Biology

STPM/S(E)964
MAJLIS PEPERIKSAAN MALAYSIA

(MALAYSIAN EXAMINATIONS COUNCIL)
PEPERIKSAAN SIJIL TINGGI PERSEKOLAHAN MALAYSIA

(MALAYSIA HIGHER SCHOOL CERTIFICATE EXAMINATION)
BIOLOGY
Syllabus, Specimen Papers and Specimen Experiment
This syllabus applies for the 2012/2013 session and thereafter until further notice.
FALSAFAH PENDIDIKAN KEBANGSAAN Pendidikan di Malaysia adalah satu usaha berterusan ke arah memperkembangkan lagi potensi individu secara menyeluruh dan bersepadu untuk mewujudkan insan yang seimbang dan harmonis dari segi intelek, rohani, emosi, dan jasmani. Usaha ini adalah bagi melahirkan rakyat Malaysia yang berilmu pengetahuan, berakhlak mulia, bertanggungjawab, berketerampilan, dan berkeupayaan mencapai kesejahteraan diri serta memberi sumbangan terhadap keharmonian dan kemakmuran keluarga, masyarakat dan negara.
FOREWORD
This revised Biology syllabus is designed to replace the existing syllabus which has been in use since the 2001 STPM examination. This new syllabus will be enforced in 2012 and the first examination will also be held the same year. The revision of the syllabus takes into account the changes made by the Malaysian Examinations Council (MEC) to the existing STPM examination. Through the new system, sixth-form study will be divided into three terms, and candidates will sit for an examination at the end of each term. The new syllabus fulfils the requirements of this new system. The main objective of introducing the new examination system is to enhance the teaching and learning orientation in sixth form so as to be in line with the orientation of teaching and learning in colleges and universities. The revision of the Biology syllabus incorporates current developments in biology studies to be more relevant to the current global developments. Biology is a science that deals with the study of living organisms. It is dynamic and affects every aspect of our daily lives, from food and health, to the responsibilities towards our environment. The cumulative discoveries and developments in biology have tremendously enhanced our understanding and perception towards both the unity and diversity of life. With this understanding, we have become more aware of our interdependence with our rich biodiversity and natural resources. The application of biology together with modern technologies leads to the evolution of biotechnology. Furthermore, the assessment tools of this syllabus consist of written papers and coursework. The written papers evaluate candidates knowledge and understanding of the subject, while the coursework provides an opportunity for candidates to trigger their inquisitive biological reasoning. This also enhances their understanding and application of biological sciences and develops the candidates soft skills. The syllabus contains topics, teaching periods, learning outcomes, examination format, grade description, and sample questions. The design of this syllabus was undertaken by a committee chaired by Professor Emeritus Dato Dr. Latiff bin Mohamad of Universiti Kebangsaan Malaysia. Other committee members consist of university lecturers, representatives from the Curriculum Development Division, Ministry of Education Malaysia, and experienced teachers teaching Biology. On behalf of the Malaysian Examinations Council, I would like to thank the committee for their commitment and invaluable contribution. It is hoped that this syllabus will be a guide for teachers and candidates in the teaching and learning process.
OMAR BIN ABU BAKAR Chief Executive Malaysian Examinations Council
CONTENTS
Syllabus 964 Biology Page Aims Objectives Content First Term: Biological Molecules and Metabolism Second Term: Physiology Third Term: Ecology and Genetics Practical Syllabus (School-based Assessment of Practical (Paper 4)) Written Practical Test (Paper 5) Scheme of Assessment Performance Descriptions Reference Books Specimen Paper 1 Specimen Paper 2 Specimen Paper 3 Specimen Experiment Paper 4 Specimen Paper 5 28 9 15 16 21 22 23 24 25 26 27 29 43 45 63 65 81 83 86 87 101 1 1
SYLLABUS 964 BIOLOGY

Aims This syllabus is designed to enhance candidates knowledge and understanding of biology and biological issues, to prepare and equip the candidates for their tertiary education, to pursue careers in related fields and to promote continuous awareness of the importance of biology in life.
