Juj 2011 Biologi Bahan Seminar Guru

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011
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BAHAN SEMINAR JUJ
PROJEK JAWAB UNTUK JAYA (JUJ) NEGERI PAHANG TAHUN 2011
BIOLOGI
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Page 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 Contents Format Analysis Tips Questions - SPM 2009 Question paper (paper 2 & 3) Marking scheme Example of students answer Marking Skill 2 3-4 5 - 10 11 -18 19 - 48 49 - 63 82 - 85 86 - 89
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1.2
Index 1 2
BIOLOGY SPM EXAM FORMAT ( STARTING FROM 2003) SUBJECT CODE : 4551
Criteria Type of instrument Type of item Paper 1(4551/1) Objective Test Objective Item Multiple choice Each item followed by four alternative answers A, B, C or D 50 ( Answer all the questions ) Paper 2(4551/2) Subjective Test Paper 3(4551/3) Written Practical
Subjective Item Subjective Item : Section A : structured Structure Item Item Section B :Essay Open ended Item Respond (Essay )
Total Question
Section A : 5 items (Answer all the questions Section B : 4 items (Answer any two questions) Refer to SPM 2008 format (latest)
Structure Item 1 2 item (Answer any one question) Open ended responds: 1 item ( Essay written ) 50 Write the answer in the space provided in the question paper 1 hour 30 minutes Science process skill : 16 aspect Max score :3
4 5
Total Marks Responded
50 Blacken one space at OMR form
100 Write the answer in the space provided in the question paper 2 hours 30 minutes Knowlegment 10 Understanding 20 Application skill 30 Analysis skill 15 Synthesis skill 15 Evaluation - 10 Refer Example instrument: Paper 4551 / 2
6 7
Duration Construct scoring
Item example based on construct
1 hour 15 minutes section A : Knowlegment 25 Section B : Understanding 15 Section C : Application skill - 10 Refer Example Instrument: Paper 4551 / 1
Refer Example instrument: Paper 4551 / 3
Marking
Dichotomous Mark: 1 or 0
Scoring is analytical based on scoring rubric
Scoring is analytical based on rubric at
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10
Context
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Level of difficulties Easy : E Moderate : M Hard : H
Construct from All learning Area are tested R:S:T=3:1:1 ( 25 easy item : 15 moderate item :10 hard item )
Construct from All learning Area are tested R:S:T=4:4:2 ( 40marks easy Item: 40marks moderate item : 20marks hard item ) Overall R:S:T=5:3:2 Scientific calculator
level 3. Construct are tested from suitable learning area. R:S:T=3:1:1 ( 30 easy item : 10 moderate item : 10 hard item )
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Adding apparatus
Scientific calculator
Scientific calculator
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1.3 Analysis of the SPM Biology Exam Questions

Analysis of the SPM Biology Questions (2006-2010)
CHAPTER P1
OBJ
1. Introduction of Biology 2. Cell Structure and Cell Organisation F O R M F O U R

3. Movement of substance Across The Plasma Membrane
2006 P2 S E 1 -
P3 1 2 - -
P1
OBJ
2007 P2 S E 1/2 -
P3 1 2 - -
P1
OB
2008 P2 P3 S E 1 2 1/5 -
P1
OB
2009 P2 P3 S E 1 2 - 1 -
P1 3
2010 P2 P3 S E - - - 1 -
4/5
1/5
4. Chemical Composition Of The Cell 5. Cell Division 6. Nutrition 7. Respiration 8. Dynamic Ecosystem 9. Endangered Ecosystem
3 4 2 4 2
1 -
2 -
2 9 4 5 3
1/3 -
1 1 1/ 3
1 1 -
8 5 3
1 -
1 1
1 -
2 6 6 3 4
2/3 1 -
1 1 -
1 -
2 5 6 4 3
1 1
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CHAPTER P1
OB
F O R M F I V E
1. Transport 2. Locomotion and Support 3. Coordination and Response 4. Reproduction and Growth 5. Inheritance 6. Variation
5 3 5 9 2 3
2006 P2 P3 S E 1 2 - 1 - 1 1 1 -
P1
OB
4 7 6 2 3
2007 P2 P3 S E 1 2 2/ 3 2/ 3 1 1 1 -
P1
OB
6 3 5 5 2 2
2008 P2 S E 1 1 1 1 -
P3 1 2 -
P1
OB
7 1 4 4 2 1
2009 P2 P3 S E 1 2 1 1 1 1/ 3 1 -
P1 OB 3 1 4 7 3 3
2010 P2 P3 S E 1 2 - 1 1 1/ 2 1 -
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EXPERIMENTS CHECKLISTS FORM 4 (SPM 2004-2009) No

1
Topic
CHAPTER 3: Akt:3.1 Size of molecule that can diffuse through a semipermeable membran CHAPTER 3: Movement of substances across the plasma membrane Activity 3.2 : Studying osmosis using an osmometer (page 24)
2005 Q1 Q2
2006 Q1 Q2
2007 Q1 Q2
2008 Q1 Q2 X
2009 Q1 Q2
2010 Q1 Q2
CHAPTER 3: Movement of substances across the plasma membrane Activity 3.4 and 3.4 : Studying the effects of hypotonic ,hypertonic and isotonic solutions on animal and plant cells. (27-28)
CHAPTER 3: Movement of substances across the plasma membrane Activity 3.6 : Determining the concentration of an external solution which is isotonic to the cell sap of a plant. (page 30)
CHAPTER 4: Chemical composition of the cell Activity 4.3: Studying the effects of temperature on salivary amylase activity (page 36)
CHAPTER 4: Chemical composition of the cell Activity 4.4: Studying the effects of pH on the activity of pepsin (page 39)
CHAPTER 4: Chemical composition of the cell Activity 4.4: Investigate the effects of pH on the breakdown of starch by amylase. (page 41)
CHAPTER 4: Chemical composition of the cell
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Activity 4.5: Studying the effects of substrate concentration on salivary amylase activity (page 42) /(SPM : Concentration of albumen) 9 CHAPTER 4: Chemical composition of the cell Activity 4.6: Studying the effects of enzyme concentration on salivary amylase activity (page 43) 10 CHAPTER 6: Nutrition Activity 6.1: Determining the energy value in food samples. (page 61 62) 11 CHAPTER 6: Nutrition Activity 6.3: Determining the vitamin C contain in various fruit juices. (page 65 66) 12 CHAPTER 6: Nutrition Activity 6.8 : Studying the effects of macronutrient deficiency in plants (page 72) 13 CHAPTER 6: Nutrition Activity 6.11 Investigating the effects of light intensity on the rate of photosynthesis. (page 76) 14 CHAPTER 6: Nutrition Activity 6.11 Investigating the effects of carbon dioxide concentration on the rate of photosynthesis. CHAPTER 7: Respiration Activity 7.6: Investigating the differences between inhaled and exhaled air in terms of oxygen and carbon dioxide contents. (page 93) (page 93 94)
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CHAPTER 7: Respiration Activity 7.2 : Investigating the process of anaerobic respiration in yeast (page 85) CHAPTER 8 :Dynamic Ecosystem Activity 8.1 Investigating interspecific competition of plant CHAPTER 8: Dynamic Ecosystem Activity 8.5 Investigating the distribution of plants using the quadrat sampling technique (page 111- 112) Modified (using Grid) X
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CHAPTER 8: Dynamic Ecosystem Activity 8.6 Estimating the population size of animals using capture, mark, release and recapture technique (page 113)
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CHAPTER 8: Dynamic Ecosystem Activity 8.11 Studying the effects of temperature, pH, light intensity and nutrients on the activity of yeast (page 119) X
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CHAPTER 9: Endangered Ecosystem Activity 9.2: Investigating the level of pollution in several different sources of water (page 128 129)
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EXPERIMENTS CHECKLISTS FORM 5 (SPM 2003-2009)
No 1
Topic CHAPTER 1:TRANSPORT To study one of the factor of affecting the rate of transpiration.
2003
Q 1 Q 2
2004
Q 1 Q 2
2005
Q 1 Q 2
2006
Q 1 Q 2
2007
Q 1 Q 2
2008
Q 1 Q 2
2009
Q 1 Q 2
2010
Q 1 Q 2
CHAPTER 3: COORDINATION AND RESPONSE. - To study the effect of different quantities of water intake of urine output. CHAPTER : VARIATION - To investigate continuous variation and discontinuous variation in human. CHAPTER 6: VARIATION - To investigate the importance of camouflage in the survival of a species
4.
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1.4 TIPS FOR EXAM

