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Perfect Modul SBP Biology 2014 Skema PDF
Perfect Modul SBP Biology 2014 Skema PDF
2014
SECTION A
[60 marks]
Answer all the questions
Jawab semua soalan dalam bahagian ini
X: nucleus
Y: centriole
Diagram 1.1
Rajah 1.1
(a) On Diagram 1.1, label X and Y.
Pada Rajah 1.1, labelkan X dan Y
[1marks]
(b) Explain one characteristic of Y related to cell division.
Terangkan satu ciri Y berkaitan dengan pembahagian sel
Sample answer:
2014
(d) Diagram 1.2 below shows stage of cell division in somatic cell of human.
In the box given, draw another two stage in that cell division.
Rajah 1.2 di bawah menunjukkan peringkat pembahagian sel dalam sel soma
manusia. Dalam kotak yang diberi, lukis dua peringkat dalam pembahagian tersebut
(a)
(b)
[2marks]
(d)
(c)
Diagram 1.2
Rajah 1.2
2014
(e) If spindle fibre is not form in Diagram 1.2 (d), explain the effect on the number of
chromosome in the daughter cell.
Jika gentian gelendong tidak terbentuk dalam Rajah 1.2 (d), terangkan kesan keatas
bilangan kromosom dalam sel anak
Sample answer:
(f) Explain how the cell division above can be used to increase in a short time the
number of given example of the plant in the farm.
Terangkan bagaimanakah pembahagian sel di atas dapat digunakan untuk
meningkatkan bilangan dalam masa yang singkat tumbuhan yang dinamakan dalam
ladang.
Sample answer:
2.(a)
2014
Diagram 2.1 shows the shape of red blood cells after being immersed for 30 minutes
in three solutions with different concentration.
Rajah 2.1 menunjukkan bentuk sel darah merah selepas direndam selama 30 minit
dalam tiga larutan yang berbeza kepekatannya.
(i) State the condition of the red blood cells after being immersed in
Nyatakan keadaan sel darah merah selepas direndam di dalam
Sample answer:
2014
(ii) Name the type of solution R in which the red blood cells are immersed.
Namakan jenis larutan R yang mana sel darah merah direndam.
Sample answer:
Sample answer:
(b)
Food such as mushrooms, fruits, vegetables and fish can be preserved longer
by using natural preservatives such as salt, sugar and vinegar.
Makanan seperti cendawan, buah-buahan, sayur-sayuran dan ikan boleh
diawet untuk tahan lama menggunakan bahan-bahan pengawet semulajadi
seperti garam,gula dan cuka .
Based on the statement, explain why vinegar is suitable to be used as the natural
preservative for the preservation of garlic.
Berdasarkan pernyataan di atas ,terangkan mengapa cuka adalah sesuai digunakan
sebagai pengawet semulajadi untuk bawang putih.
Sample answer:
2014
(c) Diagram 2.2 shows the condition of herbaceous plant due to water shortage in soil.
Rajah 2.2 menunjukkan keadaan pokok herba disebabkan oleh kekurangan air
dalam tanah.
Sample answer:
[3 marks]
2014
4. Diagram 4.1 shows the process of phagocytosis as second line of defence to destroy
the bacteria
Rajah 4.1 menunjukkan proses fagositosis sebagai barisan pertahanan kedua untuk
memusnahkan bakteria.
Stage 1
Peringkat 1
Stage 2
Peringkat 2
Stage 4
Peringkat 4
Stage 3
Peringkat 3
Diagram 4.1/ Rajah 4.1
(a) (i)
(ii)
(b)
2014
(d)
Answer:
Artificial active immunity
[1 mark]
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(ii) Name the second injection and why the person should take second injection?
Namakan suntikan kedua dan mengapa individu ini perlu mengambil suntikan
kedua?
Sample answer:
N: booster dose // an additional administration of a vaccine
E: to stimulate lymphocyte produce more antibody until achieve immunity
level.
[2 mark]
(f) The above immunity is example of third line of defence. What make it different to the
second line of defence?
Sample answer:
P1: Third line of defence specific response to pathogen infection but
second line of defence non-specific response/generalized responses
to pathogen infection
2014
5. Diagram 5.1 shows the stages of the ovarian cycle in human ovary
Diagram 5.2 shows the thickness of the endometrium of uterus before the fertilisation in
the second menstrual cycle.
Rajah 5.1 menunjukkan peringkat kitaran ovary dalam ovary manusia.
Rajah 5.2 menunjukkan ketebalan endometrium dalam uterus sebelum berlaku
persenyawaan dalam kitarhaid yang kedua.
Secondary
follicle
Secondary
oocyte
X
P
Q
Diagram 5.1
Diagram 5.2
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a) (i) Describe the change in the structure of follicle P into a secondary follicle.
Terangkan perubahan struktur folikel P dalam pembentukan folikel sekunder.
[2 marks]
Sample answer:
P1 : FSH concentration increases // is released (by the pituitary gland).
P2 : Stimulates the development of follicle cells. (1m)
P3 : Primary follicle developed into secondary / Graafian follicle // Primary
oocyte developed into secondary oocyte
(ii) Relate the change in (a)(i)to the thickness of the endometrium
Hubungkan perubahan dalam (a) (i) dengan ketebalan endometrium
[1 mark]
Sample answer:
P1 : The thickness of the endometrial wall increases
c) Explain the effect of the change of structure Q to the thickness of the endometrium.
Terangkan kesan perubahan struktur Q keatas ketebalan dinding endometrium.
[2 marks]
Sample answer:
P1 : The thickness of the endometrial wall / uterine lining decreases.
P2 : The level of progesterone decreases.
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[1 mark]
Answer:
e) (i) State the changes in the thickness of the endometrium after point Y relating to the
secretion of hormones secreted by the ovary.
