Perfect Score Bio 2011 Ans PDF

PERFECT SCORE BIOLOGY 2011
BAHAGIAN SEKOLAH BERASRAMA PENUH DAN

SEKOLAH KLUSTER
KEMENTERIAN PELAJARAN MALAYSIA
PERFECT
SCORE
BIOLOGY
2011
Teachers Module

Paper 2 Section A:
Structural Questions
1.
Marks
Student
notes
Diagram 1.1 shows a somatic cell of an insect undergoing meiosis.

Process X
R: Centromere
Q: Chromosome/
chromatid
S: Nuclear
membrane
Diagram 1.1
(a)
Label Q, R and S in Diagram 1.1.

[3 marks]
(b)
3m
In the space below draw chromosome behaviour during metaphase I

and metaphase II.
2m
Metaphase I
Metaphase II
[2 marks]

(c)
Explain how the process X involves in producing variation in organisms.

P1 - During prophase Meiosis 1, crossing over occurs between
homologous chromosomes
Any
3=3m
P2 - resulting a new genetic combination.

P3-
(d)
It is also producing the exchange of genetic material between

paternal chromosome and maternal chromosome // between
homologous chromosomes.
[3 marks]
Diagram 1.2 shows the formation of an ovum.
Oogonium (2n)
Primary oocyte (2n)
M
M
First polar body
(n)
Secondary oocyte
(n)
N
N
Second polar body

(n)
Diagram 1.2
(i)
What are process M and N?

M : Meiosis I
N : meiosis II
[2 marks]
(ii)
2m
Describe the process that occurs if a sperm present at process N.

P1: meiosis II completed // ovum form
P2: (nucleus) ovum is fertilized by sperm nucleus
2m
P3 : zygote is form
[2 marks]

2.
Diagram 2 shows the digested food is being carried from small intestine
to the liver and body cell.
Diagram 2
(a)(i)
Name process X at the villus.

Absorption
[1 mark]
(ii)
1m
Explain ONE adaptation of the villus for the process in (a)(i).

F : Has thin wall//one cell thick wall
E : Diffusion of nutrient occurs rapidly //
F: Has network of blood capillary
1F=1m
1E=1m
E : transport nutrient to body tissue

F : has lacteal //
E : to absorb/ transport fatty acid/glycerol to body tissue
F : numerous
E : increase total surface area
(b)
[2 marks]
Vessel P and Q transport digested food from the villi to the liver and body
cells respectively.
Name vessel P and vessel Q.
P :Hepatic portal vein
1m
Q: Lymphatic vessel
[2 marks]
(c)
1m
Explain what happens to the excessive amino acids in the liver?

P1 : Excess amino acid is converted into urea
1m
P2 : process is called deamination

[2 marks]
(d)
1m
Digested food are used by the body cells for growth, to form complex
compounds or structural components.
State how lipids, amino acid and glucose are used in the cell.
Lipids:
L1: is used to build up plasma membrane/phospolipid
L2 : excess lipid is stored in adipose tissue
L=1m
L3 : is used as energy reserve in the body
A=1m
Amino acids:
G=1m
A1: Amino acids are used in protein synthesis

A2 : to repair damage tissue
A3: used in synthesis of enzyme/hormones/antibody
Glucose:
G1 : is used in cellular respiration/ is oxidized to release energy
G2 : Glucose is stored as adipose tissue.
[3 marks]

(e)
Explain what will happen to a person if his liver receives insufficient insulin
from the pancreas.
P1 : Blood sugar level increases// Diabetes mellitus
1m
P2 : Excess glucose cannot be converted to glycogen
1m
[2 marks]
3.
Diagram 3 shows the structure of respiratory system in human.
Bronchus
Alveolus
Blood
capillary
Cells
Diagram 3
(a)
Based on Diagram 3, explain one adaptation of alveolus for efficient

gases exchange.
F1 : one cell thick
P1 : gas doesnt have far to diffuse //diffuse easily
F2 : supply with network of blood capillary.
P2 : to increase the diffusion // transportation of respiratory gases to
/from all the body cells.
1F=1m
1P=1m
F3 : large surface area // numerous number of alveoli

P3 : increase the diffusion of respiratory gases
F4 : inner surface of alveoli are moist
P4 : oxygen dissolve in the film of water

Any F with correspond P
(b)(i)
(b)(ii)
Name P
Trachea
1m
Explain the role of P to prevent dirt and bacteria from entering the
alveolus.
F1 : secrete sticky fluid/mucus
P1 : traps dirt / bacteria that are breathed in.
F2 : cells in P have cilia / tiny hair-like structures
P2 : sweeping the mucus out towards the mouth.
1F=1m
1P=1m
Any F with correspond P

(c)(i)
On Diagram 3, draw labeled arrow (

) to show the direction of
Blood flow (P1)
Oxygen diffusion (P2)
Carbon dioxide diffusion (P3)
[3 marks]
Blood flow= arrow from blood capillary to other side of blood
capillary
P1=1m
Oxygen diffusion = arrow from alveolus to blood capillary
// arrow from blood capillary to cells
P2 =1m
P3 = 1m
Carbon dioxide diffusion = arrow from blood capillary to alveolus

// from cells to blood capillary
(c)(ii)
Explain why the diffusion of oxygen occur at the alveolus.

F: the partial pressure of oxygen in the air of the alveoli is higher
compared to the partial pressure of oxygen in the blood capillary
P: ( therefore,) oxygen diffuses across the surface of the alveolus to
the blood.
(d)
1m
1m
A hard mass of food passing down the oesophagus might indirectly

interrupt the air supply to lung by pressing on P.
Explain how P overcome this problem.
F : P/trachea is protected (against closure by a series of closely
packed C-shaped) ring of cartilage
1m
P : cartilage keep the trachea open// prevent from collapse
1m

Structural Questions
4.
Marks
Student
notes
Diagram 4.1 shows a cross section of a leaf.

.
P: ________________
Q: _______________
__________________
____
Diagram 4.1
(a)(i)
On Diagram 4.1 label the structures P and Q.

P : Xylem
1m
Q : Phloem
1m
[2 marks]
(a)(ii)
Explain the stage of cell organization of the leaf .

F : Organ
(b)(i)
1m
E: made up of ground tissue, epidermal tissue, mesophyll tissue

and vascular tissue // consists of various types of tissues
combined together to perform spesific functions.
[2 marks]
Q are important structure in plant transport system.
Explain how structure Q in the leaf help in plant transportation.
1m
P1: Q / Phloem tissue composed of sieved tubes
1m
P2: with the end walls of each cell are perforated by pores to form
sieves plates
1m
P3:which allow substances to pass from one cell to another.
1m
[2 marks]
(b)(ii)
Name the process occurs in (b)(i).

Translocation
1m
[1 marks]

Diagram 4.2 shows a longitudinal section of structure Q.
S: Sieve tube cell

_____________
R: Companion
ccecell
____________
Diagram 4.2
1m
(b)(iii)
On Diagram 4.2 label the structures R and S.

[2 marks]
(c)
1m
R plays an important role in helping S in the plant transportation.

Predict what happen to the plant if structure R is not presence ?
P1: The plant will be dye
P2: (without R / companion cell) no energy will be provided to the
sieve tube
Any 2
= 2m
P3:hence dissolve organic substances/sucrose/ cannot be

transported (from leaves to the storage organ/other part of
plant)
[2 marks]
Diagram 4.3 (a) and 4.3 (b) shows a student removed the ring bark from
the branch of a woody plant.
Diagram 4.3(a)
Diagram 4.3(b)

(d)
Predict the effect of removing the ring bark from the branch.
Explain your answer.
P1: The branch will be die
1m
P2: owing to a lack of organic substances in the parts below the
1m
ring.
[2 marks]
5.
Diagram 5 shows three types of neurones in the human body.
P
X
R
Diagram 5
(a)
Name neurone P and neurone Q.

Neurone P : Afferent neurone / sensory neurone.
1m
Neurone Q: Interneurone
1m
[2 marks]
(b)(i)
Name structure X.
Synapse
1m
[1 mark]
(b)(ii)
Explain how the transmission of nerve impulse across the X.

P1 - When an impulses / electrical signals reaches in the axon
terminal
P2 - Stimulates (synaptic) vesicles to move towards (and
bind with the presynaptic membrane)
P3 - The vesicles fuse / release the neurotransmitter/ acetylcoline /
example of neurotransmitter into the synapse / X.
Any 3=
3m
P4 - The neurotransmitter diffuses across the synapse / X

P5 - This leads to the generation of new impulse/ electrical signals
in which travels along the Q / neurone
[3 marks]
10

(c)
Describe the pathway in the reflex action involved the three neurons
above.
P1 - Receptor detect the stimulus and triggers the nerve impulses
P2 (The nerve impulses) are transmitted along neurone P to
neurone Q (in the spinal cord) through/ via synapse.
Any3 =
3m
P3 (The nerve impulses) are then transmitted from neurone Q to

neurone R through synapse
[3 marks]
(d)
A dog suddenly barks and chases you. Your heartbeat increases
and your palms become sweaty. You feel so scared and run away.
Based on the above statement describe how endocrine system is

involved in the fight and flight situation.
P0 adrenaline is secreted by adrenal gland
P1 (adrenaline) cause the heartbeat / breathing rate increase
P2 more oxygen and glucose are sent/ transported to the tissues
P3 metabolic rate / cellular respiration increases
Any 3=
3m
P4 - more energy is produced to contraction and relaxation of

muscle (to run away)
[3 marks]
11

6.
Diagram 6 .1 shows a part of human brain, kidney and a nephron which

involve in the process of osmoregulation.
Diagram 6.1
(a)
What is the function of kidney in osmoregulation ?

P1: Kidney regulates salts/solutes and water levels in the blood
1m
P2: to maintain a constant water potential in the body /
regulates the osmotic pressure of the blood
[1 mark]
(b)(i)
(b)(ii)
Individual Y drinks excessive water.

What happen to the blood osmotic pressure in his body?
1m
Osmotic pressure in plasma decreases // water potential increases
[ 1 mark ]
Explain how hypothalamus and gland M response to the condition in
(b)(i) ?
Hypothalamus:
P1: Osmoreceptor (in hypothalamus) detect the changes /
P1 =1m
less stimulated.
Gland M :
P2:Pituitary gland / gland M is less/ not stimulated/trigger
Any P2P3:Hence less hormone P / ADH secreted
P4 = 2m
P4:Less water reabsorbed
[ 2 marks]
12

(c)
If individual Y eating a very salty food, the adrenal gland will release less
hormone Q .
What is hormone Q and explain how hormone Q involved in the
mechanism to restore the osmotic pressure of the blood back to normal
levels.
P1: Hormon Q is aldosterone hormone
E1:(Adrenal gland less stimulated) ,
3 any =
3m
E2; less aldosterone produced,

E3: less salt is reabsorbed
E4:most of it will be secreted through urine
[ 3 marks ]
(d)
Explain what happen to the filtrate that flows from glomerulus to

collecting duct?
P 1 : Water /glucose/amino acid is reabsorbed into blood capillary
P2 : urea is secreted into distal convoluted tubule
2m
P3 : salt is reabsorb/ secreted depends on osmotic pressure

(e)
[ 2 marks ]
Kidney function may be impaired by excessive blood loss, certain poisons
or infectious diseases which can lead to kidney failure.
Diagram 6.2 shows a haemodialysis machine which can save a kidney
patients life.
Diagram 6.2
(e)
Explain how the machine operates.

