masyarakat.\n\n__________________________________________________________________ \n\n__________________________________________________________________", "A": "Pergaduhan", "B": "Fitnah", "C": "Kerosakan harta benda", "D": "A dan B", "answer": "D"}, {"question": "Jelaskan akibat perbuatan membunuh terhadap keluarga mangsa. \n\n__________________________________________________________________ \n\n__________________________________________________________________", "A": "Susah", "B": "Porak-peranda", "C": "Kehilangan ahli keluarga", "D": "Semua di atas", "answer": "D"}, {"question": "Huraikan kesan riba terhadap ekonomi umat Islam. \n\n__________________________________________________________________ \n\n__________________________________________________________________", "A": "Lumpuh", "B": "Penindasan", "C": "Ketidakseimbangan ekonomi", "D": "Semua di atas", "answer": "D"}, {"question": "Nyatakan dua contoh penggunaan  harta anak yatim yang tidak dibenarkan syarak. \n\n__________________________________________________________________ \n\n__________________________________________________________________", "A": "Belanja peribadi", "B": "Salahguna", "C": "Dijual untuk keuntungan sendiri", "D": "A dan B", "answer": "D"}, {"question": "Apakah yang akan berlaku sekiranya umat Islam pengecut dan lari dari medan perang?\n\n__________________________________________________________________ \n\n__________________________________________________________________", "A": "Keselamatan terancam", "B": "Campur tangan asing", "C": "Kehilangan kedaulatan", "D": "Semua di atas", "answer": "D"}, {"question": "Nyatakan kesan qazaf terhadap perempuan beriman.\n\n__________________________________________________________________ \n\n__________________________________________________________________", "A": "Jatuh maruah", "B": "Fitnah", "C": "Dipandang serong oleh masyarakat", "D": "Semua di atas", "answer": "D"}, {"question": "Terangkan dua pengajaran hadis di atas.\n\n__________________________________________________________________ \n\n__________________________________________________________________ \n\n__________________________________________________________________ \n\n__________________________________________________________________", "A": "Jauhi syirik-rosak akidah", "B": "Amanah urus harta-hak terpelihara", "C": "Kesatuan umat Islam penting untuk kekuatan", "D": "A dan B", "answer": "D"}]}
 {"id": 1452, "uuid": "if4dju", "name": "Pendidikan Moral T4 Bab 3", "description": "JPN Sarawak 2021", "details": "Bab 3 : Prinsip Keadilan dan Keprihatinan dalam Membuat Keputusan", "type": "practice", "form": 10, "year": 2023, "price": null, "downloadCount": 621, "totalQuestions": 4, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/f5bd4da5-9568-42ac-8b5e-782640a7d3a6.pdf", "pdfLinkPreview": null, "isDraft": false, "isPremium": false, "thumbnail": "TOPIKAL", "createdAt": "2023-07-27T01:16:14Z", "updatedAt": "2024-01-02T01:53:32Z", "collection": null, "paperGenerated": null, "subject": {"id": 8, "uuid": "pendidikan-moral", "name": "Pendidikan Moral", "languages": ["malay"], "subjectTypes": ["lower-form", "upper-form", "elementary"], "isAvailLowerForm": true, "isAvailUpperForm": true, "isAvailElementary": true, "isNoLevel": null, "createdAt": "2021-06-15T07:03:27Z", "updatedAt": "2021-06-15T07:03:27Z"}, "user": {"id": 1134, "firstName": "CEMPAKA", "lastName": "AMELIEN", "email": "cmpkamelien@gmail.com", "school": null, "avatar": null, "phoneNumber": null, "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2022-07-04T02:22:24Z", "updatedAt": "2022-07-04T02:22:24Z"}, "course": null, "local_filename": "mysoalan.com-pdf/f5bd4da5-9568-42ac-8b5e-782640a7d3a6.pdf", "texts": ["Modul Semarak Kasih \nPendidikan Moral \n \n6 \n \nUnit 2: Peribadi Mulia Hiasan Diri \nBahagian A  \n \n1 \nGambar berikut menunjukkan Rider Food Panda menghulurkan makanan kepada \ngolongan gelandangan. \n \n \nSumber: https://bit.ly/3BnoBox \n \n(a) \nJelaskan satu nilai universal yang diamalkan oleh Rider Food Panda berdasarkan \ngambar di atas. \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n \n \n[2 markah] \n \n(b) \nTindakan Rider Food Panda tersebut menunjukkan mereka berkeperibadian mulia. \nHuraikan ciri-ciri berkeperibadian mulia yang dimiliki oleh mereka. \n \ni. \n.................................................................................................................................... \n \n \n.................................................................................................................................... \n \nii. \n.................................................................................................................................... \n \n \n.................................................................................................................................... \n \n \n[4 markah] \n \n(c) \nPada pendapat anda, mengapakah kita perlu membantu golongan gelandangan? \nBerikan hujah anda. \n \ni. \n.................................................................................................................................... \n \n \n.................................................................................................................................... \n \nii. \n.................................................................................................................................... \n \n \n.................................................................................................................................... \n \n \n[4 markah] \n", "Modul Semarak Kasih \nPendidikan Moral \n \n7 \n \n2 \nGambar berikut menunjukkan seorang warga tua yang dibantu untuk menyeberangi \njalan. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nSumber: Buku Teks Pendidikan Moral Tingkatan 4, hlm. 27 \n \n(a) \nNyatakan dua nilai universal yang ditunjukkan oleh pemuda yang telah membantu \nwarga tua tersebut. \n \ni.  ................................................................................................................................... \n \nii. \n................................................................................................................................... \n \n \n[2 markah] \n \n(b) \nSebagai murid, jelaskan dua cara yang boleh anda ambil semasa mengkritik individu \nyang tidak menghormati warga emas. \n \ni. \n................................................................................................................................... \n \n \n................................................................................................................................... \n \nii. \n................................................................................................................................... \n \n \n................................................................................................................................... \n \n \n[4 markah] \n \n(c) \nRamalkan dua implikasi jika seseorang mengamalkan sikap individualistik dalam \nkehidupan bermasyarakat. \n \ni. \n................................................................................................................................... \n \n \n................................................................................................................................... \n \nii. \n................................................................................................................................... \n \n \n\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. \n \n \n[4 markah] \n", "Modul Semarak Kasih \nPendidikan Moral \n \n8 \n \nBahagian B  \n \n3 \nTeliti maklumat di bawah. \n \n \n \n \n \n \n \n \n \n \n \n \nSuri rumah bela 250 kucing terbiar di rumahnya \n \n                                                                                                                   Sumber: https://bit.ly/3zzsFlg \n \n \nUsaha untuk membela haiwan peliharaan terbiar memerlukan kos yang tinggi. Namun \nbegitu, suri rumah tersebut cekal dengan pendiriannya untuk membantu haiwan tanpa \ntempat perlindungan sementara menunggu pemilik baharunya. \n \nJelaskan tindakan yang patut diambil oleh setiap individu yang berkeperibadian mulia \nterhadap haiwan bagi mengelakkan pengabaian ini daripada berterusan.  \nJawapan anda mestilah berdasarkan nilai universal yang dipelajari. \n \n[10 markah] \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n \n", "Modul Semarak Kasih \nPendidikan Moral \n \n9 \n \nBahagian C  \n \n4 \nTeliti gambar di bawah. \n \n \n \nSumber: https://bit.ly/38rlI9T \n \n(a) \nJulia lewat menghadiri mesyuarat kerana dia menyiapkan bahan pembentangannya \nsemalaman. Semasa memandu, Julia membuat panggilan telefon untuk menyatakan \nkelewatannya. Tindakan Julia telah menyalahi undang-undang jalan raya. Berikan \njustifikasi jawapan anda berdasarkan nilai universal yang telah dipelajari. \n \n[10 markah] \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n", "Modul Semarak Kasih \nPendidikan Moral \n \n10 \n \n(b) \nKemunculan gajet yang semakin canggih membolehkan manusia menjalani kehidupan \ndengan lebih mudah. Kemajuan teknologi maklumat dan komunikasi ini merupakan \ncabaran untuk melahirkan generasi berkeperibadian mulia. Dengan ini, penggunaan \ngajet dalam kalangan generasi muda perlu dikawal. \nBerikan justifikasi jawapan anda.  \n \n[10 markah] \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n", "Modul Semarak Kasih \nPendidikan Moral \n \n139 \n \nUNIT 2 \n \nBahagian A \nSoalan \n \nButiran \nMarkah \n1 (a) \nN1 \nN2 \nN3 \nN4 \nN5 \n \n \nH1 \nH2 \nH3 \nH4 \nH5 \nH6 \nHemah tinggi \nKasih sayang \nBaik hati \nRasional \nBertanggungjawab \n \n \nMenghargai sesama manusia \nMemberikan makanan secara sopan \nMembantu dengan penuh ikhlas  \nPrihatin/ peka terhadap keperluan asas \nMengelakkan mereka kelaparan \nMeringankan beban mereka \n \n(Mana-mana jawapan lain yang munasabah) \n \n1 \n1 \n1 \n1 \n1 \n[Mak. 1m] \n \n1 \n1 \n1 \n1 \n1 \n1 \n \n[Mak. 1m] \n \n(b) \nH1 \nH2 \nH3 \nH4 \nH5 \nH6 \nH7 \nH8 \nH9 \nH10 \nIkhlas/ jujur dalam tindakan \nTidak mengheboh-hebohkan perbuatan mereka  \nBerpegang teguh kepada agama/ nilai moral \nMembantu tanpa mengira warna kulit/ agama \nBerusaha bersungguh-sungguh melakukan kebaikan \nBersikap sederhana dalam pemikiran/ pertuturan/ perlakuan \nMemberikan bantuan dengan sopan/ mesra \nSabar/ tenang dalam perbuatan \nBersikap positif ketika menghadapi pelbagai rintangan \nSedia membantu walaupun tidak mempunyai wang yang banyak \n \n(Mana-mana jawapan lain yang munasabah) \n \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n \n[Mak. 4m] \n \n(c) \nH1 \nH2 \nH3 \nH4 \nH5 \nH6 \nH7 \nH8 \nMeringankan beban golongan ini \nMembolehkan mereka mendapatkan keperluan asas \nBersemangat untuk meneruskan kehidupan \nRasa disayangi masyarakat \nMemelihara kebajikan mereka \nMengelakkan mereka daripada kebuluran \nMemastikan kesihatan terjaga \nMengurangkan gejala sosial/ kecurian/ rompakan/ \npenyalahgunaan dadah \n \n(Mana-mana jawapan lain yang munasabah) \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n \n \n[Mak. 4m] \n \n \n \n \n \n \n \nT4  \nUnit 2 \n", "Modul Semarak Kasih \nPendidikan Moral \n \n140 \n \n2 (a) \nN1 \nN2 \nN3 \nN4 \nN5 \nN6 \nN7 \nBaik hati \nHemah tinggi \nKasih sayang \nHarga diri \nRasional \nHormat \nBertanggungjawab \n \n \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n \n[Mak. 2m] \n \n(b) \nH1 \nH2 \nH3 \nH4 \nH5 \nH6 \nH7 \nH8 \nMemberikan kritikan yang positif/ membina \nMengubah tingkah laku  \nMenghindari keadaan beremosi/ ketegangan \nSenyum/ bahasa badan yang positif \nIntonasi/ nada suara yang boleh diterima \nFokus kepada tingkah laku bukan individu \nBukan bertujuan untuk menyalahkan seseorang \nIndividu yang dikritik berasa selesa/ menjaga perasaan mereka \n \n(Mana-mana jawapan lain yang munasabah) \n \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n \n[Mak. 4m] \n \n(c) \nH1 \nH2 \nH3 \nH4 \nH5 \nH6 \nH7 \nH8 \nH9 \nH10 \nH11 \nH12 \n \n \nTidak disenangi \nDisisihkan oleh masyarakat \nKurang komunikasi dalam kalangan masyarakat \nMenjejaskan keakraban antara anggota masyarakat \nMasalah sosial akan meningkat \nTidak mengambil berat permasalahan remaja \nKurang keprihatinan/ kepedulian terhadap orang lain \nGolongan memerlukan terabai \nMenjejaskan perpaduan \nBersifat perkauman \nMenjejaskan imej negara \nBertentangan dengan pegangan nilai ketimuran \n \n(Mana-mana jawapan lain yang munasabah) \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n \n[Mak. 4m] \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n", "Modul Semarak Kasih \nPendidikan Moral \n \n141 \n \nBahagian B \nSoalan \n \nButiran \nMarkah \n3 \nN1 \nN2 \nN3 \nN4 \nN5 \nN6 \n \nH1 \nH2 \nH3 \nH4 \nH5 \nH6 \nH7 \nH8 \n \n \nKepercayaan kepada Tuhan \nBaik hati \nBertanggungjawab \nKasih sayang \nRasional  \nKerjasama \n \nMengelakkan penderaan haiwan \nTidak membuang haiwan peliharaan sesuka hati \nMenyediakan pusat perlindungan haiwan \nMenyertai kempen kesedaran \nMenyumbangkan dana  \nMemberikan/ menyediakan keperluan  \nMemelihara haiwan tersebut dengan penuh kasih sayang \nMematuhi undang-undang/ Akta Kebajikan Haiwan 2015/ Akta \nPerlindungan Hidupan Liar 2010 \n \n(Mana-mana jawapan lain yang munasabah) \n \n1 \n1 \n1 \n1 \n1 \n1 \n \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n \n \n[Mak.10m] \n \nBahagian C \nSoalan \n \nButiran \nMarkah \n4 (a) \nN1 \nN2 \nN3 \nN4 \nN5 \nN6 \n \nH1 \nH2 \nH3 \nH4 \nH5 \nH6 \nH7 \nH8 \n \n \nBertanggungjawab \nHemah tinggi \nHormat  \nKasih sayang  \nRasional \nKesederhanaan \n \nKemalangan akan berlaku \nMembahayakan nyawa diri/ orang lain \nMenjejaskan keselamatan diri/ pengguna jalan raya yang lain \nMelanggar peraturan/ undang-undang jalan raya \nTindakan tersebut tidak mendisiplinkan diri semasa memandu \nTidak menghormati pengguna jalan raya yang lain \nMenyebabkan kecederaan/ kematian \nMenunjukkan perlakuan yang tidak berkeperibadian mulia \n \n(Mana-mana jawapan lain yang munasabah) \n \n1 \n1 \n1 \n1 \n1 \n1 \n \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n \n[Mak.10m] \n \n \n \n \n \n \n \n \n \n", "Modul Semarak Kasih \nPendidikan Moral \n \n142 \n \n4 (b) \nH1 \nH2 \nH3 \nH4 \nH5 \nH6 \nH7 \nH8 \n \nH9 \n \n \nTidak terlalu kerap menghadap telefon bimbit \nMelatih untuk mematuhi peraturan/ masa penggunaan gajet \nMenjamin kesihatan mereka \nMengelakkan daripada leka dengan permainan/ hiburan \nMengelakkan pembaziran masa/ wang \nMelahirkan generasi yang berketrampilan \nMenjamin imej diri/ keluarga \nMengelakkan menjadi mangsa buli siber/ penipuan/ kecurian \nidentiti \nMengelakkan terpengaruh dengan unsur negatif/ keganasan/ \npornografi \n \n(Mana-mana jawapan lain yang munasabah) \n \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n \n1 \n \n \n[Mak.10m] \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n"], "qa": [{"question": "(a)\nJelaskan satu nilai universal yang diamalkan oleh Rider Food Panda berdasarkan\ngambar di atas.", "A": "Hemah tinggi", "B": "Kasih sayang", "C": "Baik hati", "D": "Rasional", "answer": "Mana-mana jawapan yang munasabah"}]}
 {"id": 1451, "uuid": "xvsluq", "name": "Pendidikan Moral T4 Bab 2", "description": "JPN Sarawak 2021", "details": "Bab 2 : Peribadi Mulia Hiasan Diri", "type": "practice", "form": 10, "year": 2023, "price": null, "downloadCount": 1500, "totalQuestions": 4, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/f5bd4da5-9568-42ac-8b5e-782640a7d3a6.pdf", "pdfLinkPreview": null, "isDraft": false, "isPremium": false, "thumbnail": "TOPIKAL", "createdAt": "2023-07-27T01:15:10Z", "updatedAt": "2024-01-02T02:00:56Z", "collection": null, "paperGenerated": null, "subject": {"id": 8, "uuid": "pendidikan-moral", "name": "Pendidikan Moral", "languages": ["malay"], "subjectTypes": ["lower-form", "upper-form", "elementary"], "isAvailLowerForm": true, "isAvailUpperForm": true, "isAvailElementary": true, "isNoLevel": null, "createdAt": "2021-06-15T07:03:27Z", "updatedAt": "2021-06-15T07:03:27Z"}, "user": {"id": 1134, "firstName": "CEMPAKA", "lastName": "AMELIEN", "email": "cmpkamelien@gmail.com", "school": null, "avatar": null, "phoneNumber": null, "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2022-07-04T02:22:24Z", "updatedAt": "2022-07-04T02:22:24Z"}, "course": null, "local_filename": "mysoalan.com-pdf/f5bd4da5-9568-42ac-8b5e-782640a7d3a6.pdf", "texts": ["Modul Semarak Kasih \nPendidikan Moral \n \n6 \n \nUnit 2: Peribadi Mulia Hiasan Diri \nBahagian A  \n \n1 \nGambar berikut menunjukkan Rider Food Panda menghulurkan makanan kepada \ngolongan gelandangan. \n \n \nSumber: https://bit.ly/3BnoBox \n \n(a) \nJelaskan satu nilai universal yang diamalkan oleh Rider Food Panda berdasarkan \ngambar di atas. \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n \n \n[2 markah] \n \n(b) \nTindakan Rider Food Panda tersebut menunjukkan mereka berkeperibadian mulia. \nHuraikan ciri-ciri berkeperibadian mulia yang dimiliki oleh mereka. \n \ni. \n.................................................................................................................................... \n \n \n.................................................................................................................................... \n \nii. \n.................................................................................................................................... \n \n \n.................................................................................................................................... \n \n \n[4 markah] \n \n(c) \nPada pendapat anda, mengapakah kita perlu membantu golongan gelandangan? \nBerikan hujah anda. \n \ni. \n.................................................................................................................................... \n \n \n.................................................................................................................................... \n \nii. \n.................................................................................................................................... \n \n \n.................................................................................................................................... \n \n \n[4 markah] \n", "Modul Semarak Kasih \nPendidikan Moral \n \n7 \n \n2 \nGambar berikut menunjukkan seorang warga tua yang dibantu untuk menyeberangi \njalan. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nSumber: Buku Teks Pendidikan Moral Tingkatan 4, hlm. 27 \n \n(a) \nNyatakan dua nilai universal yang ditunjukkan oleh pemuda yang telah membantu \nwarga tua tersebut. \n \ni.  ................................................................................................................................... \n \nii. \n................................................................................................................................... \n \n \n[2 markah] \n \n(b) \nSebagai murid, jelaskan dua cara yang boleh anda ambil semasa mengkritik individu \nyang tidak menghormati warga emas. \n \ni. \n................................................................................................................................... \n \n \n................................................................................................................................... \n \nii. \n................................................................................................................................... \n \n \n................................................................................................................................... \n \n \n[4 markah] \n \n(c) \nRamalkan dua implikasi jika seseorang mengamalkan sikap individualistik dalam \nkehidupan bermasyarakat. \n \ni. \n................................................................................................................................... \n \n \n................................................................................................................................... \n \nii. \n................................................................................................................................... \n \n \n\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. \n \n \n[4 markah] \n", "Modul Semarak Kasih \nPendidikan Moral \n \n8 \n \nBahagian B  \n \n3 \nTeliti maklumat di bawah. \n \n \n \n \n \n \n \n \n \n \n \n \nSuri rumah bela 250 kucing terbiar di rumahnya \n \n                                                                                                                   Sumber: https://bit.ly/3zzsFlg \n \n \nUsaha untuk membela haiwan peliharaan terbiar memerlukan kos yang tinggi. Namun \nbegitu, suri rumah tersebut cekal dengan pendiriannya untuk membantu haiwan tanpa \ntempat perlindungan sementara menunggu pemilik baharunya. \n \nJelaskan tindakan yang patut diambil oleh setiap individu yang berkeperibadian mulia \nterhadap haiwan bagi mengelakkan pengabaian ini daripada berterusan.  \nJawapan anda mestilah berdasarkan nilai universal yang dipelajari. \n \n[10 markah] \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n \n", "Modul Semarak Kasih \nPendidikan Moral \n \n9 \n \nBahagian C  \n \n4 \nTeliti gambar di bawah. \n \n \n \nSumber: https://bit.ly/38rlI9T \n \n(a) \nJulia lewat menghadiri mesyuarat kerana dia menyiapkan bahan pembentangannya \nsemalaman. Semasa memandu, Julia membuat panggilan telefon untuk menyatakan \nkelewatannya. Tindakan Julia telah menyalahi undang-undang jalan raya. Berikan \njustifikasi jawapan anda berdasarkan nilai universal yang telah dipelajari. \n \n[10 markah] \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n", "Modul Semarak Kasih \nPendidikan Moral \n \n10 \n \n(b) \nKemunculan gajet yang semakin canggih membolehkan manusia menjalani kehidupan \ndengan lebih mudah. Kemajuan teknologi maklumat dan komunikasi ini merupakan \ncabaran untuk melahirkan generasi berkeperibadian mulia. Dengan ini, penggunaan \ngajet dalam kalangan generasi muda perlu dikawal. \nBerikan justifikasi jawapan anda.  \n \n[10 markah] \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n", "Modul Semarak Kasih \nPendidikan Moral \n \n139 \n \nUNIT 2 \n \nBahagian A \nSoalan \n \nButiran \nMarkah \n1 (a) \nN1 \nN2 \nN3 \nN4 \nN5 \n \n \nH1 \nH2 \nH3 \nH4 \nH5 \nH6 \nHemah tinggi \nKasih sayang \nBaik hati \nRasional \nBertanggungjawab \n \n \nMenghargai sesama manusia \nMemberikan makanan secara sopan \nMembantu dengan penuh ikhlas  \nPrihatin/ peka terhadap keperluan asas \nMengelakkan mereka kelaparan \nMeringankan beban mereka \n \n(Mana-mana jawapan lain yang munasabah) \n \n1 \n1 \n1 \n1 \n1 \n[Mak. 1m] \n \n1 \n1 \n1 \n1 \n1 \n1 \n \n[Mak. 1m] \n \n(b) \nH1 \nH2 \nH3 \nH4 \nH5 \nH6 \nH7 \nH8 \nH9 \nH10 \nIkhlas/ jujur dalam tindakan \nTidak mengheboh-hebohkan perbuatan mereka  \nBerpegang teguh kepada agama/ nilai moral \nMembantu tanpa mengira warna kulit/ agama \nBerusaha bersungguh-sungguh melakukan kebaikan \nBersikap sederhana dalam pemikiran/ pertuturan/ perlakuan \nMemberikan bantuan dengan sopan/ mesra \nSabar/ tenang dalam perbuatan \nBersikap positif ketika menghadapi pelbagai rintangan \nSedia membantu walaupun tidak mempunyai wang yang banyak \n \n(Mana-mana jawapan lain yang munasabah) \n \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n \n[Mak. 4m] \n \n(c) \nH1 \nH2 \nH3 \nH4 \nH5 \nH6 \nH7 \nH8 \nMeringankan beban golongan ini \nMembolehkan mereka mendapatkan keperluan asas \nBersemangat untuk meneruskan kehidupan \nRasa disayangi masyarakat \nMemelihara kebajikan mereka \nMengelakkan mereka daripada kebuluran \nMemastikan kesihatan terjaga \nMengurangkan gejala sosial/ kecurian/ rompakan/ \npenyalahgunaan dadah \n \n(Mana-mana jawapan lain yang munasabah) \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n \n \n[Mak. 4m] \n \n \n \n \n \n \n \nT4  \nUnit 2 \n", "Modul Semarak Kasih \nPendidikan Moral \n \n140 \n \n2 (a) \nN1 \nN2 \nN3 \nN4 \nN5 \nN6 \nN7 \nBaik hati \nHemah tinggi \nKasih sayang \nHarga diri \nRasional \nHormat \nBertanggungjawab \n \n \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n \n[Mak. 2m] \n \n(b) \nH1 \nH2 \nH3 \nH4 \nH5 \nH6 \nH7 \nH8 \nMemberikan kritikan yang positif/ membina \nMengubah tingkah laku  \nMenghindari keadaan beremosi/ ketegangan \nSenyum/ bahasa badan yang positif \nIntonasi/ nada suara yang boleh diterima \nFokus kepada tingkah laku bukan individu \nBukan bertujuan untuk menyalahkan seseorang \nIndividu yang dikritik berasa selesa/ menjaga perasaan mereka \n \n(Mana-mana jawapan lain yang munasabah) \n \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n \n[Mak. 4m] \n \n(c) \nH1 \nH2 \nH3 \nH4 \nH5 \nH6 \nH7 \nH8 \nH9 \nH10 \nH11 \nH12 \n \n \nTidak disenangi \nDisisihkan oleh masyarakat \nKurang komunikasi dalam kalangan masyarakat \nMenjejaskan keakraban antara anggota masyarakat \nMasalah sosial akan meningkat \nTidak mengambil berat permasalahan remaja \nKurang keprihatinan/ kepedulian terhadap orang lain \nGolongan memerlukan terabai \nMenjejaskan perpaduan \nBersifat perkauman \nMenjejaskan imej negara \nBertentangan dengan pegangan nilai ketimuran \n \n(Mana-mana jawapan lain yang munasabah) \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n \n[Mak. 4m] \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n", "Modul Semarak Kasih \nPendidikan Moral \n \n141 \n \nBahagian B \nSoalan \n \nButiran \nMarkah \n3 \nN1 \nN2 \nN3 \nN4 \nN5 \nN6 \n \nH1 \nH2 \nH3 \nH4 \nH5 \nH6 \nH7 \nH8 \n \n \nKepercayaan kepada Tuhan \nBaik hati \nBertanggungjawab \nKasih sayang \nRasional  \nKerjasama \n \nMengelakkan penderaan haiwan \nTidak membuang haiwan peliharaan sesuka hati \nMenyediakan pusat perlindungan haiwan \nMenyertai kempen kesedaran \nMenyumbangkan dana  \nMemberikan/ menyediakan keperluan  \nMemelihara haiwan tersebut dengan penuh kasih sayang \nMematuhi undang-undang/ Akta Kebajikan Haiwan 2015/ Akta \nPerlindungan Hidupan Liar 2010 \n \n(Mana-mana jawapan lain yang munasabah) \n \n1 \n1 \n1 \n1 \n1 \n1 \n \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n \n \n[Mak.10m] \n \nBahagian C \nSoalan \n \nButiran \nMarkah \n4 (a) \nN1 \nN2 \nN3 \nN4 \nN5 \nN6 \n \nH1 \nH2 \nH3 \nH4 \nH5 \nH6 \nH7 \nH8 \n \n \nBertanggungjawab \nHemah tinggi \nHormat  \nKasih sayang  \nRasional \nKesederhanaan \n \nKemalangan akan berlaku \nMembahayakan nyawa diri/ orang lain \nMenjejaskan keselamatan diri/ pengguna jalan raya yang lain \nMelanggar peraturan/ undang-undang jalan raya \nTindakan tersebut tidak mendisiplinkan diri semasa memandu \nTidak menghormati pengguna jalan raya yang lain \nMenyebabkan kecederaan/ kematian \nMenunjukkan perlakuan yang tidak berkeperibadian mulia \n \n(Mana-mana jawapan lain yang munasabah) \n \n1 \n1 \n1 \n1 \n1 \n1 \n \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n \n[Mak.10m] \n \n \n \n \n \n \n \n \n \n", "Modul Semarak Kasih \nPendidikan Moral \n \n142 \n \n4 (b) \nH1 \nH2 \nH3 \nH4 \nH5 \nH6 \nH7 \nH8 \n \nH9 \n \n \nTidak terlalu kerap menghadap telefon bimbit \nMelatih untuk mematuhi peraturan/ masa penggunaan gajet \nMenjamin kesihatan mereka \nMengelakkan daripada leka dengan permainan/ hiburan \nMengelakkan pembaziran masa/ wang \nMelahirkan generasi yang berketrampilan \nMenjamin imej diri/ keluarga \nMengelakkan menjadi mangsa buli siber/ penipuan/ kecurian \nidentiti \nMengelakkan terpengaruh dengan unsur negatif/ keganasan/ \npornografi \n \n(Mana-mana jawapan lain yang munasabah) \n \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n1 \n \n1 \n \n \n[Mak.10m] \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n"], "qa": [{"question": "(a)\nJelaskan satu nilai universal yang diamalkan oleh Rider Food Panda berdasarkan \ngambar di atas.", "A": "Hemah tinggi", "B": "Kasih sayang", "C": "Baik hati", "D": "Rasional", "answer": "Mana-mana jawapan yang munasabah"}]}
@@ -93,9 +93,9 @@
 {"id": 1371, "uuid": "fuzcsy", "name": "Mathematics SPM Kertas 1 Set A", "description": "Modul Kolektif G-Maths ", "details": "Latihan set SPM JPN (Sabah)", "type": "exam", "form": -4, "year": 2023, "price": null, "downloadCount": 2901, "totalQuestions": 40, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/874cd273-c6bc-4507-8b9b-d340f6e998c9.pdf", "pdfLinkPreview": "", "isDraft": false, "isPremium": false, "thumbnail": "SPM", "createdAt": "2023-07-20T02:13:02Z", "updatedAt": "2024-01-02T01:52:17Z", "collection": null, "paperGenerated": null, "subject": {"id": 3, "uuid": "mathematics", "name": "Mathematics", "languages": ["english", "malay"], "subjectTypes": ["lower-form", "upper-form", "elementary"], "isAvailLowerForm": true, "isAvailUpperForm": true, "isAvailElementary": true, "isNoLevel": null, "createdAt": "2021-02-07T08:06:59Z", "updatedAt": "2021-02-07T08:06:59Z"}, "user": {"id": 1134, "firstName": "CEMPAKA", "lastName": "AMELIEN", "email": "cmpkamelien@gmail.com", "school": null, "avatar": null, "phoneNumber": null, "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2022-07-04T02:22:24Z", "updatedAt": "2022-07-04T02:22:24Z"}, "course": null, "local_filename": "mysoalan.com-pdf/874cd273-c6bc-4507-8b9b-d340f6e998c9.pdf", "texts": ["\u201cNampak Susah, Tapi Senang Sebenarnya\u201d\n323\nJABATAN PELAJARAN NEGERI SABAH\nSIJIL PELAJARAN MALAYSIA\n(SET A)\n1449/1\nMATEMATIK\nKertas 1\n2021\n1 Jam 30 Minit\nSatu jam dan tiga puluh minit\nJANGAN BUKA KERTAS SOALAN INI SEHINGGA DIBERITAHU\n1.\nKertas soalan ini mengandungi 40 soalan.\nThis question paper consists of 40 questions.\n2.\nJawab semua soalan.\nAnswer all questions.\n3.\nTiap-tiap soalan diikuti oleh empat pilihan jawapan, iaitu A, B, C dan D. Bagi setiap soalan, pilih satu\njawapan sahaja.\nAnswer each question by blackening the correct space on the answer sheet.\n4.\nHitamkan jawapan anda pada kertas jawapan objektif yang disediakan.\nBlacken only one space for each question.\n5.\nJika anda hendak menukar jawapan, padamkan tanda yang telah dibuat. Kemudian, hitamkan\njawapan yang baharu.\nIf you wish to change your answer, erase the blackened mark that you have done. Then blacken the\nspace for the new answer.\n6.\nRajah yang mengiringi soalan tidak dilukis mengikut skala kecuali dinyatakan.\nThe diagram in the questions provided are not drawn to scale unless stated.\n7.\nAnda dibenarkan menggunakan kalkulator saintifik.\nYou may use a non-programmable scientific calculator.\nKertas soalan ini mengandungi 28 halaman bercetak.\n", "\u201cNampak Susah, Tapi Senang Sebenarnya\u201d\n324\nRUMUS MATEMATIK\nMATHEMATICAL FORMULAE\nRumus-rumus berikut boleh membantu anda untuk menjawab soalan.\nSimbol-simbol yang diberi adalah yang biasa\ndigunakan.\nThe following formulae may be helpful in answering the questions. The symbols given are the ones commonly used\nPERKAITAN\nRELATIONS\n1\nm\nn\nm n\na\na\na\n\uf02b\n\uf0b4\n\uf03d\n14\nTeoremPithagoras/Pythagoras Theorem\n2\n2\n2\nc\na\nb\n\uf03d\n\uf02b\n2\nm\nn\nm n\na\na\na\n\uf02d\n\uf0b8\n\uf03d\n15\n( )\n( )\n( )\nn A\nP A\nn S\n\uf03d\n3\n(\n)\nm n\nmn\na\na\n\uf03d\n(\n)\nm n\nmn\na\na\n\uf03d\n16\n( ')\n1\n( )\nP A\nP A\n\uf03d\uf02d\n4\n1\n1\nd\nb\nA\nc\na\nad\nbc\n\uf02d\n\uf02d\n\uf0e6\n\uf0f6\n\uf03d\n\uf0e7\n\uf0f7\n\uf02d\n\uf02d\n\uf0e8\n\uf0f8\n1\n1\nd\nb\nA\nc\na\nad\nbc\n\uf02d\n\uf02d\n\uf0e6\n\uf0f6\n\uf03d\n\uf0e7\n\uf0f7\n\uf02d\n\uf02d\n\uf0e8\n\uf0f8\n17\n2\n1\n2\n1\ny\ny\nm\nx\nx\n\uf02d\n\uf03d\n\uf02d\n5\nJarak / Distance =\n2\n2\n2\n1\n2\n1\n(\n)\n(\n)\nx\nx\ny\ny\n\uf02d\n\uf02b\n\uf02d\n18\npintasan-\npintasan-\ny\nm\nx\n\uf03d\uf02d\ny-intercept\nm\nx-intercept\n\uf03d\uf02d\n6\nTitik Tengah / midpoint\n1\n2\n1\n2\n( , )\n,\n2\n2\nx\nx\ny\ny\nx y\n\uf02b\n\uf02b\n\uf0e6\n\uf0f6\n\uf03d\uf0e7\n\uf0f7\n\uf0e8\n\uf0f8\n19\nFaedah mudah / Simple interest,\nI =Prt\n7\nPurata laju =\njarak yang dilalui\nmasa yang diambil\nAverage speed = distance travelled\ntime taken\n20\nNilai matang / Maturity value\nnt\nn\nr\nP\nMV\n\uf0f7\n\uf0f8\n\uf0f6\n\uf0e7\n\uf0e8\n\uf0e6\uf02b\n\uf03d\n1\n8\nMin = hasil tambah nilai data\nbilangan data\nMean =\n \n \n \n \nsum of data\nnumber of data\n21\nJumlah\nbayaran\nbalik\n/\nTotal\namount\npayable\nA = P + Prt\n9\nMin = hasil tambah (nilai titik tengah kelas \u00d7 kekerapan)\nhasil tambah kekerapan\n(\nint\n)\nsum of midpo\nfrequency\nMean\nsum of frequencies\n\uf0b4\n\uf03d\n10\nVarians / Variance,\n2\n2\n2\n2\n)\n(\nx\nN\nx\nN\nx\nx\n\uf02d\n\uf053\n\uf03d\n\uf02d\n\uf053\n\uf03d\n\uf073\n11\nVarians / Variance,\n2\n2\n2\n2\n)\n(\nx\nf\nfx\nf\nx\nx\nf\n\uf02d\n\uf053\n\uf053\n\uf03d\n\uf053\n\uf02d\n\uf053\n\uf03d\n\uf073\n12\nSisihan piawai / Standard deviation,\n2\n2\n2\n)\n(\nx\nN\nx\nN\nx\nx\n\uf02d\n\uf053\n\uf03d\n\uf02d\n\uf053\n\uf03d\n\uf073\n13\nSisihan piawai / Standard deviation,\n2\n2\n2\n)\n(\nx\nf\nfx\nf\nx\nx\nf\n\uf02d\n\uf053\n\uf053\n\uf03d\n\uf053\n\uf02d\n\uf053\n\uf03d\n\uf073\n", "\u201cNampak Susah, Tapi Senang Sebenarnya\u201d\n325\nBENTUK DAN RUANG\nSHAPES AND SPACE\n1\n1\nLuas Trapezium = \nHasil tambah dua sisi selari \n Tinggi\n2 \uf0b4\n\uf0b4\n1\n2 \uf0b4\n\uf0b4\nArea of Trapezium = \nSum of parallel lines\nHeight\n2\nLilitan bulatan\uf03d\uf070d \uf03d2\uf070j\nCircumference of circle \uf03d\uf070d \uf03d2\uf070r\n3\nLuas bulatan\uf03d\uf070j2\nArea of circle \uf03d\uf070r2\n4\nLuas permukaan melengkung silinder\uf03d2\uf070jt\nCurved surface area of cylinder \uf03d2\uf070rh\n5\nLuas permukaan sfera\uf03d4\uf070j2\nSurface area of sphere \uf03d4\uf070r2\n6\nIsipadu silinder \uf03d\uf070j2t\nVolume of cylinder \uf03d\uf070r2h\n7\nIsipadu prisma tegak\uf03dluas keratan rentas\uf0b4panjang\nVolume of right prism \uf03dcross sectional area \uf0b4length\n8\n3\n4\nIsipadu Sfera = 3 \uf070j\n9\n2\n1\nIsipadu Kon = 3 \uf070j t\n3\n4\n3 \uf070\nVolume of Sphere = \nr\n2\n1\n3 \uf070\nVolume of Cone = \nr h\n10\n1\nIsipadu Piramid Tegak = \n \n Luas tapak \n Tinggi\n3 \uf0b4\n\uf0b4\n1\n3 \uf0b4\n\uf0b4\nVolume of Right Pyramid = \n \n Area of base \n Height\n11\nHasil tambah sudut pedalaman poligon \uf03d(n \u2013 2) \uf0b4180\uf0b0\nSum of interior angles of a polygon \uf03d(n \u2013 2) \uf0b4180\uf0b0\n12\n Panjang lengkok \n Sudut di pusat \n = \nLilitan bulatan\n360\uf0b0\n360\uf0b0\nLength of arc\n Angle subtended at centre\n=\n Circumference of circle \n13\n Luas sektor \n Sudut di pusat \n = \nLuas bulatan\n360\uf0b0\n360\uf0b0\nArea of sector\n Angle subtended at centre\n=\n Area of circle \n14\nFaktor skala / Scale factor,\n'\n\uf03dPA\nk\nPA\n15\nLuas imej \uf03dk2\uf0b4luas objek\nArea of image \uf03dk2\uf0b4area of object\n", "\u201cNampak Susah, Tapi Senang Sebenarnya\u201d\n326\n1\nRajah di bawah menunjukkan satu rangkaian.\nThe diagram below shows a network.\nHitung darjah bagi bucu R.\nCalculate the degree of vertex R.\nA\n4\nB\n5\nC\n6\nD\n7\n2\nAntara yang berikut, manakah merupakan subgraf bagi Rajah di bawah?\nWhich of the following, is a subgraph of the diagram below.\nA\nQ\nP\nR\nS\ne1\ne2\ne3\ne4\ne5\nQ\nP\nR\nS\ne4\ne2\ne3\ne4\ne5\n", "\u201cNampak Susah, Tapi Senang Sebenarnya\u201d\n327\nB\nC\nD\n3\nAntara berikut yang manakah adalah suatu pokok?\nWhich of the following is a tree?\nA\nB\nQ\nP\nR\nS\ne1\ne2\ne4\ne4\ne5\nQ\nP\nR\nS\ne1\ne2\ne3\ne4\ne5\nQ\nP\nR\nS\ne1\ne2\ne3\ne4\ne2\nA\nB\nC\nP\nQ\nR\n", "\u201cNampak Susah, Tapi Senang Sebenarnya\u201d\n328\nC\nD\n4\nAntara berikut yang manakah merupakan graf dengan empat bucu dan darjah 1, 2, 3\ndan 4?\nWhich of the following is the graph with four vertices and degree 1, 2, 3 and 4?\nA\nB\nC\nD\n", "\u201cNampak Susah, Tapi Senang Sebenarnya\u201d\n329\n5\nRangkaian ialah sejenis graf yang mengandungi sekurang-kurangnya ______ bucu\nyang berkait.\nA network is a type of graph that contains at least _______ related vertices.\nA\n2\nB\n3\nC\n4\nD\n5\n6\nJadual 6 menunjukkan min mata dan sisihan piawai yang diperoleh oleh Alvin,\nMarkus, Shuib dan Tan dalam suatu pertandingan memanah.\nTable 6 shows the mean points and standard deviation obtained by Alvin, Markus,\nShuib and Tan in an archery competition.\nMin\nMean\nSisihanPiawai\nStandard Deviation\nAlvin\n8.4\n2.62\nMarkus\n8.4\n2.64\nShuib\n8.4\n3.12\nTan\n8.4\n1.57\nJadua1 6\nTable 6\nSusun pemanah daripada yang paling konsisten kepada pemanah yang tidak konsisten.\nArrange archers from the most consistence to the least consistence.\nA\nShuib, Markus, Alvin, Tan\nB\nAlvin, Markus, Shuib, Tan\nC\nMarkus, Tan, Shuib, Alvin\nD\nTan, Alvin, Markus, Shuib\n", "\u201cNampak Susah, Tapi Senang Sebenarnya\u201d\n330\n7\nRajah 7 menunjukkan markah yang diperolehi oleh 12 orang murid 4 Alamanda untuk\nUjian Matematik bagi bulan Mac.\nDiagram 7 shows the mark obtained by 12 students of 4 Alamanda in the March\nMathematics Test.\n25\n28\n36\n40\n32\n42\n54\n48\n62\n38\n44\n52\nRajah 7\nDiagram 7\nHitung julat antara kuartil bagi markah yang diperolehi oleh pelajar-pelajar tersebut.\nCalculate the interquartile range for the marks obtained by the students.\nA\n15\nB\n16\nC\n17\nD\n18\n8\nJadual di bawah menunjukkan bilangan buku yang dibaca oleh 30 orang murid kelas\ntingkatan 4 Mirach.\nThe table below shows the number of books read by 30 students in class 4 Mirach.\nBilangan buku\nNumber of books\n0\n1\n2\n3\n4\n5\n6\nBilangan murid\nNumber of students.\n2\n4\n6\n3\n7\n5\n3\nTentukan sisihan piawai bagi bilangan buku yang dibaca oleh murid kelas berkenaan.\nDetermine the standard deviation for the number of books read by students in the class.\nA\n1.759\nB\n3.093\nC\n3.2\nD\n3.44\n", "\u201cNampak Susah, Tapi Senang Sebenarnya\u201d\n331\n9\nBerikut ialah satu set data.\nThe following is a set of data.\nCari julat\nFind the range\nA\n8\nB\n7\nC\n6\nD\n4\n10\nData di bawah menunjukkan taburan skor yang diperoleh 10 orang pelajar dalam satu\nujian Matematik.\nThe data below shows the distribution of scores obtained by 10 students in a\nMathematics test.\nTentukan kuartil yang ketiga.\nDetermine the third quartile.\nA\n52\nB\n62\nC\n72\nD\n78\n3 , 2 , 6, 9, 4, 2, 7, 2, 4\n62, 70, 78, 50, 63, 40, 80, 72, 52, 62\n", "\u201cNampak Susah, Tapi Senang Sebenarnya\u201d\n332\n11\nJadual 11 menunjukkan perbelanjaan sebenar dan perbelanjaan yang dirancang oleh\nAmy.\nTable 11 shows the actual and planned monthly expenses for Amy..\nJadual 11\nTable 11\nPerbelanjaan\nExpenses\nPerbelanjaan\nbulanan sebenar\nActual monthly\nexpenses (RM)\nPerbelanjaan\nbulanan yang\ndirancang\nPlanned monthly\nexpenses\n(RM)\nMakanan\nFood\n550\n400\nSewa\nRental\n250\n250\nYuran Gim\nGym fee\n100\n100\nPengangkutan\nTransportation\n250\n200\nAntara yang berikut yang manakah tidak benar tentang perbelanjaan Amy.\nWhich of the following is not true about Amy\u2019s spending?\nA\nAmy tidak akan dapat memenuhi matlamat kewangannya berdasarkan pola\nperbelanjaan semasa.\nAmy will not be able to meet his financial goal based on his current spending\nbehaviour.\nB\nAmy tidak menunjukkan perbelanjaan yang berhemah.\nAmy did not show prudent expenses.\nC\nTerdapat perbezaan RM300 dalam perbelanjaan bulanan sebenar Amy.\nThere is a difference of RM300 in Amy\u2019s monthly expenses.\nD\nPola perbelanjaan Amy membawa kepada aliran tunai negatif.\nAmy spending lead to a negative cash flow.\n", "\u201cNampak Susah, Tapi Senang Sebenarnya\u201d\n333\n13\nDalam Rajah 13, dua gelung getah masing-masing diikat pada tiang tegak JML di M\ndan L dari K pada permukaan tanah.\nIn Diagram 13, two rubber bands are tied to a vertical pole JML at M and L\nrespectively from K at the surface of earth.\nDiberi bahawa \uf0d0JKL = 70\u00b0 dan JM \uf03d21 cm, cari jarak antara L dan M.\nGiven that \uf0d0JKL = 70\u00b0 and JM \uf03d21 cm, find the distance between L and M.\nA\n82.40 cm\nB\n52.41 cm\nC\n52.40 cm\nD\n45.40 cm\n12\n3\n1\n\uf02d\n\uf0f7\n\uf0f8\n\uf0f6\n\uf0e7\n\uf0e8\n\uf0e6\nn\nm\nA\n3\nn\nm\nB\n3\nm\nn\nC\n3\nn\nm\nD\n3\nmn\nRajah 13\nDiagram 13\n", "\u201cNampak Susah, Tapi Senang Sebenarnya\u201d\n334\n14\nRajah 14 menunjukkan sebuah silinder yang kosong dengan ketinggian 900 cm dan\ndiameter 280 cm. Hanna memasukkan air ke dalam silinder itu sehingga penuh.\nDiagram 14 shows an empty cylinder with the height is 900 cm and the diameter\n280cm. Hanna fills up the cylinder full with water.\n900 cm\n280 cm\nHitungkan isipadu, dalam cm3, air yang perlu dimasukkan ke dalam lima bekas silinder\nyang sama saiz.\nCalculate the volume, in cm3, of water needed to fill up five cylinders of the same size.\n(Guna / Use\n22\n7\n\uf070\uf03d\n)\nA\n2.772 \u00d7 108\nB\n5.544 \u00d7 107\nC\n1.764 \u00d7 108\nD\n7.056 \u00d7 107\n15\nAntara berikut yang manakah pelaburan yang bebas risiko?\nWhich of following is a free risk investment?\nA\nSaham Syarikat\nCompany shares\nB\nHartanah\nReal estate\nC\nUnit Amanah\nUnit Trust\nD\nSimpanan Tetap\nFixed Deposit\nRajah 14\nDiagram 14\n", "\u201cNampak Susah, Tapi Senang Sebenarnya\u201d\n335\n17\nDiberi bahawa (3m \u2013 9)( m + 12) = 0. Tentukan nilai-nilai bagi m.\nGiven that (3m \u2013 9)( m + 12) = 0. Determine the values of m.\nA\nm = \u22123 , \u221212\nB\nm = 3 , \u221212\nC\nm = 3 , 12\nD\nm = \u22123 , 12\n18\nPelaburan yang manakah yang membawa pulangan dalam bentuk sewa dan keuntungan\nmodal.\nWhich of the following investment bring return in the form of rent and capital gain.\nA\nAmanah Saham\nUnit trust\nB\nSimpanan tetap\nFixed deposit\nC\nTanah\nLand\nD\nSaham syarikat\nCompany shares\n16\nNix membuat pelaburan peribadi sebanyak RM50 000 daripada amanah saham untuk\nsimpanan masa tuanya. Dia menjualkan semua amanah sahamnya selepas 7 tahun.\nNilai pulangan pelaburan bagi Nix ialah 35%. Hitung jumlah pulangan yang diperolehi\nNix.\nNix made a personal loan of RM50 000 in a unit trust. He sold all the unit trust after 7\nyears. The return on investment for Nix is 35%. Calculate the total return received by\nNix.\nA\nRM17 000\nB\nRM9 000\nC\nRM17 500\nD\nRM67 500\n", "\u201cNampak Susah, Tapi Senang Sebenarnya\u201d\n336\n19\nJika kos \u03b8 = 0.6 dan tan \u03b8 =\n4\n3\nIf cos \u03b8 = 0.6 and tan \u03b8 =\n4\n3\nCari nilai\nFind the value of\nA\n0.08\nB\n0.45\nC\n5\n4\nD\n4\n5\n20.\nDua garis lurus y = \uf02d4x\uf02b11 dan y = \uf02dpx\uf02b10 bersilang pada titik (2, q).\nCari nilai q.\nTwo straight lines y = \uf02d4x\uf02b11 and y = \uf02dpx\uf02b10 are intersect at point (2, q)\nFind the value of q.\nA\n3\nB\n4\nC\n\uf02d3\nD\n\uf02d4\n2 Sin \u03b8 -\n2 Cos \u03b8\n3\n2 Sin \u03b8 -\n2 \ufffd\ufffd\ufffd\ufffd\n3\nP\nR\n4 cm\n\u03b8\nQ\n3 cm\nDiagram 19\nRajah 19\n", "\u201cNampak Susah, Tapi Senang Sebenarnya\u201d\n337\n21\nPermudahkan\nSimplify\n\ufffd3 \u00d7 (25\ufffd6)\n1\n2\n(\ufffd5\ufffd10)\n1\n5\nA\n5m2n\nB\n5m3n\nC\n5m2\nn\nD\n5n2\nm\n22\nSenaraikan semua integer x yang memuaskan ketaksamaan linear 6 + x > 4 dan\n7 \u22655x \u22123.\nList all the x integers which satisfy the linear inequalities 6 + \ufffd> 4 and 7 \u22655\ufffd\u22123.\nA\n0 , 1 , 2\nB\n-1 , 0 , 1\nC\n-1 , 0 , 1 , 2\nD\n-2 , -1 , 0 , 1 , 2\n23\nDiberi 2p = q3 \u22123, ungkapkan q dalam sebutan p.\nGiven 2p = q3 \u22123, express q in terms p.\nA\n3 2\ufffd\u22123\n2\nB\n3 2\ufffd+ 3\n2\nC\n3 2\ufffd\u22123\n2\nD\n3 2\ufffd+ 3\n2\n", "\u201cNampak Susah, Tapi Senang Sebenarnya\u201d\n338\n24\nRajah ialah piktograf menunjukkan jualan telefon bimbit pada hari Isnin, Selasa dan\nRabu. Jualan pada hari Khamis dan Jumaat tidak ditunjukkan.\nDiagram is a pictogram which shows the sales of handphone on Monday, Tuesday and\nWednesday. The sales for Thursday and Friday are not shown.\nISNIN\nMONDAY\nSELASA\nTUESDAY\nRABU\nWEDNESDAY\nKHAMIS\nTHURSDAY\nJUMAAT\nFRIDAY\nmewakili 5 buah telefon bimbit.\nrepresents 5 handphones.\nJualan telefon bimbit pada hari Khamis ialah\n5\n9 daripada jumlah telefon bimbit yang\ndijual pada hari Isnin, Selasa dan Rabu.\nManakala\njualan telefon bimbit pada hari\nJumaat ialah dua kali ganda jualan telefon bimbit pada hari Isnin.\nThe sales of handphone on Thursday is\n5\n9 of the total sales on Monday, Tuesday and\nWednesday. Meanwhile the sales on Friday is two times the sales on Monday.\nCari jumlah telefon bimbit yang dijual dalam tempoh lima hari itu.\nFind the total number of handphone sold over the five days.\nA\n80\nB\n100\nC\n150\nD\n200\n", "\u201cNampak Susah, Tapi Senang Sebenarnya\u201d\n339\n25\nJadual menunjukkan perbezaan antara pelepasan cukai dan rebat cukai.\nPilih pernyataan yang BENAR.\nTable shows the difference between tax relief and tax rebate.\nChoose the TRUE statements.\nPELEPASAN CUKAI\nTAX RELIEF\nREBAT CUKAI\nTAX REBATE\nA\nDitolak\ndaripada\ncukai\npendapatan\nyang dikenakan.\nDeducted from income tax imposed.\nDitolak daripada pendapatan tahunan.\nDeducted from annual income.\nB\nDitolak daripada pendapatan tahunan.\nDeducted from annual income.\nDitolak\ndaripada\ncukai\npendapatan\nyang dikenakan.\nDeducted from income tax imposed.\nC\nMerujuk\nkepada\nperkara\natau\nperbelanjaan\nbagi\nkepentingan\npersendirian atau ahli keluarga yang\ntidak dikenakan cukai pendapatan.\nRefers to items or expenses, which are\nnot\ntaxed\nfor\nthe\nbenefit\nof\nthe\nindividual or family members.\nMerujuk kepada semua perbelanjaan\nperibadi dalam bentuk hadiah, derma\ndan sumbangan kepada kerajaan atau\npelbagai organisasi.\nRefers to all personal expenses in the\nforms of gifts, donations contributions\nto\ngovernment\nor\nvarious\norganizations.\nD\nMerujuk kepada semua perbelanjaan\nperibadi dalam bentuk hadiah, derma\ndan sumbangan kepada kerajaan atau\npelbagai organisasi.\nRefers to all personal expenses in the\nforms of gifts, donations contributions\nto\ngovernment\nor\nvarious\norganizations.\nMerujuk\nkepada\nperkara\natau\nperbelanjaan\nbagi\nkepentingan\npersendirian atau ahli keluarga yang\ntidak dikenakan cukai pendapatan.\nRefers to items or expenses, which are\nnot\ntaxed\nfor\nthe\nbenefit\nof\nthe\nindividual or family members.\n26\nAhmad memiliki sebuah rumah kediaman di Tuaran.\nDia menerima bil cukai pintu\ndaripada Majlis Perbandaran Tuaran. Diberi nilai tahunan ialah RM7 530 dan kadar\ncukai pintu ialah 6%. Hitung cukai pintu yang perlu dibayar oleh Ahmad setiap tahun.\nAhmad owns a residential house in Tuaran. He receives property assessment tax bill\nfrom Majlis Perbandaran Tuaran. It is given that the annual value is RM7 530 and the\nproperty assessment tax rate is 6%. Calculate the property assessment tax payable by\nAhmad for each year.\nA\nRM351.80\nB\nRM451.80\nC\nRM551.80\nD\nRM651.80\n", "\u201cNampak Susah, Tapi Senang Sebenarnya\u201d\n340\n27\nDalam insurans motor, siapakah pihak pertama?\nIn motor insurance, who is the first party?\nA\nPemandu (pemegang polisi)\nDriver (policy holder)\nB\nSyarikat insurans\nThe insurance company\nC\nMana-mana individu yang terlibat dalam kemalangan disebabkan oleh pemandu.\nAny other individuals that are involved in a accident caused by the driver.\nD\nPenumpang kenderaan.\nPassenger\n28\nEncik Syukur hendak membeli insurans kebakaran untuk rumahnya.\nNilai boleh\ninsurans rumah Encik Syukur ialah RM1.1 juta. Polisi insurans kebakaran yang dibeli\noleh Encik Syukur mempunyai peruntukan ko-insurans untuk menginsuranskan 70%\ndaripada nilai boleh insurans hartanya.\nEncik Syukur wants to buy fire insurance for his house. The insurable value of Encik\nSyukur\u2019s house is RM1.1 million. The fire insurance policy that he wants to buy has a\nco-insurance provision of 70% of his property\u2019s insurable value.\nHitung jumlah insurans yang harus dibeli oleh Encik Syukur bagi rumahnya itu.\nCalculate the amount of required insurance for Encik Syukur.\nA\nRM550 000\nB\nRM660 000\nC\nRM770 000\nD\nRM880 000\n29\nDiberi bahawa set semesta, \u03b5 = {x : 50 \u2264x \u2264100 ; x ialah integer} , Set A = { x : x\nialah nombor genap}, dan Set B = { x : x ialah faktor bagi 200 }. Cari n( A \u2229B )\u2019.\nGiven that the universal set, \u03b5 = {\ufffd: 50 \u2264\ufffd\u2264100 ; x is an integer} , Set A = { x : x\nis an even number}, and Set B = { x : x is a factor of 200}. Find n( A \u2229B )\u2019.\nA\n2\nB\n3\nC\n48\nD\n49\n", "\u201cNampak Susah, Tapi Senang Sebenarnya\u201d\n341\n30\nSatu set data mengandungi 10 nombor. Hasil tambah nombor tersebut ialah 145 dan\nhasil tambah kuasa dua nombor tersebut ialah 2 685. Cari sisihan piawai bagi nombor\ntersebut.\nA set of data consists of 10 numbers. The sum of the numbers is 145 and the sum of\nsquares of the numbers is 2 685. Find the standard deviation of the 10 numbers.\nA\n7.6322\nB\n8.6322\nC\n58.25\nD\n60.25\n31\nRajah di bawah menunjukkan histogram yang mewakili purata pemerhatian suhu 24 jam\ndalam darjah Celsius.\nThe diagram below shows a histogram representing the average of the temperature\nobservations in degrees Celsius in 24 hourl.\nPurata pemerhatian suhu 24 jam dalam darjah Celsius\nBentuk taburan histogram adalah\nThe shape of the histogram distribution is\nA\nBentuk loceng\nBell-shaped\nB\nPencong ke Kanan\nRight-skewed\nC\nPencong ke kiri\nLeft- skewed\nD\nSeragam\nUniform-shaped\n", "\u201cNampak Susah, Tapi Senang Sebenarnya\u201d\n342\n32\nJadual berikut menunjukkan upah bagi 10 orang pekerja di sebuah gerai buah-buahan.\nThe following table shows the wages for 10 workers at a fruit stall.\nUpah / Wages\n(RM)\nKekerapan\nFrequency\n100-199\n4\n200-299\n3\n300-399\n2\n400-499\n1\nJadual 32\nTable 32\nHitung min upah dalam RM\nCalculate the mean wages, in RM\nA\nRM155.40\nB\nRM213.60\nC\nRM249.50\nD\nRM295.00\n33\nJadual berikut menunjukkan tahap pencapaian bagi sekolah-sekolah menengah di\nsebuah negeri.\nThe following table shows the level of performance achieved by secondary schools in a\nstate.\nTahap Pencapaian\nLevel of performance\n2\n3\n4\n5\n6\nBilangan sekolah\nNumber of schools\n13\n46\ny\n39\n21\nDiberi bahawa mod ialah 4, maka nilai y ialah\nGiven that the mode is 4, then the value of y is\nA\ny < 46\nB\n39 < y < 46\nC\ny > 46\nD\ny \u226546\n", "\u201cNampak Susah, Tapi Senang Sebenarnya\u201d\n343\n34\nJadual berikut menunjukkan kekerapan longgokan bagi 20 orang murid dan skor yang\ndiperoleh dalam suatu kuiz.\nThe following table shows the cumulative frequency of 20 pupils and the score\nobtained in a quiz.\nSkor\nScore\nKekerapan longgokan\nCumulative frequency\n0\n2\n1\n4\n2\n7\n3\n15\n4\n20\nHitungkan varians skor\nFind the variance of the score\nA\n6.76\nB\n1.54\nC\n1.45\nD\n1.27\n", "\u201cNampak Susah, Tapi Senang Sebenarnya\u201d\n344\n35\nOgif di bawah menunjukkan taburan masa (dalam saat) yang dicatatkan oleh 100 orang\npelajar dalam satu pertandingan berenang.\nThe ogive below shows the distribution of time (in seconds) recorded by 100 students\nin a swimming competition.\nPurata pemerhatian suhu 24 jam dalam darjah Celsius\nRajah 35\nDiagram 35\nDaripada ogif, cari median.\nFrom the ogive, find the median.\nA\n48.5 saat\n48.5 seconds\nB\n50.5 saat\n50.5 seconds\nC\n53.5 saat\n53.5 seconds\nD\n44.5 saat\n44.5 seconds\n", "\u201cNampak Susah, Tapi Senang Sebenarnya\u201d\n345\n36\nRajah di bawah menunjukkan sebahagian daripada proses permodelan matematik.\nThe diagram below shows part of the mathematical modeling process.\nProses Z ialah\nZ process is\nA\nMemurnikan model matematik\nRefining the mathematical model\nB\nMengenal pasti dan mendefinisikan masalah\nIdentifying and defining the problem.\nC\nMelaporkan dapatan\nReporting the findings\nD\nMenentusahkan penyelesaian dalam konteks masalah\nVerify the solutions in the context of the problem\n", "\u201cNampak Susah, Tapi Senang Sebenarnya\u201d\n346\n37\nEncik Lee memandu kereta dari Kota Kinabalu ke Beaufort sejauh 90 km dan\nmengambil masa selama 2 jam 30 minit. Dalam perjalanan balik ke Beaufort, Encik\nLee singgah di Papar sebelum meneruskan perjalanan ke Beaufort dengan jumlah jarak\n38 km dan mengambil masa selama 1 jam.\nAntara berikut, yang manakah merupakan pemboleh ubah bagi menentukan sama ada\nEncik Lee seorang pemandu yang berhemah?\nMr. Lee drove a car from Kota Kinabalu to Beaufort for 90 km and it took 2 hours 30\nminutes. On the way back to Beaufort, Mr. Lee stopped in Papar before continuing his\njourney to Beaufort for a total distance of 38 km and it took 1 hours.\nWhich of the following is a variable to determine whether Mr. Lee is a cautious driver?\nA\nJarak laluan\nRoute distance\nB\nPurata Laju\nAverage speed\nC\nPilihan laluan\nRoute options\nD\nPenggunaan petrol\nPetrol consumption\n", "\u201cNampak Susah, Tapi Senang Sebenarnya\u201d\n347\n38\nRajah di bawah menunjukkan iklan kereta daripada Syarikat Automobil Bhd. Encik\nChung berminat untuk membeli kereta tersebut.\nPendapatan bulanan Encik Chung\nadalah sebanyak RM4 000 dan dia dikehendaki untuk memilih kaedah bayaran yang\nlebih berbaloi.\nThe figure below shows a car advertisement from Syarikat Automobil Bhd. Mr. Chung\nis interested in buying the car. Mr Chung's monthly income is RM4 000 and he is\nrequired to choose the payment method which is more worth it.\nAntara berikut, kenal pasti masalah berkaitan situasi di atas?\nAmong the following, identify problems related to the above situation ?\nA\nTempoh bayaran ansuran\nInstallment payment period\nB\nPendapatan Encik Chung adalah tetap.\nMr. Chung's income is fixed.\nC\nKadar bunga untuk ansuran bulanan adalah fleksibel.\nInterest rates for monthly installments are flexible.\nD\nDua kaedah pembayaran : tunai atau ansuran.\nTwo methods of payment: cash or installment\nHarga Tunai /Cash Price\nRM150 000\nAnsuran bulanan /Monthly\ninstallment RM 1 600 x 120\n", "\u201cNampak Susah, Tapi Senang Sebenarnya\u201d\n348\n39\nAhmad telah membeli 10 helai baju sekolah yang berharga RM120 di sebuah kedai\npakaian.\nBerapakah harga yang perlu dibayar oleh Ahmad jika dia ingin membeli\n100 helai baju sekolah?\nAhmad bought 10 school uniforms worth RM120 at a clothing store. What is the price\nthat Ahmad has to pay if he wants to buy 100 school uniforms?\nApakah andaian yang boleh dibuat bagi masalah di atas?\nWhat is the assumption that can be made for the above problem?\nA\nHarga baju sekolah adalah berbeza.\nPrices of school uniforms are different.\nB\nHarga baju sekolah adalah sama.\nPrices of the school uniforms are the same.\nC\nHarga baju sekolah adalah lebih murah apabila dibeli dalam kuantiti yang\nbanyak.\nThe price of the school unform is cheaper when bought in high quantity.\nD\nKualiti baju sekolah adalah tidak sama.\nThe quality of the school uniforms is not the same.\n", "\u201cNampak Susah, Tapi Senang Sebenarnya\u201d\n349\nKERTAS SOALAN TAMAT\nEND OF QUESTION PAPER\n40\nJadual di bawah ini menunjukkan permintaan terhadap kasut.\nThe table below shows the demand for shoes.\nHarga / Price(RM)\nKuantiti / Quantity(unit)\n5\n10\n15\n20\n200\n300\n400\n500\nAntara berikut, model yang manakah paling sesuai digunakan untuk mewakili data di\natas?\nWhich of the following is the most appropriate model used to represent the data\nabove?\nA\nModel linear\nLinear model\nB\nModel Kubik\nCubic model\nC\nModel kuadratik\nQuadratic model\nD\nModel eksponen\nExponential model\n", "\u201cNampak Susah, Tapi Senang Sebenarnya\u201d\n375\nSKEMA JAWAPAN\nMODUL JPN\nJAWAPAN KERTAS 1 SET A\nPAPER 1 SET A ANSWER\nNO\nNO\nJAWAPAN\nANSWER\nLANGKAH PENYELESAIAN\nSOLUTIONS\n1\nC\n2\nD\n3\nD\n4\nA\n5\nC\n6\nD\nSusun sisihan piawai ikut tertib menaik (rendah (konsisten) - \uf0e0tinggi (tidak\nkonsisten)\nTan(1.57), Alvin (2.62), Markus (2.64),Shuib(3.12)\nArrange standard deviation in ascending order (low (consistant) \uf0e0high (not\nconsistant) Tan (1.57), Alvin (2.62), Markus (2.64), Shuib (3.12)\n7\nB\n25\n28\n32\n36\n38\n40\n42\n44\n48\n52\n54\n62\n\u2234Julat antara kuartil = \ufffd3 \u2212\ufffd1\nInterquartile range\n= 50 \u221234\n= 16\n\ufffd1 = 32 + 36\n2\n= 34\n\ufffd1\n\ufffd3\n\ufffd2\n\ufffd3 = 48 + 52\n2\n= 50\n", "\u201cNampak Susah, Tapi Senang Sebenarnya\u201d\n376\n8\nA\nx\nf\nfx\nfx2\n0\n2\n0\n0\n1\n4\n4\n4\n2\n6\n12\n24\n3\n3\n9\n27\n4\n7\n28\n112\n5\n5\n25\n125\n6\n3\n18\n108\nf = 30\n\ufffd\ufffd= 96\n\u0dcd\n\ufffd\ufffd2\n\u0dcd\n= 400\nMin/Mean= \ufffd\n\u0d24=\n96\n30 = 3.2\nVarians/Variance = \ufffd2 =\n\ufffd\ufffd2\n\u03c3\n\ufffd\n\u03c3\n\u2212(\ufffd\n\u0d24)2\n=\n400\n30 \u2212(3.2)2 = 3.093\nSisihan piawai/Standard deviation = \ufffd=\n3.093 = 1.759 \uf0e0A\nBilangan buku\nNumber of books\n0\n1\n2\n3\n4\n5\n6\nBilangan murid\nNumber of students.\n2\n4\n6\n3\n7\n5\n3\n9\nB\nJulat = Nilai terbesar \u2013 Nilai terkecil\nRange = Largest value \u2013 Smallest Value\n= 9 \u2013 2\n= 7\n10\nC\nsusun data ikut tertib menaik/ arrange data in ascending order\n40\n50\n52\n62\n62\n63\n70\n72\n78\n80\nQ3=72\n11\nC\nPerbezaan perbelanjaan Amy/Difference of Amy\u2019s expenses\n=1150 - 950\n= 200\n62, 70, 78, 50, 63, 40, 80, 72, 52, 62\nQ1\nQ3\nQ2\n", "\u201cNampak Susah, Tapi Senang Sebenarnya\u201d\n377\n12\nB\n=\n1\n(\ufffd\n\ufffd)\n1\n3\n=\n1\n\ufffd\n\ufffd\n1\n3\n=\n\ufffd\n\ufffd\n1\n3\n=\n3 \ufffd\n\ufffd\n13\nC\nJK =\n21\ntan35\u00b0= 29.99\nJL = 29.99 tan 70\u00b0 = 82.40\nLM = 82.40 - 29.99\n= 52.41\n14\nA\nIsipadu silinder/volume of cylinder\n=\n22\n7 \ufffd1402 x 900\n= 5.544 x 107\nIsipadu lima bekas silinder/volume of five cylinders\n= 5 x 5.544 x 107\n= 2.772 x 108\n15\nD\nSimpanan tetap dilindungi oleh PDIM ( Perbadanan Insurans Deposit Malaysia)\ndaripada kehilangan deposit mereka di dalam bank.\n16\nD\nNilai pulangan pelaburan/return of investment\n=\n35\n100 \ufffd\ufffd\ufffd50 000\n= RM 17 500\nJumlah pulangan pelaburan/total of return investment\n= RM 50 000 + RM 17 500\n= RM 67 500\n17\nB\n3\ufffd\u22129 = 0\nm = 3\nm + 12 = 0\nm = -12\n18\nC\nPelaburan atas aset tidak alih seperti rumah kediaman, kedai dan tanah\nmembawa pulangan pelaburan dalam bentuk sewa dan keuntungan modal.\n", "\u201cNampak Susah, Tapi Senang Sebenarnya\u201d\n378\n19\nC\n= 2 ( 0.6) -\n2 (0.6)\n3\n= 1.2 - 0.4\n= 0.8\n=\n4\n5\n20\nA\nX= 2\nq = - 4(2) + 11\n= 3\n21\nA\n= \ufffd3 \u00d7 5 \u00d7 \ufffd3\n\ufffd\ufffd2\n= m3\u22121 \u00d7 5 \u00d7 n3\u22122\n= 5m2n\n22\nC\n6 + x > 4\nx > \u22122\n7 \u22655x \u22123\n5x \u226410\nx \u22642\n\u22122 < x \u22642\nx =\u22121, 0 , 1, 2\n23\nD\n2p = 2q3 \u22123\n\ufffd3 = 2\ufffd+ 3\n2\nq =\n3 2p + 3\n2\n24\nB\nKhamis/Thursday =\n5\n9 \u00d7 (15 + 10+20)\n= 25\nJumaat/Friday = 15 \u00d7 2 = 30\nJumlah telefon bimbit yang dijual dalam tempoh 5 hari\nTotal of hand phone which are sold in\n5 days\n= 15 + 10 + 20 + 25 + 30\n= 100\n25\nB\n", "\u201cNampak Susah, Tapi Senang Sebenarnya\u201d\n379\n26\nB\nJumlah cukai pintu /total assessment tax\n= kadar cukai pintu/assessment tax rate \u00d7 nilai tahunan/annual value\n= 6% \u00d7 RM 7530\n=RM451.80\n27\nA\n28\nC\nJumlah insurans yang harus dibeli/Total insurance required\n=\n70\n100 \u00d7 \ufffd\ufffd1 100 000\n=RM770 000\n29\nD\nA \u2229B = { 50 , 100 }\nn(A \u2229B)' = 50 \u22122 + 1 = 49\n30\nA\nin =\n145\n10 = 14.5\nSisihan piawai/standard deviation\n=\n2685\n10 \u221214.52\n= 7.6322\n31\nC\nPencong ke kiri\nLeft- skewed\n32\nC\nMin/mean=\n( 199.5 x 4) + (249.5 x 3) + (349.5 x 2) + (449.5)\n10\n=\n2495\n10\n= 249.5\n33\nC\ny > 46 (mesti melebihi 46/must more than 46)\n34\nB\nVarians/Variance =\n(0 \u00d7 2) + ( 1 \u00d72)+ ( 4 \u00d73) + (9 \u00d78) + (16 \u00d75)\n20\n\u2212\n(\n( 0\u00d72) + (1 \u00d72)+( 3\u00d78)+(4\u00d75)\n20\n)2\n= 1.54\n", "\u201cNampak Susah, Tapi Senang Sebenarnya\u201d\n380\n35\nB\nMedian/median\n100\n2 = 50\n36\nB\nMengenal pasti dan mendefinisikan masalah\nIdentifying and defining the problem.\n37\nB\nPurata Laju\nAverage speed\n38\nD\nDua kaedah pembayaran : tunai atau ansuran.\nTwo methods of payment : cash or installment\n39\nB\nHarga baju sekolah adalah sama.\nPrices of the school uniforms are the same.\n40\nA\nModel linear\nLinear model\n"], "qa": [{"question": "Rangkaian ialah sejenis graf yang mengandungi sekurang-kurangnya ______ bucu yang berkait.", "A": "2", "B": "3", "C": "4", "D": "5", "answer": "C"}, {"question": "Jadual 6 menunjukkan min mata dan sisihan piawai yang diperoleh oleh Alvin, Markus, Shuib dan Tan dalam suatu pertandingan memanah.\n\nSusun pemanah daripada yang paling konsisten kepada pemanah yang tidak konsisten.", "A": "Shuib, Markus, Alvin, Tan", "B": "Alvin, Markus, Shuib, Tan", "C": "Markus, Tan, Shuib, Alvin", "D": "Tan, Alvin, Markus, Shuib", "answer": "D"}]}