Terangkan hubungan perubahan ketebalan endometrium selepas titik Y dengan
perembesan hormon oleh ovari.
[1 mark]
Sample answer:
P1 : The thickness of the endometrial wall increases / is maintained.
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SECTION B
[40 marks]
Answer any two questions from this section
Jawab mana-mana duasoalandaripadabahagianini
6. Diagram 6.1 shows the growth and development process at the shoot tip.
Rajah 6.1 menunjukkan proses pertumbuhan dan perkembangan pada hujung pucuk.
Diagram 6.1
Cell division
P1: Cell division take place by mitosis
P2: Each cell divides to become two cells which are identical to the parent cell
P3: This process repeats itself until a mass of cells consisting of many
identical cells are formed
BIOLOGY 4551 | MODUL PERFECT SCORE SBP
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Cell elongation
P4: Cell elongation cause by intake of water and nutrient into the cell from the
environment
P5: Water accumulates in the vacuoles of plant cells to form large central
vacuole, causing the primary wall to stretch
P6: The nutrients are used in the building up of the protoplasm// more
organelles leading to an increase in the cell size and volume
Cell differentiation
P7: Cells begin to differ from each other to form groups of specialised cells
P8: to perform new and specialised functions // Example: cell differentiation in
the epidermis of roots to form root hair to enable the cell to have a large
total surface area for absorption of water from the soil
P9: Cells differentiation causing the changes of shape and complexity of
organism
P1: During this time the stem and roots of plant increase in length. This allows
a plant to achieve its maximum height
P2: Its bring about the formation of primary xylem that helps in the transport of
water and mineral
P3: Its bring about the formation of primary phloem that helps in the transports
organic substances
P4: Its provides support because the walls of xylem tissue are thickened with
lignin
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c) Diagram 6.2 shown the tropism respond at shoot tip and root tip.
Rajah 6.2 menunjukkan gerakbalas tropisme pada hujung pucuk dan hujung akar.
Diagram 6.2
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Diagram 7.1
Rajah 7.1
[4marks]
Sample answer:
F: Commensalism
E1:relationship between two species that benefits one species/ commensal but
neither benefits nor harms the other species/ host
E2: fern has a sponge-like root mass that soaks up rain water and absorbs
nutrients released from the decaying litter.
E3: fern leaves has mesophyll cell contain chloroplast do photosynthesis
(b) Diagram 7.2 shows mechanism of photosynthesis in plant. Explain why the product
from light reaction need for dark reaction.
Rajah 7.2 menunjukkan mekanisma fotosintesis dalam tumbuhan.Terangkan
Mengapa produk dari tindakbalas cahaya diperlukan untuk tindakbalas gelap.
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Diagram 7.2
2014
[6marks]
Rajah 7.2
Sample answer:
F:
E1:
E2:
E3:
E4:
E5:
E6:
The hydroxyl groups then combine to form water and gaseous oxygen
E7:
E8:
E9:
E10:
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Diagram 7.3
Rajah 7.3
(i) Discuss the effect of air pollution may occur in the town.
Bincangkan kesan pencemaran udaya yang mungkin berlaku dalam bandar.
[6 marks]
Sample answer:
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2014
(ii) If you are an environmental activist, suggest how you would explain to the
government about the measures needed to overcome the type of pollution.
Jika anda seorang aktivis alam sekitar, cadangkan bagaimana anda akan
menjelaskan kepada kerajaan mengenai langkah-langkah yang diperlukan untuk
mengatasi jenis pencemaran.
[4 marks]
Sample answer:
Neurone P
Neurone Q
Neurone R
Neuron P
Neuron Q
Neuron R
Diagram 8.1
Rajah 8.1
Name types of neurone P, Q and R and state two differences between the structure
of neurone P and neurone Q
Namakan jenis neuron P, Q dan R dan nyatakan dua perbezaan di antara struktur
bagi neuron P dan neuron Q
[4 marks]
BIOLOGY 4551 | MODUL PERFECT SCORE SBP
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Sample answer:
Neurone P is afferent neurone
Neurone Q is efferent neurone
Neurone R isinterneurone
3 = 2 marks
2 = 1 marks
Neurone P
Neurone Q
(b) Diagram 8.2 shows the transmission of a nerve impulse from neurone P to neurone
R.
Rajah 8.2 menunjukkan pemindahan impuls saraf dari neuron P ke neuron R.
Diagram 8.2
Rajah 8.2
Explain the transmission of a nerve impulse from neurone P to neurone R
Terangkan pemindahan impuls saraf dari neuron P ke neuron R
[6 marks]
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2014
Sample answer:
P1: when impulse reaches the synaptic knob / terminal / terminal axon /
presynaptic membrane
P2: it stimulates the synaptic vesicles
P3: to release neurotransmitter
P4: mitochondrion (in the synaptic terminal) produces energy / ATP
P5: for active transport / transmission of the impulse
P6: (neurotransmitter) diffuse across / into synaptic cleft / synapse to the next
dendrite / neurone R / postsynaptic membrane
P7: transmission of impulse from neurone P to neurone R is in the form of
chemicals
Diagram 8.3a
Rajah 8.3a
Diagram 8.3b
Rajah 8.3b
[10 mark]
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2014
Sample answer:
Pathway of transmission of information from receptors to effectors for
voluntary action
efector
receptor
Similarities
S1:
E1:
S2:
E2:
S3:
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E3:
2014
Differences
D1:
E1:
D2:
E2:
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9. (a) Diagram 9.1 and 9.2 shows the histogram about distribution of genetic variation in
human.
Rajah 9.1 dan 9.2 menunjukkan histogram mengenai taburan variasi genetik dalam
manusia.
Diagram 9.1
Diagram 9.2
(i) With a suitable example, explain the differences of two kinds of variation.