P1: blood is pump into semi permeable membrane in the dialysis
machine
Any 3
=3 m
P2: contains (dialysate) solution

P3: waste substances /urea diffuse out (from the blood)
P4: useful substances are not.
P5: cleaned blood returns to the patient
[ 3 marks ]
13

7.
Diagram 7 shows the changes of four type of hormone which control the
menstrual cycle and follicle development in the ovaries
N
M
Diagram 7
(a)
Based on Diagram 7, name the hormone labelled P and R.

P : Luteinising hormone
R : Oestrogen hormone
(b)
(c)
[2 marks]
Complete the follicle development in boxes L and N in Diagram 7.
L : ovum release from graafian follicle/ovulation (diagram)
N : size of corpus luteum is smaller than M.(diagram)
[2 mark]
2m
2m
Based on Diagram 7, explain the relationship between structure M and

the level of hormone S.
P1 : Structure M /corpus luteum develop after ovulation
P2 : Structure M secretes Hormone S /progesterone
Any
3=3m
P3 : concentration/level of hormone S increase

P4: when the structure M degenerate, level of hormone S decrease
[3 marks]
14

3(d)
If fertilisation occurred, the level of hormones S is maintained and the

pregnancy is proceed. Explain the importance of hormone S.
P1 : to thicken the endometrium wall
P2 : with epithelium tissue/ network of blood capillary//highly
3m
vascular
P3 : prepare for implantation of foetus
[3 marks]
(e)
If the sperm counts of a husband is too low, artificial insemination can be

carried out to overcome this in fertility problem. Discuss the appropriate
technique should be used.
P1 : sperm are collected
P2 : (over a period of time) until the count of sperm will be high
enough
2m
P3 : the sperm are injected directly into Fallopian tube

[2 marks]
8.
Diagram 8 shows a longitudinal section of the reproductive parts of a

flower during fertilization.
Diagram 8
(a).
On Diagram 8, name the structure P, Q, R and S.

[4 marks]
4m
15

(b)(i)
In the space below, draw a section through the ovule, showing all the
cells in R.
Label the cell involved in the fertilization.
D= 1m
L= 2m
(b)(ii)
What is the significance of having two Q structure in the fertilization.

P1: one cell Q/ male gamete fertilizes an egg cell to form the diploid
zygotes
P2: one cell Q/ male gamete fertilizes 2 polar nuclei to form the
triploid zygote to form endosperm
[2 marks]
(c)(i)
A farmer spraying hormone X on the tomatos flower to produce mature

tomato.
What is hormone X?
2m
1m
Auxin.
(c)(ii)
[1 mark]
Explain the role of hormone X in the production of mature tomato fruits.
P1: Auxin stimulates the ovaries of the tomato flowers to develop
into fleshy fruits
P2: without pollination and fertilization
Any 2=
2m
P3: the process is called partenocarpy

P4: where the tomato fruits are seedless
16

9.
Diagram 9.1 shows the relationship between a cell, chromosome, DNA,

genes and bases.
Chromosome
Base
DNA
genes
Diagram 9.1
(a)
(b)
On Diagram 9.1 , mark and label of the following terms :

i)
DNA
ii)
Bases
iii)
Chromosomes
3m
[3 marks]
State the chromosome number of the cell shown in Diagram 9.1.
Answer : 12
1m
[1 mark]
(c)
What can you deduce about genes based on Diagram 9.1?

gene consists of a (short) segment of DNA molecule //
genes carried genetic information in form of sequence of
1m
nitrogenous base / A, G, T.
[1 mark]
17

Diagram 9.2 shows parts of a molecule of DNA.
Unit of
DNA
G
Diagram 9.2
(d)(i)
Name the basic unit of DNA.

1m
Answer: Nucleotide
[ 1 mark ]
(d)(ii)
What is K ?
answer: (Pentose) sugar // Deoxyribose
(d)(iii)
1m
[ 1 mark ]
Complete the Diagram 9.2, to show that DNA molecule consist of two
strands that joined together by hydrogen bond.
Criteria Correctly
C1. paired base
C1=1m
C2. position of polynucleotide ( opposite direction )
C2=1m
C3. Connection between molecules in polynucleotide
C3=1m
[ 3 marks]
18

Diagram 9.3 shows chromosomes with the alleles for crosses between
two varieties of pea plants: yellow and smooth seed variety, with a green
and wrinkled seed variety. Yellow seed (Y) is dominant over green seed
(y) while smooth seed (S) is dominant over wrinkled seed (s).
Diagram 9.3
(e)(i)
Based on Diagram
generation.
9.3, indicate the pair of alleles found in the F1

1m
[1 mark]
(e)(ii)
Determine the phenotype of the offspring in the F1 generation.

Answer: Yellow and smooth seed.
[1 mark]
1m
19

10.
Diagram 10 show the pedigree inheritance of the characteristics,

haemophilia in a family. The characteristics, haemophilia is controlled by
a pair of alleles hh that are linked to the sex chromosomes. H is dominant
to h.
Diagram 10
Key :
Normal male
Normal female
(a)
Haemophiliac male
Haemophiliac female
Explain briefly the characteristics haemophilia.

(A phenomenon which is) blood fail to clot due to lack of blood
clotting factor.
[1 marks]
(b)(i)
(b)(ii)
1m
What is the genotype of K?

Answer: XHXh
[1 mark]
1m
P2 :K is a normal female, hence she has a pair of

heterozygous alleles XHXh
(to produce a male haemophiliac offspring with genotype XhY)
2m
Explain how to determine the genotype in (b)(i)?
P1 :K has a male haemophiliac offspring, XhY.
[2 marks]
20

(c)(i)
State the genotypes and gametes for the parent in the third generation.
Phenotype :
Female
Normal
Genotype :
XHXh
Gamete :
XH
Male
Normal
2m
XHY
Xh
XH
[2 marks]
(c)(ii)
Q and R are sisters and are normal. They are found to have different
genotypes. Explain why?
P1 :One of them inherits XH from her father and XH from her mother
P2:The other one inherits XH from her father and Xh from her
P3 :mother. Both are normal but genotypically, one of them is a
2m
carrier
[2marks]
(c)(iii)
If a haemophilic female marries the child S in the third generation, what is

the probability of obtaining children that are haemophiliac?. Explain
your answer by constructing a genetic diagram for this inheritance.
Parental generation :
Phenotype
Genotype
Haemophiliac female
XhXh
normal male
1m
XHY
meiosis
Gametes
Xh
XH
1m
Fertilisation
Offspring :
Genotype
Phenotype:
Probability :
XHXh
Normal (female)
XhY
1m
Haemophiliac (male)
1m
50% normal and 50% haemophiliac //
1m
Phenotypic ratio : 1 normal female : 1 haemohilia male

Max 4m
[4 marks]
21

(d)
Sex-linked trait such as haemophilia and colour-blindness are usually

associated with males. Explain why?
P1 :Males are determined by the presence of the X and Y

chromosomes // male only has one X chromosome
P2: Sex-linked genes are absent in the Y chromosomes//only
presence in X chromosome.
Any2 =
P3 : Therefore, the presence of one sex-linked gene in the X
chromosome will affect the male as compared to the
female who needs recessive genes to be present in both
X chromosomes for her to be affected.
2m
[2 marks]
22

SEKOLAH KECEMERLANGAN
PERFECT
SCORE
BIOLOGY
2011
Teachers Module
Paper 2
Section B
1

Paper 2 Section B:
1. Diagram 1.1 show the human digestive system and Diagram 1.2 show the structure
inside organ P.
Organ R
Organ P
Diagram 1.2
Diagram 1.1
No
Essay Questions
Explain the process of absorption of glucose and amino acids in
Marks
Student notes
organ P.
[4 marks]
Sample answer
1(a)(i)
F1: involve process diffusion and active transport
P1: from the lumen into epithelial cell by facilitated
diffusion
P2: across the epithelial lining by active transport
P3: both are absorb into blood capillaries
Explain three structural adaptation of organ P for effective

absorption of food
1(a)(ii)
[6 marks]
2

Sample answer
1
F1: the largest section of alimentary canal
P1: increases the surface area of absorption
1
F2: Inner surface has numerous number of villi
P2: Form brush border to increase the surface area of

absorption
1
1
F3: Epithelial lining is only one cell thick
P3: Increases the rate of diffusion process
1(b)
Describe the process of assimilation in organ R.

[10 marks]
Sample answer
P1:
organ R is a liver
P2: act as a checkpoint // control the amount of
1
1
nutrients released into blood circulatory

P3: involve in assimilation of amino acids and glucose
P4: (organ R) synthesizes plasma protein from amino
acids
1
1
P5: converted amino acids into glucose when a short

supply of glucose/glycogen
P6: broken down/ convert excess amino acids through

deamination
P7: to form urea as waste products
P8: glucose is used for respiration
P9: excess glucose is converted into glycogen and
stored
P10: if full, excess glucose is converted into lipids
P11: glycogen is converted back into glucose if needed
1
1
Any 10
10

2. Diagram shows various processed food on a supermarket shelf.
Salted plum
No
2(a)
Prawn crackers
Potato chips
Essay Questions
Based on your biology knowledge,
Marks
Student notes
Explain the good and the bad of food processing on human being.
[10 marks]
Sample answer
Good(G)
G1 ; to preserve food
Explanation(P)
P1: Avoid wastage of
food/prevent food
spoilage/can be stored(for
future use)
G2: to increase its
P2: improve the
commercial value/uses of
taste/appearance/texture of
food additives
food/to preserve the
1,
1
1,
1
freshness
G3:to diversify the uses of
P3: to increase the variety of
food substances
product//any example
Max ; 5 marks
1,
1
5

Sample answer
Bad(B)
B1 ; uses food additive
Explanation(P)
P4:give long term side
1,
1
effect/examples//reduce the
nutrient/vitamin in the food.
B2: too much sugar
P5: increases the risk of

diabetes
B3: foof colouring/yellow
1,
1
P6: causes allergy reaction
1,
1
P7:increase the risk of high
1,
1
dye/tetrazine
B4: too much salt
blood pressure
B5: Sodium nitrate
P8:causes nausea/athma(to
certain people)
1,
1
Any 3B with respective P

Max 5 marks
(b)
Explain the food processing methods which are related to the

factors that cause food spoilage.
[ 10 marks]
Sample answer:
Concept : Food can be preserved by destroying the
microorganism present in the food //
by stopping the activities of the microorganism
F1: Cooking-.high temperature kill the microorganisms

P1: denature the enzyme that cause the breakdown of food
1
1
F2: Treating food with sugar/salt

P2: causes the microorganism to lose water due to osmosis
1
1
F3: Adding vinegar will reduced the pH

P3 that prevent microorganism from growing
1
1
F4: Fermentation of fruit juices and other food by adding

yeast
P4: high concentration of alcohol prevent the
microorganism from growing
1
1
5
F5: Dry under hot sun (meat/fish/fruits)

P5: removes water from food dehydrated
F6: Ultravoilets rays

P6: kills microorganism
F7: Pasteurisation destroy bacteria which cause
tuberculosis and typhoid
P7: (technique) -Food is heated to 630C for 30 minutes /
720C for 15 seconds followed by rapid cooling
to 10 0C
P7.1: (Pasteurisation) retains the natural flavour and
nutrients
F8: Canning uses heat sterilization to kill microorganisms
and their spores
P8 (technique) -.Food is packed in cans, steamed at high
temperature and pressure to drive out air
P8.1: the vaccum created within the cans prevent growth of
microorganism
F9: Refrigeration
P9: food stored at temperature below 00C prevent
growth/germination of microorganism
P9.1: food remain fresh for a long period of time
1
1
1
1
1
1
1
1
1
1
1
1
Any ten : F + P correctly
10
20
TOTAL MARKS

No
Essay Questions
Marks
Student
notes
Diagram 3 shows roots of plants found in mangrove swamp.
Pneumatophore
Discuss how these roots are adapted for stability, salt tolerance and
less oxygen of water logged mangrove swamp soil.
[10 marks]
Sample Answer:
F1: Root adaptations increase stability of mangrove trees in the
soft sediments along shorelines.
P1: Prop roots descending from the trunk and branches,

providing a stable support system.
1
P2: Shallow wide spreading roots, surrounds the trunks of
Avicennia adding to the structural stability of the tree.
1
P3: Other species of mangrove trees grow at higher elevations, in
drier soils, do not require specialized root structures.