1.4.1 Objective Question Paper1
i.
Try to answer easy questions first, followed by moderate questions and students have enough time to answer difficult questions. Dont take more than 11/2 minutes for each question to make sure enough time for all questions. Read the question carefully for three times to you understand what are the questions ask. More information for each question can get from graph, table, and diagram that given. Make ( / ) for true statement, reject all destructor and guess the best answer when you are not sure the best answer.
ii.
iii.
iv.
v.
vi.
Make sure answer all the questions and remark all the answer and make sure: * One question only one answer. * Deleted wrong answer completely * Used 2B pencil.
Vii
Examples of questions form for paper 1 * Remember the fact * Making conclusion * Application * Observation * Knowlegment * Comparisons * Identify the problem * Calculation
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1.4.2 Subjective Question
Encourage the students to review the essay question first (Part B Paper2 ),before answer the structure question, this because students will have enough time to think some facts or explaination. Almost structure questions based on diagram, table, data, flow chart, graph that suitable with fact, experiment or investigation. Understand all the information given. Time suggestion to answer Paper 2: Part A ( 90 minutes ), Part B ( 60 minutes ), for Paper 3 : Question 1 ( 50 minutes ) and Question 2 ( 40 minutes ) Answer in one word, one number or one simple sentence Dont combine the right fact with the wrong fact Follow the instruction like : Give two examples of., so students should give only two examples, the third example will not get the mark. No need write in long sentence or copy again part of the question. Answer can be in equations form, diagram, table or graph. Calculation must be show. Space for write the answers and mark at end of the essays or structure questions are given will show how long the answer must be write. Characteristics of alveolus : Accept Thickness of alveolus is only one cell Surface of alveolus is wet A lot of network of blood capillaries covering the alveolus Reject Alveolus is thin wet A lot of blood capillaries
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Instruction verb like justification, evaluation, give your opinion, Students must state like I agree / I accept / Im not agree / Im not accept that statement given ( 1 mark ) and followed by opinion Draw a diagram * No artistic * Big (suitable size), clear, * Label the diagram correctly and line for label cant be cross together * Neat and without broken lines Draw a enzyme structure: Size and shape of the enzyme must same with the original
Comparison - Must have similarities and differences - One characteristic must compare between two subject in one sentence - Separate sentence between similarities and differences - If answer in table, must write in full sentence Write chemical equation : * In word form [ / ] Glucose + oxygen [ X ] Glucose + oxygen * In chemical form [ / ] C6H12O6 + 6O2 6CO2 + 6H2O + energy Carbon dioxide CO2 + H2O + water + energy + energy
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Draw the hybrid cross (Inheritance) * Has key * Label the schema diagram - Parental Genotype - Parental Gamete - F1 Genotype - F1 Phenotype
Male gamete and female gamete are fertilization * Reject combine / attach Function of mitochondrion Generate / provide energy - Reject : Supply / give energy Dont copy again part of the question because this is not get any mark.
1.4.3 Paper 3 1.4.3.1 Question 1 i) Measuring using number Measure / record the data using apparatus that given in the experiment / question with the correct unit Example : Record scale / thermometer reading, stop watch, ruler, measuring cylinder, syringe, burette with the correct units ( if not given)
ii) Observing Making observation based on the experiment given not on the theory. What can observe / see only from data, table, scale of apparatus Example : State changes in color State increase of thermometer reading State changes in time State changes in volume ( end of experiment ) State the VALUE OF MV & RV The observation that can be making inference
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iii) Making Inferences