 {"id": 1324, "uuid": "qzba3a", "name": "Kimia Past Year F5 Bab 11", "description": "by Cikgu Adura", "details": "Koleksi soalan kimia past year ", "type": "exam", "form": -4, "year": 2023, "price": null, "downloadCount": 687, "totalQuestions": 1, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/9c2d0681-20b1-4c94-b26b-376b0ffb5b7f.pdf", "pdfLinkPreview": "", "isDraft": false, "isPremium": false, "thumbnail": "TOPIKAL", "createdAt": "2023-07-08T16:35:01Z", "updatedAt": "2024-01-02T01:58:14Z", "collection": null, "paperGenerated": null, "subject": {"id": 12, "uuid": "chemistry", "name": "Chemistry", "languages": ["malay", "english"], "subjectTypes": ["upper-form"], "isAvailLowerForm": false, "isAvailUpperForm": true, "isAvailElementary": false, "isNoLevel": null, "createdAt": "2021-06-15T07:03:27Z", "updatedAt": "2021-06-15T07:03:27Z"}, "user": {"id": 1134, "firstName": "CEMPAKA", "lastName": "AMELIEN", "email": "cmpkamelien@gmail.com", "school": null, "avatar": null, "phoneNumber": null, "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2022-07-04T02:22:24Z", "updatedAt": "2022-07-04T02:22:24Z"}, "course": null, "local_filename": "mysoalan.com-pdf/9c2d0681-20b1-4c94-b26b-376b0ffb5b7f.pdf", "texts": ["", "", "", "", "", ""], "qa": [{"question": "Apakah warna bendera Malaysia?", "A": "Merah, putih, biru", "B": "Merah, kuning, hijau", "C": "Merah, putih, kuning", "D": "Biru, kuning, hijau", "answer": "C"}]}
 {"id": 1306, "uuid": "ocjgug", "name": "Matematik F1 ", "description": "Latihan Topikal", "details": "Latihan pengukuhan matematik tingkatan 1", "type": "practice", "form": 7, "year": 2023, "price": null, "downloadCount": 8646, "totalQuestions": 40, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/3fc21945-2ed4-4177-a88f-9c04137f53de.pdf", "pdfLinkPreview": "", "isDraft": false, "isPremium": false, "thumbnail": "TOPIKAL", "createdAt": "2023-07-03T18:22:00Z", "updatedAt": "2024-01-02T01:56:51Z", "collection": null, "paperGenerated": null, "subject": {"id": 3, "uuid": "mathematics", "name": "Mathematics", "languages": ["english", "malay"], "subjectTypes": ["lower-form", "upper-form", "elementary"], "isAvailLowerForm": true, "isAvailUpperForm": true, "isAvailElementary": true, "isNoLevel": null, "createdAt": "2021-02-07T08:06:59Z", "updatedAt": "2021-02-07T08:06:59Z"}, "user": {"id": 1134, "firstName": "CEMPAKA", "lastName": "AMELIEN", "email": "cmpkamelien@gmail.com", "school": null, "avatar": null, "phoneNumber": null, "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2022-07-04T02:22:24Z", "updatedAt": "2022-07-04T02:22:24Z"}, "course": null, "local_filename": "mysoalan.com-pdf/3fc21945-2ed4-4177-a88f-9c04137f53de.pdf", "texts": ["MMF1_BAB2/3/4/5\nMATEMATIK\nTINGKATAN 1\nNAMA: ________________________________________________TINGKATAN:____________\nBAHAGIAN A\n1\nRajah 1 menunjukkan faktor-faktor untuk \nnombor C. \n1, 2, 4, a, 34, b\nRajah 1\nBerapakah beza antara a dan b? \nA 51\nB 66\nC 67\nD 85\n2\nHasil tambah semua faktor perdana 78 ialah \nA 15\nB 18\nC 21\nD 31\n3\nTiga nombor perdana pertama yang lebih besar \ndaripada 24 ialah \nA\n25, 29, 31\nC\n27, 29, 37\nB\n27, 29, 31\nD\n29, 31, 37\n4\nAntara yang berikut, set nombor yang manakah \nmempunyai 15 sebagai faktor sepunya terbesar? \nA\n120, 240 dan 300\nB\n180, 225 dan 270\nC\n30, 150 dan 270\nD\n30, 180 dan 225\n5\nHitungkan beza antara faktor perdana terkecil \ndan terbesar bagi 70. \nA 2\nB 3\nC 5\nD 9\n6\nPasangan nombor yang berikut mempunyai 16 \nsebagai faktor sepunya terbesar kecuali \nA\n128, 192\nC\n16, 240\nB\n144, 208\nD\n160, 304\n7\nHitungkan hasil darab untuk semua nombor \nganjil antara 34 dan 38. \nA\n1 258\nC\n1 330\nB\n1 295\nD\n47 915\n8\nHitungkan jumlah semua nombor ganjil antara \n60 dan 64. \nA\n123\nC\n126\nB\n124\nD\n187\n9\nBerapakah bilangan faktor yang nombor 92 ada?\nA 5\nB 6\nC 7\nD 8\n10\nYang manakah antara berikut adalah paling \ndekat dengan 5? \nA\nC\nB\nD\n11\nSemua yang berikut adalah benar kecuali \nA\n= \nC\n= \nB\n= \nD\n= \n12\nAntara yang berikut, yang manakah pernyataan \nyang benar? \nA\nialah satu nombor bercampur.\nB\nialah satu pecahan tak wajah.\nC\n4ialah satu pecahan wajar.\nD\nialah satu nombor bercampur.\n13\nAntara yang berikut, yang manakah pernyataan \nyang salah? \nA\nialah satu pecahan tak wajah.\nB\nialah satu pecahan wajar.\nC\n2ialah satu pecahan tak wajah.\nD\nialah satu pecahan tak wajah.\n14\nRajendran membeli 5\u2113 cat putih. Dia \nmenggunakan 1\u2113 daripada cat itu untuk \nmengecat biliknya. Dia kemudiannya membeli \n2\u2113 cat putih lagi. Berapakah cat putih, dalam \u2113, \nyang dia ada sekarang? \nA\n5\nC\n6\nB\n6\nD\n7\n15\n\u00f7 \u2212 \u00d7 =\nA\nC\n1\nB\nD\n2\n16\nSebuah peket mempunyai 3 933 g tepung. \nMazura menggunakan 6peket tepung untuk \nmembuat kek. Berapakah jisim tepung, dalam g, \nyang telah digunakan? \nA\n632\nC\n24 424\nB\n634\nD\n24 426\n17\n9\u00f7 =\n1\n", "MMF1_BAB2/3/4/5\nA\n11\nC\n5\nB\n12\nD\n6\n18\nRajah 2 menunjukkan satu garis nombor.\nRajah 2 \nApakah nilai x?\nA\n7.354\nC\n7.358\nB\n7.356\nD\n7.36\n19\nRajah 3 menunjukkan empat keping kad nombor \nP, Q, R dan S.\n1.539\n \n6.891\n \n2.109\n \n4.986\nP\n \nQ\n \nR\n \nS\nRajah 3 \nDigit 9 pada dua kad nombor yang manakah \nmempunyai nilai yang sama? \nA\nQ dan S\nC\nP dan Q\nB\nP dan R\nD\nR dan S\n20\n365.33 + 972.1 \u2212 529.87 =\nA\n806.46\nC\n807.56\nB\n807.46\nD\n807.66\n21\nCari hasil 0.6 \u00d7 0.0967 dan bundarkan jawapan \nanda betul kepada dua tempat perpuluhan.\nA\n0.06\nC\n0.058\nB\n0.059\nD\n0.05\n22\nKira 2.3 \u00d7 5.9 \u00f7 0.1 dan bundarkan jawapan \nanda betul kepada satu tempat perpuluhan.\nA\n135.8\nC\n135.6\nB\n135.7\nD\n134.9\n23\nAntara berikut, yang manakah mempunyai nilai \nyang paling hampir dengan 0.4149?\nA\n0.42\nC\n0.41\nB\n0.415\nD\n0.4\n24\nDiberi + + + 3 = 3.957, apakah nilai bagi x?\nA\n157\nC\n97\nB\n104\nD\n91\n25\n10% daripada jumlah bilangan pelajar dalam \nsebuah sekolah adalah pada sesi pagi. Bilangan \npelajar pada sesi pagi ialah 136. Bilangan pelajar \npada sesi petang ialah\nA\n136\nC\n1 224\nB\n1 204\nD\n1 234\n26\nRajah 4 menunjukkan harga jualan asal dan \ndiskaun yang diberikan bagi sebuah set \nkomputer.\nRajah 4 \nJika harga kos komputer itu ialah RM1 232, \nberapakah keuntungan, dalam RM, yang \ndiperoleh dari jualan itu?\nA\n293\nC\n572\nB\n308\nD\n660\n27\nYahya menerima komisen sebanyak 2% bagi \nsetiap kereta baru yang telah dijual. Jika dia \nmenjual sebuah kereta baru yang berharga \nRM53 000, berapakah komisen yang boleh \nditerima oleh Yahya?\nA\nRM1 378\nC\nRM1 643\nB\nRM1 484\nD\nRM1 802\n28\nRajah 5 menunjukkan harga jualan sebuah jam \ntangan yang ditawarkan semasa jualan tahunan.\nRajah 5 \nHitung peratusan penurunan harga jam tangan \nitu.\nA\n18\nC\n10\nB\n14\nD\n5\n29\nSepasang kasut dengan harga asalnya RM70.20 \ndijual dengan diskaun 60%. Hitung harga jualan \nsepasang kasut itu.\n2\n", "MMF1_BAB2/3/4/5\nA\nRM44.12\nC\nRM28.08\nB\nRM42.12\nD\nRM23.08\n30\nWahid menyimpan 45% daripada gaji \nbulanannya setiap bulan. Dia menyimpan \nRM24 300 dalam setahun. Jika gaji bulanan \nWahid bagi sepanjang tahun itu adalah sama, \nhitung gaji bulanannya.\nA\nRM5 500\nC\nRM3 700\nB\nRM4 500\nD\nRM3 500\nBAHAGIAN B\n1\nHitungkan hasil tambah semua faktor perdana \nbagi 60. \n[2 markah]\nJawapan:\n2\nSiti menggunakan 9kg tepung untuk membuat \nkuih. Selepas membuat kuih, dia masih ada 8kg \ntepung tertinggal. Berapakah jisim tepung, \ndalam kg, yang dia ada sebelum membuat kuih? \n[2 markah]\nJawapan:\n3\nHitung nilai  \u00f7 4dan nyatakan jawapan sebagai \npecahan dalam sebutan terkecil. \n[2 markah]\nJawapan:\n4\nHitung nilai 8\u00f7  dan nyatakan jawapan sebagai \npecahan dalam sebutan terkecil. \n[2 markah]\nJawapan:\n5\nKira jumlah 0.721, 1.654, 1.263, 10, 0.525, 4 \ndan 4.3267. Nyatakan jawapan anda betul \nkepada 2 tempat perpuluhan.\n[2 markah]\nJawapan:\n6\n8.291 \u00d7 90 \u2212 52.5 =\n[2 markah]\nJawapan:\n7\nRajah 1 menunjukkan satu garis nombor.\nRajah 1 \n3\n", "MMF1_BAB2/3/4/5\nNombor yang manakah dalam garis nombor itu adalah tidak benar?\n[2 markah]\nJawapan:\n8\nDiberi 40 + 4.8 \u2212 0.67 \u2212 2.5 = 10 \u00d7 x, apakah nilai x?\n[2 markah]\nJawapan:\n9\nSeorang peniaga menaik harga sebuah telefon bimbit sebanyak 20%. Jika harga baru ialah RM312, \nberapakah harga asal telefon bimbit itu?\n[2 markah]\nJawapan:\n10\nAminah membeli sebakul udang dengan harga RM124. Kemudian, dia menjual udang itu dengan \nkeuntungan sebanyak RM31. Berapakah peratusan keuntungan yang diperolehnya?\n[2 markah]\nJawapan:\nAnswer:\n1 A          2 B          3 D          4 D          5 C\n6 A          7 B          8 B          9 B          10 B\n11 C        12 B        13 C        14 C        15 A\n16 D        17 B        18 A        19 B        20 C\n21 A        22 B        23 B        24 C        25 C\n26 B        27 A        28 C        29 C        30 B \nAnswer:\n1\n2 + 3 + 5 = 10 \n2\n9+ 8\n= + \n= \n= \n= 17\n3\n \u00f7 4\n=  \u00f7 \n=  \u00f7 \n= \u00f7 \n= \u00d7 \n= \n= 4\n4\n8\u00f7 \n= \u00f7 \n= \u00f7 \n= \u00f7 \n= \u00d7 \n= \n4\n", "MMF1_BAB2/3/4/5\n5\n0.721 + 1.654 + 1.263 + 10 + 0.525 + 4 + 4.3267\n= 22.4897\n= 22.49\n(kepada 2 tempat perpuluhan) \n6\n8.291 \u00d7 90 \u2212 52.5\n= 746.19 \u2212 52.5\n= 693.69 \n7\n8.1 \n8\n40 + 4.8 \u2212 0.67 \u2212 2.5\n= 41.63\n41.63 = 10 \u00d7 x\nx = 41.63 \u00f7 10\nx = 4.163 \n9\nPeratusan baru\n= 100% + 20%\n= 120%\n\u00d7 harga asal = RM312\nHarga asal\n= \n= RM260 \n10\n\u00d7 100%\n= 25% \n5\n"], "qa": [{"question": "Hasil tambah semua faktor perdana 78 ialah", "A": "15", "B": "18", "C": "21", "D": "31", "answer": "B"}]}
-{"id": 1111, "uuid": "lvv7le", "name": "MIP English : Part 2", "description": "MIP Terengganu", "details": "Notes & Practice : Guided Essay", "type": "practice", "form": -4, "year": 2023, "price": "0", "downloadCount": 1269, "totalQuestions": 18, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/2cad8e70-bc79-4412-a5d3-ad247055edbc.pdf", "pdfLinkPreview": "", "isDraft": false, "isPremium": false, "thumbnail": null, "createdAt": "2023-06-24T12:43:39Z", "updatedAt": "2024-01-02T01:55:27Z", "collection": null, "paperGenerated": null, "subject": {"id": 1, "uuid": "english", "name": "English", "languages": ["english"], "subjectTypes": ["lower-form", "upper-form", "elementary"], "isAvailLowerForm": true, "isAvailUpperForm": true, "isAvailElementary": true, "isNoLevel": true, "createdAt": "2021-02-07T08:05:54Z", "updatedAt": "2021-02-07T08:05:54Z"}, "user": {"id": 1134, "firstName": "CEMPAKA", "lastName": "AMELIEN", "email": "cmpkamelien@gmail.com", "school": null, "avatar": null, "phoneNumber": null, "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2022-07-04T02:22:24Z", "updatedAt": "2022-07-04T02:22:24Z"}, "course": null, "local_filename": "mysoalan.com-pdf/2cad8e70-bc79-4412-a5d3-ad247055edbc.pdf", "texts": ["MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n47 \n \n1. The introduction guides the reader to the topic. \n2. It should begin with a sentence that catches the reader\u2019s interest. \n3. The introduction should give some background information on the topic. \n \n1. The conclusion sums up all the main points of the essay \n2. New topics or ideas should not be introduced in the conclusion.  \n \n \n \n \nSUCCESS CRITERIA FOR ESSAY WRITING \nAn essay is an organized piece of writing that focuses on a single topic or a central main \nidea on a topic of interest.  Basically an essay consists of three parts \u2013 introduction, \nbody/content and conclusion. \n \n \n1. Read the question carefully.   \n2. Highlight or underline the main ideas or keywords. \n3. Plan your ideas. \n4. Introduce your essay by rewording the question in your own words. \n5. Use suitable cohesive devices ie conjunctions, connectives, pronouns and also \nlinkers. \n6. Give your opinions related to the topic. \n7. Draw your conclusion from the main ideas in your essay. \n8. Don\u2019t forget to check your spelling and grammar. \n \n \n \n \n \n \n \n \n1. The body of the essay supports the idea presented in the introduction.   \n2. Each point is developed and supported with some details. \n \n \n \n \nPART 2: GUIDED ESSAY \nTIPS \nINTRODUCTION \nBODY \nCONCLUSION \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n48 \n \n \nLET\u2019S BEGIN\u2026. \nDON\u2019T FORGET TO USE THE TIPS\u2026 \n \nSample practice :  \n \nYour class has been discussing the challenging activities that you and your classmates find \ninteresting and your teacher has asked you to write an essay about the challenging activities \nthat you would like to do. \nIn your essay, you should write about: \n\u2022 \nwhat you would like to do \n\u2022 \nreasons for your choice \n\u2022 \nwhere you plan to do them \n  \nWrite your essay using all the notes and giving reasons for your point of view.  Write your \nanswer in 125 \u2013 150 words in an appropriate style. \n \n1. Have you read the question? \nLet\u2019s take out the keywords or main ideas from the question. \n \ni. \nchallenging activities \u2013 so it has to be more than 1 \nii. \nwhat you would like to do \u2013 name the activities \niii. \nreasons for your choice \u2013 give reasons \niv. \nwhere you plan to do them \u2013 name the places \n \nBeginner level : \nMy Challenging Activities \n \nI like challenging activities. My two favourite challenging activities are \nparkour and abseiling. \n \n \nI can do parkour 1alone or with friends. 2It is fun to get from one place \nto another by running, climbing, jumping and more. It 3challenges me \nand 4makes me feel good when I do it. I can do it at school compound \nor in my playground.   \n \nOne more is abseiling. I like coming down a cliff using only a rope.  It \n1gives me confidence. I want to go to Subang Jaya or Putrajaya \nIndoor Challenge Parks to try this. \n \nLastly, doing challenging activities helps me build my confidence. When \nI do these activities, I know I can do anything. \n \n \n \n \n \n \n \n \n \n \n                                                                                (113 words) \n \n \n    short intro \n    the 2 activities \n \n \n1st activity \n*4 reasons given \n    2 places given \n \n \n2nd activity \n*1 reason given \n2 places given \n \n     conclusion \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n49 \n \nIntermediate to Advance Level : \nMy Choice of Challenging Activities \n \nI enjoy doing challenging activities. A hobby I developed with my twin when \nwe were visiting our cousin in the city. Here I will discuss my two most \nfavourite activities which are parkour and abseiling. \n \n \nWhy do I choose parkour? It is because I can do this activity 1alone or \nwith friends. It can 2be done anywhere like your school compound or \nneighbourhood playground.  It is how you perceive the familiar \nenvironment and imagining it into a potential challenge for yourself where \nyou try to get from one place to another by running, climbing, swinging, \nvaulting, jumping, rolling and more.  It certainly 3challenges you and \n4makes you feel accomplished when you are able to complete the \nobstacles. \n \nAnother favourite of mine is abseiling. I just love the idea of gliding down a \nsteep cliff with only a rope to help you down.  It 1gives me confidence that \nI am 2able to do things on my own without any help. I hope to try this out \nat Subang Jaya or Putrajaya Indoor Challenge Parks.  \n \nIn conclusion, doing challenging activities is good to build up our \nconfidence and belief in ourselves that we are able to accomplish anything \nthat we may face in life. \n \n                                                                                               (202 words) \n \n \n \n    short   \n    intro \n \nthe 2 activities \n \n1st activity \n*4 \nreasons \ngiven \n \n2 places given \n \n \n \n \n2nd activity \n*2 \nreasons \ngiven \n2 places given \n \n \n     conclusion \n \n \n \n \nGuided practice : \n \n \n \n \nYour class has been discussing the places to go for a family trip and your teacher has asked \nyou to write an essay about a holiday destination that you would like to go to with your family. \nIn your essay, you should write about: \n\u2022 \nwhere you would like to go \n\u2022 \nreasons for choosing that destination \n\u2022 \nhow long you would like to stay there \n  \nWrite your essay using all the notes and giving reasons for your point of view. Write your \nanswer in 125 \u2013 150 words in an appropriate style. \n \n1. Have you read the question? \nLet\u2019s identify the keywords or main ideas from the question. \n \n \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n50 \n \nLevel 1:  \nFill in the blanks with the words provided in the box below. \nMy Holiday Destination \n \nIf I get to choose a holiday 1__________ for my family, I would like to go \nto Pulau Perhentian in Terengganu.  I have heard 2__________ \ncomments about this 3_________ island so I dream to go there with my \nfamily. \n \nOnce there, I plan to stay for 4 days and 3 nights. This is because there \nare many interesting activities that we may do there such as 4______ \n________, snorkelling, 5_______ ________ and more. I would like to \nlearn to scuba dive while I am at the island. I also plan to enjoy the flora \nand fauna the jungle there has to offer. I have also heard that the seafood \nthere is out of this 6_______ and the sunset is simply 7___________. \nOne other activity that should not be missed is turtle 8__________.  \n \nI certainly hope that one day, my family and I will get to go to Pulau \nPerhentian.  I am sure we will enjoy ourselves 9__________ during our \nstay there.  \n                                                                                               (161 words) \n \n \n \n   introduction \n    name of  \n    destination \n    (where)     \n \n    body/content \n    duration  \n   (how long)  \n \n   6 reasons  \n   given \n \n \n \n      conclusion \n \ngreat       scuba diving            destination        \nwatching \n     jungle trekking \nbeautiful \n \namazing \n \ntremendously  \nworld \n \n \nLevel 2 : \nSubstitute the italic words and the missing words from Level 1 with suitable words \nfrom the box below. \nMy Holiday Destination \nIf I get to choose a holiday __________ for my family, I would like to go to Pulau Perhentian \nin Terengganu.  I have heard 1 _________ comments about this 2 __________ island so I \ndream to go there with my family. \nOnce there, I plan to stay for 4 days and 3 nights. This is because there are many 3 interesting \nactivities that we may do there such as _______ _________, snorkelling, _______ _________ \nand more. I would like to learn to scuba dive while I am at the island. I also plan to 4 enjoy the \nflora and fauna the jungle there has to offer. I have also heard that the seafood there is 5 out \nof this _______ and the sunset is simply 6 __________. One other activity that should not be \n7 missed is turtle ___________.  \nI certainly hope that one day, my family and I will get to go to Pulau Perhentian.  I am sure we \nwill enjoy ourselves 8 __________ during our stay there.  \n \n \n \n           \nbreathtaking                phenomenally                to die for  \n wonderful       exotic \n             soak in \n               exciting \n             forgotten \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n51 \n \nLevel 3: \nOn your own, try rewriting this essay. You may use the words below to help you.  \nYour class has been discussing the places to go for a family trip and your teacher has asked \nyou to write an essay about a holiday destination that you would like to go to with your family. \nIn your essay, you should write about: \n\u2022 \nwhere you would like to go \n\u2022 \nreasons for choosing that destination \n\u2022 \nhow long you would like to stay there \n \n \n \n \nIntroduction : \n \nMy family holiday destination is \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. \n\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \nBody/Content : \n \nI would like to go there with my family because \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026... \n.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026I think I would like to stay there for \u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n52 \n \nConclusion : \n \nI do hope that \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n \nExtended practice: \nNow you should be ready to do this on your own.  Try this out! Never forget the tips! \n \nYour class has been discussing the different social media that teenagers use nowadays and \nyour teacher has asked you to write an essay about your favourite social media platform. \nIn your essay, you should write about: \n\u2022 \nwhich social media is your favourite \n\u2022 \nreasons for choosing that social media \n\u2022 \none other social media that you like \n  \nWrite your essay using all the notes and giving reasons for your point of view. Write your \nanswer in 125 \u2013 150 words in an appropriate style. \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026......\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n53 \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...... 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\n \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n109 \n \nPRACTICE 2 \n1 Moreover        2 For example     3 In addition     4 However    5 Furthermore    6 Overall  \nPRACTICE 3 \n1 At the same time      2 However          3 At first           4 After a while       5 Soon       6 Later      \n7 Although              8 Most importantly       9 Finally \n \nPRACTICE 4 \n \nHigh School Students and University Students \n        Education is very important for society. It is very important in the development of the individual, \ntoo. However, there are many methods of learning and ways to develop students\u2019 skills, so it is very \ndifficult to work out which are the best paths to educational success. Nothing demonstrates this more \nthan the differences between the lifestyles of high school students and university students. \n        First of all, university students have more responsibilities than high school students. They have to \nbe more independent and make decisions by themselves. For example, they have to manage their \nschedules and do assignments. In contrast, high school students just have to follow the rules and obey \ntheir teachers. \n        Second, high school students usually have more fun than university students. Their lives are not \nso serious. They are more carefree and they do more fun activities. University students, however, \noften do not have much free time and they are more stressed because their exams are more serious. \n         Finally, university students mix with more people. They meet different kinds of people. They have \nto start to learn to live in the real world. As a consequence, most university students become more \nopen minded. High school students, on the other hand, live in a smaller, narrower world. They usually \ngo to school with people similar to themselves. They live similar lives and think alike. No one challenges \ntheir ideas. \n          In conclusion, it seems clear that different educational situations and environments suit different \nage groups. Is this really true? Or do we just rely on ideas handed down from earlier generations? \nPerhaps, we need to try and pick the best features of the lifestyles of high school students and \nuniversity students. Then we might be able to create better educational systems for the 21st century. \n \nPRACTICE 5 \nAccept any appropriate answers. \n1 Consequently, 2 For instance 3 Furthermore, 4 For example, 5 Moreover, 6 As a result ,  \n7 In conclusion  \n \nPART 2: REVIEW \nLevel 1:  \n \n \n \n \n \nLevel 2: \n \n1 destination   \n \n \n \n \n \n1 wonderful \n2 great   \n \n \n \n \n \n               2 exotic \n3 beautiful  \n \n \n \n \n \n \n3 exciting \n4 scuba diving  \n \n \n \n \n \n4 soak in \n5 jungle trekking  \n \n \n \n \n \n5 to die for \n6 world  \n \n \n \n \n \n \n6 breathtaking \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n110 \n \n7 amazing  \n     \n \n \n \n \n \n7 forgotten \n8 watching \n \n \n \n \n \n \n8 phenomenally  \n9 tremendously  \nPART 3: REVIEW \nPractice 1 (Music Review Level 1) \n1. b \n 2. c  \n3. d  \n4. a  \n5. f  \n6. h  \n7. e  \n8. g  \n \nPractice 2 (Music Review Level 2) \no die-hard \no rock \no catchy \no bitterness \no is ruined \no extraordinary \no best-selling \no top \no relevant \no fundamental \n \nPART 3: REPORT \nPractice 1: \nTo: Madam Wilma \nFrom: Haris Ahmad \nSubject: Shopping in my area \n \nThere is (1) a wide range of shops in my area where you can buy anything from clothes to \nsports equipment and electronic goods. \n(2) First of all, there are several clothes shops in my area. (3) Most of them offer popular \nbrands of clothing and there is a large department which is (4) the most popular as the clothes are \nmuch cheaper than the other shops. \n(5) Another popular type of shop in the area is the sports shops. The largest one always has \n(6) a vast selection of sports equipment. If something is not available, it can be ordered and picked up \nthe next day. \n(7) Finally, there is a shop which sells electronic goods, such as computers and mobile phones. \nIt's trendy (8) because you can go and spend hours trying out the latest devices. \nWe also have a small bakery and grocers. (9) However, these are less popular than the large \nsupermarket outside town because they sell (10) a limited range of goods. \n \nPractice 2: \nTo: Ms Nurul \nFrom: Ahmad Albab \nSubject: Places for exchange students to visit \nThe (1) purpose of this report is to review places that would be suitable for the exchange \nstudents, who will be (2) visiting the school next month. \nThe town centre has a (3) number of places to visit. There is a cinema in the centre. There is \nalso an ice-skating rink not far from the centre. Another (4) option would be the bowling alley, which \nhas a restaurant and cultural-themed night at the weekend. It is (5) located on the outskirts of the \ntown. \nThe (6) entrance fees for the various venues are as follows. The cinema is RM 8 per person. \nThe ice-skating (7) rink is RM 10 per person, which includes the hiring of the skates. The bowling alley \ncost RM 20 per person with a snack and drink (8) included. \n"], "qa": [{"question": "If I get to choose a holiday __________ for my family, I would like to go to Pulau Perhentian in Terengganu.  I have heard __________ comments about this __________ island so I dream to go there with my family.", "A": "great", "B": "scuba diving", "C": "destination", "D": "watching", "answer": "C,A,B"}, {"question": "Once there, I plan to stay for 4 days and 3 nights. This is because there are many __________ activities that we may do there such as _______ _________, snorkelling, _______ _________ and more. I would like to learn to scuba dive while I am at the island. I also plan to __________ the flora and fauna the jungle there has to offer. I have also heard that the seafood there is out of this _______ and the sunset is simply __________. One other activity that should not be __________ is turtle ___________. ", "A": "jungle trekking", "B": "beautiful", "C": "amazing", "D": "tremendously", "E": "world", "F": "exciting", "G": "scuba diving", "H": "soak in", "I": "forgotten", "J": "watching", "answer": "F,G,A,H,E,B,I,J"}, {"question": "I certainly hope that one day, my family and I will get to go to Pulau Perhentian.  I am sure we will enjoy ourselves __________ during our stay there.", "A": "tremendously", "B": "beautiful", "C": "amazing", "D": "watching", "answer": "A"}, {"question": "If I get to choose a holiday __________ for my family, I would like to go to Pulau Perhentian in Terengganu.  I have heard _________ comments about this __________ island so I dream to go there with my family.", "A": "breathtaking", "B": "phenomenally", "C": "to die for", "D": "wonderful", "E": "exotic", "F": "soak in", "G": "exciting", "H": "forgotten", "answer": "D,E,A"}, {"question": "Once there, I plan to stay for 4 days and 3 nights. This is because there are many __________ activities that we may do there such as _______ _________, snorkelling, _______ _________ and more. I would like to learn to scuba dive while I am at the island. I also plan to __________ the flora and fauna the jungle there has to offer. I have also heard that the seafood there is __________  and the sunset is simply __________. One other activity that should not be __________ is turtle ___________.", "A": "breathtaking", "B": "phenomenally", "C": "to die for", "D": "wonderful", "E": "exotic", "F": "soak in", "G": "exciting", "H": "forgotten", "answer": "G,D,F,C,A,H,B"}, {"question": "I certainly hope that one day, my family and I will get to go to Pulau Perhentian.  I am sure we will enjoy ourselves __________ during our stay there.", "A": "breathtaking", "B": "phenomenally", "C": "to die for", "D": "wonderful", "E": "exotic", "F": "soak in", "G": "exciting", "H": "forgotten", "answer": "B"}]}
+{"id": 1111, "uuid": "lvv7le", "name": "MIP English : Part 2", "description": "MIP Terengganu", "details": "Notes & Practice : Guided Essay", "type": "practice", "form": -4, "year": 2023, "price": "0", "downloadCount": 1269, "totalQuestions": 18, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/2cad8e70-bc79-4412-a5d3-ad247055edbc.pdf", "pdfLinkPreview": "", "isDraft": false, "isPremium": false, "thumbnail": null, "createdAt": "2023-06-24T12:43:39Z", "updatedAt": "2024-01-02T01:55:27Z", "collection": null, "paperGenerated": null, "subject": {"id": 1, "uuid": "english", "name": "English", "languages": ["english"], "subjectTypes": ["lower-form", "upper-form", "elementary"], "isAvailLowerForm": true, "isAvailUpperForm": true, "isAvailElementary": true, "isNoLevel": true, "createdAt": "2021-02-07T08:05:54Z", "updatedAt": "2021-02-07T08:05:54Z"}, "user": {"id": 1134, "firstName": "CEMPAKA", "lastName": "AMELIEN", "email": "cmpkamelien@gmail.com", "school": null, "avatar": null, "phoneNumber": null, "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2022-07-04T02:22:24Z", "updatedAt": "2022-07-04T02:22:24Z"}, "course": null, "local_filename": "mysoalan.com-pdf/2cad8e70-bc79-4412-a5d3-ad247055edbc.pdf", "texts": ["MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n47 \n \n1. The introduction guides the reader to the topic. \n2. It should begin with a sentence that catches the reader\u2019s interest. \n3. The introduction should give some background information on the topic. \n \n1. The conclusion sums up all the main points of the essay \n2. New topics or ideas should not be introduced in the conclusion.  \n \n \n \n \nSUCCESS CRITERIA FOR ESSAY WRITING \nAn essay is an organized piece of writing that focuses on a single topic or a central main \nidea on a topic of interest.  Basically an essay consists of three parts \u2013 introduction, \nbody/content and conclusion. \n \n \n1. Read the question carefully.   \n2. Highlight or underline the main ideas or keywords. \n3. Plan your ideas. \n4. Introduce your essay by rewording the question in your own words. \n5. Use suitable cohesive devices ie conjunctions, connectives, pronouns and also \nlinkers. \n6. Give your opinions related to the topic. \n7. Draw your conclusion from the main ideas in your essay. \n8. Don\u2019t forget to check your spelling and grammar. \n \n \n \n \n \n \n \n \n1. The body of the essay supports the idea presented in the introduction.   \n2. Each point is developed and supported with some details. \n \n \n \n \nPART 2: GUIDED ESSAY \nTIPS \nINTRODUCTION \nBODY \nCONCLUSION \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n48 \n \n \nLET\u2019S BEGIN\u2026. \nDON\u2019T FORGET TO USE THE TIPS\u2026 \n \nSample practice :  \n \nYour class has been discussing the challenging activities that you and your classmates find \ninteresting and your teacher has asked you to write an essay about the challenging activities \nthat you would like to do. \nIn your essay, you should write about: \n\u2022 \nwhat you would like to do \n\u2022 \nreasons for your choice \n\u2022 \nwhere you plan to do them \n  \nWrite your essay using all the notes and giving reasons for your point of view.  Write your \nanswer in 125 \u2013 150 words in an appropriate style. \n \n1. Have you read the question? \nLet\u2019s take out the keywords or main ideas from the question. \n \ni. \nchallenging activities \u2013 so it has to be more than 1 \nii. \nwhat you would like to do \u2013 name the activities \niii. \nreasons for your choice \u2013 give reasons \niv. \nwhere you plan to do them \u2013 name the places \n \nBeginner level : \nMy Challenging Activities \n \nI like challenging activities. My two favourite challenging activities are \nparkour and abseiling. \n \n \nI can do parkour 1alone or with friends. 2It is fun to get from one place \nto another by running, climbing, jumping and more. It 3challenges me \nand 4makes me feel good when I do it. I can do it at school compound \nor in my playground.   \n \nOne more is abseiling. I like coming down a cliff using only a rope.  It \n1gives me confidence. I want to go to Subang Jaya or Putrajaya \nIndoor Challenge Parks to try this. \n \nLastly, doing challenging activities helps me build my confidence. When \nI do these activities, I know I can do anything. \n \n \n \n \n \n \n \n \n \n \n                                                                                (113 words) \n \n \n    short intro \n    the 2 activities \n \n \n1st activity \n*4 reasons given \n    2 places given \n \n \n2nd activity \n*1 reason given \n2 places given \n \n     conclusion \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n49 \n \nIntermediate to Advance Level : \nMy Choice of Challenging Activities \n \nI enjoy doing challenging activities. A hobby I developed with my twin when \nwe were visiting our cousin in the city. Here I will discuss my two most \nfavourite activities which are parkour and abseiling. \n \n \nWhy do I choose parkour? It is because I can do this activity 1alone or \nwith friends. It can 2be done anywhere like your school compound or \nneighbourhood playground.  It is how you perceive the familiar \nenvironment and imagining it into a potential challenge for yourself where \nyou try to get from one place to another by running, climbing, swinging, \nvaulting, jumping, rolling and more.  It certainly 3challenges you and \n4makes you feel accomplished when you are able to complete the \nobstacles. \n \nAnother favourite of mine is abseiling. I just love the idea of gliding down a \nsteep cliff with only a rope to help you down.  It 1gives me confidence that \nI am 2able to do things on my own without any help. I hope to try this out \nat Subang Jaya or Putrajaya Indoor Challenge Parks.  \n \nIn conclusion, doing challenging activities is good to build up our \nconfidence and belief in ourselves that we are able to accomplish anything \nthat we may face in life. \n \n                                                                                               (202 words) \n \n \n \n    short   \n    intro \n \nthe 2 activities \n \n1st activity \n*4 \nreasons \ngiven \n \n2 places given \n \n \n \n \n2nd activity \n*2 \nreasons \ngiven \n2 places given \n \n \n     conclusion \n \n \n \n \nGuided practice : \n \n \n \n \nYour class has been discussing the places to go for a family trip and your teacher has asked \nyou to write an essay about a holiday destination that you would like to go to with your family. \nIn your essay, you should write about: \n\u2022 \nwhere you would like to go \n\u2022 \nreasons for choosing that destination \n\u2022 \nhow long you would like to stay there \n  \nWrite your essay using all the notes and giving reasons for your point of view. Write your \nanswer in 125 \u2013 150 words in an appropriate style. \n \n1. Have you read the question? \nLet\u2019s identify the keywords or main ideas from the question. \n \n \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n50 \n \nLevel 1:  \nFill in the blanks with the words provided in the box below. \nMy Holiday Destination \n \nIf I get to choose a holiday 1__________ for my family, I would like to go \nto Pulau Perhentian in Terengganu.  I have heard 2__________ \ncomments about this 3_________ island so I dream to go there with my \nfamily. \n \nOnce there, I plan to stay for 4 days and 3 nights. This is because there \nare many interesting activities that we may do there such as 4______ \n________, snorkelling, 5_______ ________ and more. I would like to \nlearn to scuba dive while I am at the island. I also plan to enjoy the flora \nand fauna the jungle there has to offer. I have also heard that the seafood \nthere is out of this 6_______ and the sunset is simply 7___________. \nOne other activity that should not be missed is turtle 8__________.  \n \nI certainly hope that one day, my family and I will get to go to Pulau \nPerhentian.  I am sure we will enjoy ourselves 9__________ during our \nstay there.  \n                                                                                               (161 words) \n \n \n \n   introduction \n    name of  \n    destination \n    (where)     \n \n    body/content \n    duration  \n   (how long)  \n \n   6 reasons  \n   given \n \n \n \n      conclusion \n \ngreat       scuba diving            destination        \nwatching \n     jungle trekking \nbeautiful \n \namazing \n \ntremendously  \nworld \n \n \nLevel 2 : \nSubstitute the italic words and the missing words from Level 1 with suitable words \nfrom the box below. \nMy Holiday Destination \nIf I get to choose a holiday __________ for my family, I would like to go to Pulau Perhentian \nin Terengganu.  I have heard 1 _________ comments about this 2 __________ island so I \ndream to go there with my family. \nOnce there, I plan to stay for 4 days and 3 nights. This is because there are many 3 interesting \nactivities that we may do there such as _______ _________, snorkelling, _______ _________ \nand more. I would like to learn to scuba dive while I am at the island. I also plan to 4 enjoy the \nflora and fauna the jungle there has to offer. I have also heard that the seafood there is 5 out \nof this _______ and the sunset is simply 6 __________. One other activity that should not be \n7 missed is turtle ___________.  \nI certainly hope that one day, my family and I will get to go to Pulau Perhentian.  I am sure we \nwill enjoy ourselves 8 __________ during our stay there.  \n \n \n \n           \nbreathtaking                phenomenally                to die for  \n wonderful       exotic \n             soak in \n               exciting \n             forgotten \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n51 \n \nLevel 3: \nOn your own, try rewriting this essay. You may use the words below to help you.  \nYour class has been discussing the places to go for a family trip and your teacher has asked \nyou to write an essay about a holiday destination that you would like to go to with your family. \nIn your essay, you should write about: \n\u2022 \nwhere you would like to go \n\u2022 \nreasons for choosing that destination \n\u2022 \nhow long you would like to stay there \n \n \n \n \nIntroduction : \n \nMy family holiday destination is \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. \n\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \nBody/Content : \n \nI would like to go there with my family because \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026... \n.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026I think I would like to stay there for \u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n52 \n \nConclusion : \n \nI do hope that \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 \n \nExtended practice: \nNow you should be ready to do this on your own.  Try this out! Never forget the tips! \n \nYour class has been discussing the different social media that teenagers use nowadays and \nyour teacher has asked you to write an essay about your favourite social media platform. \nIn your essay, you should write about: \n\u2022 \nwhich social media is your favourite \n\u2022 \nreasons for choosing that social media \n\u2022 \none other social media that you like \n  \nWrite your essay using all the notes and giving reasons for your point of view. Write your \nanswer in 125 \u2013 150 words in an appropriate style. \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026......\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n53 \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...... 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\n \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n109 \n \nPRACTICE 2 \n1 Moreover        2 For example     3 In addition     4 However    5 Furthermore    6 Overall  \nPRACTICE 3 \n1 At the same time      2 However          3 At first           4 After a while       5 Soon       6 Later      \n7 Although              8 Most importantly       9 Finally \n \nPRACTICE 4 \n \nHigh School Students and University Students \n        Education is very important for society. It is very important in the development of the individual, \ntoo. However, there are many methods of learning and ways to develop students\u2019 skills, so it is very \ndifficult to work out which are the best paths to educational success. Nothing demonstrates this more \nthan the differences between the lifestyles of high school students and university students. \n        First of all, university students have more responsibilities than high school students. They have to \nbe more independent and make decisions by themselves. For example, they have to manage their \nschedules and do assignments. In contrast, high school students just have to follow the rules and obey \ntheir teachers. \n        Second, high school students usually have more fun than university students. Their lives are not \nso serious. They are more carefree and they do more fun activities. University students, however, \noften do not have much free time and they are more stressed because their exams are more serious. \n         Finally, university students mix with more people. They meet different kinds of people. They have \nto start to learn to live in the real world. As a consequence, most university students become more \nopen minded. High school students, on the other hand, live in a smaller, narrower world. They usually \ngo to school with people similar to themselves. They live similar lives and think alike. No one challenges \ntheir ideas. \n          In conclusion, it seems clear that different educational situations and environments suit different \nage groups. Is this really true? Or do we just rely on ideas handed down from earlier generations? \nPerhaps, we need to try and pick the best features of the lifestyles of high school students and \nuniversity students. Then we might be able to create better educational systems for the 21st century. \n \nPRACTICE 5 \nAccept any appropriate answers. \n1 Consequently, 2 For instance 3 Furthermore, 4 For example, 5 Moreover, 6 As a result ,  \n7 In conclusion  \n \nPART 2: REVIEW \nLevel 1:  \n \n \n \n \n \nLevel 2: \n \n1 destination   \n \n \n \n \n \n1 wonderful \n2 great   \n \n \n \n \n \n               2 exotic \n3 beautiful  \n \n \n \n \n \n \n3 exciting \n4 scuba diving  \n \n \n \n \n \n4 soak in \n5 jungle trekking  \n \n \n \n \n \n5 to die for \n6 world  \n \n \n \n \n \n \n6 breathtaking \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n110 \n \n7 amazing  \n     \n \n \n \n \n \n7 forgotten \n8 watching \n \n \n \n \n \n \n8 phenomenally  \n9 tremendously  \nPART 3: REVIEW \nPractice 1 (Music Review Level 1) \n1. b \n 2. c  \n3. d  \n4. a  \n5. f  \n6. h  \n7. e  \n8. g  \n \nPractice 2 (Music Review Level 2) \no die-hard \no rock \no catchy \no bitterness \no is ruined \no extraordinary \no best-selling \no top \no relevant \no fundamental \n \nPART 3: REPORT \nPractice 1: \nTo: Madam Wilma \nFrom: Haris Ahmad \nSubject: Shopping in my area \n \nThere is (1) a wide range of shops in my area where you can buy anything from clothes to \nsports equipment and electronic goods. \n(2) First of all, there are several clothes shops in my area. (3) Most of them offer popular \nbrands of clothing and there is a large department which is (4) the most popular as the clothes are \nmuch cheaper than the other shops. \n(5) Another popular type of shop in the area is the sports shops. The largest one always has \n(6) a vast selection of sports equipment. If something is not available, it can be ordered and picked up \nthe next day. \n(7) Finally, there is a shop which sells electronic goods, such as computers and mobile phones. \nIt's trendy (8) because you can go and spend hours trying out the latest devices. \nWe also have a small bakery and grocers. (9) However, these are less popular than the large \nsupermarket outside town because they sell (10) a limited range of goods. \n \nPractice 2: \nTo: Ms Nurul \nFrom: Ahmad Albab \nSubject: Places for exchange students to visit \nThe (1) purpose of this report is to review places that would be suitable for the exchange \nstudents, who will be (2) visiting the school next month. \nThe town centre has a (3) number of places to visit. There is a cinema in the centre. There is \nalso an ice-skating rink not far from the centre. Another (4) option would be the bowling alley, which \nhas a restaurant and cultural-themed night at the weekend. It is (5) located on the outskirts of the \ntown. \nThe (6) entrance fees for the various venues are as follows. The cinema is RM 8 per person. \nThe ice-skating (7) rink is RM 10 per person, which includes the hiring of the skates. The bowling alley \ncost RM 20 per person with a snack and drink (8) included. \n"], "qa": [{"question": "If I get to choose a holiday __________ for my family, I would like to go to Pulau Perhentian in Terengganu.  I have heard __________ comments about this __________ island so I dream to go there with my family.", "A": "great", "B": "scuba diving", "C": "destination", "D": "watching", "answer": "C,A,B"}, {"question": "I certainly hope that one day, my family and I will get to go to Pulau Perhentian.  I am sure we will enjoy ourselves __________ during our stay there.", "A": "tremendously", "B": "beautiful", "C": "amazing", "D": "watching", "answer": "A"}]}