F2: The ability to exclude salts occurs through filtration at the
surface of the root.
P1: The cell sap is hypertonic to sea water, the water able to
diffuse into the root cell by osmosis
P2: Salt is removed through hidatodes located on each leaf.
F3: Mangrove trees are adapted for survival in oxygen-poor

sediments through specialized root structures /
pneumatophore.
P1: these spaces in soil fill with water, containing lower oxygen
levels than air.
P2: having well-developed aerial roots or pneumotophores

gases exchange
P3 : example Avicennia
P4 : Red mangroves / Rhizophora have prop/stilt roots extending

from the trunk and adventitious roots from the branches able
to absorb more water and mineral.
P5 knee root and buttress root has lenticels that allow air into the
roots.
Any 10 points.

No
4.
Essay Questions
Marks
Student
notes
Diagram 4 shows part of a nitrogen cycle .

Nitrogen in the
atmosphere
Nitrogen fixation by
microorganisms in plant
Substance K
Nitrogen
compounds in
plants
Nitrites
Nitrogen
compounds in
animals
Ammonium
compounds
Diagram 4
(a)(i)
The atmospheric nitrogen cannot be absorbed directly by plants.

Based on Diagram 4, state two form of nitrogenous compounds that
can be absorbed directly by plants and explain how a deficiency of
substances K in the soil affect the growth of the plants.
[ 4 marks]
Sample answer:
P1 : (Two form of nitrogenous compound that can be absorbed

directly by plants) are nitrate ions and ammonium ions.
P2 : substances K is nitrate
P3 : Substance K is used in synthesis of protein in plant or

animal

P4 : (deficiency of substance K), less synthesis of protein
P5 : plant growth is retarded/slow/ stunted
1
[ 4 marks]
(ii)
Based on Diagram 4, explain role of the microorganism in nitrogen

cycle.
[6 marks]
Sample answer:
P1 : Rhizobium sp. (in root nodule of legume plant)// Nostoc

sp.//Azotobacter sp.
P2 : fix the Nitrogen from atmosphere into nitrate/ substance K.
P3 : (Nitrate/K substance) is absorp by roots of plants and

converted into protein.
P4 : (when the plant /animal die), protein in plant/ animal is

decomposed by decomposer/fungi
P5 : into ammonium compound
P6 : Nitrosomonas sp. converts ammonium compound into

nitrite
P7 : Nitrobacter sp. Convert nitrite into nitrate/substance K
P8: Denitrifying bacteria convert nitrate back into Nitrogen
[Max : 6 marks]
10

No
5.
(a)
Essay Questions
Diagram 5 shows the eutrophication process that occurs to a lake
due to the human activities.
Marks
Student notes
Based on the Diagram 5, explain what is meant by

`eutrophication`
[10 marks]
Sample answer
P1 : Farmers use fertilizers that usually contains
nitrates/phosphate
P2: Fertilizer/animal waste/silage which contain
nitrate/phosphate may washed out in water when it rains/
leaching/run into the lake.
P3: Algae/green plant in the lake grow faster (when they are
supplied with extra nitrate/(phosphate)
P4: (they may grow so much) that they completely cover the
water.
11

P5: block out the light for plants growing beneath them.
P6: Photosynthesis rate reduced
P7: Dissolve oxygen also reduced
P8: Plant on the top of water and beneath water eventually

die.
P9: Their remains are good source of food bacteria //bacteria
decomposed the dead plant rapidly//bacteria breed
rapidly
P10: The large population of bacteria respires using up more

oxygen
P11: so there is very little oxygen left for other living

organism
P12: BOD increased
P13: Those fish which need oxygen have to move other areas
1
or die
Any 10
(b)
Explain how each of the following can reduce water pollution:

(i) Treating sewage
(ii) Using organic fertilizers rather than inorganic ones.
[6 marks]
Sample answer:
(i) Treating sewage
P1: The sewage contains harmful bacteria /substance which
provide Nitrate/nutrient for microbe.
P2: Remove harmful bacteria/most of the nutrient which
could course eutrophication before it is released into the
rivers.
P3: When sewage has been treated, the water in it can be
used again//sewage treatment enables water to be
recycled.
P4: Microorganisms used in sewage treatment.
1
Any 3
12

(ii) Using organic fertilizers rather than inorganic
Sample answer
1
1. Example of organic fertilizers : Manure

2. Example of inorganic fertilizer : Ammonium nitrate
3. Organic fertilizers do not contain many nitrates(which can

easily be leached out of the soil.
4. They release their nutrients gradually (over a long period

of time) giving crops time to absorb them efficiently.
Any 3
(c)
Explain how deforestation of rainforest can cause flash flood.

[4 marks]
Sample answer
F: deforestation can cause soil erosion
P1 : The leafy canopy trees protect the soil from the impact
of falling rain.
P2: The roots of the trees hold soil and water
P3: (With the trees removed) the soil is exposed directly to

the rain//water runoff becomes intense.
P4: Topsoil/fertile layer, get washed away during heavy rain.
P5: (heavy rainwater flows down hillside to river with) eroded

soil deposited blocking the flow of water.
P6: The water levels in rivers rise rapidly causing flood to

occur.
Any 4
20
13

No
Essay Questions
6(a)
Diagram 6.1 shows the mankind activities.
Marks
Student notes
Based on your knowledge in biology, explain the effects of the

activities to the mankind and their surroundings. Suggest the
ways to overcome this problem.
[12 marks]
Sample Answer
P1: the problem is green house effect
P2: the activities produce green house gases such as

carbon dioxide, methane and nitrogen dioxide.
P3: The gases accumulate and forms a layer at the

atmospheric surface
P4: Solar radiation penetrate earth atmosphere and warm the

earth surface.
1
P5: Part of the heat energy is reflected back by earth surface
to the atmosphere in the form of infrared radiation.
P6: Heat energy that is reflected back is trapped by
greenhouse gases.
P7: Higher concentration of greenhouse gases on the
atmosphere cause more reflected energy being trapped.
14

P8: This will increase the earth temperature and can cause
global warming.
1
Any 5
The Effect:
P1: Increase of carbon dioxide and temperature of earth will
increase the rate of photosynthesis or agriculture yield.
P2: Increase in earth temperature / global warming will

accelerate evaporation of water and reduce soil
humidity.
P3: Climate change / changes in wind direction / change the

distribution of rainfall / drought /flood
P4: Melting of ice in north and south poles increase the sea
level and cause flooding of low level areas.
P5: Yield of crop / domestic animal reduced
P6: Mass destruction of animal habitat and cause the animal 1

emigration/ reduces of animal population.
Any 5
Ways to overcome:
Use of technology such as :
P1: less the emission of CO2 by the motor vehicles by using
the unleaded petroleum.
P2: using the filter on the chimney to prevent harmful gases

1
1
P3: car pool/ use public transporti

P4: less open burning
1
P5: less the using of CFC and change to HCFC
P6: Using catalytic converter in the car exhaust
1
1
P7: educate the public on the importance of protecting and

caring the environment through mass media and
environmental campaigns.
P8: planting more tree
Any 2
15

7(a) . Diagram 7.1 shows the ozone layer in atmosphere that protects earth from ultraviolet rays
from the sun.
Solar radiation
Sinaran suria
Stratosphere
Stratosfera
Ozone layer
Lapisan ozon
Harmful
ultraviolet radiation
Sinaran ultra ungu
berbahaya
Troposphere
Trofosfera
Earth
Bumi
Diagram 7.1
Describe how the ozone layer becomes thinner. Discuss its effects on humans and the
environment and suggest the ways to solve these problems.
[10 marks ]
No
Essay Questions
Marks
Student
notes
Sample Answer
7 (a)
Thinning of the ozone layer is due to the

widespread use of CFC
It is used in aerosol, industrial solvents,

electronics and Freon in air conditioners
Ultraviolet radiation strikes a CFC molecule
16

No
Essay Questions
Marks
Student
notes
cause the chlorine atom to break away

Then the chlorine atom collides with an ozone
molecule and combines with an oxygen atom
to form chlorine monoxide and oxygen
Then the free atom of oxygen collides with the
chlorine monoxide, the two oxygen atoms
form a molecule of oxygen
The chlorine atom is released and free to

destroy more ozone molecules
The chlorine produced re-enters the cycle
When the ozone layer becomes thinner, more

ultraviolet radiation reaches the Earth
1
Max 5
The effect of excessive ultraviolet radiation on

human
reduction of the bodys immune system
skin cancer
cataract of the eye
Effect on plants
reduction of the rate of growth therefore
reducing crop yields
Effect on aquatic organism

death of plankton, reduce food supply to
aquatic organism, fishermans catch is
reduced.
1
Max 3
Steps to overcome this problem

Reduce or stop using CFC or chlorine-based
products
Replace CFC with HCFC
Use wrapping papers instead of polystyrene
boxes
Patch up the holes in the ozone layer by firing
frozen ozone balls into the atmosphere
1
1
1
1
Max 2
TOTAL
10marks
17
Diagram 7.2
7 (b)
Diagram 7.2 shows a phenomenon X that occurs from air pollution. Describe the
formation and the effects of the phenomenon on agriculture and aquatic ecosystem.
[10 marks]
No
9(b)
Essay Questions
Marks
Student
notes
Able to name the phenomenom X

Sample Answer
F1 : X is acid rain
P1 : combustion of fossil fuels in power
station/factories/domestic boilers
P2 : produce sulphur dioxide
P3 : and oxide of nitrogen
P4 : both gases combine with water vapour
P5 : form sulphuric acid and nitric acid
P6 : fall to the Earth with pH less than 5.0
1
1
1
1
1
1
1
Max 6
18

Effects:
On agriculture
P1 : soil become acidic// leaching of minerals
P2 : not suitable for culativation/grow of crops
1
1
On aquatic ecosystem
P1 : accumulation of insoluble aluminium ion in
water sources// increase acidity in the
ecosystem
P2 : kill aquatic organisms
1
1
4
Total
10 marks
19

8. Diagram 8 shows three types of neurone in individual A.
X
Neurone P
Neurone Q
Neurone R
Diagram 8
a) Describe the process X in Diagram 8
[4 marks]
After an accident , individual A doesnt experience
any response to hot object.
b) Explain the above situation.