- Making initial conclusion / cause based on observation - Inferences must be correspond with the observation ( inference (i) correspond with observation (i) , inference (ii) correspond with observation (ii) - Must infer MV & RV
If wrong / reject observation automatic inference will reject / wrong
iv) Controlling Variables - Able to state all the variables, controlled, responding and manipulated variables correctly and method to handle variable correctly. - Must state PARAMETER like volume, temperature, mass, time, length - State that apparatus using to get the result for responding and controlled variables. Variable Manipulated variable: Variables that are changed in the experiment Examples: Temperature of water bath, mass of food, concentration of sucrose solution, type of fruits Method to handle variable correctly Change in mass/concentration / water Or used different mass/ concentration / type of food Example : Used different mass of food Used 30% sucrose solution, 5% sucrose solution 10% sucrose solution Replace papaya juice with orange juice Change the concentration of albumen Must state the apparatus or state the formula using Example : i) Measure and record the final length of potato strip using ruler ii) Measure and record the final temperature of water using thermometer iii) Calculate the rate of transpiration using formula : distance divided by time iv) Calculate the rate of enzyme reaction using formula concentration of albumen dived by time Must state the PARAMETER and VALUE 15
Responding variable: Variable that are measure after experiment / result Example i) Final length of potato strip, ii) Final temperature of water, iii) Rate of transpiration iv) Rate of enzyme reaction
Controlled variable: Variable that constant during
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experiment Example: Initial temperature of water, volume of water, concentration of starch, type of enzyme
and APPERATUS Example : Fix the temperature at 370C using thermometer Fix volume of water at 20ml using measuring cylinder Fix concentration of starch at 10% Fix type of enzyme is pepsin
v) Making hypothesis Make a statement of hypothesis by relating the manipulated variable (MV) with the responding variable (RV) and showing the specific relationship (H).
vi) Communication Presenting the data in certain form like table, graph, chart or diagram. Table - Column and row with correct title and units ( manipulated and responding variable) - Sufficient and systematic data (observational data )
Graph - Both axes labeled with correct units (1m) - Uniform scale - All points plotted correctly (1m) - Smooth curve and correct shape (1m) Chart - Title of the chart - Both axes labeled with correct units - Uniform scale - Bars plotted correctly - Correct shape Diagram - No artistic - Big (suitable size), clear, - Label the diagram correctly and line for label cant be cross together - Neat and without broken lines Calculation - Work out accurate calculation - Wright formula - Replacement with correct data - Answer with correct unit
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vii) Interpreting Data - Based on the communicating data, able to state correctly the relationship between the variables Support with theory
viii) Relationship between space and time - Quantity and time (concentration, volume) - Relationship between manipulated / responding variable with time - Support with theory
ix) Predicting Give once value that may be true base on the trend / data before and support by Theory x) Defining by operation - Base on experiment, refer observation - Including data, color, or time - Refer to RV , HP - Cant base on theory xi) Classifying Can group the answer base on the certain character
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1.4.3.2 Question 2 ( NEW FORMAT) i) Problem statement (01) 3M - In question form. - Relationship between manipulated and responding variable - End of sentence has question mark (?) iii) Hypothesis (02) 3M Make a statement of hypothesis by relating the manipulated variable with the responding variable and showing the specific relationship. iv) Variables (03) 3M - Manipulated variable - 1m - Responding variable -1m - Controlling variable - 1m v) List of apparatus and materials (04) 3M Dont separate between apparatus and materials vii) Experimental Procedure or method (05) 3M List down the complete and correct technique used based on the following criteria: K1 : Technique of assembling the apparatus and materials to carry out the experiment K2 : Technique of fixing the constant variable K3 : Technique of changing the manipulated variable K4 : Technique of measuring the responding variables K5 : Technique of taking precautions to increase accuracy State precautionary in the experiment Scoring : Ks 5K 3-4K 2K 1K viii) Presentation of data (06) 3M - Title of column and row with correct unit (manipulated and responding variable) List Manipulated Variable correctly Score 3M , 2M 1M 0M
1m 1m
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1.5 PAPER 2 SPM 2009 Section A [60 marks] Answer all questions in this section
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1.5.2 PAPER 3
1.
An experiment was carried out to investigate the effect of different duration of activity on percentages of carbon dioxide in exhaled air. In this experiment, the student rest for 10 minute and his exhaled air is collected to analyse the carbon dioxide content in the air sample. The experiment is repeated with the same students after running on the spot 1 minutes, 2 minutes and 3 minutes. The exhaled air is collected immediately after each activity. In this experiment, a J-tube is used to analyse the carbon dioxide content in the exhaled air. Potassium hydroxide solution is used to absorb carbon dioxide in exhaled air.
Table 1shows the reading of sample air column for all the four activities carried out by the student.
Activity Before using potassium hydroxide solution
Initial reading for all activities
Length of air column
10 cm
Table 1
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Table 2 shows the result of the length of the air column after being treated with potassium hydroxide solution. Activity After being treated with potassium hydroxide solution
Resting minutes
cm cmcm cm
1 minutes running on the sport
cm cm cm
2 minutes running on the sport
Length of air column 3 minutes running on the sport
cm cm
cm cm
Table 2 43
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(a) Record the lengths of the air column in the four boxes provided in Table 2. [3 marks]
For examiners use 1(a)
(b) (i) State two different observations made from Table 2. Observation 1: .. .. Observation 2: ... .... [3 marks] 1(b)(i)
(ii) State the inferences from the observations in 1( b) (i). Inference from observation 1: . . Inference from observation 2 : . . [3 marks] 1(b )(ii)
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(c) Complete Table 3 based on this experiment.
For Examiners Use
Variable Manipulated variable Responding variable . Controlled variable .
Method to handle the variable
. . .....
. . .. .. .. .
1(c)
Table 3 [3 marks]
(d) State the hypothesis is for this experiment. . . . . [3 marks] 1(d)
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For Examiners Use
(e) (i)
Construct a table and record all the data collected in this experiment. Your table should have the following titles: Type of activity Initial and final readings of the lengths of air column Percentage of final readings of the lengths of air column Use the formula : Initial length of Air column Final length of Air column x 100%
Percentage of Carbon dioxide
Initial length of air column
1(e)(i)
[3marks]
(e) (ii) Use the graph paper provided answer this part of the question. Using the data in 1(e)(i) , draw a line graph of percentage of carbon dioxide against the time of activity . [3 marks]
1(e)(ii)
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Graph of the percentage of carbon dioxide against the time of activity
Percentage of carbon dioxide (%)
Time (min)
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(f)
