Puisi Tradisional (Syair Definisi Orang Berakal)

Maksud

Rangkap 1

Manusia yang berakal dipandang mulia,malahan golongan anbia dan aulia amat mementingkan ilmu. Seseorang yang mencontohi golongan anbia dan aulia akan memperoleh kebahagian.

Rangkap 2

Golongan anbia dan aulia yang berilmu pengetahuan menyebabkan mereka dipilih sebagai ketua dan menegakkan keadilan. Sesiapa yang mentafsirkan golongan tersebut kejam maka dia bakal mendapat balasan.

Rangkap 3

Orang yang berakal mempunyai pandangan yang jauh. Dia akan bersahabat dengan orang yang baik sahaja, sebaliknya mengenepikan orang yang jahat kerana takut terpengaruh dengan sikap negatif mereka.

Rangkap 4

Orang yang berakal juga patuh kepada perintah Allah dan mengikut hukum syarak. Selain berserah kepada Allah, mereka juga tidak tamak haloba kerana menyedari bahawa dunia ini tidak kekal.

Rangkap 5

Orang yang berakal disayangi oleh golongan atasan, namun mereka tidak mengada-ngada, tidak sombong dan menganggap status mereka sama sahaja dengan rakan taulan.

Rangkap 6

Jika pihak atasan memberikan perhatian yang lebih kepadanya, mereka sentiasa berwaspada. Malahan mereka berusaha merapatkan hubungan dengan rakan-rakan, merendah diri dan sedia berkhidmat.

Rangkap 7

Orang yang berakal tidak bosan dalam mengejar ilmu pengetahuan dan sentiasa membuat  penelitian untuk mencari jawapan agar tidak terpedaya.

Tema

Ciri-ciri orang yang berakal.

Persoalan

1.     Persoalan ketinggian status orang yang berilmu (rangkap 1)

2.     Persoalan kebijaksanaan orang yang berakal menyelesaikan masalah (rangkap 2)

3.     Persoalan keinsafan seseorang akan kuasa Tuhan (rangkap 4)

4.     Persoalan kepatuhan kepada hukum syarak (rangkap 4)

5.     Persoalan keikhlasan dalam persahabatan (rangkap 6)

Bentuk

1.     Terdiri daripada tujuh rangkap.

2.     Setiap rangkap terdiri daripada empat baris.

3.     Jumlah perkataan dalam setiap baris antara 3 hingga 5.

·         Tiadalah ia melanja-lanja (3 perkataan)

·         Sangatlah mengasihi tuan dan sahabat (5 perkataan)

4.     Terdiri daripada sembilan hingga tiga belas suku kata.

·         Jika ia dikasihi raja  (9 suku kata)

·         Sangatlah mengasihi orang yang jahat (11 suku kata)

5.     Rima akhir syair ini ialah aaaa

6.     Syair ini adalah puisi terikat.

Gaya Bahasa

1.     Asonansi - Menjadi kepala bela bermacam  - pengulangan vokal  e

2.     Aliterasi  -  Menjauhkan tamak hendak tawakal  - pengulangan konsonan k 

3.     Sinkope – Ibanya tahu dunia tak kekal

4.     Anafora  - Tiadalah ia melanja-lanja, Tiadalah menyombong pada bekerja                       

5.     Penggunaan kata  klasik -  tersunjam, ibanya, melanja-lanja, tersemu

Nilai

1.     Nilai kebijaksanaan.

Orang yang bijaksana akan dilantik sebagai pemimpin dan dipandang mulia.

2.     Nilai kasih sayang

Seseorang yang berakal sangat mengasihi ketua dan rakan-rakannya.

3.     Nilai ketaatan.

Seseorang yang berakal akan taat kepada hukum syarak.

4.     Nilai kerajinan.

Orang yang berakal sentiasa menelaah untuk mendalami ilmu pengetahuan tanpa rasa jemu.

Pengajaran

1.     Kita haruslah  mencontohi ciri-ciri orang yang berakal seperti para anbia dan aulia agar kehidupan akan lebih bahagia.

2.     Kita mestilah menyayangi sahabat yang baik dan menjauhi orang-orang yang bersikap negatif agar tidak terpengaruh.

3.     Kita haruslah merendah diri walaupun berilmu dan disayangi ramai agar terhindar daripada sifat riak dan takbur.

Kita hendaklah patuh pada hukum syarak agar terhindar daripada kemungkaran

Puisi Tradisional Pantun Empat Kerat (Jenaka dan Sindiran)

Maksud:

Rangkap 1

Seseorang isteri dianggap tidak sempurna walaupun memiliki kecantikan jika dia tidak tahu melakukan kerja-kerja dapur.