[6 marks]
20

No
Essay Questions
Marks
Student notes
Sample Answer
8 (a)
When an impulses arrives in the axon terminal
Stimulates (synaptic) vesicles to move towards and

bind with the presynaptic membrane
The vesicles fuse / release the neurotransmitter into

the synapse
The neurotransmitter molecules across the synapse

to the dendrite of another neurone
Stimulated to trigger a new impulses which travels

along the neurone
1
Max 4
SampleAnswer
F1 - P is afferent neurone which transmits nerve
impulse from the receptors to the

interneurone.
(b)
P1 - If P damaged, impulse from receptor cannot

be transfered to the interneurone.
P2 - (As a result), individual A cannot feel any pain
P2 - R is efferent neurone which transmits nerve

impulse from interneurone to the effector
P1 - If R damaged, impulse from interneurone

cannot
be transfered to the effector
1
P2 - (As a result), individual A cannot withdraw the
finger // pull the hand away from the pointed
needle
Max 6
21

Mr. Q is married to Mrs. Q for more than 10 years but did
not have any child due to low sperm count in Mr. Q.
Mr. and Mrs. V have 6 children in 12 years of marriage.
Mrs. V has high blood pressure and heart problem, so they
decided not to have any more kids.
Explain how reproduction technologies able to help these
two families.
[10 marks]
Sample Answer
F1: Mr Q have problem with infertility, that is low

sperm count
P1: not enough sperm/ less sperm produce by Mr Q/

less chance for the sperm to reach fallopian tube
F2: technology applied : in vitro fertilization
P3: sperm and egg are taken from Mr. and Mrs. Q
P5: fertilize in petri dish/test tube
P6: embryo is inserted into Mrs Q uterus for further

development.
or
F2: artificial insemination
P3: sperms are collected until the number of sperms

are enough
P4: sperms are injected into the fallopian tube of Mrs

Q
P5: during ovulation
Any 5 points 5 marks
22

Sample Answer
1
F3: For Mr V family the problem is to control the birth
rate/ stop pregnancy
P1: Mrs. V have high risk if pregnant due to high
blood pressure and heart problem
P2: use contraceptive pills, to stop ovum development
P3: use condom during copulation, prevent sperm

from reaching uterus
P4: Tubal ligation or tubectomy the fallopian tube is

tied/cut
P5 : blocking the ovum from entering the uterus/

Prevent sperm from reaching the ovum
Any 5 points 5 marks
23

No
10.
Essay Questions
Mark
Student
notes
The variation of ABO blood group determined by three different

alleles, but an individual carry only two of the three allele.
With schematic diagram , explain the possibilities of the blood group
and genotypes of the offspring if the fathers blood group is A and the
mothers blood group is AB.
[10 marks]
Sample Answer
Schematic diagram:
Parent :
Parent
Parent
genotype ::
genotype
Father
Mother
IA IA
IA IB
Meiosis
IA
Gamete :
IA
IB
Fertilisation
1
1
IA IA
Genotype F1:
Phenotype F1:
IA IB
Blood group A
Blood group B
Phenotypic Ratio: 1 blood group A : 1 blood group B
Parent
Parent
genotype ::
genotype
IA Io
IA IB
Meiosis
1
A
Gamete :
IA
IB
Fertilisation
Genotype F1:
IA IA
IA Io
IA IB
IB Io
Phenotypic Ratio: 2 blood group A : 1 blood group A : 1 blood

group AB
24
Explain :
P1 : Allele IA and IB are codominant.
P2: Father has 2 possibilities of genotype
P3 : (either) IA IA //homozygous dominant or IA Io //
heterozygous
P4 : (if genotype of father is IA IA ), possibility of blood group of
offspring is 50% blood group A and 50% is blood group
B//refer to schematic diagram
P5 : (if genotype of father is IA Io ), possibility of blood group of
offspring is 50% blood group A , 25% is blood group B and
25% blood group B //refer to schematic diagram
[Total : 10 marks]
10
25

No
11.
(a).
Essay Questions
Diagram 11.1 shows a group of boys with different height and
Diagram 11.2 shows the various types of fingerprints.
Diagram 11.1
Marks
Student notes
Diagram 11.2
Based on the biology knowledge, identify the variation and

explain the similarities and differences in Diagram 11.1 and
Diagram 11.2.
[10 marks]
Able to:
(i) Identify the continuous variation and discontinuous variation.
(ii) Explain the similarity and the contrast of continuous variation
and discontinuous variation.
Sample answer:
P1: Diagram 11.1 (height) is continuous variation
P2: Diagram 11.2 (fingerprints) is discontinuous variation
1
1
Similarities:
P3: Both create varieties in the population of species
P4: Both type of variation are caused by genetic factor
1
1
Differences:
P5: Height is continuous variation while fingerprints is
discontinuous variation
P6: Graf distribution of continuous variation shows a

normal distribution while Graf distribution of
discontinuous variation shows a discrete distribution.
P7: The characters of continuous variation are quantitative

/ can be measured and graded from one extreme to the
other while the characters of discontinuous variation
are qualitative / cannot be measured and graded from
one extreme to the other.
26

P8: Continuous variation exhibits a spectrum of
phenotypes with intermediate character while
discontinuous variation exhibits a few distinctive
phenotypes with no intermediate character.
P9: Continuous variation influenced by environmental
factors while Discontinuous variation is not influenced
by environmental factors.
P10: In continuous variation two or more genes control the
same character while In discontinuous variation single
genes determines the differences in the traits of the
character.
P11: In continuous variation the phenotype is usually
controlled by many pairs of alleles while in
discontinuous variation the phenotype is usually
controlled by a pair of alleles.
Any 10
(b).
Diagram 11.3 shows the variants P, Q and R of a species of

fish.
Describe how the variation occurs in the species of fish.

[10 marks]
Sample Answer
F1: Variation occurs because of genetic factors
P1: By crossing over
P2: during prophase I of meiosis
P3: when two homologous chromosomes are intertwine
27

between the non-sister chromatid.
P4: the exchange of materials between the chromatids

results in new combination of genes
P5: By independent assortment

1
P6: during metaphase I of meiosis, homologous
chromosomes arrange themselves randomly at the
equator
P7: the random arrangement and separation of each

homologous pair is independent of one another
P8: and result various genetic combination in the gametes.

1
P9: By random fertilisation
1
P10: the fertilisation of sperm and ovum occurs randomly
1
P11: each gamete has unique combination of genes that
can fertilise any of the ova which also has unique
combination of genes.
P12: the fertilisation of gametes produced zygote/offspring

which has various of variation.
F2: by environmental factors.

1
P13: environmental factors that cause variation included
abiotic factors
P14: such as light intensity / temperature / water / humidity

/ nutrients / soil fertility
P15: these factor affect the growth rate of the organism.

1
Any 10
20
28

No
12
Essay Questions
Marks
Student notes
Diagram 12.1 shows a mangrove swamp forest and

Diagram 12.2 shows the same area 50 years later.
Diagram 12.1
Diagram 12.2
Discuss the impact of the exploitation on the ecosystem.

[10 marks]
Sample answer:
P1: swampy area is change to densely populated / town /
commercial area
P2: the change requires activities such as deforestation and

land reclaimation
P3: more and more buildings/ glass buildings built in the are
P4: could be the factors for air / thermal / noise pollution
P5: and greenhouse effect as well as heat island
P6: lost of vast quantity of flora and fauna / biodiversity in

the area
P7: less water catchment area / less of reproductive area
P8: landslide and soil erosion
P9: which frequent flash flood and muddy flood
P10: water pollution in the nearby river
P11: which kill most of the aquatic organisms
1
Any 10
29

SEKOLAH KECEMERLANGAN
PERFECT
SCORE
BIOLOGY
2011
Teachers Module
PAPER 3
QUESTION 1
1

Question 1 :
No.
1
Questions
Marks
Student
notes
A group of students carried out an experiment to study the effect of the concentration of
glucose on the activity of yeast . Diagram 1.1 shows the method used by the students.
The initial height of the coloured liquid in the manometer is shown in Diagram 1.2.
The experiment was repeated using different concentrations of glucose. Table 1.1 shows the
results of the experiment after 10 minutes.
rubber tubing
clip
Manometer with
coloured liquid
Rubber stopper
Glass tube
Initial height of
coloured liquid
Boiling tube containing yeast
suspension
Diagram 1.1
Initial height of
coloured liquid :
1 cm
DIAGRAM 1.2
Percentage concentration of
glucose / %
Final height of coloured liquid in the

manometer after 10 minutes /cm
10
15
20

No.
Questions
Complete Table 1.2 by recording the height of coloured
liquid in the manometer after 10 minutes
(a)
(b)
(i)
Based on Table 1.1, state two observations .

1.
At 10% concentration of glucose ,the final
height of coloured liquid after 10 min is 3 cm
2.
(c)
Student
notes
At 20% concentration of glucose , the final

height of coloured liquid after 10 min is 8 cm
(ii) State the inference which corresponds to the observation in

1(b(i).
1. Low activity of yeast in lower concentration of
glucose, less carbon dioxide is released
2.
Marks
High activity of yeast in high concentration of

glucose, more carbon dioxide is released
Complete Table 1.2 for the three variables based on the

experiment.
Variable
Method to handle the variable
Manipulated variable:
The concentration of
glucose
Responding variable:
Height of coloured liquid//
The rate of yeast activity
Use different concentration of

nutrients/glucose
Record the height of coloured

liquid by using a metre rule //
Calculate rate of yeast
respiration using formula:
= height of coloured liquid
time
Controlled variable :
Volume of yeast
suspension /mass of
yeast/volume of
glucose/pH/light
intensity/temperature/time
taken
Fix the volume of 100cm3 of

yeast suspension /the mass of
4 g of yeast /pH5 /light
intensity at distance of 50cm
/temperature at room
temperature/time taken for 10
minutes

(d)
(e)
State the hypothesis for the experiment.

The higher/ lower the concentration of glucose, the
higher / lower the rate of yeast activity
(i)
Based on Table 1.1, construct a table and record the results

of the experiment which includes the following aspects:
Percentage concentration of glucose

Height of coloured liquid
The rate of the activity of yeast
Percentage
concentration
of glucose (%)
Height of
coloured liquid
(cm)
The rate of the

activity of yeast
(cm/min)
10
0.3
15
0.5
20
0.8
Table 1.1
(e)
(ii) Draw a graph of the rate of the activity of yeast against the
concentration of glucose
(iii
)
Based on the graph in 1(e)(ii), state the relationship between

the rate of the activity of yeast and the concentration of
glucose. Explain your answer.
When the concentration of glucose increases/decreases,

the rate of yeast activity increases/decreases, more
substrate for yeast to use for energy production, more
yeast reproduced.
(f)
Based on the experiment, define anaerobic respiration in

yeast operationally.
An anaerobic respiration is when yeast using glucose to

produce gas that causes the rising of liquid in
manometer tube and the process is affected by
concentration of glucose

(g)
The experiment is repeated by using 1 ml of 0.1 mol dm-3 of

sodium hydroxide solution is added into the boiling tube.
Predict the manometer reading after 10 minutes. Explain
your prediction.
1 cm, not increase, sodium hydroxide is alkali, the

medium is not suitable for yeast.
(h)
The following list is part of the apparatus and material used

in this experiment.
3
Yeast, metre rule, coloured liquid, electronic
balance, glucose solution, measuring cylinder
Complete Table 1.3 by matching each variable with the

apparatus and material used in the experiment.
Variables
Apparatus
Material
Manipulated
Measuring
cylinder
Glucose
Responding
Coloured liquid
Metre ruler
electronic balance
Yeast
Controlled

Question 2 :
No.
2
Questions
Marks
Student notes
Lemna minor is a species of free-floating aquatic plants from the duckweed family
Lemnaceae. The plants grow mainly by vegetative reproduction: two daughter plants
bud off from the adult plant.
An experiment is carried out to investigate the effect of abiotic factor such as pH on
Lemna sp. growth. Experiment is done under controlled conditions: 12 hours a day
light exposure and using the same Knops solution.
Petri dish is filled with 20 ml Knops solution with different pH value and 5 Lemna sp.
each.
The Knops solution is treated by adding acid or alkali to achieve the pH value needed.
** Knops solution is a solution which contains essential nutrient for plants growth.
Petri dish
Knops solution
Lemna minor
Figure 1
After 7 days, the observation is made and the result shown in Table 1.1
.
pH
value
Petri dish
Number of Lemna sp.