Objectives This syllabus enables candidates to: understand the biological phenomena, principles and theories; (a) evaluate biological information critically and deduce logical conclusion; (b) plan and carry out experiments scientifically and make deductions; (c) develop abilities and skills in handling materials and apparatus correctly and safely, and; (d) cultivate proper attitudes and values on social, technological, and environmental issues in (e) biology.
FIRST TERM: BIOLOGICAL MOLECULES AND METABOLISM Topic 1 Biological Molecules 1.1 Water Teaching Period 24 2 Candidates should be able to: (a) describe the chemical properties (solvent, bond angles and hydrogen bond) of water and relate its physiological roles in the organisms; (b) describe the physical properties (polarity, cohesiveness, density, surface tension, specific heat capacity, and latent heat of vaporisation) of water and relate its physiological roles in organisms. 1.2 Carbohydrates 6 Candidates should be able to: (a) classify carbohydrates into monosaccharide, disaccharide and polysaccharide with respect to their physical and chemical properties; (b) classify monosaccharide according to the number of carbon atoms and the functional groups (i) triose e.g. glyceraldehydes, (ii) pentose e.g. ribose and deoxyribose, (iii) hexose e.g. glucose and fructose, (c) illustrate the molecular structure of a monosaccharide and differentiate between the reducing and non-reducing ends; (d) describe the formation of glycosidic bond in disaccharides (maltose and sucrose) and polysaccharides (starch, glycogen and cellulose); (e) relate the structure of disaccharides and polysaccharides to their functions in living organisms. Learning Outcome
Topic 1.3 Lipids
Teaching Period 3
Learning Outcome Candidates should be able to: (a) describe the structures, properties and distribution of triglycerides, phospholipids (lecithin) and steroid (cholesterol); (b) state the functions of triglycerides, phospholipids (lecithin) and steroids (cholesterol); (c) differentiate between saturated and unsaturated fatty acids.
1.4 Proteins
Candidates should be able to: (a) classify amino acids into four main classes based on their side chains: polar, non-polar, acidic and basic; (b) describe the structure of an amino acid and the formation of peptide bonds in polypeptides; (c) explain the properties of protein (amphoteric, isoelectric point, buffer and colloid); (d) differentiate the various levels of organisation of protein structure (primary, secondary, tertiary and quaternary) and relate the functions of each structure to the organisation of proteins; (e) explain the denaturation and renaturation of protein; (f) classify proteins according to their structures, compositions (simple and conjugated) and functions.
1.5 Nucleic acids
Candidates should be able to: (a) describe the structures of nucleotides and the formation of phosphodiester bonds in a polynucleotide; (b) distinguish between DNA and RNA and the three types of RNAs (mRNA, tRNA and rRNA); (c) describe the structure of DNA based on Watson and Crick model.
Topic 1.6 Analytical techniques
Teaching Period 4
Learning Outcome Candidates should be able to: (a) describe the basic principles of paper chromatography in pigment separation, electrophoresis for protein and nucleic acid separation.
2 Structure of Cells and Organelles 2.1 Prokaryotic and eukaryotic cells
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Candidates should be able to: (a) state the cell theory; (b) compare the structures of prokaryotic and eukaryotic cells; (c) compare typical animal and plant cells as seen under electron microscopes; (d) describe the basic principles of light and electron microscopy.
2.2 Cellular components
Candidates should be able to: (a) identify the cellular components of typical plant and animal cells; (b) describe the structures of organelles and state their functions; (c) explain the basic principles of differential centrifugation used to fractionate cellular components (g and S values).
2.3 Specialised cells
Candidates should be able to: (a) outline the structures, functions and distributions of unspecialised cells found in plants (meristematic cells); (b) describe the structures, functions and distributions of specialised plant cells found in epidermal, ground and vascular tissue; (c) describe the structures, functions and distributions of specialised animal cells found in connective, nervous, muscular and epithelial tissues, including the formation of endocrine and exocrine glands.
