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Jln Tasek Biology Stpm Motivation

Jln Tasek Biology Stpm Motivation

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Published by: Low Kit Ying on Aug 05, 2010
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Page 1 The Tale of Eddy Tatum

 Neurospora is shone with X-ray or Xultraultra-violet light p destroys genes & causes mutations.  1) A type / strain of spores (Mutant 1) can only grow when it is supplied with the amino acid A or B or C (because Gene 1 is destroyed.  [Gene 1 controls the synthesis of Enzyme 1, which changes X into A]).  C = the product needed for the fungal spores to grow. Gene 1 Gene 2  q q  Enzyme 1 Enzyme2 Precursor molecule, X ppp A ppB  Gene 3  q  Enzyme 3  B pppp C  

Beadle & Tatum  The one gene ± one enzyme hypothesis  1958  You could pick out Eddy Tatum anywhere. Hair uncombed, runny nosed, wrinkled clothes, glassy stare, mousy behavior, negative attitude ± he had it all. It was hard for Mrs. Thomas to like him, although she professed to like all her students. When it came to his work, it was easy marking ± red X¶s next to his answers, put there stroke by stroke with an almost perverse pleasure.

PAGE 2  Mrs. Thomas had read Eddy¶s records. In his first grade, he had a poor home life, although he showed promise. In second grade, his mother became seriously ill. In third grade, she died. His father showed no interest in him at all. In fourth grade, he had become very slow in his studies. Now he was in fifth grade (about 10 years old). 
It was morning before Christmas. As usual, Mrs. Thomas¶ fifth graders brought her presents ± fancifully dressed presents. 

Eddy Tatum also brought a present ± wrapped in brown paper and held together by masking tape. The children giggled. Mrs. Thomas opened Eddy¶s present. There was a gaudy rhinestone bracelet with many stones missing and a bottle of cheap perfume. The children snickered. Mrs. Thomas had to silence them. She slipped the bracelet onto her wrist and admired it by the fluorescent light of the room. Then she dabbed some perfume on her wrist and declared, ³Doesn¶t it smell nice?´ The children, entitled to fickleness because they are children, agreed that it was nice.

PAGE 3 

That day, when all the other children had left for the Christmas holidays, Eddy Tatum lingered behind. He walked towards Mrs. Thomas and said in a soft voice, ³Mrs. Thomas « Mrs. Thomas « You smell just like my mother. Her bracelet looks nice on you. I¶m glad you like my presents.´ Then he ran off, leaving Mrs. Thomas standing, wondering. Then tears welled in her eyes. The thought raced through her mind ± this little boy is looking to me as the mother he had lost! She decided there and then that she would not fail him. She would make a difference to their lives. 

The Christmas holidays came and went; the children returned to school. They were met by a new Mrs. Thomas. She was smiling and patient. She helped all her students, and especially the slow ones, and most of all, Eddy Tatum. She talked to him, listened to him, guided him, and praised him for little achievements. By July of that year, Eddy had caught up with most of his work and even ahead on some.

PAGE 4 

Then Eddy left the school, and Mrs. Thomas did not hear from him for years. One day, she received a note:  Dear Mrs. Thomas,  I wanted you to be the first to know, I will be graduating second in my class from secondary school. Love,  Eddy Tatum.  Four years later, another note came:  Dear Mrs. Thomas, 

.  They just told me. I will be graduating 1st in my class. I wanted you to be the first to know. The university has not been easy for me, but I like it.  Love,  Eddy Tatum  And five years later:  Dear Mrs. Thomas,  As of today, I am Edward L. Tatum, M.D. How about that? I wanted you to be the first to know. I am getting married next month.

5 

I¶d like you to come and sit where my mother would have sat. You¶re all  All Mat Saleh? the family I have now. Dad died last year. Love, Eddy Tatum.  In 1958, Mrs. Thomas read in the newspapers: Edward Lawrie Tatum, M.D., winner of the Nobel Prize for his work in the field of Biogenetics. 