5
7
8
9
11
11
5
13
1
Table 1.1
No.
Questions
(a)
Marks
Student notes
State the number of Lemna sp. in the spaces

provided in Table 1.1
3
(b)
(i)
Based on Table 1, state two different observations .

Able to state any two observations correctly according to 2
criteria:
pH ( Manipulated Variable)
Number of Lemna sp (Responding Variable)
Sample answers:
1. At pH 2 (Knop solution), the number of Lemna sp is 4
2. At pH 8 (Knop solution), the number of Lemna sp is 11
3. At pH 12 ( Knop solution), the number of Lemna sp is
1
4. At pH 12 (Knop solution), the number of Lemna sp
grow is less than at pH 2/4/6/8/10
5. At pH 8 (Knop solution), the number of Lemna sp is
more than at pH2/4/6/10/12
(ii)
*1,2 &3 is a horizontal observation

*4 & 5 is a vertical observation
State the inferences which corresponds to the observations
in 1(b)(i).
Able to make one logical inference for each observation
based on the criteria
suitable abiotic factor

Favourable for Lemna sp growth
Sample answers:

1. Strong acidic condition is not favorable for Lemna
growth.
2. Weak/slight alkaline // neutral condition is most
favorable for Lemna growth.
3. Strong alkaline is not favorable for Lemna growth.
4. Strong alkaline condition is the least favorable for
Lemna growth compare with other conditions.
5. Neutral/Slight alkaline condition is the best/moss
favorable condition for Lemna growth.
*1,2 &3 is a horizontal inference
*4 & 5 is a vertical inference
(c)
Complete Table 1.4 to show the variables involved in

the experiment and how the variables are operated.
Variables
How the variables are operated
Manipulated:
pH
Add/Use acid or alkali to the

Knop solution to get different
pH
condition//
Use
pH
solution: pH2, pH4, pH6, pH8,
pH10,pH12 // change/alter the
medium condition
Responding:
Count and record the number

of Lemna sp. plants after 7
days.
Number of Lemna sp
Fixed:
Light exposure /
Volume of Knop
solution
(d)
Fix 12 hours light exposure

every day /
Maintain the volume at 20ml
State the hypothesis for this experiment.

Able to state a hypothesis to show a relationship between the
manipulated variable and responding variable and the
hypothesis can be validated, based on 3 criteria:
manipulated variable
responding variable
relationship
Sample answer :
1. In low pH, number of Lemna sp is less than in a
higher pH.
2. The higher pH the higher number of Lemna sp.
3. In a neutral condition the number of Lemna sp.
10

plants is the highest /the most.
4. The more alkali the medium is the less number of
Lemna sp.
(e)
(i)
Construct a table and record the results of the

experiment.
Your table should contain the following title.
pH of water
Number of Lemna sp.

Able to draw and fill a table
labeled with complete unit
Sample answers
with all columns and rows
pH of water
2
4
6
8
10
12
(e)
(ii)
Number of Lemna sp
4
5
8
11
5
1
Plot a graph showing the number of Lemna sp against the pH

in the graph below
Able to plot a graph with 3 criteria:
A(axis): correct title with unit and uniform scale
P (point) : transferred correctly
S (Shape): able to joint all points, smooth graph, bell

shape.
(iii) Referring to the graph in (e) (ii), describe the relationship

between the Lemna sp growth and the condition of the
medium.
Able to state clearly and accurately the relationship between

the condition of medium and Lemna growth based on the
criteria:
(f)
P1- Alkali, acidic or neutral (abiotic factor)

P2- Lemna sp. growth
Sample answer:
(Associates each of the condition with the Lemna growth)
1. In the acidic medium the Lemna sp. growth is
less, and increase when the medium become
neutral but decrease when in alkali condition.
2 Lemna sp. grow very well in neutral medium and
less growth rate in alkali or acidic medium
Based on the experiment, define operationally the abiotic
factor in an ecosystem.
11

Able to explain the abiotic factor operationally base on 3
criteria:
Lemna sp (organism)
affected (growth)
pH of medium (abiotic factor in ecosystem)
Sample answer:
1. Abiotic factor is pH of the medium that affect the
Lemna sp growth in an ecosystem.
(g)
The effluent from laundry shop flows into a pond nearby,

predict the population of Lemna sp in the pond. Explain your
answer.
Able to predict the result accurately base on 2 criteria.

Expected population of Lemna sp
The reason of the answer
Not suitable for growth
(h)
Sample answer:
P1- No Lemna sp found/ very small population of Lemna
sp,
P2- Because water is contaminated with soap/detergent
contain alkali,
P3- Which is not suitable/favourable for Lemna to grow
Classify the biotic and abiotic factors from the list
provided below.
Humidity, light intensity, decomposer,
parasites,
symbiotic
organism,
soil
texture, invertebrates, topography

Able to classify all 4 pairs of the abiotic and biotic factors in
ecosystem
Sample answer
Abiotic factors
Biotic factors
Humidity
Decomposer
Light intensity
Parasite
Soil texture
Symbiotic organism
Topography
invertebrates
12

Question 3:
No.
1.
Questions
Marks Student
notes
A group of students conducted an experiment to study the effect of light intensity on the
population distribution of Lichen on the tree trunk. He placed a 10 cm x 10 cm transparent
quadrat on the East-facing surface of the tree trunk. He counted the number of squares that
contained half or more than half of the areas covered by the Lichen. Square with less than
half of the covered areas were not included.
The procedures were repeated for the surfaces that face the direction of North (N), south (S)
and west (W).
Figure 1 shows how a quadrat is placed on the tree trunk. Each small square represent 1
cm2.
Figure 1
Table 1 shows the areas covered by the Lichen on the different surface of the tree trunk.
Total surface area covered by
Direction/position of
surface
Lichen
East
60 cm2
13

South
10 cm
35 cm2
North
10 cm
45 cm2
West
10 cm
52 cm2
Table 1
14

a)
b)
Count the total surface area of Lichen for each quadrat and record
the answer in the spaces provided in Table 1.
(i)
State two different observation based on the diagram in Table 1.

Observation 1:
At the surface facing east (MV), the total surface area of Lichen
is 60 cm2 (RV).
Observation 2:
At the surface facing south (MV), the total surface area of Lichen
is 35 cm2 (RV).
(ii) State the inferences from the observation in 1 (b) (i).

Inference from observation 1:
At the east aspect is most suitable for the growth of Lichen
because it receives more light intensity, so higher rate of
photosynthesis.
Inference from observation 2:
At the south aspect is least suitable for the growth of Lichen
because it receives less light intensity, so lower rate of
photosynthesis.
(c)
Complete Table 2 based on this experiment.

Variable
Manipulated
variable
Direction
facing on the
tree trunk //
Responding
variable
Use different direction on the tree trunk such as

east, north, south and west.
Total surface
area coverage
by Lichen
Count and record the total surface area

coverage by lichen by using the quadrat.
Constant
variable
15

Quadrat size
Fix the size of quadrat at 10 cm X 10 cm.
Type of
organism
Fix the organism use in the experiment that

is Lichen
Sampling time Sampling experiment is carried out at same

time
Table 2
d)
State the hypothesis for this experiment:

1. The total surface area of Lichen on the tree trunk (RV) is
higher (R) when the light intensity is high (MV).
2. When the Lichen is facing east (MV), the total surface area
covered by Lichen/population of Lichen (RV) is increase (R).
3. The higher the light intensity (MV), the higher (R) the total
surface area covered by Lichen / the higher the population of
Lichen (RV).
e)
(i)
Construct a table and record all data collected in this experiment.

Your table should have the following aspect:
Title with correct unit
Position of direction
Total surface area covered by Lichen
Position of direction
East
South
West
North
Total surface area covered by

Lichen (cm2)
60
35
52
45
(ii) Use the graph paper provided to answer this question.

Using the data in 1 (e) (i), draw a bar chart graph to show the
relationship between the population of Lichen against the directions
facing on the tree.
The population of Lichen is represented by the total surface area
covered in the quadrat.
16
3
(f)
Based on the graph in 1 (e)(ii), explain the relationship between the

population distribution of Lichen and the light intensity.
P1 Population of Lichen / Total surface area covered by Lichen
P2 Position direction of quadrat
P3 Degree of light intensity
Sample answer:
1. Population of Lichen / The total surface area covered by
Lichen is higher at east direction which receives high
light intensity.
Lichen is low at south direction which receives low light
intensity.
Lichen is higher at east direction than at the south
direction because Lichen at east direction receives high
light intensity so rate of photosynthesis is higher.
(g)
State the operational definition for population distribution of Lichen.

P1 Total surface area covered by Lichen
P2 Size of quadrat
P3 Abiotic factor that influence the population distribution
Sample answer:
17

1. Population distribution is defined as total surface area
covered by Lichen (P1) within the quadrat size of 10 cm x 10
cm at different direction of compass (P2) which influence by
the light intensity (P3).
(h)
Lightning strike the tree and cause the tree to fall. The Lichen under
study is then exposed to direct sunlight from 7.00 a.m. to 6.00 p.m.
daily.
Predict what will happen to the total surface area covered by Lichen
after a month.
Explain your prediction.
P1: Prediction of total surface area of Lichen
P2: Effect of light intensity
P3: Effect on the Lichen
Sample answer:
Size of total surface area covered by lichen is increase / more
than 60 cm2 because Lichen receive more sunlight / light
intensity, so more photosynthesis by Lichen and more growth to
Lichen.
(i)
The following is a list of biotic and abiotic factors.

pH of water, pigeon orchid, humidity, bird,
temperature, Elodea sp.
Classify these factors in the Table 3.

Abiotic factors
pH of water
Humidity
Temperature
Biotic factors
Pigeon orchid
Bird
Elodea sp
18

Question 4 :
No.
4
Questions
Marks
Student notes
An experiment was carried out to investigate the water pollution level or BOD in three different
locations from a suspected polluted Rivers. Three water samples are collected from these
three locations and labelled as P, Q and R as in Diagram 1.
200 ml of each sample is put in a reagent bottle and added with 1 ml of 0.1% methylene blue
solution. All the bottles are kept in dark cupboard.
Observations are made every minute to see the changes in the methylene blue colour.
Sample P
Sample Q
Sample R
Each sample is added

with methylene blue
solution
Diagram 1
Table 1 shows the results of this experiment.