Topic 3 Membrane Structure and Transport 3.1 Fluid mosaic model
Teaching Period 8
Learning Outcome
Candidates should be able to: (a) describe the structure of a membrane based on Singer-Nicolson fluid mosaic model; (b) explain the roles of each component of the membrane.
3.2 Movement of substance across membrane
Candidates should be able to: (a) explain the processes of passive and active transports, endocytosis and exocytosis; (b) explain the concepts of water potential, solute potential and pressure potential; (c) calculate the water potential of a plant cell in a solution.
4 Enzymes 4.1 Catalysis and activation energy
20 3 Candidates should be able to: (a) explain that enzyme is a globular protein which catalyses a metabolic reaction; (b) explain the mode of action of enzymes at active site involving enzyme-substrate complex and lowering of the activation energy and enzyme specificity.
4.2 Mechanism of action and kinetics
Candidates should be able to: (a) illustrate enzyme specificity using induced fit (Koshland) and lock and key (Fischer) models; (b) explain the time course of an enzymecatalysed reaction by measuring the rate of formation of product(s) or rate of disappearance of substrate(s) as the rate of reaction; (c) deduce the Michaelis-Menten constant (K m) from the Michaelis-Menten and LineweaverBurk plots; (d) explain the significance of K m and V max; (e) explain the effects of temperature, pH, enzyme concentration and substrate concentration on the rate of an enzyme-catalysed reaction.
Topic 4.3 Cofactors
Teaching Period 3
Learning Outcome Candidates should be able to: (a) explain the roles of cofactors (ion activators, coenzymes and prosthetic groups) in an enzymatic reaction; (b) explain the importance of vitamins and minerals as precursors of coenzymes/cofactors.
4.4 Inhibitors
Candidates should be able to: (a) explain the effects of competitive and noncompetitive inhibitions on the rate of enzyme activity of reversible inhibition; (b) relate the Lineweaver-Burk plot to the effect of inhibition on K m and V max values.
4.5 Classification of enzymes
Candidates should be able to: (a) describe enzyme classification according to International Union of Biochemistry (IUB) e.g. oxidoreductase, transferase, hydrolase, lyase, isomerase and ligase.
4.6 Enzyme technology
Candidates should be able to: (a) explain the importance and the main techniques of enzyme immobilisation namely adsorption, entrapment and covalent coupling; (b) explain the application of enzyme immobilisation in the development of biosensors.
5 Cellular Respiration 5.1 The need for energy in living
12 1 Candidates should be able to: (a) outline the importance of energy and respiration in living organisms; (b) describe the structure of the energy carriers such as ATP, NADH and FADH 2 .
5.2 Aerobic respiration
Candidates should be able to: (a) describe the various stages of aerobic respiration and its location in the cells; (b) describe glycolysis, and calculate the net energy produced in glycolysis;
Topic
Teaching Period
Learning Outcome (c) describe the various steps involved in the Krebs cycle (including the link reaction); (d) explain the formation of NADH, FADH 2 , GTP and ATP during the Krebs cycle; (e) describe oxidative phosphorylation and chemiosmosis in the electron transport system; (f) explain the role of NADH, FADH 2 and ATP synthase in the electron transport chain; (g) calculate and explain the net energy produced in aerobic respiration per molecule of glucose in liver and muscle cells; (h) describe the effects of cyanide and carbon monoxide on respiration; (i) explain how lipid and protein act as alternative energy sources.
5.3 Anaerobic respiration
Candidates should be able to: (a) explain the anaerobic respiration in yeast and muscle cells; (b) describe the applications of anaerobic respiration in food industries (bread, tapai, and yogurt).
6 Photosynthesis 6.1 Autotroph
16 3 Candidates should be able to: (a) classify autotroph into photoautotroph and chemoautotroph; (b) describe photosynthetic pigments; (c) explain the absorption spectrum and action spectrum of photosynthetic pigments.
6.2 Light-dependent reactions
Candidates should be able to: (a) explain photo-activation of chlorophyll a resulting in photolysis of water; (b) explain the cyclic and non-cyclic photophosphorylation including electron transport system resulting in the production of ATP and NADPH.