 {"id": 1107, "uuid": "ydzcoh", "name": "MIP English : Cohesive Devices ( A-D )", "description": "MIP Terengganu ", "details": "Notes & Practice Cohesive devices : to connect ideas between writing.", "type": "practice", "form": -4, "year": 2023, "price": "0", "downloadCount": 2307, "totalQuestions": 40, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/675c8888-a4ac-4b49-b42d-ca52c814e31b.pdf", "pdfLinkPreview": "", "isDraft": false, "isPremium": false, "thumbnail": null, "createdAt": "2023-06-24T12:11:49Z", "updatedAt": "2024-01-02T02:01:08Z", "collection": null, "paperGenerated": null, "subject": {"id": 1, "uuid": "english", "name": "English", "languages": ["english"], "subjectTypes": ["lower-form", "upper-form", "elementary"], "isAvailLowerForm": true, "isAvailUpperForm": true, "isAvailElementary": true, "isNoLevel": true, "createdAt": "2021-02-07T08:05:54Z", "updatedAt": "2021-02-07T08:05:54Z"}, "user": {"id": 1134, "firstName": "CEMPAKA", "lastName": "AMELIEN", "email": "cmpkamelien@gmail.com", "school": null, "avatar": null, "phoneNumber": null, "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2022-07-04T02:22:24Z", "updatedAt": "2022-07-04T02:22:24Z"}, "course": null, "local_filename": "mysoalan.com-pdf/675c8888-a4ac-4b49-b42d-ca52c814e31b.pdf", "texts": ["MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n20 \n \n1119/2 WRITING \n \n \nA.   ASSESSMENT SCALE FOR ORGANISATION \nSCORE \nPART 3 \nPART 2 \nPART 1 \n5 \nText is well-organised and coherent,  \nusing a variety of cohesive devices with \ngenerally good effect. \n \n \n3 \nText is generally well-organised and \ncoherent, using a variety of          \ncohesive devices. \nScore: 5 \n \n1 \nUses simple connectors and                       \na limited number of                       \ncohesive devices appropriately. \n \nScore: 5 \n \nB.  WHAT ARE COHESIVE DEVICES? \nYou use cohesive devices to connect ideas between different parts of a piece of writing.  \nThere are three main types of cohesive devices:  \n \nCohesive \nDevices \nFunctions \nExamples \nSentences \n \nPronouns \nTo refer back to \nsomething previously \nmentioned. \nthis, that, \nthese, those, \nhe, she, it, they \nAlif went out to the playground. \nHe played on the slide. \n \nSynonyms \nTo replace words of \nthe same meaning to \nget the reader to stay \nfocused on the idea \nbeing discussed. \ncar \u2192 vehicle \n \nfood \u2192 bread \nA car was seen leaving the crime \nscene. The vehicle was chased by a \nmember of the public. \nThere was a lot of food, but she only \nate the bread. \nConnectors \nTo link words, phrases \nand sentences. They \nhelp to introduce the \nreader to the \nrelationship between \nphrases, sentences \nand entire \nparagraphs. \nhowever, \ntherefore, \nin addition, \nalso, but, \nmoreover \nAlif played on the slide. Later, he \nwent on the swings. \nRose was late because she took the \nbus.  \nNina was late, so she took the bus. \nConnectors are also called transition words, linking words, linkers, connectives or discourse markers.  \n1 \n2 \n3 \nCOHESIVE DEVICES \n \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n21 \n \nC.  CONNECTORS: NOTES AND EXAMPLES \n \nLet\u2019s focus on CONNECTORS because there are so many of them to learn. \nThey can be at the beginning, middle or end of a sentence. \nThe words in bold are SIMPLE CONNECTORS. \n \nTask: Assign everyone in the class a number of connectors to work on their meanings in  \n          BM. Then share the findings. \n \nTo Show Contrast \nConnector \nMeaning \nSentence \nBut \n \nI wanted to go swimming but I am so tired. \nHowever/ \nNonetheless \n \nThe film received good ratings; however, it \nwas very long. \nThe problems are not serious. Nonetheless, \nwe shall need to tackle them soon. \nOn the other \nhand/  \non the one hand \n \nI was eager to join them for the vacation but \non the other hand, my exam dates were \ngetting closer. \nOtherwise \n \nRemind them beforehand. Otherwise, they \nmight leave without taking the tickets. \nUnlike\n \n \nJoe loved hot chocolate, unlike Mat. \nConversely \n \nRini may not perform up to the mark in \nscience subjects, but conversely, she is \nexcellent in English. \nAt the same time \n \nShe felt guilty and depressed at the same \ntime. \nIn spite of \n \nIn spite of heavy rainfall, he took out his \nmotorbike and headed towards the hospital. \nDespite \n \nShe kept on arguing despite her mistake. \nEven though/ \nAlthough \n \nHe could manage the cooking part even \nthough that would not taste awesome. \nStill/ Yet/ \nNevertheless \n \nThey are still here. \nI have not confirmed it yet. \nWhat you said was right but nevertheless \nharsh. \nEven so \n \nHe had a headache but even so, he went to \npick her up. \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n22 \n \nOn the contrary \n \nMother thought Din was studying but on the \ncontrary, he was sleeping. \nIn contrast \n \nIn contrast with your belief that we will fail, I \nam confident that we will succeed. \nWhereas \n \nAll of her daughters are engineers whereas \nthe younger one chose to be a teacher. \n \nTo Show Cause & Effect  \nConnector \nMeaning \nSentence \nTherefore \n \nI slept very late last night. Therefore, I missed \nthe morning prayer. \nSo \n \nThe blue bag was full so he kept the packet in \nthe yellow bag. \nBecause \n \nHe is looking for a necktie because he has an \ninterview tomorrow. \nThus \n \nHe didn't work hard. Thus he was fired. \nHence \n \nI fell off my bike yesterday, hence the bruises. \nIt is very late; hence you must go to bed. \nDue to \n \nThe match got cancelled due to the heavy \nrain. \nAs a result \n \nAs a result of the heavy rain, the match got \ncancelled. \nConsequently / as \na consequence \n \nI got stuck in the traffic; consequently I missed \nthe flight. \nSince \n \nSince she loves ice cream so much, I decided \nto give her an ice-cream printed dress. \nSeeing that \n \nSeeing that he was losing the fight, he started \nblaming her coach. \nOn account of \n \nBoth the siblings were mentally unstable on \naccount of their disturbed childhood. \n \n \n \n \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n23 \n \nTo Show Sequence / Time \nConnector \nMeaning \nSentence \nLater \n \nLater, it all got resolved. \nAfter \n \nHe also left after the wife. \nBefore \n \nYou have to try before coming to a conclusion. \nThen \n \nOnce you reach the office, then make a call to the \nsupervisor. \nNext \n \nThe next episode is going to be very interesting. \nSoon \n \nThey are soon to graduate. \nFinally \n \nFinally, the war came to an end. \nSecond/ \nSecondly \n \nSecondly, you have to manage the team. \nAt first sight \n \nAt first sight, he appeared to be very arrogant. \nFirst \n \nFirst, you should go to the washroom and take a \nbath. \nFirst of all \n \nFirst of all, they are not my family and I cannot be \nheld responsible for their immature behaviour. \nIn the first \nplace \n \nIn the first place, take care of the pets and then do \nthe rest of your work. \nTo start with \n \nTo start with, I asked her to tell us about her \nhobbies. \nLastly \n \nLastly, we had our dinner and left. \nAnd finally \n \nAnd finally, the day of the verdict came. \nIn the meantime \n \nThe next programme starts in ten minutes; in the \nmeantime, here's some music. \nMeanwhile \n \nI went to college. Meanwhile, all my friends got \nwell-paid jobs. \nSubsequently \n \nThe East India Company came to India as traders \nand subsequently became the ruler. \n \n \n \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n24 \n \nTo Show Purpose \nConnector \nMeaning \nSentence \nIn order to \n \nIn order to prove him wrong, he started shouting. \nSo as to \n \nYou have to study hard so as to improve your career. \nSo that \n \nGive me your resume so that I can forward it to the right \ndepartment. \n \nTo Show Condition \nConnector \nMeaning \nSentence \nIf \n \nIf you brush your teeth every day, you probably won't get \ncavities. \nUnless \n \nUnless you really need me to, I can't take the time to help \nyou with your homework today. \nSince \n \nSince I'll be out of town, I'm looking for someone to feed \nmy cat. \n \nTo Show Illustration / Example \nConnector \nMeaning \nSentence \nFor example \n \nYou can use any two colours \u2013 for example, red and \nyellow. \nFor instance \n \nI like a few vegetables, for instance, potato and cabbage. \nSuch as \n \nAerobic exercises, such as jogging and running, are good \nfor your stamina and heart. \nIn this case \n \nIn this case, emotion will matter more than logic. \nFor one \nthing \n \n\u2018Why don't you get a car?\u2019 \u2018Well, for one thing, I can't \ndrive!\u2019 \nTo illustrate \n \nTo illustrate my point, let me tell you a story. \n \n \n \n \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n25 \n \nTo Show Opinion \nConnector \nMeaning \nSentence \nTo tell the truth \n \nTo tell the truth, I didn\u2019t like the show at all. \nPersonally \n \nThe show must go on, personally I think so. \nTo be honest \n \nTo be honest, I don\u2019t support the idea of destroying \nher career. \nI think that \n \nI think that you're being unfair. \nIt is true that \n \nIt is true that a lot of hard work has been put in here \nbut I really can\u2019t see any reflection of that. \nI agree \n \nI agree with her decision. \nAs far as I am \nconcerned \n \nAs far as I am concerned, I am done with it. \nI disagree \n \nI disagree with the thought of buying a new car even \nbecause we already have two. \nFrom my point \nof view \n \nThe sin is terrific from my point of view. \n \nTo Show Clarification / Restatement \nConnector \nMeaning \nSentence \nMore or less \n \nThere will be more or less 20 guests. \nIn general \n \nOld people, in general, like to spend time with their \ngrand children. \nEspecially \n \nIt\u2019s tough to sleep especially after the strong coffee \nwe took. \nIn particular \n \nAll the women, in particular, have to be strong and \ndetermined. \nEssentially \n \nAn electric kettle is useful essentially for the winter \nmonths. \nBasically \n \nThe cake is basically full of chocolates. \nIn other words \n \nThe problem, in other words, is that we have to \nrewrite the whole script. \nIn short \n \nThe outing, in short, could not lift up my mood. \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n26 \n \nAbove all \n \nThe idea behind the meeting is, above all, to make \nthe employees aware of the current financial crisis \nfaced by the company. \nAt least \n \nAt least now when you know that we are here, you \ncan jump in any day. \nIn a nutshell \n \nWell, to put it in a nutshell, we're lost. \n \nTo Show Emphasis  \nConnector \nMeaning \nSentence \nAlso \n \nShe was told to study and also to take care of the baby. \nIndeed \n \nIt's very cold indeed. \nOf course \n \nOf course he would be ashamed to borrow often. \nCertainly \n \nCertainly, she has witnessed something cruel. \nOtherwise, she would not be so nervous. \nSpecifically \n \nHe specifically looked for a diamond-studded ring. \nSignificantly \n \nHer health was significantly improving. \nNotably \n \nHer academic career has been notably amazing. \nIn fact \n \nShe seemed rather aloof when in fact she was just shy. \n \nTo Show Addition  \nConnector \nMeaning \nSentence \nAs well as \n \nThe sound, as well as the picture quality, is amazing. \nFurther \n \nI introduced him to the other members and that\u2019s it, I had \nno further conversation. \nand then \n \nJohan came from swimming and then left for football \ncoaching. \nAnd \n \nHe and other members went to the party. \nToo \n \nHe too misbehaved in the class. \nIn addition to \n \nIn addition to the notes, the teacher also suggested \nsome reference books for the preparation. \nNot only \u2013 but \nalso \n \nWe are not only harming the environment but also \nbecoming inhuman day by day. \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n27 \n \nOr \n \nWe can go to the movie or to the park. \nBesides/Apart \nfrom (that) \n \nThe umbrella will protect you from the sun. Besides, it \nwill also come handy if rainfall starts. \nApart from / \nOther than \n \nApart from the low salary, it\u2019s not a bad job. \nOn top of that \n \nOn top of that, you will also get incentives. \nFurthermore \n \nHe was tired and hungry. Furthermore, he was ill. \nMoreover \n \nYou have to cook lunch and moreover that you also \nhave to go to the market in the evening. \nWhat\u2019s more \n \nWhat\u2019s more, now you have all that is required to have a \nwonderful vacation. \nIn addition \n \nWe've completely redone our living room with hardwood \nfloors. In addition, we've put in new windows to bring in \nmore light. \nAdditionally \n \nWe need to hire some programmers. Additionally, we'll \nneed to find someone to help out at the reception desk. \n \nTo Show Comparison \nConnector \nMeaning \nSentence \nAs \u2026as \n \nHe is as good as his sister. \nEqually \n \nBoth of them are equally talented. \nAs if \n \nIt seems as if they have cried a lot. \nSimilarly \n \nWe have chosen our group members, similarly, you can \ndo that too. \nComparable \n \nToday\u2019s weather is comparable with that of Kota Bharu. \nLike \n \nHe was determined to get a high-rank job like his cousin. \nIn like \nmanner \n \nAll responded in like manner. \nIn the same \nway \n \nNow do the rest of the drawing in the same way as I did. \nAlternatively \n \nYou can go to that Italian restaurant or alternatively you \ncan even choose the Mexican food counter on the \nopposite side of the road. \n \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n28 \n \nTo Show Conclusion \nConnector \nMeaning \nSentence \nTo conclude  \n \nTo conclude, students have to put more effort into \ntheir schoolwork. \nIn conclusion \n \nIn conclusion, walking is a cheap, safe, enjoyable \nand readily available form of exercise. \nIn summary \n \nIn summary, governments have many reasons for \nspending so much on defence. \nTo sum up \n \nTo sum up, some people are better suited to working \nfrom home than others. \nAll in all \n \nAll in all, you have to make sure both you and your \ncustomers are satisfied with your work. \n \n \nD.  WHY DO WE NEED TO USE CONNECTORS IN OUR ESSAYS? \nRead the sentences below. \n \n 1.          Suzi wants ice cream. She wants cake. \n \n \n      Suzi wants ice cream but she also wants cake. \n \n \n                                  2.       I went to the beach. There were too many jellyfish. I decided   \n                                            to stay. I had a good time. I met some friends. \n           \n \n                                           I went to the beach. Although there were too many jellyfish, I   \n                                           decided to stay. I had a good time because I met some friends. \n \n             With connectors, the sentences make logical connection! \n \n \n \n \n \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n29 \n \n3. Paragraph Without Connectors                         Paragraph With Connectors \n \n \n \n \n \n \n \n \n               Paragraph with connectors. \n \n \n \n                    Now, the paragraph has a better flow of ideas! \n \n \nHere are some practices. \n \n \n \nLEVEL 1 \n \nComplete the sentences with the correct connectors. \n \n     1. \n Your auntie is resting in the next room. So walk softly ______ disturb her. \n  \n    \n  \n    \n  \n  \n  \n  (A) so as to \n  \n \n \n(B) in order to \n \n  \n  (C) so as not to \n  \n  \n  (D) so that \n  \n  \n    \n  \n    \n  \n  \n2. \n  ______ you are so interested, I won't persuade you to give up. ______ do check with \nthe agent before you purchase it. \n  \n    \n  \n    \n  \n  \n  \n  (A) If, In order \n  \n \n \n(B) As, However \n \n  \n  (C) Unless, Though \n  \n  \n  (D) Because of, So \n  \n  \n    \n  \n \n    \n  \n  \n3. \n  Tea should be served in every meeting ______ the members will not be sleepy. \n  \n    \n  \n    \n  \n  \n  \n  (A) although \n  \n \n \n(B) even if \n \n  \n  (C) as \n  \n  \n  (D) so that \n  \nDrawing is all about taking the time \nto master each step. Mastering the \nart of drawing does not happen in \na day. It is a skill that takes daily \npractice. You need dedication to \nhone your craft. It is important not \nto burn yourself out. You need to \nstick with it. \n \nDrawing is all about taking the time to \nmaster each step. In other words, \nmastering the art of drawing does not \nhappen in a day.  Furthermore, it is a \nskill that takes daily practice as well \nas dedication to hone your craft. It is \nimportant \nnot \nto \nburn \nyourself \nout, but you need to stick with it. \nPractice 1 \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n30 \n \n4. \n  ______ she adds salt. ______ she pours in the milk. ______ she beats the eggs. \n  \n    \n  \n    \n  \n  \n  \n  (A) Before, Second, Third \n  \n \n \n(B) After, So, Then \n \n  \n  (C) First, Secondly, Finally \n  \n  \n  (D) Then, So, Finally \n  \n  \n    \n  \n    \n  \n  \n5. \n  The boys encountered lots of problems ______ trying to get to the island. ______ \nthey managed to reach the island in time before the sharks came. \n  \n    \n  \n    \n  \n  \n  \n  (A) while, Nevertheless \n  \n \n \n(B) during, Nevertheless \n \n  \n  (C) then, However \n  \n  \n  (D) as, However \n  \n  \n    \n  \n    \n  \n  \n6. \n  Sheila has not bothered to tidy up her room ______ her cousin came to stay. \n     \n  \n    \n  \n  \n  \n  (A) then \n  \n \n \n(B) since \n \n  \n  (C) as \n  \n  \n  (D) in order \n  \n  \n    \n  \n    \n  \n  \n7. \n  ______ her shortcomings, she is lucky to get the job. \n     \n  \n    \n  \n  \n  \n  (A) However \n  \n \n \n(B) As a result \n \n  \n  (C) In view of \n  \n  \n  (D) Consequently \n  \n  \n    \n  \n  \n8. \n  ______ the monsoon season, the fishermen managed to obtain a good income. \n     \n  \n  \n  \n  (A) Even \n  \n  \n  (B) As \n  \n  \n  (C) Although \n  \n  \n  (D) In spite of \n  \n  \n    \n  \n  \n9. \n  Steven could not eat curry and ______ could David. \n     \n  \n  \n  \n  (A) so \n  \n  \n  (B) neither \n  \n  \n  (C) either \n  \n  \n  (D) but \n  \n \n10.  \n \n______ Mr. Lee and Mr. Abdullah came to the company ______ the manager was \nnot in. \n     \n  \n  \n  \n  (A) As well as, and \n  \n  \n  (B) Both, but \n  \n  \n  (C) Although, and \n  \n  \n  (D) Neither, but \n \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n31 \n \nLEVEL 2 \n \nComplete the sentences with the correct connectors. \n \n    1.   He realized that he only stood a slim chance ______ he didn't give up. \n  \n    \n  \n    \n  \n  \n  \n  (A) and yet \n  \n \n \n(B) or else \n \n  \n  (C) but also \n  \n  \n  (D) and then \n  \n  \n    \n  \n    \n  \n  \n2. \n  The children, ______ the teacher, were all enjoying the hilarious show. \n  \n    \n  \n    \n  \n  \n  \n  (A) as well \n  \n \n \n(B) as well as \n \n  \n  (C) but also \n  \n  \n  (D) not only \n  \n  \n    \n  \n    \n  \n  \n3. \n  The teacher has explained the method to her many times. ______, she does not \nseem to get it. \n  \n    \n  \n    \n  \n  \n  \n  (A) Still \n  \n \n \n(B) Therefore \n \n  \n  (C) Consequently \n  \n  \n  (D) Thus \n  \n  \n    \n  \n    \n  \n  \n4. \n  They started the variety show according to schedule ______ the poor attendance. \n  \n    \n  \n    \n  \n  \n  \n  (A) although \n  \n \n \n(B) in spite of \n \n  \n  (C) but for \n  \n  \n  (D) and yet \n  \n  \n    \n  \n    \n  \n  \n5. \n  The centre will be closed ______ renovation works until further notice. \n  \n    \n  \n    \n  \n  \n  \n  (A) even with \n  \n \n \n(B) because \n \n  \n  (C) due to \n  \n  \n  (D) despite \n  \n  \n    \n  \n    \n  \n  \n6. \n  ______ Tim ______ I am a club member. ______, we cannot go in. \n  \n    \n  \n    \n  \n  \n  \n  (A) Either ... or ... Yet \n  \n \n \n(B) Neither ... nor ... Therefore \n \n  \n  (C) Both .. and ... Still \n  \n  \n  (D) Both ... and ... Consequently \n  \n  \n  \n \n \n  \n  \n    \n  \n  \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n32 \n \n7. \n  Ellen's grandparents dote on her very much, ______ she is their only grandchild. \n  \n    \n  \n    \n  \n  \n  \n  (A) for \n  \n \n \n(B) when \n \n  \n  (C) and \n  \n  \n  (D) yet \n  \n  \n    \n  \n  \n8. \n  ______ the lesson proceeded, we started to understand the topic better. \n  \n    \n  \n  \n  \n  (A) Although \n  \n  \n  (B) Even \n  \n  \n  (C) For \n  \n  \n  (D) As \n \n \n \nLEVEL 3 \n \nFill in the blanks with the most suitable sequence connectors from the brackets \n1.   My sister was in the dentist's office for ten minutes. ______, I sat in the waiting room \nwith an old magazine in my hands. ( First, Meanwhile, Later ) \n2.   An hour passed but there was no sign of Mike. ______, we decided to go home. ( Until, \nBefore, Finally ) \n3.   We bumped into Salsa during our trip to Lang Island. A few weeks ______, we met him \nagain ( after, then, later ) \n4.   The teacher had trouble telling the twins apart. ______ she realized one had a mole \nabove her lips. ( Subsequently, Finally, Meanwhile ) \n5.   The men went to a nearby restaurant for breakfast. ______, they drove off towards the \nPenang Bridge ( After, Afterwards, Meanwhile ) \n6.   The football coach announced, \"Today, we will begin practicing for the coming match.\" \n______ he added, \"Let's warm up first.\" ( Then, After, Eventually ) \n7.   ______, heat the oil in the frying pan. Then put in all the marinated chicken pieces.            \n( Before, After, First ) \n8.   Many customers bought the delicious chicken pies. ______ all the pies were sold out.      \n( Eventually, Afterwards, Next ) \n9.   Many people wanted to buy the tickets. ______ a while, the queue was quite long.  \n      ( Before, After, Finally ) \n \n10. Zulina will be back in fifteen minutes. ______, make yourself at home.  \n        ( Later, Subsequently, Meanwhile ) \n \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n33 \n \nLEVEL 4 \n \nFill in the blanks with suitable logical connectors e.g. \u2018however\u2019. \n  \n1.   Susie refused to take part in the concert. _______________, she changed her mind the \nnext day. \n2.   The car beat the red traffic light. ________________, the driver was issued a summons \nby the traffic policeman. \n3.   \"Fira won the gold medal after three months of intensive training. ______________, you \ntoo could win if you practise hard enough,\" Liza's mother said to her. \n4.   \"I don't think she can handle this task. _______________, she already has a lot of other \nresponsibilities,\" said the head prefect to his assistant. \n5.   The cadets were given new uniforms to wear. ________________, they received free \npasses to the match. \n6.   The people strongly opposed the move to build a golf course near their house. \n________________, the proposed plan was cancelled. \n7.   \"The final examinations are coming soon. _______________, it would be advisable for \nyou to begin revising more systematically,\" the teacher told her class. \n8.   The neighbours often helped each other, _______________ creating a feeling of \nharmony in the neighbourhood. \n9.   The teenager was caught shoplifting. _______________, he was let off with a warning. \n10. Shaun is directing the movie. __________________, he is playing the lead role in it. \n11. Thomas Edison failed several times before he successfully invented the first light bulb. \n_________________, you too could attain your dreams if you never give up trying. \n12. The bungalow had seven rooms, each with an attached bathroom. ________________, \nthere was a large garden and a swimming pool. \n \n \nSource: http://www.englishdaily626.com \n \n \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n107 \n \nPRACTICE 1 \n1. FALSE \n \n3. TRUE  \n5. A (taking too lightly) \n2. FALSE \n \n4. TRUE \n \nPRACTICE 2 \nNO \nANSWER \nNO \nANSWER \n1 \nB \n6 \nA \n2 \nA \n7 \nD \n3 \nC \n8 \nB \n4 \nD \n9 \nC \n5 \nB \n10 \nA \n \nPRACTICE 3 \nNO \nANSWER \n33 \nGeetha  \n34 \nFarhad  \n35 \nLim \n36 \nRosie \n37 \nfrowns \n38 \ninterest \n39 \ncalmness \n40 \nunattended \n \n \n1119/2 WRITING \nCOHESIVE DEVICES \nPRACTICE 1 \nLevel 1 \n1C    2B    3D    4C    5A    6B    7C    8D    9B    10B \n \nLevel 2 \n1A   2B   3A   4B   5C   6B   7A   8D \n \nLevel 3   \n  \n1.   My sister was in the dentist's office for ten minutes. Meanwhile, I sat in the waiting room with \nan old magazine in my hands. \n2.   An hour passed but there was no sign of Mike. Finally, we decided to go home. \n3.   We bumped into Salsa during our trip to Lang Island. A few weeks later, we met him again. \n4.   The teacher had trouble telling the twins apart. Subsequently she realized one had a mole \nabove her lips. \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n108 \n \n5.   The men went to a nearby restaurant for breakfast. Afterwards, they drove off towards the \nPenang Bridge. \n6.   The football coach announced, \"Today, we will begin practicing for the coming match.\" Then he \nadded, \"Let's warm up first.\" \n7.   First, heat the oil in the frying pan. Then put in all the marinated chicken pieces. \n8.   Many customers bought the delicious chicken pies. Eventually all the pies were sold out. \n9.   Many people wanted to buy the tickets. After a while, the queue was quite long. \n10. \n  Zulina will be back in fifteen minutes. Meanwhile, make yourself at home. \n \nLevel 4 \n 1.   Susie refused to take part in the concert. However, she changed her mind the next day. \n2.   The car beat the red traffic light. As a result, the driver was issued a summons by the traffic \npoliceman. \n3.   \"Fira won the gold medal after three months of intensive training. Similarly, you too could win if \nyou practise hard enough,\" Liza's mother said to her. \n4.   \"I don't think she can handle this task. Besides, she already has a lot of other responsibilities,\" \nsaid the head prefect to his assistant. \n5.   The cadets were given new uniforms to wear. In addition, they received free passes to the \nmatch. \n6.   The people strongly opposed the move to build a golf course near their house. Consequently, \nthe proposed plan was cancelled. \n7.   \"The final examinations are coming soon. Therefore, it would be advisable for you to begin \nrevising more systematically,\" the teacher told her class. \n8.   The neighbours often helped each other, thus creating a feeling of harmony in the \nneighbourhood. \n9.   The teenager was caught shoplifting. However, he was let off with a warning. \n10. \n  Shaun is directing the movie. Besides, he is playing the lead role in it. \n11. \n  Thomas Edison failed several times before he successfully invented the first light bulb. Similarly, \nyou too could attain your dreams if you never give up trying. \n12. \n  The bungalow had seven rooms, each with an attached bathroom. In addition, there was a large \ngarden and a swimming pool. \n \nE. Using connectors in different types of essays. \nPRACTICE 1 \nThis past weekend I had the time of my life. First, Friday night, I had my best friend over and we made \na delicious, mouth-watering pizza. After we ate, we had a friendly video game competition. On \nSaturday, my dad took us out on the boat. The weather was perfect and the water was warm. It was \na great day to go for a swim. Later that night, we went to the movies. We saw an action packed thriller \nand ate a lot of popcorn. Finally, on Sunday, we rode our bikes all over town. By the end of the day, \nmy legs were very tired. I only hope that next weekend can be as fun as this one. \n \n"], "qa": [{"question": "Your auntie is resting in the next room. So walk softly ______ disturb her.", "A": "so as to", "B": "in order to", "C": "so as not to", "D": "so that", "answer": "C"}, {"question": "______ you are so interested, I won't persuade you to give up. ______ do check with the agent before you purchase it.", "A": "If, In order", "B": "As, However", "C": "Unless, Though", "D": "Because of, So", "answer": "B"}, {"question": "Tea should be served in every meeting ______ the members will not be sleepy.", "A": "although", "B": "even if", "C": "as", "D": "so that", "answer": "D"}, {"question": "______ she adds salt. ______ she pours in the milk. ______ she beats the eggs.", "A": "Before, Second, Third", "B": "After, So, Then", "C": "First, Secondly, Finally", "D": "Then, So, Finally", "answer": "C"}, {"question": "The boys encountered lots of problems ______ trying to get to the island. ______ they managed to reach the island in time before the sharks came.", "A": "while, Nevertheless", "B": "during, Nevertheless", "C": "then, However", "D": "as, However", "answer": "A"}, {"question": "Sheila has not bothered to tidy up her room ______ her cousin came to stay.", "A": "then", "B": "since", "C": "as", "D": "in order", "answer": "B"}, {"question": "______ her shortcomings, she is lucky to get the job.", "A": "However", "B": "As a result", "C": "In view of", "D": "Consequently", "answer": "C"}, {"question": "______ the monsoon season, the fishermen managed to obtain a good income.", "A": "Even", "B": "As", "C": "Although", "D": "In spite of", "answer": "D"}, {"question": "Steven could not eat curry and ______ could David.", "A": "so", "B": "neither", "C": "either", "D": "but", "answer": "B"}, {"question": "______ Mr. Lee and Mr. Abdullah came to the company ______ the manager was not in.", "A": "As well as, and", "B": "Both, but", "C": "Although, and", "D": "Neither, but", "answer": "B"}]}
-{"id": 1106, "uuid": "zklfcg", "name": "MIP English Part 5 practice 1-practice 3", "description": "MIP Terengganu ", "details": "Notes & Practice Matching ( inferring )", "type": "practice", "form": -4, "year": 2023, "price": "0", "downloadCount": 1815, "totalQuestions": 40, "coupons": null, "pdfLink": " https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/efa79e8c-df80-4ecc-ba37-99f764e9efa6.pdf", "pdfLinkPreview": "", "isDraft": false, "isPremium": false, "thumbnail": "TOPIKAL", "createdAt": "2023-06-24T12:04:39Z", "updatedAt": "2024-01-02T02:01:42Z", "collection": null, "paperGenerated": null, "subject": {"id": 1, "uuid": "english", "name": "English", "languages": ["english"], "subjectTypes": ["lower-form", "upper-form", "elementary"], "isAvailLowerForm": true, "isAvailUpperForm": true, "isAvailElementary": true, "isNoLevel": true, "createdAt": "2021-02-07T08:05:54Z", "updatedAt": "2021-02-07T08:05:54Z"}, "user": {"id": 1134, "firstName": "CEMPAKA", "lastName": "AMELIEN", "email": "cmpkamelien@gmail.com", "school": null, "avatar": null, "phoneNumber": null, "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2022-07-04T02:22:24Z", "updatedAt": "2022-07-04T02:22:24Z"}, "course": null, "local_filename": "mysoalan.com-pdf/efa79e8c-df80-4ecc-ba37-99f764e9efa6.pdf", "texts": ["MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n13 \n \nD. Inferring meaning from context using clues and signal words in paragraphs. \n \n1. When guessing meaning of a word in a text, consider first the immediate context, i.e. \nthe other words in the sentence.  \n \n2. If this is not enough, use the wider context, i.e. sentences which come before and \nafter the one which contains the word you are guessing. This includes reference from \nthe previous paragraph.  \n \n \nSTEPS TO INFERRING MEANING: \n \nRead the following excerpt from a text on \u2018Marine Life\u2019. The underlined word is the unknown \nword.  \n \n \n \nWe make a staggering amount of plastic daily. In terms of plastic \nbags alone, we use five hundred billion worldwide per year. Over \n300 million tons of plastic are produced on average, and at least 8 \nmillion of those are dumped into the oceans. \nSTEP \nGUESSING OF \nMEANING APPROACH \nEXPLANATION \n1 \nImmediate context \n(words within the \nsentence) \nThe immediate context of the word tells you the \nfollowing: \n \n\uf0b7 It is probably an adjective because it comes \nbefore a noun ['position of words'] \n\uf0b7 It probably refers to numbers related to plastic \nproduction. It could be of a high or low value.  \n \nThis is probably close enough to understand the \nrough idea, but you would need to keep reading in \norder to fully infer what \u2018staggering\u2019 actually means.  \n2 \nWider context (other \nsentences in the \nparagraph). \nThe immediate context of the word does not tell \nmuch: it is clearly an adjective, but it is difficult to \ndetermine more than this using only the sentence it \noccurs in.  \n \nTo guess the meaning, use the wider context, that \nis, the sentences which come before and after. \nUsing these, you can tell the following: \n \nimmediate \ncontext \nwider \ncontext \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n14 \n \n\uf0b7 \nIt refers to a large number or massive \nproduction (clues: five hundred million, 300 \nmillion tons & 8 million) \n\uf0b7 \nIt carries a negative tone (clue: \u2018\u2026at least 8 \nmillion of those are dumped into the oceans.\u2019)  \n \nEXAM TIPS! \nWhen attempting Part 5:   \n\uf0fc pay extra attention to the instruction. Underline the key words if necessary.  \n\uf0fc do not generalise the task requirement. \nMATCHING TASK \nNo \nTask requirement \nWhat it means\u2026 \n1. \nWhich paragraph (A \u2013 F) describes \nthe following experiences of \ncommunity service? \nMention ONLY alphabets that indicate the \nparagraphs (i.e. B, E, A) \n2 \nWhich eatery describes the \nfollowing dining experience? \nMention ONLY the proper noun/noun of \nthe place (compulsory spelling) \n \nExamples:  \n\uf0b7 \nRasa Sayang Bistro  (/) \n\uf0b7 \nChulan Hotel (/) \n\uf0b7 \nB. Kitty Caf\u00e9 (X) \n3 \nWhich person (A \u2013 F) describes the \nfollowing opinions of online learning? \nMention ONLY alphabets that indicate the \npersons (i.e. B, E, A) \n4 \nWhich person describes the \nfollowing opinions of online learning? \nMention ONLY the name of the person \n(compulsory spelling) \n \nExamples:  \n\uf0b7 \nCatrin (/) \n\uf0b7 \nShamsul (/) \n\uf0b7 \nD. Verodh (X) \n\uf0b7 \nNina \u2013 16 years old (X) \n\uf0b7 \nE.  Rosie \u2013 17 years old (X) \n \nNo \nPOSSIBLE TASK REQUIREMENTS: \n1. \nComplete the notes below using information from the text. Choose no more than \none word from the passage for each answer. \n2 \nComplete the diagram below using information from the text. Choose no more \nthan two words from the passage for each answer. \n3 \nComplete the questions below using information from the text. Choose no more \nthan three words from the passage for each answer. \n \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n15 \n \n \n \nRead the following excerpt from a text on \u2018Robot Teachers\u2019. The underlined word is the \nunknown word. Using cues from the immediate and wider contexts, state whether statements \n1 to 4 are TRUE or FALSE.  \n \n\u201cIf you think of the jobs robots could never do, you would probably put \ndoctors and teachers at the top of the list. It's easy to imagine robot \ncleaners and factory workers, but some jobs need human touch and \ncreativity. But are we underestimating what robots can do? In some cases, \nthey already perform better than doctors at diagnosing illness. Also, some \npatients might feel more comfortable sharing personal information with a \nmachine than a person. After all, could there be a place for robots in \neducation?\u201d \n \n1.   The writer strongly believes robots will never replace doctors and teachers.        [\u2026\u2026\u2026\u2026\u2026] \n \n2.   The writer feels that human touch and creativity is less important.                             [\u2026\u2026\u2026\u2026\u2026] \n \n3.   The writer acknowledges that robots could outperform doctors in medical  \n      field.  \n \n \n \n \n \n \n \n \n          [\u2026\u2026\u2026\u2026\u2026] \n4.   The writer concludes that robots can make better doctors and potentially \n      teachers.                \n \n \n \n \n \n \n          [\u2026\u2026\u2026\u2026\u2026] \n \n5.    From the text, the word \u2018underestimating\u2019 can be replaced with: \n       A        taking too lightly \n       B        misjudging  \n       C        ignoring \n \n \nLET\u2019S REFLECT! \n \nIn pairs, share with your partner how you got your answers. Check whether you have \nunderstood how to use cues (immediate and wider) and signal words to help you predict \nmeaning from the text. \nPractice 1 \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n16 \n \n  \n \nStudy the article carefully.  \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nThis is THE place to be if you're looking for \nfun and entertainment. You can join one of \nour many classes or just turn up and take it \neasy. It's up to you. Membership is free \nand every time you visit, you only have to \npay RM14. Every day we have a variety of \nfun activities from arts and crafts to video \ngames, and at the weekend we organise \nfootball matches and netball tournaments. \nAnd don't forget, if you're really hungry on \na Sunday afternoon, come down and enjoy \nsome food from our delicious BBQ! All \nages are welcome! So, what are you \nwaiting for? \n \n \nAre you looking for a place to hang out \nwith your friends? Well, look no further! \nWe have many activities including sports, \narts and crafts. We also have a full \nschedule of classes where you can learn \nparkour, karate, judo and taekwondo. \nThere is also a canteen full of delicious \nsnacks and a film room where you can \ngrab a box of popcorn and check out the \nlatest blockbuster. You don't have to pay \nto become a member. The only \nrestriction we have is you have to be a \nteenager and be consistent. Looking for \nfun? Supreme Club is the place! \n \n \nWhen your homework's done and you've \ngot some free time, you need somewhere \nto have some fun. Well, \u2018Fun 4 Teen\u2019 has \ngot it all! Sign up today and get the chance \nto play sports or just come and use one of \nour many computers to surf the Net. \nChildren of all ages are welcomed and \nmembership only costs RM150. But every \nvisit is free of charge after that. You can \nalso bring a friend along for a small fee of \nRM10. And if you just want to have a quiet \nplace to finish your History project before \nthe fun begins, we've got that too! See you \nthere! \n \nTG Youth Club has been around for more \nthan twenty years now. It's still the most \npopular youth club in the town. It's also \nthe cheapest around, at only RM9.90 per \nvisit. All the usual activities are available, \nand you can now enjoy our brand new \nsports hall, perfect for volleyball, \nbasketball and indoor football. Our old \ngym is now being used for dance classes, \nso if you want to try out ballet, or even \nwant to be a b-boy or b-girl, you know \nwhere to come and train! Wait no more! \nA. Fixie Club \nB. Supreme Club \nC. Fun 4 Teen  \nD.   TG Youth Club \nPractice 2 \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n17 \n \nRead the article about the youth clubs and answer the following questions.  \nWhich youth club describes the following experiences of community service? \n \n1 \nhas age restriction for its members?   \n \n2 \noffers sports on specific days?            \n \n3 \ncharges people to become members? \n \n4 \nprovides facilities for large group discussions? \n \n5 \nhas a variety if martial arts classes?   \n \n \n6 \nserves grilled food on a particular day? \n \n7 \nhas improved its amenities recently \n \n8 \nis most recommended for movies goers?  \n \n \n9 \noffers individual self-learning space? \n \n10 \nrequires no attendance commitment? \n \n \n  \n      \n \n \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n18 \n \n  \n \nWe interviewed six pupils about teens\u2019 opinions on keeping pets.  \nRead the texts below and answer the questions that follow. \n \nA.  Tania \u2013 17 years old \nI always feel happier coming home from school because I know my full-grown tabby will be \njumping in excitement to see me. It\u2019s true that school schedule can be hectic at times but even \nat my grumpiest, playful Jeanne always has its ways to turn my frowns upside down. Truly, \ncats are adorable!  \n \nB.  Farhad \u2013 15 years old \nMy little sister insisted to have a pair of sugar glider as her 10th birthday so we did get her one. \nShe was all hyped up on the first few days taking care of the gliders, but all too soon, she \nnoticed that keeping them requires extra patience, responsibility and special care. She \nprobably wasn\u2019t ready for that so in the end, I had to parent the pair.  \n \nC.  Geetha \u2013 16 years old \nSome days, I love my puppy more than my two little twin brothers. At least he would never roll \nhis eyes at me or steal away my personal items. In fact, he loves my singing and would never \nbe embarrassed by it. I always find talking to my pet after the boys are sound asleep at night \nis a great stress buster. It gives me calmness.  \n \nD.  Borhan \u2013 15 years old  \nMy classmate accidentally saw a polaroid of Milo and I during our Science class and it sparked \nan interesting conversation on exotic pets. We never fail to exchange stories and pictures of \nour Iguana and chameleon every time we got back from school holidays. It is nice to have a \nbest buddy who shares a similar interest.  \n \nE.  Rosie \u2013 17 years old \nI have seen many teens wanting to adopt a pet but eventually they get bored and ignored \nthem at home. In some cases, they even leave the cats or dogs unattended while being away \nfor a long holiday. I really think it is inappropriate and unacceptable. Perhaps it\u2019s best to remind \nourselves that like humans, pets need to be cared for too.  \n \nF.  Lim \u2013 16 years old  \nHaving a pet is a terrific idea for my small family. We enjoy taking care of our Dalmation from \nbathing him weekly to finding him a good summer outfit! Being the only child, I consider Tommy \nas my best friend and he always knows how to make me laugh with his antics.  \nPractice 3 \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n19 \n \nMatching: \nWhich person (A \u2013 F) describes the following experiences of keeping pets? \n \nStatements \nPerson \n33.   Keeping pets supports teens emotionally. \n \n34.   Pet ownership comes with commitments.  \n \n35.   Pets teach teens value of companionship.  \n \n36.   Responsibility and love are important to caring for pets.  \n \n \n \nQuestions 37 \u2013 40 \n \n \nKeeping pets provides teens with various health, social and emotional benefits. Pets \nnamely cats and dogs can be a great listener to many and sometimes they can turn their \nowners\u2019 (37) \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 upside down. They also give teenagers something to talk \nabout and a shared (38) \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. with other friends thus helping them to bond \nsocially. Caring for pets at home also provides young kids with comfort and (39) \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026... They get to unwind from stressful routine by spending some quality \ntime with their pets before bedtime. However, for families who struggle with tight schedules \nand are often on the go having pets is probably not the best option. It is important not to leave \ntheir indoor cats or dogs (40) \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 for more than a day as pets need to be \nconstantly cared for.  \n \n \n \n \n \n \n \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n107 \n \nPRACTICE 1 \n1. FALSE \n \n3. TRUE  \n5. A (taking too lightly) \n2. FALSE \n \n4. TRUE \n \nPRACTICE 2 \nNO \nANSWER \nNO \nANSWER \n1 \nB \n6 \nA \n2 \nA \n7 \nD \n3 \nC \n8 \nB \n4 \nD \n9 \nC \n5 \nB \n10 \nA \n \nPRACTICE 3 \nNO \nANSWER \n33 \nGeetha  \n34 \nFarhad  \n35 \nLim \n36 \nRosie \n37 \nfrowns \n38 \ninterest \n39 \ncalmness \n40 \nunattended \n \n \n1119/2 WRITING \nCOHESIVE DEVICES \nPRACTICE 1 \nLevel 1 \n1C    2B    3D    4C    5A    6B    7C    8D    9B    10B \n \nLevel 2 \n1A   2B   3A   4B   5C   6B   7A   8D \n \nLevel 3   \n  \n1.   My sister was in the dentist's office for ten minutes. Meanwhile, I sat in the waiting room with \nan old magazine in my hands. \n2.   An hour passed but there was no sign of Mike. Finally, we decided to go home. \n3.   We bumped into Salsa during our trip to Lang Island. A few weeks later, we met him again. \n4.   The teacher had trouble telling the twins apart. Subsequently she realized one had a mole \nabove her lips. \n"], "qa": [{"question": "has age restriction for its members?", "A": "Fixie Club", "B": "Supreme Club", "C": "Fun 4 Teen", "D": "TG Youth Club", "answer": "B"}, {"question": "offers sports on specific days?", "A": "Fixie Club", "B": "Supreme Club", "C": "Fun 4 Teen", "D": "TG Youth Club", "answer": "A"}, {"question": "charges people to become members?", "A": "Fixie Club", "B": "Supreme Club", "C": "Fun 4 Teen", "D": "TG Youth Club", "answer": "C"}, {"question": "provides facilities for large group discussions?", "A": "Fixie Club", "B": "Supreme Club", "C": "Fun 4 Teen", "D": "TG Youth Club", "answer": "D"}, {"question": "has a variety if martial arts classes?", "A": "Fixie Club", "B": "Supreme Club", "C": "Fun 4 Teen", "D": "TG Youth Club", "answer": "B"}, {"question": "serves grilled food on a particular day?", "A": "Fixie Club", "B": "Supreme Club", "C": "Fun 4 Teen", "D": "TG Youth Club", "answer": "A"}, {"question": "has improved its amenities recently", "A": "Fixie Club", "B": "Supreme Club", "C": "Fun 4 Teen", "D": "TG Youth Club", "answer": "D"}, {"question": "is most recommended for movies goers?", "A": "Fixie Club", "B": "Supreme Club", "C": "Fun 4 Teen", "D": "TG Youth Club", "answer": "B"}, {"question": "offers individual self-learning space?", "A": "Fixie Club", "B": "Supreme Club", "C": "Fun 4 Teen", "D": "TG Youth Club", "answer": "C"}, {"question": "requires no attendance commitment?", "A": "Fixie Club", "B": "Supreme Club", "C": "Fun 4 Teen", "D": "TG Youth Club", "answer": "A"}, {"question": "Keeping pets supports teens emotionally.", "A": "Tania", "B": "Farhad", "C": "Geetha", "D": "Borhan", "E": "Rosie", "F": "Lim", "answer": "C"}, {"question": "Pet ownership comes with commitments.", "A": "Tania", "B": "Farhad", "C": "Geetha", "D": "Borhan", "E": "Rosie", "F": "Lim", "answer": "B"}, {"question": "Pets teach teens value of companionship.", "A": "Tania", "B": "Farhad", "C": "Geetha", "D": "Borhan", "E": "Rosie", "F": "Lim", "answer": "F"}, {"question": "Responsibility and love are important to caring for pets.", "A": "Tania", "B": "Farhad", "C": "Geetha", "D": "Borhan", "E": "Rosie", "F": "Lim", "answer": "E"}, {"question": "Pets namely cats and dogs can be a great listener to many and sometimes they can turn their owners\u2019 (37) \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 upside down.", "A": "mood", "B": "smiles", "C": "frowns", "D": "sadness", "answer": "C"}, {"question": "They also give teenagers something to talk about and a shared (38) \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. with other friends thus helping them to bond socially.", "A": "story", "B": "interest", "C": "topic", "D": "hobby", "answer": "B"}, {"question": "Caring for pets at home also provides young kids with comfort and (39) \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026... They get to unwind from stressful routine by spending some quality time with their pets before bedtime.", "A": "peace", "B": "calmness", "C": "happiness", "D": "joy", "answer": "B"}, {"question": "However, for families who struggle with tight schedules and are often on the go having pets is probably not the best option. It is important not to leave their indoor cats or dogs (40) \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 for more than a day as pets need to be constantly cared for.", "A": "alone", "B": "unattended", "C": "bored", "D": "lonely", "answer": "B"}]}
+{"id": 1106, "uuid": "zklfcg", "name": "MIP English Part 5 practice 1-practice 3", "description": "MIP Terengganu ", "details": "Notes & Practice Matching ( inferring )", "type": "practice", "form": -4, "year": 2023, "price": "0", "downloadCount": 1815, "totalQuestions": 40, "coupons": null, "pdfLink": " https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/efa79e8c-df80-4ecc-ba37-99f764e9efa6.pdf", "pdfLinkPreview": "", "isDraft": false, "isPremium": false, "thumbnail": "TOPIKAL", "createdAt": "2023-06-24T12:04:39Z", "updatedAt": "2024-01-02T02:01:42Z", "collection": null, "paperGenerated": null, "subject": {"id": 1, "uuid": "english", "name": "English", "languages": ["english"], "subjectTypes": ["lower-form", "upper-form", "elementary"], "isAvailLowerForm": true, "isAvailUpperForm": true, "isAvailElementary": true, "isNoLevel": true, "createdAt": "2021-02-07T08:05:54Z", "updatedAt": "2021-02-07T08:05:54Z"}, "user": {"id": 1134, "firstName": "CEMPAKA", "lastName": "AMELIEN", "email": "cmpkamelien@gmail.com", "school": null, "avatar": null, "phoneNumber": null, "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2022-07-04T02:22:24Z", "updatedAt": "2022-07-04T02:22:24Z"}, "course": null, "local_filename": "mysoalan.com-pdf/efa79e8c-df80-4ecc-ba37-99f764e9efa6.pdf", "texts": ["MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n13 \n \nD. Inferring meaning from context using clues and signal words in paragraphs. \n \n1. When guessing meaning of a word in a text, consider first the immediate context, i.e. \nthe other words in the sentence.  \n \n2. If this is not enough, use the wider context, i.e. sentences which come before and \nafter the one which contains the word you are guessing. This includes reference from \nthe previous paragraph.  \n \n \nSTEPS TO INFERRING MEANING: \n \nRead the following excerpt from a text on \u2018Marine Life\u2019. The underlined word is the unknown \nword.  \n \n \n \nWe make a staggering amount of plastic daily. In terms of plastic \nbags alone, we use five hundred billion worldwide per year. Over \n300 million tons of plastic are produced on average, and at least 8 \nmillion of those are dumped into the oceans. \nSTEP \nGUESSING OF \nMEANING APPROACH \nEXPLANATION \n1 \nImmediate context \n(words within the \nsentence) \nThe immediate context of the word tells you the \nfollowing: \n \n\uf0b7 It is probably an adjective because it comes \nbefore a noun ['position of words'] \n\uf0b7 It probably refers to numbers related to plastic \nproduction. It could be of a high or low value.  \n \nThis is probably close enough to understand the \nrough idea, but you would need to keep reading in \norder to fully infer what \u2018staggering\u2019 actually means.  \n2 \nWider context (other \nsentences in the \nparagraph). \nThe immediate context of the word does not tell \nmuch: it is clearly an adjective, but it is difficult to \ndetermine more than this using only the sentence it \noccurs in.  \n \nTo guess the meaning, use the wider context, that \nis, the sentences which come before and after. \nUsing these, you can tell the following: \n \nimmediate \ncontext \nwider \ncontext \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n14 \n \n\uf0b7 \nIt refers to a large number or massive \nproduction (clues: five hundred million, 300 \nmillion tons & 8 million) \n\uf0b7 \nIt carries a negative tone (clue: \u2018\u2026at least 8 \nmillion of those are dumped into the oceans.\u2019)  \n \nEXAM TIPS! \nWhen attempting Part 5:   \n\uf0fc pay extra attention to the instruction. Underline the key words if necessary.  \n\uf0fc do not generalise the task requirement. \nMATCHING TASK \nNo \nTask requirement \nWhat it means\u2026 \n1. \nWhich paragraph (A \u2013 F) describes \nthe following experiences of \ncommunity service? \nMention ONLY alphabets that indicate the \nparagraphs (i.e. B, E, A) \n2 \nWhich eatery describes the \nfollowing dining experience? \nMention ONLY the proper noun/noun of \nthe place (compulsory spelling) \n \nExamples:  \n\uf0b7 \nRasa Sayang Bistro  (/) \n\uf0b7 \nChulan Hotel (/) \n\uf0b7 \nB. Kitty Caf\u00e9 (X) \n3 \nWhich person (A \u2013 F) describes the \nfollowing opinions of online learning? \nMention ONLY alphabets that indicate the \npersons (i.e. B, E, A) \n4 \nWhich person describes the \nfollowing opinions of online learning? \nMention ONLY the name of the person \n(compulsory spelling) \n \nExamples:  \n\uf0b7 \nCatrin (/) \n\uf0b7 \nShamsul (/) \n\uf0b7 \nD. Verodh (X) \n\uf0b7 \nNina \u2013 16 years old (X) \n\uf0b7 \nE.  Rosie \u2013 17 years old (X) \n \nNo \nPOSSIBLE TASK REQUIREMENTS: \n1. \nComplete the notes below using information from the text. Choose no more than \none word from the passage for each answer. \n2 \nComplete the diagram below using information from the text. Choose no more \nthan two words from the passage for each answer. \n3 \nComplete the questions below using information from the text. Choose no more \nthan three words from the passage for each answer. \n \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n15 \n \n \n \nRead the following excerpt from a text on \u2018Robot Teachers\u2019. The underlined word is the \nunknown word. Using cues from the immediate and wider contexts, state whether statements \n1 to 4 are TRUE or FALSE.  \n \n\u201cIf you think of the jobs robots could never do, you would probably put \ndoctors and teachers at the top of the list. It's easy to imagine robot \ncleaners and factory workers, but some jobs need human touch and \ncreativity. But are we underestimating what robots can do? In some cases, \nthey already perform better than doctors at diagnosing illness. Also, some \npatients might feel more comfortable sharing personal information with a \nmachine than a person. After all, could there be a place for robots in \neducation?\u201d \n \n1.   The writer strongly believes robots will never replace doctors and teachers.        [\u2026\u2026\u2026\u2026\u2026] \n \n2.   The writer feels that human touch and creativity is less important.                             [\u2026\u2026\u2026\u2026\u2026] \n \n3.   The writer acknowledges that robots could outperform doctors in medical  \n      field.  \n \n \n \n \n \n \n \n \n          [\u2026\u2026\u2026\u2026\u2026] \n4.   The writer concludes that robots can make better doctors and potentially \n      teachers.                \n \n \n \n \n \n \n          [\u2026\u2026\u2026\u2026\u2026] \n \n5.    From the text, the word \u2018underestimating\u2019 can be replaced with: \n       A        taking too lightly \n       B        misjudging  \n       C        ignoring \n \n \nLET\u2019S REFLECT! \n \nIn pairs, share with your partner how you got your answers. Check whether you have \nunderstood how to use cues (immediate and wider) and signal words to help you predict \nmeaning from the text. \nPractice 1 \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n16 \n \n  \n \nStudy the article carefully.  \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nThis is THE place to be if you're looking for \nfun and entertainment. You can join one of \nour many classes or just turn up and take it \neasy. It's up to you. Membership is free \nand every time you visit, you only have to \npay RM14. Every day we have a variety of \nfun activities from arts and crafts to video \ngames, and at the weekend we organise \nfootball matches and netball tournaments. \nAnd don't forget, if you're really hungry on \na Sunday afternoon, come down and enjoy \nsome food from our delicious BBQ! All \nages are welcome! So, what are you \nwaiting for? \n \n \nAre you looking for a place to hang out \nwith your friends? Well, look no further! \nWe have many activities including sports, \narts and crafts. We also have a full \nschedule of classes where you can learn \nparkour, karate, judo and taekwondo. \nThere is also a canteen full of delicious \nsnacks and a film room where you can \ngrab a box of popcorn and check out the \nlatest blockbuster. You don't have to pay \nto become a member. The only \nrestriction we have is you have to be a \nteenager and be consistent. Looking for \nfun? Supreme Club is the place! \n \n \nWhen your homework's done and you've \ngot some free time, you need somewhere \nto have some fun. Well, \u2018Fun 4 Teen\u2019 has \ngot it all! Sign up today and get the chance \nto play sports or just come and use one of \nour many computers to surf the Net. \nChildren of all ages are welcomed and \nmembership only costs RM150. But every \nvisit is free of charge after that. You can \nalso bring a friend along for a small fee of \nRM10. And if you just want to have a quiet \nplace to finish your History project before \nthe fun begins, we've got that too! See you \nthere! \n \nTG Youth Club has been around for more \nthan twenty years now. It's still the most \npopular youth club in the town. It's also \nthe cheapest around, at only RM9.90 per \nvisit. All the usual activities are available, \nand you can now enjoy our brand new \nsports hall, perfect for volleyball, \nbasketball and indoor football. Our old \ngym is now being used for dance classes, \nso if you want to try out ballet, or even \nwant to be a b-boy or b-girl, you know \nwhere to come and train! Wait no more! \nA. Fixie Club \nB. Supreme Club \nC. Fun 4 Teen  \nD.   TG Youth Club \nPractice 2 \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n17 \n \nRead the article about the youth clubs and answer the following questions.  \nWhich youth club describes the following experiences of community service? \n \n1 \nhas age restriction for its members?   \n \n2 \noffers sports on specific days?            \n \n3 \ncharges people to become members? \n \n4 \nprovides facilities for large group discussions? \n \n5 \nhas a variety if martial arts classes?   \n \n \n6 \nserves grilled food on a particular day? \n \n7 \nhas improved its amenities recently \n \n8 \nis most recommended for movies goers?  \n \n \n9 \noffers individual self-learning space? \n \n10 \nrequires no attendance commitment? \n \n \n  \n      \n \n \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n18 \n \n  \n \nWe interviewed six pupils about teens\u2019 opinions on keeping pets.  \nRead the texts below and answer the questions that follow. \n \nA.  Tania \u2013 17 years old \nI always feel happier coming home from school because I know my full-grown tabby will be \njumping in excitement to see me. It\u2019s true that school schedule can be hectic at times but even \nat my grumpiest, playful Jeanne always has its ways to turn my frowns upside down. Truly, \ncats are adorable!  \n \nB.  Farhad \u2013 15 years old \nMy little sister insisted to have a pair of sugar glider as her 10th birthday so we did get her one. \nShe was all hyped up on the first few days taking care of the gliders, but all too soon, she \nnoticed that keeping them requires extra patience, responsibility and special care. She \nprobably wasn\u2019t ready for that so in the end, I had to parent the pair.  \n \nC.  Geetha \u2013 16 years old \nSome days, I love my puppy more than my two little twin brothers. At least he would never roll \nhis eyes at me or steal away my personal items. In fact, he loves my singing and would never \nbe embarrassed by it. I always find talking to my pet after the boys are sound asleep at night \nis a great stress buster. It gives me calmness.  \n \nD.  Borhan \u2013 15 years old  \nMy classmate accidentally saw a polaroid of Milo and I during our Science class and it sparked \nan interesting conversation on exotic pets. We never fail to exchange stories and pictures of \nour Iguana and chameleon every time we got back from school holidays. It is nice to have a \nbest buddy who shares a similar interest.  \n \nE.  Rosie \u2013 17 years old \nI have seen many teens wanting to adopt a pet but eventually they get bored and ignored \nthem at home. In some cases, they even leave the cats or dogs unattended while being away \nfor a long holiday. I really think it is inappropriate and unacceptable. Perhaps it\u2019s best to remind \nourselves that like humans, pets need to be cared for too.  \n \nF.  Lim \u2013 16 years old  \nHaving a pet is a terrific idea for my small family. We enjoy taking care of our Dalmation from \nbathing him weekly to finding him a good summer outfit! Being the only child, I consider Tommy \nas my best friend and he always knows how to make me laugh with his antics.  \nPractice 3 \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n19 \n \nMatching: \nWhich person (A \u2013 F) describes the following experiences of keeping pets? \n \nStatements \nPerson \n33.   Keeping pets supports teens emotionally. \n \n34.   Pet ownership comes with commitments.  \n \n35.   Pets teach teens value of companionship.  \n \n36.   Responsibility and love are important to caring for pets.  \n \n \n \nQuestions 37 \u2013 40 \n \n \nKeeping pets provides teens with various health, social and emotional benefits. Pets \nnamely cats and dogs can be a great listener to many and sometimes they can turn their \nowners\u2019 (37) \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 upside down. They also give teenagers something to talk \nabout and a shared (38) \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. with other friends thus helping them to bond \nsocially. Caring for pets at home also provides young kids with comfort and (39) \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026... They get to unwind from stressful routine by spending some quality \ntime with their pets before bedtime. However, for families who struggle with tight schedules \nand are often on the go having pets is probably not the best option. It is important not to leave \ntheir indoor cats or dogs (40) \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 for more than a day as pets need to be \nconstantly cared for.  \n \n \n \n \n \n \n \n", "MODUL INTERVENSI PEMBELAJARAN 2021 \n \nBAHASA INGGERIS 1119 \nAKRAM JABATAN PENDIDIKAN NEGERI TERENGGANU \n107 \n \nPRACTICE 1 \n1. FALSE \n \n3. TRUE  \n5. A (taking too lightly) \n2. FALSE \n \n4. TRUE \n \nPRACTICE 2 \nNO \nANSWER \nNO \nANSWER \n1 \nB \n6 \nA \n2 \nA \n7 \nD \n3 \nC \n8 \nB \n4 \nD \n9 \nC \n5 \nB \n10 \nA \n \nPRACTICE 3 \nNO \nANSWER \n33 \nGeetha  \n34 \nFarhad  \n35 \nLim \n36 \nRosie \n37 \nfrowns \n38 \ninterest \n39 \ncalmness \n40 \nunattended \n \n \n1119/2 WRITING \nCOHESIVE DEVICES \nPRACTICE 1 \nLevel 1 \n1C    2B    3D    4C    5A    6B    7C    8D    9B    10B \n \nLevel 2 \n1A   2B   3A   4B   5C   6B   7A   8D \n \nLevel 3   \n  \n1.   My sister was in the dentist's office for ten minutes. Meanwhile, I sat in the waiting room with \nan old magazine in my hands. \n2.   An hour passed but there was no sign of Mike. Finally, we decided to go home. \n3.   We bumped into Salsa during our trip to Lang Island. A few weeks later, we met him again. \n4.   The teacher had trouble telling the twins apart. Subsequently she realized one had a mole \nabove her lips. \n"], "qa": [{"question": "has age restriction for its members?", "A": "Fixie Club", "B": "Supreme Club", "C": "Fun 4 Teen", "D": "TG Youth Club", "answer": "B"}, {"question": "offers sports on specific days?", "A": "Fixie Club", "B": "Supreme Club", "C": "Fun 4 Teen", "D": "TG Youth Club", "answer": "A"}, {"question": "charges people to become members?", "A": "Fixie Club", "B": "Supreme Club", "C": "Fun 4 Teen", "D": "TG Youth Club", "answer": "C"}, {"question": "provides facilities for large group discussions?", "A": "Fixie Club", "B": "Supreme Club", "C": "Fun 4 Teen", "D": "TG Youth Club", "answer": "D"}, {"question": "has a variety if martial arts classes?", "A": "Fixie Club", "B": "Supreme Club", "C": "Fun 4 Teen", "D": "TG Youth Club", "answer": "B"}, {"question": "serves grilled food on a particular day?", "A": "Fixie Club", "B": "Supreme Club", "C": "Fun 4 Teen", "D": "TG Youth Club", "answer": "A"}, {"question": "has improved its amenities recently", "A": "Fixie Club", "B": "Supreme Club", "C": "Fun 4 Teen", "D": "TG Youth Club", "answer": "D"}, {"question": "is most recommended for movies goers?", "A": "Fixie Club", "B": "Supreme Club", "C": "Fun 4 Teen", "D": "TG Youth Club", "answer": "B"}, {"question": "offers individual self-learning space?", "A": "Fixie Club", "B": "Supreme Club", "C": "Fun 4 Teen", "D": "TG Youth Club", "answer": "C"}, {"question": "requires no attendance commitment?", "A": "Fixie Club", "B": "Supreme Club", "C": "Fun 4 Teen", "D": "TG Youth Club", "answer": "A"}, {"question": "Pets namely cats and dogs can be a great listener to many and sometimes they can turn their owners\u2019 (37) \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 upside down.", "A": "mood", "B": "smiles", "C": "frowns", "D": "sadness", "answer": "C"}, {"question": "They also give teenagers something to talk about and a shared (38) \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. with other friends thus helping them to bond socially.", "A": "story", "B": "interest", "C": "topic", "D": "hobby", "answer": "B"}, {"question": "Caring for pets at home also provides young kids with comfort and (39) \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026... They get to unwind from stressful routine by spending some quality time with their pets before bedtime.", "A": "peace", "B": "calmness", "C": "happiness", "D": "joy", "answer": "B"}, {"question": "However, for families who struggle with tight schedules and are often on the go having pets is probably not the best option. It is important not to leave their indoor cats or dogs (40) \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 for more than a day as pets need to be constantly cared for.", "A": "alone", "B": "unattended", "C": "bored", "D": "lonely", "answer": "B"}]}