Rangkap 2

Jika seseorang yang tidak berilmu  cuba menunjukkan kepandaian, sudah pasti dia akan ditertawakan.

Rangkap 3

Seseorang pemimpin tidak akan dapat berbuat apa-apa setelah kuasanya telah hilang

Rangkap 4

Perasaan bimbang apabila seseorang  yang melakukan sesuatu di luar  berkemampuan.

Rangkap 5

Perasaan hairan yang timbul apabila  orang bawahan  berjaya mengambil alih kuasa daripada seseorang pemimpin yang berpengaruh.

Tema

Sindiran terhadap masyarakat yang bersikap luar biasa.

Persoalan

1.     Persoalan tanggungjawab seorang isteri terhadap urusan rumah tangga.

2.     Persoalan kepentingan memiliki ilmu pengetahuan.

3.     Persoalan pemimpin yang kehilangan kuasa.

4.     Persoalan kebimbangan melihat sesuatu perkara yang luar biasa .

5.     Persoalan musibah yang berlaku akibat kelalaian.

Bentuk

1.     Terdiri daripada lima rangkap.

2.     Setiap rangkap terdiri daripada empat baris.

3.     Jumlah perkataan dalam setiap baris antara 3 hingga 5.

·         kupu-kupu terbang melintang (3 perkataan)

·         kalau tak pandai menumbuk sambal (5 perkataan)

4.     Terdiri daripada 9 hingga 11 suku kata.

Apa guna berkain batik (9 suku kata)

Apalah guna beristeri cantik (11 suku kata)

5.     Rima akhir pantun ini ialah abab kecuali rangkap kedua, abac

6.     Pantun ini adalah puisi terikat.

Gaya Bahasa

1.     Asonansi -  Kalau tidak memakai capal – pengulangan vokal a

2.     Aliterasi  -   Melihat ikan memanjat kayu – pengulangan konsonan m

3.     Sinkope  -  Kalau tak pandai menumbuk sambal

4.     Personikasi  - Ikan kering lagi ketawa , Mendengar tupai membaca kitab

5.     Unsur alam - Haiwan – ikan, tupai, harimau, kambing, burung, kupu-kupu, Tumbuhan – rotan,saga

Nilai

1.     Nilai bertanggungjawab

Seseorang isteri bertanggungjawab menguruskan rumah tangga dengan baik.

2.     Nilai kegigihan

Seseorang yang gigih berusaha bagi mencapai matlamatnya.

3.     Nilai rasional

Seseorang yang rasional dalam melakukan sesuatu perkara.

Pengajaran

1.     Kita haruslah  bertanggungjawab menguruskan rumah tangga agar kehidupan lebih harmoni.

2.     Kita mestilah gigih meningkatkan kemahiran diri agar tidak dipandang rendah.

Kita haruslah berfikir dan bertindak  secara rasional agar tidak mendatangkan masalah kepada orang lain

PUISI TRADISIONAL (Pantun Empat Kerat (Budi))

Maksud:

Rangkap 1

Seseorang yang berbudi, namanya pasti akan disebut-sebut.

Rangkap 2

 Seseorang yang berbudi akan terus menjadi sebutan walaupun telah meninggal dunia.

Rangkap 3

Walaupun hanya sedikit budi yang ditaburkan akan tetap dikenang.

Rangkap 4

Perasaan kasih sayang yang wujud dalam diri seseorang akan menyebabkan hubungan mereka berterusan ke akhir hayat.

Tema

Kelebihan mempunyai budi pekerti yang baik

Persoalan

Persoalan budi yang sentiasa dikenang walaupun telah meninggal dunia.

Persoalan ketinggian nilai budi.

Persoalan kasih sayang yang wujud sesama insan hasil daripada budi yang ditaburkan.

Bentuk

Terdiri daripada empat  rangkap

Setiap rangkap terdiri daripada empat baris

Jumlah perkataan dalam setiap baris antara tiga hingga lima

 - Anak itik terenang-renang  (tiga perkataan)

 - Jika tak kenang kepada saya  (lima perkataan)

Terdiri daripada 9 hingga 11 suku kata.

 - Terang  bulan  terang  di  paya  (9 suku kata)

 - Orang yang  mati meninggalkan nama  (11 suku kata)

Rima akhir pantun ini ialah abab

Bentuk pantun ini terikat dengan puisi tradisional.