Topic 6.3 Light-independent reactions
Teaching Period 8
Learning Outcome Candidates should be able to: (a) describe Calvin cycle; (b) explain photorespiration; (c) describe the anatomical structure of C 4 leaf (Krantz anatomy) in comparison to C 3 leaf; (d) explain carbon dioxide fixation in C 4 plants and Crassulacean Acid Metabolism (CAM) plants; (e) differentiate the metabolism of C 3 , C 4 and CAM plants.
6.4 Limiting factors
Candidates should be able to: (a) explain limiting factors of photosynthesis (light intensity, carbon dioxide concentration and temperature); (b) relate the roles of C 3 , C 4 and CAM plants on the increasing carbon dioxide emission and global warming.
SECOND TERM: PHYSIOLOGY
Topic 7 Gas Exchange 7.1 Gaseous exchange in humans
Teaching Period 12 7
Learning Outcome
Candidates should be able to: (a) outline the structure of human respiratory system, including the microscopic structure of the wall of an alveolus; (b) describe the structure of haemoglobin; (c) explain the transport of oxygen and carbon dioxide in blood; (d) explain the oxygen dissociation curves of haemoglobin, myoglobin and foetal haemoglobin; (e) explain the Bohr effect and relate it to the oxygen dissociation curve.
7.2 Breathing cycle
Candidates should be able to: (a) explain the control of breathing mechanism, including the role of chemoreceptor; (b) define tidal volume, vital capacity, total lung capacity, inspiratory reserve volume, expiratory reserve volume and residual volume.
7.3 Gaseous exchange in plants
Candidates should be able to: (a) describe the structure and functions of stomata; (b) describe the mechanism of opening and closing of stomata based on potassium ion accumulation hypothesis.
8 Transport in Animals and Plants 8.1 Transport system in mammals
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Candidates should be able to: (a) describe the structure of a mammalian heart; (b) define systole and diastole, and explain the sequence of events in a cardiac cycle including changes in pressure and volume in aorta, left atrium and left ventricle; (c) describe the initiation and regulation of heart 9 beat;
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Topic
Teaching Period
Learning Outcome (d) explain hypertension, atherosclerosis, arteriosclerosis and myocardial infarction, and state their causes and preventions; (e) describe the lymphatic system in relation to the blood circulatory system; (f) determine the direction of fluid movement at the arterial and venous ends of the capillaries by calculating the differences between osmotic pressure/solute potential and hydrostatic pressure.
8.2 Transport system in vascular plants
Candidates should be able to: (a) explain the uptake of water and mineral ions from the soil by the root hairs involving water potential; (b) describe the apoplast, symplast and vacuolar pathway of water movement through the root tissues; (c) describe the root pressure, cohesion-tension theory and transpiration pull in relation to water movement from the roots to leaves; (d) explain translocation using the mass flow, electro-osmosis, cytoplasmic streaming and peristaltic waves hypotheses; (e) explain the concept of source and sink, and phloem loading and unloading in translocation according to pressure flow hypothesis.
9 Control and Regulation 9.1 Nervous system
22 16 Candidates should be able to: (a) describe the organisation of the nervous system in humans; (b) explain the formation of resting and action potentials; (c) describe the characteristics of nerve impulse; (d) describe the structure of synapse, and explain the role of neurotransmitters (acetylcholine and norepinephrine); (e) explain and compare the mechanisms of impulse transmission along the axon and across the synapse;
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Topic
Teaching Period
Learning Outcome (f) describe the structure of neuromuscular junction and sarcomere; (g) explain the role of sarcoplasmic reticulum, calcium ions, myofibril and T tubules in muscle contraction; (h) explain the mechanism of muscle contraction according to the sliding filament hypothesis; (i) compare the sympathetic and parasympathetic nervous systems; (j) explain the mechanisms of drug action on nervous system and neuromuscular junction (cocaine and curare).