Based on the graph in 1(e)(ii), explain the relationship between the time of activity and the percentage of carbon dioxide in the air sample. . .. ...... .. [3 marks]
For Examiners Use
1(g) 1(f)
(g)
This experiment is repeated on the same student but the exhaled air is collected 10 minutes after each activity. Predict the percentage of carbon dioxide released. Explain your prediction. .... .... .... [3 marks] 1(g)
(h) State the operational definition for exhale air. ... ... ... [3 marks] 1(i) 1(h)
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(i)
The following list is part of the materials and apparatus used in this experiment. Beaker Boiling tube Exhaled air sample Rubber tube Water J-Tube
For Examiners Use
Potassium hydroxide solution
Complete Table 4 based on the list given above. Material Apparatus
Table 4
1(i)
[3 marks]
Total
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1(g)
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2. Organisms in an environment compete with each other for the same basic needs in their survival. Competition between individuals of different species is called interspecific competition and competition between individuals of the same species is called intraspecific competition. The effect of the competition is shown in their growth such as the height, size and dry mass. Based on the above information, plan a laboratory experiment to study the effect of interspecific competition between maize and paddy plants on their growth. The planning of your experiment must include the following aspects: Problem statement Hypothesis Variables List of apparatus and materials Experimental procedure or method Presentation of data
[17 marks]
END OF QUESTION PAPER
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No 1 (a)(i)
Mark Scheme Able to label P and S Answer P: plasma membrane S: Rough endoplasmic reticulum
Sub Total Mark Mark 1+1 2
(ii) Able to explain the function of the chromosomes Sample answers P1: Chromosomes carry genetic information P2: Which determines the characteristics and function of the cell/ For synthesis of enzymes/ protein (b) Able to explain what will happen to the production of extra cellular enzyme if olgi apparatus and S are absent. Sample answers P1: The production of (extracellular) enzyme is incomplete//no Production of enzyme P2: (Without S) the synthesized protein cannot be transported to Golgi apparatus P3: (Without golgi apparatus,) the protein cannot be modified P4: Protein cannot be sorted P5: Enzyme cannot be packaged P6: Enzyme/ protein cannot be transported out of plasma membrane Any 4 (c) Able to explain why the sperm cells contain more mitochondria Answer P1: Mitochondria generate energy P2: Sperm need more energy to propel/ swim toward the uterus/ Fallopian tube (d) Able to explain how lysosomes eliminate damaged organelles in the cells Sample answers P1: Lysosomes secretes lysozyme/ hydrolytic enzymes P2: that digest/ hydrolysed the damaged organelles 51
1+1
1+1
1+1
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2 (a)
Able to name the processes involved in the movement of X and Y Answer Process of X: Active transport Process of Y: Diffusion/ passive transport
1+1
(b)(i)
Able to name X and Y Answer X: Any examples of ions/ Calcium ion/ potassium ion/ sodium ion/ iodine Y: Oxygen
1+1
1+1 (ii) Able to describe the movement of Y Sample answers P1: Y diffuses from alveolus to blood capillary P2: From higher concentration to lower concentration 3 (c) Able to explain the condition of the plant cell after being immersed in the solution Sample answers P1: P2: P3: P4: P5: The cell flaccid/ plasmolysed The cell is hypotonic Water diffuse out from the cell By osmosis The plasma membrane moves away from the cell wall Any 3 1+2 (d) Able to state one advantage and two disadvantages of method used Sample answers Advantage A1: Last longer A2: Less spoilage of food Disadvantages D1: Less nutrient content D2: Change in colour of food D3: Change in taste of food
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3 (a)(i)
Able to name the cell division Answer Meiosis I/ Meiosis
(ii) Able to arrange the stages of cell division in the correct sequence Answer R, P, S, Q (b)(i) Able to explain the chromosomal behavior in stage R Sample answer P1: pairing of homologous chromosomes P2: Bivalent/ tetrad formed P3: Exchanged of genetic material (Any 2) (ii) Able to state one importance of the chromosomal behavior Sample answers (causes) variation (c) Able to explain how zygote is formed Sample answers P1: Sperm is haploid and ovum is (also) haploid P2: Sperm fused/ fertilized with ovum P3: To form diploid zygote (Any 2) (d)(i) Able to state the number of chromosome in the offspring Answer 45 Able to name the genetic disease suffered by the offspring Answer Turners Syndrome Able to give reason for the disease Answer Lack of one X chromosome 53
(ii)
(iii)
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(iv) Able to explain how radioactive rays causes this genetic disease Sample answers P1: Radioactive rays is a mutagen P2: Causes (chromosomal) mutation P3: Lead to non-disjunction of X chromosome (Any 2)
12 4 (a) Able to name the level of organization in protein structure X and Y Answers Protein X: primary structure Protein Y: secondary structure (b) Able to describe the structure of protein X Sample answers P1: consists of one polypeptide chain P2: sequence of amino acids (c) Able to explain how the products are formed Sample answers P1: Hydrolysis take place P2: peptide bond is broken down P3: to form dipeptides/ peptides (Any 2) (d) Able to state why animal proteins are first class protein Sample answers Animal protein contain all the essential amino acids (e)(i) Able to explain the effects of high temperature at 65C on silk garment Sample answers P1: Protein denatured P2: Structure of protein change P3: Shape of the protein change 3 3 1 1 2 2 1+1 2 1+1 2
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(ii)
Able to suggest two ways to maintain the quality of the silk Sample answers P1: Wash in cold/ warm water// do not wash in water in high temperature P2: Do not dry the silk under direct sunlight P3: Dry cleaning
12 (Any 2) 5 Able to draw triceps muscle that is involved in the movement Answer 1+1 2
Drawing criteria M: Triceps muscle is thinner than biceps T: 1 tendon at scapula, 1 at the humerus and 1 at ulna
Able to state the characteristic of P which helps in the movement Sample answer
Inelastic// strong
Able to explain the action of the muscles which cause the movement Sample answers
P1: antagonistic action// triceps contract, biceps relax P2: transmitted a force to the ulna by tendon P3: pull ulna downward/ forearm straightens
Able to explain the health problem faced by an old person when tissue X is impaired Sample answers
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P1: Difficulty in movement/walking P2: Pain/ swelling/ stiffness at the joints P3: Due to wear ant tear of X/ cartilage// X become thinner P4: Osteoarthritis/ arthritis
(Any 3) 3 3
Able to explain why an athlete must do a warming up exercise before starting an event Sample answers
P1: To increase temperature of the body/ muscles P2: Enabling more efficient use of energy// increase the production of ATP P3: Increase blood circulation// increase the heart beat// supply more Oxygen P4: Prevent muscles injuries/ muscles cramp (Any 3) 6 (a) (i) Able to explain why pituitary gland is a ductless gland and a master gland Sample answers P1: Pituitary gland secretes hormones P2: (Directly) into the blood stream P3: Which transport the hormones to the target organ P4: (Pituitary gland secretes hormones) which stimulate other endocrine glands (to secretes their hormones)// any example: P5: Specific examples; pituitary gland secretes FSH to ovary causing ovary secretes oestrogen (Any 4) Max: 4 12
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Able to explain the role of the pituitary gland in regulating the blood osmotic pressure when intake of water is too little Sample answers
Max: 8