Gaya Bahasa

 Asonansi - Terang bulan terang di paya  - pengulangan vokal a

 Aliterasi –   Orang yang mati meninggalkan nama. –pengulangan konsonan g

Kata ganda - Anak ikan terenang-renang

Sinkope –  Jika tak kenang kepada saya

Repitasi -  Terang bulan terang di paya

Nilai

Nilai menghargai budi. Budi yang ditabur oleh seseorang akan dikenang walaupun orang itu telah tiada.

Nilai keikhlasan. Keikhlasan menghulurkan budi kepada insan lain.

Pengajaran

Kita haruslah  berbudi kepada orang lain agar disanjung oleh masyarakat.

 Kita mestilah ikhlas menabur budi agar kehidupan lebih sejahtera.

Kita hendaklah menghargai budi yang dicurahkan oleh orang lain agar hubungan berkekalan

PEKA Experiment List For Biology Form 4 Chapter 6 Nutrition

6.1 Determining the energy value in food samples

Number	Activity 6.1 (Observation)
Pg.	61
Title	Determining the energy value in food samples
Aim / Objective of the Study	To determine the energy value in food samples
Material	Peanut (whole) Plasticine Cotton wool Distilled water
Apparatus	Boiling tube Thermometer (0 – 100˚C) Pin (5 – 8 cm) Bunsen burner Retort stand and clamp Wind shield Electronic balance
Technique used	Measure and determine the energy value in food samples (groundnut) Measure the mass of the food samples by using electronic balance

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Number	Modify from Activity 6.1 (Observation)
Pg.	61
Title	Determining the energy value in food samples
Aim / Objective of the Study	To determine the energy value in food samples
Problem Statement	Which food sample has a higher energy value?
Hypothesis	Cashew nut/ Walnut has a higher energy value that goundnut
Variables	Manipulated variable: Type of food sample Responding variable: Energy value of food samples Fixed variable: Mass of water and mass of food sample
Material	Fresh peanut (whole) Fresh cashew nut / Fresh walnut (whole) Plasticine Cotton wool Distilled water Matches
Apparatus	Boiling tube Thermometer (0 – 100˚C) Pin (5 – 8 cm) Bunsen burner Retort stand and clamp Wind shield Electronic balance
Technique used	Measure and determine the energy value in different food samples Compare the energy value in different food samples (groundnut and cashew nut / walnut) Measure the mass of the different food samples by using electronic balance

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6.2 Testing for the presence of starch, reducing sugar, non-reducing sugar, protein and lipid in food samples

Number	Activity 6.2 (Observation)
Pg.	63
Title	Testing for the presence of starch, reducing sugar, non-reducing sugar, protein and lipid in food samples
Aim / Objective of the Study	Determine and test the presence of starch, reducing sugar, non-reducing sugar, protein and lipid in food samples
Problem Statement	What is the nutrient content for all the food samples?
Hypothesis	Starch suspension containing starch Glucose contains reducing sugar Sucrose solution contains non-reducing sugar Albumen (egg-white) suspension contains proteins Vegetable oil contains lipid
Material	Starch suspension (A) 5% glucose solution (B) 1% sucrose solution (C) Albumen suspension (D) Vegetable oil (E) Iodine solution Benedict’s solution Sodium hydrogen carbonate powder 20% sodium hydroxide solution Hydroxide acid 1% copper(II) sulphate solution
Apparatus	Test tubes Test tube holders Test tube rack 250 ml beakers Dropper Bunsen burner Tripod stand Wire gauze Filter paper
Technique used	Test and determine the presence of starch, reducing sugar, non-reducing sugar, protein and lipid in food samples.

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6.3 Determining the vitamin C content in various fruit juices

Number	Activity 6.3 (Experiment)
Pg.	65
Title	Determining the vitamin C content in various fruit juices
Aim / Objective of the Study	To determine the vitamin C content in various fruit juices
Problem Statement	Do different types of fruit juices contain similar amounts of vitamin C?
Hypothesis	Lime juice contains a higher concentration of vitamin C compared to pineapple juice and orange juice.
Variables	Manipulated variable: Types of fruit juices Responding variable: Volume of fruit juice needed to decolourise DCPIP solution Fixed variable: Volume of DCPIP solution and standard concentration of ascorbic acid solution
Material	1.0% dichlorophenolindophenol (DCPIP) solution 0.1% ascorbic acid solution Freshly prepared lime juice Freshly prepared pineapple juice Freshly prepared orange juice
Apparatus	Specimen tubes 1 ml syringe 5 ml syringes with needles 50 ml beakers Gauze cloth Knife / Scalpel
Technique used	Measure and determine the volume of standard vitamin C solution needed to decolourise of a fixed volume of DCPIP. Measure and determine the volume of juice needed to decolourise the same volume of DCPIP. Calculate the vitamin C content of juice by comparing it with the standard vitamin C solution.