Dengan menggunakan contoh yang sesuai, terangkan perbezaan di antara keduadua variasi tersebut.
[7 marks]
Sample answer:
Example of continuous variation: Height or weight
Example of discontinuous variation: ABO blood group
Differences:
Continuous variation
Graf distribution shows a normal
distribution
The characters are quantitative /
can be measured and graded (from
one extreme to the other)
Exhibits a spectrum of phenotypes
with intermediate character
Influenced by environmental
factors
Two or more genes control the
same character
The phenotype is usually
controlled by many pair of alleles
Discontinuous variation
Graf distribution shows a discrete
distribution
The characters are qualitative /
cannot be measured and graded
(from one extreme to the other)
Exhibits a few distinctive phenotypes
with no intermediate character
Is not Influenced by environmental
factors
A single genes determines the
differences in the traits of the
character
The phenotype is controlled by a pair
of alleles
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(b) Diagram 9.3a, 9.3b and 9.3c shows the genetic factors that affected on the variation
of organism.
Rajah 9.3a, 9.3b dan 9.3c menunjukkan faktor-faktor genetik yang member kesan
ke atas variasi pada organisma.
Combination 1
Combination 2
Combination 3
Combination 4
Gabungan 1
Gabungan2
Gabungan3
Gabungan4
Diagram 9.3a
Diagram 9.3b
Diagram 9.3c
Explain how these factors in the diagram above will cause the variation among the
organism.
Terangkan bagaimana faktor-faktor dalam rajah di atas akan menyebabkan variasi
dikalangan organisma.
[10 marks]
Sample answer:
F1: meiosis
P1: produce varies gamete with different genetic content
P2: through homologous chromosomes random assortment during metaphase
I
BIOLOGY 4551 | MODUL PERFECT SCORE SBP
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F3: Fertilization
P6: random fertilization between sperm and ovum
P7: produce zygote with varies genetic material
End
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2014
SECTION A
[60 marks]
Answer all questions in this section.
Jawab semua soalan di bahagian ini
Note
Catatan
1.
Diagram 1
Rajah 1
(a)
(i)
[2 marks]
Explain how the organelle K and organelle L are interrelated in their
function
Terangkan bagaimana organel K dan organel L adalah saling berkaitan dari
segi fungsi mereka.
P1 : Rough endoplasmic reticulum /K transports protein synthesized
in the ribosomes
P2 : then forms a transport vesicle which carries the protein to Golgi
body / L
P3 : Golgi body processes, modifies the protein into a functional one /
2014
[2 marks]
(b)
(i)
(ii)
Drawing = 1 mark
2 correct labels = 1 mark
DNA strand
comprises phosphate and pentose sugar
(c)
(i)
[2 marks]
Based on the diagram, describe the synthesis of a specific pancreatic
hormone in the cell.
Berdasarkan gambarajah itu, huraikan bagaimana suatu hormon tertentu
disintesiskan dalam sel itu
The synthesis of hormone in the pancreas cell:
P1 : The genetic information for the synthesis of the protein/ hormone
(eg. Insulin contained in the DNA) is copied to RNA / messenger
RNA
P2: (RNA) carries the information to ribosome
P3: (Ribosome) synthesize the protein and
2014
[3 marks]
(ii)
2.
2014
Diagram 2.1
Rajah 2.1
(a)
Anaerobic respiration
Process S/ Proses S :
Aerobic respiration
[2 marks]
(b)
(c)
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(d)
Diagram 2.2(a) shows fish respiratory structure and Diagram 2.2(b) shows
human respiratory structure.
Rajah 2.2(a) menunjukkan struktur respirasi ikan dan Rajah 2.2(b)
menunjukkan struktur respirasi manusia.
Diagram 2.2(a)
Rajah 2.2(a)
(i)
Diagram 2.2(b)
Rajah 2.2(b)
What is X?
Apakah X?
Answer : Gills
[1 mark]
(ii)
2014
3.
2014
Diagram 3.1 shows the sequence of hydrolysis of starch to molecules P and molecule Q
by enzymes.
Rajah 3.1 menunjukkan urutan hidrolisis kanji kepada molekul P dan molekul Q oleh enzim.
Enzyme
Enzim
+ water
air
Starch
Kanji
Enzyme
Enzim
Molecule P
Molekul P
+ water
air
Molecule Q
Molekul Q
Diagram 3
Rajah 3
(a)
(i)
Name of molecule
involved in hydrolysis
Molekul
Nama molekul
Maltose
Amylase
Glucose
Maltase
Based on your biological knowledge, explain the effect of consuming food that
2014
Table 3.2 shows the energy value and nutrient content in a few types of food taken by
student.
Jadual 3.2 menunjukkan nilai tenaga dan kandungan nutrient di dalam beberapa jenis
makanan yang diambil oleh seorang pelajar.
Food
Energy
Carbohydrate
Fats
Protein
Vitamin C
Makanan
Tenaga
Karbohidrat
Lemak
Protein
Vitamin C
(/100g)
(kJ)
(g)
(g)
(g)
(g)
1530
86.8
1.0
6.4
0.0
320
0.0
0.5
17.5
0.0
612
0.0
10.9
12.4
0.0
150
8.5
0.0
0.8
50
Rice
Nasi
Fish
Ikan
Egg
Telur
Orange
Oren
(i)
Based on Table 3.2, which type of food supplies the most energy?
2014
(iii)
Calculate the amount of energy obtained by the student if he eats a meal which
contain 200 g rice and 150g fish.
Kirakan jumlah tenaga yang diperolehi oleh pelajar tersebut jika dia mengambil
200 g nasi dan 150 g ikan.
Answer:
Rice - 1530 kJ x 2
= 3060 kJ
4.