 {"id": 1054, "uuid": "tn3su8", "name": "M-TEK Prinsip Akaun Tahap 1 : Topik 2", "description": "Nota & Latihan topik 2", "details": "Topik 2 : Aset, Liabiliti, Ekuiti Pemilik, Hasil Dan Belanja  ", "type": "practice", "form": -4, "year": 2023, "price": "0", "downloadCount": 501, "totalQuestions": 6, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/2628533e-bd71-4f99-b56d-ad1ae7ec63ac.pdf", "pdfLinkPreview": null, "isDraft": false, "isPremium": false, "thumbnail": "TOPIKAL", "createdAt": "2023-06-17T10:27:47Z", "updatedAt": "2024-01-02T01:59:14Z", "collection": null, "paperGenerated": null, "subject": {"id": 16, "uuid": "prinsip-perakaunan", "name": "Prinsip Perakaunan", "languages": ["malay"], "subjectTypes": ["upper-form"], "isAvailLowerForm": false, "isAvailUpperForm": true, "isAvailElementary": false, "isNoLevel": null, "createdAt": "2023-06-15T06:52:43Z", "updatedAt": "2023-06-15T06:52:43Z"}, "user": {"id": 1134, "firstName": "CEMPAKA", "lastName": "AMELIEN", "email": "cmpkamelien@gmail.com", "school": null, "avatar": null, "phoneNumber": null, "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2022-07-04T02:22:24Z", "updatedAt": "2022-07-04T02:22:24Z"}, "course": null, "local_filename": "mysoalan.com-pdf/2628533e-bd71-4f99-b56d-ad1ae7ec63ac.pdf", "texts": [" \n       \n      PA_BPTV_KPM                                                                                              M-TEK_PRINSIP PERAKAUNAN   \n \n \n \n \n1 \nPA_BPTV_KPM                                                                                                                                                                           M-TEK_PENGAJIAN AGROTEKNOLOGI \n \n TOPIK 2: ASET, LIABILITI DAN EKUITI PEMILIK, HASIL DAN BELANJA \n \nKoleksi Bahan Cg Narzuki Online\n", " \n       \n      PA_BPTV_KPM                                                                                              M-TEK_PRINSIP PERAKAUNAN   \n \n \n \n \n \n2 \nRM\nRM\nJualan\nXX\nTolak Pulangan Jualan\nX\nJualan Bersih\nXX\nTOLAK KOS JUALAN\nStok Awal\nX\nBelian\nXX\nTolak Pulangan Belian\nX\nBelian Bersih\nXX\nAngkutan Masuk\nX\nKos Belian\nXX\nKos Barang Untuk Dijual\nXX\nTolak  Stok akhir\nX\nKOS JUALAN\nXX\nUNTUNG KASAR\nXX\nTAMBAH HASIL\nDiskaun Diterima\nX\nKomisen Diterima\nX\nX\nXX\nTOLAK BELANJA\nInsurans\nX\nGaji \nX\nSewa Dibayar\nX\nPromosi\nX\nAngkutan Keluar\nX\nKadar Bayaran\nX\nX\nUNTUNG BERSIH @ RUGI BERSIH\nX\nNAMA PERNIAGAAN\nPENYATA PENDAPATAN BAGI TAHUN BERAKHIR \u2026.\n \nPENYATA PENDAPATAN \n* Mesti mula dengan jualan \n* Mesti ikut turutan \n \nJUALAN \n- \nKOS JUALAN \nUNTUNG KASAR \n      +  HASIL \n- \nBELANJA \n \nPENYATA KUNCI KIRA-KIRA \nASET BUKAN SEMASA\nLengkapan\nX\nPerabot\nX\nPremis\nX\nKenderaan\nX\nXX\nASET SEMASA\nStok Akhir\nX\nPenghutang\nX\nBank\nX\nTunai\nX\nX\nTolak  LIABILITI SEMASA\nPemiutang\nX\nOverdraf Bank\nX\nX\nMODAL KERJA\nX\nXXX\nEKUITI PEMILIK\nModal\nXX\nTambah  Untung Bersih\nX\n(atau Tolak rugi bersih)\nXX\nTolak  Ambilan\nX\nXX\nLIABILITI BUKAN SEMASA\nPinjaman\nX\nGadai janji\nX\nX\nXXX\nNAMA PERNIAGAAN\nKUNCI KIRA-KIRA PADA \u2026\u2026.\n \nMaklumat yang terdapat dalam kunci \nkira-kira ialah: \n\uf0b7 \nNama perniagaan. \n\uf0b7 \nTajuk dan tarikh Kunci Kira-Kira. \n\uf0b7 \nButir-butir dan jumlah Aset Bukan \nSemasa dan Aset Semasa. \n\uf0b7 \nButir-butir dan jumlah Ekuiti \nPemilik, Liabiliti Bukan Semasa \ndan Liabiliti Semasa \n \nNOTA:  \nKunci Kira-Kira menunjukkan kedudukan \nkewangan sesebuah organisasi \nperniagaan pada satu tarikh tertentu. \nNOTA: \nContoh Belanja Belian \u2013 Duti Import, insurans \nbelian, upah atas belian. \n \nContoh belanja \u2013 iklan, faedah, hutang lapuk, \nbelanja am, komisen diberi, \n \nContoh hasil \u2013 faedah diterima, sewa diterima, \nuntung atas pelupusan aset \n \nKoleksi Bahan Cg Narzuki Online\n", " \n       \n      PA_BPTV_KPM                                                                                              M-TEK_PRINSIP PERAKAUNAN   \n \n \n \n \n \n3 \nPERSAMAAN PERAKAUNAN \n1.  Persamaan perakaunan menunjukkan perhubungan antara aset dengan liabiliti perniagaan pada suatu \ntarikh tertentu \n \n2.  Persamaan perakaunan ialah: \n \n(a)  Persamaan perakaunan asas- \n \n \n \n \nAset     =  Liabiliti   + Ekuiti Pemilik  \n \n \n(b)  Persamaan perakaunan dengan hasil dan belanja  \n \n \n \n \nAset      = Liabiliti   + Ekuiti Pemilik  +  Hasil  - Belanja  \n \n 3. Persamaan perakaunan timbul ekoran catatan perakaunan urus niaga yang berasaskan sistem catatan  \n     bergu iaitu Debit = Kredit \n \n4.  Garis panduan untuk mengekalkan persamaan perakaunan di dalam Kunci Kira-kira \nsetelah berlakunya urus niaga baru adalah seperti yang berikut: \n \n \nAset \n= \nLiabiliti \n(a) \n+ \n  \n+ \n(b) \n- \n  \n- \n(c) \n\u00b1 \n  \n  \n(d) \n  \n  \n\u00b1 \n \n \n \n \n \n \n \n \n \nContoh \n \n \n \n \n \n \n \n \n(1) Urus niaga :  Belian secara kredit RM3000 \nKunci Kira-kira \nAset \n \n \n \nLiabiliti \n \n \n \n \nStok \n \n \n+RM3000 \nPemiutang \n \n \n+RM3000 \n \n \n \n \n \n \n \n \n \n(2) Urus niaga :  Bayar kepada pemiutang  RM50 \n \n \n \n \nKunci Kira-kira \nAset \n \n \n \nLiabiliti \n \n \n \n \nTunai \n \n \n-RM50 \nPemiutang \n \n \n-RM50 \n \n \n \n \n \n \n \n \n \n(3) Urus niaga :  Terima tunai RM450 daripada penghutang Nina \n \n \n \nKunci Kira-kira \nAset \n \n \n \nLiabiliti \n \n \n \n \nTunai \n \n \n+RM450 \n  \n \n \n \n \nPenghutang \n \n-RM450 \n \n \n \n \n \n \n \n \n \n \nContoh Format (a) Persamaan Perakaunan Asas) \nTarikh \nAset \nLiabiliti \nEkuiti \n \n  \nTunai \nBank \nPenghutang \nStok \nPemiutang  Pinjaman \nModal \n \n  \n  \n  \n  \n  \n  \n  \n  \n \n  \n  \n  \n  \n  \n  \n  \n  \n \n \n \n \n \n \n \n \n \n \n \nContoh \n \n \n \n \n \n \n \n \nTerima tunai RM5000 daripada peniaga sebagai sumbangan modal .  Persamaan perakaunanya \n \nAset \n \n \nLiabiliti \n \n \n \n \n \nTunai RM5000 \n= \nModal RM5000 \n \n \n \n \n(didebitkan) \n \n(dikreditkan) \n \n \n \nContoh Format (2) Persamaan Perakaunan  Aset = Liabiliti + Ekuiti Pemilik + Hasil - \nBelanja \n \nKoleksi Bahan Cg Narzuki Online\n", " \n       \n      PA_BPTV_KPM                                                                                              M-TEK_PRINSIP PERAKAUNAN   \n \n \n \n \n \n4 \n \n \n \n \n \n \n \n \n \n \n \nTarikh \nAset \nLiabiliti \nEkuiti Pemilik \n  \nTunai \nBank \nPenghutang \nStok \nPemiutang \nPinjaman \nModal \nHasil Belanja \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n  \n \n \n \n \n \n \n \n \n \n \nContoh soalan \n \n \n \n \n \n \n \n \nEn Yusof memulakan perniagaanpada  1 Januari 2009 dengan membawa masuk tunai RM5000. \nUrusniaga yang telah berlaku sepanjang bulan Januari 2009 adalah seperti yang berikut. \n \n \n \n \n \n \n \n \n \n \n \n2009 \n \n \n \n \n \n \nRM \n \n \nJan.      \n4 Membeli perabot secara tunai \n \n600 \n \n \n9 Membeli barang niaga secara kredit \n \n \n750 \n \n \n12 Mengeluarkan barang niaga untuk kegunaan sendiri \n \n120 \n \n \n18 Menjelaskan sebahagian hutang kepada pembekal \n \n400 \n \n \n27 \nMenjual perabot lama \nsecara tunai \n \n \n \n290 \n \n \n \n \n \n \n \n \n \n \n \nAnda dikehendaki merekodkan urus niaga di atas dengan format persamaan perakaunan seperti  \nJadual di bawah ini. \n \nTarikh \nAset \nLiabiliti \nEkuiti \nPemilik \n \n \n \n \n2009 \nTunai \nPerabot \nStok \nPemiutang \nModal \n \n \n \n \nJan.   \n1 \n5000   \n  \n  \n5000 \n \n \n \n \n4 \n-600 \n600   \n  \n  \n \n \n \n \n9   \n  \n750 \n750   \n \n \n \n \n12   \n  \n-120   \n-120 \n \n \n \n \n18 \n-400   \n  \n-400   \n \n \n \n \n27 \n290 \n-290   \n  \n  \n \n \n \n \nJumlah \n4290 \n310 \n630 \n350 \n4880 \n \n \n \n \n \n \n \n \n \n \n \n \n \nKoleksi Bahan Cg Narzuki Online\n", " \n       \n      PA_BPTV_KPM                                                                                              M-TEK_PRINSIP PERAKAUNAN   \n \n \n \n \n71 \n \n \nSOALAN 1 \nHitung jumlah yang tertinggal dengan menggunakan persamaan perakaunan asas\nAset\nLiabiliti\nEkuiti Pemilik\n(a)\nRM4 000\nRM1 800\n(b)\nRM7 000\nRM4 000\n(c)\nRM2 400\nRM1 600\n(d)\nRM15 500\nRM5 500\n \n         \nSOALAN 2 \nLengkapkan jadual di bawah ini berdasarkan persamaan perakaunan dengan\nmengambil kira hasil dan belanja\nAset\nLiabiliti\nEkuiti Pemilik\nHasil\nBelanja\n(a)\nRM5 500\nRM800\nRM500\nRM200\n(b)\nRM6 500\nRM1 500\nRM4 500\nRM400\n(c)\nRM11 000\nRM5 500\nRM5 000\nRM1 500\n \n(d)\n \nRM4 000\nRM15 000\nRM5 000\nRM2 000\n(e)\nRM15 000\n \nRM10 000\nRM3 000\nRM500\n(f)\nRM25 000\nRM5 000\nRM5 500\nRM2 500\n \n   \nSOALAN 3 \nBerikut ialah urus niaga Peniaga Amir sepanjang bulan Julai 2009\nRM\nApr.  1\nMelabur wang tunai sebagai modal\n3 500\n6\nMembeli barang niaga secara tunai\n900\n10\nMembuat pinjaman daripada bank\n2 300\n19\nMembeli sebuah komputer secara tunai\n3 000\n25\nBelian kredit daripada Syarikat Choo\n400\n \n \nAnda dikehendaki melengkapkan jadual berikut berdasarkan urus niaga di atas\nTunai\nStok\nAlatan \nPejabat\nTarikh\nModal\nAset\nLiabiliti\nEkuiti \nPemilik\nPemiutang\nPinjaman\n25\nJumlah\nApr. 1\n6\n10\n19\n \n \n \nTOPIK 2 \n: KLASIFIKASI AKAUN : ASET, LIABILITI, EKUITI PEMILIK, HASIL,  \n \n \nBELANJA DAN AKAUN KONTRA \n \nKoleksi Bahan Cg Narzuki Online\n", " \n       \n      PA_BPTV_KPM                                                                                              M-TEK_PRINSIP PERAKAUNAN   \n \n \n \n \n72 \nSOALAN 4 \n \n      \nKenal pasti butir-butir yang berikut. Tandakan ( / ) pada ruangan yang sesuai.\nDt\nKt\nDt\nKt\nAset\nLiabiliti\n1\nHasil Jualan\n2\nStok barang niaga\n3\nBelanja Iklan\n4\nPemiutang\n5\nPelaburan tunai\n6\nAlatan pejabat\n7\nBelian barangan niaga\n8\nKadar bayaran\n9\nOverdraf bank\n10\nDiskaun diterima\n11\nTunai di tangan\n12\nPinjaman Bank\n13\nGaji dan upah\n14\nGadai Janji\n15\nAngkutan keluar\nAkaun \nPerdagangan\nAkaun \nUntung/Rugi\nKunci Kira-kira\nBil\nButir\n \n \n \nSOALAN 5 \n \nMaklumat yang berikut diambil daripada buku perniagaan seorang peniaga\npada 31 Disember 2010\nRM \nJualan\n95 240\nBelian\n75 430\nPulangan keluar\n2 250\nAngkutan masuk\n770\nStok awal\n12 890\nStok akhir\n11 860\nPlangan masuk\n2 500\nGaji pekerja\n13 400\nSediakan Akaun Perdagangan bagi tahun berakhir 31 Disember 2009\n \n \n \n \n \n \n \n \n \n \n \n \nKoleksi Bahan Cg Narzuki Online\n", " \n       \n      PA_BPTV_KPM                                                                                              M-TEK_PRINSIP PERAKAUNAN   \n \n \n \n \n73 \n \nSOALAN 6 \n \nButir-butir yang berikut diperolehi daripada buku Perniagaan Midah pada  30 Jun 2009\nRM\nKenderaan\n15 000\nLengkapan\n1 395\nOverdraf bank\n2 880\nPenghutang\n4 320\nPinjaman bank\n10 000\nTunai di tangan\n980\nAlatan pejabat\n2 650\nModal\n14 810\nPemiutang\n3 675\nStok pada 30 Jun 2009\n6 540\nAmbilan\n230\nUntung bersih\n9 750\nSediakan Kunci Kira-kira Perniagaan Pelangi pada 30 Jun 2006 (bentuk penyata)\n \n \n \nJURNAL \n \nSOALAN 1 \n(a) \nPada 1 Jan 2009 , En. Eady memulakan perniagaan Butik Anggun dengan memasukkan \nwang sebanyak RM50 000 ke dalam bank.   Sebuah van peribadi beliau yang berharga \nRM45 000 juga dijadikan van serahan perniagaan. \n \n(b) \nEn. Danish mengendalikan Danish Trading yang menjual peralatan sukan di Bandar \nSenawang    Seremban.   Baki-baki   yang   berikut  didapati  daripada  buku-bukunya  \npada 1 Februari 2009. \n   RM \nBank   \n \n \n         28 400 \nAlatan pejabat  \n \n              3 200 \nStok \n \n \n \n              4 700 \nPenghutang :Shamsiah Enterprise      2 900 \nPemiutang : Syarikat Rahman  \n  5 700 \n \n(c) \nCik Kamariah mengendalikan perniagaan Kamariah Trading yang menjual telefon bimbit di \nPulau Pinang.  Baki-baki aset dan liabiliti pada 1 Mei 2009 adalah seperti berikut : \n \n \n \n \n \n \n \n \n \n  RM \n \n \n \nTunai ditangan \n \n \n1 800 \n \n \n \nOverdraf bank  \n \n \n2 500 \n \n \n \nLengkapan \n \n \n \n5 320 \n \n \n \nKenderaan \n \n \n          35 000 \n \n \n \nPemiutang : Pembekal Saidi  \n3 700 \n \n \n \nTOPIK 3 & 4 : DOKUMEN PERNIAGAAN SEBAGAI SUMBER MAKLUMAT DAN \n  \n JURNAL SEBAGAI BUKU CATATAN PERTAMA \n \nKoleksi Bahan Cg Narzuki Online\n", " \n       \n      PA_BPTV_KPM                                                                                              M-TEK_PRINSIP PERAKAUNAN   \n \n \n \n \n120 \nSOALAN 4 \n \n(a) \nSistem catatan bergu \nKonsep berterusan \nTempoh perakaunan \nWang sebagai ukuran \nKos sejarah \nKonsep pemadanan \n(b) \nKonsep pemadanan \nEntiti Berasingan \nBerterusan \nKos sejarah \nKetekalan \n \nSOALAN 5 \n \nMengelas urusniaga melalui \ndokumen sumber \n \nBuku catatan pertama \n \nPengeposan ke \nlejar \n \n \n \n \n \nCatatan penutup \nKitaran Perakaunan \nPenyediaan \nImbangan duga \n \n \n \n \n \nPenyata Kewangan \n \nImbangan duga \nterselaras \n \nPelarasan \n \n \n \nSOALAN 1 \nAset\nLiabiliti\nEkuiti Pemilik\n(a)\nRM4 000\nRM1 800\nRM2 200\n(b)\nRM7 000\nRM3 000\nRM4 000\n(c)\nRM4 000\nRM2 400\nRM1 600\n(d)\nRM15 500\nRM5 500\nRM10 000\n \n \nSOALAN 2 \nAset\nLiabiliti\nEkuiti Pemilik\nHasil\nBelanja\n(a)\nRM5 500\nRM800\nRM4 400\nRM500\nRM200\n(b)\nRM6 500\nRM1 500\nRM4 500\nRM500\nRM400\n(c)\nRM11 000\nRM5 500\nRM5 000\nRM1 500\nRM1 000\n(d)\nRM22 000\nRM4 000\nRM15 000\nRM5 000\nRM2 000\n(e)\nRM15 000\nRM2 500\nRM10 000\nRM3 000\nRM500\n(f)\nRM25 000\nRM5 000\nRM17 000\nRM5 500\nRM2 500\n \n \nSOALAN 3 \nRM3 500\nRM3 500\n- RM900\nRM900\nRM2 300\nRM2 300\n- RM3 000\nRM3 000\nRM400\nRM400\nRM1 900\nRM1 300\nRM3 000\nRM400\nRM2 300\nRM3 500\n25\nJumlah\nApr. 1\n6\n10\n19\nTunai\nStok\nAlatan \nPejabat\nTarikh\nModal\nAset\nLiabiliti\nEkuiti Pemilik\nPemiutang\nPinjaman\nTOPIK 2: KLASIFIKASI AKAU : ASET, LIABILITI, EKUITI PEMILIK, HASIL, \nBELANJA DAN AKAUN KONTRA \n \nKoleksi Bahan Cg Narzuki Online\n", " \n       \n      PA_BPTV_KPM                                                                                              M-TEK_PRINSIP PERAKAUNAN   \n \n \n \n \n121 \nSOALAN 4 \nDt\nKt\nDt\nKt\nAset\nLiabiliti\n1\nHasil Jualan\n \n/\n \n/\n \n \n2\nStok barang niaga\n/\n \n \n \n \n \n3\nBelanja Iklan\n \n \n/\n \n \n \n4\nPemiutang\n \n \n \n \n \n/\n5\nPelaburan tunai\n \n \n \n \n/\n \n6\nAlatan pejabat\n \n \n \n \n/\n \n7\nBelian barangan niaga\n/\n \n \n \n \n \n8\nKadar bayaran\n \n \n/\n \n \n \n9\nOverdraf bank\n \n \n \n \n \n/\n10\nDiskaun diterima\n \n \n \n/\n \n \n11\nTunai di tangan\n \n  \n \n \n /\n \n12\nPinjaman Bank\n \n \n \n \n \n/\n13\nGaji dan upah\n  \n \n/\n \n \n \n14\nGadai Janji\n \n \n \n \n \n/\n15\nAngkutan keluar\n \n \n/\n \n \n \nAkaun \nPerdagangan\nAkaun \nUntung/Rugi\nKunci Kira-kira\nBil\nButir\n \n \nSOALAN 5 \nRM\nRM\nRM\nStok awal\n12 890\nJualan\n95 240\nBelian\n75 430\nTolak pulangan masuk\n2 500\nTolak: Pulangan Keluar\n2 250\n92 740\n73 180\nTambah: Angkutan masuk\n770\n73 950\n86 840\nTolak:Stok akhir\n11 860\nKos jualan\n74 980\nUntung kasar\n17 760\n92 740\n92 740\nAkaun Perdagangan bagi tahun berakhir 31 Disember 2009\n \n \nRM\nRM\nRM\nAset Bukan Semasa\nKenderaan\n15 000\nlengkapan\n1 395\nAlatan pejabat\n2 650\n19 045\nAset Semasa\nPenghutang\n4 320\nTunai\n980\nStok akhir\n6 540\n11 840\nTolak Liabiliti Semasa\nPemiutang\n3 675\nOverdraf bank\n2 880\n6 555\nModal Kerja\n5 285\n24 330\nDibiayai oleh:\nModal awal\n14 810\nTambah untung bersih\n9 750\n24 560\nTolak ambilan\n230\n24 330\nKunci Kira-kira pada 30 Jun  2009\nKoleksi Bahan Cg Narzuki Online\n"], "qa": [{"question": "Hitung jumlah yang tertinggal dengan menggunakan persamaan perakaunan asas\nAset\nLiabiliti\nEkuiti Pemilik\n(a)\nRM4 000\nRM1 800\n(b)\nRM7 000\nRM4 000\n(c)\nRM2 400\nRM1 600\n(d)\nRM15 500\nRM5 500", "A": "RM2 200", "B": "RM3 000", "C": "RM4 000", "D": "RM10 000", "answer": "A"}]}
 {"id": 1025, "uuid": "rjy0pc", "name": "MIP Prinsip Akaun : Modul 12", "description": "MIP Terengganu", "details": "M12 : Akaun Kelab & Persatuan", "type": "practice", "form": -4, "year": 2023, "price": "0", "downloadCount": 180, "totalQuestions": 20, "coupons": null, "pdfLink": " https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/a2e73ee1-f5a9-4e69-96f2-740968eaa500.pdf", "pdfLinkPreview": "", "isDraft": false, "isPremium": false, "thumbnail": "TOPIKAL", "createdAt": "2023-06-16T22:32:18Z", "updatedAt": "2024-01-02T01:58:31Z", "collection": null, "paperGenerated": null, "subject": {"id": 16, "uuid": "prinsip-perakaunan", "name": "Prinsip Perakaunan", "languages": ["malay"], "subjectTypes": ["upper-form"], "isAvailLowerForm": false, "isAvailUpperForm": true, "isAvailElementary": false, "isNoLevel": null, "createdAt": "2023-06-15T06:52:43Z", "updatedAt": "2023-06-15T06:52:43Z"}, "user": {"id": 1134, "firstName": "CEMPAKA", "lastName": "AMELIEN", "email": "cmpkamelien@gmail.com", "school": null, "avatar": null, "phoneNumber": null, "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2022-07-04T02:22:24Z", "updatedAt": "2022-07-04T02:22:24Z"}, "course": null, "local_filename": "mysoalan.com-pdf/a2e73ee1-f5a9-4e69-96f2-740968eaa500.pdf", "texts": ["", "", "", "", "", "", ""], "qa": [{"question": "Apakah warna bendera Malaysia?", "A": "Merah, putih, biru", "B": "Merah, kuning, hijau", "C": "Merah, putih, kuning", "D": "Biru, kuning, hijau", "answer": "C"}]}
 {"id": 998, "uuid": "vhbgbo", "name": "Bab 9: Poligon Asas", "description": "Latihan Topikal Matematik T1", "details": "Latihan poligon asas", "type": "practice", "form": 7, "year": 2023, "price": "0", "downloadCount": 1467, "totalQuestions": 10, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/97bfd435-cb61-45fe-a03d-5057c3fadd88.pdf", "pdfLinkPreview": "", "isDraft": false, "isPremium": false, "thumbnail": "TOPIKAL", "createdAt": "2023-06-14T12:18:07Z", "updatedAt": "2024-01-02T02:00:04Z", "collection": null, "paperGenerated": null, "subject": {"id": 3, "uuid": "mathematics", "name": "Mathematics", "languages": ["english", "malay"], "subjectTypes": ["lower-form", "upper-form", "elementary"], "isAvailLowerForm": true, "isAvailUpperForm": true, "isAvailElementary": true, "isNoLevel": null, "createdAt": "2021-02-07T08:06:59Z", "updatedAt": "2021-02-07T08:06:59Z"}, "user": {"id": 2, "firstName": "Mohd Afiq Qayyum", "lastName": "Karim", "email": "afiqqayyum63@gmail.com", "school": "Cuti", "avatar": null, "phoneNumber": "+60162238586", "profession": null, "role": "super-admin", "status": "canceled", "source": null, "createdAt": "2021-02-07T09:15:46Z", "updatedAt": "2024-01-02T22:24:07Z"}, "course": null, "local_filename": "mysoalan.com-pdf/97bfd435-cb61-45fe-a03d-5057c3fadd88.pdf", "texts": ["POLIGON ASAS \nPRAKTIS MASTERI \n \n1. Berdasarkan panjang sisi yang diberi, nyatakan jenis setiap segitiga yang \nberikut \n \n \n \n \n \n \n \n \n \n \n \n2. Berdasarkan sudut pedalaman yang diberi, nyatakan jenis setiap segitiga \nyang berikut \n \n \n \n \n \n \n \n \n6 cm \n6 cm \n5 cm \n7 cm \n5 cm \n6 cm \n8 cm \n8 cm \n8 cm \n9 cm \n9 cm \n6 cm \n5 cm \n5 cm \n5 cm \n7 cm \n11 cm \n9 cm \n40\u00b0 \n70\u00b0 \n70\u00b0 \n25\u00b0 \n52\u00b0 \n103\u00b0 \n60\u00b0 \n60\u00b0 \n60\u00b0 \n50\u00b0 \n65\u00b0 \n65\u00b0 \n60\u00b0 \n60\u00b0 \n60\u00b0 \n60\u00b0 \n30\u00b0 \n", "3. Cari nilai x dalam setiap segitiga yang berikut \n \n \n \n \n \n \n \n4. Cari nilai y setiap rajah yang berikut \n \n \n \n \n \n \n \n54\u00b0 \nx \nx \n35\u00b0 \nx \n60\u00b0 \n60\u00b0 \nx \n30\u00b0 \n65\u00b0 \nx \n65\u00b0 \nx \n115\u00b0 \n30\u00b0 \ny \ny \n62\u00b0 \n54\u00b0 \n122\u00b0 \ny \ny \n100\u00b0 \n40\u00b0 \n55\u00b0 \n35\u00b0 \ny \ny \n50\u00b0 \n32\u00b0 \n130\u00b0 \n", "Berdasarkan panjang sisi yang diberi, nyatakan \njenis setiap segitiga yang berikut \n \nBerdasarkan panjang sisi yang diberi, nyatakan \njenis setiap segitiga yang berikut \n \nBerdasarkan panjang sisi yang diberi, nyatakan \njenis setiap segitiga yang berikut \n \nBerdasarkan panjang sisi yang diberi, nyatakan \njenis setiap segitiga yang berikut \n \nBerdasarkan panjang sisi yang diberi, nyatakan \njenis setiap segitiga yang berikut \n \nBerdasarkan panjang sisi yang diberi, nyatakan \njenis setiap segitiga yang berikut \n \n \n \n6 cm \n6 cm \n5 cm \n7 cm \n5 cm \n6 cm \n8 cm \n8 cm \n8 cm \n9 cm \n9 cm \n6 cm \n5 cm \n5 cm \n5 cm \n7 cm \n11 cm \n9 cm \n", "Berdasarkan sudut pedalaman yang diberi, nyatakan \njenis setiap segitiga yang berikut \n \nBerdasarkan sudut pedalaman yang diberi, nyatakan \njenis setiap segitiga yang berikut \n \nBerdasarkan sudut pedalaman yang diberi, nyatakan \njenis setiap segitiga yang berikut \n \nBerdasarkan sudut pedalaman yang diberi, nyatakan \njenis setiap segitiga yang berikut \n \nBerdasarkan sudut pedalaman yang diberi, nyatakan \njenis setiap segitiga yang berikut \n \nBerdasarkan sudut pedalaman yang diberi, nyatakan \njenis setiap segitiga yang berikut \n \n \n \n \n \n \n \n40\u00b0 \n70\u00b0 \n70\u00b0 \n25\u00b0 \n52\u00b0 \n103\u00b0 \n60\u00b0 \n60\u00b0 \n60\u00b0 \n50\u00b0 \n65\u00b0 \n65\u00b0 \n60\u00b0 \n60\u00b0 \n60\u00b0 \n60\u00b0 \n30\u00b0 \n", "  \nCari nilai x dalam setiap segitiga yang berikut \n \nCari nilai x dalam setiap segitiga yang berikut \n \nCari nilai x dalam setiap segitiga yang berikut \n \nCari nilai x dalam setiap segitiga yang berikut \n \nCari nilai x dalam setiap segitiga yang berikut \n \nCari nilai x dalam setiap segitiga yang berikut \n \n \n \n54\u00b0 \nx \nx \n35\u00b0 \nx \n30\u00b0 \n65\u00b0 \nx \n65\u00b0 \nx \n115\u00b0 \n30\u00b0 \nx \n60\u00b0 \n60\u00b0 \n", " \nCari nilai y setiap rajah yang berikut \nCari nilai y setiap rajah yang berikut \nCari nilai y setiap rajah yang berikut  \nCari nilai y setiap rajah yang berikut \nCari nilai y setiap rajah yang berikut  \nCari nilai y setiap rajah yang berikut \n \n  \ny \ny \n62\u00b0 \n54\u00b0 \n122\u00b0 \ny \ny \n100\u00b0 \n40\u00b0 \n55\u00b0 \n35\u00b0 \ny \ny \n50\u00b0 \n32\u00b0 \n130\u00b0 \n"], "qa": [{"question": "Berdasarkan panjang sisi yang diberi, nyatakan jenis segitiga ini: 6 cm, 6 cm, 5 cm", "A": "Segitiga sama sisi", "B": "Segitiga sama kaki", "C": "Segitiga bersudut tegak", "D": "Segitiga tak sama sisi", "answer": "B"}, {"question": "Berdasarkan panjang sisi yang diberi, nyatakan jenis segitiga ini: 7 cm, 5 cm, 6 cm", "A": "Segitiga sama sisi", "B": "Segitiga sama kaki", "C": "Segitiga bersudut tegak", "D": "Segitiga tak sama sisi", "answer": "D"}, {"question": "Berdasarkan panjang sisi yang diberi, nyatakan jenis segitiga ini: 8 cm, 8 cm, 8 cm", "A": "Segitiga sama sisi", "B": "Segitiga sama kaki", "C": "Segitiga bersudut tegak", "D": "Segitiga tak sama sisi", "answer": "A"}, {"question": "Berdasarkan panjang sisi yang diberi, nyatakan jenis segitiga ini: 9 cm, 9 cm, 6 cm", "A": "Segitiga sama sisi", "B": "Segitiga sama kaki", "C": "Segitiga bersudut tegak", "D": "Segitiga tak sama sisi", "answer": "B"}, {"question": "Berdasarkan panjang sisi yang diberi, nyatakan jenis segitiga ini: 5 cm, 5 cm, 5 cm", "A": "Segitiga sama sisi", "B": "Segitiga sama kaki", "C": "Segitiga bersudut tegak", "D": "Segitiga tak sama sisi", "answer": "A"}, {"question": "Berdasarkan panjang sisi yang diberi, nyatakan jenis segitiga ini: 7 cm, 11 cm, 9 cm", "A": "Segitiga sama sisi", "B": "Segitiga sama kaki", "C": "Segitiga bersudut tegak", "D": "Segitiga tak sama sisi", "answer": "D"}, {"question": "Berdasarkan sudut pedalaman yang diberi, nyatakan jenis segitiga ini: 40\u00b0, 70\u00b0, 70\u00b0", "A": "Segitiga sama sisi", "B": "Segitiga sama kaki", "C": "Segitiga bersudut tegak", "D": "Segitiga tak sama sisi", "answer": "B"}, {"question": "Berdasarkan sudut pedalaman yang diberi, nyatakan jenis segitiga ini: 25\u00b0, 52\u00b0, 103\u00b0", "A": "Segitiga sama sisi", "B": "Segitiga sama kaki", "C": "Segitiga bersudut tegak", "D": "Segitiga tak sama sisi", "answer": "D"}, {"question": "Berdasarkan sudut pedalaman yang diberi, nyatakan jenis segitiga ini: 60\u00b0, 60\u00b0, 60\u00b0", "A": "Segitiga sama sisi", "B": "Segitiga sama kaki", "C": "Segitiga bersudut tegak", "D": "Segitiga tak sama sisi", "answer": "A"}, {"question": "Berdasarkan sudut pedalaman yang diberi, nyatakan jenis segitiga ini: 50\u00b0, 65\u00b0, 65\u00b0", "A": "Segitiga sama sisi", "B": "Segitiga sama kaki", "C": "Segitiga bersudut tegak", "D": "Segitiga tak sama sisi", "answer": "B"}, {"question": "Berdasarkan sudut pedalaman yang diberi, nyatakan jenis segitiga ini: 60\u00b0, 60\u00b0, 60\u00b0", "A": "Segitiga sama sisi", "B": "Segitiga sama kaki", "C": "Segitiga bersudut tegak", "D": "Segitiga tak sama sisi", "answer": "A"}, {"question": "Berdasarkan sudut pedalaman yang diberi, nyatakan jenis segitiga ini: 60\u00b0, 30\u00b0, 90\u00b0", "A": "Segitiga sama sisi", "B": "Segitiga sama kaki", "C": "Segitiga bersudut tegak", "D": "Segitiga tak sama sisi", "answer": "C"}, {"question": "Cari nilai x dalam segitiga ini: 54\u00b0, x, x", "A": "63\u00b0", "B": "54\u00b0", "C": "126\u00b0", "D": "108\u00b0", "answer": "A"}, {"question": "Cari nilai x dalam segitiga ini: 35\u00b0, x, 60\u00b0", "A": "85\u00b0", "B": "95\u00b0", "C": "125\u00b0", "D": "25\u00b0", "answer": "A"}, {"question": "Cari nilai x dalam segitiga ini: 60\u00b0, 60\u00b0, x", "A": "30\u00b0", "B": "60\u00b0", "C": "90\u00b0", "D": "120\u00b0", "answer": "B"}, {"question": "Cari nilai x dalam segitiga ini: 30\u00b0, 65\u00b0, x", "A": "55\u00b0", "B": "85\u00b0", "C": "95\u00b0", "D": "115\u00b0", "answer": "B"}, {"question": "Cari nilai x dalam segitiga ini: 65\u00b0, x, 65\u00b0", "A": "50\u00b0", "B": "65\u00b0", "C": "115\u00b0", "D": "130\u00b0", "answer": "A"}, {"question": "Cari nilai x dalam segitiga ini: 115\u00b0, 30\u00b0, x", "A": "35\u00b0", "B": "65\u00b0", "C": "85\u00b0", "D": "145\u00b0", "answer": "A"}]}
@@ -113,7 +113,7 @@
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18, "firstName": "Mohd Azmi", "lastName": "Hutbah", "email": "azmihut94@gmail.com", "school": "mjsc", "avatar": null, "phoneNumber": "+60148556849", "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2021-05-07T02:23:40Z", "updatedAt": "2022-06-28T08:17:55Z"}, "course": null, "local_filename": "mysoalan.com-pdf/d066dec5-7bec-448d-b41c-0d8761421f18.pdf", "texts": ["", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "", "1 \nFIZIK  \n \n \n \n \n \n \n \n \n \n      4531/2 \nNOVEMBER 2022 \n \nMAJLIS PENGETUA SEKOLAH MALAYSIA (MPSM) \nCAWANGAN KELANTAN \n \n \nPERCUBAAN SPM \n2022 \n \n \nFIZIK \nKERTAS 2 \n \n \nUNTUK KEGUNAAN PEMERIKSA SAHAJA \n \nSKEMA \nPEMARKAHAN \n \n \n \n \n", "1 \n \nPEPERIKSAAN PERCUBAAN SPM 2022 \nSKEMA PEMARKAHAN FIZIK KERTAS 2 \nBAHAGIAN A \n \nNO \nBHG \nSKEMA \nSUB-\nMARK \nTOTAL \nMARK \n1 \n(a) \nFoton ialah paket tenaga // kuantum tenaga cahaya yang boleh \ndipindahkan \nPhoton is packet of energy// light energy transferred in \nquantum of energy \n1 \n1 \n(b) \nKesan fotoelektrik \nPhotoelectric effect \n1 \n1 \n(c) \nLebih daripada frekuensi ambang \nGreater than threshold frequency \n1 \n1 \n(d) \nBertambah \nIncreases \n1 \n1 \nJUMLAH \n4 \n \n2 \n \n(a) \nMasa yang diambil untuk separuh daripada bilangan asal \nnukleus radioaktif bagi satu sampel radioaktif mereput \nThe time taken for half of the original number of radioactive \nnuclei in radioactive sample to decay \n \n \n1 \n \n \n1 \n(b) \n \nM1 : Tunjuk pada graf/ show on the graph  \nM2 : Jawapan dan unit betul/ correct answer and unit \n        T1/2  = 10 hari/ days \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n1 \n1 \n \n \n \n \n \n \n \n \n2 \n(c) (i) \nQ \n1 \n1 \n     (ii) \nSemakin pendek masa separuh hayat semakin tinggi kadar \nreputan \nThe shorter the half-life, the higher the decay rate \n \n \n1 \n \n1 \nJUMLAH \n5 \n", "2 \n \n3 \n(a) \nPembelauan \nDiffraction \n1 \n1 \n(b) \nM1 : panjang gelombang \u03bb 1= \u03bb 2 \nwavelength \u03bb 1= \u03bb 2 \nM2 : corak belauan dan arah perambatan yang betul \ndiffraction pattern and direction of propagation are correct \n \n1 \n \n1 \n \n \n2 \n(c) \nM1 : Gantian yang betul \n Correct substitution  \n F = v   = 3 x 108 \n       \u03bb      500x10-9 \nM2 : Jawapan dengan unit betul \n     = 6 x 10 14 Hz  \n \n \n \n1 \n \n1 \n \n2 \n(d) \ncorak pembelauan kurang ketara// kurang terbelau \nDiffraction pattern less obvious// less diffraction \n \n1 \n \n1 \n \nJUMLAH \n6 \n4 \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n(a) \nKawasan sekitar suatu zarah bercas di mana sebarang cas \nelektrik yang berada dalam kawasan tersebut akan mengalami \ndaya elektrik \nThe region around a charged particle where any electric \ncharge in the region will experience an electric force. \n \n \n1 \n1 \n(b) \nQ = It \n    = 0.5 A x 240 s \n    =  120 As / C  \n \n1 \n1 \n \n \n2 \n(c) \nE = V / d \n    = ( 2000 ) / ( 20 x 10-2 ) \n    = ( 2000 ) / ( 0.2 )  \n    = 10000 V m-1 (jawapan dengan unit betul) \n \n1 \n1 \n1 \n \n \n \n3 \n(d) \n \nM1: Nyalaan lilin mengion molekul udara kepada ion positif dan  \nion negatif \n// The flame ionises the air molecules into positive and \nnegative ions \n \n \n1 \n \n \n \n \n \n3 \n", "3 \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nM2: Ion positif tertarik kepada plat negatif ( Plat X ) dan ion \nnegative tertarik kepada plat positif ( Plat Y )  \n       // Positive ions are attracted to the negative plate (Plate X ) \nand negative ions are attracted to the positive plate ( Plate \nY ) \nM3 : Nyalaan lilin yang mengandungi ion positif lebih tersebar \nke plat negatif kerana  jisim ion positif adalah lebih besar \ndaripada ion negatif // \n      The candle flame which contains positive ions spread more \nto negative plate because the mass of positive ions are \nlarger than the negative ions \n \n \n1 \n \n \n \n \n \n1 \n \nJUMLAH \n9 \n \n \n \n \n \n \n \n5 \n \n \n \n \n \n \n \n \n \n \n \n \n \n(a) \nSatelit Bukan Geopegun \nNon-Geostationary sattelite \n1 \n1 \n(b)(i) \n \n \nJarak dari pusat Bumi satelit K  satelit  L //  \nDistance of satellite K  from centre of the earth  satellite L \n \n \n1 \n \n \n \n \n \n \n3 \n(b)(ii) \n \n \n \n \nMagnitud daya graviti yang bertindak ke atas satelit  L  satelit \nK // \nMagnitude of gravitational force act on satellite L  satellite K \n \n \n \n1 \n(b)(iii) \n \nLaju linear dalam orbit  satelit  L  satelit K // \nLinear speed of satellite L  satellite K \n \n1 \n(c)(i) \nMagnitud daya graviti yang bertindak ke atas satelit \nbertambah, jarak dari pusat Bumi berkurang //  \nMagnitude of gravitational force acting on this satellite \nincreases, distance from centre of the earth decreases.  \n \n \n1 \n \n       \n \n \n \n \n2 \n \n(c)(ii) \n \nMagnitud daya graviti yang bertindak ke atas satelit bertambah \n, laju linear satelit bertambah // \nMagnitude of gravitational force acting on the satellite \nincreases, linear speed of the satellite increases. \n \n1 \n(d) \nMenjauhi Bumi dengan satu garis lurus //Terlepas dari orbit \nMove away from the earth in a straight line // out from orbit \n \n \n1 \n \n1 \n(e) \n \n \n \n \n \n \n //   \n3\n2\nr\n2\n2\nT\n \n3\n1\nr\n2\n1\nT\n=\n     (Hukum Kepler Ke-3)  \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n", "4 \n \n \nM1 :  Gantian rumus // Formula substitution \n   \n = \n \n \nM2         = 22.22 jam  ( jawapan dengan unit betul, min 2 t.p) \n                 22.22 hours \n \n \n \n1 \n \n \n1 \n \n \n2 \nJUMLAH \n9 \n \n6 \n(a) \nDaya apungan /daya julangan// Daya tujah ke atas \nBouyant force// uptrust  \n1 \n1 \n(b)(i) \nBilangan jari Rajah 6.1(b) < Rajah 6.1(c)   // sebaliknya \nNumber of fingers in Diagram 6.1(b) < Diagram 6.1(c) // vice \nversa   \n1 \n \n \n \n \n \n \n \n \n \n3 \n \n(b)(ii) \nBeza paras air x< y / sebaliknya // Beza paras air Rajah 6.1(b) \n< Rajah 6.1(c) // sebaliknya \nWater level difference in x<y / vice versa // Water level \ndifference in Diagram 6.1(b) < Rajah 6.1(c) // vice versa \n1 \n(b)(iii) \nIsipadu air tersesar dalam Rajah 6.1(b) < Rajah 6.1(c) / \nsebaliknya  \nVolume of water displaced in Diagram 6.1(b) < Diagram  6.1(c) \n/ vice versa  \n \n1 \n(c) (i) \nBilangan jari bertambah, daya bertambah // sebaliknya \nNumber of fingers increased, force increased // vice versa \n1 \n \n2 \n(c) (ii) \nDaya bertambah, isipadu air tersesar bertambah // sebaliknya \nForce increase, volume of water increased // vice versa \n1 \n(d) (i) \n \n \n \n \n \n \n \n \nCatatan :Dimana-mana paras air yang lebih rendah \nNote : Any water level that is lower  \n \n1 \n \n \n \n \n \n \n \n \n \n \n \n3 \n(d)(ii) \nM1 :  (1 300)(9.81)(0.15)  \n \nM2 : 1 912.95 N ( jawapan dengan unit betul, min 2 t.p) \n \n1 \n \n1 \nJUMLAH \n \n9 \n \n7 \n(a) \nKuantiti haba yang diperlukan untuk menaikkan suhu sebanyak \n1\u00b0C bagi jisim 1 kg bahan \nThe quantity of heat required to raise the temperature of 1\u00b0C of \n1 kg substance. \n \n \n1 \n1 \n(41.33)2 = (543000000)3 \n    (T2)2       (359000000)3 \n", "5 \n \n(b) \nPt = mc\u03b8 \n \n48(5 x 60) = 1(c)(42 \u2013 27) \n \nc  =  960J kg-1 \u00b0C-1 ( jawapan dengan unit betul ) \n \n1 \n \n \n1 \n \n \n2 \n(c) \nMengelakkan haba terbebas ke persekitaran \nPrevent heat from being released to the environment \n1 \n1 \n(d) (i) \nStyrofoam \n \nMuatan haba tentu besar, tidak mudah panas // penebat haba \nyang baik // ketumpatan rendah, tidak terlalu berat \n \nHigh specific heat capacity, not easily heated // good thermal \ninsulation // low density, not too heavy \n1 \n \n \n1 \n \n \n \n2 \n \n      (ii) \nVakum \nVacuum \n \nUntuk mengelakkan pemindahan haba dari persekitaran ke \ncawan \nTo avoid transfer of heat energy from the surrounding to the \ncup \n1 \n \n1 \n \n \n2 \n     (iii) \nR \n1 \n1 \nJUMLAH \n9 \n \n8 \n(a) \nPenghasilan d.g.e. aruhan merentasi suatu konduktor apabila \nterdapat gerakan relatif antara konduktor itu dengan suatu \nmedan magnet atau apabila konduktor itu berada di dalam \nmedan magnet yang berubah. \n// Production of an induced e.m.f in a conductor when there is \nrelative motion between the conductor and magnetic field or \nwhen the conductor is in a changing magnetic field. \n \n1 \n1 \n(b) \nE = Pt \nM1 : Gantian \n        = 40 (10 x 60) \nM2   = 24000J (Jawapan dengan unit betul) \n \n \n1 \n1 \n \n \n2 \n(c) (i) \nM1 : Kuprum // Copper \nM2:  Rintangan rendah// arus aruhan tinggi \n        Low resistance// high induced current \n1 \n1 \n \n2 \n     (ii) \nM1 : Tebal // Thick  \nM2 : Kurangkan rintangan // arus aruhan tinggi \n        Reduces the resistance of the coil // high induced     \n         current \n1 \n1 \n \n2 \n    (iii) \nM1 : Kasar // Rough \nM2 : daya geseran tinggi// halaju putaran tinggi // arus aruhan   \n        tinggi \n        High resistance // high speed of rotation // high induced  \n        current \n1 \n1 \n \n2 \nJUMLAH \n \n9 \n \nJUMLAH MARKAH BAHAGIAN A \n \n60 \n \n \n", "6 \n \nBAHAGIAN B \n \nNO \nBHG \nSKEMA \nSUB \nMARK \nTOTAL \nMARK \n9 \n(a) \nPembiasan \nRefraction \n1 \n1 \n(b) \nM1 - Letakkan kanta cembung dan skrin putih dalam satu \ngarisan menghala ke tingkap terbuka. \nPlace the convex lens and the white screen in a line \npointing to the open window. \n \nM2 - Sinar cahaya selari dari luar tingkap akan melalui \nkanta dan menumpu dititik fokus. \nParallel light rays from outside the window will pass \nthrough the lens and converge at the focal point. \n \nM3 - Laraskan skrin putih sehingga imej tajam terbentuk. \nAdjust the white screen until a sharp image is formed. \n \nM4 - Kedudukan imej adalah sama dengan titik fokus. \nThe image position is same as the focal point of the lens. \n \nM5 - Jarak imej ke pusat optik merupakan panjang fokus \nkanta. \nThe distance of the image to the optical center is the \nfocal length of the lens. \n \n1 \n \n \n \n \n \n1 \n \n \n \n1 \n \n \n \n1 \n \n \n \n1 \n \n \nMax 4 \n4 \n(c)(i) \n1  = 1  - 1 \nv     f     u \nM1 : Substitution \n1 \n= 2 \u2013 1  \nv         10 \nM2 : Answer with correct unit \n v = 10 cm \n \n \n \n \n1 \n \n1 \n5 \n(ii) \nM = v  \n       u \nM1 : Substitution \n   = 10 \n      10 \nM2 : Answer (No unit) \n    =  1 \n \n \n \n1 \n \n \n1 \n(iii) \nM = hi \n       ho \nM1: Substitution  \nhi = M x ho = 1x 2 = 2 cm \n \n \n \n1 \n(d) \nM1 - Pemilihan kanta sebagai kanta objek dan kanta \nmata // Selection of lenses as objective lens and \neyepiece: \nKanta objek / objective lens - Y \nKanta mata / eyepiece - X \n \n1 \n \n \n \n \n \n \n \n \n", "7 \n \nM2 - Sebab : menghasilkan imej yang besar \n         Reason : produced bigger image \n \nM3 - Perbandingan antara panjang fokus kanta objek \ndan kanta mata // Comparison between the focal length \nof objective lens and eyepiece: \nfo > fe \n \nM4 - Sebab : menghasilkan imej yang besar \n       Reason : produced bigger image \n \n \nM5 - Jarak antara kanta objek dan kata mata / The \ndistance between objective lens and eyepiece: \n     =  fo + fe \n \nM6 - Sebab : Pelarasan normal / hasilkan imej yang \n                     tajam \n      Reason : Normal adjustment / produced sharp \n                     image \n \nM7 - Diameter kanta objek /Diameter of the objective \nlens: \n       Besar / Big \n \nM8 - Sebab - banyak cahaya boleh masuk \n        Reason - more light can enter \n \nM9 - Pilihan: Kaedah // Method R \n \nM10 - Sebab: Kanta objek Y dan Kanta mata X,  fo > fe, \njarak  antara kanta objek dan kata mata =  fo + fe dan \ndiameter kanta objek besar. \nReason: Objective lens Y and eyepiece X  fo > fe ,  \ndistance between objective lens and eyepiece =  fo + fe \nand diameter of the objective lens big. \n \n1 \n \n \n \n1 \n \n \n \n \n1 \n \n \n \n1 \n \n \n \n1 \n \n \n \n1 \n \n \n \n1 \n \n \n1 \n \n \n \n1 \n \n \n \n \n \n \n \n10 \nJUMLAH \n20 \n10 \n(a)  \n \n \nProses untuk menukar arus ulang-alik kepada arus \nterus // process convert alternating current to direct \ncurrent.  \n1 \n \n1 \n \n(b)  \n \n \n \n \n \n \n \n \n \n \nM1 : Susunan diod yang betul \n \n \n \n \n \n \n \n1 \n5 \n", "8 \n \n \n \n \n \n \n \n \n \n \n \n \n \nM2 : Separuh kitar positif, arus melalui diod K ke R dan \nmelalui diod M untuk melengkapkan litar // Positif half \ncycle, current flow to diode K to R and to diode M to \ncomplete the circuit.  \n1 \nM3 : Separuh kitar negatif, arus melalui diod L ke R dan \nmelalui diod J untuk melengkapkan litar // Negative half \ncycle, current flow to diode  L  to R and to diode  J  to \ncomplete the circuit.  \n1 \nM4 : Kapasitor // Capasitor \nM5 : disambung secara selari dengan perintang R // \nconnected parallel with resistor R \n1 \n1 \n(c)(i) \nM1 : 6 \u2013 4 // 2 V \n \n1 \n4 \n(c)(ii) \nM1 : VT = \n\ud835\udc45\ud835\udc47\n10+ \ud835\udc45\ud835\udc47  (6) \n1 \nM2 : 2 (10 + RT) = 6 RT \n1 \nM3 : 5 k\uf057  (dengan unit betul) \n1 \n(d) \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nM1 : PPC pada litar tapak // LDR at base circuit \n1 \n10 \n  \nM2 : V tapak tinggi /  VB tinggi /  IB mengalir / Ic mengalir \n//  V base high / VB high/  IB flow / Ic flow \n1 \nM3 : Ada R // Has R \n1 \nM4 : Menghadkan arus tapak melalui transistor / \nMengurangkan IB / Elak transistor rosak/terbakar \n // To limit  IB / Reduce  IB  / Prevent  transistor damage/ \nburnt \n1 \nM5 : Terminal positif bateri disambung ke terminal \npengumpul transistor/ Rajah // Positive terminal of the \nbattery connected to collector terminal of transistor / \nDiagram \n1 \nM6 : Pincang hadapan / hidupkan transistor/ arus boleh \nmengalir dari pengumpul ke pengeluar / hidupkan litar // \nforward biased / transistor on / Current can flow from \ncollector to emitter / circuit on // \n1 \nM7 : Suis geganti // relay \n1 \nM8 : Untuk menghidupkan litar sekunder // Complete \nthe secondary circuit \n1 \nM9 : W \n1 \nM10 : Kombinasi dari M1, M3, M5, M7 atau M2, M4, \nM6, M8 atau M1, M4, M5, M8 \n1 \nJUMLAH  \n20 \n", "9 \n \nBAHAGIAN C \n \nNO \nBHG \nSKEMA \nSUB -\nMARK \nTOTAL \nMARK \n11 \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n(a) \n \n \n \n \n \n \nSifat bahan yang membolehkan suatu objek kembali \nkepada bentuk asalnya selepas daya yang bertindak \nke atasnya dialihkan. \nThe property of a material that allows an object to \nreturn to its original shape after the force acting on it is \nremoved \n \n1 \n1 \n(b)(i) \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n(b)(ii) \nPemalar spring adalah sama / Pemalar spring dalam \nRajah 11.1(a) = Rajah 11.1(b)  \n// The spring constant is the same / Spring constant in \nDiagram 11.1(a) = Diagram 11.1(b) \n \nBerat beban Rajah 11.1(b)  lebih besar dari  Rajah \n11.1(a)/ Rajah 11.1(b)  \u02c3 Rajah 11.1(a) \n// Weight of load of Diagram 11.1(b) is greater than \nDiagram 11.1(a) / Diagram 11.1(b) \u02c3 Diagram 11.1(a) \n \nPemanjangan spring dalam  Rajah 11.1(b) \u02c3 Rajah \n11.1(a) \n// Spring extension in Diagram 11.1(b) \u02c3 Diagram \n11.1(a) \n \nSemakin bertambah berat beban, semakin bertambah \npemanjangan spring / berkadar langsung. \n// The more the weight of load, the more the extension \nof the spring / directly proportional. \n \nHukum Hooke // Hooke\u2019s Law. \n \n1 \n \n \n \n \n \n1 \n \n \n \n \n \n1 \n \n \n \n1 \n \n \n1 \n5 \n(c) \nKekerasan spring diukur  dari pemalar spring //  \nSpring stiffness is measured from the spring constant \n \nPemalar spring = kecerunan graf  //  \nSpring constant = gradient  of graph \n \nPemalar spring , k = F/x  // \nSpring constant, k = F/x \n \nTenaga = Luas di bawah graf pada F dan x tertentu / \n E = \u00bd Fx //  \nEnergy = Area under the graph at a certain F and x /  \nE = \u00bd Fx \n \n \n1 \n \n \n \n1 \n \n \n1 \n \n \n \n1 \n \n \n \n4 \n", "10 \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n(c) \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nAspek \nAlasan \nSaiz sangkar \nyang besar // Big \nsize of nest \nBoleh muat beban yang besar // \nCan put big size of load \nBahan tiang yang \nkuat / keluli // \nMaterial of pole is \nstrong / Steel \nTidak patah / tahan lasak // \nNot break / Durable \n \nSaiz tapak lebar // \nSize of base \nwider \nLebih stabil / tidak mudah \nterbalik // more stable / not easy \nto fall  \nSpring keluli // \nSteel spring \n \nKuat / tidak berkarat // \nStrong / non-rusting \n \nSpring yang \npendek // \nShort spring \n \nSpring lebih keras/ \npemalar spring lebih besar/ \n// pemanjangan  spring kecil. \nSpring is stiffer/ \nlarger spring constant/ \nspring extension is small. \n \nDiameter spring \nyang kecil // \nSmall diameter of \nspring \n \nSpring lebih keras/ \npemalar spring lebih besar/ \npemanjangan spring kecil. \nSpring is stiffer/ \nlarger spring constant/ \nspring extension is small. \n \nDiameter dawai \nspring besar/tebal \n// Diameter of \nspring wire larger \n/ thicker \n \nSpring lebih keras/ \npemalar spring lebih besar/ \npemanjangan spring kecil // \nSpring is stiffer /larger spring \nconstant / spring extension is \nsmall. \n \n \n \n \n \n1, 1 \n \n \n \n1, 1 \n \n \n1,1 \n \n \n1,1 \n \n \n \n \n \n1,1 \n \n \n \n \n \n1, 1 \n \n \n \n \n \n \n1,1 \n \n \n \n \n \n \nMax= 10 \n10 \nJUMLAH \n20 \n \nJUMLAH MARKAH BAHAGIAN B \n40 \n \nJUMLAH BAHAGIAN A+B+C \n100 \n \n"], "qa": [{"question": "Foton ialah ______________ // ______________", "A": "paket tenaga", "B": "kuantum tenaga cahaya yang boleh dipindahkan", "C": "gelombang elektromagnet", "D": "zarah asas", "answer": "A, B"}, {"question": "Apakah fenomena yang menerangkan pembebasan elektron dari permukaan logam apabila disinari cahaya?", "A": "Kesan Compton", "B": "Kesan Doppler", "C": "Kesan Fotoelektrik", "D": "Kesan Faraday", "answer": "C"}, {"question": "Untuk menghasilkan kesan fotoelektrik, frekuensi cahaya mestilah ______________ frekuensi ambang.", "A": "kurang daripada", "B": "sama dengan", "C": "lebih daripada", "D": "tidak berkaitan dengan", "answer": "C"}, {"question": "Apakah yang berlaku kepada tenaga kinetik fotoelektron apabila keamatan cahaya meningkat?", "A": "Berkurang", "B": "Tidak berubah", "C": "Bertambah", "D": "Menjadi sifar", "answer": "C"}]}
 {"id": 450, "uuid": "cno3jj", "name": "Percubaan SPM Fizik", "description": "Melaka 2022", "details": "Kertas 2", "type": "exam", "form": -4, "year": 2022, "price": "0", "downloadCount": 2649, "totalQuestions": 11, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/3c45ddf2-4305-4219-9f98-02e7784df346.pdf", "pdfLinkPreview": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/97f9621e-0611-40b2-b470-33e0bf78de5a.pdf", "isDraft": false, "isPremium": false, "thumbnail": "PERCUBAAN", "createdAt": "2023-01-19T01:25:59Z", "updatedAt": "2024-01-02T01:50:51Z", "collection": null, "paperGenerated": null, "subject": {"id": 11, "uuid": "physics", "name": "Physics", "languages": ["malay", "english"], "subjectTypes": ["upper-form"], "isAvailLowerForm": false, "isAvailUpperForm": true, "isAvailElementary": false, "isNoLevel": null, "createdAt": "2021-06-15T07:03:27Z", "updatedAt": "2021-06-15T07:03:27Z"}, "user": {"id": 18, "firstName": "Mohd Azmi", "lastName": "Hutbah", "email": "azmihut94@gmail.com", "school": "mjsc", "avatar": null, "phoneNumber": "+60148556849", "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2021-05-07T02:23:40Z", "updatedAt": "2022-06-28T08:17:55Z"}, "course": null, "local_filename": "mysoalan.com-pdf/3c45ddf2-4305-4219-9f98-02e7784df346.pdf", "texts": ["2 \n \n \n \n \n \n", "3 \n \n \n \n", "4 \n \nBahagian A  \nSection A \n \n[60 markah / marks] \n \nJawab semua soalan dalam bahagian ini. \nAnswer all the questions in this section. \n \n1. \nRajah 1.1 menunjukkan sebuah stesen jana kuasa nuklear yang digunakan untuk penjanaan \ntenaga elektrik. \nDiagram 1.1 shows a nuclear power station that is used to generate electricity. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nRajah 1.1 \nDiagram 1.1 \n \n(a) \n \nTandakan (\u221a) pada pernyataan yang betul. \nMark with (\u221a) for a correct statement. \n \nJenis tindak balas yang berlaku dalam reaktor nuklear ialah \nType of reaction that take place in nuclear reactor is \n \n \n \n \n \n \n \n[1 markah/mark] \n \n \n \n \n \n \n \ntindak balas pembelahan nukleus \nnucleus fission reaction \n \n \n \n \n \ntindak balas pelakuran nukleus \nnucleus fusion reaction \n \nAliran stim \nSteam flow \n \nMenara penyejuk \nCooling tower \n \nPam \nPump \n \nAir Penyejuk \nCooling Water \n \n \n \n \nMenara elektrik \nElectric pylon \nReaktor \nReactor \nPenjana \nGenerator \n \n \nTurbin \nTurbine \nPenjana Stim \nSteam Generator \nDinding konkrit \nConcrete wall \nRod Pengawal \nControl Rod \nModerator \n", "5 \n \n(b) \nBerdasarkan Rajah 1.1 di atas, nyatakan dua elemen yang mengawal kadar tindak balas \ndalam reaktor nuklear. \nBased on Diagram 1.1, state two elements that control the rate of reaction in the  \nnuclear reactor. \n \n........................................................................................................................................... \n \n........................................................................................................................................... \n[2 markah/marks] \n(c) \nRajah 1.2 menunjukkan perubahan tenaga yang berlaku dalam sebuah stesen janakuasa \nnuklear. \nDiagram 1.2 shows energy changes that take place in a nuclear station. \n \nRajah 1.2 \nDiagram 1.2 \n \nNyatakan tenaga bagi X. \nState  the energy of X. \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \n[1 markah/mark] \n \nTotal A1 \n \n \n \n \n \n \n \n \n \n 4 \n", "6 \n \n2. \nRajah 2 menunjukkan satu objek S berjisim m berada pada satu titik yang berjarak R dari \npusat  Bumi dan r dari pusat Bulan. \nDiagram 2 shows an object S of mass m situated at a point which is at a distance R from the \ncentre of the Earth and r from the centre of the Moon. \n \nRajah 2 \nDiagram 2 \n \nJisim Bumi ialah ME dan jisim Bulan ialah MM. Pemalar kegravitian ialah G. \nThe masses of the Earth and Moon are ME and MM respectively. The gravitational constant \nis G. \n \n(a) \n \nDengan menggunakan simbol yang diberi, tuliskan satu ungkapan bagi \nUsing the symbols given, write down an expression for \n \n \n(i) \n \ndaya tarikan graviti antara objek S dengan Bumi. \nthe gravitational attraction between object S and the Earth. \n \n \n \n \n \n \n[1 markah/mark] \n \n \n(ii) \ndaya tarikan graviti antara objek S dengan Bulan. \nthe gravitational attraction between object S and the Moon. \n \n \n \n \n \n \n \n \n \n \n \n \n[1 markah/mark] \nS \n", "7 \n \n(b) \nJika daya paduan graviti yang dikenakan pada titik objek S ialah sifar.  Hitungkan jarak, \nr bagi objek S dari pusat Bulan. (Diberi R = 3.5 \u00d7 108 m dan ME = 81 MM) \nIf the resultant gravitational force exerted upon object S at this point is zero.  Calculate \nthe distance, r of object S from the centre of the Moon.  \n(Given R = 3.5 \u00d7 108 m and ME = 81 MM) \n \n \n \n \n \n \n \n \n \n \n \n \n \n[3 markah/marks] \n \nTotal A2 \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n 5 \n", "8 \n \n3. \nRajah 3.1 menunjukkan dua litar, P dan Q, dengan komponen-komponen yang serupa. \nDiagram 3.1 shows two circuits, P and Q, with identical components. \n \n \n \nRajah 3.1 \nDiagram 3.1 \n \n \n(a) \nBeri satu contoh bahan semikonduktor. \nGive one example of  semiconductor material. \n \n........................................................................................................................................... \n                                                       [1 markah/mark] \n \n \n(b) \nBeri dua  sebab yang menyebabkan perbezaan antara bacaan ammeter dalam litar P dan \nlitar Q. \nGive two reasons that causes the difference between the reading of the ammeters in \ncircuit P and circuit Q. \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..\u2026 \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026..\u2026 \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026... \n[2 markah/marks] \n  \n \n(c) \nBerdasarkan jawapan dalam 3(b), apakah fungsi diod dalam litar-litar tersebut? \nBased on the answer in 3(b), what is the function of the diodes in the circuit? \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...\u2026 \n[1 markah/mark] \n \n \n \n \n \n", "9 \n \n \n(d) \nRajah 3.2 menunjukkan isyarat output yang dipaparkan pada skrin osiloskop sinar katod \n(OSK) apabila sebuah litar disambungkan kepada bekalan kuasa a.u. \nDiagram 3.2 shows the output signal displayed on the screen of a cathode ray \noscilloscope (CRO) when a circuit is connected to an a.c. supply. \n \n \nRajah 3.2 \nDiagram 3.2 \n \nJelaskan mengapa isyarat output dihasilkan seperti yang ditunjukkan dalam Rajah 3.2. \nExplain why the output signal is produced as shown in Diagram 3.2. \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \n[2 markah/marks] \n \nTotal A3 \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n 6 \n", "10 \n \n \n4. \nRajah 4.1 menunjukkan  satu litar elektrik bagi satu eksperimen untuk menentukan daya \ngerak elektrik dan rintangan dalam bagi sel-sel kering. Rajah 4.2 menunjukkan graf beza \nkeupayaan melawan arus yang diperolehi daripada eksperimen tersebut. \nDiagram 4.1 shows an electric circuit of an experiment to determine the electromotive force \nand internal resistance of dry cells.  Diagram 4.2 shows a potential difference against current \ngraph obtained from the experiment. \n \n \n \n                                  Rajah 4.1                                        Rajah 4.2 \n                               Diagram 4.1                                    Diagram 4.2 \n \n \n(a) \nApakah yang dimaksudkan dengan daya gerak elektrik? \nWhat is the meaning of electromotive force? \n \n........................................................................................................................................... \n \n........................................................................................................................................... \n                                                       [1 markah/mark] \n \n \n(b) \nTanda (\u221a)  jawapan yang betul dalam kotak yang disediakan. \nTick (\u221a) the correct answer in the box provided. \n \nDi manakah kedudukan voltmeter yang sesuai? \n \nWhere is the suitable position of a voltmeter? \n \nX \n  \nY \n \n[1 markah/mark] \n \n \n \n \n  \n", "11 \n \n \n(c) \nBerdasarkan Rajah 4.2, tentukan  \nBased on Diagram 4.2, determine \n \n \n \n(i) \n \ndaya gerak elektrik bagi sel-sel kering. Tunjukkan pada graf bagaimana anda \nmenentukan daya  gerak elektrik bagi sel-sel kering. \nthe electromotive force of dry cells. Show on the graph how you determine the \nelectromotive force of dry cells. \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...  \n[2 markah/marks] \n \n \n(ii) \nrintangan dalam bagi sel-sel kering.  \nthe internal resistance of dry cells. \n \n \n \n[2 markah/marks] \n \n(d) \nRajah 4.3(a) menunjukkan litar dengan susunan sel kering secara bersiri dan Rajah \n4.3(b) menunjukkan litar dengan susunan sel kering secara selari. \nDiagram 4.3(a) shows a circuit for the dry cells arrange in series and Diagram 4.3(b) \nshows the circuit with arrangement of dry cells in parallel. \n \nRajah 4.3(a)                                             Rajah 4.3(b) \nDiagram 4.3(a)                                         Diagram 4.3(b) \n \nNyatakan mentol dalam litar manakah yang menyala dengan lebih cerah.  Terangkan \njawapan anda. \nState in which circuit the bulb lights up brighter.  Explain your answer. \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \n[3 markah/marks] \n \nTotal A4 \n \n 9 \n", "12 \n \n5.  Rajah 5.1 dan Rajah 5.2 menunjukkan satu gas berjisim tetap dipanaskan di dalam satu \nomboh.  \nDiagram 5.1 and Diagram 5.2 shows gas at constant mass is heated in a piston. \n \n \n \n                                    Rajah 5.1                                                            Rajah 5.2 \n                                 Diagram 5.1                                                       Diagram 5.2 \n \n \n(a) \nTandakan (\u221a) untuk jawapan yang betul dalam petak yang disediakan. \nTick (\u221a) for the correct answer in the box provided. \n \nHaba ialah  \nHeat is \n \n \n \n \n \n \n \n                 \n[1 markah/mark] \n \n \n \ndarjah kepanasan \ndegree of hotness \n \n \n \n \n \nsatu bentuk tenaga \na form of energy \n \n(b) \nPerhatikan Rajah 5.1 dan Rajah 5.2. Bandingkan \nObserve Diagram 5.1 and Diagram 5.2. Compare \n \n \n \n(i) \n \nhaba yang diberikan. \nheat given. \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026... \n[1 markah/mark] \n \n \n \n(ii) \nsuhu gas. \ntemperature of gas. \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026... \n[1 markah/mark] \n \n", "13 \n \n \n \n(iii) \nisipadu gas. \nvolume of gas. \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026... \n[1 markah/mark] \n \n \n(c) \nBerdasarkan jawapan di 5(b), nyatakan hubungan antara suhu dengan \nBased on the answer in 5(b), state the relationship between the temperature and \n \n \n \n(i) \nhaba. \nheat. \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026... \n[1 markah/mark] \n \n \n \n(ii) \nisipadu gas. \nvolume of the gas. \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026... \n[1 markah/mark] \n \n \n(d) \nNamakan hukum yang terlibat apabila tekanan dimalarkan. \nName the law involved when the pressure is kept constant. \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \n[1 markah/mark] \n \n(e) \nUdara dengan suhu 27 \u00b0C dan berisipadu 0.24 m3 berada di dalam sebuah silinder pada \ntekanan malar. Berapakah isipadu udara itu pada suhu 80 \u00b0C? \nAir with temperature of 27 \u00b0C and volume of 0.24 m3 is in a cylinder with constant \npressure.  What is the volume of the air at temperature of  80 \u00b0C? \n \n \n \n \n \n \n \n[2 markah/marks] \n \nTotal A5 \n \n \n \n \n \n 9 \n", "14 \n \n6. \nRajah 6.1 dan Rajah 6.2 menunjukkan sebuah mesin rumput digerakkan dengan dua kaedah \nyang berbeza.  Daya yang bertindak ke atas pemegang, F boleh dileraikan kepada dua \nkomponen menegak, FY dan mengufuk, FX.  \nDiagram 6.1 dan Diagram 6.2 show a lawn mower is move with two different methods. The \nforce acting on the handle, F can be resolved into vertical component, FY and horizontal \ncomponent, FX.  \n \n \n \n                                    Rajah 6.1                                                            Rajah 6.2 \n                                 Diagram 6.1                                                       Diagram 6.2 \n \n \n(a) \nTakrifkan leraian daya. \nDefine resolution of forces. \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.............. \n                                                       [1 markah/mark] \n \n \n(b) \nLukis rajah segitiga untuk menunjukkan leraian daya bagi Rajah 6.1 dan Rajah 6.2. \nDraw diagrams of a triangle to show the resolution of forces for Diagram 6.1 and \nDiagram 6.2. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nRajah 6.1                                                            Rajah 6.2 \nDiagram 6.1                                                       Diagram 6.2 \n \n                                                       [2 markah/marks] \n \n", "15 \n \n \n(c) \nBerdasarkan Rajah 6.1 dan Rajah 6.2, bandingkan \nBased on Diagram 6.1 and Diagram 6.2, compare \n \n \n \n(i) \n \nkaedah menggerakkan mesin rumput. \nthe method of moving the lawn mower. \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026... \n[1 markah/mark] \n \n \n \n(ii) \narah komponen daya menegak, FY. \nthe direction of force in vertical component, FY. \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026... \n[1 markah/mark] \n \n \n \n(iii) \ndaya bersih yang bertindak ke atas permukaan tanah. \nthe net force acting upon the ground surface. \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026... \n[1 markah/mark] \n \n \n(d) \nHubungkaitkan antara arah komponen daya menegak, FY dan daya bersih yang \nbertindak ke atas permukaan tanah. \nRelate the direction of force in vertical component, FY and the net force acting upon \nthe ground surface. \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \n[1 markah/mark] \n \n \n(e) \nKaedah yang manakah paling sesuai digunakan untuk memotong rumput dengan lebih \nberkesan.  Beri sebab bagi jawapan anda. \nWhich method is the most suitable to be applied to cut the grass more efficiently.  Give \nreason for your answer. \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \n[2 markah/marks] \n \nTotal A6 \n \n \n \n \n \n \n \n \n 9 \n", "16 \n \n7. \nRajah 7.1 menunjukkan struktur sebuah roket yang berjisim 78000 kg yang bergerak dengan \nmomentum yang tinggi. \nDiagram 7.1 shows the structure of a rocket with a mass of  78000 kg that moves with high \nmomentum. \n \nRajah 7.1 \nDiagram 7.1 \n \n \n(a) \nApakah yang dimaksudkan dengan momentum? \nWhat is the meaning of momentum? \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.............. \n                                                       [1 markah/mark] \n \n \n(b) \n(i) \n \nJika roket tersebut bergerak dengan halaju 4600 m s-1, hitung momentum roket \ntersebut.  \nIf the rocket is traveling at 4600 m s-1, calculate the momentum of the rocket. \n \n \n \n \n \n \n \n[2 markah/marks] \n \n \n \n(ii) \nApakah yang berlaku kepada halaju roket tersebut jika jisimnya bertambah? \nWhat happens to the velocity of rocket if its mass increases? \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026... \n[1 markah/mark] \n \n \n \n \n \n \n \n", "17 \n \n \n(c) \nJadual 7 menunjukkan ciri-ciri berbeza bagi beberapa model roket yang akan digunakan \noleh pihak NASA untuk ke Stesen Angkasa Antarabangsa. \nTable 7 shows the different characteristics of several rocket models that will be used \nby NASA to go to the International Space Station. \n \nModel roket  \nRocket model \nBilangan roket penggalak \nNumber of booster rockets \nKetumpatan roket \nDensity of rocket  \nP \n1 \nTinggi  \nHigh   \nQ \n2 \nRendah  \nLow  \nR \n1 \nRendah  \nLow \nJadual 7 \nTable 7 \n \nBerdasarkan Jadual 7, nyatakan ciri-ciri yang sesuai untuk membolehkan roket \nmenghasilkan pecutan yang tinggi dan dapat sampai di Stesen Angkasa Antarabangsa \nmengikut masa yang ditetapkan. Berikan sebab untuk kesesuaian ciri-ciri tersebut. \nBased on Table 7, state the suitable characteristics to enable the rocket to produce high \nacceleration and be able to reach the International Space Station on time. Give reasons \nfor the suitability of these characteristics. \n \n \n \n(i) \nBilangan roket penggalak \nNumber of booster rockets \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026... \nSebab \nReason  \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026... \n[2 markah/marks] \n \n \n \n(ii) \nKetumpatan roket \nDensity of rocket \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026... \nSebab \nReason  \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...  \n[2 markah/marks] \n \n \n", "18 \n \n \n(d) \nBerdasarkan jawapan dalam 7(c)(i) dan 7(c)(ii), pilih model roket yang paling sesuai \nuntuk menghasilkan pecutan yang tinggi dan dapat sampai di Stesen Angkasa \nAntarabangsa mengikut masa yang ditetapkan. \nBased on the answers in 7(c)(i) and 7(c)(ii), choose the most suitable rocket model to \nproduce high acceleration and be able reach the International Space Station on time. \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \n[1 markah/mark] \n \nTotal A7 \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n  9 \n", "19 \n \n8. \nRajah 8.1 menunjukkan satu sistem komunikasi yang melibatkan penghantaran terus isyarat \ngelombang elektromagnet dari stesen pemancar ke stesen penerima. \nDiagram 8.1 shows a communication system that involves the direct transmission of \nelectromagnetic wave signals from a transmitter station to a receiver station. \n \n \nRajah 8.1 \nDiagram 8.1 \n \n \n(a) \nApakah maksud gelombang elektromagnet? \nWhat is definition of electromagnetic wave? \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.............. \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.............. \n[1 markah/mark] \n \n \n(b) \nSatu gelombang mikro mempunyai panjang gelombang 3.0 \u00d710-2 m. Laju gelombang \ntersebut di dalam vakum ialah 3.0 \u00d7 108 m s-1. Hitungkan frekuensi gelombang ini. \nA microwave has wavelength of 3.0 \u00d7 10-2 m. The speed of the wave \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nin a vacuum is      \n3.0 \u00d7108 m s-1.Calculate the frequency of this wave. \n \n \n \n \n \n \n \n \n \n \n \n[2 markah/marks] \n", "20 \n \n \n(c) \nSatu stesen pemancar seperti dalam Rajah 8.1 ingin dibina di sebuah pulau di negeri \nSabah. Berikan cadangan berdasarkan aspek-aspek berikut supaya stesen pemancar \ntersebut dapat memancarkan isyarat dengan berkesan ke Semenanjung Malaysia. \nA transmitting station as in Diagram 8.1 wants to be built on an island in the state of \nSabah. Give reasons based on the following aspects so that the transmitter station can \ntransmit signals efficiently to Peninsular Malaysia. \n \n \n \n(i) \n \nJenis gelombang \nTypes of wave \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026... \nSebab \nReason  \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026... \n[2 markah/marks] \n \n \n \n(ii) \nFrekuensi \nFrequency  \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026... \nSebab \nReason  \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026... \n[2 markah/marks] \n \n \n \n(iii) \nKetinggian pemancar dan penerima \nHeight of transmitter and receiver \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026... \nSebab \nReason  \n \n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026... \n[2 markah/marks] \n \nTotal A8 \n \n \n \n \n \n \n  9 \n", "21 \n \nBahagian B \nSection B \n \n[20 markah/marks] \n \nBahagian ini mengandungi dua soalan. Jawab satu soalan. \nThis section consists of two question. Answer one question. \n \n9. \nRajah 9.1 menunjukkan sebuah cermin bintik buta yang dipasang pada cermin sisi kenderaan \nbagi pemandu untuk melihat sudut buta bagi mengurangkan kadar kemalangan. \nDiagram 9.1 shows a blind spot mirror installed on a side mirror of a vehicle for driver to \nview blind corner to reduce rate of accidents. \n \n \nRajah 9.1 \nDiagram 9.1 \n \n \n(a) \n \nApakah fenomena yang terlibat untuk pembentukan imej pada cermin? \nWhat phenomena involved in formation of image in mirror?  \n[1 markah/mark] \n \n \n \n(b) \n(i)    \nSalin Rajah 9.2 dan lengkapkan rajah sinar bagi cermin bintik buta yang  \ndigunakan. Tunjukkan di mana imej terbentuk. \nCopy Diagram 9.2 and complete the ray diagram for the blind spot mirror used. \nShow where the image is formed. \n \nRajah 9.2 \nDiagram 9.2 \n[3 markah/marks] \nCermin bintik buta \nBlind spot mirror \nCermin sisi kenderaan \nVehicle side mirror \n", "22 \n \n \n \n(ii)   \nNyatakan satu ciri bagi imej tersebut. \nState one characteristic of the image. \n[1 markah/mark] \n \n \n (c)  \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nSyarikat anda diberikan satu projek untuk memasang cermin keselamatan jalan raya di \nsepanjang jalan sebuah taman perumahan yang sibuk. \nJadual 9 menunjukkan spesifikasi empat cermin keselamatan jalan K, L, M dan N.  \nYour company was given a project to install road safety mirrors along the road of a busy \nhousing estate.  \nTable 9 shows the specifications of four road safety mirrors, K, L, M and N. \n \nCermin \nkeselamatan \njalan \nRoad safety \nmirror \nJenis cermin \nmelengkung \nType of \ncurved \nmirror \nDiameter \ncermin \nmelengkung \nDiameter of \ncurved mirror \nKedudukan \ncermin \nPosition of \nmirror \nBahan salutan \npemantul \nReflective \ncoating \nmaterial \nK \nCembung  \nConvex  \nKecil  \nSmall  \nRendah \nLow \nPemantul lemah \nWeak reflector \nL \nCekung  \nConcave \nBesar  \nBig  \nTinggi \nHigh  \nPemantul kuat \nStrong reflector \nM \nCembung  \nConvex \nBesar  \nBig \nTinggi \nHigh \nPemantul kuat \nStrong reflector \nN \nCekung  \nConcave \nKecil  \nSmall \nRendah \nLow \nPemantul lemah \nWeak reflector \nJadual 9 \nTable 9 \n \nKaji spesifikasi dan justifikasi setiap aspek. Pilih cermin keselamatan jalan yang paling \nsesuai.  \nAnda perlu menyakinkan pelanggan dengan memberi mereka alasan mengapa mereka \nharus memilih cermin keselamatan jalan yang dicadangkan. \nStudy the specifications and justification of each aspect. Choose the most suitable road \nsafety mirror.  \nYou have to convince the customer by giving them reason why they should choose the \nsuggested road safety mirror. \n[10 markah/marks] \n \n \n \n \n \n \n \n \n", "23 \n \n \n(d) \n \nRajah 9.3 menunjukkan sebuah cermin keselamatan dalam sebuah kedai runcit.  \nDiagram 9.3 shows a safety mirror in a grocery store.  \n \n \nRajah 9.3 \nDiagram 9.3 \n \n \n \n(i) \nJelaskan bagaimana imej boleh terbentuk oleh cermin tersebut.  \nExplain how an image can be formed by the mirror. \n[3 markah/marks] \n \n \n \n(ii) \nSekiranya jenis cermin keselamatan itu digantikan dengan satu cermin cekung, \napakah perubahan yang akan berlaku? \nIf the type of safety mirror is replaced with a concave mirror, what changes will \nbe happened? \n[2 markah/marks] \n \n", "24 \n \n10. Rajah 10.1 menunjukkan satu magnet bar yang diletakkan di atas satu troli. Troli itu bergerak \ndengan satu halaju malar di atas landasan licin ke dalam satu solenoid yang bersambung \nkepada galvanometer. \nDiagram 10.1 shows a bar magnet attached on a trolley. The trolley moves with a constant \nvelocity on a smooth runway into a solenoid which is connected to a galvanometer.  \n \n \nRajah 10.1 \nDiagram 10.1 \n \n \n \n(a) \nApakah yang dimaksudkan dengan aruhan elektromagnet? \nWhat is the meaning of electromagnetic induction?  \n[1 markah/mark] \n \n \n(b) \nBerdasarkan Rajah 10.1, apakah yang berlaku ke atas penunjuk galvanometer apabila \ntroli bergerak ke dalam solenoid? Terangkan jawapan anda. \nBased on Diagram 10.1, what happens to the pointer of galvanometer when the trolley \nmoves into the solenoid? Explain your answer.  \n[4 markah/marks] \n \n(c) \nRajah 10.2 menunjukkan satu penjana arus ulang alik yang digunakan untuk  \nmembekalkan arus ulang alik.  \nDiagram 10.2 shows an alternating current generator used to supply alternating \ncurrent. \n \n \nRajah 10.2 \nDiagram 10.2 \n", "25 \n \nJadual 10 menunjukkan ciri-ciri bagi suatu penjana arus ulang alik. \nTable 10 shows the characteristics of an alternating current generator. \n \nPenjana \nGenerator \nKekuatan \nmagnet \nMagnetic \nstrength \nBentuk \nmagnet \nMagnetic \nshape \nBilangan lilitan \ngegelung \nNumber of \nturns of coil \nDiameter dawai \npada gegelung \nDiameter of wire \non the coil \nQ \nLemah \nweak \nRata \nflat \nSedikit \nless \nKecil \nsmall \nR \nLemah \nweak \nCekung \nconcave \nSedikit \nless \nBesar \nbig \nS \nKuat \nstrong \nRata \nflat \nSedikit \nless \nKecil \nsmall \nT \nKuat \nstrong \nCekung \nconcave \nBanyak \nmore \nBesar \nbig \nU \nKuat \nstrong \nRata \nflat \nBanyak \nmore \nBesar \nbig \nJadual 10 \nTable 10 \n \nTerangkan kesesuaian setiap ciri-ciri dalam Jadual 10 bagi menghasilkan penjana yang \nberupaya memberikan arus aruhan yang paling tinggi, dan seterusnya tentukan penjana \nmana yang paling sesuai untuk digunakan. Beri sebab untuk pilihan anda.  \nExplain the suitability of each of the characteristics in Table 10 to produce a generator \nwhich can provide the highest induced current, and then determine which generator is \nmost suitable to use. Give reasons for your choice. \n \n \n \n[10 markah/marks] \n \n \n(d) \nRajah 10.3 menunjukkan sebuah transformer dengan sebuah mentol di terminal \noutputnya. Mentol itu menyala dengan kecerahan normal.  \nDiagram 10.3 shows a transformer with a bulb at its output terminal. The bulb lights \nup with normal brightness. \n \n \n                                                       NP                    NS = 150 \nRajah 10.3 \nDiagram 10.3 \n", "26 \n \n \n \n(i) \nHitungkan nilai arus output, Is \nCalculate the value of output current, Is. \n \n \n \n \n(ii) \nTentukan nilai lilitan gegelung primer, Np. \nDetermine the number of turns of the primary coil, Np \n \n \n \n \n(iii) Hitung kecekapan transformer itu. \nCalculate the efficiency of the transformer. \n[5 markah/marks] \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n", "27 \n \nBahagian C \nSection C \n \n[20 markah/marks] \n \nJawab semua soalan daripada bahagian ini. \nAnswer all questions from this section. \n \n11. \nRajah 11.1 menunjukkan satu aktiviti yang mengkaji sistem hidraulik ringkas di makmal \nFizik. \nDiagram 11.1 shows an activity that studies a simple hydraulic system in a Physics lab. \n \n \nRajah 11.1 \nDiagram 11.1 \n \n \n(a) \nApakah sistem hidraulik? \nWhat is hydraulic system?  \n[1 markah/mark] \n \n \n(b)  Berdasarkan Rajah 11.1, bandingkan luas permukaan omboh picagari A dengan \nomboh picagari B, daya yang bertindak ke atas omboh picagari A dengan omboh \npicagari B, tekanan di permukaan air di dalam picagari A dengan picagari B. \nHubungkaitkan luas permukaan dengan  daya yang bertindak pada omboh tersebut. \nNamakan prinsip fizik yang digunakan dalam sistem hidraulik ini.  \nBased on Diagram 11.1, compare the surface area of the piston of the syringe A \nwith the piston of the syringe B, the force acting on the piston of syringe A with \npiston of syringe B, the pressure on the surface of the water inside the syringe A \nwith the syringe B. Relate the surface area with the force acting on the piston. Name \nthe principle of physics used in this hydraulic system. \n [5 markah/marks] \n \nPemberat \nLoad \nPemberat \nLoad \nOmboh picagari A \nSyringe piston A \nOmboh picagari B \nSyringe piston B \nAir \nWater \nKaki retort \nRetort stand \n", "28 \n \n(c) \nRajah 11.2 menunjukkan sebuah kerusi untuk kegunaan rawatan gigi.  \nDiagram 11.2 shows a chair for dental treatment. \n \nRajah 11.2 \nDiagram 11.2   \n \nTerangkan bagaimana kerusi ini dapat dinaikkan.  \nExplain how this chair can be lifted up.  \n[4 markah/marks] \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n", "29 \n \n(d) \nRajah 11.3 menunjukkan sistem brek hidraulik dalam sebuah kereta   \nDiagram 11.3 shows a hydraulic brake system in a car.  \n \n \nRajah 11.3 \nDiagram 11.3 \n \nMenggunakan pengetahuan anda mengenai sistem hidraulik, cadangkan dan \nterangkan pengubahsuaian yang perlu dibuat pada sistem tersebut agar sistem brek \nini boleh berfungsi dengan lebih efektif. \nNyata dan terangkan cadangan anda berdasarkan sifat bendalir brek, saiz omboh dan \njenis bahan yang digunakan untuk paip penghantaran.  \nUsing your knowledge of hydraulic systems, suggest and explain the modifications \nthat need to be made to the system so that it can work more effectively. \nState and explain your recommendations based on the properties of the brake fluid, \nthe size of the piston and the type of material used for the transmission pipe. \n \n[10 markah/marks] \n \n \n \n \n \n \n \n \n \n \n \n \nKERTAS PEPERIKSAAN TAMAT \nEND OF QUESTION PAPER \nTayar \nTyre \nOmboh induk \nMaster piston \nOmboh kedua \nSecond piston \nBendalir brek \nBrake fluid \nPaip penghantaran \nTransmission pipe \nKasut brek \nBrake shoes \nRoda \nWheel  \n", "1 \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nUJIAN DIAGNOSTIK 3 SPM 2022 \nFIZIK \nKertas 2 \nPeraturan Pemarkahan \n \nNovember \n \n4531/2(PP) \n \n \n \n \nUNTUK KEGUNAAN PEMERIKSA SAHAJA \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nFIZIK KERTAS 2 (4531/2) \n \nLOGO SEKOLAH \nNAMA SEKOLAH \nALAMAT SEKOLAH \n \n", "2 \n \nBAHAGIAN A \nNO SOALAN \nSKEMA JAWAPAN \nMARKAH \n1. \n(a)  \n \n \ntindak balas pembelahan nukleus \nnucleus fission reaction \n\u221a \ntindak balas pelakuran nukleus \nnucleus fusion reaction \n \n1 \n(b) \n\u2022 Rod kawalan / Control rod \n\u2022 Moderator / Moderator \n1 \n1 \n(c) \nTenaga haba / Heat energy \n1 \nJUMLAH \n4 \n2. \n(a)  \n(i)  F = \n\ud835\udc3a\ud835\udc40\ud835\udc38\ud835\udc5a\n\ud835\udc452  \n \n(ii) F = \n\ud835\udc3a\ud835\udc40\ud835\udc40\ud835\udc5a\n\ud835\udc5f2\n \n \n1 \n \n \n1 \n \n(b) \n\ud835\udc3a\ud835\udc40\ud835\udc38\ud835\udc5a\n\ud835\udc452  = \n\ud835\udc3a\ud835\udc40\ud835\udc40\ud835\udc5a\n\ud835\udc5f2\n \n   \n   r2       = \n\ud835\udc40\ud835\udc40\ud835\udc452\n\ud835\udc40\ud835\udc38 \n             = (MM)(3.5 x 108 m)2/81MM \n      \n      r         =    \u221a1.51 \ud835\udc65 1015 m \n \n       r     =   38858718.46 m  \n \n \n \n \n \n \n1 \n \n1 \n1 \nJUMLAH \n5 \n3. \n(a)  \nSilikon / Germanium / Galium arsenida \nSilicone / Germanium / Galium arsenide \n1 \n(b) \n\u2022 Tiada aliran arus dalam litar P / No current flows in circuit P // \nArus mengalir dalam litar Q / Current flows in circuit Q. \n\u2022 Diod di litar P secara pincang songsang / \nDiode in circuit P is connected in reverse biased // \nDiod di litar Q secara pincang depan / \nDiode in circuit Q is connected in forward biased  \n1 \n \n1 \n(c) \nMembenarkan arus mengalir pada satu arah sahaja. \nTo allow current to flow in one direction only.  \n1 \n \n(d) \n\u2022 \nLitar tersebut mempunyai empat diod disambung untuk \nmembentuk rektifier tetimbang \nThe circuit has four diodes connected to form a bridge rectifier \n1 \n \n \n", "3 \n \n\u2022 \nRektifier tetimbang menukarkan a.u. kepada a.t bagi kedua-\ndua kitar separuh voltan input a.u. \nBridge rectifier converts a.c. to d.c. for both half-cycle of the \ninput a.c. voltage. \n1 \nJUMLAH \n6 \n4 \n(a) \nTenaga yang dibekalkan atau kerja yang dilakukan oleh satu sumber \nelektrik untuk menggerakkan 1 C cas dalam satu litar lengkap. \nThe energy transferred or work done by an electrical source to \nmove one coulomb of charge in a complete circuit. \n1 \n(b) \nX \n1 \n(c) \n(i) \n \nM1 E = pintasan-y (tunjukkan pada graf) /  \ny-intercept (show on the graph) \nM2 E = 11.0 V \n1 \n1 \n(ii) \nM1: r = 9 \u2013 3  \n             8 \u2013 2  \nM2:   = 1 \u03a9 \n1 \n \n1 \n(d) \nM1:  Litar susunan sel kering secara selari/4.3(b) menyala lebih \ncerah   \n         Circuit arrangement of dry cells in parallel/4.3(b) lights up \nbrighter. \nM2: 2 bateri secara selari mempunyai dge yang sama dengan  \n 2 sel kering secara sesiri.   \n 2 dry cells in parallel has the same emf as 2 dry cells in series. \nM3:  Rintangan dalam berkesan bagi susunan sel kering selari  \n berkurang.  \n Effective internal resistance in parallel decreases. \nM4: Arus besar mengalir dalam litar. \n        Larger current flows in the circuit.   \n \n1 \n \n1 \n \n \n1 \n \n \n1 \n \n \n \nMaks 3 \nJUMLAH \n9 \n5 \n(a) \nHaba ialah satu bentuk tenaga \nHeat is a form of energy \n1 \n \n(b) \n(i) \n5.2 > 5.1 \n1 \n(ii) \n5.2 > 5.1 \n1 \n(iii) \n5.2 > 5.1 \n1 \n(c) \n(i) \n \nSuhu berkadar terus dengan haba \nTemperature is directly proportional to heat \n1 \n \n(ii) \nSuhu berkadar terus dengan isi padu \nTemperature is directly proportional to volume \n1 \n \n(d) \nHukum Charles \nCharles\u2019 law \n1 \n", "4 \n \n(e) \nV1 = 0.24  V2 = ?     \nT1 = 27 + 273 = 300 K    T2 = 80 + 273 = 353 K \n \nM1:  V1/T1 = V2/T2 = 0.24/300 = V/353 \nM2:  0.2824 m3 \n \n \n \n1 \n1 \nJUMLAH \n9 \n6 \n(a) \nLeraian daya ialah proses memisahkan daya kepada dua komponen \nResolution of forces is the process of resolving a force into two \ncomponents. \n1 \n \n \n(b) \n \n \n \n \n1 \n \n \n \n \n \n \n \n \n1 \n \n \n \n \n \n(c) \n(i) \nRajah 6.1: menolak / push //  Rajah 6.2: tarik / pull \n1 \n(ii) \nRajah 6.1: FY ke bawah / downward  //  \nRajah 6.2: FY ke atas / upward \n1 \n \n(iii) \nRajah 6.1: F = W + FY  bertambah / increases // \nRajah 6.2: F = W \u2013 FY  berkurang / decreases \n1 \n \n(d) \nBila daya menegak FY ke bawah, daya bersih bertambah. \nWhen vertical force FY downward, the net force increases. \n1 \n \n(e) \nKaedah menolak (Rajah 6.1), daya paduan ke bawah lebih besar. \nPushing method (Diagram 6.1), the downward net force bigger. \nRumput lebih padat dan mudah dipotong. \nThe grass is compressed so can be easily cut. \n1 \n \n1 \n \nJUMLAH \n9 \n \n \n \n \n \n \n \n", "5 \n \n7 \n(a) \nHasil darab jisim dengan halaju / jisim x halaju \nThe product of mass and velocity / mass x velocity \n1 \n(b) \n(i) \np = mv \n    = (78000)(4600) \n    = 3.588 x 108 kgms-1 \n \n1 \n1 \n(ii) \nBerkurang / Decrease \n1 \n(c) \n(i) \n \nBilangan roket penggalak : Banyak  \nNumber of booster rockets: More \nSebab / Reason: \nMeningkatkan daya tujah / Meningkatkan momentum \nIncreased thrust / Increase momentum \n1 \n \n \n1 \n \n(ii) \nKetumpatan roket: Rendah  \nDensity of rocket: Low \n Sebab / Reason: \nMengurangkan berat / Ringan \nReduce weight / Light \n1 \n \n \n1 \n \n(d) \nQ \n1 \nJUMLAH \n9 \n8 \n(a) \nGelombang elektromagnet dihasilkan daripada medan elektrik dan \nmedan magnet yang berayun secara serenjang dengan satu sama lain \nElectromagnetic waves are made up of an electric field and a \nmagnetic field that oscillate perpendicular to each other \n1 \n(b) \n  f = v/\u03bb \n    = 3.0 \u00d7 108 / 3.0 \u00d7 10-2 m \n    = 1 \u00d7 1010  Hz             \n \n1 \n1 \n(c) \n(i) \n \nJenis gelombang : Gelombang mikro  \nTypes of waves : Microwave \n \nSebab / Reason:  \nTidak memerlukan medium untuk merambat / boleh \nmerambat dalam jarak jauh / frekuensi tinggi / tenaga tinggi \nDoes not require a medium to propagate / can propagate \nover long distances / high frequency / high energy \n \n1 \n \n \n \n1 \n(ii) \nFrekuensi : Tinggi  \nFrequency : High \n \nSebab / Reason:  \nTenaga tinggi / kuasa penembusan tinggi \nHigh energy / high penetration power \n1 \n \n \n \n1 \n(iii) \nKetinggian pemancar dan penerima: Tinggi \nHeight of transmitter and receiver:High  \n \nSebab / Reason:  \nTiada halangan / No obstacles \n1 \n \n \n1 \nJUMLAH \n9 \n", "6 \n \nBAHAGIAN B \nNO  \nSKEMA JAWAPAN \nMARKAH \n9 \n(a) \nPantulan cahaya / reflection of light \n1 \n(b) \n(i) \n \n \n\u2022 \nSinar cahaya selari dengan paksi utama, dipantul seolah-olah \nberpunca dari F \nRays parallel to the main axis, reflected as if from F. \n\u2022 \nSinar menuju F, dipantul selari dengan paksi utama. \nRays towards F, reflected parallel to the principal axis \n\u2022 \nImej terbentuk \nImage formed \n \n \n \n \n \n \n \n \n \n1 \n \n \n1 \n \n1 \n \n(ii)   Diperkecil / tegak / maya \nDiminished / upright / virtual \n1 \n \n(c) \n \nM1 \n- \nCermin cembung \nConvex mirror \nM2 \n- \nMedan penglihatan lebih luas \nWider field of vision \nM3 \n- \nDiameter cermin - besar \nDiameter of mirror \u2013 big \nM4 \n- \nMemerangkap lebih banyak cahaya / imej lebih cerah \nTrap more light / brighter image \nM5 \n- \nKedudukan cermin \u2013 tinggi \nPosition of mirror \u2013 high \nM6 \n- \nTiada halangan objek tinggi \nNo high object obstacles \nM7 \n- \nBahan salutan pemantul \u2013 kuat \nReflective coating material \u2013 strong \nM8 \n- \nHasilkan pantulan lebih baik // imej lebih tajam \nProduce better reflection // sharper image  \nM9 \n- \nPilih cermin keselamatan M \nChoose safety mirror M \nM10 \n- \nkerana cermin cembung, diameter cermin besar, \nkedudukan  cermin tinggi, bahan salutan pemantul kuat. \nbecause of convex mirror, big mirror diameter, high \nmirror position, strong reflective coating material. \n \n \n \n1 \n \n1 \n \n1 \n \n1 \n \n1 \n \n1 \n \n1 \n \n1 \n \n1 \n \n \n1 \n \n \n \n \n", "7 \n \n \n(d) \n(i) \n \n \n\u2022 \nSatu sinar selari dengan paksi utama \nA ray is parallel to the principal axis \n\u2022 \nSatu sinar lagi melalui pusat kelengkungan, C. \nAnother ray passes through the center of curvature, C \n\u2022 \nEkstrapolasi dua sinar pantulan dan persilangan hasilkan \nimej. \nExtrapolation of the two reflected rays and their intersection    \nproduces an image. \n \n1 \n \n1 \n \n \n1 \n \n \n \n(ii)   \u2022 \nImej songsang dihasilkan  \nAn inverted image is produced \n\u2022 \nSaiz imej bergantung kepada kedudukan objek dari cermin, \ntidak boleh menganggar kedudukan/jarak dengan tepat \nSize of image depends on the position of the object from \nmirror cannot estimate the position/distance accurately. \n\u2022 \nMedan penglihatan yang kecil  \nSmaller view of vision \n1 \n \n1 \n \n \n \n1 \nMaks 2 \n \n \nJUMLAH \n20 \n10 \n(a) \nPenghasilan d.g.e. aruhan merentasi suatu konduktor apabila terdapat \ngerakan relatif antara konduktor itu dengan suatu medan magnet / \nPenghasilan d.g.e. aruhan merentasi suatu konduktor apabila konduktor \nitu berada di dalam medan magnet yang berubah / pemotongan fluks \nmagnet  \nThe production of an induced e.m.f. in a conductor when there is relative  \nmotion between the conductor and a magnetic field / \nThe production of an induced e.m.f. in a conductor  when the conductor \nis in a changing magnetic field / cutting of magnetic flux \n1 \n \n \n \n \n \n \n \n \n \n(b) \nM1  Penunjuk galvanometer terpesong \n        Galvanometer pointer deflects  \nM2  Apabila magnet bar digerakkan ke arah solenoid, pemotongan \n        fluks magnet / pemotongan garisan medan magnet \n        When bar magnet is moved towards the solenoid, cutting    \n        magnetic flux / cutting of magnetic field lines  \nM3  D.g.e teraruh dalam solenoid \n        E.m.f is induced in the solenoid.  \nM4  Arus aruhan mengalir dalam litar melalui galvanometer \n         Induced current flows in the circuit through galvanometer \n \n1 \n \n1 \n \n \n \n1 \n \n1 \n \n \n \n \n \n", "8 \n \n \n(c) \n \nCiri-Ciri \nCharacteristics \nPenerangan  \nExplanation \nKekuatan Magnet - kuat \nMagnetic strength - strong \nkekuatan medan magnet tinggi // \nfluks magnet banyak/padat \nHigh magnetic field strength// \nproduces more magnetic flux \nBentuk magnet - cekung \nMagnetic shape - concave \n \nmenghasilkan medan magnet \nberjejarian// pemotongan medan \nmagnet yang maksimum.//  \nproduces a radial shaped magnetic \nfield // maximum cutting of magnetic \nfield  \nBilangan lilitan gegelung - \nbanyak \nNumber of turns of coil - \nmore \nkadar pemotongan fluks magnet \ntinggi // kekuatan medan magnet \ntinggi // fluks magnet banyak/padat \nrate of cutting magnetic flux is high \n// high magnetic field strength \n//produce more magnetic flux \nDiameter dawai pada \ngegelung - besar \nDiameter of wire on coil - \nbig \n \nlebih banyak fluks magnet dapat \ndipotong// menghasilkan d.g.e \naruhan yang tinggi \ncut more magnetic flux// produced \nhigh induced e.m.f \nPilih T \nChoose T \nKekuatan medan magnet kuat, \nbentuk magnet cekung, bilangan \nlilitan gegelung banyak dan diameter \ndawai pada gegelung besar. \nStrong of the magnetic field, the \nshape of the magnet is concave, the \nnumber of turns of coil is more, the \ndiameter of the wire on the coil big. \n \n \n \n \n \n \n1,1 \n \n \n \n \n1,1 \n \n \n \n \n \n \n1.1 \n \n \n \n \n \n1,1 \n \n \n \n \n \n1,1 \n \n \n \n \n \n(d) \n(i)   VsIs =24 \n     12\u00d7Is =24 / Is = 2.0 A \n \n1 \n \n \n(ii)  M1 \u2013 (240) (150) / 12 \n       M2 \u2013 3000 \n \n1 \n1 \n \n \n(iii) M1 \u2013 [(24) / (0.125) (240)] (100%) \n       M2 \u2013 80 % \n \n1 \n1 \n \n \nJUMLAH \n20 \n \n \n", "9 \n \nBAHAGIAN C \nNO  \nSKEMA JAWAPAN \nMARKAH \n11. (a) Sistem hidraulik ialah sistem yang menggunakan cecair untuk \nmemindahkan tekanan.    \nA hydraulic system is a system that uses fluids to transfer pressure. \n1 \n \n \n \n(b) \u2022 \nLuas permukaan omboh picagari A lebih kecil berbanding omboh \npicagari B. \nThe surface area of syringe piston A is smaller than syringe piston \nB \n\u2022 \nDaya yang bertindak ke atas omboh picagari A kecil berbanding \ndaya yang bertindak ke atas omboh picagari B  \nThe force acting on the piston of syringe A is smaller compared to \nthe force acting on the piston of syringe B \n\u2022 \nTekanan di permukaan air di dalam picagari A dan picagari B \nadalah sama. \nThe pressure on the water surface in syringe A and syringe B is the \nsame. \n\u2022 \nSemakin bertambah luas permukaan, semakin bertambah daya yang \nbertindak \nThe greater the surface area, the greater the acting force \n\u2022 \nPrinsip Pascal \nPascal's principle \n1 \n \n \n \n1 \n \n \n \n1 \n \n \n \n1 \n \n \n \n1 \n(c) \u2022 \nPedal ditekan ke bawah \nThe pedal is pressed down \n\u2022 \nTekanan dikenakan pada cecair  \nPressure exerted on a liquid \n\u2022 \nTekanan dipindahkan secara seragam  \nPressure is transferred uniformly \n\u2022 \nDaya yang besar akan dihasilkan pada omboh besar. \nA large force will be produced on a large piston \n1 \n \n1 \n \n1 \n \n1 \n \n", "10 \n \n \n(d) \n \nPengubahsuaian  \nModifications  \nPenerangan  \nExplanation \nBendalir brek  yang mempunyai \ntakat didih tinggi  \nBrake fluid that has a high boiling \npoint \n \nTidak mudah tersejat \nNot easy to evaporate \nBendalir brek mempunyai \nketumpatan rendah  \nBrake fluid has a low density \nLebih ringan \nLighter \n \nOmboh utama luas permukaan \nkecil \nThe main piston has a small \nsurface are \n \nUntuk menghasilkan tekanan \nyang lebih besar \nTo produce greater pressure \nOmboh kedua luas permukaan \nbesar \nThe second piston has a large \nsurface area \n \nUntuk menahan daya yang \nbesar \nTo withstand great force \nPaip penghantaran menggunakan \npaip keluli \nThe transmission pipe uses steel \npipe \n \nSupaya lebih kuat dan tidak \nmudah patah \nIt is stronger and not easy to \nbreak \n \n \n \n \n \n \n1.1 \n \n \n \n1,1 \n \n \n \n1,1 \n \n \n \n1,1 \n \n \n \n \n1,1 \n \nJUMLAH \n20 \n \n \n \n \n \n \n"], "qa": [{"question": "(ii)   \nNyatakan satu ciri bagi imej tersebut. \nState one characteristic of the image. \n[1 markah/mark] \n\n\n (c)  \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nSyarikat anda diberikan satu projek untuk memasang cermin keselamatan jalan raya di \nsepanjang jalan sebuah taman perumahan yang sibuk. \nJadual 9 menunjukkan spesifikasi empat cermin keselamatan jalan K, L, M dan N.  \nYour company was given a project to install road safety mirrors along the road of a busy \nhousing estate.  \nTable 9 shows the specifications of four road safety mirrors, K, L, M and N. \n\nKaji spesifikasi dan justifikasi setiap aspek. Pilih cermin keselamatan jalan yang paling \nsesuai.  \nAnda perlu menyakinkan pelanggan dengan memberi mereka alasan mengapa mereka \nharus memilih cermin keselamatan jalan yang dicadangkan. \nStudy the specifications and justification of each aspect. Choose the most suitable road \nsafety mirror.  \nYou have to convince the customer by giving them reason why they should choose the \nsuggested road safety mirror. \n[10 markah/marks] \n\n\n\n\n\n\n\n", "A": "K", "B": "L", "C": "M", "D": "N", "answer": "(ii)   Diperkecil / tegak / maya \nDiminished / upright / virtual \n\n(c)\nM1 \n- \nCermin cembung \nConvex mirror \nM2 \n- \nMedan penglihatan lebih luas \nWider field of vision \nM3 \n- \nDiameter cermin - besar \nDiameter of mirror \u2013 big \nM4 \n- \nMemerangkap lebih banyak cahaya / imej lebih cerah \nTrap more light / brighter image \nM5 \n- \nKedudukan cermin \u2013 tinggi \nPosition of mirror \u2013 high \nM6 \n- \nTiada halangan objek tinggi \nNo high object obstacles \nM7 \n- \nBahan salutan pemantul \u2013 kuat \nReflective coating material \u2013 strong \nM8 \n- \nHasilkan pantulan lebih baik // imej lebih tajam \nProduce better reflection // sharper image  \nM9 \n- \nPilih cermin keselamatan M \nChoose safety mirror M \nM10 \n- \nkerana cermin cembung, diameter cermin besar, \nkedudukan  cermin tinggi, bahan salutan pemantul kuat. \nbecause of convex mirror, big mirror diameter, high \nmirror position, strong reflective coating material."}]}
 {"id": 445, "uuid": "gpoeo0", "name": "Percubaan SPM Fizik", "description": "Putrajaya 2022", "details": "Kertas 1", "type": "exam", "form": -4, "year": 2022, "price": "0", "downloadCount": 2583, "totalQuestions": 40, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/a2906847-d077-4842-bb7a-978bfb600b98.pdf", "pdfLinkPreview": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/149a4d25-a37c-444e-85dd-80b5439ae2f8.pdf", "isDraft": false, "isPremium": false, "thumbnail": "PERCUBAAN", "createdAt": "2023-01-19T01:01:49Z", "updatedAt": "2024-01-02T01:52:42Z", "collection": null, "paperGenerated": null, "subject": {"id": 11, "uuid": "physics", "name": "Physics", "languages": ["malay", "english"], "subjectTypes": ["upper-form"], "isAvailLowerForm": false, "isAvailUpperForm": true, "isAvailElementary": false, "isNoLevel": null, "createdAt": "2021-06-15T07:03:27Z", "updatedAt": "2021-06-15T07:03:27Z"}, "user": {"id": 18, "firstName": "Mohd Azmi", "lastName": "Hutbah", "email": "azmihut94@gmail.com", "school": "mjsc", "avatar": null, "phoneNumber": "+60148556849", "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2021-05-07T02:23:40Z", "updatedAt": "2022-06-28T08:17:55Z"}, "course": null, "local_filename": "mysoalan.com-pdf/a2906847-d077-4842-bb7a-978bfb600b98.pdf", "texts": ["4531/1 \nSULIT \n4531/1 @ 2022 HakCipta Terpelihara Panitia Fizik Sek Men WP Putrajaya \n[Lihat Halaman Sebelah \nSULIT \n1 \n \n \n \n \n1 \nAntara yang berikut, yang manakah kuantiti vektor? \nWhich of the following is a vector quantity? \n \nA \nTenaga \nEnergy \nC \nDaya \nForce \n \nB \nJisim \nMass \nD \nLaju \nSpeed \n \n \n \n \n \n2 \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nRajah 1 menunjukkan sebiji mangga jatuh dari sebatang pokok. \nDiagram 1 shows a mango falling from a tree. \n \n \nRajah 1 \nDiagram 1 \n \nA \n \nC \n \n \nB \n \nD \n \n \n \n \n \n \n", "4531/1 \nSULIT \n4531/1 @ 2022 HakCipta Terpelihara Panitia Fizik Sek Men WP Putrajaya \n[Lihat Halaman Sebelah \nSULIT \n2 \n \n \n3 \nManakah antara berikut mempunyai inersia yang paling kecil? \nWhich of the following have a very small inertia? \n \n \n  \n \n   \n \n \n  \n \n \n \n1.8 kg Arnab  \n \n \n \n1350 g Kuali \n \n \n1.8 kg Rabbit  \n \n \n \n1350 g Pan \n \n \n  \n \n \n \n850 g Spanar   \n \n \n1.25 kg Mikroskop  \n  \n \n850 g Spanar  \n \n \n1.25 kg Microscope \n \n4 \nRajah 2 menunjukkan dua orang budak melancarkan sebuah roket air.  \nDiagram 2 shows two boys launching a water rocket. \n \n \nRajah 2 \nDiagram 2 \n \n \n \nA. \nC. \n \nB. \nD. \n", "4531/1 \nSULIT \n4531/1 @ 2022 HakCipta Terpelihara Panitia Fizik Sek Men WP Putrajaya \n[Lihat Halaman Sebelah \nSULIT \n3 \n \n \n \nPrinsip fizik yang diaplikasikan adalah ...  \nThe physics principle applied is ... \n \nA \nkonsep inersia  \nconcept of inertia \nC \nprinsip keabadian tenaga  \nprinciple of conservation of energy \n \nB \nkeseimbangan daya  \nequilibrium of forces \nD \nprinsip keabadian momentum  \nprinciple of conservation of momentum \n \n \n \n \n \n5 \nRajah 3 menunjukkan seorang atlet membengkokkan kakinya ketika mendarat dalam  \nacara lompat jauh.  \nDiagram 3 shows an athlete bending his legs when landing in a long jump event.  \n \n \nRajah 3 \nDiagram 3 \n \nMengapa atlet tersebut harus membengkokkan kakinya?  \nWhy does the athlete need to bend his legs? \n \nI \nUntuk mengurangkan impuls  \nTo reduce the impulse \n \nII \nUntuk mengurangkan daya impuls  \nTo reduce impulsive force \n \nIII \nUntuk menambah masa ketika di udara  \nTo increase the time in the air \n \nIV \nUntuk mendapat jarak paling maksimum  \nTo get maximum distance \n \n \n \n \nA \nI dan II \nC \nII dan III \n \nB \nI dan IV  \nD \nIII dan IV \n \n \n \n \n \n \n \n", "4531/1 \nSULIT \n4531/1 @ 2022 HakCipta Terpelihara Panitia Fizik Sek Men WP Putrajaya \n[Lihat Halaman Sebelah \nSULIT \n4 \n \n \n6 \nGraf 1 menunjukkan hubungan antara daya graviti dan jisim untuk objek berhampiran \ndengan permukaan bumi. \nGraph 1 shows the relationship between gravitational force and mass for objects near to \nearth surface.  \n \n \nGraf 1 \nGraph 1 \n \nKecerunan graf mewakili  \nGradient of graph represent \n \nA \nPecutan disebabkan daya graviti  \nAcceleration due to gravitational force \nC \nBerat objek  \nObject weight \n \nB \nPemalar Kegravitian Semesta  \nUniversal Gravitational Constant \nD \nMomentum objek  \nObject momentum \n \n \n \n \n \n7 \nRajah 4 menunjukkan sebuah planet berjisim m, bergerak dalam satu orbit membulat \nberjejari, r mengelilingi matahari berjisim, M. Planet itu mengambil tempoh Orbit, T untuk \nmembuat satu putaran lengkap.  \nDiagram 4 shows a planet of mass m, moves in a circular orbit of radius r around the sun \nof mass, M. The planet takes Orbital Period, T to complete one revolution. \n \n \n \n \n", "4531/1 \nSULIT \n4531/1 @ 2022 HakCipta Terpelihara Panitia Fizik Sek Men WP Putrajaya \n[Lihat Halaman Sebelah \nSULIT \n5 \n \n \n \nRajah 4 \nDiagram 4 \n \n \nAntara yang berikut, yang manakah menunjukkan hubungan yang betul antara T  \ndengan m, M, r?  \nWhich of the following shows the correct relationship between T and m, M, r? \n \nA \nT \u03b1 m2 \nC \nT \u03b1 r3 \n \nB \nT \u03b1 Mm \nD \nT2 \u03b1 r3 \n \n \n \n \n \n8 \nRajah 5 menunjukkan pelancaran sebuah roket ke angkasa lepas. \nDiagram 5 shows the launch of a rocket into space. \n \n \nRajah 5 \nDiagram 5 \n \n \n \n \n \n \n", "4531/1 \nSULIT \n4531/1 @ 2022 HakCipta Terpelihara Panitia Fizik Sek Men WP Putrajaya \n[Lihat Halaman Sebelah \nSULIT \n6 \n \n \n \nBerapakah halaju minimum yang diperlukan oleh roket itu supaya dapat dilancarkan ke \nangkasa lepas? \n[Diberikan bahawa M = 5.97 \u00d7 1024 kg, G = 6.67 \u00d7 10-11 N m2 kg-2 dan R = 6.37 \u00d7 106 m] \nWhat is the minimum velocity required by the rocket to be launched into outer space? \n[Given that M = 5.97 \u00d7 1024 kg, G = 6.67 \u00d7 10-11 N m2 kg-2 and R = 6.37 \u00d7 106 m] \n \nA \n2.03 \u00d7 103 m s-1 \nC \n2.44 \u00d7 104 m s-1 \n \nB \n1.12 \u00d7 104 m s-1 \nD \n1.12 \u00d7 105 m s-1 \n \n \n \n \n \n9 \nApakah konsep yang digunakan dalam pengukuran suhu kopi menggunakan termometer? \nWhat is the concept used in measuring the temperature of coffee using a thermometer? \n \nA \nPerolakan terma \nThermal convection \nC \nHaba pendam tentu \nSpecific latent heat \n \nB \nMuatan haba tentu \nSpecific heat capacity \nD \nKeseimbangan terma \nThermal equilibrium \n \n10 \nSejenis bahan dipanaskan pada kadar yang tetap. Bahan tersebut berubah daripada pepejal \nmenjadi cecair, dan kemudian gas. Graf 2 menunjukkan bagaimana suhunya berubah \nterhadap masa.  \nA substance is heated at a steady rate. It changes from solid to a liquid, and then to a gas. \nGraph 2 shows how its temperature changes with time. \n \n \nGraf 2 \nGraph 2 \n \n \n \n \n \n", "4531/1 \nSULIT \n4531/1 @ 2022 HakCipta Terpelihara Panitia Fizik Sek Men WP Putrajaya \n[Lihat Halaman Sebelah \nSULIT \n7 \n \n \n \nBahagian proses yang manakah melibatkan haba pendam tentu pengewapan? \nWhich section of the process involves the specific latent heat of vaporisation? \n \nA \nBahagian P \nSection P \nC \nBahagian R \nSection R \n \nB \nBahagian Q \nSection Q \nD \nBahagian S \nSection S \n \n \n \n \n \n11 \nAntara hukum yang berikut, manakah menyatakan hubungan antara tekanan dan suhu \npada isi padu gas malar? \nWhich of the following laws states the relationship between pressure and temperature at \nconstant volume of gas? \n \nA \nHukum Boyle \nBoyle\u2019s law \nC \nHukum Gay-Lussac \nGay-Lussac\u2019s law \n \nB \nHukum Charles \nCharles\u2019 law \nD \nHukum Avogadro \nAvogadro law \n \n \n \n \n \n12 \nRajah 6 menunjukkan suatu sistem berayun mengalami pengurangan amplitud  \ndengan masa.  \nDiagram 6 shows a swinging system experiences a decrease in amplitude with time. \n \n \nRajah 6 \nDiagram 6 \n \n \n \n \n \n \n", "4531/1 \nSULIT \n4531/1 @ 2022 HakCipta Terpelihara Panitia Fizik Sek Men WP Putrajaya \n[Lihat Halaman Sebelah \nSULIT \n8 \n \n \n \nApakah proses tersebut dan kesannya ke atas sistem tersebut?  \nWhat is the process and its impression on the system? \n \n \n \n \n \n \n \n \n \n \n \nProses \nProcess \nTenaga \nEnergy \nA \nPelembapan \nDamping \nBertambah \nIncrease \nB \nResonans \nResonance \nBertambah \nIncrease \nC \nResonans \nResonance \nMalar \nConstant \nD \nPelembapan \nDamping \nBerkurang \nDecrease \n \n \n \n \n13 \nRajah 7 menunjukkan pemantulan gelombang satah oleh pemantul satah. \nDiagram 7 shows the reflection of a plane wave by a plane reflector. \n \n \n \nRajah7 \nDiagram 7 \n \n \n \n \n \n \n", "4531/1 \nSULIT \n4531/1 @ 2022 HakCipta Terpelihara Panitia Fizik Sek Men WP Putrajaya \n[Lihat Halaman Sebelah \nSULIT \n9 \n \n \n \nAntara pernyataan yang berikut, manakah tidak benar? \nWhich of the following statements is not true? \n \nA \nSudut tuju, i adalah sama dengan sudut pantulan, r. \nAngle of incidence, i is equal to angle of reflection,r.  \n \nB \nArah perambatan gelombang pantulan berubah. \nThe direction of propagation of reflected waves is changed. \n \nC \nKelajuan gelombang pantulan sama dengan gelombang tuju. \nThe speed of the reflected wave is same as the incident wave. \n \nD \nFrekuensi gelombang pantulan adalah separuh daripada gelombang tuju. \nThe frequency of the reflected wave is half of the incident wave.  \n \n \n \n \n \n14 \nAntara berikut, yang manakah merupakan ciri gelombang biasan dari kawasan air cetek ke \nkawasan air dalam? \nWhich of the following is the characteristics of refractive waves from a shallow water region \nto a deep water region? \n \nA \nSudut tuju lebih daripada sudut pembiasan. \nThe angle of incident is more than the angle of refraction. \n \nB \nPanjang gelombang meningkat. \nThe wavelength increases. \n \nC \nFrekuensi berkurang. \nThe frequency decreases. \n \nD \nFrekuensi meningkat. \nThe frequency increases.  \n \n \n15 \nRajah 8 menunjukkan gelombang air yang melalui jurang yang sempit. \nDiagram 8 shows a water wave passing through a narrow gap. \n \n \nRajah 8 \nDiagram 8 \n", "4531/1 \nSULIT \n4531/1 @ 2022 HakCipta Terpelihara Panitia Fizik Sek Men WP Putrajaya \n[Lihat Halaman Sebelah \nSULIT \n10 \n \n \n \nManakah antara berikut adalah benar mengenai fenomena tersebut? \nWhich of the following is correct about the phenomenon? \n \nA \nLaju gelombang berkurang. \nThe speed of the waves is decreasing. \n \nB \nFrekuensi gelombang berkurang. \nThe frequency of the waves is decreasing. \n \nC \nPanjang gelombang berkurang. \nThe wavelength of the waves is decreasing. \n \nD \nAmplitud gelombang berkurang. \nThe amplitude of the waves is decreasing.  \n \n \n \n16 \nRajah 9 menunjukkan sinar tuju ditujukan ke atas satu permukaan kaca. Arah manakah  \nsinar itu merambat selepas melalui X?  \nDiagram 9 shows a incident ray, is directed into glass block. Which direction does the light \ntravels after through X? \n \n \nRajah 9 \nDiagram 9 \n \n \n \n \n \n \n \n \n \n \n \n \n", "4531/1 \nSULIT \n4531/1 @ 2022 HakCipta Terpelihara Panitia Fizik Sek Men WP Putrajaya \n[Lihat Halaman Sebelah \nSULIT \n11 \n \n \n17 \nDi manakah satu objek harus diletak di depan satu kanta cembung supaya imej sama  \nbesar dengan objek? Jarak fokus kanta cembung itu ialah f.  \nWhere should the object be placed in front of a convex lens for it image is same as the  \nobject? The focal length of the convex lens is f. \n \n \n \n \n \n \nA \nSama dengan 2f  \nEqual to 2f \nC \nKurang daripada 2f  \nLess than 2f \n \nB \nLebih daripada 2f  \nMore than 2f \nD \nAntara f dan 2f  \nBetween f and 2f \n \n \n \n18 \nRajah 10 menunjukkan satu objek di hadapan sebuah kanta cembung. \nDiagram 10 shows an object in front of a convex lens. \n \n \nRajah 10 \nDiagram 10 \n \n \nHitung jarak imej. \nCalculate the image distance. \n \nA \n25 cm \nC \n45 cm \n \nB \n30 cm \nD \n50 cm \n \n \n \n \n \n19 \nRajah 11 menunjukkan suatu objek diletakkan 20 cm di hadapan suatu cermin cekung \nyang mempunyai panjang fokus, f, 10 cm.  \nDiagram 11 shows an object placed 20 cm in front of a concave mirror of focal length, \n f, 10 cm. \n \n", "4531/1 \nSULIT \n4531/1 @ 2022 HakCipta Terpelihara Panitia Fizik Sek Men WP Putrajaya \n[Lihat Halaman Sebelah \nSULIT \n12 \n \n \n \nRajah 11 \nDiagram 11 \nApakah ciri-ciri imej yang terbentuk? \nWhat are the characteristics of the image formed? \n \nA \nNyata, sama saiz, songsang \nReal, same size, inverted \n \nB \nNyata, dikecilkan, songsang \nReal, diminished, inverted \n \nC \nMaya, sama saiz, tegak \nVirtual, same size, upright \n \nD \nMaya, dikecilkan, tegak \nVirtual, diminished, upright \n \n20 \nRajah 12 menunjukkan seorang pekerja sedang mengemop lantai.  \nDiagram 12 shows a worker mopping the floor. \n \n \nRajah 12 \nDiagram 12 \n", "4531/1 \nSULIT \n4531/1 @ 2022 HakCipta Terpelihara Panitia Fizik Sek Men WP Putrajaya \n[Lihat Halaman Sebelah \nSULIT \n13 \n \n \n \n \nBerapakah magnitud komponen mengufuk, Fx , jika daya tolakan pekerja pada mop itu ialah \n40 N? \nWhat is the magnitude of horizontal component, Fx, if the pushing force of the worker on the \nmop is 40 N? \n \nA \n22.3 N \nC \n30.6 N \n \nB \n25.7 N \nD \n40.0 N \n \n \n \n \n \n21. \nRajah 13 menunjukkan sebuah gambar yang tergantung pada dinding. \nDiagram 13 shows a picture hanging on a wall. \n \n \n \nRajah  13 \n  Diagram 13 \n \n \nAntara hubungan berikut, yang manakah adalah benar mengenai daya-daya itu? \nWhich of the following relationship is true about the forces? \n \nA \nT1  +  T2  +  W = 0 \n \nC \nT1  +  T2  =  W \n \nB \nT1  =  T2  =  W \nD \nT1  >  T2  >  W \n \n \n \n \n \n22. \nSusunan spring yang manakah menunjukkan pemanjangan yang paling besar apabila \ndibebankan dengan jisim yang sama? \nWhich arrangement of spring shows the largest extension when they are loaded with the \nsame mass? \n", "4531/1 \nSULIT \n4531/1 @ 2022 HakCipta Terpelihara Panitia Fizik Sek Men WP Putrajaya \n[Lihat Halaman Sebelah \nSULIT \n14 \n \n \n \n \n \n \n \n \n \n \n \n \n \n23. \nTurus cecair manakah yang memberikan tekanan paling besar di dasar bekasnya? \nWhich column of liquid exerts the greatest pressure on the base of its container? \n \n \n \n \n24. \nKetinggian turus merkuri dalam sebuah barometer akan berkurang jika\u2026.. \nThe height of a mercury column in a barometer will decreased if\u2026\u2026.. \n \nA. \ntiub kaca diturunkan ke dalam bekas. \nthe glass tube is lowered into the \ncontainer \nB. \ntiub kaca dinaikkan ke atas \nthe glass tube is lifted up \n \n \nC. \ntiub kaca dicondongkan \nthe glass tube is tilted \nD. \ntekanan atmosfera berkurang \nthe atmospheric pressure decreases \n \n \n \n \n \n \n \n \n \n", "4531/1 \nSULIT \n4531/1 @ 2022 HakCipta Terpelihara Panitia Fizik Sek Men WP Putrajaya \n[Lihat Halaman Sebelah \nSULIT \n15 \n \n \n25. \nRajah 14  menunjukkan satu sistem hidraulik. \nDiagram 14 shows a hydraulic system. \n \n \nRajah 14 \nDiagram 14 \nPerbandingan manakah yang benar? \nWhich comparison is true? \n \nA. \nDaya F sama dengan berat beban \nForce F is the same as the weight of \nthe load \n \nB. \nDaya F lebih besar daripada berat \nbeban \nForce F is greater than the weight of the \nload \n \nC. \nTekanan pada omboh P sama dengan \ntekanan pada omboh Q \nThe pressure on piston P is the same \nas the pressure on piston Q \nD. \nTekanan pada omboh P lebih kecil \ndaripada tekanan pada omboh Q \nThe pressure on piston P is smaller \nthan the pressure on piston Q \n \n \n \n \n \n26. \nRajah 15 menunjukkan sebuah penunu Bunsen di dalam makmal sekolah. Udara ditolak ke \ndalam penunu Bunsen disebabkan oleh tekanan di dalam yang lebih rendah. \nDiagram 15 shows a Bunsen burner in a school laboratory. Air is driven into the Bunsen \nburner due to the lower pressure inside. \n  \nRajah 15 \n  Diagram 15 \n \n \n", "4531/1 \nSULIT \n4531/1 @ 2022 HakCipta Terpelihara Panitia Fizik Sek Men WP Putrajaya \n[Lihat Halaman Sebelah \nSULIT \n16 \n \n \nPrinsip yang manakah digunakan dalam alat tersebut? \nWhich principle is applied in this device? \n \nA. \nPrinsip Archimedes \nArchimedes\u2019 principle \nB. \nPrinsip Bernoulli \nBernoulli\u2019s principle \n \nC. \nPrinsip Pascal \nPascal\u2019s principle \nD. \nPrinsip keabadian tenaga \nPrinciple of conservation of energy \n \n \n \n \n \n27. \nRajah 17 menunjukkan sebuah reostat gegelung dawai. \nDiagram 17 shows a wire-wound rheostat. \n \nRajah 17 \n  Diagram 17 \nKuantiti fizik yang manakah berubah ketika titik sentuh digerakkan ke kiri dan ke kanan? \nWhich physical quantity varies when the touch point is moved left and right? \n \nA. \nRintangan \nResistance \nB. \nKuasa \nPower \n \nC. \nDaya gerak elektrik \nElectromotive force \nD. \nKerja yang dilakukan \nWork done \n \n28. \nMengapakah sel suria mesti disusun secara sesiri untuk membentuk satu panel solar? \nWhy must solar cells be arranged in series to form a solar panel? \n \nA. \nMengurangkan rintangan dalam \nTo reduce the internal resistance \nB. \nMenyerap lebih banyak tenaga haba \nTo absorb more heat energy \n \nC. \nMenghasilkan voltan yang tinggi \nTo produce high voltage \nD. \nMengurangkan pengaliran arus \nTo reduce the current flow \n \n \n \n \n \n \n \n", "4531/1 \nSULIT \n4531/1 @ 2022 HakCipta Terpelihara Panitia Fizik Sek Men WP Putrajaya \n[Lihat Halaman Sebelah \nSULIT \n17 \n \n \n29. \nRajah 18 menunjukkan sebuah penggoreng udara dengan kadar kuasa 240 V, 2 200 W. \nDiagram 18 shows an air fryer with power rating of 240 V, 2 200 W. \n \nRajah  18 \n  Diagram 18 \nBerapakah nilai arus yang mengalir melalui penggoreng udara itu? \nHow much the amount of current flows through the air fryer? \n \nA. \n3.45 A \nB. \n5.67 A \n \nC. \n7.90 A \nD. \n9.17 A \n \n \n \n \n \n30. \nRajah 19 menunjukkan gegelung pembawa arus dalam medan magnet. \nDiagram 19 shows current-carrying coil in a magnetic field. \n \nRajah 19 \n Diagram 19 \n \nAntara rajah berikut, yang manakah menunjukkan corak medan magnet yang dihasilkan? \nWhich of the following diagram shows the pattern of the magnetic field produced? \n", "4531/1 \nSULIT \n4531/1 @ 2022 HakCipta Terpelihara Panitia Fizik Sek Men WP Putrajaya \n[Lihat Halaman Sebelah \nSULIT \n18 \n \n \n \n \n \n \n \n \n \n31. \nRajah 20  menunjukkan satu gegelung segi empat tepat dalam medan magnet. \nDiagram  20 shows a rectangular coil in a magnetic field. \n \nRajah 20 \n  Diagram 20 \nSekiranya anda ingin mereka satu penjana arus ulang-alik, apakah yang perlu \ndisambungkan pada X dan Y? \nIf you want to create an alternating current generator, what should be connected to X and \nY? \n \nA. \nGelang gelincir \nSlips ring \nB. \nTeras besi lembut \nSoft iron core \n \nC. \nBekalan kuasa arus terus \nDirect current power supply \nD. \nKomutator jenis gelang terbelah \nSplit ring commutator \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n", "4531/1 \nSULIT \n4531/1 @ 2022 HakCipta Terpelihara Panitia Fizik Sek Men WP Putrajaya \n[Lihat Halaman Sebelah \nSULIT \n19 \n \n \n32. \nPernyataan manakah yang betul tentang transformer injak turun? \nWhich statement is true about a step-down transformer? \n \nA. \nArus output lebih besar daripada arus \ninput \nOutput current  is greater than input \ncurrent   \nB. \nKuasa output lebih besar daripada \nkuasa input \nOutput power is greater than input \npower \n \nC. \nVoltan output lebih tinggi daripada \nvoltan input \nOutput voltage is higher than input \nvoltage \nD. \nVoltan output lebih rendah daripada \nvoltan input \nOutput voltage is lower than input \nvoltage \n \n \n \n \n \n33. \nRajah  21 menunjukkan bayang-bayang yang terbentuk di atas skrin tiub palang Maltese. \nDiagram 21 shows a shadow formed on the screen of a Maltese cross tube. \n \nRajah 21 \n  Diagram 21 \nApakah fungsi skrin berpendarflour? \nWhat is the function of the fluorescent screen? \n \nA. \nUntuk menghasilkan alur elektron \nTo produce the electron beam \n \nB. \nUntuk \nmenukarkan \ntenaga \nkinetik \nelektron kepada cahaya \nTo turn the kinetic energy of electron \ninto light \n \nC. \nUntuk \nmengawal \nkeamatan \nalur \nelektron \nTo control the intensity of electron \nbeam \n \n \n \nD. \nUntuk memecutkan elektron \nTo accelerate the electron \n", "4531/1 \nSULIT \n4531/1 @ 2022 HakCipta Terpelihara Panitia Fizik Sek Men WP Putrajaya \n[Lihat Halaman Sebelah \nSULIT \n20 \n \n \n34. \nRajah 22 menunjukkan sebuah litar dengan mentol tidak menyala. \nDiagram 22 shows a circuit where the bulb does not light up. \n \nRajah 22 \n Diagram 22 \nAntara langkah yang berikut, yang manakah akan menyalakan mentol tersebut? \nWhich of the following step below will make the bulb light up? \n \nA. \nMemasang fius di dalam litar  \nInserting a fuse in the circuit \nB. \nMenyongsangkan sambungan bateri  \nReversing the battery connection \n \nC. \nMenukarkan bekalan kuasa kepada \nbateri 3V \nChanging the power supply to a 3V \nbattery \nD. \nMenyongsangkan sambungan mentol  \nReversing the bulb connection \n \n \n \n \n \n35. \nRajah  23 menunjukkan simbol bagi sebuah transistor. \nDiagram 23 shows the symbol for a transistor. \n \nRajah  23 \n  Diagram 23 \n \n \n \n \n \n", "4531/1 \nSULIT \n4531/1 @ 2022 HakCipta Terpelihara Panitia Fizik Sek Men WP Putrajaya \n[Lihat Halaman Sebelah \nSULIT \n21 \n \n \nAntara berikut, yang manakah betul mengenai nama elektrod X, Y dan Z? \nWhich of the following is the correct name of the electrodes X, Y and Z? \n \n \n \n \n \n \n \n36. \nRajah 24 menunjukkan satu graf mewakili reputan suatu bahan radioaktif. \nDiagram 24 shows a graph representing the decay of a radioactive material. \n \nRajah 24 \n  Diagram 24 \nSekiranya keaktifan awal bahan radioaktif itu ialah 2 000 kiraan per minit, berapakah \nkeaktifannya selepas sejam? \nIf the initial activity of the radioactive material is 2 000 counts per minute, what is its activity \nafter an hour? \n \nA. \n250 \nB. \n500 \n \nC. \n1 000 \nD. \n2 000 \n \n \n \n \n \n \n \n \n \n \nX \nY \nZ \nA. \nTapak \nBase \nPemancar \nEmitter \nPengumpul \nCollector \nB. \nPemancar \nEmitter \nTapak \nBase \nPengumpul \nCollector \nC. \nPengumpul \nCollector \nTapak \nBase \nPemancar \nEmitter \nD. \nPengumpul \nCollector \nPemancar \nEmitter \nTapak \nBase \n \n", "4531/1 \nSULIT \n4531/1 @ 2022 HakCipta Terpelihara Panitia Fizik Sek Men WP Putrajaya \n[Lihat Halaman Sebelah \nSULIT \n22 \n \n \n37. \nDalam suatu tindak balas pembelahan nukleus Uranium-235, tenaga yang dihasilkan ialah \n3.15 x 10-8 J. Hitung jumlah kehilangan jisim dalam tindak balas itu. \n[ Kelajuan cahaya, c = 3.0 x 108 ms-1 ] \n \nIn a nuclear fission reaction of Uranium-235, the energy produced is 3.15 x 10-8 J. Calculate \nthe total loss of mass in the reaction. \n[ Speed of light, c = 3.0 x 108 ms-1 ] \n \nA. \n1.05 x 10-16 kg \nB. \n1.05 x 10-20 kg \n \nC. \n3.50 x 10-25 kg \nD. \n3.50 x 10-28 kg \n \n \n \n \n \n38. \nJasad hitam merupakan \u2026\u2026\u2026 \nA black body is\u2026\u2026 \n \nA. \nsuatu jasad yang tiada keupayaan \nuntuk \nmenyerap \nsemua \nsinaran \nelektromagnet. \na body that is unable to absorb all \nelectromagnetic radiation. \nB. \nsuatu jasad yang berupaya menyerap \nsemua sinaran elektromagnet. \na body that is able to absorb all \nelectromagnetic radiation. \n \n \nC. \nsuatu \njasad \nyang \ntidak \ndapat \nmemancarkan sinaran termal. \na body that cannot emits thermal \nradiation \n \nD. \nsuatu \njasad \nyang \nmemancarkan \ngelombang dengan frekuensi yang \nrendah. \na body that emits wave with low \nfrequency. \n \n \n \n \n \n39. \nApakah maksud fotoelektron?  \nWhat is the meaning of photoelectron?  \n \nA. \nVoltan output lebih tinggi daripada \nvoltan input \nOutput voltage is higher than input \nvoltage \nB. \nVoltan output lebih rendah daripada \nvoltan input \nOutput voltage is lower than input \nvoltage \n \nC. \nKuasa output lebih besar daripada \nkuasa input \nOutput power is greater than input \npower \nD. \nArus output lebih besar daripada arus \ninput \nOutput current  is greater than input \ncurrent   \n \n \n \n \n \n \n", "4531/1 \nSULIT \n4531/1 @ 2022 HakCipta Terpelihara Panitia Fizik Sek Men WP Putrajaya \n[Lihat Halaman Sebelah \nSULIT \n23 \n \n \n40. \nRajah 25 menunjukkan satu graf tenaga kinetic maksimum, Kmaks fotoelektron melawan \nfrekuensi, f cahaya bagi empat jenis logam yang berbeza. \nDiagram 25 shows a graph of maximum kinetic energy of photoelectrons, Kmax against light \nfrequency, f for four different types of metals. \n \nRajah 25 \n  Diagram 25 \nApakah kesimpulan yang dapat anda buat daripada graf itu? \nWhat conclusion can you draw from the graph? \n \nA. \nLogam yang berbeza mempunyai \nfrekuensi ambang yang berbeza \nDifferent \nmetals \nhave \ndifferent \nthreshold frequencies \n \nB. \nSemakin tinggi frekuensi ambang suatu \nlogam, semakin rendah fungsi kerja \nThe higher the threshold frequency of a \nmetal, the lower the work function \n \nC. \nKecerunan \ngraf \nP \nlebih \nrendah \ndaripada kecerunan graf Q \nThe gradient of the graph of P is lower \nthan that of Q \n \nD. \nFotoelektron akan memperoleh tenaga \nkinetic apabila frekuensi cahaya lebih \nrendah daripada frekuensi ambang \nPhotoelectrons will acquire kinetic \nenergy when light frequency is lower \nthan threshold frequency \n \n \n \nEND OF QUESTION PAPER \nKERTAS SOALAN TAMAT \n \n \n \n \n \n", "4531/1 \nSULIT \n4531/1 @ 2022 HakCipta Terpelihara Panitia Fizik Sek Men WP Putrajaya \n[Lihat Halaman Sebelah \nSULIT \n24 \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n", " \n \n \n \n \nPERCUBAAN SIJIL PELAJARAN MALAYSIA 2022 \n \n \nPANITIA FIZIK SEKOLAH \u2013 SEKOLAH MENENGAH \nWILAYAH PERSEKUTUAN PUTRAJAYA \n \n \n \n \nFIZIK \nKERTAS 1 \nPERATURAN PEMARKAHAN \nSET A \n", "4531/1 \nSULIT \n \nSKEMA JAWAPAN KERTAS 1 (SET A) PEPERIKSAAN PERCUBAAN SPM 2022 \n \n \n \n \n1. \nC \n2. \nB \n3. \nB \n4. \nD \n5. \nC \n6. \nA \n7. \nD \n8. \nB \n9. \nD \n10. \nD \n11. \nC \n12. \nD \n13. \nD \n14. \nB \n15. \nD \n16. \nA \n17. \nA \n18. \nC \n19. \nA \n20. \nB \n21. \nA \n22. \nC \n23. \nC \n24. \nD \n25. \nC \n26. \nB \n27. \nA \n28. \nC \n29. \nD \n30. \nA \n31. \nA \n32. \nD \n33. \nB \n34. \nB \n35. \nC \n36. \nB \n37. \nC \n38. \nB \n39. \nA \n40. \nA \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n4531/1 @ 2022 HakCipta Terpelihara Panitia Fizik Sek Men WP Putrajaya \nSULIT \n"], "qa": [{"question": "Antara yang berikut, yang manakah kuantiti vektor?\nWhich of the following is a vector quantity?", "A": "Tenaga\nEnergy", "B": "Jisim\nMass", "C": "Daya\nForce", "D": "Laju\nSpeed", "answer": "C"}, {"question": "Manakah antara berikut mempunyai inersia yang paling kecil?\nWhich of the following have a very small inertia?", "A": "1.8 kg Arnab\n1.8 kg Rabbit", "B": "1350 g Kuali\n1350 g Pan", "C": "850 g Spanar\n850 g Spanar", "D": "1.25 kg Mikroskop\n1.25 kg Microscope", "answer": "B"}, {"question": "Graf 1 menunjukkan hubungan antara daya graviti dan jisim untuk objek berhampiran dengan permukaan bumi.\nGraph 1 shows the relationship between gravitational force and mass for objects near to earth surface.\n\nKecerunan graf mewakili\nGradient of graph represent", "A": "Pecutan disebabkan daya graviti\nAcceleration due to gravitational force", "B": "Pemalar Kegravitian Semesta\nUniversal Gravitational Constant", "C": "Berat objek\nObject weight", "D": "Momentum objek\nObject momentum", "answer": "A"}, {"question": "Apakah konsep yang digunakan dalam pengukuran suhu kopi menggunakan termometer?\nWhat is the concept used in measuring the temperature of coffee using a thermometer?", "A": "Perolakan terma\nThermal convection", "B": "Muatan haba tentu\nSpecific heat capacity", "C": "Haba pendam tentu\nSpecific latent heat", "D": "Keseimbangan terma\nThermal equilibrium", "answer": "D"}, {"question": "Sejenis bahan dipanaskan pada kadar yang tetap. Bahan tersebut berubah daripada pepejal menjadi cecair, dan kemudian gas. Graf 2 menunjukkan bagaimana suhunya berubah terhadap masa.\nA substance is heated at a steady rate. It changes from solid to a liquid, and then to a gas. Graph 2 shows how its temperature changes with time.\n\nBahagian proses yang manakah melibatkan haba pendam tentu pengewapan?\nWhich section of the process involves the specific latent heat of vaporisation?", "A": "Bahagian P\nSection P", "B": "Bahagian Q\nSection Q", "C": "Bahagian R\nSection R", "D": "Bahagian S\nSection S", "answer": "D"}, {"question": "Antara hukum yang berikut, manakah menyatakan hubungan antara tekanan dan suhu pada isi padu gas malar?\nWhich of the following laws states the relationship between pressure and temperature at constant volume of gas?", "A": "Hukum Boyle\nBoyle\u2019s law", "B": "Hukum Charles\nCharles\u2019 law", "C": "Hukum Gay-Lussac\nGay-Lussac\u2019s law", "D": "Hukum Avogadro\nAvogadro law", "answer": "C"}, {"question": "Antara berikut, yang manakah merupakan ciri gelombang biasan dari kawasan air cetek ke kawasan air dalam?\nWhich of the following is the characteristics of refractive waves from a shallow water region to a deep water region?", "A": "Sudut tuju lebih daripada sudut pembiasan.\nThe angle of incident is more than the angle of refraction.", "B": "Panjang gelombang meningkat.\nThe wavelength increases.", "C": "Frekuensi berkurang.\nThe frequency decreases.", "D": "Frekuensi meningkat.\nThe frequency increases.", "answer": "B"}, {"question": "Di manakah satu objek harus diletak di depan satu kanta cembung supaya imej sama besar dengan objek? Jarak fokus kanta cembung itu ialah f.\nWhere should the object be placed in front of a convex lens for it image is same as the object? The focal length of the convex lens is f.", "A": "Sama dengan 2f\nEqual to 2f", "B": "Lebih daripada 2f\nMore than 2f", "C": "Kurang daripada 2f\nLess than 2f", "D": "Antara f dan 2f\nBetween f and 2f", "answer": "A"}, {"question": "Ketinggian turus merkuri dalam sebuah barometer akan berkurang jika\u2026..\nThe height of a mercury column in a barometer will decreased if\u2026\u2026..", "A": "tiub kaca diturunkan ke dalam bekas.\nthe glass tube is lowered into the container", "B": "tiub kaca dinaikkan ke atas\nthe glass tube is lifted up", "C": "tiub kaca dicondongkan\nthe glass tube is tilted", "D": "tekanan atmosfera berkurang\nthe atmospheric pressure decreases", "answer": "D"}, {"question": "Mengapakah sel suria mesti disusun secara sesiri untuk membentuk satu panel solar?\nWhy must solar cells be arranged in series to form a solar panel?", "A": "Mengurangkan rintangan dalam\nTo reduce the internal resistance", "B": "Menyerap lebih banyak tenaga haba\nTo absorb more heat energy", "C": "Menghasilkan voltan yang tinggi\nTo produce high voltage", "D": "Mengurangkan pengaliran arus\nTo reduce the current flow", "answer": "C"}, {"question": "Pernyataan manakah yang betul tentang transformer injak turun?\nWhich statement is true about a step-down transformer?", "A": "Arus output lebih besar daripada arus input\nOutput current  is greater than input current", "B": "Kuasa output lebih besar daripada kuasa input\nOutput power is greater than input power", "C": "Voltan output lebih tinggi daripada voltan input\nOutput voltage is higher than input voltage", "D": "Voltan output lebih rendah daripada voltan input\nOutput voltage is lower than input voltage", "answer": "D"}, {"question": "Dalam suatu tindak balas pembelahan nukleus Uranium-235, tenaga yang dihasilkan ialah 3.15 x 10-8 J. Hitung jumlah kehilangan jisim dalam tindak balas itu.\n[ Kelajuan cahaya, c = 3.0 x 108 ms-1 ]\n\nIn a nuclear fission reaction of Uranium-235, the energy produced is 3.15 x 10-8 J. Calculate the total loss of mass in the reaction.\n[ Speed of light, c = 3.0 x 108 ms-1 ]", "A": "1.05 x 10-16 kg", "B": "1.05 x 10-20 kg", "C": "3.50 x 10-25 kg", "D": "3.50 x 10-28 kg", "answer": "C"}, {"question": "Jasad hitam merupakan \u2026\u2026\u2026\nA black body is\u2026\u2026", "A": "suatu jasad yang tiada keupayaan untuk menyerap semua sinaran elektromagnet.\na body that is unable to absorb all electromagnetic radiation.", "B": "suatu jasad yang berupaya menyerap semua sinaran elektromagnet.\na body that is able to absorb all electromagnetic radiation.", "C": "suatu jasad yang tidak dapat memancarkan sinaran termal.\na body that cannot emits thermal radiation", "D": "suatu jasad yang memancarkan gelombang dengan frekuensi yang rendah.\na body that emits wave with low frequency.", "answer": "B"}, {"question": "Apakah maksud fotoelektron?  \nWhat is the meaning of photoelectron?", "A": "Voltan output lebih tinggi daripada voltan input\nOutput voltage is higher than input voltage", "B": "Voltan output lebih rendah daripada voltan input\nOutput voltage is lower than input voltage", "C": "Kuasa output lebih besar daripada kuasa input\nOutput power is greater than input power", "D": "Arus output lebih besar daripada arus input\nOutput current  is greater than input current", "answer": "A"}]}
-{"id": 433, "uuid": "5s55bs", "name": "Percubaan SPM Sains ", "description": "JPN Melaka 2022", "details": "Kertas 1", "type": "exam", "form": -4, "year": 2022, "price": "0", "downloadCount": 8235, "totalQuestions": 40, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/6c3c195d-b7cb-43b9-bb37-e1edc4bcc4bf.pdf", "pdfLinkPreview": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/635ac32f-15df-40eb-84e0-d1c1389712ad.pdf", "isDraft": false, "isPremium": false, "thumbnail": "PERCUBAAN", "createdAt": "2023-01-18T01:26:04Z", "updatedAt": "2024-01-02T01:48:17Z", "collection": null, "paperGenerated": null, "subject": {"id": 5, "uuid": "science", "name": "Science", "languages": ["malay", "english"], "subjectTypes": ["lower-form", "upper-form", "elementary"], "isAvailLowerForm": true, "isAvailUpperForm": true, "isAvailElementary": true, "isNoLevel": null, "createdAt": "2021-05-29T17:52:11Z", "updatedAt": "2021-05-29T17:52:11Z"}, "user": {"id": 18, "firstName": "Mohd Azmi", "lastName": "Hutbah", "email": "azmihut94@gmail.com", "school": "mjsc", "avatar": null, "phoneNumber": "+60148556849", "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2021-05-07T02:23:40Z", "updatedAt": "2022-06-28T08:17:55Z"}, "course": null, "local_filename": "mysoalan.com-pdf/6c3c195d-b7cb-43b9-bb37-e1edc4bcc4bf.pdf", "texts": ["SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 1 \n \nNAMA :\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \nTINGKATAN: \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. \nJABATAN PENDIDIKAN NEGERI MELAKA \nUJIAN DIAGNOSTIK 2 KSSM TINGKATAN 5 2021 \nSAINS  \nKertas 1 \n11/4 Jam \n \n \n \n \n \n                         Satu jam lima belas minit   \nJANGAN BUKA KERTAS PEPERIKSAAN INI SEHINGGA DIBERITAHU \nINFORMATION FOR CANDIDATES \nMAKLUMAT UNTUK CALON \n \n1. \nKertas peperiksaan ini adalah dalam dwibahasa. \n           This examination paper is bilingual. \n \n2. \nKertas peperiksaan ini mengandungi 40 soalan. \n           This question paper consists of 40 questions. \n \n3.         Tiap-tiap soalan diikuti dengan empat pilihan jawapan, iaitu A, B, C dan D. Bagi  \n            setiap soalan, pilih satu jawapan sahaja. Hitamkan jawapan anda pada kertas jawapan   \n            objektif yang disediakan. \n            Each question is followed by four alternative answers A, B, C or D. For each  \nquestion, choose one answer only. Blacken your answer on the objective answer sheet \nprovided. \n \n4.         Sekiranya anda hendak menukar jawapan, padamkan tanda yang telah dibuat. \n            Kemudian hitamkan jawapan yang baharu  \n            If you wish to change your answer, erase the blackened mark that you have made. \n \nThen blacken the new answer. \n \n5.          Rajah yang mengiringi soalan tidak dilukis mengikut skala kecuali dinyatakan. \n             The diagrams in the questions provided are not drawn to scale unless stated. \n \n6. \nAnda dibenarkan menggunakan kalkulator saintifik  \n             You may use a scientific calculator. \n. \n \n \n \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 2 \n \nJawab semua soalan. Setiap soalan diikuti oleh empat pilihan jawapan, iaitu A, B, C dan D. \nPilih satu jawapan sahaja. \nAnswer all questions. Each question is followed by four alternative answers, A, B, C and D. \nChoose only one answer. \n \n1. \nNatrium merupakan bahan logam yang sangat reaktif.  Peralatan manakah yang sesuai \ndigunakan untuk memegang natrium di dalam makmal?  \nSodium is a highly reactive metal. Which equipment is suitable for holding sodium in the \nlaboratory? \n \n \nA \nForseps \nForceps \n \nB \nSpatula \nSpatula \n \nC \nRod kaca  \nGlass rod \n \nD \nPemegang kayu  \nWooden handle \n \n2. \nJadual 1 menunjukkan contoh bahan sisa yang tidak boleh dibuang di dalam sinki.   \nTable 1 shows example of waste substances which cannot be disposed into sink.  \n \n \n \n \n \n \n                                                     \n                                         \n \n \nJadual 1 \nTable 1 \n \nBerdasarkan contoh di atas, kenal pasti pernyataan yang benar bagi bahan sisa di atas. \nBased on the examples given, identify the true statements for the waste substances above.  \nBahan sisa \nWaste substances \nSianida \nCyanide \nMerkuri  \nMercury \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 3 \n \n \nA \nSianida ialah bahan yang terlalu beralkali, merkuri ialah bahan meruap \nCyanide is a very alkaline substance, mercury is a volatile substance \n \nB \nSianida sangat mudah meruap, merkuri ialah bahan sisa organik  \nCyanide is very volatile, mercury is an organic waste \n \nC \nSianida dan merkuri ialah bahan toksik dan sangat beralkali \nCyanide and mercury are toxic and highly alkaline substances \n \nD \nSianida ialah bahan toksik, merkuri ialah logam berat \nCyanide is a toxic substance, mercury is a heavy metal \n \n \n \n3. \nRajah 1 menunjukkan satu langkah dalam melakukan CPR. \nDiagram 1 shows a step of CPR in progress. \n \nRajah 1 \nDiagram 1 \n \nApakah yang patut dilakukan sekiranya mangsa sudah mula bernafas tetapi masih tidak \nsedar? \nWhat should be done if the victim starts breathing but still unconscious? \n \n \nA \nUbah kedudukan mangsa dalam keadaan mengiring \nPosition the victim\u2019s body on his side \n \nB \nLakukan hembusan nafas berulang kali \nRepeat blows into the mouth \n \nC \nTambahkan tekanan pada dada mangsa \nAdd pressure to victims\u2019s chest \n \nD  Longgarkan pakaian mangsa \nLoosen the victim\u2019s clothing \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 4 \n \n \n4. Langkah-langkah berikut menunjukkan prosedur yang terlibat dalam Heimlich Manoeuvre. \nThe following steps shows the procedure involved in  Heimlich Manoeuvre. \n \n \nP \nTekan dan sentak abdomen ke atas dengan kuat dan cepat \nPress and thrust the abdomen upward with quick force \n \nQ \nBerdiri di belakang mangsa dan bongkokkan badan mangsa ke hadapan \nStand behind the victim and bend the victim\u2019s body slightly forward \n \nR \nKelilingkan tangan anda dari belakang mangsa \nWrap your arms around the waist of the victim \n \nS \nGenggam tangan kanan pada kedudukan di antara pusat dan sangkar rusuk mangsa. \nKemudian, letakkan satu lagi tangan di atas tangan yang digenggam. \nPlace your right fist between the navel and ribs of the victim. Place another hand on \nthe right fist. \n \nAntara yang berikut, yang manakah menunjukkan susunan prosedur yang betul? \nWhich of the following shows the correct arrangement of the procedures? \n \n \nA \nP         R         Q         S          \n \nB \nQ        R         S          P \n \nC \nQ        S         R         P \n \nD  \nP       Q         S        R \n5. \nPernyataan di bawah menerangkan sejenis termometer. \nThe statement below describes one type of thermometer. \n \n \n \n \n \n \n \nAntara yang berikut, termometer yang manakah mempunyai ciri di atas? \nWhich of the following thermometer has the above characteristic?  \n \n \n \nMenggunakan termistor untuk menukar perubahan \nsuhu kepada isyarat elektrik \nUsing a thermistor to convert temperature changes to \nelectrical signals. \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 5 \n \n \n \n \nA \nTermometer infra merah \nInfrared thermometer \n \nB \nTermometer digital \nDigital thermometer \n \nC \nTermometer klinik \nClinical thermometer \n \nD  Termometer rektal \nRectal thermometer \n \n6. \nRajah 2 menunjukkan seorang individu menggunakan sfigmomanometer untuk mengukur \ntekanan darahnya. \nDiagram 2 shows an individu using a sphygmomanometer to measure his blood pressure. \n \nRajah 2 \nDiagram 2 \n \nAntara yang berikut, yang manakah menunjukkan bacaan yang betul? \nWhich of the following shows the correct reading? \n \n \nTekanan sistolik \nSystolic pressure \nTekanan diastolik  \nDiastolic pressure \nKadar denyutan nadi \nPulse rate \n \nA \n118 \n65 \n76 \nB \n76 \n65 \n118 \nC \n65 \n118 \n76 \nD \n118 \n76 \n65 \n \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 6 \n \n \n \n \n \n \n \n \n7. \nAntara yang berikut, yang manakah merupakan langkah untuk menyelesaikan isu sosio-\nsaintifik dalam sektor pertanian? \nWhich of the following steps is a step taken to solve the socio-scientific issues in the \nagriculture sector? \n \n \nA \nPembersihan hutan untuk pertanian \nClearing of forest for agriculture \n \nB \nMenggunakan kompos untuk menambahkan nutrien tanah \nUse compost to increase the nutrients in soil \n \nC \nMenggunakan baja kimia yang bermutu tinggi untuk tanaman \nUsing high quality chemical fertilizers for crops \n \nD  Menggunakan jentera berat untuk membersihkan pokok-pokok tua yang kurang \nhasilnya \nUse heavy vehicles to clear unproductive old trees \n8. \nPengangkutan hijau yang manakah membebaskan gas rumah hijau yang paling banyak? \nWhich green transportation releases the most greenhouse gases? \n \n \nA \nMotorsikal \nMotorcycle \n \nB \nBasikal   \nBicycle \n \nC \nPengangkutan awam  \nPublic transportation \n \nD  Kenderaan perkhidmatan  \nService vehicle \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 7 \n \n \n9. \nRajah 3 menunjukkan kariotip oleh seorang individu J yang menghadapi sejenis penyakit. \nDiagram 3 shows the karyotype of an individual J suffer from a disease. \n \nRajah 3 \nDiagram 3 \n \nApakah penyakit yang dialami oleh individu J? \nWhat is the disease experienced by individual J? \n \n \nA \nSeorang budak perempuan yang sindrom Down \nA girl with Down\u2019s syndrome \n \nB \nSeorang budak perempuan yang sindrom Turner \nA girl with Turner\u2019s syndrome \n \nC \nSeorang budak lelaki yang anemia sel sabit \nA boy with sickle cell anemia \n \nD  Seorang budak lelaki yang sindrom Down \nA boy with Down\u2019s syndrome \n10. Rajah 4  menunjukkan sejenis akar.  \nDiagram 4 shows a type of roots. \n \nRajah 4 \nDiagram 4 \n \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 8 \n \n \n \n \n \n \n \n \n \n \n \nAntara tumbuhan berikut, yang manakah mempunyai akar di atas sebagai sokongan?  \nWhich of the following plants has the roots shown above as support? \n \n \nA \nPokok orkid  \nOrchid tree \n \nB \nPokok bakau  \nMangrove tree \n \nC \nPokok jagung  \nMaize plant \n \nD  Pokok meranti  \nMeranti tree \n11. Dadah yang manakah berfungsi untuk memastikan pesakit kurang berasa cemas?  \nWhich drug works to keep patients from anxious? \n \n \nA \nKokaina \nCocaine \n \nB \nKetamin  \nKetamine \n \nC \nBarbiturat \nBarbiturates \n \nD  Amfetamina \nAmphetamine \n \n \n \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 9 \n \n \n12. Rajah 5 menunjukkan struktur atom bagi P, Q, R dan S.  \nDiagram 5 shows the atomic structures of P, Q, R and S. \n \nRajah 5 \nDiagram 5 \n \nPasangan atom manakah adalah isotop? \nWhich pair of atoms is an isotope? \n \nA \nP dan Q \nP and Q \n \nB \nP dan S \nP and S \n \nC \nQ dan R \nQ and R \n \nD  R dan S \nR and S \n \n \n \n13. Maklumat berikut menunjukkan ciri-ciri sejenis kaca.  \nThe following informations are the characteristics of a glass. \n \n \n \n \n \n \n \n\u2022 Mudah pecah \nFragile \n\u2022 Mudah dibentuk \nEasily shaped \n \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 10 \n \n \n \nApakah kaca di atas? \nWhat is the glass above? \n \n \nA \nKaca borosilikat \nBorosilicate glass \n \nB \nKaca soda kapur \nSoda- lime glass \n \nC \nKaca silika terlakur \nFused silica glass \n \nD  Kaca kristal plumbum \nLead crystal glass \n \n \n \n14. Rajah 6 menunjukkan satu rawatan komplementari.   \nDiagram 6 shows a complementary treatment. \n \n \nRajah 6 \nDiagram 6 \nApakah rawatan ini? \nWhat is the treatment? \n \n \nA \nKiropraktik \nChiropractic \n \nB \nAkupunktur \nAcupuncture \n \nC \nTerapi herba \nHerbal therapy \n \nD  Urutan tradisional \nTraditional massage \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 11 \n \n \n15. Pernyataan di bawah merujuk kepada satu situasi. \nThe statement below refers to a situation. \n \n \n \n \n \n \nNyatakan tujuan menambah garam tersebut? \nState the purpose of adding the salt? \n \n \nA \nMenghasilkan radikal bebas \nProduces free radicals \n \nB \nMemusnahkan bahan anti-oksidan \nDestroys anti-oxidant substances \n \nC \nMelambatkan proses pengoksidaan buah epal \nSlow down the oxidation process of apples \n \nD  Mempercepatkan proses pengoksidaan buah epal \nIncreases the oxidation process of apples \n16. Rajah 7 menunjukkan seorang pelumba basikal memulakan kayuhan dari R ke S. \nDiagram 7 shows a cyclist cycling from R to S. \n \n \n \n \nRajah 7 \nDiagram 7 \nMasa yang diambil ialah 4 saat. \nThe time taken is 4 seconds. \nSedikit garam biasa boleh ditambah ke atas permukaan epal yang dipotong. \nA little common salt can be added to the surface of the sliced apple. \n \n \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 12 \n \n \n \n \nApakah pecutannya? \nWhat is acceleration? \n \n \nA \n5 ms\u02c92 \n \nB \n16 ms\u02c92 \n \nC \n24 ms\u02c92 \n \nD  80 ms\u02c92 \n \n \n \n \n17. Rajah 8 menunjukkan stesen jana kuasa tenaga nuklear. \nDiagram 8 shows the nuclear power plant. \n \n \n \n \nRajah 8 \nDiagram 8 \n \nApakah fungsi komponen yang berlabel X? \nWhat is the function of the component labelled X? \n \n \nA \nMemperlahankan neutron \nTo slow down the neutron \n \nB \nMenghalang kebocoran sinaran radioaktif  \nTo prevent radioactive radiation leakage \n \nC \nMenyerap haba hasil tindak balas nuklear  \nTo absorb heat from the nuclear reaction \n \nD  Menyejuk dan mengkondensasikan stim menjadi air \nTo cool down and condense steam into water \n \n \n \nX \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 13 \n \n \n18. Pernyataan di bawah menerangkan proses X. \nThe statement below describes process X. \n \n \n \n \n \n \n \n \n \nApakah proses X? \nWhat is process X? \n \n \nA \nPereputan nukleus \nNuclear decay \n \nB \nPelakuran nukleus \nNuclear fusion \n \nC \nPengionan nukleus \nNuclear ionization \n \nD  Pembelahan nukleus \nNuclear fission \n \n \n \n19. Rajah 9 di bawah menunjukkan sejenis mikroorganisma berfaedah dalam industri \nminuman. \nDiagram 9 below shows a type of beneficial microorganism in the beverage industry. \n \nRajah 9 \nDiagram 9 \n\u2022 Proses percantuman atau penggabungan dua nukleus reaktif \nThe process where two reactive nuclei joined \n\u2022 Untuk membentuk satu nukleus yang lebih berat \nTo form a heavier nucleus \n\u2022 Membebaskan tenaga yang sangat besar \nReleases enormous amounts of energy \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 14 \n \n \nApakah nama mikroorganisma tersebut? \nWhat is the name of the microorganism? \n \n \nA \nNitrosomonas sp. \n \nB \nLactobacillus subtilis \n \nC \nLactococcus bulgaricus \n \nD  Penicillium chrysogenum \n20. Jadual 2 menunjukkan senarai makanan dan nilai kalori yang dipamerkan di restoran. \nTable 2 shows a list of foods and caloric values as displayed in restaurant. \n \nMakanan  \nFood \nNilai kalori (kJ/100g) \nCalorific value (kJ/100g) \nSekeping roti telur  \nA piece of french toast \n264 \nSepinggan nasi goreng  \nA plate of fried rice \n193 \nSegelas air kosong \nA glass of plain water \n0 \nSegelas milo ais \nA glass of iced milo \n130 \nJadual 2 \nTable 2 \n \nAntara set makanan berikut, yang manakah mempunyai nilai kalori yang paling tinggi? \nWhich of the following food sets has the highest calorific value? \n \nA \nSepinggan nasi goreng dan segelas air milo ais     \nA plate of fried rice and a glass of iced milo \n \nB \nSekeping roti telur dan segelas air kosong \nA slice of french toast and a glass of plain water \n \nC \nSepinggan nasi goreng dan segelas air kosong \nA plate of fried rice and a glass of plain water \n \nD  2 keping roti telur dan segelas air milo ais \n2 pieces of french toast and a glass of milo iced \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 15 \n \n \n21. Rajah 10 menunjukkan sebahagian daripada Kitar Nitrogen. \nDiagram 10 shows part of Nitrogen Cycle. \n                       \n \nRajah 10 \nDiagram 10 \nApakah bakteria X? \nWhat is bacteria X? \n \n \nA \nBakteria pengikat nitrogen \nNitrogen fixing bacteria \n \nB \nBakteria pendenitritan \nDenitrifying bacteria \n \nC \nBakteria pengurai \nDecomposing bacteria \n \nD  Bakteria penitritan \nNitrifying bacteria \n22. Seorang petani ingin meningkatkan kualiti dan kuantiti padinya melalui penggunaan  \nteknologi moden .  \nA farmer wants to increase the quality and quantity of his paddy through the use of modern \ntechnology. \nApakah tindakan yang paling sesuai dilakukan oleh petani itu? \nWhat is the best action the farmer should do? \n \nA \nTanam tanaman tutup bumi. \nPlant ground cover plants. \n \nB \nGunakan traktor dan penuai mekanikal  \nUses of tractor and mechanical harvesters. \n \nC \nGunakan lebih banyak racun serangga \nUse more insecticide.  \n \nD  Ternak haiwan ternakan seperti lembu. \nRear livestock such as cattle. \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 16 \n \n \n \n \n \n23. Rajah 11 menunjukkan sejenis buah-buahan.  \nDiagram 11 shows a type of fruit. \n \n \n \n \n \n \n                                                       Rajah 11 \n                                                     Diagram 11 \n \nJika Haffiz ingin membuat jus daripada buah-buahan tersebut, apakah kaedah pemprosesan \nyang paling sesuai beliau gunakan supaya vitamin dan nutrien jus masih kekal? \nIf Haffiz wants to make juice from the fruit, what is the most suitable processing method he \ncan use to ensure the vitamins and nutrients of the juice still remain? \n \n \n \n \nA \nJus disejukbekukan pada suhu 18 \u00baC hingga -24 \u00baC. \nJuice is freezing in 18 \u00baC until -24 \u00baC temperature. \n \nB \nAir disingkirkan melalui buah dengan menjemur di bawah cahaya matahari. \nWater is removed from the fruit by drying it under the sun. \n \nC \nBuah disimpan di dalam tin yang telah disteril dan dipanaskan pada suhu yang tinggi \nmelebihi 115 \u00baC. \nFruit is kept in the cane after sterilised and heated in the temperature more than 115 \n\u00baC. \n \nD  Jus dipanaskan pada suhu di bawah takat didih cecair dan kemudian disejukkan \ndengan cepat. \nJuice is heated under liquid boiling point temperature and then is chilled immediately.  \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 17 \n \n \n \n \n \n \n24. Rajah 12 menunjukkan suatu label bungkusan makanan. \nDiagram 12 shows a food label. \n \n \nRajah 12 \nDiagram 12 \n \nMaklumat yang manakah sepatutnya terdapat pada label tersebut mengikut Akta Makanan \n1983 dan Peraturan Makanan 1985? \nWhich information should be on the label according to Food Act 1983 and Food \nRegulation 1985? \n \n \nA \nHarga \nPrice \n \nB \nTanda halal \nHalal label \n \nC \nNilai kalori \nCalorific value \n \nD  Tarikh luput \nExpired date \n \n \n \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 18 \n \n \n \n \n25. Rajah 13 menunjukkan situasi yang berlaku dalam sebuah kolam. \nDiagram 13 shows a situation that occurs in a pond. \n \n \n \n \n \nRajah 13 \nDiagram 13 \n \nApakah kesan situasi ini terhadap siratan makanan dalam kolam tersebut? \nWhat is the effect of this situation on the food chain in the pond? \n \n \nA \nMikroplastik mengurangkan kandungan oksigen di dalam air. \nMicroplastic reduce oxygen content in the water. \n \nB \nMikroplastik membantu proses pencernaan organisma akuatik berlaku lebih lancar. \nMicroplastic helps the digestive process of aquatic organism takes place more \nsmoothly.  \n \nC \nMikroplastik yang dipindahkan dari organisma akuatik tidak membawa sebarang \nkesan yang buruk. \nMicroplastic transferred from aquatic organisms do not bring any adverse effects. \n \nD  Mikroplastik yang dipindahkan dari  organisma akuatik boleh memasuki badan \nmanusia dan mengancam kesihatan. \nMicroplastic transferred from aquatic organisms can enter the human body and \nthreaten health. \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 19 \n \n \n26. Rajah 14 menunjukkan satu aktiviti manusia. Apakah jenis pencemaran alam sekitar yang \nakan berlaku akibat aktiviti ini? \nDiagram 14 shows a human activity. What type of environmental pollution that occurs \nbecause of this activity? \n \n \nRajah 14 \nDiagram 14 \n \nA \nPencemaran air \nWater pollution \n \nB \nPencemaran udara \nAir pollution \n \nC \nPencemaran terma \nThermal pollution \n \nD  Pencemaran tanah \nLand pollution \n27. Mikroalga marin ialah alga mikroskopik yang hidup, tumbuh dan membiak dengan \nbanyaknya dalam air laut. Apakah proses yang dijalankan oleh mikroalga ini yang \nmembantu mengurangkan kandungan karbon dioksida dalam atmosfera? \nMarine microalgae are microscopic algae that live, grow and multiply in seawater. What is \nthe process carried out by these microalgae that help reduce the carbon dioxide content in \nthe atmosphere? \n \n \nA \nRespirasi \nRespiration \n \nB \nPereputan \nDecaying \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 20 \n \n \n \n \n \n \nC \nFotosintesis \nPhotosynthesis \n \nD  Transpirasi \nTranspiration  \n \n \n \n28. Rajah 15 menunjukkan tindak balas logam dalam udara. \nDiagram 15 shows the reaction of metal in the air. \n \n \n \nRajah 15 \nDiagram 15 \n \nAntara yang berikut, yang manakah benar mengenai tindak balas ini? \nWhich of the following is correct about the reaction? \n \n \nA \nBahan tindak balas lebih banyak daripada hasil tindak balas. \nThe reactant is more than the product. \n \nB \nHasil tindak balas lebih daripada bahan tindak balas.  \nThe product is more than the reactant. \n \nC \nTindak balas perlahan. \nSlow  reaction.  \n \nD  Tindak balas cepat. \nFast reaction. \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 21 \n \n \n29. Kaji pernyataan di bawah. \nStudy the following statement. \n \n \n \n \n \n \n \nApakah faktor yang mempengaruhi kadar tindak balas di atas? \nWhat factors affect the above reaction rate? \n \n \nA \nTekanan bahan tindak balas \nPressure of reactants \n \nB \nSaiz bahan tindak balas \nSize of reactants \n \nC \nSuhu bahan tindak balas \nTemperature of reactants \n \nD  Kehadiran mangkin \nPresence of catalyst \n \n \n \n30. Proses Haber dan Proses Sentuh merupakan dua proses yang penting dalam perindustrian.   \nJadual 3 menunjukkan hasil yang diperoleh daripada kedua-dua proses tersebut. \n \nThe Haber Process and the Contact Process are two important processes in industry. Table \n3 shows the results obtained from the two processes. \n \nProses \nProcess \nProses Haber \nHaber Process \nProses Sentuh \nContact process \nHasil \nProduct \nX \nY \n \nJadual 3 \nTable 3 \n \nSerpihan arang terbakar dengan lebih cepat berbanding ketulan arang \nCharcoal flakes burn faster than charcoal chunks \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 22 \n \n \nApakah hasil X dan Y? \nWhat is the product of X and Y? \n \n \nX \nY \nA \nAmmonia \nAmmonia \nEtanol   \nEthanol \nB \nAmmonia \nAmmonia \nAsid sulfurik  \nSulfuric acid \nC \nAsid sulfurik \nSulfuric acid \nAmmonia \nAmmonia \nD \nAsid nitrit \nNitric Acid \nAmmonia \nAmmonia \n \n \n \n \n \n \n \n \n \n \n \n \n \n31. Rajah 16 menunjukkan Kitar Nitrogen. \nDiagram 16 shows Nitrogen Cycle. \n \n \nRajah 16 \nDiagram 16 \n \nApakah yang diwakili oleh P, Q dan R? \nWhat are represented by P, Q and R? \n \n \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 23 \n \n \nP \nQ \nR \nA \nNitrat \nNitrate \nSebatian ammonium \nAmmonium compound \nNitrit \nNitrite  \nB \nSebatian ammonium \nAmmonium compound \nNitrit \nNitrite \nNitrat \nNitrate \nC \nNitrit \nNitrite \nNitrat \nNitrate \nSebatian ammonium \nAmmonium compound \nD \nSebatian ammonium \nAmmonium compound \nNitrat \nNitrate \nNitrit \nNitrite \n \n \n32. Antara berikut yang manakah merupakan hidrokarbon tepu? \nWhich of the following is a saturated hydrocarbon? \n \n \nA \nEtana \nEthane \n \nB \nEtena   \nEthene    \n \nC \nEtanol \nEthanol \n \nD  Asid etanoik \nEthanoic acid \n \n \n \n \n33. Maklumat berikut menunjukkan ciri-ciri bahan M. \nThe following information shows the properties of material M. \n \n   \n \n \n \n \n \n \n \nApakah    bahan   M?  \nWhat is material M? \n\u2022 Berbentuk pepejal pada suhu bilik \nSolid form at room temperature \n\u2022 Diperoleh daripada haiwan \nObtained from animals \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 24 \n \n \n \n \n \n \nA \nDetergen \nDetergent \n \nB \nKarbohidrat \nCarbohydrate \n \nC \nLemak tepu \nSaturated fat \n \nD  Lemak tak tepu \nUnsaturated fat \n \n \n \n34. Kaji pernyataan berikut. \nStudy the statement below. \n \n \n \n \n \n \n \n \n \n \nBerdasarkan pernyataan tersebut, namakan proses yang terlibat? \n \nBased on the statement, name the process involved? \n \n \nA \nPenapaian  \nFermentation \n \nB \nPengesteran \nEsterification  \n \nC \nPengoksidaan \nOxidation   \n \nD  Pengelmusian \nEmulsification \n \n \n \nMinyak masak yang dibiarkan selama beberapa minggu atau bulan \nakan menjadi tengik. \nThe cooking oil if left for a few weeks or months will become rancid.  \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 25 \n \n35. Rajah 17 menunjukkan bagaimana elektrolisis digunakan untuk menulenkan kuprum. \nDiagram 17 shows how electrolysis is used to purify copper. \n \n \nRajah 17 \nDiagram 17 \n \nRamalkan apakah yang akan berlaku di katod. \nPredict what will happen at the cathode. \n \nA \nGas dibebaskan \nGas is released \n \nB \nJisim berkurangan  \nMass decreases \n \nC \nJisim tidak berubah \nMass is unchanged \n \nD  Kuprum dienapkan \nCopper is deposited \n \n \n \n36. Rajah 18  menunjukkan sebuah kanta cembung dengan titik fokus, F. \nDiagram 18  shows a convex lens with the focal point, F. \n \n                \n \n \nRajah 18 \nDiagram 18 \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 26 \n \n \n \n \n \n \n \n \nDi manakah objek patut diletakkan supaya imej yang dihasilkan itu adalah maya, tegak dan \ndiperbesar? \nWhere should the object be placed so that the image is virtual, upright and enlarged? \n \n37. Rajah  19 menunjukkan alatan optik yang digunakan untuk menjalankan satu eksperimen. \nDiagram 19 shows the optical instrument used to conduct an experiment. \n \n \n \nRajah 19 \nDiagram 19 \n \nApakah ciri-ciri imej yang terbentuk? \nWhat are the characteristics of the image formed? \n \n \nA \nDibesarkan dan tegak \nMagnified and upright \n \nB \nDibesarkan dan nyata \nMagnified and real \n \nC \nNyata dan terbalik \nReal and inverted \n \nD  Maya dan terbalik \nVirtual and inverted \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 27 \n \n38. Rajah 20 menunjukkan satu situasi. \nDiagram 20 shows a situation. \n \n \n \nRajah 20 \nDiagram 20 \n \nApakah prinsip yang sesuai untuk menerangkan situasi di atas? \nWhat is the suitable principle to describe the above situation? \n \n \nA \nPrinsip Pascal \nPascal\u2019s Principle \n \nB \nPrinsip Bernoulli \nBernoulli\u2019s Principle \n \nC \nPrinsip Archimedes \nArchimedes\u2019 Principle \n \nD  Prinsip Keabadian Momentum \nPrinciple of Conservation of Momentum \n \n \n \n39. Jadual 4 di bawah menunjukkan beberapa jenis satelit dan ketinggiannya. \nTable 4  shows a few types of satellites with their altitude. \nSatelit \nSatellite \nKetinggian (km) \nAltitude (km) \nA \n705 \nB \n10 500 \nC \n20 200 \nD \n35 786 \nJadual 4 \nTable 4 \nSatelit yang manakah mempunyai halaju yang paling tinggi? \nWhich satellite has the highest velocity? \nUbat gigi \nTooth paste \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 28 \n \n \n \n40. Kaji maklumat berikut. \nStudy the following statement. \n \n \n \n \n \nAntara yang berikut, yang manakah merupakan contoh aplikasi navigasi yang \nmenggunakan koordinat GPS (Global Positioning System)? \nWhich of the following is an example of a navigation application that uses GPS (Global \nPositioning System) coordinates? \n \n \nA \nFacebook \nFacebook \n \nB \nInstagram \nInstagram  \n \nC \nFood Panda \nFood Panda \n \nD  Google maps \nGoogle maps \n \n \n \n \n \n \n \nKERTAS PEPERIKSAAN TAMAT \nEND OF QUESTION PAPER \n \n \nGPS (Global Positioning System) sering digunakan untuk tujuan navigasi dalam \npelbagai jenis pengangkutan. \nGPS (Global Positioning System) is often used for navigation in various types \nof transport. \n", " \n \nSKEMA \nSAINS KERTAS 1 \nUD2 TING 5 2021 (PERCUBAAN) \n \n \n1 \nA \n \n21 \nB \n2 \nD \n22 \nB \n3 \nA \n23 \nD \n4 \nB \n24 \nD \n5 \nB \n25 \nD \n6 \nA \n26 \nC \n7 \nB \n27 \nC \n8 \nA \n28 \nD \n9 \nD \n \n29 \nB \n10 \nC \n \n30 \nB \n11 \nC \n \n31 \nB \n12 \nA \n \n32 \nA \n13 \nB \n \n33 \nC \n14 \nD \n \n34 \nC \n15 \nC \n \n35 \nD \n16 \nA \n \n36 \nA \n17 \nD \n \n37 \nA \n18 \nB \n \n38 \nA \n19 \nB \n \n39 \nA \n20 \nD \n \n40 \nD \n \n \n"], "qa": [{"question": "Natrium merupakan bahan logam yang sangat reaktif.  Peralatan manakah yang sesuai digunakan untuk memegang natrium di dalam makmal?\nSodium is a highly reactive metal. Which equipment is suitable for holding sodium in the laboratory?", "A": "Forseps\nForceps", "B": "Spatula\nSpatula", "C": "Rod kaca\nGlass rod", "D": "Pemegang kayu\nWooden handle", "answer": "A"}, {"question": "Jadual 1 menunjukkan contoh bahan sisa yang tidak boleh dibuang di dalam sinki.   \nTable 1 shows example of waste substances which cannot be disposed into sink.\n\nJadual 1\nTable 1\n\nBahan sisa\nWaste substances\nSianida\nCyanide\nMerkuri\nMercury\n\nBerdasarkan contoh di atas, kenal pasti pernyataan yang benar bagi bahan sisa di atas.\nBased on the examples given, identify the true statements for the waste substances above.", "A": "Sianida ialah bahan yang terlalu beralkali, merkuri ialah bahan meruap\nCyanide is a very alkaline substance, mercury is a volatile substance", "B": "Sianida sangat mudah meruap, merkuri ialah bahan sisa organik\nCyanide is very volatile, mercury is an organic waste", "C": "Sianida dan merkuri ialah bahan toksik dan sangat beralkali\nCyanide and mercury are toxic and highly alkaline substances", "D": "Sianida ialah bahan toksik, merkuri ialah logam berat\nCyanide is a toxic substance, mercury is a heavy metal", "answer": "D"}, {"question": "Langkah-langkah berikut menunjukkan prosedur yang terlibat dalam Heimlich Manoeuvre.\nThe following steps shows the procedure involved in  Heimlich Manoeuvre.\n\n\nP\nTekan dan sentak abdomen ke atas dengan kuat dan cepat\nPress and thrust the abdomen upward with quick force\n\nQ\nBerdiri di belakang mangsa dan bongkokkan badan mangsa ke hadapan\nStand behind the victim and bend the victim\u2019s body slightly forward\n\nR\nKelilingkan tangan anda dari belakang mangsa\nWrap your arms around the waist of the victim\n\nS\nGenggam tangan kanan pada kedudukan di antara pusat dan sangkar rusuk mangsa. Kemudian, letakkan satu lagi tangan di atas tangan yang digenggam.\nPlace your right fist between the navel and ribs of the victim. Place another hand on\nthe right fist.\n\nAntara yang berikut, yang manakah menunjukkan susunan prosedur yang betul?\nWhich of the following shows the correct arrangement of the procedures?", "A": "P         R         Q         S", "B": "Q        R         S          P", "C": "Q        S         R         P", "D": "P       Q         S        R", "answer": "B"}, {"question": "Pernyataan di bawah menerangkan sejenis termometer.\nThe statement below describes one type of thermometer.\n\nMenggunakan termistor untuk menukar perubahan\nsuhu kepada isyarat elektrik\nUsing a thermistor to convert temperature changes to\nelectrical signals.\n\nAntara yang berikut, termometer yang manakah mempunyai ciri di atas?\nWhich of the following thermometer has the above characteristic?", "A": "Termometer infra merah\nInfrared thermometer", "B": "Termometer digital\nDigital thermometer", "C": "Termometer klinik\nClinical thermometer", "D": "Termometer rektal\nRectal thermometer", "answer": "B"}, {"question": "Antara yang berikut, yang manakah merupakan langkah untuk menyelesaikan isu sosio-saintifik dalam sektor pertanian?\nWhich of the following steps is a step taken to solve the socio-scientific issues in the agriculture sector?", "A": "Pembersihan hutan untuk pertanian\nClearing of forest for agriculture", "B": "Menggunakan kompos untuk menambahkan nutrien tanah\nUse compost to increase the nutrients in soil", "C": "Menggunakan baja kimia yang bermutu tinggi untuk tanaman\nUsing high quality chemical fertilizers for crops", "D": "Menggunakan jentera berat untuk membersihkan pokok-pokok tua yang kurang hasilnya\nUse heavy vehicles to clear unproductive old trees", "answer": "B"}, {"question": "Pengangkutan hijau yang manakah membebaskan gas rumah hijau yang paling banyak?\nWhich green transportation releases the most greenhouse gases?", "A": "Motorsikal\nMotorcycle", "B": "Basikal\nBicycle", "C": "Pengangkutan awam\nPublic transportation", "D": "Kenderaan perkhidmatan\nService vehicle", "answer": "A"}, {"question": "Dadah yang manakah berfungsi untuk memastikan pesakit kurang berasa cemas?\nWhich drug works to keep patients from anxious?", "A": "Kokaina\nCocaine", "B": "Ketamin\nKetamine", "C": "Barbiturat\nBarbiturates", "D": "Amfetamina\nAmphetamine", "answer": "C"}, {"question": "Maklumat berikut menunjukkan ciri-ciri sejenis kaca.\nThe following informations are the characteristics of a glass.\n\n\u2022 Mudah pecah\nFragile\n\u2022 Mudah dibentuk\nEasily shaped\n\nApakah kaca di atas?\nWhat is the glass above?", "A": "Kaca borosilikat\nBorosilicate glass", "B": "Kaca soda kapur\nSoda- lime glass", "C": "Kaca silika terlakur\nFused silica glass", "D": "Kaca kristal plumbum\nLead crystal glass", "answer": "B"}, {"question": "Pernyataan di bawah merujuk kepada satu situasi.\nThe statement below refers to a situation.\n\nSedikit garam biasa boleh ditambah ke atas permukaan epal yang dipotong.\nA little common salt can be added to the surface of the sliced apple.\n\nNyatakan tujuan menambah garam tersebut?\nState the purpose of adding the salt?", "A": "Menghasilkan radikal bebas\nProduces free radicals", "B": "Memusnahkan bahan anti-oksidan\nDestroys anti-oxidant substances", "C": "Melambatkan proses pengoksidaan buah epal\nSlow down the oxidation process of apples", "D": "Mempercepatkan proses pengoksidaan buah epal\nIncreases the oxidation process of apples", "answer": "C"}, {"question": "Pernyataan di bawah menerangkan proses X.\nThe statement below describes process X.\n\n\u2022 Proses percantuman atau penggabungan dua nukleus reaktif\nThe process where two reactive nuclei joined\n\u2022 Untuk membentuk satu nukleus yang lebih berat\nTo form a heavier nucleus\n\u2022 Membebaskan tenaga yang sangat besar\nReleases enormous amounts of energy\n\nApakah proses X?\nWhat is process X?", "A": "Pereputan nukleus\nNuclear decay", "B": "Pelakuran nukleus\nNuclear fusion", "C": "Pengionan nukleus\nNuclear ionization", "D": "Pembelahan nukleus\nNuclear fission", "answer": "B"}, {"question": "Jadual 2 menunjukkan senarai makanan dan nilai kalori yang dipamerkan di restoran.\nTable 2 shows a list of foods and caloric values as displayed in restaurant.\n\nMakanan\nFood\nNilai kalori (kJ/100g)\nCalorific value (kJ/100g)\nSekeping roti telur\nA piece of french toast\n264\nSepinggan nasi goreng\nA plate of fried rice\n193\nSegelas air kosong\nA glass of plain water\n0\nSegelas milo ais\nA glass of iced milo\n130\nJadual 2\nTable 2\n\nAntara set makanan berikut, yang manakah mempunyai nilai kalori yang paling tinggi?\nWhich of the following food sets has the highest calorific value?", "A": "Sepinggan nasi goreng dan segelas air milo ais\nA plate of fried rice and a glass of iced milo", "B": "Sekeping roti telur dan segelas air kosong\nA slice of french toast and a glass of plain water", "C": "Sepinggan nasi goreng dan segelas air kosong\nA plate of fried rice and a glass of plain water", "D": "2 keping roti telur dan segelas air milo ais\n2 pieces of french toast and a glass of milo iced", "answer": "D"}, {"question": "Seorang petani ingin meningkatkan kualiti dan kuantiti padinya melalui penggunaan teknologi moden. \nA farmer wants to increase the quality and quantity of his paddy through the use of modern technology.\nApakah tindakan yang paling sesuai dilakukan oleh petani itu?\nWhat is the best action the farmer should do?", "A": "Tanam tanaman tutup bumi.\nPlant ground cover plants.", "B": "Gunakan traktor dan penuai mekanikal\nUses of tractor and mechanical harvesters.", "C": "Gunakan lebih banyak racun serangga\nUse more insecticide.", "D": "Ternak haiwan ternakan seperti lembu.\nRear livestock such as cattle.", "answer": "B"}, {"question": "Mikroalga marin ialah alga mikroskopik yang hidup, tumbuh dan membiak dengan banyaknya dalam air laut. Apakah proses yang dijalankan oleh mikroalga ini yang membantu mengurangkan kandungan karbon dioksida dalam atmosfera?\nMarine microalgae are microscopic algae that live, grow and multiply in seawater. What is the process carried out by these microalgae that help reduce the carbon dioxide content in the atmosphere?", "A": "Respirasi\nRespiration", "B": "Pereputan\nDecaying", "C": "Fotosintesis\nPhotosynthesis", "D": "Transpirasi\nTranspiration", "answer": "C"}, {"question": "Kaji pernyataan di bawah.\nStudy the following statement.\n\nSerpihan arang terbakar dengan lebih cepat berbanding ketulan arang\nCharcoal flakes burn faster than charcoal chunks\n\nApakah faktor yang mempengaruhi kadar tindak balas di atas?\nWhat factors affect the above reaction rate?", "A": "Tekanan bahan tindak balas\nPressure of reactants", "B": "Saiz bahan tindak balas\nSize of reactants", "C": "Suhu bahan tindak balas\nTemperature of reactants", "D": "Kehadiran mangkin\nPresence of catalyst", "answer": "B"}, {"question": "Proses Haber dan Proses Sentuh merupakan dua proses yang penting dalam perindustrian.   Jadual 3 menunjukkan hasil yang diperoleh daripada kedua-dua proses tersebut.\nThe Haber Process and the Contact Process are two important processes in industry. Table 3 shows the results obtained from the two processes.\n\nProses\nProcess\nProses Haber\nHaber Process\nProses Sentuh\nContact process\nHasil\nProduct\nX\nY\n\nJadual 3\nTable 3\n\nApakah hasil X dan Y?\nWhat is the product of X and Y?", "X": "X\nY\nA\nAmmonia\nAmmonia\nEtanol\nEthanol\nB\nAmmonia\nAmmonia\nAsid sulfurik\nSulfuric acid\nC\nAsid sulfurik\nSulfuric acid\nAmmonia\nAmmonia\nD\nAsid nitrit\nNitric Acid\nAmmonia\nAmmonia", "Y": null, "A": "Ammonia\nAmmonia\nEtanol\nEthanol", "B": "Ammonia\nAmmonia\nAsid sulfurik\nSulfuric acid", "C": "Asid sulfurik\nSulfuric acid\nAmmonia\nAmmonia", "D": "Asid nitrit\nNitric Acid\nAmmonia\nAmmonia", "answer": "B"}, {"question": "Antara berikut yang manakah merupakan hidrokarbon tepu?\nWhich of the following is a saturated hydrocarbon?", "A": "Etana\nEthane", "B": "Etena\nEthene", "C": "Etanol\nEthanol", "D": "Asid etanoik\nEthanoic acid", "answer": "A"}, {"question": "Maklumat berikut menunjukkan ciri-ciri bahan M.\nThe following information shows the properties of material M.\n\n\u2022 Berbentuk pepejal pada suhu bilik\nSolid form at room temperature\n\u2022 Diperoleh daripada haiwan\nObtained from animals\n\nApakah    bahan   M?\nWhat is material M?", "A": "Detergen\nDetergent", "B": "Karbohidrat\nCarbohydrate", "C": "Lemak tepu\nSaturated fat", "D": "Lemak tak tepu\nUnsaturated fat", "answer": "C"}, {"question": "Kaji pernyataan berikut.\nStudy the statement below.\n\nMinyak masak yang dibiarkan selama beberapa minggu atau bulan\nakan menjadi tengik.\nThe cooking oil if left for a few weeks or months will become rancid.\n\nBerdasarkan pernyataan tersebut, namakan proses yang terlibat?\nBased on the statement, name the process involved?", "A": "Penapaian\nFermentation", "B": "Pengesteran\nEsterification", "C": "Pengoksidaan\nOxidation", "D": "Pengelmusian\nEmulsification", "answer": "C"}, {"question": "Kaji maklumat berikut.\nStudy the following statement.\n\nGPS (Global Positioning System) sering digunakan untuk tujuan navigasi dalam\npelbagai jenis pengangkutan.\nGPS (Global Positioning System) is often used for navigation in various types\nof transport.\n\nAntara yang berikut, yang manakah merupakan contoh aplikasi navigasi yang menggunakan koordinat GPS (Global Positioning System)?\nWhich of the following is an example of a navigation application that uses GPS (Global Positioning System) coordinates?", "A": "Facebook\nFacebook", "B": "Instagram\nInstagram", "C": "Food Panda\nFood Panda", "D": "Google maps\nGoogle maps", "answer": "D"}]}