P1: (When intake of water is too little) blood osmotic pressure/ concentration is higher (than the normal range)/ increase P2: Osmoreceptor/ hypothalamus detects the increase/ the change (a) (ii) (in the blood osmotic pressure) P3: And produce (electrical) impulse P4: Which stimulates pituitary gland P5: to release / secretes (more) ADH/ antidiuretic hormone P6: ADH increase the permeability P7: of the collecting ducts / distal convulated tubule P8: More water is reabsorbed (from the tubules into the blood capillary) P9: (Resulting in) blood osmotic pressure decrease / back to normal P10: Urine produced is less/ more concentrated (Any 8) Max: 8
(b)
Able to explain the transmission of impulse across Q Sample answers
P1: Q is synapse/ synaptic cleft P2: When (electrical) impulse reaches the synaptic knob/ terminal/ terminal axon/ dendrite/ presynaptic membrane P3: It triggers/ stimulates/ causes the (synaptic) vesicles P4: To release neutrotransmitter P5: Mitochondrion (in the synaptic terminal)produces energy/ ATP P6: For active transport/ transmission of the impulse// synthesis of Neurotransmitter 57
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P7: (the neurotransmitter) diffuse across synaptic cleft/ synapse/ Q P8: To the dendrite/ neurone R/ post synaptic membrane P9: Transmission of information/ (across Q) is in the form of chemicals// the transmission of information across Q involves conversion impulse from electrical impulse to the form of chemicals impulse P10: Reachin R, the transmission is in the form of an electrical impulse// reconversion of impulse in the form of chemicals (back) to electrical impulse is formed at R (Any 8) 7 (a) Able to explain what happen to the tree after one month Sample answers P1: The part of the stem above the ring swells/ bigger P2: Because the organic food substances / glucose (synthesized during photosynthesis)/ accumulates at this part of the stem P3: Food cannot be transported below the ring/ downwards P4: Because the phloem is removed (Any 4) Max: 4 20
(b)
Able to explain how the process of transpiration can prevent overheating in plants Sample answers Max: 8
P1: Heat from the sun/ sunlight is absorbed by the leaves P2: (Heat from the sun causes) water on (the external surface of) the mesophyll cells/ leaves to evaporate P3: Thus the air space (in the mesophyll layer) is saturated with water vapour P4: Outside the stomata/ leaves, the air in the atmosphere is drier/ has less water (vapour) than in the leaves/ less humid// the
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concentration of water (vapour) in the air space is higher than the concentration of water (vapour) in the atmosphere P5: Sunlight/ on a hot day (stimulates) the opening of stomata
P6: Water in the xylem is drawn/ absorbed into the mesophyll cells P7: To replace the water lost during evaporation/ transpiration P8: Thus, the plant loses heat P9: Causes the cooling effect on the plants/ reduce the temperature
(Any 8) (c) Able to explain the similarities and the differences of blood circulatory system in X and Y Sample answers S: Similarities D: Differences Max: 8
S1: Both have closed circulatory system S2: Blood flows in blood vessels S3: Both have heart S4: Which pump blood to body cells S5: Both have valves in veins S6: Blood flows in one direction only (Min 2)
Differences X D1 Double circulation// systemic and pulmonary circulation D2 Blood flows through heart twice D3 Heart has 2 atria and 2 59 Blood flows through heart once Heart has 1 atrium and 1 Y Single circulation
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ventricles D4 D5 Has a four chambered heart Deoxygenated blood from the heart is pumped to the lung D6 Oxygenated blood is pumped from the heart to body cells D7 Oxygenated blood has higher pressure D8 Gases exchange occurs at lungs/ alveolus
ventricle Has a two chambered heart Deoxygenated blood from the heart is pumped to the gills
Oxygenated blood flow from gills to body cells
Oxygenated blood has lower pressure Gases exchange occurs at gills/ filaments/ lamellae (Max 6) 20
(a)
Able to explain why the mangrove ecosystem has to be preserved and conserved Sample answers
Max: 10
P1: Act as (shore) protection// barrier against strong coastal winds/ waves// waves breaker P2: To prevent soil erosion/ landslide/ flash flood/ damage from tsunami P3: (Cable/ prop/ knee) roots (in soft and muddy soil) traps sediments/ soil / rubbish / garbage P4: Thus, maintaining water quality P5: Maintaining/ increasing biodiversity/ varieties of organisms P6: As a site of breeding/ feeding of fauna/ aquatic animals P7: As a habitat for fauna/ animals P8: Conserving species/ organisms/ fauna P9: Allows longer life span (for aquatic organisms 60
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P10: Maintaining the population of species/ organisms// maintaining balanced ecosystem/ food web/ food chain/ dynamic ecosystem P11: Source of raw materials for construction industry/ piling/ furniture / boats/ houses/ production of charcoal/ tannin/ source for research P12: As an eco-tourisms attraction P13: minimize climate change/ drought/ hash climate/ maintaining the temperature P14: Prevent/ reduce green house effect/ global warming P15: by maintaining CO2/ O2 content in the atmosphere// reduced CO2 (Any 10) Max: 10
(b)
Able to explain the effect of an increase in carbon dioxide concentration in the atmosphere on the ecosystem Sample answers P1: green house effect P2: green house gases/ CO2 trapped/ absorb more heat in the atmosphere P3: (The layer of green house gases/ CO2) acts as an insulator/ barrier P4: To prevent heat (energy) from being transmitted to space// heat is reflected back to earth// heat cannot escape to the space P5: Causes a rise in temperature (of the atmosphere)/ leads to global warming P6: Melting of glaciers/ ice sheets P7: Cause sea level to rise/ flood/ sinking of the island P8: Cause changes in wind direction/ sea currents P9: Cause climatic changes/ examples: drought, typhoon P10: High (atmospheric) temperature reduces the rate of photosynthesis P11: Productivity of the crops/ livestock decrease 61 P12: Destruction/ disruption of food chains/ food webs// cause imbalanced ecosystem P13: Cause extinction of species// biodiversity decrease 20
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(a)
Able to explain how steamed fish is digested in part R, S and T in the system. Sample answer
Max: 10
F:
steamed fish rich in protein(P)/ and fat(L)
P1: R/ Stomach secrete pepsin. P2: Which hydrolysed protein to peptone/ polypeptide. P3: Equation P2 P4: In acidic medium. L1: Fat is not hydrolised.
P5: S / Duodenum received trypsin from pancrease P6: Peptones/ polypeptides is hydrolysed (by trypsin) to peptides. P7: P8: Equation P7 In alkaline medium
L2 : Fat is emulsified/ change to tiny droplets// small particles. L3 : Fat is hydrolysed by lipase to fatty acid and glycerol. L4 : Equation L3 P9 : T/ Ileum secrete erepsin/ peptidase P10: Peptidase is hydrolysed by erepsin/ peptidase to acid amino. P11: Equation P10 L3 : Fat is hydrolysed by lipase L4 : Fat is hydrolysed to fatty acid and glycerol by lipase. (Any 10) Able to explain the long term effect of consuming excess bread, butter and fried chicken on a persons health. Sample answer Bread (C) C1: Bread is (rich) in carbohydrate. C2: High glucose content in blood. B3 / C3 : Cause high blood pressure. 62 Max: 10
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C4: Diabetes(mellitus)/ glucosuria. C5: Excess glucose / glycogen is converted to fats. C6: Stored in adipose tissue/ under the skin. B7 / C7 : Obesity.
Butter (B) B1: Butter is (rich) in fats / lipid B2: Result in high cholesterol level in blood. C3 / B3 : Causes high blood pressure B4: Lipid / cholesterol deposited on/in (inner) wall of arteries. B4A: Lumen arteries become smaller/ blood flow become slower/ blockage/ clog. B5: Arteriosclerosis/ angina/ stroke/ heart attack/ embolism. B6: Excess fat is stored in adipose tissue/ under the skin. C7/ B7 : Obesity. Protein (P) P1: Fried chicken is (rich) in protein. P2: Excess amino acid is converted to urea/ ammonium compound. P3: Liver failure/ malfunction. P4: More urea to be removed( by kidney). P5: Kidney failure/ malfunction. P6: Excess uric acid will cause gout/ explain gout. (Any 10) 20
1.6. BIOLOGY 3 Mark Scheme SPM 2010