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6.4 Planning and conducting an experiment to study enzyme action on starch

Number	Activity 6.4 (Experiment)
Pg.	67
Title	Planning and conducting an experiment to study enzyme action on starch
Aim / Objective of the Study	To study enzyme action on starch
Problem Statement	How does the enzyme in saliva act on starch?
Hypothesis	The enzyme is saliva digest starch into a reducing sugar / The enzyme in saliva hydrolyses starch into a reducing sugar
Variables	Manipulated variable: Absence or presence of salivary amylase and starch Responding variable: Presence of reducing sugar Fixed variable: Temperature at 37˚C, starch concentration and volume of mixture
Material	1% starch suspension Benedict’s solution Iodine solution Saliva suspension Distilled water
Apparatus	10 ml pipette 500 ml beaker Test tubes Test tube holder Test tube rack Thermometer Droppers Glass rod White tile Bunsen burner Tripod stand Wire gauze
Technique used	Confirmation test for the presence of starch using iodine solution Confirmation test for the presence of reducing sugar using Benedict’s solution

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6.5 Planning and conducting an experiment to study the enzyme action on a protein food sample

Number	Activity 6.5 (Experiment)
Pg.	68
Title	Planning and conducting an experiment to study the enzyme action on a protein food sample
Introduction	Albumen does not dissolve completely in water Albumen suspension is milky in nature. After albumen is fully digested, the suspension becomes clear Pepsin requires an acidic pH of about 2 to act at maximum rate
Aim / Objective of the Study	To study the enzyme action on a protein food sample
Problem Statement	How does the enzyme acts on protein?
Hypothesis	The test tube contains albumen and pepsin solution becomes clear at the end of the experiment An acidic medium is needed for protein digestion by pepsin
Variables	Manipulated variable: Absence or presence of pepsin in albumen Responding variable: Cloudy or clear (clarity of contents) albumen suspension after 20 minutes Fixed variable: Concentration and volume of albumen, concentration and volume of pepsin (enzyme), concentration of hydrochloric acid, surrounding temperature at 37˚C
Material	Albumen (egg-white) suspension Dilute hydrochloric acid Pepsin suspension Distilled water
Apparatus	10 ml pipette 500 ml beaker Test tubes Test tube rack Droppers Thermometer Stopwatch Water bath (Bunsen burner, tripod stand and wire gauze)
Technique used	Observe albumen digestion under the presence or the absence of pepsin and hydrochloric acid.

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6.6 Examining slides of the cross section of the small intestine

Number	Activity 6.6 (Observation)
Pg.	70
Title	Examining slides of the cross section of the small intestine
Aim / Objective of the Study	To examine and study the slides of the cross section of the small intestine
Material	Slides of the cross section of the small intestine
Apparatus	Microscope
Technique used	Observe the slides of the cross section of the small intestine

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6.7 Studying the movement of substances through the Visking tubing

Number	Activity 6.7 (Observation)
Pg.	71
Title	Studying the movement of substances through the Visking tubing
Aim / Objective of the Study
Problem Statement	What substances can move across the Visking tubing?
Hypothesis	Small molecules can move across the Visking tubing
Variables	Manipulated variable: Contents of the Visking tubing Responding variable: Change in colour of water sample in iodine test and Benedict’s test Fixed variable: Temperature of water bath (37˚C), volume of solution
Material	1% starch suspension 1% glucose solution Iodine solution Benedict’s solution Visking tubing Thread Distilled water
Apparatus	Boiling tube Test tubes 10 ml syringe Pipette A pair of scissors Water bath (Bunsen burner, tripod stand and wire gauze)
Technique used	Confirmation test for the presence of starch using iodine solution Confirmation test for the presence of reducing sugar using Benedict’s solution

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6.8 Studying the effects of macronutrient deficiency in plants

Number	Activity 6.8 (Experiment)
Pg.	72
Title	Studying the effects of macronutrient deficiency in plants
Aim / Objective of the Study	To study the effects of macronutrient deficiency in plants
Problem Statement	What are the effects of macronutrient deficiency in plants? / Do macronutrient  deficiency have any effects on plant growth and development?
Hypothesis	Plant grows healthily in a complete Knop’s solution Macronutrient deficiencies affect plant growth and development.
Variables	Manipulated variable: Components of minerals in culture solution Responding variable: Growth of the seedling / Condition of the plants Fixed variable: Volume and concentration of solution, size and type of maize seedlings, amount of air that is pumped into the jar, amount of sunlight, surrounding temperature
Material	Maize seedlings Potassium nitrate (KNO3) Potassium dihydrogen phosphate (KH2PO4) Magnesium sulphate (MgSO4) Calcium nitrate (Ca(NO3)2) Ferum(III) phosphate (FePO4) Cotton wool Black paper Distilled water
Apparatus	Glass jars Rubber bungs with holes Straight glass tubes to fit into the holes of the rubber bungs L-shaped delivery tubes to the connected to a vacuum pump Knife
Technique used	Observe the effects of different deficiencies on young maize seedling. Maize seedling are under identical conditions of light, temperature and moisture.