Water sample
Time taken for

methylene
blue solution
become
colourless
10 minutes
23 minutes
42 minutes
Table 1
19

No.
Questions
(a)
Marks
Student notes
Record the time taken for methylene blue solution become

colourless in the boxes provided in Table 1.
3
(b)
(i)

Able to state any two observations correctly according to the
criteria:
o Sample
o Time taken
o Become colourless
Sample answers:
1. Time taken for methylene blue to become colourless
for sample P is 10 minutes.
for sample R is 42 minutes
for sample Q is 23 minutes
4. Time taken for sample P is 10 minutes that is shorter
than time taken for sample R that is 42 minutes to
become colourless
(ii) State the inferences which corresponds to the observations in

1(b)(i).
Able to make one logical inference for each observation
based on the criteria
o
o
o
Sample
Oxygen concentration
Duration of time for methylene blue to become
colourless
Sample answers:
1. In sample P, oxygen concentration is low, the
methylene blue become colourless very fast/ less
time taken
2. Oxygen concentration in sample R is high, the
methylene blue become colourless slow/ longer
time taken
3. Oxygen concentration in sample P is lower than
oxygen concentration in sample R, the time taken for
methylene blue to become colourless is shorter.
20

(c)
Variables
How the variables are

operated
Manipulated:
Water sample
Water sample is collected

from
three
different
locations.
Responding variable
Time taken for methylene
blue
to
become
colourless is recorded by
using a stopwatch.
Time taken to
decolourise methylene
blue
Fixed variable
Metlhylene blue
concentration / volume/
volume of water
sample
0.1% of Methylene blue is

used for all experiments/
1 ml volume/ 200 ml of
water sample.
Table 2
(d)

Able to state a hypothesis to show a relationship between the
manipulated variable and responding variable and the
hypothesis can be validated, base on 3 criteria:
manipulated variable
responding variable
relationship
Sample answer :
1. The most polluted water has shortest time for
methylene blue to become colourless.
2. Sample water P is the most polluted has shortest time
for methylene blue to become colourless.
3. Sample water R is less polluted compare to water
samples P and Q, has longest time for methylene blue
to become colourless,
(e)
(i)
Construct a table and record all the data collected in this

experiment based on the following criteria:
Water sample
Time taken
21

Able to tabulate a table and fill in data accurately base on
three criteria:
o Table draw with labeled column.
o Sample
o Time taken with unit.
Sample answers :
Water Sample
Time taken ( minutes)
10
23
42
(f)
Based on the data in 1(e) draw a bar chart of time taken for
methylene blue solution become colourless against water
samples.
Able to draw a bar chart base on criteria:
o
o
o
(g)
Correct chart
Axis with correct scale
Correct value
What is the relationship between time taken, oxygen

concentration and BOD value of water in this experiment?
Able to state clearly and accurately the relationship between:
o time taken
o oxygen content
o BOD value
Sample answer:
1. The shorter time taken for methylene blue to
become colourless, less oxygen in the water and
BOD value is high.
(h)
Based on the result of this experiment, state the operational

definition for BOD
Able to explain BOD base on experiment correctly according
to the criteria:
o Amount of oxygen in the water sample
o used by microorganisms
o shown by time taken
Sample answer:
22

2. BOD is amount of oxygen in the water sample that
used by microorganisms and can be shown by
time taken of methylene blue to become
colourless.
(i)
This experiment is repeated by using water sample from

chicken farm areas. Predict the time taken for methelyne blue
to become colourless.
Able to predict the result accurately.
o Expected time
o Compare to which
o Reason
Sample answer:
The time taken for methylene blue to become colourless
is 5 minutes, less than water sample P, because chicken
farm water can be contaminated with chicken faeces/ or
any other answer.
(j)
Arrange the water samples from the most polluted to the least
polluted.
Able to arrange the 3 level of polluted water
Sample answer:
Types of water
Polluted
Most
Moderate
Least
Most polluted least polluted

P Q
23

Question 5 :
No.
5
Questions
Marks
Student notes
Transpiration is the evaporation of water from a plant to the surroundings. The rate of transpiration
is affected by environmental factors such as temperature.
A group of students carried out an experiment to study the effect of temperature on the rate of
transpiration. Diagram 1 shows the set up of the apparatus. An air bubble was trapped in the
capillary tube. The apparatus was placed in an air-conditioned room at 20oC.
The time taken for the air bubble to move a distance of 10 cm was recorded. The experiment was
repeated for a second time to get average readings.
The experiment is repeated by placing the apparatus at three more different temperatures: an airconditioned room at 25oC , an air-conditioned room at 30oC and in a non air-conditioned room at
35oC.
Diagram 1
Table 1 shows the reading of stopwatch for air bubble to move a distance of 10 cm at different
temperature
24

Temperature
o
C
Time taken for air bubble to move a distance of 10 cm (min)

First reading
Second reading
Average
Reading
20
39
41
40.0
25
28
32
30.0
25

Temperature
Suhu oC
Time taken for air bubble to move a distance of 10 cm (min)

First reading
Second reading
Average
Reading
30
20
20
20.0
11
10.0
35
No.
Questions
(a)
Record the time taken for the air bubbles to move a distance
of 10 cm and average reading in Table 1.
(b)
(i)
Marks
Student notes

1. When temperature is 20oC, the average time taken for
air bubble to move a distance of 10 cm is 40 minutes
2. When temperature is 35oC , the average time taken for
air bubble to move a distance of 10 cm is 10 minutes.
26

3. When temperature is 20oC ,the average time taken
for air bubble to move a distance of 10 cm is
longer than the average time taken when
temperature is 35oC
(ii) State the inferences which corresponds to the observations

in 1(b)(i).
(c)
1. (When temperature is low) , the amount of water lost

from the leaf is low(P1). So the rate of transpiration is
low (P2)
2. (When temperature is high) , the amount of water lost
from the leaf is high(p1). So the rate of transpiration is
high (P2)
3. When the temperature is higher/lower, the amount of
water lost from the leaf is higher/lower. So the rate of
transpiration is higher/lower when the temperature is
higher/lower
Variable
Manipulated Variable
Temperature
Place the
apparatus/potometer at
different temperature / 20 oC,
25 oC, 30 oC and 35 oC
Responding Variable
1.Rate of transpiration
1.Calculate and record the

rate of transpiration by using
formula : Distance / time
2. Time taken for air

bubble to move a
distance of 10 cm
2. Record the time taken for

air bubble to move a distance
of 10 cm by using stopwatch
Constant Variable
1.Type of plant
1.Use the same plant
2.Distance travelled by
air bubble
2.Fix the distance travelled by

air bubble at 10cm
27

(d)

Able to make a hypothesis based on the following aspects
P1 : MV- Temperature
P2 : RV rate of transpiration
H : Relationship (Higher. Higher)
Sample Answer:
1. The higher the temperature, the higher the rate of
transpiration//vice versa
(e)
(i)
Construct a table and record all the data collected in this

experiment.
Your table should have the following aspects:
- Temperature
- Average time taken for air bubbles to move a
distance of 10 cm .
Rate of transpiration
Rate of transpiration = Distance
Time
Able to construct a table based on the following aspects
1. Title with correct unit - 1 mark
2. Data
- 1 mark
3. Rate of transpiration - 1 mark
Sample Answer
Average time taken for air by
Temperature
air bubble to move a
Suhu oC
distance of 10 cm (min)
20
25
30
35
(e)
Rate of
transpiration
cm/min
40.0
30.0
20.0
10.0
0.25
0.33
0.5
1.0
(ii) Using the data in 1(e)(i), draw the graph of the rate of
transpiration against the temperature
Able to draw the graph correctly
Axes : Uniform scales on both horizontal and vertical axis
with correct unit 1 mark
Points : All points plotted correctly - 1 mark
Curve : smooth without touching the axes - 1 mark
28

(f)
Based on the graph in 1(e)(ii), explain the relationship

between the rate of transpiration and temperature.
Able to explain the relationship between the rate of
transpiration and temperature based on the following
aspects.
P1 State the relationship
P2 kinetic energy of water
P3 evaporation
Sample Answer
When the temperature increases, the rate of
transpiration increases. When the temperature
increases, kinetic energy of water molecules (in the leaf)
increases, causes the rate of evaporation increase.
(g)
(h)
Based on the result of this experiment, state the operational

definition for process of transpiration.
Able to define operationally the process of transpiration
based on the following aspects:
P1 water loss from plant at different places
P2 Air bubble in capillary tube move at 10 cm
P3 The rate of transpiration is influenced by temperature
Sample Answer
Transpiration is a process where water is lost from the
plant when it is placed at different temperature which
causes the air bubble in capillary tube move a distance
of 10 cm. The rate of transpiration is influenced by the
temperature.
If the surface of the leaves of a plant at temperature of 35 oC
are covered with vaselin, predict the time taken for air
bubble to move a distance of 10 cm. Explain your prediction.
Able to predict the outcome of the experiment based on the

following aspects
P1 : Correct prediction
P2 : Effect
P3 : Reason
Sample Answer
Time taken for air to move a distance of 10 cm is more
than 10 minutes. Rate of transpiration decreases
because vaselin covered the stomata/stomata closed
29

(i)
The following list is a factor that affecting transpiration.

Relative humidity
cuticle
Kelembapan relatif
kutikel
air movement
pergerakan angin
stomata
stomata
light intensity
keamatan cahaya
Classify the factors into two group in Table 3.

Environmental factor
Morphology factors
1. Relative humidity
1. Cuticle
2. Air movement
2. Stomata
3. Light intensity
Table 3
30
31
No.
1.
Questions
Diagram 2 shows three types of fruits.
Marks
Papaya
Orange
Water melon
[Betik]
[Oren]
[Tembikai]
Student notes
Diagram 2
[Rajah 2]
Plan a laboratory experiment to investigate the percentage of

vitamin C content in each fruit. DCPIP (dichlorophenolindophenol)
0.1% solution is used to test the presence of vitamin C in the fruit
juices.
You can use the common chemicals and science apparatus that
can be found in the laboratory. The planning of your experiment
must include the following aspects:
Problem statement
Hypothesis
Variables
Apparatus and materials
Procedures
How data is communicated
[17 marks]
Problem statement:
Able to state the problem statement of the experiment correctly
that included criteria:
Manipulated variable
Responding variable
Relation in question form and question mark (?)
Sample Answer
1. What is the percentage / concentration of vitamin C in
watermelon, orange and papaya?
2. Which fruit juice has the highest percentage /
concentration vitamin C?
3. Does the percentage/concentration of vitamin C in
watermelon, orange and papaya are same?
4. Does orange juice contain higher percentage /
concentration vitamin C than papaya and water melon?
Hypothesis:
Able to write a suitable hypothesis correctly base on the 3 criteria:
Manipulated variable
Responding variable
Relationship of the variables
Sample Answer
1. Orange juice has the highest percentage / concentration
of vitamin C compare to other fruits.
2. Watermelon has the lowest content of vitamin C than
orange juice and papaya juice.
Variables:
Able to identify all the three variables correctly
Sample Answer
Manipulated variable :
Responding variable :
Fixed variable
:
type of fruit juice

percentage of vitamin C
concentration of DCPIP / volume
of DCPIP / concentration of
ascorbic acid
Material and Apparatus:

Able to state material and apparatus:
Compulsory to use in : MV, RV and FV
Materials
(M)
Apparatus
(A)
1. DCPIP solution
2. 0.1 % Ascorbic Acid
3. Fruit juices / watermelon juice/orange
juice/papaya juice
:
1. Beakers
2. Measuring cylinder
3. Syringe with needle
4. Specimen tube with cap
Procedures:
Able to write five procedures P1. P2, P3, P4 and P5 correctly.
P1
P2
P3
P4
P5
:
:
:
:
:
Steps to set up the apparatus ( at least three P1)

Steps to handle the fixed variable ( one P2)
Steps to handle the manipulated variable (one P3)
Steps to record the responding variable (one P4)
Precautionary steps / steps taken to get accurate results /
readings (one P5)
1. Three specimen tubes are labeled as A1, A2 and A3.