2014
Diagram 4.1 shows a longitudinal section of the reproductive parts of a flower during
fertilization.
Rajah 4.1 menunjukkan keratan memanjang bahagian pembiakan bunga semasa
persenyawaan.
Pollen tube
Embryo sac
Diagram 4.1
Rajah 4.1
(a)
(i)
(ii)
In the space below, draw a section through the ovule showing all the cells in S.
Label the cells involved in fertilization.
Dalam ruang di bawah , lukiskan keratan melalui ovul menunjukkan semua selsel dalam S. Labelkan sel-sel yang terlibat dalam persenyawaan
2014
Polar cell
Egg cell
(b)
(i)
In Diagram 4.1, the structure Y has to be kept dormant for future research
purposes.
Explain how Y can be prevented from germinating.
Dalam Rajah 4.1, struktur Y perlu disimpan tidak aktif untuk tujuan penyelidikan
pada masa hadapan.
Terangkan bagaimana Y boleh dihalang daripada bercambah .
[2 marks]
P1 : Keep Y in dry place/ low temperature
P2 : Because moisture initiate germination// enzyme is in inactive state
(ii)
(e)
Diagram 4.2 shows a watermelon with seed and watermelon without seed..
Rajah 4.2 menunjukkan buah tembikai dengan biji dan buah tembikai tanpa biji.
2014
Nowadays, it is
more easier
to find seedless watermelon in market. Shoppers also can find varieties of
seedless oranges, grapes, and cucumbers.
Explain how to produce varieties of fruits without seed.
Pada masa kini, adalah lebih lebih untuk mencari tembikai tanpa biji di pasaran.
Pembeli juga boleh mendapatkan buah limau , anggur dan timun tanpa biji .
Terangkan bagaimana untuk menghasilkan buah tanpa biji .
[3marks]
P1 : Parthenocarpy
P2 : Spraying flower with auxin,
P3 : stigma and anther becomes degenerate
P4 : auxin diffuse into ovary and stimulate ovary to develop.
Diagram 5.1 shows a uriniferous tubule and its associated blood vessels.
Diagram 5.2 shows cells from structure P as seen through an electron microscope.
Gambarajah 5.1 menunjukkan tubul uriniferus dan salurdarah yang berkaitan.
Gambarajah 5.2 menunjukkan struktur sel P seperti yang dilihat di bawah mikroskop
elektron.
Blood
Darah
X
P
Blood vessel
Salur darah
Diagram 5.1
Rajah 5.1
2014
Diagram 5.1
Rajah 5.1
Diagram 5.2
Rajah 5.2
(a)
State the difference in the urea composition between the blood vessel X and Y.
Nyatakan perbezaan kandungan urea antara salur darah X dan Y.
Urea concentration is lowest in Y but higher in X.
[1 mark]
(b)
Based on the Diagram 5.2 explain how the cells are structured for reabsorption of
substances.
Berdasarkan Gambarajah 5.2, terangkan bagaimana sel distrukturkan untuk
penyerapan semula bahan.
P1 :They have many/abundant mitochondria
P2 : Produce a lot of energy needed for active transport
or
P1 :Numerous/many microvilli
P2 : Increase total surface area for reabsorption
[2 marks]
(c)
2014
Jadual 5.1 menunjukkan kepekatan beberapa bahan yang terdapat di dalam struktur
Q.
Substances
Bahan
Water
Air
Protein
Protein
Glucose
Glukosa
Urea
Urea
Salts
Garam
Concentration
Kepekatan
(%)
95.0
0.00
0.00
2.00
1.50
(d)
Diagram 5.2 shows the flow of blood and dialysis fluid through a dialysis machine.
Rajah 5.2 menunjukkan aliran darah dan bendalir dialisis melalui suatu mesin dialisis.
2014
Section B
Bahagian B
[40 markah]
2014
Joint S
Sendi S
Diagram 6.1
Rajah 6.1
Joint T
Sendi T
A joint is the location at which bones connect. They are constructed to allow
movement and provide mechanical support.
Explain the similarity and difference between joint S and T?
Sendi adalah tempat di mana tulang-tulang bertemu. Sendi dibina untuk membolehkan
pergerakan dan member sokongan mekanikal berlaku.
Terangkan persamaan dan perbezaan antara sendi S dan T?
[6 marks/6 markah]
SKEMA JAWAPAN
6(a)
Similarities:
S1 : Both joint has cavity filled with synovial fluid// lines with synovial membrane
S2 : (synovial fluid) act as lubricant to reduce friction between two bones.
S3 :The end surface of bone are covered with cartilage
2014
Differences:
Joint S
Joint T
D1
D2
one plane
movement
Articulation between
and clavicle.
D3
(b)
A man has swollen ankle and is painful during movement after having a
habit of taking high protein diet and practicing unhealthy lifestyle.
Seorang lelaki mengalami bengkak pada buku lali dan berasa sakit ketika
bergerak setelah mengamalkan pengambilan diet yang tinggi kandungan
yang protein dan tidak mengamalkan gaya hidup sihat.
SKEMA JAWAPAN
(b)
P1 : problem / disease : arthritis/gout
P2 : (diet high protein intake) cause accumulation of uric acid in the joint
P3: inflammation at joint // joint become stiff and pain
P4 : Lack of exercise
P5 : Diet lack of calcium / vitamin D
P6 : reduce the mass of bone //bone become lighter
P7: practice wrong posture during activity
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(c)
P1 : Hydrostatic skeleton
P2 : fluid in the body cavity helps the earthworm to move / give support
P3 : muscle at the body wall are longitudinal and circular muscle //antagonistic muscle
P4 : contraction of circular muscle( and relaxation of longitudinal muscle) cause
segment of body extended/longer/thinner
P5 : contraction of longitudinal muscle (and relaxation of circular muscle) cause
segment of body shorten/ thicken
P6 : (The presence of) chaetae
P7 : secure/anchor the shorted segment on the ground
[4 marks]
2014
Humerus
Humerus
SKEMA PEMARKAHAN:
(d)
P1: W is tendon
P2 : Tendon is inelastic /strong/ tough
P3 : Function of tendon is to connect (pectoralis minor) muscle to bone
(/humerus)
P4 : Contarction of (pectoralis minor) muscle produces (pulling) force
P5 : (If tendon is torn), (pulling) force (that produced by contraction of
muscle)
2014
Diagram 7.1 shows part of the blood circulatory system and the lymphatic system in
the human body.