9.2 Hormones
Candidates should be able to: (a) explain the mechanisms of action of steroid hormone and non-steroid hormones; (b) explain the roles of plant hormones in growth and development; (c) explain the mechanism of phytochrome action and their roles in photoperiodism and flowering; (d) outline the application of plant growth regulators (synthetic auxin, synthetic gibberellins, and synthetic ethylene) in agriculture.
10 Reproduction, Development and Growth 10.1 Sexual reproduction in humans
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Candidates should be able to: (a) outline spermatogenesis and oogenesis; (b) describe the passage and development of sperms from the testis to the oviduct for fertilisation; (c) describe the process of fertilisation and implantation; (d) describe the roles of hormones in menstrual cycle and pregnancy; (e) describe briefly the stages in embryonic development;
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Topic
Teaching Period
Learning Outcome (f) explain the roles of placenta, chorion, amniotic fluid and allantois in foetal development; (g) explain the process of parturition.
10.2 Sexual reproduction in flowering plants
Candidates should be able to: (a) outline double fertilisation; (b) describe the embryonic development in seed and formation of fruit.
10.3 Seed germination
Candidates should be able to: (a) explain the mobilisation of nutrients after imbibition in seed germination; (b) state the external factors affecting germination.
10.4 Growth curves and patterns of growth
Candidates should be able to: (a) explain the types of growth curves (absolute growth curve, absolute growth rate curve and relative growth rate curve); (b) explain with examples the patterns of growth (limited growth in humans, unlimited growth in perennial plant, allometric growth in humans, isometric growth in fish and intermittent growth in insect); (c) explain the processes of ecdysis and metamorphosis in insects, and relate the role of hormones (neurosecretory hormone, juvenile hormone and ecdysone) in these processes.
11 Homeostasis 11.1 Importance of homeostasis
10 2 Candidates should be able to: (a) explain the importance of homeostasis; (b) describe the homeostatic control system in mammals; (c) explain the physiological and behavioural control in thermoregulation of endotherms.
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Topic 11.2 Liver
Teaching Period 4
Learning Outcome Candidates should be able to: (a) describe the structure of liver, and explain the roles of its components; (b) describe carbohydrate metabolism in the liver (glycogenesis, glycogenolysis, gluconeogenesis); (c) describe protein metabolism (transamination, deamination and urea formation) in the liver.
11.3 Osmoregulation in mammals
Candidates should be able to: (a) explain the process of ultrafiltration, reabsorption and secretion in the formation of urine; (b) explain the role of ADH and aldosterone, and the related hormones in regulating water, sodium and potassium ions of urine; (c) explain the regulation of pH of tissue fluid.
11.4 Osmoregulation in plants
Candidates should be able to: (a) describe the role of stomata in regulation of water loss, and explain the importance of transpiration; (b) describe the various types of plant adaptations to prevent water loss (halophytes and xerophytes).
12 Immunity 12.1 Immune system
10 3 Candidates should be able to: (a) describe human lymphatic system, and explain its function in relation to immunity; (b) describe antibody (structure and function), antigen, epitope, and the development of B and T cells; (c) describe the roles of macrophages, B cells and T cells.
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Topic 12.2 Development of immunity
Teaching Period 3
Learning Outcome Candidates should be able to: (a) explain cell-mediated and humoral immune responses; (b) outline the antigen-antibody reactions (precipitation, agglutination, neutralisation, complement fixation).
12.3 Concept of self and non-self
Candidates should be able to: (a) explain the concept of self and non-self and relate this to tissue rejection in organ transplant; (b) explain the mechanism of immune suppression (HIV infection).
12.4 Immune disorder
Candidates should be able to: (a) describe autoimmune disorder (Systemic Lupus Erythematosus (SLE)).
13 Infectious Diseases 13.1 Infectious disease
13 1 Candidates should be able to: (a) explain what is meant by an infection and an infectious disease; (b) outline the types of infectious agents.
13.2 Dengue
Candidates should be able to: (a) describe the causes and symptoms of dengue; (b) explain the transmission of dengue; (c) discuss the roles of social, economical and biological factors in the prevention of dengue.