+{"id": 433, "uuid": "5s55bs", "name": "Percubaan SPM Sains ", "description": "JPN Melaka 2022", "details": "Kertas 1", "type": "exam", "form": -4, "year": 2022, "price": "0", "downloadCount": 8235, "totalQuestions": 40, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/6c3c195d-b7cb-43b9-bb37-e1edc4bcc4bf.pdf", "pdfLinkPreview": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/635ac32f-15df-40eb-84e0-d1c1389712ad.pdf", "isDraft": false, "isPremium": false, "thumbnail": "PERCUBAAN", "createdAt": "2023-01-18T01:26:04Z", "updatedAt": "2024-01-02T01:48:17Z", "collection": null, "paperGenerated": null, "subject": {"id": 5, "uuid": "science", "name": "Science", "languages": ["malay", "english"], "subjectTypes": ["lower-form", "upper-form", "elementary"], "isAvailLowerForm": true, "isAvailUpperForm": true, "isAvailElementary": true, "isNoLevel": null, "createdAt": "2021-05-29T17:52:11Z", "updatedAt": "2021-05-29T17:52:11Z"}, "user": {"id": 18, "firstName": "Mohd Azmi", "lastName": "Hutbah", "email": "azmihut94@gmail.com", "school": "mjsc", "avatar": null, "phoneNumber": "+60148556849", "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2021-05-07T02:23:40Z", "updatedAt": "2022-06-28T08:17:55Z"}, "course": null, "local_filename": "mysoalan.com-pdf/6c3c195d-b7cb-43b9-bb37-e1edc4bcc4bf.pdf", "texts": ["SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 1 \n \nNAMA :\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.. \nTINGKATAN: \u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026. \nJABATAN PENDIDIKAN NEGERI MELAKA \nUJIAN DIAGNOSTIK 2 KSSM TINGKATAN 5 2021 \nSAINS  \nKertas 1 \n11/4 Jam \n \n \n \n \n \n                         Satu jam lima belas minit   \nJANGAN BUKA KERTAS PEPERIKSAAN INI SEHINGGA DIBERITAHU \nINFORMATION FOR CANDIDATES \nMAKLUMAT UNTUK CALON \n \n1. \nKertas peperiksaan ini adalah dalam dwibahasa. \n           This examination paper is bilingual. \n \n2. \nKertas peperiksaan ini mengandungi 40 soalan. \n           This question paper consists of 40 questions. \n \n3.         Tiap-tiap soalan diikuti dengan empat pilihan jawapan, iaitu A, B, C dan D. Bagi  \n            setiap soalan, pilih satu jawapan sahaja. Hitamkan jawapan anda pada kertas jawapan   \n            objektif yang disediakan. \n            Each question is followed by four alternative answers A, B, C or D. For each  \nquestion, choose one answer only. Blacken your answer on the objective answer sheet \nprovided. \n \n4.         Sekiranya anda hendak menukar jawapan, padamkan tanda yang telah dibuat. \n            Kemudian hitamkan jawapan yang baharu  \n            If you wish to change your answer, erase the blackened mark that you have made. \n \nThen blacken the new answer. \n \n5.          Rajah yang mengiringi soalan tidak dilukis mengikut skala kecuali dinyatakan. \n             The diagrams in the questions provided are not drawn to scale unless stated. \n \n6. \nAnda dibenarkan menggunakan kalkulator saintifik  \n             You may use a scientific calculator. \n. \n \n \n \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 2 \n \nJawab semua soalan. Setiap soalan diikuti oleh empat pilihan jawapan, iaitu A, B, C dan D. \nPilih satu jawapan sahaja. \nAnswer all questions. Each question is followed by four alternative answers, A, B, C and D. \nChoose only one answer. \n \n1. \nNatrium merupakan bahan logam yang sangat reaktif.  Peralatan manakah yang sesuai \ndigunakan untuk memegang natrium di dalam makmal?  \nSodium is a highly reactive metal. Which equipment is suitable for holding sodium in the \nlaboratory? \n \n \nA \nForseps \nForceps \n \nB \nSpatula \nSpatula \n \nC \nRod kaca  \nGlass rod \n \nD \nPemegang kayu  \nWooden handle \n \n2. \nJadual 1 menunjukkan contoh bahan sisa yang tidak boleh dibuang di dalam sinki.   \nTable 1 shows example of waste substances which cannot be disposed into sink.  \n \n \n \n \n \n \n                                                     \n                                         \n \n \nJadual 1 \nTable 1 \n \nBerdasarkan contoh di atas, kenal pasti pernyataan yang benar bagi bahan sisa di atas. \nBased on the examples given, identify the true statements for the waste substances above.  \nBahan sisa \nWaste substances \nSianida \nCyanide \nMerkuri  \nMercury \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 3 \n \n \nA \nSianida ialah bahan yang terlalu beralkali, merkuri ialah bahan meruap \nCyanide is a very alkaline substance, mercury is a volatile substance \n \nB \nSianida sangat mudah meruap, merkuri ialah bahan sisa organik  \nCyanide is very volatile, mercury is an organic waste \n \nC \nSianida dan merkuri ialah bahan toksik dan sangat beralkali \nCyanide and mercury are toxic and highly alkaline substances \n \nD \nSianida ialah bahan toksik, merkuri ialah logam berat \nCyanide is a toxic substance, mercury is a heavy metal \n \n \n \n3. \nRajah 1 menunjukkan satu langkah dalam melakukan CPR. \nDiagram 1 shows a step of CPR in progress. \n \nRajah 1 \nDiagram 1 \n \nApakah yang patut dilakukan sekiranya mangsa sudah mula bernafas tetapi masih tidak \nsedar? \nWhat should be done if the victim starts breathing but still unconscious? \n \n \nA \nUbah kedudukan mangsa dalam keadaan mengiring \nPosition the victim\u2019s body on his side \n \nB \nLakukan hembusan nafas berulang kali \nRepeat blows into the mouth \n \nC \nTambahkan tekanan pada dada mangsa \nAdd pressure to victims\u2019s chest \n \nD  Longgarkan pakaian mangsa \nLoosen the victim\u2019s clothing \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 4 \n \n \n4. Langkah-langkah berikut menunjukkan prosedur yang terlibat dalam Heimlich Manoeuvre. \nThe following steps shows the procedure involved in  Heimlich Manoeuvre. \n \n \nP \nTekan dan sentak abdomen ke atas dengan kuat dan cepat \nPress and thrust the abdomen upward with quick force \n \nQ \nBerdiri di belakang mangsa dan bongkokkan badan mangsa ke hadapan \nStand behind the victim and bend the victim\u2019s body slightly forward \n \nR \nKelilingkan tangan anda dari belakang mangsa \nWrap your arms around the waist of the victim \n \nS \nGenggam tangan kanan pada kedudukan di antara pusat dan sangkar rusuk mangsa. \nKemudian, letakkan satu lagi tangan di atas tangan yang digenggam. \nPlace your right fist between the navel and ribs of the victim. Place another hand on \nthe right fist. \n \nAntara yang berikut, yang manakah menunjukkan susunan prosedur yang betul? \nWhich of the following shows the correct arrangement of the procedures? \n \n \nA \nP         R         Q         S          \n \nB \nQ        R         S          P \n \nC \nQ        S         R         P \n \nD  \nP       Q         S        R \n5. \nPernyataan di bawah menerangkan sejenis termometer. \nThe statement below describes one type of thermometer. \n \n \n \n \n \n \n \nAntara yang berikut, termometer yang manakah mempunyai ciri di atas? \nWhich of the following thermometer has the above characteristic?  \n \n \n \nMenggunakan termistor untuk menukar perubahan \nsuhu kepada isyarat elektrik \nUsing a thermistor to convert temperature changes to \nelectrical signals. \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 5 \n \n \n \n \nA \nTermometer infra merah \nInfrared thermometer \n \nB \nTermometer digital \nDigital thermometer \n \nC \nTermometer klinik \nClinical thermometer \n \nD  Termometer rektal \nRectal thermometer \n \n6. \nRajah 2 menunjukkan seorang individu menggunakan sfigmomanometer untuk mengukur \ntekanan darahnya. \nDiagram 2 shows an individu using a sphygmomanometer to measure his blood pressure. \n \nRajah 2 \nDiagram 2 \n \nAntara yang berikut, yang manakah menunjukkan bacaan yang betul? \nWhich of the following shows the correct reading? \n \n \nTekanan sistolik \nSystolic pressure \nTekanan diastolik  \nDiastolic pressure \nKadar denyutan nadi \nPulse rate \n \nA \n118 \n65 \n76 \nB \n76 \n65 \n118 \nC \n65 \n118 \n76 \nD \n118 \n76 \n65 \n \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 6 \n \n \n \n \n \n \n \n \n7. \nAntara yang berikut, yang manakah merupakan langkah untuk menyelesaikan isu sosio-\nsaintifik dalam sektor pertanian? \nWhich of the following steps is a step taken to solve the socio-scientific issues in the \nagriculture sector? \n \n \nA \nPembersihan hutan untuk pertanian \nClearing of forest for agriculture \n \nB \nMenggunakan kompos untuk menambahkan nutrien tanah \nUse compost to increase the nutrients in soil \n \nC \nMenggunakan baja kimia yang bermutu tinggi untuk tanaman \nUsing high quality chemical fertilizers for crops \n \nD  Menggunakan jentera berat untuk membersihkan pokok-pokok tua yang kurang \nhasilnya \nUse heavy vehicles to clear unproductive old trees \n8. \nPengangkutan hijau yang manakah membebaskan gas rumah hijau yang paling banyak? \nWhich green transportation releases the most greenhouse gases? \n \n \nA \nMotorsikal \nMotorcycle \n \nB \nBasikal   \nBicycle \n \nC \nPengangkutan awam  \nPublic transportation \n \nD  Kenderaan perkhidmatan  \nService vehicle \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 7 \n \n \n9. \nRajah 3 menunjukkan kariotip oleh seorang individu J yang menghadapi sejenis penyakit. \nDiagram 3 shows the karyotype of an individual J suffer from a disease. \n \nRajah 3 \nDiagram 3 \n \nApakah penyakit yang dialami oleh individu J? \nWhat is the disease experienced by individual J? \n \n \nA \nSeorang budak perempuan yang sindrom Down \nA girl with Down\u2019s syndrome \n \nB \nSeorang budak perempuan yang sindrom Turner \nA girl with Turner\u2019s syndrome \n \nC \nSeorang budak lelaki yang anemia sel sabit \nA boy with sickle cell anemia \n \nD  Seorang budak lelaki yang sindrom Down \nA boy with Down\u2019s syndrome \n10. Rajah 4  menunjukkan sejenis akar.  \nDiagram 4 shows a type of roots. \n \nRajah 4 \nDiagram 4 \n \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 8 \n \n \n \n \n \n \n \n \n \n \n \nAntara tumbuhan berikut, yang manakah mempunyai akar di atas sebagai sokongan?  \nWhich of the following plants has the roots shown above as support? \n \n \nA \nPokok orkid  \nOrchid tree \n \nB \nPokok bakau  \nMangrove tree \n \nC \nPokok jagung  \nMaize plant \n \nD  Pokok meranti  \nMeranti tree \n11. Dadah yang manakah berfungsi untuk memastikan pesakit kurang berasa cemas?  \nWhich drug works to keep patients from anxious? \n \n \nA \nKokaina \nCocaine \n \nB \nKetamin  \nKetamine \n \nC \nBarbiturat \nBarbiturates \n \nD  Amfetamina \nAmphetamine \n \n \n \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 9 \n \n \n12. Rajah 5 menunjukkan struktur atom bagi P, Q, R dan S.  \nDiagram 5 shows the atomic structures of P, Q, R and S. \n \nRajah 5 \nDiagram 5 \n \nPasangan atom manakah adalah isotop? \nWhich pair of atoms is an isotope? \n \nA \nP dan Q \nP and Q \n \nB \nP dan S \nP and S \n \nC \nQ dan R \nQ and R \n \nD  R dan S \nR and S \n \n \n \n13. Maklumat berikut menunjukkan ciri-ciri sejenis kaca.  \nThe following informations are the characteristics of a glass. \n \n \n \n \n \n \n \n\u2022 Mudah pecah \nFragile \n\u2022 Mudah dibentuk \nEasily shaped \n \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 10 \n \n \n \nApakah kaca di atas? \nWhat is the glass above? \n \n \nA \nKaca borosilikat \nBorosilicate glass \n \nB \nKaca soda kapur \nSoda- lime glass \n \nC \nKaca silika terlakur \nFused silica glass \n \nD  Kaca kristal plumbum \nLead crystal glass \n \n \n \n14. Rajah 6 menunjukkan satu rawatan komplementari.   \nDiagram 6 shows a complementary treatment. \n \n \nRajah 6 \nDiagram 6 \nApakah rawatan ini? \nWhat is the treatment? \n \n \nA \nKiropraktik \nChiropractic \n \nB \nAkupunktur \nAcupuncture \n \nC \nTerapi herba \nHerbal therapy \n \nD  Urutan tradisional \nTraditional massage \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 11 \n \n \n15. Pernyataan di bawah merujuk kepada satu situasi. \nThe statement below refers to a situation. \n \n \n \n \n \n \nNyatakan tujuan menambah garam tersebut? \nState the purpose of adding the salt? \n \n \nA \nMenghasilkan radikal bebas \nProduces free radicals \n \nB \nMemusnahkan bahan anti-oksidan \nDestroys anti-oxidant substances \n \nC \nMelambatkan proses pengoksidaan buah epal \nSlow down the oxidation process of apples \n \nD  Mempercepatkan proses pengoksidaan buah epal \nIncreases the oxidation process of apples \n16. Rajah 7 menunjukkan seorang pelumba basikal memulakan kayuhan dari R ke S. \nDiagram 7 shows a cyclist cycling from R to S. \n \n \n \n \nRajah 7 \nDiagram 7 \nMasa yang diambil ialah 4 saat. \nThe time taken is 4 seconds. \nSedikit garam biasa boleh ditambah ke atas permukaan epal yang dipotong. \nA little common salt can be added to the surface of the sliced apple. \n \n \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 12 \n \n \n \n \nApakah pecutannya? \nWhat is acceleration? \n \n \nA \n5 ms\u02c92 \n \nB \n16 ms\u02c92 \n \nC \n24 ms\u02c92 \n \nD  80 ms\u02c92 \n \n \n \n \n17. Rajah 8 menunjukkan stesen jana kuasa tenaga nuklear. \nDiagram 8 shows the nuclear power plant. \n \n \n \n \nRajah 8 \nDiagram 8 \n \nApakah fungsi komponen yang berlabel X? \nWhat is the function of the component labelled X? \n \n \nA \nMemperlahankan neutron \nTo slow down the neutron \n \nB \nMenghalang kebocoran sinaran radioaktif  \nTo prevent radioactive radiation leakage \n \nC \nMenyerap haba hasil tindak balas nuklear  \nTo absorb heat from the nuclear reaction \n \nD  Menyejuk dan mengkondensasikan stim menjadi air \nTo cool down and condense steam into water \n \n \n \nX \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 13 \n \n \n18. Pernyataan di bawah menerangkan proses X. \nThe statement below describes process X. \n \n \n \n \n \n \n \n \n \nApakah proses X? \nWhat is process X? \n \n \nA \nPereputan nukleus \nNuclear decay \n \nB \nPelakuran nukleus \nNuclear fusion \n \nC \nPengionan nukleus \nNuclear ionization \n \nD  Pembelahan nukleus \nNuclear fission \n \n \n \n19. Rajah 9 di bawah menunjukkan sejenis mikroorganisma berfaedah dalam industri \nminuman. \nDiagram 9 below shows a type of beneficial microorganism in the beverage industry. \n \nRajah 9 \nDiagram 9 \n\u2022 Proses percantuman atau penggabungan dua nukleus reaktif \nThe process where two reactive nuclei joined \n\u2022 Untuk membentuk satu nukleus yang lebih berat \nTo form a heavier nucleus \n\u2022 Membebaskan tenaga yang sangat besar \nReleases enormous amounts of energy \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 14 \n \n \nApakah nama mikroorganisma tersebut? \nWhat is the name of the microorganism? \n \n \nA \nNitrosomonas sp. \n \nB \nLactobacillus subtilis \n \nC \nLactococcus bulgaricus \n \nD  Penicillium chrysogenum \n20. Jadual 2 menunjukkan senarai makanan dan nilai kalori yang dipamerkan di restoran. \nTable 2 shows a list of foods and caloric values as displayed in restaurant. \n \nMakanan  \nFood \nNilai kalori (kJ/100g) \nCalorific value (kJ/100g) \nSekeping roti telur  \nA piece of french toast \n264 \nSepinggan nasi goreng  \nA plate of fried rice \n193 \nSegelas air kosong \nA glass of plain water \n0 \nSegelas milo ais \nA glass of iced milo \n130 \nJadual 2 \nTable 2 \n \nAntara set makanan berikut, yang manakah mempunyai nilai kalori yang paling tinggi? \nWhich of the following food sets has the highest calorific value? \n \nA \nSepinggan nasi goreng dan segelas air milo ais     \nA plate of fried rice and a glass of iced milo \n \nB \nSekeping roti telur dan segelas air kosong \nA slice of french toast and a glass of plain water \n \nC \nSepinggan nasi goreng dan segelas air kosong \nA plate of fried rice and a glass of plain water \n \nD  2 keping roti telur dan segelas air milo ais \n2 pieces of french toast and a glass of milo iced \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 15 \n \n \n21. Rajah 10 menunjukkan sebahagian daripada Kitar Nitrogen. \nDiagram 10 shows part of Nitrogen Cycle. \n                       \n \nRajah 10 \nDiagram 10 \nApakah bakteria X? \nWhat is bacteria X? \n \n \nA \nBakteria pengikat nitrogen \nNitrogen fixing bacteria \n \nB \nBakteria pendenitritan \nDenitrifying bacteria \n \nC \nBakteria pengurai \nDecomposing bacteria \n \nD  Bakteria penitritan \nNitrifying bacteria \n22. Seorang petani ingin meningkatkan kualiti dan kuantiti padinya melalui penggunaan  \nteknologi moden .  \nA farmer wants to increase the quality and quantity of his paddy through the use of modern \ntechnology. \nApakah tindakan yang paling sesuai dilakukan oleh petani itu? \nWhat is the best action the farmer should do? \n \nA \nTanam tanaman tutup bumi. \nPlant ground cover plants. \n \nB \nGunakan traktor dan penuai mekanikal  \nUses of tractor and mechanical harvesters. \n \nC \nGunakan lebih banyak racun serangga \nUse more insecticide.  \n \nD  Ternak haiwan ternakan seperti lembu. \nRear livestock such as cattle. \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 16 \n \n \n \n \n \n23. Rajah 11 menunjukkan sejenis buah-buahan.  \nDiagram 11 shows a type of fruit. \n \n \n \n \n \n \n                                                       Rajah 11 \n                                                     Diagram 11 \n \nJika Haffiz ingin membuat jus daripada buah-buahan tersebut, apakah kaedah pemprosesan \nyang paling sesuai beliau gunakan supaya vitamin dan nutrien jus masih kekal? \nIf Haffiz wants to make juice from the fruit, what is the most suitable processing method he \ncan use to ensure the vitamins and nutrients of the juice still remain? \n \n \n \n \nA \nJus disejukbekukan pada suhu 18 \u00baC hingga -24 \u00baC. \nJuice is freezing in 18 \u00baC until -24 \u00baC temperature. \n \nB \nAir disingkirkan melalui buah dengan menjemur di bawah cahaya matahari. \nWater is removed from the fruit by drying it under the sun. \n \nC \nBuah disimpan di dalam tin yang telah disteril dan dipanaskan pada suhu yang tinggi \nmelebihi 115 \u00baC. \nFruit is kept in the cane after sterilised and heated in the temperature more than 115 \n\u00baC. \n \nD  Jus dipanaskan pada suhu di bawah takat didih cecair dan kemudian disejukkan \ndengan cepat. \nJuice is heated under liquid boiling point temperature and then is chilled immediately.  \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 17 \n \n \n \n \n \n \n24. Rajah 12 menunjukkan suatu label bungkusan makanan. \nDiagram 12 shows a food label. \n \n \nRajah 12 \nDiagram 12 \n \nMaklumat yang manakah sepatutnya terdapat pada label tersebut mengikut Akta Makanan \n1983 dan Peraturan Makanan 1985? \nWhich information should be on the label according to Food Act 1983 and Food \nRegulation 1985? \n \n \nA \nHarga \nPrice \n \nB \nTanda halal \nHalal label \n \nC \nNilai kalori \nCalorific value \n \nD  Tarikh luput \nExpired date \n \n \n \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 18 \n \n \n \n \n25. Rajah 13 menunjukkan situasi yang berlaku dalam sebuah kolam. \nDiagram 13 shows a situation that occurs in a pond. \n \n \n \n \n \nRajah 13 \nDiagram 13 \n \nApakah kesan situasi ini terhadap siratan makanan dalam kolam tersebut? \nWhat is the effect of this situation on the food chain in the pond? \n \n \nA \nMikroplastik mengurangkan kandungan oksigen di dalam air. \nMicroplastic reduce oxygen content in the water. \n \nB \nMikroplastik membantu proses pencernaan organisma akuatik berlaku lebih lancar. \nMicroplastic helps the digestive process of aquatic organism takes place more \nsmoothly.  \n \nC \nMikroplastik yang dipindahkan dari organisma akuatik tidak membawa sebarang \nkesan yang buruk. \nMicroplastic transferred from aquatic organisms do not bring any adverse effects. \n \nD  Mikroplastik yang dipindahkan dari  organisma akuatik boleh memasuki badan \nmanusia dan mengancam kesihatan. \nMicroplastic transferred from aquatic organisms can enter the human body and \nthreaten health. \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 19 \n \n \n26. Rajah 14 menunjukkan satu aktiviti manusia. Apakah jenis pencemaran alam sekitar yang \nakan berlaku akibat aktiviti ini? \nDiagram 14 shows a human activity. What type of environmental pollution that occurs \nbecause of this activity? \n \n \nRajah 14 \nDiagram 14 \n \nA \nPencemaran air \nWater pollution \n \nB \nPencemaran udara \nAir pollution \n \nC \nPencemaran terma \nThermal pollution \n \nD  Pencemaran tanah \nLand pollution \n27. Mikroalga marin ialah alga mikroskopik yang hidup, tumbuh dan membiak dengan \nbanyaknya dalam air laut. Apakah proses yang dijalankan oleh mikroalga ini yang \nmembantu mengurangkan kandungan karbon dioksida dalam atmosfera? \nMarine microalgae are microscopic algae that live, grow and multiply in seawater. What is \nthe process carried out by these microalgae that help reduce the carbon dioxide content in \nthe atmosphere? \n \n \nA \nRespirasi \nRespiration \n \nB \nPereputan \nDecaying \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 20 \n \n \n \n \n \n \nC \nFotosintesis \nPhotosynthesis \n \nD  Transpirasi \nTranspiration  \n \n \n \n28. Rajah 15 menunjukkan tindak balas logam dalam udara. \nDiagram 15 shows the reaction of metal in the air. \n \n \n \nRajah 15 \nDiagram 15 \n \nAntara yang berikut, yang manakah benar mengenai tindak balas ini? \nWhich of the following is correct about the reaction? \n \n \nA \nBahan tindak balas lebih banyak daripada hasil tindak balas. \nThe reactant is more than the product. \n \nB \nHasil tindak balas lebih daripada bahan tindak balas.  \nThe product is more than the reactant. \n \nC \nTindak balas perlahan. \nSlow  reaction.  \n \nD  Tindak balas cepat. \nFast reaction. \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 21 \n \n \n29. Kaji pernyataan di bawah. \nStudy the following statement. \n \n \n \n \n \n \n \nApakah faktor yang mempengaruhi kadar tindak balas di atas? \nWhat factors affect the above reaction rate? \n \n \nA \nTekanan bahan tindak balas \nPressure of reactants \n \nB \nSaiz bahan tindak balas \nSize of reactants \n \nC \nSuhu bahan tindak balas \nTemperature of reactants \n \nD  Kehadiran mangkin \nPresence of catalyst \n \n \n \n30. Proses Haber dan Proses Sentuh merupakan dua proses yang penting dalam perindustrian.   \nJadual 3 menunjukkan hasil yang diperoleh daripada kedua-dua proses tersebut. \n \nThe Haber Process and the Contact Process are two important processes in industry. Table \n3 shows the results obtained from the two processes. \n \nProses \nProcess \nProses Haber \nHaber Process \nProses Sentuh \nContact process \nHasil \nProduct \nX \nY \n \nJadual 3 \nTable 3 \n \nSerpihan arang terbakar dengan lebih cepat berbanding ketulan arang \nCharcoal flakes burn faster than charcoal chunks \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 22 \n \n \nApakah hasil X dan Y? \nWhat is the product of X and Y? \n \n \nX \nY \nA \nAmmonia \nAmmonia \nEtanol   \nEthanol \nB \nAmmonia \nAmmonia \nAsid sulfurik  \nSulfuric acid \nC \nAsid sulfurik \nSulfuric acid \nAmmonia \nAmmonia \nD \nAsid nitrit \nNitric Acid \nAmmonia \nAmmonia \n \n \n \n \n \n \n \n \n \n \n \n \n \n31. Rajah 16 menunjukkan Kitar Nitrogen. \nDiagram 16 shows Nitrogen Cycle. \n \n \nRajah 16 \nDiagram 16 \n \nApakah yang diwakili oleh P, Q dan R? \nWhat are represented by P, Q and R? \n \n \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 23 \n \n \nP \nQ \nR \nA \nNitrat \nNitrate \nSebatian ammonium \nAmmonium compound \nNitrit \nNitrite  \nB \nSebatian ammonium \nAmmonium compound \nNitrit \nNitrite \nNitrat \nNitrate \nC \nNitrit \nNitrite \nNitrat \nNitrate \nSebatian ammonium \nAmmonium compound \nD \nSebatian ammonium \nAmmonium compound \nNitrat \nNitrate \nNitrit \nNitrite \n \n \n32. Antara berikut yang manakah merupakan hidrokarbon tepu? \nWhich of the following is a saturated hydrocarbon? \n \n \nA \nEtana \nEthane \n \nB \nEtena   \nEthene    \n \nC \nEtanol \nEthanol \n \nD  Asid etanoik \nEthanoic acid \n \n \n \n \n33. Maklumat berikut menunjukkan ciri-ciri bahan M. \nThe following information shows the properties of material M. \n \n   \n \n \n \n \n \n \n \nApakah    bahan   M?  \nWhat is material M? \n\u2022 Berbentuk pepejal pada suhu bilik \nSolid form at room temperature \n\u2022 Diperoleh daripada haiwan \nObtained from animals \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 24 \n \n \n \n \n \n \nA \nDetergen \nDetergent \n \nB \nKarbohidrat \nCarbohydrate \n \nC \nLemak tepu \nSaturated fat \n \nD  Lemak tak tepu \nUnsaturated fat \n \n \n \n34. Kaji pernyataan berikut. \nStudy the statement below. \n \n \n \n \n \n \n \n \n \n \nBerdasarkan pernyataan tersebut, namakan proses yang terlibat? \n \nBased on the statement, name the process involved? \n \n \nA \nPenapaian  \nFermentation \n \nB \nPengesteran \nEsterification  \n \nC \nPengoksidaan \nOxidation   \n \nD  Pengelmusian \nEmulsification \n \n \n \nMinyak masak yang dibiarkan selama beberapa minggu atau bulan \nakan menjadi tengik. \nThe cooking oil if left for a few weeks or months will become rancid.  \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 25 \n \n35. Rajah 17 menunjukkan bagaimana elektrolisis digunakan untuk menulenkan kuprum. \nDiagram 17 shows how electrolysis is used to purify copper. \n \n \nRajah 17 \nDiagram 17 \n \nRamalkan apakah yang akan berlaku di katod. \nPredict what will happen at the cathode. \n \nA \nGas dibebaskan \nGas is released \n \nB \nJisim berkurangan  \nMass decreases \n \nC \nJisim tidak berubah \nMass is unchanged \n \nD  Kuprum dienapkan \nCopper is deposited \n \n \n \n36. Rajah 18  menunjukkan sebuah kanta cembung dengan titik fokus, F. \nDiagram 18  shows a convex lens with the focal point, F. \n \n                \n \n \nRajah 18 \nDiagram 18 \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 26 \n \n \n \n \n \n \n \n \nDi manakah objek patut diletakkan supaya imej yang dihasilkan itu adalah maya, tegak dan \ndiperbesar? \nWhere should the object be placed so that the image is virtual, upright and enlarged? \n \n37. Rajah  19 menunjukkan alatan optik yang digunakan untuk menjalankan satu eksperimen. \nDiagram 19 shows the optical instrument used to conduct an experiment. \n \n \n \nRajah 19 \nDiagram 19 \n \nApakah ciri-ciri imej yang terbentuk? \nWhat are the characteristics of the image formed? \n \n \nA \nDibesarkan dan tegak \nMagnified and upright \n \nB \nDibesarkan dan nyata \nMagnified and real \n \nC \nNyata dan terbalik \nReal and inverted \n \nD  Maya dan terbalik \nVirtual and inverted \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 27 \n \n38. Rajah 20 menunjukkan satu situasi. \nDiagram 20 shows a situation. \n \n \n \nRajah 20 \nDiagram 20 \n \nApakah prinsip yang sesuai untuk menerangkan situasi di atas? \nWhat is the suitable principle to describe the above situation? \n \n \nA \nPrinsip Pascal \nPascal\u2019s Principle \n \nB \nPrinsip Bernoulli \nBernoulli\u2019s Principle \n \nC \nPrinsip Archimedes \nArchimedes\u2019 Principle \n \nD  Prinsip Keabadian Momentum \nPrinciple of Conservation of Momentum \n \n \n \n39. Jadual 4 di bawah menunjukkan beberapa jenis satelit dan ketinggiannya. \nTable 4  shows a few types of satellites with their altitude. \nSatelit \nSatellite \nKetinggian (km) \nAltitude (km) \nA \n705 \nB \n10 500 \nC \n20 200 \nD \n35 786 \nJadual 4 \nTable 4 \nSatelit yang manakah mempunyai halaju yang paling tinggi? \nWhich satellite has the highest velocity? \nUbat gigi \nTooth paste \n", "SULIT                                                                                                                                                              1511/1 \nDIAGNOSTIK 2 JPNM 2021                                                                                                                                 28 \n \n \n \n40. Kaji maklumat berikut. \nStudy the following statement. \n \n \n \n \n \nAntara yang berikut, yang manakah merupakan contoh aplikasi navigasi yang \nmenggunakan koordinat GPS (Global Positioning System)? \nWhich of the following is an example of a navigation application that uses GPS (Global \nPositioning System) coordinates? \n \n \nA \nFacebook \nFacebook \n \nB \nInstagram \nInstagram  \n \nC \nFood Panda \nFood Panda \n \nD  Google maps \nGoogle maps \n \n \n \n \n \n \n \nKERTAS PEPERIKSAAN TAMAT \nEND OF QUESTION PAPER \n \n \nGPS (Global Positioning System) sering digunakan untuk tujuan navigasi dalam \npelbagai jenis pengangkutan. \nGPS (Global Positioning System) is often used for navigation in various types \nof transport. \n", " \n \nSKEMA \nSAINS KERTAS 1 \nUD2 TING 5 2021 (PERCUBAAN) \n \n \n1 \nA \n \n21 \nB \n2 \nD \n22 \nB \n3 \nA \n23 \nD \n4 \nB \n24 \nD \n5 \nB \n25 \nD \n6 \nA \n26 \nC \n7 \nB \n27 \nC \n8 \nA \n28 \nD \n9 \nD \n \n29 \nB \n10 \nC \n \n30 \nB \n11 \nC \n \n31 \nB \n12 \nA \n \n32 \nA \n13 \nB \n \n33 \nC \n14 \nD \n \n34 \nC \n15 \nC \n \n35 \nD \n16 \nA \n \n36 \nA \n17 \nD \n \n37 \nA \n18 \nB \n \n38 \nA \n19 \nB \n \n39 \nA \n20 \nD \n \n40 \nD \n \n \n"], "qa": [{"question": "Natrium merupakan bahan logam yang sangat reaktif.  Peralatan manakah yang sesuai digunakan untuk memegang natrium di dalam makmal?\nSodium is a highly reactive metal. Which equipment is suitable for holding sodium in the laboratory?", "A": "Forseps\nForceps", "B": "Spatula\nSpatula", "C": "Rod kaca\nGlass rod", "D": "Pemegang kayu\nWooden handle", "answer": "A"}, {"question": "Jadual 1 menunjukkan contoh bahan sisa yang tidak boleh dibuang di dalam sinki.   \nTable 1 shows example of waste substances which cannot be disposed into sink.\n\nJadual 1\nTable 1\n\nBahan sisa\nWaste substances\nSianida\nCyanide\nMerkuri\nMercury\n\nBerdasarkan contoh di atas, kenal pasti pernyataan yang benar bagi bahan sisa di atas.\nBased on the examples given, identify the true statements for the waste substances above.", "A": "Sianida ialah bahan yang terlalu beralkali, merkuri ialah bahan meruap\nCyanide is a very alkaline substance, mercury is a volatile substance", "B": "Sianida sangat mudah meruap, merkuri ialah bahan sisa organik\nCyanide is very volatile, mercury is an organic waste", "C": "Sianida dan merkuri ialah bahan toksik dan sangat beralkali\nCyanide and mercury are toxic and highly alkaline substances", "D": "Sianida ialah bahan toksik, merkuri ialah logam berat\nCyanide is a toxic substance, mercury is a heavy metal", "answer": "D"}, {"question": "Langkah-langkah berikut menunjukkan prosedur yang terlibat dalam Heimlich Manoeuvre.\nThe following steps shows the procedure involved in  Heimlich Manoeuvre.\n\n\nP\nTekan dan sentak abdomen ke atas dengan kuat dan cepat\nPress and thrust the abdomen upward with quick force\n\nQ\nBerdiri di belakang mangsa dan bongkokkan badan mangsa ke hadapan\nStand behind the victim and bend the victim\u2019s body slightly forward\n\nR\nKelilingkan tangan anda dari belakang mangsa\nWrap your arms around the waist of the victim\n\nS\nGenggam tangan kanan pada kedudukan di antara pusat dan sangkar rusuk mangsa. Kemudian, letakkan satu lagi tangan di atas tangan yang digenggam.\nPlace your right fist between the navel and ribs of the victim. Place another hand on\nthe right fist.\n\nAntara yang berikut, yang manakah menunjukkan susunan prosedur yang betul?\nWhich of the following shows the correct arrangement of the procedures?", "A": "P         R         Q         S", "B": "Q        R         S          P", "C": "Q        S         R         P", "D": "P       Q         S        R", "answer": "B"}, {"question": "Pernyataan di bawah menerangkan sejenis termometer.\nThe statement below describes one type of thermometer.\n\nMenggunakan termistor untuk menukar perubahan\nsuhu kepada isyarat elektrik\nUsing a thermistor to convert temperature changes to\nelectrical signals.\n\nAntara yang berikut, termometer yang manakah mempunyai ciri di atas?\nWhich of the following thermometer has the above characteristic?", "A": "Termometer infra merah\nInfrared thermometer", "B": "Termometer digital\nDigital thermometer", "C": "Termometer klinik\nClinical thermometer", "D": "Termometer rektal\nRectal thermometer", "answer": "B"}, {"question": "Antara yang berikut, yang manakah merupakan langkah untuk menyelesaikan isu sosio-saintifik dalam sektor pertanian?\nWhich of the following steps is a step taken to solve the socio-scientific issues in the agriculture sector?", "A": "Pembersihan hutan untuk pertanian\nClearing of forest for agriculture", "B": "Menggunakan kompos untuk menambahkan nutrien tanah\nUse compost to increase the nutrients in soil", "C": "Menggunakan baja kimia yang bermutu tinggi untuk tanaman\nUsing high quality chemical fertilizers for crops", "D": "Menggunakan jentera berat untuk membersihkan pokok-pokok tua yang kurang hasilnya\nUse heavy vehicles to clear unproductive old trees", "answer": "B"}, {"question": "Pengangkutan hijau yang manakah membebaskan gas rumah hijau yang paling banyak?\nWhich green transportation releases the most greenhouse gases?", "A": "Motorsikal\nMotorcycle", "B": "Basikal\nBicycle", "C": "Pengangkutan awam\nPublic transportation", "D": "Kenderaan perkhidmatan\nService vehicle", "answer": "A"}, {"question": "Dadah yang manakah berfungsi untuk memastikan pesakit kurang berasa cemas?\nWhich drug works to keep patients from anxious?", "A": "Kokaina\nCocaine", "B": "Ketamin\nKetamine", "C": "Barbiturat\nBarbiturates", "D": "Amfetamina\nAmphetamine", "answer": "C"}, {"question": "Maklumat berikut menunjukkan ciri-ciri sejenis kaca.\nThe following informations are the characteristics of a glass.\n\n\u2022 Mudah pecah\nFragile\n\u2022 Mudah dibentuk\nEasily shaped\n\nApakah kaca di atas?\nWhat is the glass above?", "A": "Kaca borosilikat\nBorosilicate glass", "B": "Kaca soda kapur\nSoda- lime glass", "C": "Kaca silika terlakur\nFused silica glass", "D": "Kaca kristal plumbum\nLead crystal glass", "answer": "B"}, {"question": "Pernyataan di bawah merujuk kepada satu situasi.\nThe statement below refers to a situation.\n\nSedikit garam biasa boleh ditambah ke atas permukaan epal yang dipotong.\nA little common salt can be added to the surface of the sliced apple.\n\nNyatakan tujuan menambah garam tersebut?\nState the purpose of adding the salt?", "A": "Menghasilkan radikal bebas\nProduces free radicals", "B": "Memusnahkan bahan anti-oksidan\nDestroys anti-oxidant substances", "C": "Melambatkan proses pengoksidaan buah epal\nSlow down the oxidation process of apples", "D": "Mempercepatkan proses pengoksidaan buah epal\nIncreases the oxidation process of apples", "answer": "C"}, {"question": "Pernyataan di bawah menerangkan proses X.\nThe statement below describes process X.\n\n\u2022 Proses percantuman atau penggabungan dua nukleus reaktif\nThe process where two reactive nuclei joined\n\u2022 Untuk membentuk satu nukleus yang lebih berat\nTo form a heavier nucleus\n\u2022 Membebaskan tenaga yang sangat besar\nReleases enormous amounts of energy\n\nApakah proses X?\nWhat is process X?", "A": "Pereputan nukleus\nNuclear decay", "B": "Pelakuran nukleus\nNuclear fusion", "C": "Pengionan nukleus\nNuclear ionization", "D": "Pembelahan nukleus\nNuclear fission", "answer": "B"}, {"question": "Jadual 2 menunjukkan senarai makanan dan nilai kalori yang dipamerkan di restoran.\nTable 2 shows a list of foods and caloric values as displayed in restaurant.\n\nMakanan\nFood\nNilai kalori (kJ/100g)\nCalorific value (kJ/100g)\nSekeping roti telur\nA piece of french toast\n264\nSepinggan nasi goreng\nA plate of fried rice\n193\nSegelas air kosong\nA glass of plain water\n0\nSegelas milo ais\nA glass of iced milo\n130\nJadual 2\nTable 2\n\nAntara set makanan berikut, yang manakah mempunyai nilai kalori yang paling tinggi?\nWhich of the following food sets has the highest calorific value?", "A": "Sepinggan nasi goreng dan segelas air milo ais\nA plate of fried rice and a glass of iced milo", "B": "Sekeping roti telur dan segelas air kosong\nA slice of french toast and a glass of plain water", "C": "Sepinggan nasi goreng dan segelas air kosong\nA plate of fried rice and a glass of plain water", "D": "2 keping roti telur dan segelas air milo ais\n2 pieces of french toast and a glass of milo iced", "answer": "D"}, {"question": "Seorang petani ingin meningkatkan kualiti dan kuantiti padinya melalui penggunaan teknologi moden. \nA farmer wants to increase the quality and quantity of his paddy through the use of modern technology.\nApakah tindakan yang paling sesuai dilakukan oleh petani itu?\nWhat is the best action the farmer should do?", "A": "Tanam tanaman tutup bumi.\nPlant ground cover plants.", "B": "Gunakan traktor dan penuai mekanikal\nUses of tractor and mechanical harvesters.", "C": "Gunakan lebih banyak racun serangga\nUse more insecticide.", "D": "Ternak haiwan ternakan seperti lembu.\nRear livestock such as cattle.", "answer": "B"}, {"question": "Mikroalga marin ialah alga mikroskopik yang hidup, tumbuh dan membiak dengan banyaknya dalam air laut. Apakah proses yang dijalankan oleh mikroalga ini yang membantu mengurangkan kandungan karbon dioksida dalam atmosfera?\nMarine microalgae are microscopic algae that live, grow and multiply in seawater. What is the process carried out by these microalgae that help reduce the carbon dioxide content in the atmosphere?", "A": "Respirasi\nRespiration", "B": "Pereputan\nDecaying", "C": "Fotosintesis\nPhotosynthesis", "D": "Transpirasi\nTranspiration", "answer": "C"}, {"question": "Kaji pernyataan di bawah.\nStudy the following statement.\n\nSerpihan arang terbakar dengan lebih cepat berbanding ketulan arang\nCharcoal flakes burn faster than charcoal chunks\n\nApakah faktor yang mempengaruhi kadar tindak balas di atas?\nWhat factors affect the above reaction rate?", "A": "Tekanan bahan tindak balas\nPressure of reactants", "B": "Saiz bahan tindak balas\nSize of reactants", "C": "Suhu bahan tindak balas\nTemperature of reactants", "D": "Kehadiran mangkin\nPresence of catalyst", "answer": "B"}, {"question": "Antara berikut yang manakah merupakan hidrokarbon tepu?\nWhich of the following is a saturated hydrocarbon?", "A": "Etana\nEthane", "B": "Etena\nEthene", "C": "Etanol\nEthanol", "D": "Asid etanoik\nEthanoic acid", "answer": "A"}, {"question": "Maklumat berikut menunjukkan ciri-ciri bahan M.\nThe following information shows the properties of material M.\n\n\u2022 Berbentuk pepejal pada suhu bilik\nSolid form at room temperature\n\u2022 Diperoleh daripada haiwan\nObtained from animals\n\nApakah    bahan   M?\nWhat is material M?", "A": "Detergen\nDetergent", "B": "Karbohidrat\nCarbohydrate", "C": "Lemak tepu\nSaturated fat", "D": "Lemak tak tepu\nUnsaturated fat", "answer": "C"}, {"question": "Kaji pernyataan berikut.\nStudy the statement below.\n\nMinyak masak yang dibiarkan selama beberapa minggu atau bulan\nakan menjadi tengik.\nThe cooking oil if left for a few weeks or months will become rancid.\n\nBerdasarkan pernyataan tersebut, namakan proses yang terlibat?\nBased on the statement, name the process involved?", "A": "Penapaian\nFermentation", "B": "Pengesteran\nEsterification", "C": "Pengoksidaan\nOxidation", "D": "Pengelmusian\nEmulsification", "answer": "C"}, {"question": "Kaji maklumat berikut.\nStudy the following statement.\n\nGPS (Global Positioning System) sering digunakan untuk tujuan navigasi dalam\npelbagai jenis pengangkutan.\nGPS (Global Positioning System) is often used for navigation in various types\nof transport.\n\nAntara yang berikut, yang manakah merupakan contoh aplikasi navigasi yang menggunakan koordinat GPS (Global Positioning System)?\nWhich of the following is an example of a navigation application that uses GPS (Global Positioning System) coordinates?", "A": "Facebook\nFacebook", "B": "Instagram\nInstagram", "C": "Food Panda\nFood Panda", "D": "Google maps\nGoogle maps", "answer": "D"}]}
 {"id": 427, "uuid": "95y9hd", "name": "Percubaan SPM Matematik ", "description": "Kedah 2022", "details": "Kertas 1", "type": "exam", "form": -4, "year": 2022, "price": "0", "downloadCount": 3324, "totalQuestions": 40, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/ba5081f9-9db8-4a18-8a69-306098df4a40.pdf", "pdfLinkPreview": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/c2f22d8d-036a-458e-b24b-75147900aece.pdf", "isDraft": false, "isPremium": false, "thumbnail": "PERCUBAAN", "createdAt": "2023-01-18T00:12:55Z", "updatedAt": "2024-01-02T01:49:12Z", "collection": null, "paperGenerated": null, "subject": {"id": 3, "uuid": "mathematics", "name": "Mathematics", "languages": ["english", "malay"], "subjectTypes": ["lower-form", "upper-form", "elementary"], "isAvailLowerForm": true, "isAvailUpperForm": true, "isAvailElementary": true, "isNoLevel": null, "createdAt": "2021-02-07T08:06:59Z", "updatedAt": "2021-02-07T08:06:59Z"}, "user": {"id": 18, "firstName": "Mohd Azmi", "lastName": "Hutbah", "email": "azmihut94@gmail.com", "school": "mjsc", "avatar": null, "phoneNumber": "+60148556849", "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2021-05-07T02:23:40Z", "updatedAt": "2022-06-28T08:17:55Z"}, "course": null, "local_filename": "mysoalan.com-pdf/ba5081f9-9db8-4a18-8a69-306098df4a40.pdf", "texts": ["NAMA: ...........................................................  \n \nTINGKATAN : ............. \n \n \nMODUL PENINGKATAN PRESTASI MURID TINGKATAN 5 \nTAHUN 2022/2023 \n \n \nMATEMATIK \nKERTAS 1 \n1 JAM 30 MINIT \n \nJANGAN BUKA MODUL INI SEHINGGA DIBERITAHU \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n_________________________________________________________________________________\nModul ini mengandungi 24 halaman bercetak\n1 \nModul ini mengandungi 40 soalan dan dalam dwibahasa. \n2 \nJawab SEMUA soalan. \n3 \nRajah yang mengiringi soalan tidak dilukis mengikut skala kecuali dinyatakan. \n4 \nSatu senarai rumus disediakan di halaman 2, 3 dan 4. \n5 \nAnda dibenarkan menggunakan kalkulator saintifik. \n", "SULIT  \n                                                              \n1449/1 \n2 \n \n \nNOMBOR DAN OPERASI \nNUMBER AND OPERATIONS \n \n1 \nm\nn\nm n\na\na\na\n\uf02b\n\uf0b4\n\uf03d\n \n2 \nm\nn\nm n\na\na\na\n\uf02d\n\uf0b8\n\uf03d\n \n3 \n(\n)\nm n\nmn\na\na\n\uf03d\n \n4 \n1\nn\nn\na\na\n\uf03d\n \n5 \n1\n1\n(\n)\n(\n)\nm\nn\nm\nm\nn\nn\na\na\na\n\uf03d\n\uf03d\n \n6 \n(\n)\nm\nn\nn\nn\nm\nm\na\na\na\n\uf03d\n\uf03d\n \n7 \nFaedah mudah / Simple interest, I =Prt \n8 Nilai matang/\ud835\udc40\ud835\udc4e\ud835\udc61\ud835\udc62\ud835\udc5f\ud835\udc56\ud835\udc61\ud835\udc66 \ud835\udc63\ud835\udc4e\ud835\udc59\ud835\udc62\ud835\udc52, \ud835\udc40= \ud835\udc43(1 + \ud835\udc5f\n\ud835\udc5b)\n\ud835\udc5b\ud835\udc61\n \n9 \nJumlah bayaran balik / Total repayment, A = P + Prt\n \n10 \nPremium = Nilai muka polisi\n(Kadar premium per RM )\nRM\nx\nx\n\uf0b4\n \nPremium = \n(\n RM )\nRM\nFace value of  policy\nPremium rate per\nx\nx\n\uf0b4\n \n11 \nJumlah insurans yang harus dibeli = \nPeratusan\nNilai boleh\nko-insurans\ninsurans harta\n\uf0e6\n\uf0f6\uf0e6\n\uf0f6\n\uf0b4\n\uf0e7\n\uf0f7\uf0e7\n\uf0f7\n\uf0e8\n\uf0f8\uf0e8\n\uf0f8\n \nAmount of required insurance = Percentage of\nInsurable value\nco -insurance\nof  property\n\uf0e6\n\uf0f6\uf0e6\n\uf0f6\n\uf0b4\n\uf0e7\n\uf0f7\uf0e7\n\uf0f7\n\uf0e8\n\uf0f8\uf0e8\n\uf0f8\n \n \n \nPERKAITAN DAN ALGEBRA \nRELATIONSHIP AND ALGEBRA \n \n \n1 \nJarak / Distance = \n2\n2\n2\n1\n2\n1\n(\n)\n(\n)\nx\nx\ny\ny\n\uf02d\n\uf02b\n\uf02d\n   \n2 Titik Tengah / midpoint\n1\n2\n1\n2\n( , )\n,\n2\n2\nx\nx\ny\ny\nx y\n\uf02b\n\uf02b\n\uf0e6\n\uf0f6\n\uf03d\uf0e7\n\uf0f7\n\uf0e8\n\uf0f8\n \n \n3 \nLaju Purata =  Jumlah jarak\nJumlah masa\n    \nAverage speed = Total distance\nTotal time\n \n4 \n2\n1\n2\n1\ny\ny\nm\nx\nx\n\uf02d\n\uf03d\n\uf02d\n \n4 \n1\n1\nd\nb\nA\nc\na\nad\nbc\n\uf02d\n\uf02d\n\uf0e6\n\uf0f6\n\uf03d\n\uf0e7\n\uf0f7\n\uf02d\n\uf02d\n\uf0e8\n\uf0f8\n \n \n5 \npintasan-\npintasan-\ny\nm\nx\n\uf03d\uf02d\n \ny-intercept\nm\nx-intercept\n\uf03d\uf02d\n \n \n \n \n \n \n \n \n \n \n", "SULIT  \n                                                              \n1449/1 \n3 \n \n \n \nSUKATAN DAN GEOMETRI \nMEASUREMENT AND GEOMETRY\n \n1 \nTeorem Pythagoras / Pythagoras Theorem \n2\n2\n2\nc\na\nb\n\uf03d\n\uf02b\n \n2 \nHasil tambah sudut pedalaman poligon / Sum of interior angles of a polygon  \n= (n \u2013 2) \uf0b4 180o \n3 \nLilitan bulatan = \uf070d = 2\uf070j \nCircumference of circle = \uf070d = 2\uf070r \n4 \nLuas bulatan = \uf070j 2 \nArea of circle = \uf070r 2 \n \n5 \nPanjang lengkok\n2\uf070\ud835\udc57\n=\n\uf071\n360\u00b0 \nArc length\n2\uf070\ud835\udc5f\n=\n\uf071\n360\u00b0 \n \n6 \nLuas sektor\n\uf070\ud835\udc572\n=\n\uf071\n360\u00b0 \n\ud835\udc34\ud835\udc5f\ud835\udc52\ud835\udc4e \ud835\udc5c\ud835\udc53 \ud835\udc60\ud835\udc52\ud835\udc50\ud835\udc61\ud835\udc5c\ud835\udc5f\n\uf070\ud835\udc5f2\n=\n\uf071\n360\u00b0 \n \n7 \nLuas lelayang = 1\n2 \u00d7 hasil darab panjang dua pepenjuru \n\ud835\udc34\ud835\udc5f\ud835\udc52\ud835\udc4e \ud835\udc5c\ud835\udc53 \ud835\udc58\ud835\udc56\ud835\udc61\ud835\udc52= 1\n2 \u00d7 \ud835\udc5d\ud835\udc5f\ud835\udc5c\ud835\udc51\ud835\udc62\ud835\udc50\ud835\udc61 \ud835\udc5c\ud835\udc53 \ud835\udc61\ud835\udc64\ud835\udc5c \ud835\udc51\ud835\udc56\ud835\udc4e\ud835\udc54\ud835\udc5c\ud835\udc5b\ud835\udc4e\ud835\udc59\ud835\udc60 \n \n8 \nLuas trapezium = \n1\n2 \uf0b4 hasil tambah dua sisi selari \uf0b4 tinggi \nArea of trapezium = 1\n \n \n \n \n \n \n2\nsum of parallel sides\nheight\n\uf0b4\n\uf0b4\n \n9 \nLuas permukaan silinder = 2 \uf070 j2 + 2 \uf070 jt \nSurface area of cylinder = 2 \uf070 r2 + 2 \uf070 rh \n10 \nLuas permukaan kon = \uf070 j2 + \uf070 js \nSurface area of cone = \uf070 r2 + \uf070 rs \n11 \nLuas permukaan sfera = 4\uf070j 2 \nSurface area of sphere = 4\uf070r 2 \n12 \nIsi padu prisma = luas keratan rentas \uf0b4 tinggi \nVolume of prism = cross sectional area \uf0b4 height \n13 \nIsi padu silinder  = \uf070 j2t \nVolume of cylinder = \uf070 r2h \n14 \nIsi padu kon = \n2\n1 \u03c0 \n3\nj t   \nVolume of cone = \n2\n1 \u03c0 \n3\nr h  \n", "SULIT  \n                                                              \n1449/1 \n4 \n \n \n15 \nIsi padu sfera = \n3\n4 \u03c0\n3\nj  \nVolume of sphere = \n3\n4 \u03c0\n3\nr  \n16 \nIsi padu piramid = 1  \n luas tapak \n tinggi\n3 \uf0b4\n\uf0b4\n \nVolume of pyramid = 1  \n \n \n \n \n3\nbase area\nheight\n\uf0b4\n\uf0b4\n \n17 \nFaktor skala, \n'\nPA\nk\nPA\n\uf03d\n  \nScale factor, \n'\nPA\nk\nPA\n\uf03d\n \n18 \nLuas imej = k2 \uf0b4 luas objek  \nArea of image = k2 \uf0b4 area of object \nSTATISTIK DAN KEBARANGKALIAN \nSTATISTICS AND PROBABILITY \n1 \nMin / \ud835\udc40\ud835\udc52\ud835\udc4e\ud835\udc5b, \ud835\udc65\u0305 = \uf0e5\ud835\udc65\n\ud835\udc41 \n2 \nMin / \ud835\udc40\ud835\udc52\ud835\udc4e\ud835\udc5b, \ud835\udc65\u0305 = \uf0e5\ud835\udc53\ud835\udc65\n\uf0e5\ud835\udc53 \n3 \nVarians / \ud835\udc49\ud835\udc4e\ud835\udc5f\ud835\udc56\ud835\udc4e\ud835\udc5b\ud835\udc50\ud835\udc52, \uf0732 = \uf0e5\ud835\udc652\n\ud835\udc41\u2212\ud835\udc65\u03052 = \uf0e5(\ud835\udc65\u2212\ud835\udc65\u0305)2\n\ud835\udc41\n \n4 \nVarians / \ud835\udc49\ud835\udc4e\ud835\udc5f\ud835\udc56\ud835\udc4e\ud835\udc5b\ud835\udc50\ud835\udc52, \uf0732 = \uf0e5\ud835\udc53\ud835\udc652\n\uf0e5\ud835\udc53\u2212\ud835\udc65\u03052 = \uf0e5\ud835\udc53(\ud835\udc65\u2212\ud835\udc65\u0305)2\n\uf0e5\ud835\udc53\n \n5 \nSisihan piawai / \ud835\udc46\ud835\udc61\ud835\udc4e\ud835\udc5b\ud835\udc51\ud835\udc4e\ud835\udc5f\ud835\udc51 \ud835\udc51\ud835\udc52\ud835\udc63\ud835\udc56\ud835\udc4e\ud835\udc61\ud835\udc56\ud835\udc5c\ud835\udc5b, \uf073= \u221a\uf0e5\ud835\udc652\n\ud835\udc41\u2212\ud835\udc65\u03052 = \u221a\uf0e5(\ud835\udc65\u2212\ud835\udc65\u0305)2\n\ud835\udc41\n \n6 \nSisihan piawai / \ud835\udc46\ud835\udc61\ud835\udc4e\ud835\udc5b\ud835\udc51\ud835\udc4e\ud835\udc5f\ud835\udc51 \ud835\udc51\ud835\udc52\ud835\udc63\ud835\udc56\ud835\udc4e\ud835\udc61\ud835\udc56\ud835\udc5c\ud835\udc5b, \uf073= \u221a\uf0e5\ud835\udc53\ud835\udc652\n\uf0e5\ud835\udc53\u2212\ud835\udc65\u03052 = \u221a\uf0e5\ud835\udc53(\ud835\udc65\u2212\ud835\udc65\u0305)2\n\uf0e5\ud835\udc53\n \n7 \n( )\n( )\n( )\nn A\nP A\nn S\n\uf03d\n \n8 \n(\n')\n1\n( )\nP A\nP A\n\uf03d\uf02d\n \n", "SULIT  \n                                                              \n1449/1 \n5 \n \n \n1 \n0.00516 \u2013 7.33 \uf0b4 10\u20134 = \n \nA. \n4.427 \uf0b4 10\u20132 \n \nB. \n4.427 \uf0b4 10\u20133 \n \nC. \n5.087 \uf0b4 10\u20132 \n \nD. \n5.087 \uf0b4 10\u20133 \n \n2 \nBundarkan 0.01997 betul kepada tiga angka bererti. \nRound off 0.01997 correct to three significant figures.  \n \nA. \n0.02 \n \nB. \n0.020 \n \nC. \n0.0200 \n \nD. \n0.02000 \n \n3 \nDiberi \n5\n25\n1\n\uf03d\nx\n Cari nilai x. \nGiven that \n5\n25\n1\n\uf03d\nx\n. Find the value of x. \n \nA. \n1 \n \nB. \n2 \n \nC. \n5 \n \nD. \n10 \n \n4 \nUngkapkan 11728 sebagai nombor dalam asas enam. \nExpress 11728 as a number in base six. \n \nA. \n5126 \n \nB. \n5346 \n \nC. \n25126 \n \nD. \n25346 \n", "SULIT  \n                                                              \n1449/1 \n6 \n \n \n5 \nRajah 5 menunjukkan harga bagi dua model jam tangan yang dipamerkan dalam asas yang berbeza.  \nDiagram 5 shows the prices for the two watch models displayed in different bases. \n \n \n \n                                                    Rajah / Diagram 5 \n \nDiberi bahawa X ialah digit terbesar yang mungkin bagi harga jam tangan Model P dan harga bagi kedua-\ndua model tersebut adalah sama. Tentukan nilai X dan nilai Y. \nGiven that X is the largest possible digit for the price of Model P watch and the prices for both models are \nthe same. Determine the value of X and the value of Y. \n \nA. \nX = 3, Y = 6 \n \nB. \nX = 3, Y = 4 \n \nC. \nX = 4, Y = 3 \n \nD. \nX = 4, Y = 2 \n \n6 \nDiberi bahawa y berubah secara langsung dengan x dan y = 3.6 apabila x = 2.25. \nIt is given that y varies directly as x and y = 3.6 when x = 2.25. \n \nUngkapkan y dalam sebutan x. \nExpress y in terms of x. \n \nA \ny = 0.6x \n \nB \ny = 1.4x  \n \nC \ny = 1.6x  \n \nD \ny = 8.1x \nModel P  \nRM230X4   \nModel Q \nRM3Y47 \n", "SULIT  \n                                                              \n1449/1 \n7 \n \n \n7 \nRajah 7 menunjukkan hubungan antara set P dengan set Q \nDiagram 7 shows the relation between set P and set Q. \n \n \n \n \n \n \n \n \n \nRajah / Diagram 7 \n \nKenal pasti jenis hubungan antara set P dan set Q. \nIdentify the relation between set P and set Q. \n \nA \nSatu kepada satu. \nOne-to-one. \n \nB \nSatu kepada banyak. \nOne-to-many. \n \nC \nBanyak kepada satu. \nMany-to-one. \n \nD \nBanyak kepada banyak. \nMany-to-many. \n \n8 \nKavinesh hendak memotong sekeping kad menjadi beberapa segi empat tepat. Diberi bilangan segi empat \ntepat, Z berubah secara songsang dengan panjang, p cm, dan lebar l cm bagi setiap segi empat tepat itu. Diberi \nZ = 2 apabila p = 9 dan l = 6. \nKavinesh wants to cut a piece of card into several rectangles. Given the number of rectangles, Z varies \ninversely with the length, p cm, and width l cm, of each of the rectangles. Given Z = 2 when p = 9 and l = 6. \n \nCari bilangan segi empat tepat apabila panjang dan lebar masing-masing ialah 3 dan 2. \nFind the number of rectangles when the length and width are 3 and 2 respectively. \n \nA \n18 \n \nB \n16.6 \n \nC \n4.5 \n \nD \n2 \n \n \n2 \n3 \n5 \nP \nQ \n3 \n \n10 \n", "SULIT  \n                                                              \n1449/1 \n8 \n \n \n9 \nAntara matriks berikut, yang manakah matriks songsangnya tidak wujud. \nWhich of the following matrices does not exist inverse. \n \nA \n\uf0f7\n\uf0f7\n\uf0f8\n\uf0f6\n\uf0e7\n\uf0e7\n\uf0e8\n\uf0e6\n\uf02d\n\uf02d\n\uf02d\n3\n1\n6\n2\n \n \nB \n\uf0f7\n\uf0f7\n\uf0f8\n\uf0f6\n\uf0e7\n\uf0e7\n\uf0e8\n\uf0e6\n\uf02d\n\uf02d\n\uf02d\n3\n1\n6\n2\n \n \nC \n\uf0f7\n\uf0f7\n\uf0f8\n\uf0f6\n\uf0e7\n\uf0e7\n\uf0e8\n\uf0e6\n\uf02d\n\uf02d\n3\n1\n6\n2\n \n \nD \n\uf0f7\n\uf0f7\n\uf0f8\n\uf0f6\n\uf0e7\n\uf0e7\n\uf0e8\n\uf0e6\n\uf02d\n3\n1\n6\n2\n \n \n10 \nDiberi bahawa \n\uf028\n\uf029\n\uf028\n\uf029\n2\n3\n4\n2\n8\n4\n6\n1\nm\nn\n\uf02d\n\uf0e6\n\uf0f6\n\uf03d\n\uf0e7\n\uf0f7\n\uf02d\n\uf0e8\n\uf0f8\n , cari nilai m dan nilai n. \nGiven that \n\uf028\n\uf029\n\uf028\n\uf029\n2\n3\n4\n2\n8\n4\n6\n1\nm\nn\n\uf02d\n\uf0e6\n\uf0f6\n\uf03d\n\uf0e7\n\uf0f7\n\uf02d\n\uf0e8\n\uf0f8\n, find the values of m and n. \n \nA \nm = \u22122  n = \u22123 \n \nB \nm = 3   n = 6 \n \nC \nm = 4   n = 8 \n \nD \nm = 2   n = 5 \n \n11 \nAlycia memandu pada kelajuan 60 km/j. Seterusnya dia memecut sehingga 100 km/j dalam tempoh masa \nx minit. Jika pecutannya ialah 120 km/j2, cari nilai x. \n \nAlycia was driving at a speed of 60 km/h. Then she accelerates up to 100 km/h in a duration of x minutes. \nIf the acceleration is 120 km/h, find the value of x. \n \nA \n3 \n \nB \n18 \n \nC \n20 \n \nD \n40 \n \n \n", "SULIT  \n                                                              \n1449/1 \n9 \n \n \n12 \nRajah 12 menunjukkan garis lurus yang dilukis pada suatu satah Cartes. \nDiagram 12 shows a straight line drawn on a Cartesian plane. \n \n \n \nRajah / Diagram 12 \n \nAntara yang berikut, yang manakah merupakan persamaan bagi garis lurus itu? \nWhich of the following is the equation of the straight line? \n \nA \n2y \uf03d \uf02dx \uf02b 4 \n \nB \n2y \uf03d \uf02dx \uf02b 8 \n \nC \n2y \uf03d x \uf02b 4 \n \nD \n2y \uf03d x \uf02b 8 \n \n13 \nUngkapkan \n2\n16\n4\n7\npq\np\npq\np\npq\nq\n\uf02d\n\uf02b\n\uf0b8\n sebagai satu pecahan tunggal dalam bentuk termudah. \nExpress \n2\n16\n4\n7\npq\np\npq\np\npq\nq\n\uf02d\n\uf02b\n\uf0b8\nas a single fraction in its simplest form. \n \nA \n\uf028\n\uf029\n7\n4\nq\np\n\uf02b\n  \n \nB \n\uf028\n\uf029\n7\n4\nq\np\n\uf02d\n \n \nC \n\uf028\n\uf029\n7\n3\np\nq \uf02d\n \n \nD \n\uf028\n\uf029\n7\n3\np\nq \uf02b\n \nx \ny \n4 \n0 \n8 \n", "SULIT  \n                                                              \n1449/1 \n10 \n \n \n14 \nDiberi \nr\nq\np\n\uf02b\n\uf03d\n1\n . Ungkapkan r dalam sebutan p dan q. \nGiven \nr\nq\np\n\uf02b\n\uf03d\n1\n.  Express r  in terms of p and q. \n \nA. \n2\n1\np\nq\nr\n\uf02b\n\uf03d\n \n \nB. \np\nq\nr\n\uf02b\n\uf03d1\n \n \nC. \np\nq\nr\n\uf02b\n\uf03d\n1\n \n \nD. \n2\n1\np\nq\nr\n\uf02b\n\uf03d\n \n \n15 \nJika \n49\n\uf03d\ny\nx\nmaka \n\uf03d\nx\ny\n7\n \nIf \n49\n\uf03d\ny\nx\nthen \n\uf03d\nx\ny\n7\n \n \nA. \n7\n1  \n \nB. \n7 \n \nC. \n7\ny  \n \nD. \n7y \n \n16 \nSafura membeli x keping kad hari raya dengan harga RM1.20 sekeping. Dia membayar RM20 dan menerima \nbaki yang melebihi RM5.  \nSafura bought x pieces of hari raya cards for RM1.20 each. She paid RM20 and received balance more \nthan RM5. \n \nNyatakan ketaksamaan yang betul berdasarkan maklumat di atas.  \nState the correct inequality based on the information above. \n \nA. \n5\n20\n.\n1\n20\n\uf03e\n\uf02d\nx\n \n \nB. \n5\n20\n.\n1\n20\n\uf03c\n\uf02d\nx\n \n \nC. \n5\n20\n.\n1\n20\n\uf0b3\n\uf02d\nx\n \n \nD. \n5\n20\n.\n1\n20\n\uf0a3\n\uf02d\nx\n \n \n", "SULIT  \n                                                              \n1449/1 \n11 \n \n \n17 \nDalam Rajah 17, M ialah pusat bagi dua sukuan bulatan MLN dan MYX manakala N ialah pusat bagi dua \nsukuan bulatan NTW dan NUV yang terletak dalam segi empat sama KLMN. \n \nIn diagram 17, M is the center of the two quadrants of the circles MLN and MYX while N is the center of \nthe two quadrants of the circles NTW and NUV located in the square KLMN. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nRajah/ Diagram 17 \n \nAntara titk A, B, C, dan D yang manakah merupakan persilangan bagi dua lokus yang bergerak 8 cm \ndari M dan lebih 4 cm dari N. \n \nWhich of the points A, B, C and D is the intersection of the locus of two points which move  \n8 cm from M and more than 4 cm from N \nA \nB \nC \nD \nK \nL \nM \nN \nX V \nW \nT \nU \nY \n4 cm \n4 cm \n4 cm \n2 cm \n", "SULIT  \n                                                              \n1449/1 \n12 \n \n \n18 \nDalam Rajah 18, QST ialah tangen sepunya kepada bulatan berpusat K dan U. KRSU ialah garis lurus. \nIn Diagram 18, QST is a common tangent to the circles with centre K and U. KRSU is a straight line. \n \n \n \n \nRajah / Diagram 18  \n \nCari nilai x \uf02b y. \nFind the value of  x \uf02b y. \n \nA \n50 \n \nB \n54 \n \nC \n59 \n \nD \n63 \n \n \nP \nK \nQ \nS \nT \nU \nx\uf0b0 \ny\uf0b0 \n31\uf0b0 \n", "SULIT  \n                                                              \n1449/1 \n13 \n \n \n19 \nRajah 19, PQRST ialah sebuah pentagon sekata, SUT ialah satu garis lurus. \nDiagram 19, PQRST is a regular pentagon, SUT is a straight line. \n \n \n \n \n \n \nRajah /Diagram 19 \n \nCari nilai x \nFind the value of x \n \nA \n36\u00b0 \n \nB \n58\u00b0 \n \nC \n68\u00b0 \n \nD \n72\u00b0 \n \n20 \nRajah 20 menunjukkan sebuah oktagon sekata PQRSTUVW. WXT ialah sebahagian sisi bagi sebuah poligon \nsekata. \nDiagram 20 shows a regular octagon PQRSTUVW. WXT is part of the sides for a regular polygon. \n \n \n \n \n                                                                       \n \nRajah / Diagram 20 \n \nCari bilangan sisi bagi poligon itu. \nFind the number of sides of the polygon. \n \nA \n10 \n \nB \n9 \n \nC \n8 \n \nD \n6 \nP \nQ \nR \nS \nT \nU \nV \nW \nX \n63\u00b0 \nP \nQ \nR \nT \nS \nU x\u00b0 \n40\u00b0 \n", "SULIT  \n                                                              \n1449/1 \n14 \n \n \nL \nN \nM \nK \nK\u2019 \nM\u2019 \nN\u2019 \nL\u2019 \n21 \nRajah 21 menunjukkan titik, P yang dilukis pada grid segi empat sama. Q ialah imej bagi P di bawah suatu \ntranslasi \n\uf0f7\n\uf0f7\n\uf0f8\n\uf0f6\n\uf0e7\n\uf0e7\n\uf0e8\n\uf0e6\n\uf02d3\n5\n. \nDiagram 21 shows point, P drawn on square grids. Q is an image of P under the translation \n\uf0f7\n\uf0f7\n\uf0f8\n\uf0f6\n\uf0e7\n\uf0e7\n\uf0e8\n\uf0e6\n\uf02d3\n5\n. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nRajah / Diagram 21 \n \nAntara titik-titik A, B, C dan D, yang manakah Q? \nWhich of the points A, B, C and D, is Q? \n \n22 \nDalam Rajah 22, K\uf0a2L\uf0a2M\uf0a2N\uf0a2 ialah imej bagi KLMN di bawah satu pembesaran pada suatu pusat. \nIn Diagram 22, K\uf0a2L\uf0a2M\uf0a2N\uf0a2 is the image of KLMN under an enlargement at a centre. \n \n  \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nRajah / Diagram 22 \n \nHitung faktor skala bagi pembesaran di atas. \nCalculate the scale factor an enlargement above. \nB \nD \nP \nC \nA \n", "SULIT  \n                                                              \n1449/1 \n15 \n \n \n \nA \n2\n1\n\uf02d\n \n \nB \n2\n1  \n \nC \n- 2 \n \nD \n 2 \n \n23 \nRajah 23 menunjukkan sebuah menara dan sebuah bangunan yang terletak di antara P dan Q. R adalah puncak \nbagi menara tersebut.  \nDiagram 23 shows a tower and a building located between P and Q. R is a peak of the tower. \n \n \n  \n \nRajah / Diagram 23 \n \nDiberi sudut tunduk bangunan P dari puncak menara R ialah 38\uf0b0. Ketinggian menara itu ialah 165.5 m. Cari \nnilai x. \nGiven that the angle of depression of building P from the peak of the tower, R is 38\u00b0. The height of the tower is \n165.5 m. Find the value of x. \n \nA \n101.89 \n \nB \n129.30 \n \nC \n211.83 \n \nD \n268.82 \nR \nP \nQ \nx m \n", "SULIT  \n                                                              \n1449/1 \n16 \n \n \n24 \nRajah 24 menunjukkan suatu graf fungsi trigonometri bagi 00 \u2264 x \u2264 360\u00b0. \nDiagram 24 shows a graph for a trigonometric function for 00 \u2264 x \u2264 360\u00b0. \n \n \n \n \n \n \n \n \n \nRajah / Diagram 24 \n \nPersamaan yang manakah mewakili fungsi bagi graf pada Rajah 24? \nWhich function represents the function for the Diagram 24? \n \nA \ny = sin x \n \nB \ny = sin x + 2 \n \nC \ny = sin x \u2212 2 \n \nD \ny = 2 sin 2x \ny \nx \n270\u00b0 \n180\u00b0 \n90\u00b0 \n0\u00b0 \n360\u00b0 \n- 2 \n2 \n", "SULIT  \n                                                              \n1449/1 \n17 \n \n \n25 \nRajah 25 menunjukkan perimeter segi empat sama P dan segi empat sama Q masing-masing ialah 32 cm \ndan 8 cm. \nDiagram 25 shows the perimeter of square P and square Q are 32 cm and 8 cm respectively. \n \n \n \n \nRajah / Diagram 25 \n \nDiberi segi empat sama P adalah lukisan berskala bagi segi empat sama Q, cari skala yang digunakan. \nGiven that square P is the scale drawing of square Q, find the scale used. \n \nA. \n1 : 2 \n \nB. \n1 : 4 \n \nC. \n1 : 1\n2  \n \nD. \n1 : 1\n4  \n \n \n \n26 \nDiberi bahawa graf T(V,E) dengan keadaan E=\n\uf07d\n\uf07b\n)\n,\n(\n),\n,\n(\n),\n,\n(\n),\n,\n(\n),\n,\n(\n),\n,\n(\nI\nH\nI\nJ\nH\nJ\nG\nH\nF\nK\nG\nF\n. Tentukan \nbucu dengan din (V) maksimum \nGiven that graph T(V,E) when  E=\n\uf07d\n\uf07b\n)\n,\n(\n),\n,\n(\n),\n,\n(\n),\n,\n(\n),\n,\n(\n),\n,\n(\nI\nH\nI\nJ\nH\nJ\nG\nH\nF\nK\nG\nF\n. State the vertex with \nmaximum din (V) \n \nA \nF \n \nB \nG \n \nC \nJ \n \nD \nK \n27 \nSuatu pokok mempunyai bucu P, Q, R dan S. Antara berikut, yang manakah mungkin set tepinya. \nA tree has P, Q, R and S vertices. Which of the following is possible set of its edges. \n \nA \n{(P, Q), (P, R), (Q, R)} \n \nB \n{(P, Q), (P, Q), (R, S)} \n \nC \n{(P, Q), (S, P), (R, R)} \n \nD \n{(P, Q), (Q, R), (Q, S)} \n \nP \nQ \n", "SULIT  \n                                                              \n1449/1 \n18 \n \n \n28 \nDiberi set semesta \nL\nM\nN\n\uf078\uf03d\n\uf0c8\n\uf0c8\n. Set L = {2, 5, 6, 7, 8, 9}, set M = {1, 3, 4, 6, 7, 9} dan set N = {3, 6}. \nSenaraikan semua unsur bagi set N\uf0a2. \nGiven the universal set\nL\nM\nN\n\uf078\uf03d\n\uf0c8\n\uf0c8\n. Set L = {2, 5, 6, 7, 8, 9}, set M = {1, 3, 4, 6, 7, 9} and  \nset N = {3, 6}. List all the elements of set N\uf0a2. \n \nA \n{3,6} \n \nB \n{1, 4, 7, 9 } \n \nC \n{1, 2, 4, 7, 8, 9 } \n \nD \n{1, 2, 4, 5, 7, 8, 9 } \n \n29 \nDiberi bahawa set M = {e, f, i, j, k}, set N = { e, i, j, k, l} dan set P = { e, f, i, j, l}.  \nCari pelengkap bagi persilangan antara set M, set N dan set P. \nGiven that set M = {e, f, i, j, k}, set N = { e, i, j, k, l} and set P = { e, f, i, j, l}. \nFind the compliment of intersection of the sets M, N and P. \n \nA \n{ e, i, j }   \n \nB \n{ f, i, j } \n \nC \n{ f, k, l } \n \nD \n{ j, k, l } \n \n30 \n \n \nNyatakan kontrapositif bagi pernyataan tersebut.  \nState the contrapositive of the statement. \n \nA. \nJika\nk ialah integer, maka k ialah kuasa dua sempurna. \nIf\nk is an integer, then k is a perfect square.  \n \nB. \nJika\nk bukan integer, maka k bukan kuasa dua sempurna. \nIf\nk is not an integer, then k is not a perfect square. \n \nC. \nJika k bukan integer, maka\nk bukan kuasa dua sempurna. \nIf k is not an integer, then\nk is not a perfect square. \n \nD. \nJika k bukan kuasa dua sempurna, maka\nk bukan integer. \nIf k is not a perfect square, then\nk is not an integer. \nJika k ialah kuasa dua sempurna, maka\nk ialah integer. \nIf k is a perfect square, then\nk is an integer. \n", "SULIT  \n                                                              \n1449/1 \n19 \n \n \n31 \nDalam suatu pertandingan teka silang kata, pihak penganjur telah menerima sebanyak 100 borang \npenyertaan dari seluruh Kedah untuk dinilai. Kebarangkalian memilih borang penyertaan dari daerah \nKuala Muda Yan adalah 5\n1 . Hitung jumlah borang penyertaan yang bukan dari daerah Kuala Muda \nYan. \nIn a crossword competition, the organizer have received a total of 100 entry forms from all over Kedah \nto be evaluated. The probability of choosing the entry form from Kuala Muda Yan district is 5\n1 . \nCalculate the number of entry forms that are not from Kuala Muda Yan district. \n \nA \n20 \n \nB \n25 \n \nC \n75 \n \nD \n80 \n \n32 \nRajah 32 menunjukkan tiga kad dalam Kotak X dan dua kad dalam Kotak Y. \nDiagram 32 shows three cards in Box X and two card in Box Y.  \n \n \n \nRajah / Diagram 32 \n \nDua kad dipilih secara rawak, kad pertama dipilih dari Kotak X dan kad kedua dipilih dari Kotak Y. \nAntara ruang sampel berikut yang manakah betul? \nTwo cards are picked at random, the first card is picked from Box X and the second card is picked \nfrom Box Y. Which of the following sample space is correct? \n \nA \n{(P, E), (P, N), (P, 7), (P, 9)} \n \nB \n{(E, P), (N, P), (7, P), (9, P)} \n \nC \n{(P, 7) , (P, 9), (E, 7), (E, 9), (N, 7), (N, 9)} \n \nD \n{(7, P), (9, P), (7, E), (9, E), (7, N), (9, N)} \n \n \n \n \n \n P \nE \nN \nKotak / Box Y \nKotak / Box X \n7 \n9 \n", "SULIT  \n                                                              \n1449/1 \n20 \n \n \n33. \nJadual 33 menunjukkan bilangan buku yang dijual di sebuah kedai dalam masa satu minggu. \nTable 33 shows the number of book sold by a shop in a week.   \n \n \n \n \n \n \n \n \n \nHari \nDays \nBilangan majalah \nNumber of magazines \nAhad & Isnin  \nSunday & Monday \nx \uf02b 3 \nSelasa & Khamis  \nTuesday & Thursday \n12 \nRabu & Jumaat  \nWednesday & Friday \n2x \nSabtu  \nSaturday \n7 \n \nRajah / Diagram 33 \n \nMin bagi bilangan majalah yang dijual oleh kedai itu sehari dalam seminggu ialah 7. \nCari nilai bagi x. \nThe mean of the number of the magazines sold by the shop a day in a week is 7. \nFind the value of x. \n \nA \n2 \n \nB \n5 \n \nC \n7 \n \nD \n9 \n \n \n", "SULIT  \n                                                              \n1449/1 \n21 \n \n \n34 \nNilai min bagi empat nombor ialah 90. Dua daripada nombor itu ialah 60 dan 72. Nilai bagi dua nombor \nlagi ialah x bagi setiap satunya. \nThe mean value of the four numbers is 90. Two of the numbers are 60 and 72. The values of the other \ntwo numbers are x for each one of them. \n \nJika setiap nilai x ditolak dengan 8, hitung nilai min baharu bagi keempat-empat nombor tersebut. \nIf each value of x is subtracted by 8, calculate the new mean value of the four numbers. \n \nA. \n82 \n \nB. \n86 \n \nC. \n114 \n \nD. \n228 \n \n35 \nRajah 35 menunjukkan plot titik yang mewakili data purata jam ulangkaji dalam sehari bagi 21 orang \nmurid dari SMK Tunas Cemerlang. \nDiagram 35 shows a dot plot that represents the average of revision hours per day for 21 pupils from \nSMK Tunas Cemerlang. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n3 \n4 \n5 \n6 \n7 \n8 \n \n \nMasa (jam) / Time (hours) \n \nRajah / Diagram 35 \n \nHitung julat baharu bagi plot titik di atas jika setiap cerapan di darab dengan 2. \nCalculate the new range for the dot plot above if each value is multiplied by 2. \n \nA \n3 \n \nB \n5 \n \nC \n6 \n \nD \n10 \n", "SULIT  \n                                                              \n1449/1 \n22 \n \n \n36 \nJadual 36 menunjukkan bilangan buku yang dipinjam oleh 20 orang murid pada bulan September 2022. \nTable 36 shows the number of books borrowed by 20 pupils in September 2022.  \n \n \n \n \n \n \n \n \nJadual / Table 36 \n \nBilangan buku/  \nNumber of books \n1 \n2 \n3 \n4 \n5 \nBilangan murid/ \nNumber of pupils \n3 \n5 \n8 \n2 \n2 \n \nHitung varians. \nCalculate the variance. \n \nA \n2.75 \n \nB \n1.13 \n \nC \n1.29 \n \nD \n1.75 \n \n37 \nFarhana melabur dalam Syarikat Jerai Holdings sebanyak 8 000 unit saham yang bernilai \nRM1.20 seunit. Syarikat itu mengistiharkan dividen sebanyak 5%. Selepas menerima dividen, \nFarhana menjual semua saham dengan harga RM1.60 seunit. Hitung nilai pulangan pelaburan \nFarhana. \nFarhana invested in Jerai Holdings company with 8 000 units of shares worth RM1.20 per \nunit. The company declared a dividend of 5%. After receiving the dividend, Farhana sold all \nthe shares for RM1.60 per unit. Calculate the value of Farhana's return on investment. \n \nA \n23.75% \n \nB \n28.75% \n \nC \n33.33.% \n \nD \n38.33% \n", "SULIT  \n                                                              \n1449/1 \n23 \n \n \n38 \nJadual 38 menunjukkan nisbah perbelanjaan bulanan bagi Suraya dan Adam. \nTable 38 shows the monthly expenditure ratio for Suraya and Adam. \n \n \nNisbah perbelanjaan Suraya \nSuraya's expenses ratio \nNisbah perbelanjaan Adam \nAdam's expenses ratio \nMakanan \nFood \nAlat tulis \nStationary \nBuku \nBook \nMakanan \nFood \nAlat tulis \nStationary \nBuku \nBook \n5 \n4 \n7 \n2 \n1 \n3 \n \nJadual / Table 38 \n \nJumlah perbelanjaan Suraya ialah RM144, manakala jumlah perbelanjaan Adam ialah RM168. \nAntara berikut, perbelanjaan manakah yang tidak benar? \nSuraya's total expenses are RM144, while Adam's total expenses are RM168. Which of the \nfollowing expenses is not true? \n \nA \nSuraya dan Adam memperuntukan 50% untuk kegunaan buku. \nSuraya and Adam allocate 50% for the use of books  \n \nB \nSuraya membelanjakan RM36 untuk alat tulis selama sebulan. \nSuraya spends RM36 on stationery for a month. \n \nC \nPerbelanjaan buku Adam lebih tinggi berbanding Suraya. \nAdam's book expenses are higher than Suraya's. \n \nD \nPerbelanjaan makanan Adam melebihi perbelanjaan makanan Suraya sebanyak RM11. \nAdam's food expenses exceeded Suraya's food expenses by RM11. \n \n39 \nIkhwan mempunyai polisi insurans perubatan dengan peruntukan deduktibel sebanyak RM1 000 \ndan penyertaan peratusan ko-insurans 85/15 dalam polisinya. Baru-baru ini, dia menjalani \npembedahan hati dan bil perubatannya ialah RM120 000. Berapakah kos bayaran yang ditangung \noleh syarikat insurans? \nIkhwan has a medical insurance policy with a deductible provision of RM1 000 and a 85/15 co-\ninsurance percentage participation clause in his policy. recently, he underwent liver surgery and \nhis medical bill is RM120 000. How much is the payment cost borne by the insurance company? \n \nA \nRM 17 850 \n \nB \nRM 18 000 \n \nC \nRM 101 150 \n \nD \nRM 102 000 \n \n", "SULIT  \n                                                              \n1449/1 \n24 \n \n \n40 \nTajul memiliki sebuah rumah teres dengan anggaran nilai tahunan rumahnya ialah RM6 000. \nHitung jumlah cukai pintu yang harus dibayar oleh Tajul untuk setiap setengah tahun jika kadar \ncukai pintu adalah sebanyak 5.5%? \nTajul owns a terrace house with an estimated annual value of the house is RM6 000. Calculate \nthe property assessment tax payable by Tajul for each half-year if the property assessment tax \nrate is 5.5%? \n \nA \nRM135.00 \n \nB \nRM165.00 \n \nC \nRM330.00 \n \nD \nRM 660.00 \n \n", " \n \n \n \n \n \n \n \n \nMATEMATIK 1449/1 \n \nMODUL PENINGKATAN PRESTASI MURID TINGKATAN 5 \nTAHUN 2022/2023 \n \nSKEMA JAWAPAN \n \n \n \n \n \n", " \nKERTAS 1 \n1449/1 \nJawapan: \n1 B \n11 C \n21 C \n31 B \n2 C \n12 B \n22 A \n32 C \n3 B \n13 B \n23 C \n33 D \n4 D \n14 A \n24 D \n34 B \n5 B \n15 A \n25 D \n35 D \n6 C \n16 A \n26 B \n36 C \n7 B \n17 B \n27 D \n37 D \n8 A \n18 C \n28 D \n38 A \n9 C \n19 C \n29 C \n39 C \n10 D \n20 A \n30 B \n40 B \n \nAnalisis Jawapan : \nQs \n1 \u2013 10 \n \n11 \u2013 20 \n \n21 \u2013 30 \n \n31 \u2013 40 \n \nJUMLAH \nA \n1 \n+ \n4 \n+ \n1 \n+ \n1 \n= \n7 \nB \n4 \n+ \n3 \n+ \n2 \n+ \n2 \n= \n11 \nC \n3 \n+ \n3 \n+ \n3 \n+ \n3 \n= \n12 \nD \n2 \n+ \n0 \n+ \n4 \n+ \n4 \n= \n10 \nJUMLAH KESELURUHAN : \n40 \n \nNOTA:   \nMARKAH CALON  =  \n+\n\uf0b4\n1\n2\n100\n140\n(\n)\nK\nK\n \n"], "qa": [{"question": "Bundarkan 0.01997 betul kepada tiga angka bererti.\nRound off 0.01997 correct to three significant figures.", "A": "0.02", "B": "0.020", "C": "0.0200", "D": "0.02000", "answer": "C"}, {"question": "Diberi 5\n25\n1\n\uf03d\nx\nCari nilai x.\nGiven that 5\n25\n1\n\uf03d\nx\n. Find the value of x.", "A": "1", "B": "2", "C": "5", "D": "10", "answer": "B"}, {"question": "Ungkapkan 11728 sebagai nombor dalam asas enam.\nExpress 11728 as a number in base six.", "A": "5126", "B": "5346", "C": "25126", "D": "25346", "answer": "D"}, {"question": "Diberi bahawa y berubah secara langsung dengan x dan y = 3.6 apabila x = 2.25.\nIt is given that y varies directly as x and y = 3.6 when x = 2.25.\n\nUngkapkan y dalam sebutan x.\nExpress y in terms of x.", "A": "y = 0.6x", "B": "y = 1.4x", "C": "y = 1.6x", "D": "y = 8.1x", "answer": "C"}, {"question": "Kavinesh hendak memotong sekeping kad menjadi beberapa segi empat tepat. Diberi bilangan segi empat\ntepat, Z berubah secara songsang dengan panjang, p cm, dan lebar l cm bagi setiap segi empat tepat itu. Diberi\nZ = 2 apabila p = 9 dan l = 6.\nKavinesh wants to cut a piece of card into several rectangles. Given the number of rectangles, Z varies\ninversely with the length, p cm, and width l cm, of each of the rectangles. Given Z = 2 when p = 9 and l = 6.\n\nCari bilangan segi empat tepat apabila panjang dan lebar masing-masing ialah 3 dan 2.\nFind the number of rectangles when the length and width are 3 and 2 respectively.", "A": "18", "B": "16.6", "C": "4.5", "D": "2", "answer": "A"}, {"question": "Diberi bahawa\n\uf028\n\uf029\n\uf028\n\uf029\n2\n3\n4\n2\n8\n4\n6\n1\nm\nn\n\uf02d\n\uf0e6\n\uf0f6\n\uf03d\n\uf0e7\n\uf0f7\n\uf02d\n\uf0e8\n\uf0f8\n, cari nilai m dan nilai n.\nGiven that\n\uf028\n\uf029\n\uf028\n\uf029\n2\n3\n4\n2\n8\n4\n6\n1\nm\nn\n\uf02d\n\uf0e6\n\uf0f6\n\uf03d\n\uf0e7\n\uf0f7\n\uf02d\n\uf0e8\n\uf0f8\n, find the values of m and n.", "A": "m = \u22122  n = \u22123", "B": "m = 3   n = 6", "C": "m = 4   n = 8", "D": "m = 2   n = 5", "answer": "D"}, {"question": "Alycia memandu pada kelajuan 60 km/j. Seterusnya dia memecut sehingga 100 km/j dalam tempoh masa\nx minit. Jika pecutannya ialah 120 km/j2, cari nilai x.\n\nAlycia was driving at a speed of 60 km/h. Then she accelerates up to 100 km/h in a duration of x minutes.\nIf the acceleration is 120 km/h, find the value of x.", "A": "3", "B": "18", "C": "20", "D": "40", "answer": "C"}, {"question": "Ungkapkan 2\n16\n4\n7\npq\np\npq\np\npq\nq\n\uf02d\n\uf02b\n\uf0b8\nsebagai satu pecahan tunggal dalam bentuk termudah.\nExpress 2\n16\n4\n7\npq\np\npq\np\npq\nq\n\uf02d\n\uf02b\n\uf0b8\nas a single fraction in its simplest form.", "A": "\uf028\n\uf029\n7\n4\nq\np\n\uf02b\n", "B": "\uf028\n\uf029\n7\n4\nq\np\n\uf02d\n", "C": "\uf028\n\uf029\n7\n3\np\nq \uf02d\n", "D": "\uf028\n\uf029\n7\n3\np\nq \uf02b\n", "answer": "B"}, {"question": "Jika\n49\n\uf03d\ny\nx\nmaka\n\uf03d\nx\ny\n7\n\nIf\n49\n\uf03d\ny\nx\nthen\n\uf03d\nx\ny\n7\n", "A": "7\n1", "B": "7", "C": "7\ny", "D": "7y", "answer": "A"}, {"question": "Safura membeli x keping kad hari raya dengan harga RM1.20 sekeping. Dia membayar RM20 dan menerima\nbaki yang melebihi RM5.\nSafura bought x pieces of hari raya cards for RM1.20 each. She paid RM20 and received balance more\nthan RM5.\n\nNyatakan ketaksamaan yang betul berdasarkan maklumat di atas.\nState the correct inequality based on the information above.", "A": "5\n20\n.\n1\n20\n\uf03e\n\uf02d\nx\n", "B": "5\n20\n.\n1\n20\n\uf03c\n\uf02d\nx\n", "C": "5\n20\n.\n1\n20\n\uf0b3\n\uf02d\nx\n", "D": "5\n20\n.\n1\n20\n\uf0a3\n\uf02d\nx\n", "answer": "A"}, {"question": "Diberi bahawa graf T(V,E) dengan keadaan E=\n\uf07d\n\uf07b\n)\n,\n(\n),\n,\n(\n),\n,\n(\n),\n,\n(\n),\n,\n(\n),\n,\n(\nI\nH\nI\nJ\nH\nJ\nG\nH\nF\nK\nG\nF\n. Tentukan\nbucu dengan din (V) maksimum\nGiven that graph T(V,E) when  E=\n\uf07d\n\uf07b\n)\n,\n(\n),\n,\n(\n),\n,\n(\n),\n,\n(\n),\n,\n(\n),\n,\n(\nI\nH\nI\nJ\nH\nJ\nG\nH\nF\nK\nG\nF\n. State the vertex with\nmaximum din (V)", "A": "F", "B": "G", "C": "J", "D": "K", "answer": "B"}, {"question": "Suatu pokok mempunyai bucu P, Q, R dan S. Antara berikut, yang manakah mungkin set tepinya.\nA tree has P, Q, R and S vertices. Which of the following is possible set of its edges.", "A": "{(P, Q), (P, R), (Q, R)}", "B": "{(P, Q), (P, Q), (R, S)}", "C": "{(P, Q), (S, P), (R, R)}", "D": "{(P, Q), (Q, R), (Q, S)}", "answer": "D"}, {"question": "Diberi set semesta\nL\nM\nN\n\uf078\uf03d\n\uf0c8\n\uf0c8\n. Set L = {2, 5, 6, 7, 8, 9}, set M = {1, 3, 4, 6, 7, 9} dan set N = {3, 6}.\nSenaraikan semua unsur bagi set N\uf0a2.\nGiven the universal set\nL\nM\nN\n\uf078\uf03d\n\uf0c8\n\uf0c8\n. Set L = {2, 5, 6, 7, 8, 9}, set M = {1, 3, 4, 6, 7, 9} and  \nset N = {3, 6}. List all the elements of set N\uf0a2.", "A": "{3,6}", "B": "{1, 4, 7, 9 }", "C": "{1, 2, 4, 7, 8, 9 }", "D": "{1, 2, 4, 5, 7, 8, 9 }", "answer": "D"}, {"question": "Diberi bahawa set M = {e, f, i, j, k}, set N = { e, i, j, k, l} dan set P = { e, f, i, j, l}.\nCari pelengkap bagi persilangan antara set M, set N dan set P.\nGiven that set M = {e, f, i, j, k}, set N = { e, i, j, k, l} and set P = { e, f, i, j, l}.\nFind the compliment of intersection of the sets M, N and P.", "A": "{ e, i, j }", "B": "{ f, i, j }", "C": "{ f, k, l }", "D": "{ j, k, l }", "answer": "C"}, {"question": "Jika k ialah kuasa dua sempurna, maka\nk ialah integer.\nIf k is a perfect square, then\nk is an integer.\n\nNyatakan kontrapositif bagi pernyataan tersebut.\nState the contrapositive of the statement.", "A": "Jika\nk ialah integer, maka k ialah kuasa dua sempurna.\nIf\nk is an integer, then k is a perfect square.", "B": "Jika\nk bukan integer, maka k bukan kuasa dua sempurna.\nIf\nk is not an integer, then k is not a perfect square.", "C": "Jika k bukan integer, maka\nk bukan kuasa dua sempurna.\nIf k is not an integer, then\nk is not a perfect square.", "D": "Jika k bukan kuasa dua sempurna, maka\nk bukan integer.\nIf k is not a perfect square, then\nk is not an integer.", "answer": "B"}, {"question": "Dalam suatu pertandingan teka silang kata, pihak penganjur telah menerima sebanyak 100 borang\npenyertaan dari seluruh Kedah untuk dinilai. Kebarangkalian memilih borang penyertaan dari daerah\nKuala Muda Yan adalah 5\n1 . Hitung jumlah borang penyertaan yang bukan dari daerah Kuala Muda\nYan.\nIn a crossword competition, the organizer have received a total of 100 entry forms from all over Kedah\nto be evaluated. The probability of choosing the entry form from Kuala Muda Yan district is 5\n1 .\nCalculate the number of entry forms that are not from Kuala Muda Yan district.", "A": "20", "B": "25", "C": "75", "D": "80", "answer": "C"}, {"question": "Nilai min bagi empat nombor ialah 90. Dua daripada nombor itu ialah 60 dan 72. Nilai bagi dua nombor\nlagi ialah x bagi setiap satunya.\nThe mean value of the four numbers is 90. Two of the numbers are 60 and 72. The values of the other\ntwo numbers are x for each one of them.\n\nJika setiap nilai x ditolak dengan 8, hitung nilai min baharu bagi keempat-empat nombor tersebut.\nIf each value of x is subtracted by 8, calculate the new mean value of the four numbers.", "A": "82", "B": "86", "C": "114", "D": "228", "answer": "B"}, {"question": "Jadual 36 menunjukkan bilangan buku yang dipinjam oleh 20 orang murid pada bulan September 2022.\nTable 36 shows the number of books borrowed by 20 pupils in September 2022.\n\n\n\n\n\n\n\nJadual / Table 36\n\nBilangan buku/  \nNumber of books\n1\n2\n3\n4\n5\nBilangan murid/ \nNumber of pupils\n3\n5\n8\n2\n2\n\nHitung varians.\nCalculate the variance.", "A": "2.75", "B": "1.13", "C": "1.29", "D": "1.75", "answer": "C"}, {"question": "Farhana melabur dalam Syarikat Jerai Holdings sebanyak 8 000 unit saham yang bernilai\nRM1.20 seunit. Syarikat itu mengistiharkan dividen sebanyak 5%. Selepas menerima dividen,\nFarhana menjual semua saham dengan harga RM1.60 seunit. Hitung nilai pulangan pelaburan\nFarhana.\nFarhana invested in Jerai Holdings company with 8 000 units of shares worth RM1.20 per\nunit. The company declared a dividend of 5%. After receiving the dividend, Farhana sold all\nthe shares for RM1.60 per unit. Calculate the value of Farhana's return on investment.", "A": "23.75%", "B": "28.75%", "C": "33.33.%", "D": "38.33%", "answer": "D"}, {"question": "Jadual 38 menunjukkan nisbah perbelanjaan bulanan bagi Suraya dan Adam.\nTable 38 shows the monthly expenditure ratio for Suraya and Adam.\n\n\nNisbah perbelanjaan Suraya\nSuraya's expenses ratio\nNisbah perbelanjaan Adam\nAdam's expenses ratio\nMakanan\nFood\nAlat tulis\nStationary\nBuku\nBook\nMakanan\nFood\nAlat tulis\nStationary\nBuku\nBook\n5\n4\n7\n2\n1\n3\n\nJadual / Table 38\n\nJumlah perbelanjaan Suraya ialah RM144, manakala jumlah perbelanjaan Adam ialah RM168.\nAntara berikut, perbelanjaan manakah yang tidak benar?\nSuraya's total expenses are RM144, while Adam's total expenses are RM168. Which of the\nfollowing expenses is not true?", "A": "Suraya dan Adam memperuntukan 50% untuk kegunaan buku.\nSuraya and Adam allocate 50% for the use of books", "B": "Suraya membelanjakan RM36 untuk alat tulis selama sebulan.\nSuraya spends RM36 on stationery for a month.", "C": "Perbelanjaan buku Adam lebih tinggi berbanding Suraya.\nAdam's book expenses are higher than Suraya's.", "D": "Perbelanjaan makanan Adam melebihi perbelanjaan makanan Suraya sebanyak RM11.\nAdam's food expenses exceeded Suraya's food expenses by RM11.", "answer": "A"}, {"question": "Ikhwan mempunyai polisi insurans perubatan dengan peruntukan deduktibel sebanyak RM1 000\ndan penyertaan peratusan ko-insurans 85/15 dalam polisinya. Baru-baru ini, dia menjalani\npembedahan hati dan bil perubatannya ialah RM120 000. Berapakah kos bayaran yang ditangung\noleh syarikat insurans?\nIkhwan has a medical insurance policy with a deductible provision of RM1 000 and a 85/15 co-\ninsurance percentage participation clause in his policy. recently, he underwent liver surgery and\nhis medical bill is RM120 000. How much is the payment cost borne by the insurance company?", "A": "RM 17 850", "B": "RM 18 000", "C": "RM 101 150", "D": "RM 102 000", "answer": "C"}]}
 {"id": 425, "uuid": "unxptd", "name": "Percubaan SPM Matematik ", "description": "Manjung Perak 2022", "details": "Kertas 1", "type": "exam", "form": -4, "year": 2022, "price": "0", "downloadCount": 1923, "totalQuestions": 40, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/145b0b24-50ab-4fe5-bad4-15bd0df5f9ab.pdf", "pdfLinkPreview": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/ccf3f209-99fe-4b0e-8879-875cb4feb7bf.pdf", "isDraft": false, "isPremium": false, "thumbnail": "PERCUBAAN", "createdAt": "2023-01-18T00:02:40Z", "updatedAt": "2024-01-02T01:59:45Z", "collection": null, "paperGenerated": null, "subject": {"id": 3, "uuid": "mathematics", "name": "Mathematics", "languages": ["english", "malay"], "subjectTypes": ["lower-form", "upper-form", "elementary"], "isAvailLowerForm": true, "isAvailUpperForm": true, "isAvailElementary": true, "isNoLevel": null, "createdAt": "2021-02-07T08:06:59Z", "updatedAt": "2021-02-07T08:06:59Z"}, "user": {"id": 18, "firstName": "Mohd Azmi", "lastName": "Hutbah", "email": "azmihut94@gmail.com", "school": "mjsc", "avatar": null, "phoneNumber": "+60148556849", "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2021-05-07T02:23:40Z", "updatedAt": "2022-06-28T08:17:55Z"}, "course": null, "local_filename": "mysoalan.com-pdf/145b0b24-50ab-4fe5-bad4-15bd0df5f9ab.pdf", "texts": ["SULIT                                                                        5                                                                    1449/1 \n1449/1 \nJawab semua soalan. \nAnswer all questions. \n \n1. Sebutan ke 7 , T7  bagi  \u22121, 2, \u22124, 8,  , ... ialah \nThe 7th term , T7  for  \u22121, 2, \u22124, 8,  , ... is \nA. -78 \nB. -64 \nC. -47 \nD. -32 \n \n2. Permudahkan 7\n3\n:\n16 4  kepada sebutan terendah. \nSimplify 7\n3\n:\n16 4  to the lowest terms. \nA. 7:12 \nB. 8:13 \nC. 10:17 \nD. 21:64  \n \n3. Tulis satu ketaksamaan linear berdasarkan situasi \nberikut:  \nWrite a linear inequality based on the following \nsituation: \n \n \n \n \n \n \nA. x > 100 \nB. x < 100 \nC. x \u2265 100 \nD. x \u2264 100 \n \n4. Sebuah kereta bergerak dengan kelajuan 110 \nkm/j. Hitung jarak, dalam km, yang dilalui oleh \nkereta itu dalam masa 1 jam 24 minit.  \nA car moves at a speed of 110 km/h. Calculate \nthe distance, in km, travelled by the car in 1 hour \n24 minutes.  \nA. 135 \nB. 154 \nC. 160 \nD. 178 \n \n \n \n5. Isipadu sebiji bola logam berubah secara \nlangsung dengan kuasa tiga jejarinya. Diberi \nbahawa isipadu bola besi tersebut ialah 320 cm3 \napabila jejarinya ialah 4 cm. Hitung diameter \nbola besi tersebut, dalam m, apabila isipadunya \nialah 5000cm3. \nThe volume of a metal ball varies directly as the \ncube of its radius. Given that the volume of the \nmetal ball is 320 cm3 when the radius is 4 cm. \nCalculate the diameter of the metal ball, in m, \nwhen the volume is 5000 cm3. \nA. 0.1 m \nB. 0.2 m \nC. 0.3 m \nD. 0.4 m \n \n6. Diberi bahawa 530\u0b38= (4\u0b36)\ud835\udc5a+ 12. Nilai \ud835\udc5a \nialah \n    Given that 530\u0b38= (4\u0b36)\ud835\udc5a+ 12. The value of \ud835\udc5a   \n    is \nA. 2 \nB. 3 \nC. 4 \nD. 5 \n \n7. Min skor bagi suatu set data dengan skor 3, 4, 2, \n4, x, 8, 6, 4, 3 ialah 6. Tentukan nilai bagi x. \nThe mean score for a set data with scores 3, 4, \n2, 4, x, 8, 6, 4, 3 is 6. Determine the value of x. \nA. 6 \nB. 14 \n \nC. 20 \nD. 34 \n \n8. Antara pernyataan berikut, yang manakah \nbenar? \nWhich of the following statements is true? \nA. 6 \u00d7 2 = 6\u0b36 \nB. 5\u0b34= 0 \nC. 100\u0b36= 4\u0b35\u0b34 \nD. \u22125 > \u22124 \n \n \n \n \nDina menulis sebuah ringkasan karangan \ntidak melebihi 100 patah perkataan. \nDina wrote a summary of an essay not \nexceeding 100 words. \n", "SULIT                                                                        6                                                                    1449/1 \n1449/1 \n9. Rashid menerima RM250 sebagai faedah selepas \nmenyimpan sejumlah wang di dalam sebuah bank \nselama 2 tahun. Bank itu menawarkan kadar \nfaedah sebanyak 2.5% setahun. Berapakah jumlah \npermulaan wang simpanannya? \nRashid received RM250 as interest after he \ndeposited an amount of money in bank for 2 years. \nThe bank offers an interest rate of 2.5% per \nannum. How much are his initial savings? \nA. RM500 \nB. RM2 500 \nC. RM5 000 \nD. RM10 000 \n \n10. Diberi set M = {2, 4, 6} dan N = {4, 6, 8, 10}, \nNyatakan n(M \u222a\ud835\udc41) \nGiven set M ={2,4,6} and N = {4,6, 8, 10}, State \nn(M \u222a\ud835\udc41) \nA. 4 \nB. 5 \nC. 6 \nD. 7 \n \n11. Nyatakan saiz selang kelas antara 67 dan 88. \nState the size of class interval in between 67 and \n88. \nA. 21 \nB. 22 \nC. 77.5 \nD. 80.5 \n \n12. Rajah 1 menunjukkan bulatan dengan pusat O. \nDiagram 1 shows a circle with centre O. \n \n \n \n \n \n \n \n \n \n \nDiberi luas bulatan tersebut ialah 1386 cm2. \nNisbah panjang lengkok minor AB kepada \npanjang lengkok major AB ialah 1: 3.  \nGiven the area of the circle is 1386 cm2. The \nratio of minor arc AB to major arc AB is 1: 3. \nHitung panjang, dalam cm, lengkok minor itu. \nCalculate the length, in cm, of the minor arc.  \n[Guna / use \ud835\udf0b=\n\u0b36\u0b36\n\u0b3b] \nA. 21 \nB. 33 \nC. 99 \nD. 132 \n \n13. Diberi tan \u03b8 = \u2013 0.8390 dan 1800  \u2264 \u03b8 \u2264 3600 , \nhitung sudut \u03b8. \nGiven tan \u03b8 = \u2013 0.8390 and  1800  \u2264 \u03b8 \u2264 3600, \ncalculate the angle \u03b8. \nA. 2200 \nB. 2600 \nC. 3000 \nD. 3200 \n \n14. Rajah 3 menunjukkan sebuah padang \nberbentuk segi empat tepat. \nDiagram 3 shows a rectangular shaped field. \n \n \n \n \n \n \n \n \nHitung perimeter, dalam cm, bagi lukisan \nberskala padang tersebut yang dilukis dengan \nskala 1:25. \nCalculate the perimeter, in cm, for the scale \ndrawing of the field drawn with scale of 1:25. \nA. 39.4 cm \nB. 93.4 cm \nC. 191.5 cm \nD. 157.6 cm \n \n \n \n \n \n \n \nRajah 1 / Diagram 1 \nRajah 3 / Diagram 3 \n", "SULIT                                                                        7                                                                    1449/1 \n1449/1 \n \n15. Rajah 2 menunjukkan sebuah pepejal. \nDiagram 2 shows a solid. \n \n \n \n \n \n \n \n \n \nAntara berikut, yang manakah menunjukkan \ndongakan bagi objek tersebut, sebagaimana \ndilihat dari X? \nWhich of the following shows the elevation of \nthe object, as seen from X? \n \nA \n \n \n \n \n \n \nB \n \n \n \n \n \n \n \nC \n \n \n \n \n \n \n \nD \n \n \n \n \n \n \n \n \n \n \n \n \n \n16. Antara graf berikut, yang manakah mewakili  \nf(x) = 9 \u2013 6x + x2? \nWhich of the following graphs represent \n f(x) = 9 \u2013 6x + x2? \nA \n \nB \n \nC \n \nD \n \n \n \n \nX \nRajah 2 / Diagram 2 \n", "SULIT                                                                        8                                                                    1449/1 \n1449/1 \n17. Rajah 4 menunjukkan pelan sebuah rumah yang \nmenunjukkan bilik-bilik dan ruang tamu. \nDiagram 4 shows a plan of a house that shows \nrooms and living room. \n \n \n \n \n \n \n \n \n \n \n \n \n \nAntara rangkaian berikut, yang manakah \nmenunjukkan sambungan antara bilik dengan \nruang tamu? \nWhich of the following networks shows the \nconnection between rooms and living room? \n \nA \n \nB \n \n \nC \n \nD \n \n18. Puan \nSalmah \nmempunyai \npolisi \ninsurans \nperubatan \ndengan \nperuntukan \ndeduktibel \nsebanyak RM2 000 dan penyertaan peratusan ko-\ninsurans 80/20 dalam polisinya. Baru-baru ini, dia \nmenjalani \npembedahan \njantung \ndan \nbil \nperubatannya ialah RM120 000. Berapakah kos \nbayaran yang di tanggung oleh syarikat insurans? \nMadam Salmah has a medical insurance policy \nwith a deductible allocation of  \nRM 2000 and a 80/20 co-insurance percentage \nparticipation in his policy. Recently, she \nunderwent heart surgery, and her medical bill \nwas RM120 000. What is the cost of payment \nborne by the insurance company? \nA. RM23 600 \nB. RM94 000 \nC. RM94 400 \nD. RM96 000 \n \n19. 6.01 \u00d7 105 \u2013 4.35 \u00d7 103 = \nA. 1.66 \u00d7 104 \nB. 6.0565 \u00d7 104 \nC. 5.575 \u00d7 105 \nD. 5.9665 \u00d7 105 \n \n \n \nRajah 4 / Diagram 4 \nBilik 4 \nRoom 4 \nBilik 3 \nRoom 3 \nBilik 2 \nRoom 2 \nBilik 1 \nRoom 1 \nRuang Tamu 5 \nLiving room 5 \n", "SULIT                                                                        9                                                                    1449/1 \n1449/1 \n20. Puan Azura menerima jumlah pendapatan \nRM10 580 pada bulan April. Jika perbelanjaan \ntidak tetap pada bulan itu ialah RM2 240, maka \nterdapat aliran tunai negatif sebanyak RM750. \nHitung perbelanjaan tetap bulanan Puan Azura. \nPuan Azura received total income of RM10 580 \nin April. If the monthly variable expenses for \nthat month is RM2 240, then there will be a \nnegative cash flow of RM750. Calculate Puan \nAzura\u2019s monthly fixed expenses. \nA. RM9 830 \nB. RM9 090 \nC. RM8 340 \nD. RM7 590 \n \n \n21. Permudahkan  \n\u0b3c\n\u0bde\u0b3f\u0b38\u00f7\n\u0b39\u0bdb\n\u0b3a\u0bde\u0b3f\u0b36\u0b38. \nSimplify  \n\u0b3c\n\u0bde\u0b3f\u0b38\u00f7\n\u0b39\u0bdb\n\u0b3a\u0bde\u0b3f\u0b36\u0b38. \n   A.  \n\u0b38\u0b3c\n5\u210e \n \n   B.  \n40h\n\u0bde\u0b3f\u0b38 \nC.  \n5h\n\u0b38\u0b3c \n \nD.  \n\u0b38\u0b34\u0b66\n\u0bde\u0b3e\u0b38 \n \n \n22. M ialah satu translasi  (\u22121\n3 ) dan N ialah putaran \n90\u00b0 ikut arah jam pada asalan. Nyatakan \nkoordinat imej bagi titik (3 , 4) di bawah \ngabungan penjelmaan MN. \nM is a translation  (\u22121\n3 ) and N is a clockwise \nrotation of 90\u00b0 about the origin. State the \ncoordinates of the image under the combined \ntransformation MN. \n   A. (0 , -3) \n   B. (3 , 0) \nC. (5 , - 3) \nD. (0 , 0) \n \n \n \n \n23. Rajah 5 menunjukkan graf laju-masa untuk \npergerakan suatu zarah dalam tempoh 18 saat. \nDiagram 5 shows the speed \u2013 time graph of a \nparticle for a period of 18 seconds. \n \n \n \n \n \n \n \n \n \n \nTentukan laju seragam zarah itu. \nDetermine the uniform speed of the particle. \nA. 12 ms-1 \nB. 14 ms-1 \nC. 16 ms-1 \nD. 18 ms-1 \n \n24. Hitung nilai yang berikut : \nCalculate the value of the following: \n27\n\u0c2e\n\u0c2f \nA. 3 \nB. 9 \nC. 18 \nD. 27 \n \n25. Sebuah kereta api P bertolak dari bandar Q \nmenuju bandar R. Perjalanan mengambil \nmasa selama t jam.  Berdasarkan pernyataan \ndi atas, yang manakah merupakan pemboleh \nubah. \nA train A departs from city B to city C. The \njourney takes t hours. Based on the statement \nabove, which is the variable? \nA. P \nB. Q \nC. R \nD. t \n \n \n \n \n \nLaju/Speed (ms-1) \nMasa/Time \n(s) \nRajah 5 / Diagram 5 \n", "SULIT                                                                        10                                                                    1449/1 \n1449/1 \n26. Diberi set S ialah satu set nombor ganjil. Antara \nyang berikut, yang manakah merupakan set S? \nGiven that set S is odd numbers set. Which of the \nfollowing sets is set S? \nA.  S = {2, 4, 9, 12, 24} \nB.  S = {\u2212 2, 2, 12, 22, 27} \nC.  S = {1, 3, 5, 7, 9} \nD.  S = {4, 14, 24, 34, 44} \n \n27. Rajah 6 menunjukkan graf suatu fungsi. \nDiagram 6 shows a graph of a function. \n \n \n \n \nDaripada graf, cari nilai-nilai x apabila y = 2. \nFrom the graph, find the values of x when  \ny = 2. \nA. x = 0, x = 1 \nB. x = 1.5, x = 2.5 \nC. x = \u20131, x = 2 \nD. x = \u20132, x = 3 \n \n \n \n \n \n28. Bentukkan persamaan linear dalam satu \npemboleh ubah bagi pernyataan berikut: \nConstruct a linear equation in one variable for \nthe following statement: \n \nSiti membeli 5 batang pen dengan harga y sen \nsebatang dan sebuah buku berharga RM5. \nJumlah wang yang dibayarnya adalah RM8. \nSiti bought 5 pens for y cent each and a book \nfor RM5. The amount she paid was RM8. \nA. 5y + 500 = 800 \nB. 5y + 5 = 8 \nC. 5y + 800 = 500 \nD. 5y \u2013 8 = 5 \n \n29. Berdasarkan Rajah 7, antara pasangan berikut, \nyang manakah ialah sudut pelengkap? \nBased on Diagram 7, which of the following \npairs are complementary angles? \n \n \n \n \n \n \n \n \n \n \n \n \nA. \u2220 a dan / and \u2220 b \nB.   \u2220 a dan / and \u2220 c \nC. \u2220 e dan / and \u2220 f \nD. \u2220 d dan / and \u2220 f \n \n \n \n \n \n \na \nb \nc \nd \ne f \nRajah 7 / Diagram 7 \nRajah 6 / Diagram 6 \n", "SULIT                                                                        11                                                                    1449/1 \n1449/1 \n30. Diberi \uf028\n\uf029\nH\nG\nH\nG\n2\n3\n\uf02d\n\uf03d\n\uf02d\n, maka  H= \nGiven \uf028\n\uf029\nH\nG\nH\nG\n2\n3\n\uf02d\n\uf03d\n\uf02d\n, then H= \nA. \uf028\n\uf029\n2\n2\n4\n\uf02b\nG\nG\n \nB. \n4\n9\n2\n2\n\uf02d\n\uf02d\nG\nG\n \nC. \n2\n2\n3 \uf0f7\n\uf0f8\n\uf0f6\n\uf0e7\n\uf0e8\n\uf0e6\n\uf02d\n\uf02d\nG\nG\n \nD. \n\uf028\n\uf029\n2\n2\n4\n\uf0f7\n\uf0f7\n\uf0f8\n\uf0f6\n\uf0e7\n\uf0e7\n\uf0e8\n\uf0e6\n\uf02b\nG\nG\n \n \n31. Rajah 8 ialah plot batang-dan-daun yang \nmenunjukkan skor dalam satu ujian. \nDiagram 8 is a stem-and-leaf plot showing the \nscore of participants in a competition. \n \nBatang \nStem \nDaun \nLeaf \n6 \n1 2 5 6  \n \n \n \n7 \n0 1 1 2 4 7 8 9 \n8 \n3 3 3 3 5  \n \n \n9 \n0 0 1 2 2 4  \n \n \n \nKekunci/key : 6|1 bermakna/means 61 \n \nNyatakan julat skor dengan kekerapan \ntertinggi. \nState the range of score with the highest \nfrequency. \nA.  61 hingga / to 66  \nB.  70 hingga / to 79  \nC.  83 hingga / to 85 \nD.  90 hingga / to 94 \n \n \n \n32. Rajah \n9 \nmenunjukkan \nsebuah \nbulatan \nberpusat O. PQR ialah tangen kepada bulatan \npada titik Q. \nDiagram 9 shows a circle with centre O. PQR \nis a tangent to the circle at point Q. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nCari nilai bagi y - x. \nFind the value of y \u2013 x. \nA. 80\u00b0 \nB. 85\u00b0 \nC. 90\u00b0 \nD. 95\u00b0 \n \n33. Antara titik berikut, yang manakah tidak \nmemuaskan ketaksamaan yang diberi? \nWhich of the following points does not satisfy the \ngiven inequality? \n \n \nTitik \nPoint \nKetaksamaan \nInequalities \nA. \n(-1,-4) \ny < 2x+3 \nB. \n(3,12) \ny > 2x+3 \nC. \n(-2,10) \ny < 8 - 4x \nD. \n(-3,2) \ny > 8 - 4x \n \n \n \n \n \n \n \nRajah 8 / Diagram 8 \nQ \nS \nU \nx \ny \nO \nP \nR \nT \n68\u00b0 \n49\u00b0 \nRajah 9 / Diagram 9 \n", "SULIT                                                                        12                                                                    1449/1 \n1449/1 \n34. Tukarkan persamaan garis lurus di bawah \nkepada bentuk  \ud835\udc66= \ud835\udc5a\ud835\udc65 + \ud835\udc50 . \n \nChange the equation of straight line below to \nthe form of  \ud835\udc66= \ud835\udc5a\ud835\udc65 + \ud835\udc50 . \n2\ud835\udc65\n3   + \ud835\udc66\n2 = 1 \n \nA. \ud835\udc66= \u2212 \n\u0b38\n\u0b37 \ud835\udc65 + 2 \nB. \ud835\udc66= \n\u0b38\n\u0b37 \ud835\udc65 + 2 \nC. \ud835\udc66= 4\ud835\udc65 + 3 \nD. \ud835\udc66= 4\ud835\udc65 + 2 \n \n35. Dalam Rajah 10, GH = 6 cm, EH = 10 cm dan \nEG =  \n\u0b35\n\u0b36 EH. \n    In Diagram 10, GH = 6 cm, EH = 10 cm and      \n    EG = \n\u0b35\n\u0b36 EH. \n \n \n \n \n \n \n \n \n \nDiberi nisbah panjang FG kepada panjang FH \nialah 2 : 5, cari sin \ud835\udc66\u00b0. \nGiven that the ratio of the length FG to the \nlength of FH is 2 : 5. Find the sin \ud835\udc66\u00b0. \nA. \n\u0b37\n\u0b39 \nB. \n\u0b36\n\u0b39 \nC. \u2212\n\u0b36\n\u0b39 \nD. \u2212\n\u0b37\n\u0b39 \n \n \n \n \n36. \u12403     1\n4 \u1241 \u12400\n\u22125\n20\n8 \u1241= \nA.  (5      -13) \n \nB.  \u12405\n\u221213\u1241 \nC.  (60     \n\u0b3b\n\u0b38) \nD.  \u1246\n60\n\u0b3b\n\u0b38\n\u1247 \n \n \n37. Rajah 11 menunjukkan kad-kad di dalam kotak K \ndan L.  \nDiagram 11 shows the cards in box K and box L.  \n \n \n \n \n \n \n \n \n \n \n \n \n \nSekeping kad dipilih secara rawak dari setiap \nkotak itu. Hitung kebarangkalian mendapat satu \nnombor genap dan satu huruf vokal. \nA card is chosen at random from each box. \nCalculate the probability of getting an even \nnumber and a vowel. \nA.  \n\u0b35\n\u0b36 \nB.  1\n3 \nC. \n\u0b35\n\u0b3a \nD. \n\u0b35\n\u0b3d \n \n38. Cukai jualan dan perkhidmatan akan dibayar \nkepada: \nThe sales and service tax will be paid to: \nA. Jabatan Pengangkutan Jalan \n \nRoad Transport Department \nB. Pejabat Tanah Negeri \nState Land Office   \nC. Lembaga Hasil Dalam Negeri \nInland Revenue Board \nD. Jabatan Kastam Diraja Malaysia \nRoyal Malaysian Customs Department   \n \n \n\ud835\udc66\u00b0 \nG \nE \nF \nH \nRajah 10 / Diagram 10 \n1 \n2 \n3 \n4 \n5 \n6 \nE \nF \nG \nRajah 11 / Diagram 11 \n", "SULIT                                                                        13                                                                    1449/1 \n1449/1 \n39. Lokasi empat buah pekan pada satah Cartes \nmasing-masing ialah  T(50, -150), U(-50, 50), \nV(100, 100) dan W. Seorang juruukur tanah \nmendapati bahawa jarak di antara pekan T dengan \nU sama dengan jarak di antara pekan V dengan W \nmanakala jarak di antara pekan U dengan V sama \ndengan jarak di antara pekan T dengan W.  \nKampung M berada di tengah-tengah jarak di \nantara pekan T dengan V. Cari koordinat pekan W. \nThe locations of four towns in a Cartesian plane \nare T(50, -150), U(-50, 50), V(100, 100) and W \nrespectively. A land surveyor found that the \ndistance between towns T and U is equal to the \ndistance between towns V and W while the \ndistance between towns U and V is equal to the \ndistance between towns T and W.  Village M is \nlocated in the middle of the distance between \ntowns T and V. Calculate the coordinates of town \nW. \nA. (200, -100) \nB. (75, -25) \nC. (200, 0) \nD. (100, -100) \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n40. \nRajah 12 menunjukkan sebahagian proses \npemodelan matematik yang tidak lengkap. \nDiagram 12 shows part of the incomplete \nmathematical modelling process. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nNyatakan komponen bagi K. \nState the components of K. \nA. Mengenal \npasti \ndan \nmedefinisikan \nmasalah  \nIdentifying and defining the problems \nB. Menentusahkan \ndan \nmentafsir \npenyelesaian dalam konteks masalah \nberkenaan \nIdentifying and interpreting solutions in \nthe context of the problem \nC. Membentuk \npersamaan \nmatematik \ndalam konteks dunia sebenar \nForming mathematical equations in real- \nworld contexts \nD. Memurnikan model matematik \nRefining the mathematical model \n \nMembuat andaian dan mengenal pasti \npemboleh ubah \nMaking assumptions and identifying the \nvariables \nMengaplikasi matematik untuk \nmenyelesaikan masalah \nApplying mathematics to solve problems. \n \nK \nRajah 12 / Diagram 12 \nKERTAS PEPERIKSAAN TAMAT \nEND OF QUESTION PAPER \n", "SKEMA JAWAPAN \n MATEMATIK KERTAS 1  \nPERCUBAAN SPM 2022 \n \n1 \nB \n11 \nB \n21 \nA \n31 \nB \n2 \nA \n12 \nB \n22 \nB \n32 \nD \n3 \nD \n13 \nD \n23 \nA \n33 \nD \n4 \nB \n14 \nD \n24 \nB \n34 \nA \n5 \nB \n15 \nC \n25 \nD \n35 \nA \n6 \nD \n16 \nD \n26 \nC \n36 \nA \n7 \nC \n17 \nC \n27 \nA \n37 \nC \n8 \nC \n18 \nC \n28 \nA \n38 \nD \n9 \nC \n19 \nD \n29 \nC \n39 \nA \n10 \nB \n20 \nB \n30 \nD \n40 \nB \n \n \n \n \n \n \n \n \n \n \n \n \n \n"], "qa": [{"question": "Sebutan ke 7, T7 bagi \u22121, 2, \u22124, 8,... ialah", "A": "-78", "B": "-64", "C": "-47", "D": "-32", "answer": "B"}, {"question": "Permudahkan 7\n3\n:\n16 4 kepada sebutan terendah.", "A": "7:12", "B": "8:13", "C": "10:17", "D": "21:64", "answer": "A"}, {"question": "Tulis satu ketaksamaan linear berdasarkan situasi berikut:\n\nDina menulis sebuah ringkasan karangan tidak melebihi 100 patah perkataan.", "A": "x > 100", "B": "x < 100", "C": "x \u2265 100", "D": "x \u2264 100", "answer": "D"}, {"question": "Sebuah kereta bergerak dengan kelajuan 110\nkm/j. Hitung jarak, dalam km, yang dilalui oleh\nkereta itu dalam masa 1 jam 24 minit.", "A": "135", "B": "154", "C": "160", "D": "178", "answer": "B"}]}
 {"id": 423, "uuid": "7mqdii", "name": "Percubaan SPM Matematik ", "description": "SABK Chemor Perak 2022", "details": "Kertas 1", "type": "exam", "form": -4, "year": 2022, "price": "0", "downloadCount": 2481, "totalQuestions": 40, "coupons": null, "pdfLink": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/c642bb81-0ec7-48a6-af8b-455f7f7ff1d3.pdf", "pdfLinkPreview": "https://mysoalan-prod-v2.s3.ap-southeast-1.amazonaws.com/pre-collection/bdb76351-d6fc-4a5d-9b57-746e9b7bd664.pdf", "isDraft": false, "isPremium": false, "thumbnail": "PERCUBAAN", "createdAt": "2023-01-17T23:50:37Z", "updatedAt": "2024-01-02T01:48:45Z", "collection": null, "paperGenerated": null, "subject": {"id": 3, "uuid": "mathematics", "name": "Mathematics", "languages": ["english", "malay"], "subjectTypes": ["lower-form", "upper-form", "elementary"], "isAvailLowerForm": true, "isAvailUpperForm": true, "isAvailElementary": true, "isNoLevel": null, "createdAt": "2021-02-07T08:06:59Z", "updatedAt": "2021-02-07T08:06:59Z"}, "user": {"id": 18, "firstName": "Mohd Azmi", "lastName": "Hutbah", "email": "azmihut94@gmail.com", "school": "mjsc", "avatar": null, "phoneNumber": "+60148556849", "profession": null, "role": "super-admin", "status": "free", "source": null, "createdAt": "2021-05-07T02:23:40Z", "updatedAt": "2022-06-28T08:17:55Z"}, "course": null, "local_filename": "mysoalan.com-pdf/c642bb81-0ec7-48a6-af8b-455f7f7ff1d3.pdf", "texts": ["SULIT\n1449/1\n1\nJANGAN BUKA KERTAS PEPERIKSAAN INI SEHINGGA DIBERITAHU\n1.\nTulis Nama Penuh dan Tingkatan anda pada ruang yang disediakan.\n2.\nKertas peperiksaan ini mengandungi 40 soalan objektif aneka pilihan. Jawab semua soalan.\n3.\nJawapan hendaklah ditulis pada ruang jawapan yang disediakan di akhir kertas peperiksaan ini.\n4.\nKertas peperiksaan ini adalah dalam Bahasa Melayu sahaja.\n5.\nJawapan boleh ditulis dalam Bahasa Melayu atau Bahasa Inggeris\n6.\nRajah yang mengiringi soalan tidak dilukis mengikut sekala kecuali dinyatakan.\n7.\nSekiranya anda hendak menukar jawapan, padamkan sehingga bersih dan tandakan jawapan baharu.\n8.\nKertas peperiksaan ini hendaklah diserahkan kepada pengawas peperiksaan pada akhir peperiksaan.\nKertas Soalan Ini\nDisediakan oleh :\nDisemak Oleh :\nDisahkan Oleh :\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\n\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.\n( MOHD ASRAF BIN ALIAS )\nGuru Matematik\n( NORAKMA BINTI ISHAK )\nKetua Panitia Matematik\n( NOOR NADIAH BINTI MOHD\nNASIR )\nGuru Kanan Sains Dan\nMatematik\n", "SULIT\n1449/1\n2\nRumus-rumus berikut boleh membantu anda menjawab soalan. Simbol-simbol yang diberi adalah yang biasa digunakan.\nNOMBOR DAN OPERASI\n1\nn\nm\nn\nm\na\na\na\n\uf02b\n\uf03d\n\uf0b4\n2\nn\nm\nn\nm\na\na\na\n\uf02d\n\uf03d\n\uf0b8\n3\nmn\nn\nm\na\na\n\uf03d\n)\n(\n4\n\uf028\n\uf029n\nm\nn\nm\na\na\n1\n\uf03d\n5\n\uf028\n\uf029\n1\n1\nn\nm\nm\nm\nn\nn\na\na\na\n\uf0e6\n\uf0f6\n\uf03d\n\uf03d\uf0e7\n\uf0f7\n\uf0e8\n\uf0f8\n6\n\uf028\n\uf029\nm\nm\nn\nm\nn\nn\na\na\na\n\uf03d\n\uf03d\n7\nFaedah mudah,\nPrt\nI \uf03d\n8\nNilai Matang,\nnt\nn\nr\nP\nMV\n\uf0f7\n\uf0f8\n\uf0f6\n\uf0e7\n\uf0e8\n\uf0e6\uf02b\n\uf03d\n1\n9\nJumlah bayaran balik,\nPrt\nP\nA\n\uf02b\n\uf03d\n10\nPremium = Nilai muka polisi\n (Kadar premium per RM )\nx\nRMx\n\uf0b4\n11\nJumlah Insurans yang harus dibeli =\n   Peratus \n  Nilai boleh \n \nko insurans\ninsurans harta\n\uf0e6\n\uf0f6\n\uf0e6\n\uf0f6\n\uf0b4\n\uf0e7\n\uf0f7\n\uf0e7\n\uf0f7\n\uf0e8\n\uf0f8\n\uf0e8\n\uf0f8\nPERKAITAN DAN ALGEBRA\n1\nJarak\n2\n1\n2\n2\n1\n2\n)\n(\n)\n(\ny\ny\nx\nx\n\uf02d\n\uf02b\n\uf02d\n\uf03d\n2\nTitik tengah,\n\uf0f7\n\uf0f8\n\uf0f6\n\uf0e7\n\uf0e8\n\uf0e6\n\uf02b\n\uf02b\n\uf03d\n2\n,\n2\n)\n,\n(\n2\n1\n2\n1\ny\ny\nx\nx\ny\nx\n3\ndiambil\nyang\nmasa\ndilalui\n \nyang\njarak\npurata\nLaju\n\uf03d\n4\n1\n2\n1\n2\nx\nx\ny\ny\nm\n\uf02d\n\uf02d\n\uf03d\n5\n\uf0f7\n\uf0f7\n\uf0f8\n\uf0f6\n\uf0e7\n\uf0e7\n\uf0e8\n\uf0e6\n\uf02d\n\uf02d\n\uf02d\n\uf03d\n\uf02d\na\nc\nb\nd\nbc\nad\nA\n1\n1\n6\nx\ny\nm\n\uf02d\n\uf02d\n\uf02d\n\uf03d\npintasan\npintasan\n", "SULIT\n1449/1\n3\nSUKATAN DAN GEOMETRI\n1\nTeorem Pithagoras,\n2\n2\n2\nb\na\nc\n\uf02b\n\uf03d\n2\nHasil tambah sudut pedalaman poligon\n\uf0b0\n\uf0b4\n\uf02d\n\uf03d\n180\n)\n2\n(n\n3\nLilitan bulatan\nj\nd\n\uf070\n\uf070\n2\n\uf03d\n\uf03d\n4\nLuas bulatan\n2\nj\n\uf070\n\uf03d\n5\nPanjang lengkok\n2\n360\n\u03c0j\n\uf071\n\uf03d\n\uf0b0\n6\n2\nLuas  sektor\n360\n\u03c0j\n\uf071\n\uf03d\n\uf0b0\n7\nLuas lelayang\npepenjuru\n  \ndua\n  \npanjang\n  \ndarab\n  \nhasil\n2\n1 \uf0b4\n\uf03d\n8\nLuas trapezium\ntinggi\nselari\n \nsisi\n \ndua\ntambah \n \nhasil\n2\n1\n\uf0b4\n\uf0b4\n\uf03d\n9\nLuas permukaan silinder =\n2\n2\n2\nj\njt\n\uf070\n\uf070\n\uf02b\n10\nLuas permukaan kon =\n2\nj\njs\n\uf070\n\uf070\n\uf02b\n11\nLuas permukaan sfera =\n2\n4 j\n\uf070\n12\nIsi padu prisma = luas keratan rentas \n tinggi\n\uf0b4\n13\nIsi padu silinder =\n2\nj t\n\uf070\n14\nIsi padu kon\nt\nj2\n3\n1\uf070\n\uf03d\n15\nIsi padu sfera =\n3\n4\n3\nj\n\uf070\n\uf03d\n16\nIsi padu piramid\ntinggi\ntapak\nluas\n3\n1\n\uf0b4\n\uf0b4\n\uf03d\n17\nFaktor skala,\nPA\nA\nP\nk\n\uf0a2\n\uf03d\n18\nLuas imej = k2 \uf0b4luas objek\nSTATISTIK DAN KEBARANGKALIAN\nSTATISTICS AND PROBABILITY\n1\nMin,\nN\nx\nx\n\uf0e5\n\uf03d\n2\nMin,\nf\nfx\nx\n\uf0e5\n\uf0e5\n\uf03d\n3\nVarians,\n2\n2\n2\n2\n)\n(\nx\nN\nx\nN\nx\nx\n\uf02d\n\uf0e5\n\uf03d\n\uf02d\n\uf0e5\n\uf03d\n\uf073\n4\nVarians,\n2\n2\n2\n2\n)\n(\nx\nf\nfx\nf\nx\nx\nf\n\uf02d\n\uf0e5\n\uf0e5\n\uf03d\n\uf0e5\n\uf02d\n\uf0e5\n\uf03d\n\uf073\n5\nSisihan piawai,\n2\n2\n2\n)\n(\nx\nN\nx\nN\nx\nx\n\uf02d\n\uf0e5\n\uf03d\n\uf02d\n\uf0e5\n\uf03d\n\uf073\n6\nSisihan piawai,\n2\n2\n2\n)\n(\nx\nf\nfx\nf\nx\nx\nf\n\uf02d\n\uf0e5\n\uf0e5\n\uf03d\n\uf0e5\n\uf02d\n\uf0e5\n\uf03d\n\uf073\n7\n)\n(\n)\n(\n)\n(\nS\nn\nA\nn\nA\nP\n\uf03d\n8\n)\n(\n1\n)\n(\nA\nP\nA\nP\n\uf02d\n\uf03d\n\uf0a2\n", "SULIT\n1449/1\n4\nArahan : Jawab semua soalan dalam kertas ini\n1. Manakah antara operasi berikut menghasilkan suatu integer.\nA. \uf028\n\uf029\n15\n.\n2\n72 \uf0b4\n\uf02d\nB.\n07\n.\n37\n23\n.\n15\n\uf02b\nC.\n2\n.\n56\n2\n.\n337\n\uf0b8\nD.\n\uf028\n\uf029\n\uf028\n\uf029\n4\n5\n.\n2\n6\n.\n4\n2\n\uf02d\n\uf02d\n2. Diberi sudut pelengkap bagi suatu sudut (40 + x)o ialah 118o. Cari nilai x.\nA. 22o\nB. 62o\nC. 202o\nD. 242o\n3. Rajah menunjukkan satu garis nombor.\nNyatakan hubungan bagi ketaksamaan pada garis nombor di atas.\nA.\n4\n3\n\uf0b3\n\uf03e\n\uf02d\nx\nB.\n4\n3\n\uf03e\n\uf0b3\n\uf02d\nx\nC.\n4\n3\n\uf0a3\n\uf03c\n\uf02d\nx\nD.\n4\n3\n\uf03c\n\uf0a3\n\uf02d\nx\n4. Permudahkan\n\uf028\n\uf029\uf028\n\uf029\n3\n4\n9\n5\n7\n8\n11\nm\nn\nn\nm\nn\n\uf02b\n\uf02b\uf02d\n\uf02d\n\uf02d\n\uf02b\n\uf02b\nA. 25 5\n2\nm\nn\n\uf02d\n\uf02d\nB. 15 5\n10\nm\nn\n\uf02d\n\uf02b\nC. 25 5\n12\nm\nn\n\uf02d\n\uf02b\nD. 15 - 5m + 12n\n5. Diberi\n\uf028\n\uf029\n.\n20\n2\n4\n7\n3\n\uf03d\n\uf02d\n\uf02b\n\uf02d\np\np\nCari nilai p.\nA. 3\nB. 5\nC. 7\nD. 9\n6. Diberi suatu urutan nombor 3, 6, P, 15, 21, Q, 36, \u2026 Hitung beza antara P dan Q.\nA. 9\nB. 10\nC. 16\nD. 18\n|\n|\n|\n|\n|\n|\n|\n|\n|\n\u2013 4\n\u2013 3\n\u2013 2\n\u2013 1\n0\n1\n2\n3\n4\no\n", "SULIT\n1449/1\n5\nP\nQ\nR\nS\n7. Permudahkan\n.\n3\n2\n3\n2\n3\nn\nn\nm\nm\nmn\n\uf02b\n\uf02d\nA.\nn\nn\nm\nn\n6\n4\n6\n9\n2\n\uf02d\n\uf02d\nB.\nn\nn\nm\nn\n6\n4\n6\n9\n2\n\uf02b\n\uf02d\nC.\nn\nn\nm\nn\n6\n2\n6\n9\n2\n\uf02d\n\uf02d\nD.\nn\nn\nm\nn\n6\n2\n6\n9\n2\n\uf02b\n\uf02d\n8. Rajah 1 menunjukkan sebuah semi bulatan berdiameter 30 cm. Q adalah pusat bulatan.\n(gunakan \u213c=\n22\n7 )\nRajah 1\nHitung luas, dalam cm2, bagi rantau berlorek.\nA. 353.6\nB. 241.1\nC. 225.0\nD. 112.5\n9. Diberi\n\uf028\n\uf029\n2\n3\n7\n\uf02d\n\uf02b\n\uf03d\nQ\nP\n, nyatakan Q dalam sebutan R\nA.\n3\n5\n\uf02b\n\uf03dP\nQ\nB.\n3\n5\n\uf02d\n\uf03dP\nQ\nC.\n3\n1\n\uf02b\n\uf03dP\nQ\nD.\n3\n1\n\uf02d\n\uf03dP\nQ\n", "SULIT\n1449/1\n6\n10. Hitung jarak antara P(3, 13) dan (9, 5).\nA. 6\nB. 7\nC. 10\nD. 14\n11. Diberi 3y + 2x = 18. Cari pintasan-x bagi garis lurus tersebut.\nA. 6\nB. 9\nC. \u2013 6\nD. \u2013 9\n12. Rajah 2 menunjukkan fungsi f (x) = 2x + 3 dalam domain 1 \u2264x \u22645.\nRajah 2\nTentukan nilai n.\nA. 4\nB. 9\nC. 14\nD. 17\n13. Data Jadual 1 menunjukkan markah bagi 8 daripada 10 mata pelajaran yang telah\ndiperolehi Fasha dalam Peperiksaan Pertengahan Tahun.\nBM\nBI\nMATH\nSAINS\nSEJ\nGEO\nRBT\nPAI\n92\n66\n87\n84\n77\n69\n58\n86\nJadual 1\nBerdasarkan data di atas, hitung min markah Fasha dalam ujian tersebut.\nA. 77.4\nB. 77.3\nC. 62.0\nD. 61.9\n", "SULIT\n1449/1\n7\n14. Sebuah kereta bergerak sejauh 115 km dengan kelajuan X km/j dari Bandar P pada\njam 9.15 pagi dan tiba di Bandar Q, 10 minit sebelum jam 11.00 pagi. Hitung laju,\ndalam km/j, kereta itu.\nA. 72.63\nB. 76.67\nC. 79.31\nD. 85.19\n15. Rajah 3 menunjukkan sebuah arca berbentuk segi tiga bersudut tegak \uf044PQR.\nRajah 3\nNyatakan kos\n.\nRPQ\n\uf0d0\n.\nA. 5\n3\nB. 4\n3\nC. 5\n4\nD. 3\n4\n16. Manakah antara berikut adalah benar?\nA. \uf028\n\uf029\n8\n2\n4\n6\n3\nm\nm\n\uf03d\nB. \uf028\n\uf029\n16\n2\n4\n6\n3\nm\nm\n\uf03d\nC. \uf028\n\uf029\n8\n4\n2\n81\n3\nm\nm\n\uf03d\nD. \uf028\n\uf029\n8\n4\n2\n12\n3\nm\nm\n\uf03d\n17. Jumlah wang dalam akaun simpanan Puan Zakiah pada akhir suatu tahun ialah sebanyak\nRM35 875. Bank mengumumkan kadar faedah mudah R% pada tahun tersebut. Berapakah\nnilai R jika nilai simpanan awal tahunnya ialah RM5000 kurang dari RM40 000.\nA. 2.4\nB. 2.5\nC. 2.9\nD. 3.1\nP\nQ\nR\n3 m\n4 m\n", "SULIT\n1449/1\n8\n18. Kedua-dua min dan sisihan piawai bagi set nombor 1, 3, 7, 15, m dan n ialah 6. Cari\nnilai m + n ,\nA. 6\nB. 7\nC. 9\nD. 10\n19. Satu nombor dipilih secara rawak dari set S = {x: x ialah integer, 1\u2264x \u226450). Hitung\nkebarangkalian mendapat nombor faktor bagi 20 atau nombor gandaan bagi 8.\nA.\n11\n50\nB.\n13\n50\nC.\n8\n25\nD.\n6\n25\n20. Rajah 4 menunjukkan graf jarak-masa pergerakan sebuah lori dari Bandar P ke Bandar Q\ndalam tempoh 3.5 jam.\nRajah 4\nNyatakan tempoh masa dalam minit, lori itu berhenti rehat.\nA. 45\nB. 65\nC. 75\nD. 125\n1.5\n2.25\n3.5\n180\nJarak (km)\nMasa (j)\n0\n120\n", "SULIT\n1449/1\n9\n21. Sebuah arca Menara X dengan ketinggian 8 m telah dibina dengan ketinggian 60 cm.\nNyatakan skala bagi arca itu.\nA. 1:15\nB.\n1\n1: 15\nC.\n3\n1: 40\nD.\n40\n1: 3\n22. Rajah 5 menunjukkan sebuah bulatan berpusat di O. PR ialah tangen kepada\nbulatan pada Q.\nRajah 5\nCari nilai x.\nA. 34\nB. 44\nC. 56\nD. 7\n\uf0b7\nP\nQ\nR\nS\nT\nO\n46o\nxo\n12o\n", "SULIT\n1449/1\n10\n23. Rajah 6 menunjukkan sebuah piramid dengan tapak segiempat sama ABCD. Titik X adalah\npuncak piramid yang berada tegak diatas titik D. Nyatakan normal kepada ADX.\nRajah 6\nA. AD\nB. CD\nC. AX\nD. XD\n24. Diberi\n,\n20\n10\n:\n{\n\uf0a3\n\uf03c\n\uf03d\nx\nx\n\uf078\nx ialah integer}, set P = {nombor perdana}, set Q = {nombor\ngandaan 3} dan set R = {nombor genap}. Senaraikan\nQ\nR\nP\n\uf0c7\n\uf0c8\n\u2019\nA. {12, 15, 18,}\nB. {11, 14, 16, 17, 19,}\nC. {12, 13, 16, 17, 18, 20}\nD. {11, 13, 14, 16, 17, 19, 20,}\n25. Rajah 7 menunjukkan graf suatu fungsi kuadratik yang menyilang paksi-x masing-masing di\ntitik P dan titik Q.\nRajah 7\nCari koordinat titik M dan titik N.\nA. M(\u2013 8, 0), N(6, 0)\nB. M(\u2013 6, 0), N(8, 0)\nC. M(\u2013 4, 0), N(12,0)\nD. M(\u2013 12, 0), N(4, 0)\nC\nB\nA\nD\nX\n", "SULIT\n1449/1\n11\n26. Dalam suatu ujian, Aida mendapat markah 1148 dan 11004 bagi subjek Sains dan Matematik.\nBerapakah purata markah yang diperoleh oleh Aida, dalam asas sepuluh?\nA. 76\nB. 78\nC. 80\nD. 82\n27. Antara berikut manakah tidak benar berkaitan pernyataan di bawah.\n\u201cJika x > 4, maka x > 6\u201d\nA.\nKontrapositif\nJika x \u22646, maka x \u22644\nB.\nSongsangan\nJika x \u22644, maka x \u22646\nC.\nAkas\nx < 6 jika dan hanya jika x < 4\nD.\nKebenaran akas\nbenar\n28. Rajah 8 menunjukkan sebuah graf terarah dan berpemberat bagi rangkaian pergerakan\nkenderaan di lima buah bandar. Laluan PT dan SR tidak dinyatakan.\nRajah 8\nHitung nilai bagi V3 \u2013 (V1 + V2).\nA. 60\nB. 70\nC. 80\nD. 90\n", "SULIT\n1449/1\n12\n29. Rajah 9 menunjukkan tiga garis lurus yang dilukis pada suatu satah Cartes.\nRajah 9\nManakah antara berikut tidak mewakili rantau yang berlorek.\nA. y > x + 6\nB. y \u2265\u2013 x\nC. y < 6\nD. x \u22640\n30. Apakah nilai bagi X jika ianya terhasil daripada suatu nombor yang mana 560 kurang dari\n4570 di tolak dengan 2019 daripada 3501 kemudian di bahagi 4.\nA. 632\nB. 777\nC. 1373\nD. 2528\n31. Ogif di bawah mewakili jumlah derma daripada 60 orang penderma.\nNilai persentil ke-50, P50 ialah\nA. RM 10\nB. RM 15\nC. RM 20\nD. RM 30\ny\nx\n0\ny = x + 6\ny = \u2013 x\n", "SULIT\n1449/1\n13\n32. Diberi y berubah secara langsung dengan 8x \u2013 3 dan y = 225 apabila x = 6. Hitung nilai x\napabila y = 17.\nA. 0.7\nB. 0.8\nC. 2.5\nD. 7.5\n33. Encik Stanley mempunyai pendapatan bulanan berjumlah RM9 000 sebulan. Jumlah perbelanjaan\ntetap beliau ialah RM3 500 dan perbelanjaan tidak tetap pula ialah antara RM3 750 sebulan. Beliau\njuga memastikan 15% daripada gaji bulanannya sebagai simpanan tetap bulanan.\nDia merancang untuk membeli sebuah rumah dua tingkat yang berharga RM600 000 dalam masa 5\ntahun akan datang di mana dia perlu membuat bayaran sebanyak 10% bayaran pendahuluan\ndaripada harga rumah itu.\nBerapakah simpanan bulanan, dalam RM, yang perlu disimpan oleh Encik Stanley bagi mencapai\nmatlamat tersebut.\nA. RM 550\nB. RM 1 000\nC. RM 1 100\nD. RM 10 000\n34.\n  2    3\n  2\n1    4\n1\n\uf0e6\n\uf0f6\uf0e6\n\uf0f6\uf03d\n\uf0e7\n\uf0f7\uf0e7\n\uf0f7\n\uf02d\n\uf02d\n\uf0e8\n\uf0f8\uf0e8\n\uf0f8\nA.\n  1\n6\n\uf0e6\n\uf0f6\n\uf0e7\n\uf0f7\n\uf02d\n\uf0e8\n\uf0f8\nB. \uf028\n\uf029\n1  \n6\n\uf02d\nC.\n  4       6\n2    \n4\n\uf0e6\n\uf0f6\n\uf0e7\n\uf0f7\n\uf02d\n\uf02d\n\uf0e8\n\uf0f8\nD.\n4       6\n1    \n4\n\uf0e6\n\uf0f6\n\uf0e7\n\uf0f7\n\uf02d\n\uf0e8\n\uf0f8\n", "SULIT\n1449/1\n14\n35. Brettny membeli satu perlindungan insuran kebakaran bagi rumahnya yang ditafsirkan\nbernilai RM300 000. Syarikat insurans menyatakan bahawa kadar ko insurans ialah 80:20\ndengan deduktibel bernilai RM5 000. Dalam satu kejadian kebakaran, salah satu bilik\nrumahnya musnah dan kerugian dianggarkan berjumlah RM48 000.\nHitung jumlah pampasan yang diterima oleh Brettny bagi jika dia menginsurankan\nrumahnya pada jumlah insuran yang harus dibelinya.\nA. RM 40 000\nB. RM 43 000\nC. RM 48 000\nD. RM 53 000\n36. Diberi\n25\n7\n\uf02d\n\uf03d\n\uf071\nkos\n. Cari nilai bagi sin \u03b8 untuk\n.\n360\n180\n\uf06f\n\uf06f\n\uf0a3\n\uf0a3x\nA. 25\n7\nB. 25\n24\nC.\n25\n7\n\uf02d\nD.\n25\n24\n\uf02d\n37. Adelia dan rakannya makan pagi di sebuah restoran. Mereka telah makan dua pinggan mee\ngoreng, enam biji bebola ayam dan dua gelas teh ais.\nJadual 2 di bawah menunjukkan sebahagian harga makanan dan minuman di restoran itu.\nMENU\nHARGA\nNasi Goreng\nRM4.50 / sepinggan\nMee Goreng\nRM4.00 / sepinggan\nBebola Ayam\nRM0.20 / sebiji\nTeh Ais\nRM2.50 / segelas\nJADUAL 2\nDiberi bahawa restoran itu mengenakan cukai perkhidmatan 6%. Hitung jumlah bil mereka.\nA.RM11.20\nB.RM15.05\nC.RM14.20\nD.RM16.10\n", "SULIT\n1449/1\n15\n38. Rajah 10 menunjukkan segi tiga bersudut tegak PQR.\nRajah 10\nHitung perimeter dalam cm, seluruh rajah.\nA.\n5\n2.79\n10\n\uf0b4\nB.\n5\n2.52\n10\n\uf0b4\nC.\n5\n1.22 10\n\uf0b4\nD.\n5\n1.09 10\n\uf0b4\n39 .Di dalam rajah, Q ialah kedudukan akhir bagi objek P apabila dialihkan dari atas meja.\nManakah antara berikut adalah benar menerangkan situasi ini.\nSituasi Pertama\nSituasi Kedua\nA.\nTranslasi\nPantulan pada paksi mencancang\nB.\nTranslasi\nPantulan pada paksi mengufuk\nC.\nPantulan pada paksi mencancang\nTranslasi\nD.\nPantulan pada paksi mengufuk\nTranslasi\nP\nQ\n", "SULIT\n1449/1\n16\n40.Senaraikan semua unsur bagi suatu set P = {1, 2, 3}.\nA.{1}, {2}, {3}\nB.{1}, {2}, {3}, {1,2}, {1,3}, {2,3}, {1,2,3}\nC.{1}, {2}, {3}, {1,2}, {1,3}, {2,3}, {1,2,3}, { }\nD.{1}, {2}, {3}, {1,2}, {1,3}, {2,1}, {2,3}, {3,2}, {3,1}, {1,2,3}, { }\nKERTAS SOALAN TAMAT\n", "PEPERIKSAAN PERCUBAAN SPM 2022\nSKEMA JAWAPAN\nMATEMATIK KERTAS 1\n1449/1\n1\nC\n11\nB\n21\nD\n31\nC\n2\nA\n12\nC\n22\nC\n32\nB\n3\nC\n13\nA\n23\nB\n33\nB\n4\nB\n14\nA\n24\nD\n34\nA\n5\nB\n15\nC\n25\nA\n35\nB\n6\nD\n16\nC\n26\nB\n36\nD\n7\nA\n17\nB\n27\nC\n37\nC\n8\nB\n18\nD\n28\nA\n38\nB\n9\nD\n19\nD\n29\nD\n39\nA\n10\nC\n20\nA\n30\nA\n40\nC\nRUMUSAN\nA = 10\nB = 11\nC = 11\nD = 8\n"], "qa": [{"question": "Manakah antara operasi berikut menghasilkan suatu integer.", "A": " \uf028\uf029 15 . 2 72 \uf0b4 \uf02d", "B": " 07 . 37 23 . 15 \uf02b", "C": " 2 . 56 2 . 337 \uf0b8", "D": " \uf028\uf029 \uf028\uf029 4 5 . 2 6 . 4 2 \uf02d \uf02d", "answer": "C"}, {"question": "Diberi sudut pelengkap bagi suatu sudut (40 + x)o ialah 118o. Cari nilai x.", "A": "22o", "B": "62o", "C": "202o", "D": "242o", "answer": "A"}, {"question": "Permudahkan \uf028\uf029\uf028\uf029 3 4 9 5 7 8 11 m n n m n \uf02b \uf02b\uf02d \uf02d \uf02d \uf02b \uf02b", "A": "25 5 2 m n \uf02d \uf02d", "B": "15 5 10 m n \uf02d \uf02b", "C": "25 5 12 m n \uf02d \uf02b", "D": "15 - 5m + 12n", "answer": "B"}, {"question": "Diberi \uf028\uf029 . 20 2 4 7 3 \uf03d \uf02d \uf02b \uf02d p p Cari nilai p.", "A": "3", "B": "5", "C": "7", "D": "9", "answer": "B"}, {"question": "Diberi suatu urutan nombor 3, 6, P, 15, 21, Q, 36, \u2026 Hitung beza antara P dan Q.", "A": "9", "B": "10", "C": "16", "D": "18", "answer": "D"}, {"question": "Permudahkan . 3 2 3 2 3 n n m m mn \uf02b \uf02d", "A": " n n m n 6 4 6 9 2 \uf02d \uf02d", "B": " n n m n 6 4 6 9 2 \uf02b \uf02d", "C": " n n m n 6 2 6 9 2 \uf02d \uf02d", "D": " n n m n 6 2 6 9 2 \uf02b \uf02d", "answer": "A"}, {"question": "Diberi \uf028\uf029 2 3 7 \uf02d \uf02b \uf03d Q P , nyatakan Q dalam sebutan R", "A": " 3 5 \uf02b \uf03dP Q", "B": " 3 5 \uf02d \uf03dP Q", "C": " 3 1 \uf02b \uf03dP Q", "D": " 3 1 \uf02d \uf03dP Q", "answer": "D"}, {"question": "Hitung jarak antara P(3, 13) dan (9, 5).", "A": "6", "B": "7", "C": "10", "D": "14", "answer": "C"}, {"question": "Diberi 3y + 2x = 18. Cari pintasan-x bagi garis lurus tersebut.", "A": "6", "B": "9", "C": "\u2013 6", "D": "\u2013 9", "answer": "B"}, {"question": "Data Jadual 1 menunjukkan markah bagi 8 daripada 10 mata pelajaran yang telah diperolehi Fasha dalam Peperiksaan Pertengahan Tahun.\nBerdasarkan data di atas, hitung min markah Fasha dalam ujian tersebut.", "A": "77.4", "B": "77.3", "C": "62.0", "D": "61.9", "answer": "A"}, {"question": "Sebuah kereta bergerak sejauh 115 km dengan kelajuan X km/j dari Bandar P pada jam 9.15 pagi dan tiba di Bandar Q, 10 minit sebelum jam 11.00 pagi. Hitung laju, dalam km/j, kereta itu.", "A": "72.63", "B": "76.67", "C": "79.31", "D": "85.19", "answer": "A"}, {"question": "Manakah antara berikut adalah benar?", "A": " \uf028\uf029 8 2 4 6 3 m m \uf03d", "B": " \uf028\uf029 16 2 4 6 3 m m \uf03d", "C": " \uf028\uf029 8 4 2 81 3 m m \uf03d", "D": " \uf028\uf029 8 4 2 12 3 m m \uf03d", "answer": "C"}, {"question": "Jumlah wang dalam akaun simpanan Puan Zakiah pada akhir suatu tahun ialah sebanyak RM35 875. Bank mengumumkan kadar faedah mudah R% pada tahun tersebut. Berapakah nilai R jika nilai simpanan awal tahunnya ialah RM5000 kurang dari RM40 000.", "A": "2.4", "B": "2.5", "C": "2.9", "D": "3.1", "answer": "B"}, {"question": "Kedua-dua min dan sisihan piawai bagi set nombor 1, 3, 7, 15, m dan n ialah 6. Cari nilai m + n ,", "A": "6", "B": "7", "C": "9", "D": "10", "answer": "D"}, {"question": "Satu nombor dipilih secara rawak dari set S = {x: x ialah integer, 1\u2264x \u226450). Hitung kebarangkalian mendapat nombor faktor bagi 20 atau nombor gandaan bagi 8.", "A": " 11 50", "B": " 13 50", "C": " 8 25", "D": " 6 25", "answer": "D"}, {"question": "Sebuah arca Menara X dengan ketinggian 8 m telah dibina dengan ketinggian 60 cm. Nyatakan skala bagi arca itu.", "A": "1:15", "B": " 1 1: 15", "C": " 3 1: 40", "D": " 40 1: 3", "answer": "D"}, {"question": "Diberi , 20 10 : { \uf0a3 \uf03c \uf03d x x \uf078 x ialah integer}, set P = {nombor perdana}, set Q = {nombor gandaan 3} dan set R = {nombor genap}. Senaraikan Q R P \uf0c7 \uf0c8 \u2019", "A": "{12, 15, 18,}", "B": "{11, 14, 16, 17, 19,}", "C": "{12, 13, 16, 17, 18, 20}", "D": "{11, 13, 14, 16, 17, 19, 20,}", "answer": "D"}, {"question": "Dalam suatu ujian, Aida mendapat markah 1148 dan 11004 bagi subjek Sains dan Matematik. Berapakah purata markah yang diperoleh oleh Aida, dalam asas sepuluh?", "A": "76", "B": "78", "C": "80", "D": "82", "answer": "B"}, {"question": "Antara berikut manakah tidak benar berkaitan pernyataan di bawah.\n\u201cJika x > 4, maka x > 6\u201d", "A": " Kontrapositif Jika x \u22646, maka x \u22644", "B": " Songsangan Jika x \u22644, maka x \u22646", "C": " Akas x < 6 jika dan hanya jika x < 4", "D": " Kebenaran akas benar", "answer": "C"}, {"question": "Apakah nilai bagi X jika ianya terhasil daripada suatu nombor yang mana 560 kurang dari 4570 di tolak dengan 2019 daripada 3501 kemudian di bahagi 4.", "A": "632", "B": "777", "C": "1373", "D": "2528", "answer": "A"}, {"question": "Ogif di bawah mewakili jumlah derma daripada 60 orang penderma.\nNilai persentil ke-50, P50 ialah", "A": "RM 10", "B": "RM 15", "C": "RM 20", "D": "RM 30", "answer": "C"}, {"question": "Diberi y berubah secara langsung dengan 8x \u2013 3 dan y = 225 apabila x = 6. Hitung nilai x apabila y = 17.", "A": "0.7", "B": "0.8", "C": "2.5", "D": "7.5", "answer": "B"}]}