2. Filled each specimen tubes with 1 ml of 0.1% DCPIP
solution
3. Use a syringe to take 10 ml of 0.1 % ascorbic acid

4. Place the syringe needle into the DCPIP solution and
release the ascorbic acid drop by drop into the DCPIP
solution in A1
5. Observe the change of DCPIP colour and stop releasing

the ascorbic acid when the DCPIP become colourless
6. Record the volume of ascorbic acid used to dicolourised

the DCPIP using syringe.
7. Repeat step 3 6 for A2 and A3 and calculate the average

volume.
8. Repeat the step 2 7 by using fruit juices to replace the

0.1 % ascorbic acid.
9. Do not shake the bottle to prevent from DCPIP is oxidized.

10. Record the volume of watermelon juice, papaya juice
and orange juice that discolourised the DCPIP in the
table and calculate the average volume
11. Calculate the percentage/concentration of vitamin C in
each of the fruit juice using the formula below:
Percentage of vitamin C = volume of 0.1% ascorbic acid X 0.1 %
in fruit juice
volume of fruit juice
Concentration of vit. C = volume of 0.1% ascorbic acid X 1.0mgcm
in fruit juice
volume of fruit juice
-1
Results:
Able to draw a complete table to record the relevant data base on
the 3 criteria:
Type of juices
Juice volume (ml //cm3)
Percentage of ascorbic acid in juices (%)
Sample Answer
Type of juices
Volume of Juice
to decolourise 1
ml DCPIP
(cm3)
Percentage of
ascorbic acid injuices
(%) // Concentration of
vitamin C in juice
(mg/cm3)
0.1 %
Ascorbic
Acid
Papaya juice
Orange juice
Watermelon
juice
No.
2.
Questions
Marks
A group of students did a study on the function of enzymes as an
organic catalyst that can regulate and increase the rate biochemical
reactions in the cell. Enzymes are very sensitive to a change in
temperature and functions efficiently at an optimum temperature.
Design an experiment to study the effect of different temperatures
on the activity of salivary amylase on starch.
Student notes
The planning of your experiment must include the following

aspects:
Statement of identified problem

Hypothesis
Statement of variables
List of materials and apparatus
Experimental procedure
Presentation of data
[17 marks]
Sample Answer:
Problem Statement:
What is the effect of different temperatures on the activity of
salivary amylase on starch?
Variables:
Manipulated variables: Temperature.
Responding variables: Rate of reaction.
Controlled variable:
pH /enzyme concentration/ substrate
concentration.
Hypothesis:
The rate of reaction of salivary amylase on starch increases
when the temperature increase until it reaches the optimum
temperature.
Apparatus:
Test tube, a dropper, a stopwatch, beakers, a thermometer, a
white tile, a Bunsen burner, a tripod stand, test-tube rack, a
wire gauze.
Material:
1 % starch solution, salivary amylase solution, ice cubes,
distilled water, iodine test solution.
Procedure:
1. Collect 5 ml of saliva and dilute it with 5 ml of distilled water
and labeled test tube X.
2. Put 1 ml saliva in each test tube labeled P, Q, R, S and T.
3. Pour 5 ml of 1 % starch solution into each test tube labeled
P, Q, R, S and T. .
4. Immerse test tube P and X, in water bath where the
temperature is fixed at 5C and leaves it for 10 minutes to
maintain the temperature.
5. Prepare a piece of white tile and drop iodine solution on it.
6. After 5 minutes pour 2ml of saliva from test tube X to the
starch solution in test tube P. Start the stop watch.
7. Take out the mixture and drop into iodine solution on white
tile.
8. Repeat the iodine test for the mixture from test tube P at
intervals of 1 minute using stopwatch.
9. Record the time taken for the mixture from P to change in
colour of iodine solution until it does not change.
10. Repeat steps 4 to 8 for test tubes Q, R, S and T with water
temperatures fixed at 28C, 37C, 45C and 60C respectively.
11. The results are recorded in a table.
Presentation of data:
Test tube
Temperature(C)
28
37
45
60
Time taken for the

iodine to change from
yellowish brown to blue
black (minute)
Rate of reaction
(1/minute)
No.
Questions
3.
Human needs energy to maintain the body temperature at 37C
Marks Student notes
and to carry out daily activities.

The energy is gain from oxidation of food in body cell respiration.
Energy value is measured in Joule per gram unit.
Base on the information; design a laboratory experiment to
investigate the energy value in three types of food samples.
Your experimental design should include:
Problem statement
Variables
Hypothesis
Material and apparatus
Procedures
[17 marks]
Problem statement:
Which of the food samples contains higher energy value?
Variables:
Manipulated: type of foods
Responding: energy value// final water temperature.
Control
: volume of water.
Statement of hypothesis:
Cashew nut has highest energy value compare to peanut and
dried bread
List of materials:
Dried bread, peanut, cashew nut // any suitable foods, distilled
water, plasticine.
List of apparatus:
Boiling tube, pin, matches, Bunsen burner, electronic balance,
retort stand and thermometer.
Experimental procedure:
1. Weight bread, peanut and cashew nut by electronic

balance and record.
2. Fill in boiling tube with 20ml of distilled water and clamp to
a retort stand.
3. Record the initial temperature of distilled water
4. Use pin to hold the food

5. Burn the food and place it under the boiling tube
6. Place the windshield to prevent heat lost to the
surrounding
7. Record the final temperature of distilled water by
thermometer.
8. Repeat the experiment by using different type of food//
cashew nut, bread.
9. All data is tabulated.
Type of
food
Mass of
food
(g)
Initial
temperature
0
( C)
Final
temperature
0
( C)
Energy value
(Joule/g)
Bread
Peanut
Cashew
nut
No.
4.
Questions
The activity of microorganisms is affected by abiotic
component in habitat.
Marks
Student notes
Based on the above statement, plan an experiment to study the

effect of light intensity on the activity of yeast.
The planning of your experiment must include the following aspect:
Problem statement
Hypothesis
Variables
List of apparatus and material
Experimental procedure or method
[17 marks]
Sample Answer:
Problem statement:
Does the light intensity affect the activity of yeast?
What is the effect of light intensity on the activity of yeast?
Hypothesis:
The higher the light intensity, the lower the activity of yeast.
Variables:
1. Manipulated : light intensity

2. Responding : Height of coloured liquid in manometer
3. Constant : Volume of yeast suspension/ temperature.
Apparatus and material:
*Yeast suspension, glucose solution, distilled water //
coloured liquid (manometer)
Boiling tube, test tube, glass tube, clip, retort stand, rubber
stopper, (manometer tube), *lamp , rubber tubing.
Procedure:
1. Set-up an apparatus as shown in the diagram.

2. The boiling tube is filled with 1 ml yeast suspension and 5
ml glucose solution.
3. The boiling tube is allowed to stand in water bath at room

temperature.
4. A light source is set up. Place the apparatus 50 cm from

the light source.
5. After 10 minutes, observe the height of coloured liquid in

manometer.
6. Record the height of coloured liquid in table provided.

7.
Repeat an experiment with different distance that are 40,

30cm, 20 cm and 10 cm.
8.
Make sure that all the connection of apparatus is tied

tightly.
Data:
Distance from light
sources
(cm)
10
20
30
40
50
No.
5.
Height of coloured liquid

(cm)
Questions
During vigorous exercise such as running, more sweat but less
urine is produced by an individual.
Marks
Student notes
Design an experiment to study the effect of time of vigorous

exercise on the volume of urine produce by a group of students.
They are given the same amount of water to drink before the
exercise.
Your plan must include the following aspects:
Problem statement
Statement of hypothesis
Variables
List Material and Apparatus
Experimental Procedure
How data communicated
[17 marks]
Problem statement:
Does time of vigorous exercise affect the volume of urine
produce?
Variables:
Manipulated: Time of vigorous exercise.
Responding: Volume of urine produced.
Control
: volume of drinking water
The volume of urine produce decreases when the time of
vigorous exercise increases.
List of materials:
(5) students, drinking water
List of apparatus:
Stopwatch, measuring cylinder, beaker, cup.
1. 5 boys at same age, gender and same body weight are

selected.
2. They are
asking to empty their bladder before
the experiment.
3. They are given 1 litre of drinking water to drink.
4. Each of the boy is asked to do exercise as follow:
Boy A no exercise is done
Boy B run on the spot for 5 minutes
Boy C run on the spot for 10 minutes
Boy D run on the spot for 15 minutes
Boy E run on the spot for 20 minutes
5. After the exercise they were asked to rest for a while,

and then the urine produce are collected, measured and
record by using measuring cylinder.
6. The data collected are recorded in a table.
Data is presented in a table with the right units for
- Time of exercise
- Volume of urine produced
Time of exercise (minutes)
Volume of urine produced

(ml)
0
5
10
15
20
No.
6.
Questions
The rate of photosynthesis is influenced by different environment
factors.
Marks
Student notes
Base on the above situation; plan a laboratory experiment to

determine the effect of light intensity on the rate of photosynthesis.
aspects:
Statement of identified problem

Variables
Statement of hypothesis
List of materials and apparatus
Experimental procedure
[17 marks]
10
Problem statement:
1. Does light intensity affect the rate of photosynthesis?
2. What is the effect of different light intensity on the rate of
photosynthesis?
Variables:
Manipulated: light intensity/distance of Hydrilla sp. to sources
of light.
Responding: Number of gas bubbles that are release in 1
minute/ rate of photosynthesis.
Control
: Concentration of carbon dioxide/temperature of
water.
The rate of photosynthesis increase when the light intensity is
increase.
List of materials:
Hydrilla plant, 0.3 % sodium hydrogen bicarbonate,
plasticine,
List of apparatus:
60 W electric bulb, 500 ml beaker, a glass funnel, test tube,
stop watch, razor blade, thermometer, meter ruler
1. The apparatus setup as diagram above.
2. The temperature of water in beaker is maintained at 28oC.
3. A few strands of Hydrilla sp. is chosen and the stem end is
cut obliquely with a sharp razor blade under water to avoid
bubbles in the xylem.
4. The strands of Hydrilla sp. S is placed inside a glass filter
funnel.
5. The funnel is placed upside down in a 500 ml beaker.
6. The beaker is filled with 400 ml of 0.3 % sodium
bicarbonate.
7. The beaker is placed at a distance of 50 cm from the 60 W
bulb as a light source.
8. The number of gas bubbles released in one minute are
counted and recorded in a table. This step is repeated
twice.
9. Step 7 is repeated by placing the apparatus at distance 40
cm, 30 cm, 20 cm and 10 cm from the light sources.
10. The results are recorded in a table.
11. The graph of the rate of photosynthesis against the light
source is plotted.
Data is presented in a table with the right units for
- Distance of light sources.
- Number of gas bubbles.
- The rate of photosynthesis (number of bubbles/time)
11
Distance of light
source (cm)
Number of gas
bubbles
The rate of
photosynthesis
(number of
bubbles/time)
50
40
30
20
10
No.
7.
Questions
Rats can be found in urban and rural area. The population size of
rats in these places is different.
Marks
Student notes
Based on the above statement, plan experiment to estimate the

number of rats in urban and rural area.
aspects:
Problem statement
Hypothesis
Variables
List of apparatus and material
[17 marks]
Sample Answer:
Problem statement:
What is the population size of rats in urban and rural area?
Hypothesis:
The population size of rat in urban area is higher than in rural
area.
Variables:
Manipulated:
area
Responding:
size of population
Fix:
type of organism
Apparatus & material:

Rat, cage trap , paint
12
Procedure:
1. Habitat of rat in urban area is selected. The area is fixed as
a research area.
2. Place 10 cage traps at strategic area.