13.3 Cholera
Candidates should be able to: (a) describe the causes and symptoms of cholera; (b) explain the transmission of cholera; (c) discuss the roles of social, economical and biological factors in the prevention of cholera.
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Topic 13.4 Tuberculosis (TB)
Teaching Period 3
Learning Outcome Candidates should be able to: (a) describe the causes and symptoms of tuberculosis (TB); (b) explain the transmission of TB; (c) discuss the roles of social, economical and biological factors in the prevention of TB.
13.5 Malaria
Candidates should be able to: (a) describe the causes and symptoms of malaria; (b) explain the transmission of malaria; (c) discuss the roles of social, economical and biological factors in the prevention of malaria.
THIRD TERM: ECOLOGY AND GENETICS
Topic 14 Taxonomy and Biodiversity 14.1 Taxonomy
Teaching Period 14
Learning Outcome
Candidates should be able to: (a) explain the importance of taxonomy in biological sciences; (b) explain the concept of species, and relate how a species is classified into higher categories in a taxonomic hierarchy.
14.2 Diversity of organisms
Candidates should be able to: (a) describe the morphological characteristics of the following phyla in the respective kingdoms: Protoctista (Chlorophyta and Zoomastigina), Fungi (Zygomycota), Plantae (Bryophyta, Filicinophyta, Coniferophyta and Angiospermophyta) and Animalia (Porifera, Cnidaria, Platyhelminthes, Mollusca, Arthropoda and Chordata).
14.3 Biodiversity in Malaysia
Candidates should be able to: (a) describe the different levels and examples of biodiversity in Malaysia, namely ecosystem or community diversity, species or taxonomic diversity and genetic diversity; (b) explain the importance of biodiversity in Malaysia.
14.4 Threats to biodiversity
Candidates should be able to: (a) explain the natural and man-made factors that threaten biodiversity in Malaysia; (b) explain the steps and efforts taken by various agencies and organisations to address the threats.
14.5 Conservation of biodiversity
Candidates should be able to: (a) describe the various measures taken to conserve the different levels of biodiversity including in situ and ex situ conservation in Malaysia. 16
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Topic 15 Ecology 15.1 Levels of ecological organisation
Learning Outcome
Candidates should be able to: (a) explain the concept of hierarchy in an ecosystem and the interaction between the biotic and abiotic components.
15.2 Biogeochemical cycles
Candidates should be able to: (a) describe the biogeochemical cycles (carbon, phosphorus and sulphur), and explain their importance.
15.3 Energy flow
Candidates should be able to: (a) describe the energy flow and the efficiency of energy transfer in terrestrial ecosystem (tropical rain forest) and aquatic ecosystem (lake).
15.4 Population ecology
Candidates should be able to: (a) explain population growth (S and J growth curves), biotic potential, natality, mortality, migration and survivorship; (b) explain the characteristics of populations that show Type I, Type II and Type III survivorship curves, and K-strategies and r-strategies.
15.5 Carrying capacity
Candidates should be able to: (a) explain what is meant by carrying capacity and sustainable development; (b) explain the factors limiting the population size and distribution.
15.6 Quantitative ecology
Candidates should be able to: (a) describe the use of quadrat and line transect sampling methods and explain the advantages and disadvantages of using these methods; (b) calculate the various sampling parameters (frequency, density, cover and their absolute and relative estimations) and estimate the population size of organisms; (c) explain the pattern of distribution of organisms in an ecosystem.
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Topic 16 Selection and Speciation 16.1 Natural and artificial selection
Learning Outcome
Candidates should be able to: (a) describe continuous and discontinuous variations in relation to selection and speciation; (b) explain the modes of natural selection (stabilising, directional and disruptive) and their consequences; (c) describe with examples, sexual selection and polymorphism; (d) explain the importance of artificial selection (gene bank, germplasm bank and sperm bank).
16.2 Speciation
Candidates should be able to: (a) explain the processes of isolation, genetic drift, hybridisation and adaptive radiation; (b) explain the importance of speciation in relation to evolution.