Rajah 7.1 menunjukkan system peredaran darah dan sistem limfa dalam badan
manusia.
Diagram 7.1
Rajah 7.1
(i)
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(a) (i)
(ii)
1
1
Describe how the fluid Q is formed from blood until it is incorporated back into the
blood circulatory system.
Huraikan bagaimana bendalir Q terbentuk daripada darah sehingga bendalir
tersebut masuk semula ke dalam sistem peredaran darah.
(a) (ii)
1
1
6
1
2014
[6 marks][6 markah]
(c) (i) Describe how are lacteals in the villi related with the lymphatic system?
Huraikan bagaimana lakteal di dalam vilus dapat dikaitkan dengan sistem limfa?
(c) (i)
Able to describe the how are lacteals related with the lymphatic
2014
system.
Sample answer:
intestine
1
(ii)
(c) (i)
1
1
1
1
1
lipid
P6: The lipids then transported via the subclavian vein into the
blood steam
Assimilation
P7: In the cells lipid is use as a main component of plasma
membrane
P8: lipid also is use as a main component of some hormone and
vitamin
P9: Excess lipid will be stored underneath the skin as adipose
tissue
max
6
1
1
1
1
8(a)
2014
Rhizophora sp
Sonneratia sp
High tidal
Low
tidal
Diagram 8.1
What is meant by "colonisation and succession in a habitat?
Based on Diagram 8.1 .explain how colonisation and succession bring about the formation of the
primary forest.
[10 marks]
Apakah yang dimaksudkan dengan "pengkolonian dan penyesaran dalam suatu habitat"?
Berdasarkan Rajah 8.1, terangkan bagaimana pengkolonian dan penyesaran membawa kepada
pembentukan hutan primer dalam suatu habitat.
8.0
[ 10 markah]
2014
faces the sea while Sonneratia sp. grows at the mouth of the river
which is sheltered.
P3: A root system that spreads out widely to give support to the trees in
mud.
P6: As more and more mud accumulate, the bank is slowly raised and
tree which is the Rhizophora sp. Hence the Rhizophora sp. as the
successor will slowly replace the pioneer species.
P9: The Rhizophora sp. has prop roots to support and anchor the tree in
seedlings can grow and are not carried away by the seawater.
P11: The prop roots of the Rhizophora sp. are able to trap mud. The pioneer
species and the Rhizophora sp. that are old, will die and decay, adding
humus to the soil.
P12: The banks are raised up even higher. The soil becomes more
P13: The soil that is harder and drier now is not suitable for the Rhizophora
2014
P18: Bruguiera sp. are replaced by other types of plants such as coconut
trees, palm trees and Pandanus sp.
P19: These are later replaced by other land plants.
P20: Finally, after a few hundred years, the process of succession stops and
[10 marks]
Max 10
(b) Diagram 8.2 shows sources of greenhouse gases arising from human activities and natural
processes.
Rajah 8.2, menunjukan sumber-sumber gas rumah hijau yang dihasilkan daripada aktiviti
manusia dan proses-proses semulajadi.
2014
1
1
P6: Extensive forest burning, burning of fossil fuel and higher rate of
evaporation worldwide causes accumulation of great amount of water
1
Max 5
Pond
Kolam
Forest
2014
8(c)
acid rain
P2 : the gases dissolve in the rain water
P3 : Acid rain causes damage on the leaves / chloroplast
P3 : Lower rate of photosynthesis
P4 : Leads to stunted growth / death of plants//population reduced
P5 : Acid rain lowers pH of the pond// more acidic
P6 : causes death to aquatic organisms /fishes
P7 : pH of soil lower//more acidic
P8 : crop yield decrease
[max : 5 marks]
9.(a) Diabetics do not correctly produce or use their insulin hormone. The insulin hormone
helps control how much sugar is in your bloodstream. Millions of diabetics need to take
insulin. Insulin from cows and pigs has been used since the early 1900s to treat diabetes.
Now human insulin hormone can be mass-produced through genetic engineering
processes.
Pesakit kencing manis tidak dapat menghasilkan atau menggunakan insulin dengan
betul. Hormone insulin membantu mengawal kandungan gula dalam aliran darah .
Berjuta-juta pesakit kencing manis perlu mengambil insulin. Insulin daripada lembu dan
babi telah digunakan seja kawal 1900-an untuk merawat kencing manis. Sekarang
hormon
kejuruteraan genetik.
Diagram 9.1shows a few stage that involves in the production of insulin hormone through
genetic engineering technology.
Rajah 9.1 menunjukkan sebahagian daripada peringkat yang terlibat dalam proses
penghasilan hormon insulin melalui teknologi kejuruteraan genetik.
2014
Diagram 9.1
Rajah 9.1
By using your knowledge , explain how this technology can be used in insulin hormone
production.
Berdasarkan pengetahuan biologi anda huraikan bagaimana teknologi ini dijalankan bagi
menghasilkan hormone insulin.