3. A number of rats are caught (assume as X number).
4. The backs of rats are marked with white paint.
5. Make sure that the marked is small / permanent.
6. Release all the rats in 1st capture to their habitat / original
place.
7. After 3-7 days, a second capture is carried out at random in

the same habitat to the 1st capture.
(A second capture is assumed as Y number).
8. The number that is marked is counted (assume as Z

number)
9.
The size of population is calculated by using the formula

below:
Number of 1st capture x Number of 2nd capture
Number of marked in second capture
10. The experiment is repeated in rural area.

Data:
Area
Number of rats in 1st capture
Number of rat in 2nd capture
Number of marked rat in the
second capture
No.
8.
Urban
Rural
Questions
Transpiration is the lost of water vapour from plants, especially from
the leaves. Transpiration occurs 90 % through the stomata. The
amount of water lost depends on its size, surrounding light intensity,
temperature, humidity and air movement.
Marks
Student notes
13
Base on the information; design an experiment to be conducted in

the laboratory to investigate the effect of number of leaves on the
rate of transpiration in hibiscus plant.
aspects:
Problem statement
Hypothesis
Variables
Apparatus and materials
Procedures
How data is communicated
[17 marks]
Problem Statement:
1. What is the relationship between the number of leaves

and the rate of transpiration in hibiscus plant?
Hypothesis:
1. As the number of leaves increase the rate of transpiration

is increase.
2. The higher the number of leaves the higher the rate of

transpiration
Variables:
Manipulated variable :
Responding variable :
Fixed variable
number of leaves
distance travelled by air bubble //
the rate of transpiration
hibiscus / type of plant // light
intensity // surrounding temperature
14

Materials
(M)
Apparatus
(A)
1. Hibiscus shoot/plant
2. Water
3. Vaseline
:
1. Ruler
2. Capillary tube + rubber tubing // potometer
3. Stopwatch
4. Beakers
5. Basin
6. Sharp knife / cutter
7. String / marker
8. Tissue paper
Procedure:
1. Obtain a hibiscus shoot and immediately immerse in the
water
2. By using the sharp knife, cut 4 cm of the hibiscus stem
under water.
3. Fill in the capillary tube with attached rubber tubing /
photometer with water.
4. Fix the stem of the hibiscus shoot into the rubber tubing /
photometer.
5. Make sure no air bubble trapped.
6. Immerse the capillary tube / photometer in a beaker of
water.
7. Count the number of leaves to 5 leaves.
Wipe dry the leaves with tissue paper.
8. Leave the setup for 5 minutes for the plant to adapt with
the environment
9. Lift the capillary tube from the water to trap a column of
air bubble // trap an air bubble in the capillary tube.
10. Tie a string on the capillary tube to mark the initial
position of the air bubble.
11. Start the stopwatch
12. After 5 minute tie another string to mark final position of
the air bubble.
13. Repeat step 12 to get another reading.
14. Measure both distances by using a ruler.
Calculate the average distance travelled by the air bubble
in 5 minute.
Record in a table.
15. By using the same plant, Repeat steps 7 to 13 by
removing 1-2 leave each time.
16. Calculate the rate of transpiration:
Rate of transpiration
= distance traveledl by air bubble (cm)

Time taken (minutes)
15
Data:
Number
of leaves
Distance travelled by air

bubble in 5 minutes (cm)
Rate of
transpiration
(cm minutes-1)
Average
5
3
1
No.
9.
Questions
Competition is an interaction between organisms which live together
in a habitat and compete for the same resources that are in limited
supply. The competition between individuals of the same species is
called an intraspecific competition.
Marks
Student notes
A farmer doesnt realized his mango trees do not produced high

quantity of mangoes because the mango trees are planted too close
to each other.
Based on the above information and situation, design a laboratory
experiment to show to the farmer on how the distance between the
plants can affects the growth rate of a named plant.
The planning of your experiment must include the following aspects:
Problem statement
Hypothesis
Variables
List of apparatus and materials
Experimental procedures
[17 markah]
Problem statement:
What is / Does the distance of seedlings affects the growth rate
of maize plants?
16
Hypothesis:
1. The longer/shorter the distance of seedlings,
the higher/lower the growth rate of plants
2. The longer/shorter the distance of seedlings,
the higher/lower the heights of seedlings
3. The longer / shorter the distance of seedlings
the heavier / lighter the mass of seedlings
4. The longer /shorter the distance of seedlings, the more /
lesser number of leaves.
Variables:
P1- manipulated variable: Distance of seedlings
P2-responding variable:
The growth rate of plants (maize /paddy / any suitable
plants) / the height of seedlings / mass of seedlings/
numbers of leaves
P3-fix variable:
Type of seedlings / types of soil/ amount of water/ light
intensity / time taken
Procedures:
1- Three planting trays are prepared and filled with 3 kg
of garden soil in each tray.
2- The trays are labeled as A, B and C with waterproof paint .
3- 30 numbers of maize seeds are planted in tray A at a
distance of 10 cm intervals, 30 numbers of maize
seeds in tray B at a distance of 5 cm intervals and 30
numbers of maize seeds in tray C at a distance of 2
cm intervals as shown below (not in correct scale).
2cm
-10cm-
-10cm-
-5cm-
4- Each tray is watered daily with the same amount of water for
10 days
5- After 10 days, 10 maize seedlings are picked randomly from
tray A and the root of seedlings
17
are washed under running water

6- The height of maize seedlings are then measured by
using metre rule. The average height are calculated
by using formula = the total height of seedlings/cm
10
The growth rate is calculated by using formula
= the average height of seedlings/cm
time taken / day
7-
Step 5-6 are repeated for seedlings from tray B and C.

The average height and the growth rate of seedlings in
tray B and C are measured and calculated separately.
8- The result are recorded in a table.

MATERIALS (M):
Maize seeds/ Paddy seeds /any suitable seeds
Water
Garden soil
APPARATUS (A):
Metre rule
Tray / Basin / Container
Waterproof paint /marker pen
Spade
* Beam / electronic / compression balance
* Oven
} mass of
seedlings
Data:
The height of seedlings / cm
The distance
of seedlings/
cm(Tray)
1 2
10
Average
heights of
seedlings/
cm
The growth
rate of plants
cm/day
10(A)
5(B)
2(C)
No.
Questions
10.
Villages P, Q and R are situated along the Galas River as in Diagram

10.1. The village folks depend heavily on the river to earn a living. The
river provides them with transport, water for cooking, drinking, washing,
etc. They also catch fish from the river.
Marks
Student
notes
Lately the three villages folks are complaining about the lower catch
18
from the river. They attribute this problem to a rubber factory built two
years ago at the upstream of the river. Village P, Q and R are 10km,
20km and 30km away from the rubber factory respectively.
Village R
Village Q
Village P
Rubber
factory
Diagram 10.1
As an Environment Department officer, you are sent to the site to make
a thorough investigation into the matter. Your task is to investigate the
effect of the distance of the rubber factory and the villages on the
levels of water pollution.
Your investigation must include the following aspect:
o
o
o
o
o
o
Problem statement
Hypothesis
Variables
List of apparatus and materials
[17 marks]
Problem Statement:
1. What is the effect of (different) distance between the rubber

factory and the village on the level of water pollution?
2. Does the (different) distance between the rubber factory and

the village affect the level of water pollution?
Hypothesis:
The longer /further the distance between the rubber factory and
the villages (P1), the lower the level of (river) water pollution. (vice
versa)
Variables:
Manipulated : The distance between the rubber factory and the
19
villages.
Responding : The level of water pollution // The time taken for the
methylene blue solution to be decolourised.
Fixed:
volume of water
Materials:
Water samples, methylene blue solution.
Apparatus:
Reagent bottle, stop-watch, syringe, cupboard
Procedure:
1.
One water sample is taken from the river near the villages P,
Q and R using dark bottles.
2. Using a measuring cylinder, 100ml of water sample from

village P is transferred into the reagent bottle P.
3. Using a syringe, 1ml of 1% methylene blue solution is slowly

injected, drop by drop into the water sample P.
4.
5.
6.
7.
8.
The tip of the syringe is used to stir the solution slowly.

The bottle is capped and placed in a cupboard.
Do not shake the reagent bottle.
The stop watch / clock is started.
The time taken for the methylene blue to decolourised is
taken (using stopwatch) and recorded down.
9. Steps 3 to 11 are repeated, replacing the water sample from

village P with that of villages Q and R.
Data:
Water
sample
Time taken for methylene

blue solution to turn
colourless /decolourise (min)
The level of
water
pollution
P
Q
R
20

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PERFECT SCORE BIOLOGY 2011

BAHAGIAN SEKOLAH BERASRAMA PENUH DAN

PERFECT SCORE BIOLOGY 2011

Diagram 1.1 shows a somatic cell of an insect undergoing meiosis.

Label Q, R and S in Diagram 1.1.

In the space below draw chromosome behaviour during metaphase I

PERFECT SCORE BIOLOGY 2011

Explain how the process X involves in producing variation in organisms.

P2 - resulting a new genetic combination.

It is also producing the exchange of genetic material between

Diagram 1.2 shows the formation of an ovum.

Primary oocyte (2n)

Second polar body

What are process M and N?

Describe the process that occurs if a sperm present at process N.

PERFECT SCORE BIOLOGY 2011

Name process X at the villus.

Explain ONE adaptation of the villus for the process in (a)(i).

F: Has network of blood capillary

E : transport nutrient to body tissue

PERFECT SCORE BIOLOGY 2011

Explain what happens to the excessive amino acids in the liver?

P2 : process is called deamination

L3 : is used as energy reserve in the body

A1: Amino acids are used in protein synthesis

PERFECT SCORE BIOLOGY 2011

P2 : Excess glucose cannot be converted to glycogen

Diagram 3 shows the structure of respiratory system in human.

Based on Diagram 3, explain one adaptation of alveolus for efficient

F3 : large surface area // numerous number of alveoli

PERFECT SCORE BIOLOGY 2011

Any F with correspond P

On Diagram 3, draw labeled arrow (

Carbon dioxide diffusion = arrow from blood capillary to alveolus

Explain why the diffusion of oxygen occur at the alveolus.

A hard mass of food passing down the oesophagus might indirectly

P : cartilage keep the trachea open// prevent from collapse

PERFECT SCORE BIOLOGY 2011

Diagram 4.1 shows a cross section of a leaf.

On Diagram 4.1 label the structures P and Q.

Explain the stage of cell organization of the leaf .

E: made up of ground tissue, epidermal tissue, mesophyll tissue

P1: Q / Phloem tissue composed of sieved tubes

P3:which allow substances to pass from one cell to another.

Name the process occurs in (b)(i).

PERFECT SCORE BIOLOGY 2011

S: Sieve tube cell

On Diagram 4.2 label the structures R and S.

R plays an important role in helping S in the plant transportation.

P3:hence dissolve organic substances/sucrose/ cannot be

PERFECT SCORE BIOLOGY 2011

P2: owing to a lack of organic substances in the parts below the

Diagram 5 shows three types of neurones in the human body.

Name neurone P and neurone Q.

Explain how the transmission of nerve impulse across the X.

P4 - The neurotransmitter diffuses across the synapse / X

PERFECT SCORE BIOLOGY 2011

P3 (The nerve impulses) are then transmitted from neurone Q to

Based on the above statement describe how endocrine system is

P4 - more energy is produced to contraction and relaxation of

PERFECT SCORE BIOLOGY 2011

Diagram 6 .1 shows a part of human brain, kidney and a nephron which