You have poor results? 6 months more. You can win a Nobel Prize like Tatum. 

We have a Japanese. 

OKAZAKI FRAGMENT (Reijii Okazaki) = 1 of many short segments of DNA, each 100 ± 1000 nucleotides long; that must be joined by DNA ligase to form the lagging strand in DNA replication.

PAGE 6 200 1 Pap A er 1 Basic chemicals Cell & organelle structure Control in cells photosynthesis respiration nutrition Gaseous exchange 4 4 2 2 1 3 1 1 1 3 5 3 1 1 2 5 1 1 B 2002 Pape A r1 B 200 3 Pap er 1 3 2 2 2 2 1 1 1 A B

PAGE 7 2001 Pape A r1 TRANSPORT Homeostasis Nervous system Chemical coordination Immunity reproduction Development 1 3 2 2 1 2 1 1 1 B 2002 Paper 1 2 2 2 2 2 3 1 1 1 A B 1 2003 Paper 1 2 2 3 2 2 3 1 1 A B

PAGE 8 2001 Pape A r1 GROWTH Transmission genetics Mutation Population genetics Lactose operon Biotechnology Taxonomy 2 4 1 2 2 1 1 1 1 4 1 1 2 2 1 1 B 2002 Paper 1 A B 2003 Paper A 1 2 2 1 2 2 3 1 1 B 1

PAGE 9 2001 2002 2003

Paper 1

A

B

Paper 1

A

B

Pape A r1

B

Biodiversity Variation & Evolution Ecosystem Quantitative ecology TOTAL

2 1 4 2 50 5 6 1 1 1

2 4 3 2 50

1

1

4 1 1 1 1 4 6

1

1 2

4

6

50

PAGE 10 TIME ALLOCATION 

Paper 1 = 50 questions in 1 hr 45 min: 105 min. (30 %)  1½ min. or 90 seconds per question: 1.5 X 50 = 75 min., with an extra 30 min. to check your answers, or try the questions that you don¶t know again.  Paper 2 (2½ hrs. = 150 min.) (2½  Section A = 4 or 5 questions in 54 min. ( 24%)  Write with a pencil first.  10 min. per question = 40 minutes.  3½ min. to check each question (3.5 X 4 = 14 min.)  Section B = 4 out of 6 questions in 60 min. (36 %)  5 minutes to plan each question = 5 X 4 = 20 min.  15 minutes to write the answer for each question = 15 X 4 = 60 min.  4 min. to check each answer = 4 X 4 = 16 min.  Paper 3 (10%)

PAGE 11  TECHNIQUE OF ANSWERING EXAM QUESTIONS: Common sense.  ONLY one technique= hard work, work and work.  When answering, must provide specific details, don¶t just say something vague and general. E.g. 

Why is a leaf green? 
To carry out photosynthesis. OR Because it contains chlorophyll. (Not enough, for STPM standard). Should say

Violet 400 nm, Blue 500, Green 600, Orange 700, Red 750: Light spectrum absorption curve. 

1) PLAN STUDY TIME TABLE.  2) FORM STUDY DISCUSSION GROUPS, EACH STUDENT SPECIALIZES IN ONE TOPIC, AND EXPLAINS AND TEACHES THE OTHER STUDENTS IN HIS GROUP, BY TURNS.  3) READ WIDELY: BOOKS, NEWSPAPER CUTTINGS, INTERNET.  4) BE PROACTIVE: BEFORE A LESSON IS TAUGHT, READ IT UP YOURSELF FIRST. TAKE NOTE OF THINGS YOU DON¶T UNDERSTAND, WRITE DOWN THOSE QUESTIONS AND ASK WHEN THAT LESSON IS ON.

Page 12

Mind map Association, e.g. AMP Impersonation/ personification. Review and review. Break up into manageable chunks  Test yourself on blank paper, compare and correct.  Call cards.  Saturation, wall posters. Transit time 
   

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