[6 marks/ 6 markah]
SKEMA JAWAPAN
9(a)
P1 -The gene for the insulin is isolated from human pancreas cell
P2 - The bacterial plasmid is isolated (DNA found in bacteria)
P3 - The bacterial plasmid is cut by using enzyme
P4 - The enzyme used to incorporate gene for insulin production into the
plasmid
P5 - the bacteria are cultured in bioreactor
P6 - the plasmid replicate as a bacteria divide asexually .
P7 - the bacteria can produce insulin in large quantity, purified and isolate.
(b) Genetic engineering (GE) is the manipulation of genetic material (DNA or genes) in a
cell or an organism in order to produce desired characteristics and to eliminate
unwanted ones. GE includes a range of different techniques with many different uses,
2014
Leaf A /Daun A
Leaf B /Daun B
2014
SKEMA PEMARKAHAN
9(b)
The benefit:
P1: Genetic engineering used to produce disease resistant /pest resistant plant.
P2 : Less pesticide are used
P3 : Less pollution to the environment //better health for consumer
P4: Increase crop yield
P5 : help to solve problem of insufficient food
P6 :better livehood for farmer
P7 : Increase resistance to herbicide
P8 : which allow weeds to be killed without affecting the crop plant
P9 : Able to survive on poorer quality grassland
P10 : can resist drought // climatic changes
P11 : create crops with better nutrition value
P12 : with high vitamin A / protein content
P13 : help to solve problems of malnutrition
P14: create crops with longer shelf live
P15: less food wastage
P16: genetically modified livestock (eg :cow)
P17: produce meat with less fat / more milk
[Max : 6 marks]
The risk:
K1 : Pest resistant genes may be transferred to weed
K2 : may be difficult to control the growth of weed
K3: some transgenic crops may have animal genes
K4: this may not be acceptable to certain groups for religious reasons
K5: genetically modified food may be harmful to health
K6: may activate human genes to cause cancer
K7: transgenic organism may affected the survival of other organism in the
ecosystem
K8: may cause the imbalance of nature / ecosystem
K9 : decrease biodiversity
K10: certain cultivar are being planted to the exclusion of others
K11: this will less the genetic variation in environment.
[Max: 4 marks]
a.
b.
c.
d.
e.
f.
g.
h.
i.
(c)j. Diagram 9.3 shows a cloning process of a plant.
2014
Cloned plants
Tumbuhan klon
Diagram 9.3
Rajah 9.3
Explain the characteristic of cloned plant.
Terangkan ciri-ciri tumbuhan yang diklon.
[4 marks]
9(C)
SKEMA PEMARKAHAN
P1: Clones are genetically identical to the parent cell
P2: no exchange of genetic materials
P3: Clones have the same chromosomal number as the parent cell
P4: no reduction in the chromosomal number
P5: Clones easily get disease // shorter life span
P6: Clones have the same body resistance against disease
End ..
2014
QUESTION 1:
1.
A group of students carried out an experiment to study the effect of intraspecific
competition on the growth of maize seedlings.
Sekumpulan pelajar menjalankan satu eksperimen untuk mengkaji kesan persaingan
intraspesifik ke atas pertumbuhan biji benih jagung.
Diagram 1 shows the apparatus set-up of the experiment
Rajah 1 menunjukkan susunan radas untuk eksperimen tersebut
O
Tray P/kotak P
Tray Q /kotak Q
Tray R/kotak R
Diagram 1/rajah 1
Step 1
Langkah 1
Step 2
Langkah 2
Step 3
: Each tray is watered daily with the same amount of water for 30 days.
: Setiap kotak semaian disiram tiap-tiap hari dengan jumlah air yang
sama banyak untuk 30 hari.
Step 5
: After 30 days, remove 30 maize seedlings randomly from tray P, tray Q and tray R.
The root of seedlings are washed and wipedry.
Langkah 5
: Selepas 30 hari, 30 anak benih jagung secara rawak dari kotak P, kotak Q dan
kotak R. Akar anak benih dibersihkan dan dilapkan sehingga kering.
Step 6
Langkah 6
Distance
between
maize
seedlings /
jarak antara
anak benih
jagung (cm)
2014
15
200
10
150
2014
100
Table 1/Jadual 1
(a) Record the dry weight of the maize seedlings in the boxes provided in Table 1
Rekodkan berat kering anak benih jagung di dalam kotak yang disediakan dalam
jadual 1.
(b) (i) Based on the results in Table 1 , state two observations that can be made from
this experiment.
Berdasarkan keputusan di dalam Jadual 1, nyatakan dua pemerhatian yang dapat
dibuat daripada eksperimen ini
Observation 1/pemerhatian 1:
At distance 15 cm, the dry weight of 30 paddy seedlings is 200g
Observation 2/pemerhatian 2:
At distance 5 cm, the dry weight of 30 paddy seedlings is 100g
[3 marks]
(ii) State the inference from the observations in (b) (i).
Nyatakan inferens berdasarkan pemerhatian di (b) (i)
Inference from observation 1/inferen dari pemerhatian 1:
(At distance 15 cm), there is low intraspecific competition so the growth rate of
maize plant is high
Inference from observation 2/inferen dari pemerhatian 2:
(At distance 5 cm), there is highintraspecific competition so the growth rate of
maize plant is low
[3 marks]
BIOLOGY 4551 MODUL PERFECT SCORE SBP
2014
Particulars to be implemented
Cara mengendalikan pembolehubah
Used different distance between maize seedling//used
the distances at 15cm, 10cm and 5cm
Distance between
maize seedlings
Responding /
bergerakbalas:
Dry weight of maize
seedlings//
growth rate
Growth = Dry weight of 30 maize plant
30 days
Controlled/ dimalarkan
Volume garden soil //
type of maize plant //
size of tray
2014
(f) Use the graph paper provided on page 55 to answer this question. Using the data in 1
(e)draw a graph of the growth rate of maize seedlings against the distance between the
maize seedlings.