1 (a) KB0603 Measuring Using Numbers Score Mark Scheme
63
4551
Able to record all 4 reading for length of air column correctly.
Activity Resting (0 min) 3 4 tick Running on the spot ( 1 min) Running on the spot ( 2 min) Running on the spot ( 3 min)
Length of air column (cm) 9.8 / 9.9 9.75 / 9.8 9.65 / 9.7 9.55 / 9.6
2 3 tick 1 2 tick
Able to list 3 readings correctly.
Able to list 2 readings correctly.
No response or incorrect response
(b) (i) [KB0601 - Observation] Score Mark Scheme 3 Able to state any two different observations correctly according to the criteria: P1 : MV - Type of activity / time of activity P2 : RV - Length of air column
64
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Sample answers: 1. The length of air column during resting time is 9.9cm 2. The length of air column after running on the spot for 1 min / 2 min / 3 min / is 9.8 cm / 9.7 cm / 9.6 cm 3. The length of air column during resting is highest compared to the length of air column after running on the spot for 1 / 2 /3 min //inversely 4. The longer the time of activity, the shorter the length of air column 5. At time 0 / 1 / 2/3 minutes, the length of air column is 9.9 / 9.8 / 9.7 / 9.6 cm 2 Able to state any one observation correctly or Able to state any two inaccurate observations Sample answers: 1. The length of air column during rest is the highest 2. The length of air column after running on the spot for 1 min / 2 min / 3 min decreases 3. The change in length of air column after the time 3 min / 2 min / 1 min is 0.4cm / 0.3 cm / 0.2 cm 4. At 0 minute, the length of air column is 9.8 cm 5. At time 0 min, 9.9 cm Able to state observation at idea level. Sample answers: 1. The length of air column is decreasing / 9.9cm / 9.8 cm / 9.7 cm / 9.6 cm 2. The length of air column depends on activity. 3. The time of activity increasing / 0min / 2 min / 3 min 4. The activity is running on the spot. No response or wrong response.
Scoring Score 3 2 1
Correct 2 1 1 1 -
Inaccurate 1 2 1 1 -
Idea 1 2 1 1
Wrong 1 1 1
1 (b) (ii) [KB0604 - Making inferences] Score Mark Scheme Able to make two inference correctly based on the criteria Note : Inference must match observation Criteria : P1 : Infer on time / infer on type of activity 1. No / less / more activity
65
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3 Any 2Ps
2. Short / long / duration / time 3. Less / more energy / respiration / exercise / running / vigorous P2 : Infer on length Carbon dioxide release P3 : Absorb / dissolve / diffuse by KOH solution ** Accept :P3 if P2 correct Reject :CO2 used , breath, treated by KOH Sample answers: 1. During resting, CO2 released is absorb by potassium hydroxide solution. 2. During resting, the least carbon dioxide is released and absorbed by potassium hydroxide solution. 3. During running on the spot for 1/2/3 minutes the CO released is absorb by potassium hydroxide solution. 4. During 1 / 2/ 3 minutes more / less respiration occur , CO2 is released. 5. During 1/2/3 minutes long / short duration, CO2 is released 6. The longer the duration of activity / activity, more CO2is released Able to make one correct inference and one -two inaccurate.
2 Any 1P
Sample answers: 1. During resting, CO2 is released 2. Time / Type of activity influences the amount of CO2 released 3. During running on the spot for 1 /2 / 3 minutes CO2 is released Able to state one correct inference and one-two inference at idea level. Sample answer: 1. Exhaled air contain gas 2. Air column contain gas 3. Potassium hydroxide absorb gases No response or wrong response.
Scoring Score 3 2 1
0
1(c) [KB0610Variables]
Correct 2 1 1 1 -
Inaccurate 1 2 1 1 -
Idea 1 2 1 1
Wrong 1 1 1
66
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Able to state all 3 variables and the 3 methods to handle the variable correctly. Sample Answer : Variables Manipulated variable Time of activity // activity // exercise // duration of activity / time // type of activity
Method to handle the variable correctly
Change/ varies the time of activity in 0 minute, 1 minute, 2 minutes and 3 minutes // Use / varies different time of activity // Running on the spot of 1 minute, 2 minutes, 3 minutes // Running on the spot at different time
Responding variable The length of air column // percentage of carbon dioxide // change in length of air column 3 Using meter ruler (measure) and record the length of air column // Calculate the percentage of CO2 by using formula: Initial Length Final Length of air column of a column X 100 % Initial length of air column Constant variable 1. The initial length of air column 2. (Same) student 3. (Same) type of activity 4. J-tube / diameter of J-tube 5. Concentration of KOH solution. 6. Temperature 7. Time to collect air sample // air sample 1. Fix / used the same length of air column to be 10 cm 2. Same / fix / used one student to carry out all activities 3. All activities were running on the spot / same activity / fix activity 4. Same / fix used diameter of J -tube 5. Fix / same concentration of KOH solution 6. Fix at room temperature 7. Air sample collected immediately / air sample from same student
** Reject : Amount / volume of KOH 6 ticks correctly 2 1 0
4 - 5 ticks correctly. Reject way how to handle variable if variable is wrong. Able to state 2-3 ticks correctly Able to state 1 tick correctly or no response
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1(d) [KB0611- Making Hypothesis] Score Mark Scheme Able to state a hypothesis correctly following all criteria: P1 : Manipulated variable P2 : Responding variable H : Relationship Sample answer : 3 1. As (the time of activity) / running on the spot increases, the length of air column decrease // CO2 released increases / Percentage of CO2 increases
Able to make a hypothesis relating the manipulated variable and responding variable inaccurately Sample answer: 1. Activity release CO2 . 2. Activity influences affected /depends on the length of air column
Able to make a hypothesis at idea level Sample answer: 1. 2. 3. 4. ( CO2 )gas is released. The length of air column changes The longer of air column, the shorter the time of activity. The length of air column is 9.9 cm
Not able to response or wrong response. 0
1(e)(i) [KB0606 Communicating]
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Score 3
Mark Scheme Able to construct a table and record all the data correctly T : Able to state title with the unit correctly 1mark D : Able to record all the data correctly 1 mark C : Able to calculate and record the percentage 1 mark Sample answers Type of activity / Time of activity (min) Resting for 0 minutes ( 0 minutes) Running on the spot for 1 minute (1 minute) Running on the spot for 2 minute (2 minute) Running on the spot for 3 minute (3 minute) Initial length of air column (cm) Final length of air column (cm) Percentage of carbon dioxide (%)
10 10
9.9 9.8
1 2
10
9.7
10
9.6
2 1 0
Able to record two criteria correctly Able to record one criteria correctly No response or wrong response.
1 (e)(ii) [KB0612 Relationship between space and time] 69
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Score Able to draw the graph correctly P (paksi)
Mark Scheme
: Axes : Uniform scales on both horizontal and vertical axes 1 mark : Points : All to plot four points correctly
T (titik )
- 1 mark
B ( bentuk ) : Straight line Able to join all 4 points,( line not more than 5 small boxes from last point) - 1 mark %CO2 3 4 3 2 1 x
0 1 2 3 Time (min)
x x x
2 1 0
Any two criteria correct. Any one criteria correct
No response or wrong response.
1(f) [KB0608 Interpreting Data]
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Score 3 R+ Any 2Es
Mark Scheme Able to explain the relationship between the time of activity and the percentage of carbo dioxide correctly R, E1, E2, E3 R : Directly / linearly proportional E1 : Activity / more / less / vigorous / longer / shorter activity E2 : More breathing / rate of breathing / rate of gases exchange E3 : More respiration / cell respiration E4 : More energy / ATP Reject : R influence , depend E - anaerobic respiration , glucose oxidise, more O2 used. Sample answer: 1. As the time increases, the percentage of CO2 released increases because more energy is required, so respiration takes place faster 2. The time of activity is directly proportional to the percentage CO2 release, more activity so the rate of respiration increases.
Able to interpret the relationship incompletely : R + 1E
Sample answer:
As the time activity increases the percentage of CO2 released is high because more activity / breathing / more respiration / more energy 1 Able to interpret the relationship at idea level Sample answer : As the time of activity increases, percentage release of CO2 is high. . Not able to response, inaccurate response or wrong relationship.
1(g) [KB0605 Predicting]
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Score 3 1P + Any 2E
Mark Scheme Able to predict the outcome of the experiment correctly. P : Correct prediction E : Explanation Accept P : 1. 1% , 2. Less than 1% / 2% / 3% / 4% // decreases // low 3. For activity 2 min 4. No activity given. Explanation : E1. Breathing / gas exchange back to normal rate / stable rate / Breathing normally / condition of student back to normal E2. Relax / resting E3. CO2 all ready exhaled / expel / remove / get rid of E4. (Cell) respiration become slow / low / less energy produce / needed / respiration normal Reject : 1. Rate of heart beat 2. Lactic acid decrease 3. Anaerobic respiration 4. O2 / oxygen debt 5. Glucose Sample answer: 1. Percentage of CO2 will decrease, cell respiration become slow / back to normal rate / student rest for 10 minutes, less energy produced / needed // less CO2 produced. *** If P wrong (X) , automatic no E
2 P+ Any two correct any 1E 1 P only Any one correct 0 Not able to response or wrong response.
1(h) [KB0609 Defining by Operation]
72
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Score 3 3Ps
Mark Scheme Able to define operationally exhaled air based on the result of this experiment. P1 : Exhaled air contains CO2. / exhaled air is air column in (J tube) / air sample / air collected in (J-tube) P2 : CO2 is absorbed / diffuse / dissolve by potassium hydroxide (in J-tube) P3 : The length of air column / Percentage of CO2 in J-tube is influenced / affected /depends on /by time of activity // any correct hypothesis ** Reject treated Sample answer: Exhaled air contain CO2 which is absorbed by potassium hydroxide solution. The length of air column in J-tube is influenced by time of activity. ** Reject theorilitical explanation
2 2Ps 1 1P 0
Any two correct
Any one correct
No response or incorrect response.
1(i) [KB0602 Classifying]
73
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Score 3
Mark Scheme Able to list all material and apparatus in Table 4 correctly Sample answers: Material Apparatus
Exhaled air sample Potassium hydroxide solution Water