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6.9 Studying a cross-sectional model of a leaf

Number	Activity 6.9 (Observation)
Pg.	73
Title	Studying a cross-sectional model of a leaf
Aim / Objective of the Study	To study a cross-sectional model of a leaf
Material	Cross-sectional model of a leaf
Apparatus	-
Technique used	Observe the cross-sectional model of a leaf and identify the different part of the leaf

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6.10 Investigating the adaptation of plants to carry out photosynthesis with respect to the distribution of stomata and chloroplasts

Number	Activity 6.10 (Observation)
Pg.	74
Title	Investigating the adaptation of plants to carry out photosynthesis with respect to the distribution of stomata and chloroplasts
Aim / Objective of the Study	To investigate the adaptation of plants to carry out photosynthesis with respect to the distribution of stomata and chloroplasts
Material	Hibiscus leaf Sprig of Hydrilla sp. Water lily leaf Cactus (Opuntia sp.) Nail varnish
Apparatus	Magnifying lens A pair of forceps Microscope slides Cover slips Light microscope
Technique used	Observe the distribution of stomata and chloroplast in plants from different habitats

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6.11 Investigating the effect of light intensity on the rate of photosynthesis

Number	Activity 6.11 (Experiment)
Pg.	76
Title	Investigating the effect of light intensity on the rate of photosynthesis
Aim / Objective of the Study	To investigate the effect of light intensity on the rate of photosynthesis
Problem Statement	How does light intensity affect the rate of photosynthesis?
Hypothesis	The higher the light intensity, the higher the rate of photosynthesis
Variables	Manipulated variable: Distance between light source and plant Responding variable: Number of bubbles released in five minutes (rate of photosynthesis) Fixed variable: Type and size of plant, percentage of sodium hydrogen carbonate solution and voltage of bulb
Material	A few sprigs of Hydrilla sp. 1% sodium hydrogen carbonate solution Plasticine Distilled water
Apparatus	Light source (60 W bulb) 500 ml beaker Test tube Glass filter funnel Stopwatch Thermometer Meter rule Razor
Technique used	Count the number of gas bubbles released in five minute with a stopwatch

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6.12 Planting project in the science resource garden or school compound

Number	Activity 6.12 (Project)
Pg.	77
Title	Planting project in the science resource garden or school compound
Aim / Objective of the Study	To start a planting project in the science resource garden or school compound My Ecogarden My Herbal Garden My Science Garden
Technique used	Find and label the common names and scientific names of plants

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6.13 Visiting relevant agencies to study ways to improve the quality and quantity of food production

Number	Activity 6.13 (Field study)
Pg.	78
Title	Visiting relevant agencies to study ways to improve the quality and quantity of food production
Aim / Objective of the Study	To visit relevant agencies to study ways to improve the quality and quantity of food production Institute of Agriculture Research and Development of Malaysia (MARDI) Malaysian Palm Oil Board (MPOB) Agriculture Department Fisheries Department
Technique used	Collect information and carry out research on diversity food production and improve the quality and quantity of food production

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6.14 Vegetable planting project

Number	Activity 6.14 (Project)
Pg.	78
Title	Vegetable planting project
Aim / Objective of the Study	To start with a vegetable planting project
Material	A) Hydroponics technique Vegetable seeds Nutrient solution B) Planting vegetable in soil Vegetable seeds Fertiliser
Apparatus	A) Hydroponics technique Plastics tray Gravel or clean sand Fork Hydroponics set B) Planting vegetable in soil Spade Watering can
Technique used	Observe and prepare a log book on the height of the growing seedling and time taken for the seedling to reach flowering and fruiting stages. Write report on the project.

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6.15 Preparing a portfolio on the technological development of food processing

Number	Activity 6.15 (Project)
Pg.	80
Title	Preparing a portfolio on the technological development of food processing
Aim / Objective of the Study	To study and prepare a portfolio on the technological development of food processing
Material	Newspapers Magazines Reference books The Internet Food labels
Apparatus	-
Technique used	Prepare and write a portfolio on the technological development of food processing to exhibit in school