Dengan menggunakan kertas graf yang dibekalkan pada muka surat 55 untuk menjawab
soalan ini. Dengan menggunakan data di dalam 1 (e), lukiskan graf kadar pertumbuhan
anak benih jagung melawan jarak di antara anak benih jagung
[3 marks]
(g) Based on graph in 1 (f), explain the relationship between the growth rate of maize
seedlings and distance between seedling
Berdasarkan graf di 1 (f), terangkan hubungan di antara kadar pertumbuhan anak
benih jagung dan jarak antara anak benih.
P1: As the distance between maize increases, the growth rate of maize
seedlings increases.
P2: This is because there is lower intraspecific competition
P3: causes the dry weight of maize seedlings increase
[3 marks]
(h) If the experiment is repeated by increasing the distance between the maize seedlings to
20 cm, predict the observation . Explain your prediction..
Jika eksperimen diulang dengan meningkatkan jarak di antara anak benih jagung pada
20 cm,ramalkanpemerhatian. Terangkan ramalan anda.
P1: The dry weight more than 200g
P2: because longer distance give more water/ nutrient / space to the maize
seedling,
P3: so the growth rate of maize seedlings increases
[3 marks]
(i) Based on this experiment, what can you deduce about intraspecific competition?
Berdasarkan eksperimen ini, apakah yang dapat anda rumuskan tentang persaingan
intraspesifik?
P1: Intraspecific competition is the growth maize plants when it compete
between themselves
P2: and shown by the dry weight of maize seedling.
P3: The growth rate of maize is affected by the distance between the seedlings
[3 marks]
2014
(j) When resources are limited supply, organisms living in the same habitat will compete for
the same resources. The following is a list of the resources.
Apabila sumber-sumber menjadi terhad, organisma hidup di habitat yang sama akan
bersaing untuk sumber yang sama. Berikut ialah senarai sumber-sumber tersebut.
Food/makananSpace/ruang
Nutrient/nutrien
Breedingmate/pasangan mengawan
Water/air
Light/cahaya
In Table 3, classify the resources given according to what are the resources competed
by animals and resources compete by plants.
Dalam Jadual 3, klasifikasikan sumber-sumber yang diberi mengikut apakah sumbersumber yang dsaingi oleh haiwan dan sumber-sumber yang disaingi oleh tumbuhan.
The resources competed by animals/
Sumber-sumber yang dsaingi oleh haiwan
Food
Space
Breedingmate
Table 3/Jadual 3
[3 marks]
2014
Growth rate
Of maize
seedlings
(g/days)
10
15
Distance between
maize seedlings (cm)
2014
QUESTION 2
Score
Explanation
01 Identified the problem
3
Able to state problem statement correctly
P1 light intensity
P2 rate of transpiration
Sample answer:
Is the light intensity increase the rate of transpiration of plant?
2
Able to state problem statement but slightly incorrect
1
Able to state idea only (not in question)//Hypothesis form.
0
No response or wrong response.
Objective of study/Aim
Able to state the objective of study correctly
Sample answer:
To investigate the effects of light intensity on the rate of transpiration of a
balsam plant.
Variables
Able to state any one item for each variable given.
Manipulated Variable
Responding Variable
List of materials
Balsam plant, Vaseline, water, tissue
3
Able to list down 4 apparatus and 3 material.
2
Able to list down 2 apparatus and 2 material.
1
Able to list down 1 apparatus and 1 material.
0
No response or wrong response.
Technique used
B1 1
04
Measure and record the time taken for the air bubble to move in a
distance for 10 cm by (B1-1).
Experimental procedure
2014
Distance of lamp
from the edge of
the photometer
(cm)
Rate of
Transpiration
(cm/second)
If without the unit for the rate of transpiration, give no an idea (x) and B2 0.
Conclusion
Write the hypothesis or another hypothesis.
Sample answer:
03
3
2
The higher the light intensity the higher the rate of transpiration.
Hypothesis is accepted.
Report writing
Score 3 = 7-9
Score 2 = 4-6
BIOLOGY 4551 MODUL PERFECT SCORE SBP
1
0
2014
Score 1 = 1-3
No response or wrong response.
Question 1: 33 Marks
Question 2: 17 Marks
(Total
= 50 marks)
10
2014
Score
Sample answers
3
(b) (i)
Type of
Amount of Filtrate needed to decolorize
Vegetables
DCPIP solution (ml)
Cauliflower
4.2
Broccoli
2.5
Lime
3.6
Ascorbic
1.0
Acid
Able to record 3 data correctly
Able to record 2 data correctly
Able to record only 1 data / wrong response
Able to state two different observation correctly base on the
criteria:
C1 Type of vegetables
C2 Amount of Filtrate needed to decolorize DCPIP solution
(ml)
2
1
0
3
Sample answers
1. The amount of Cauliflower/ Broccoli/ Lime/ Ascorbic Acid
filtrate needed to decolorize DCPIP solution is 4.2 ml/ 2.5 ml/
3.6ml/ 1.0ml
2. The amount of Cauliflower filtrate needed to decolorize
DCPIP solution is higher than the amount of Broccoli filtrate.
Able to state one correct observation and one inaccurate
observation.
Question
Criteria
(b) (ii)
Able to make two accurate inferences base on two criteria:
C1 amount of vegetable filtrate
C2 content of vitamin C
2014
Score
3
Sample answer
1. Amount of vegetable filtrate needed to decolorize DCPIP
solution is high, the content of vitamin C in the vegetables
filtrate is low.
2. Amount of vegetable filtrate needed to decolorize DCPIP
solution is low, the content of vitamin C in the vegetables
filtrate is high.
Able to make one correct inference and one inaccurate
inference or able to state two inaccurate inferences.
BIOLOGY 4551
Question
Criteria
(c)
Able to state all variables and methods to handle each variable
correctly.