7 ticks 2
J Tube Boiling tube Rubber tube Beaker
Able to list 4 - 6 material and apparatus in Table 4 correctly 4 6 ticks
Able to list 2-3 material and apparatus in Table 4 correctly 2-3 ticks
no response or incorrect response
QUESTION 2 ( NEW FORMATE) 74
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PROBLEM STATEMENT (01) No. Mark Scheme Score
2(i) KB061201
Able to state a problem statement relating the manipulated variable (MV) with the responding variable (RV) correctly 3 P1 : MV- different / 2 type / species / plant or organisms // maize AND paddy plant P2 : RV - Height / size / length / any growth parameter H : question form and question mark (?) Sample answer 1. What is the effect of competition between maize and paddy plants on growth / dry mass / height / size ? 2. Does competition between paddy and maize affect their growth? 3. Does competition between two different species / type of plant / organisms affect their growth?
2P , H
Able to state a problem statement inaccurately Sample answer 1. What is the effect of competition between two different species of organisms? 2. What is the effect of interspecific competition on growth / dry mass / height / size ? Able to state a problem statement at idea level Sample answer 1. Competition occurs between two different species.
2 P1, P2 P1, H P2, H 1 P1 / P2
No response or incorrect response ** Only H Reject HYPOTHESIS (02)
75
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No.
Mark Scheme
Score
Able to state a hypothesis relating the manipulated variable to the 2 (ii) KB061202 responding variable correctly P1 : MV P2 : RV H : relationship Sample answer 1. The dry mass / height / size /growth of the maize plants is less when it is grown with paddy plants than when it is grown alone. 2. Maize plant grow taller than paddy plant 3. Stronger type of plant / species grow taller than weaker type of plant / species
Able to state a hypothesis inaccurately 2 Sample answer 1. The dry mass / height / size / growth of maize plant is different when grown with paddy plants than when grown alone. 2. Maize and paddy plant had different height / dry mass / size 3. Maize plant has higher growth. Able to state a hypothesis at idea level Sample answer 1. The maize plant wins in the competition 2. Longer duration duration of maize and paddy, the higher the height No response or incorrect response
1 0
VARIABLES (03)
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No. 2 (ii) KB061203
Mark Scheme Able to state all three variables correctly
Score
3 Sample answer 1. Manipulated : Type / species of plant / seedling // maize and paddy 2. Responding : Dry mass (of plant ) / growth (of plant) / height / size // change / different of height // rate / percentage of growth 3. Fixed : Distance between each seedling // amount of water // number of plant // Quantity / type of garden soil // intensity of sunlight // Duration // size of (seedling) tray // Same species of maize / paddy // humidity
** Reject : initial height / same condition Able to state any two variables correctly Able to state any one variables correctly 1 No response or incorrect response 0 2
LIST OF APPARATUS AND MATERIALS (04) 77
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2(iv) KB061205 Type of experiment Apparatus Tray and Ruler Basin / seedling box 2A Tray, Ruler, Oven and Balance 3A Tray, Ruler and Balance 3A Materials Paddy, maize, soil and water 4M Marks
Height
Dry Mass
4M
3 Height : 2A + 4M
Size / wet mass / height / fresh mass
4M
Dry Mass : 4A + 4M Size : 3A + 4M
Hydroponics
Tray and Ruler
Paddy, Maize And Nutrient solution, / Knob solution (water and fertilizer) / (cotton and nutrient). Paddy and Maize + Any 1M
Any 2A
2 2A + Paddy and Maize + 1M
Any 1A
Paddy and Maize
1 1A + Paddy and Maize
*** Reject : Box, Beaker, flowering pot / vas PROCEDURE ( 05) 78
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2 (v) KB061204 No 1 Description There seedling tray A, B and C labeled refer to a diagram // describe with one tray with paddy, one with maize and one mixed. The seedling trays are filled with equal amount of garden soil Keywords Labeled / describe 3 trays Ks K1
2a
Filled with soil Equal amount / value
K1 K2 K1
2b
Initial reading any growth parameter is (recorded) / taken Example : Measure the initial height / dry mass
Initial parameter
3 4a
The 5-30 paddy / maize seedlings are planted at 5 cm intervals as shown in the diagram / in the soil / cotton wool The seedlings are watered with the same amount of water every day / the seedling place under the sunlight The trays are weeded After 7-30 days, (5-100) seedlings are removed (from tray A)
5 30 seedling // 5 cm Water / sunlight / nutrients Same / equal amount
K2 K1 K2 K5 K1 K2 K5 K1 K3 K5 K4 K1 K1
4b 5
weeded After days, plants, removed/taken 7 days / more or same
6 7 8a 8b 9a 9b 10
The (root) of seedling plant are cleaned (under running water) The paddy seedlings are heated / dried at (105oC) in an oven NOTE: not for height / size The dry mass paddy / maize seedling are (weighted) and recorded using electronic balance The average dry mass of the paddy seedling is recorded Average result, height Step 5-8 are repeated with Tray B maize seedling Maize and paddy seeding are planted alternately All data is recorded / tabulated in a table
clean Heated / dried in oven Reject : under the sun Dry mass / height / size instrument and record Average parameter
Repeated / mention paddy and maize Label / planted alternately Labeled / planted alternately
79
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K1 : Preparation of materials and apparatus (any 4) K2 : Operating the constant variable (any 1) K3 : Operating the responding variable (any 1) K4 : Operating the manipulated variable (any 1) K5 : Steps to increase reliability of results accurately / precaution (any 1)
O O O O
O O O O O O O O
O O O O
X X X X
X X X X
X X X X
X X X X
O X O X
X O X O
O X O X
X O X O
A No.
C Mark Scheme Score
Able to describe all the Ks 2 (v) KB061204 5K 3 Any 3-4 K Any 2K 1 No response or incorrect response / 1K 0 2
PRESENTATION OF DATA ( 06) 80
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2 (vi) KB061203 No.
Mark Scheme Able to present all the data with units correctly For any growth parameter Sample answer: Tray A(refer diagram) B(refer diagram) C (Paddy) Maize Or Type of plant Paddy Maize Or Type of plant Dry mass / height & unit Initial Paddy Maize Able to present a table with a least two tittles correctly Sample answer Type of plant Change / increase in height of plant & unit Final Difference in dry mass / height & unit // Percentage of growth / Rate growth & unit Change / increase in height of plant / maize and paddy & unit Change / increase in height of plant & unit
Score
2 (vi)
KB061203
1 No response or incorrect response / 1K 0
1.7
PAPER 3 (EXERCELANCE STUDENTS ANSWER) 81
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Problem statement : How does interspecific competition between maize and paddy plants affect their growth? Hypothesis : The stranger species of plants will achieve greater growth is in height. The maize plants has a greater height than the paddy plants after the experiment? Variables : Manipulated variable : Species of plant Responding variable : Average height of plant Fix variable : Volume of water available to the plants, distance of plants from each other. Materials and apparatus: Basin, soil, water, maize, seeds, paddy seeds , meter rule. Procedure : 1. Fill the basin with soil 2. Plant a maize seed in the soil at a depth if 1cm 3. Plant a paddy seed in the soil at a depth of 1cm at a distance of 5 cm from the maize seed in the same row. 4. Plant another 9 maize seeds and paddy seed alternately with a distance of 5cm from each other at a depth of 1 cm. 5. Water the soil evenly and place the basin in a sunny area. 6. Water the plants every morning and evening with equally amount of water for each plant. 7. Measure and record the average height of the maize plants and paddy plants every week for two months using a meter rule. 8. Record all the data in a table. Presentation of data Type of plant seedlings Initial height of the plant seedling(cm) Difference in height of the plant seedling (cm) Maize Paddy
(POTENTIAL STUDENTS ANSWER)
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Problem statement : What is the effect of interspecific competition between maize and paddy plants on their growth Hypothesis : The interspecific competition between maize and paddy plants will cause the plants to be shorter. Variables : Manipulated variable : The growth of maize and paddy on the same land or different land Responding variable : The height of the maize and paddy plants. Fix variable : Fertility of soil used Materials and apparatus: Fertilisers, soils, seeds of maize and paddy plants, water, meter rule, 0.5m x 0.5m of land, measuring cylinder. Procedure : 1. A seed of maize planted on a land of area 0.5m x 0.5m. 2. A seed of paddy plant is planted on a land of area 0.5m x 0.5m 3. A seed of maize plant and a seed of paddy is planted on the same land of area 0.5m x 0.5m. 4. The plants of different land are taken care with same priority. 5. Water the plants and put fertilizers which are the same throught the experiment and environmental condition is constant. 6. After 3 months, a ruler is used to measure the height of the plants. 7. The observation is recorded in a table. Presentation of data Type of plant which planted on the land Maize plant only Paddy plant only Maize plant and paddy plant Height of plants / m
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EXAMPLE STUDENTS ANSWER (PAPER 2 SPM 2010)