Sample answer
2014
Score
Variable
Method
Manipulated variable:
Use different type of filtrate
Types of Filtrate
Responding variable:
Measure and record the
Volume of filtrate needed
volume of vegetable filtrate
to decolorize DCPIP
needed to decolorize
solution
DCPIP solution using
syringe
Calculate and record the
percentage of Vitamin C
using the formula :
Amount of Ascorbic Acid
needed to decolorize
DCPIP solution(ml)
x 0.1%
2
1
0
(d)
Sample answer
1. Broccoli has the highest amount of Vitamin C compared to
BIOLOGY 4551
2014
Sample answer
1. The content of Vitamin C is different.
Question
Criteria
(e) (i)
Able to construct a table correctly with the following aspects:
T : Title with correct unit - 1 mark
D : Data - 1 mark
C : Percentage of Vitamin C - 1 mark
Score
3
Sample answer
Type of filtrate
(ii)
The amount of
filtrate needed to
decolorize DCPIP
solution (ml)
4.2
2.5
3.6
1.0
Percentage of
Vitamin C (%)
Cauliflower
0.02//0.022
Broccoli
0.04
Lime
0.03//0.027
Ascorbic Acid
0.1
Any two aspect correct
Any one aspect correct
Incorrect response
Able to draw the graph of volume of water reabsorb against
volume of water intake based on the following aspects:
P (Paksi): Title of x-axis and y-axis with unit - 1 mark
Title (Title) : Four points plotted correctly - 1 mark
B (Bentuk) : All points connected smoothly - 1 mark
All three aspect correct
BIOLOGY 4551
2
1
0
3
4
(f)
2014
2
1
0
Sample answer
Broccoli has the highest amount of vitamin C compared to
cauliflower and Lime. This is because the amount of vegetable
filtrate needed to decolorize DCPIP is low, thus the
concentration of vitamin C is high enough which needed only
small amount of flitrate to reduce DCPIP solution.
2
1
0
Score
Sample answer
Volume of filtrate needed to decolorize DCPIP solution is more/
higher than 4.5ml. This is because boiling causes Vitamin C to
denature. Thus there is less/ no vitamin C concentration in
filtrate to decolorize DCPIP solution
Able to predict and explain the volume of urine produced based
on any two criteria
Able to predict and explain the volume of urine produced based
on any one criteria
No response or Incorrect response
(h)
2
1
0
2014
Sample answer
3
2
1
0
Score
Sample answer
Materials
Ascorbic Acid
Fruit Juices
DCPIP Solution
Apparatus
Syringe with needle
Specimen Tube
Measuring Cylinder
3
BIOLOGY 4551
2
1
0
2014
Paper 3 No 2 (Scheme)
Item
Criteria
Marks
Problem statement
Able to state the problem statement of the experiment correctly
based on three criteria:
Manipulated variables (different) water sources/ samples (P1)
Responding variables time taken to decolourise methylene
blue solution
// level of polution (P2)
Relationship in question form and question symbol [?] (H)
Sample Answer
1. What is the time taken to decolourise methylene blue solution//
level of pollution of different water sources/samples ?
3 marks
2 marks
1 mark
Wrong or no response
0 mark
BIOLOGY 4551
Item
Criteria
2014
Marks
Hypothesis
Able to state the hypothesis of the experiment correctly based on
three criteria:
Manipulated variables different water sources/ samples (P1)
Responding variables time taken to decolourise methylene
blue solution
/level of pollution (P2)
Relationship more/less than//higher/lower than // shortest//most
(H)
Sample Answer
3 marks
2 marks
1. Different sources of water samples affect the time taken for the
methylene blue solution to decolourise .
Able to state the hypothesis of the experiment correctly based on
one criteria:
1 mark
Sample Answer
1. The drain water is polluted
Wrong or no response
0 mark
BIOLOGY 4551
Item
2014
Criteria
Marks
Variables
Able to state the variables of the experiment correctly that include
three criteria:
Manipulated : different water sources/ samples
Responding : time taken to decolourise methylene blue solution
// level of polution
Constant
solution
Item
3
marks
2
marks
1 mark
Wrong or no response
0 mark
Criteria
Marks
Materials
Methylene blue solution, water samples from A, B, C and D
Apparatus
3
marks
Syringe with needle, stop watch, Reagent bottle, stopper and beaker
2M +
5A
Materials
BIOLOGY 4551
2014
Two materials
2
marks
Apparatus
Any three apparatus (syringe and stop watch are compulsory )
2M +
3A
Materials
Two materials
1 mark
Apparatus
2M +
2A
Item
0 mark
Criteria
Marks
Procedure
Able to state five Ks correctly.
K1 : Preparation of materials & apparatus (3K1)
3
marks
10
2014
1
marks
0
marks
11
2014
4 respectively
Item
Criteria
Marks
K5: Precaution
1. 1 ml of methylene blue solution is added to the base of each
water sample using a syringe with needle
2. The reagent bottles are closed with stopper immediately
3. The contents of the bottles cannot be shaken.
4. All the reagent bottles are kept in a dark cupboard
Sample answer:
Method / procedure :
1. Water samples are collected (K1) from 4 different water
resources (K3)
*(A,B,C and D).
2. The reagent bottles are labelled 1, 2, 3 and 4
3. 250 ml of water samples (K2) is measured (K1) from 4
different water
Resources (A, B, C and D) separately and pour (K1) into the
reagent bottle labeled 1, 2, 3 and 4 respectively.
*Tap,
drain,
river,
pond.
BIOLOGY 4551
12
2014
Presentation of data
1. Able to state all the titles correctly with units.
2. Able to state 4 water samples.
Water samples
2
marks
Tap water
Drain water
River water
Pond water
1 mark
BIOLOGY 4551
13