SECTION C ( SAMPLE STUDENTS ANSWER)
QUESTION 6
(a) (i) The pituitary gland is a ductless gland. This is because the hormones secreted by the pituitary glands are not targeted to work near the place at where it is secreted. The hormones secreted by pituitary glands are carried by the blood circulatory system to certain organs or tissue for from the pituitary gland where it works. Thus pituitary gland does not require duct as it will secrete the hormone directly into the bloodstream. The pituitary gland is known as the master gland. This is because the pituitary gland is able to control the endocrine gland. Pituitary gland secretes hormones that will stimulate other endocrine gland to produce and secretes hormones. (ii) When the intake of water is too little, the water content in the body diseases and the osmotic pressure of blood increases. This causes the body system to work in a negative feedback metabolism in order to restore the normal osmotic pressure. The change in the osmotic pressure is detected by osmoreceptors in the hypothalamus. The hypothalamus in return sends a nerves impulse to the pituitary gland. The nerve impulse sent to the pituitary gland stimulates it to produce and secrete anti-diuretic hormone (ADH) into the bloodstream. The ADH hormones will increases the permeability of the wall of the distal convoluted tubule and collecting duct towards the reabsorbption of water. Thus more water is reabsorbed into the surrounding blood capillaries, increasing the water level in the blood. (b) The dendrite of neuron R is in contact with the axon terminal of the neurone P. The junction of contact between these two neuron has a narrow gap of Q which is known as the synaps. In order, the transmission of nerve impulse occur from P to neuron R, the nerves impulse must more across the Q first. The transmission of nerve impulse in neurone are carried out by chemicals in the vessicals of the synaptic knob known as the neurotransmitter. Thus, when the nerves impulse arrives at the swelling of the axon terminal of neuron P known as the synaptic knob., the vessical in the synaptic knob releases neurotransmitter into the Q. The neurotransmitter then diffuse across Q until it touches the dendrite of neuron R. This will triggers a nerves impulse will then move towards the axon of the neuron R. This is how the transmission of a nerve impulse from neuron P to neuron R across Q occur.
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(a) After a month, the upper part at removed part will be swollen. The growth in the lower part is retarded. This is due to the nutrients cannot get to the lower part of the tree. The food processed from leaves is transported to all part of tree through the phloem. The ring of bark that has been removed contain the phloem. Therefore the phloem is removed along the bark. The removal of phloem causes the nutrient cant be passed down and accumulate at the upper part of the ring. The lower part as the phloem is removed cant gain any nutrient and causing its growth to be retarded. (b) During hot day, the high temperature in the environment increases the temperature at the tree. Hence, the humidity at the environment will be lower compare to the air space in the tree due to the high temperature. This creates a concentration gradient at water among the tree to the environment. The water vapours in the air space will diffuse out to the outer environment through the stomata by osmosis down the concentration gradients. Now, when the water vapours diffuse out to the environment, the air space become hypertonic to cell in the leaf. Hence, water diffuse out from the surrounding cell to the air space. Then once again the water diffuse out to the environment, hence carry away the heat in the cell. Now, when the cell become hypertonic to the adjacent cell, the water concentration of water to the cell that has low concentration of water. This enable the water to transport among the cell and carry away large amount of heat as water has a large specific heat capacity. Therefore, the transpiration prevent the trees from overheating by removing the heat accumulate in the tree via the water vapour through the transpiration. ( c) Blood circulatory system X and Y are both closed circulatory system. Which mean the blood is keep in vessel throughout the circulation. Hence, X and Y has a heart to pump the blood to all part of the body. The main blood pressure come from pumping action of the heart. As the differences for X and Y, blood circulation system X is closed double circulatory system, while blood circulation system Y is closed single circulatory system. Double circulatory system is a type of blood circulation system that let the blood passes the heart twice in a single circuit. As for single circulatory system the blood only passes through the heart once in a single circuit. Then the gaseous exchange in the two system is also different. The gaseous exchange in system X occur at the lung while the gaseous exchange in system Y occur at the gill. Apart from that the heart in system X consist of two atrium and two ventricle. The heart in system Y only consist of one atrium and one ventricle.
QUESTION 7
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1.8 MARKING SKILL
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Juj 2011 Biologi Bahan Seminar Guru

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BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

BAHAN SEMINAR JUJ

PROJEK JAWAB UNTUK JAYA (JUJ) NEGERI PAHANG TAHUN 2011

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

Total Marks Responded

50 Blacken one space at OMR form

Duration Construct scoring

Item example based on construct

Refer Example instrument: Paper 4551 / 3

Scoring is analytical based on scoring rubric

Scoring is analytical based on rubric at

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

Level of difficulties Easy : E Moderate : M Hard : H

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

1.3 Analysis of the SPM Biology Exam Questions

1. Introduction of Biology 2. Cell Structure and Cell Organisation F O R M F O U R

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

EXPERIMENTS CHECKLISTS FORM 4 (SPM 2004-2009) No

CHAPTER 4: Chemical composition of the cell

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

EXPERIMENTS CHECKLISTS FORM 5 (SPM 2003-2009)

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

1.4 TIPS FOR EXAM

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

1.4.2 Subjective Question

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

iii) Making Inferences

If wrong / reject observation automatic inference will reject / wrong

Controlled variable: Variable that constant during

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

BAHAN SEMINAR BIOLOGI JUJ PAHANG 2011

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