17 Inheritance and Genetic Control 17.1 Types of genetic crosses and breeding system
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Candidates should be able to: (a) explain the Mendelian inheritance pertaining to the phenotypic and genotypic ratios; (b) describe the types of crosses (test cross, backcross, reciprocal cross and selfing) and explain their importance; (c) describe pure breeding, outbreeding, inbreeding, selective breeding, and explain their importance.
17.2 Non-Mendelian inheritance
Candidates should be able to: (a) explain (i) incomplete dominance (flower colour in snapdragon), (ii) codominance (MN blood group in humans), (iii) multiple alleles (ABO blood group in humans), and calculate the genotypic and phenotypic ratios;
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Topic
Teaching Period
Learning Outcome (b) explain lethal genes (sickle-cell in human/coat colur in mice/chlorophyll production in maize), polygenes (height in humans), linked and sex-linked genes (Drosophila eye colour and haemophilia in humans), and epistasis (coat colour in dog and capsule shape in shepherds purse plant); (c) explain the pedigree analysis.
17.3 Genetic mapping
Candidates should be able to: (a) explain crossing over and distinguish between parental and recombinant genotypes and phenotypes; (b) calculate the distance between two loci, and determine the relative position of a gene on a chromosome based on percentage of crossingover in Drosophila.
17.4 Population genetics
Candidates should be able to: (a) describe the concept of gene pool, gene/allele frequency and genotype frequency; (b) explain Hardy-Weinberg equilibrium (p2 + 2pq +q2 = 1 and p + q = 1), and calculate the gene/allele and genotype frequencies; (c) explain the conditions for Hardy-Weinberg equilibrium to be valid; (d) describe changes in genotype frequencies in relation to evolution.
17.5 DNA replication
Candidates should be able to: (a) explain the experiments to prove DNA is the genetic material (Avery, MacLeod and McCarty experiment and Hershey and Chase experiment); (b) explain the three models of DNA replication, and interpret the experiment of Meselson and Stahl to prove the semi-conservative model of DNA replication; (c) explain the mechanism of DNA replication, and the role of the enzymes involved.
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Topic 17.6 Gene expression
Teaching Period 4
Learning Outcome Candidates should be able to: (a) explain the experiment of Beadle and Tatum which leads to the establishment of one-geneone-polypeptide hypothesis; (b) interpret the genetic code table, and identify the appropriate anti-codon; (c) explain the characteristics of genetic code; (d) describe transcription and translation.
17.7 Regulation of gene expression
Candidates should be able to: (a) define repressor, inducer, negative control in lac operon and constitutive enzyme; (b) describe the components of lac operon, and explain its mechanism.
17.8 Mutation
Candidates should be able to: (a) describe the different types of gene mutation with examples of its consequences (substitution sickle-cell anaemia, insertion/addition frameshift mutation, deletion frameshift mutation and thalassaemia major and inversion); (b) differentiate missense, nonsense and silent/ neutral mutations; (c) describe the four structural changes in chromosomes (duplication, deletion, inversion and translocation); (d) describe the changes in chromosome number, including the definition of non-disjunction; (e) describe the consequences of non-disjunction in relation to meiosis; (f) explain and give examples of different types of aneuploidy (monosomy and trisomy); (g) explain and give examples of different types of euploidy: diploid and polyploid, including autopolyploidy and allopolyploidy.
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Topic 18 Gene Technology 18.1 Recombinant DNA technology
Teaching Period 8 8
Learning Outcome
Candidates should be able to: (a) explain recombinant DNA technology/genetic engineering; (b) differentiate between genomic and cDNA cloning and genomic and cDNA libraries; (c) describe the vectors used in cloning and their properties; (d) describe the restriction enzyme (EcoR1 and SmaI), including its nomenclature, recognition site (palindrome), importance and the types of ends generated; (e) explain reverse transcription, insertion, ligation, transformation/transduction, amplification and screening; (f) describe the steps involved in genomic and cDNA cloning, including the enzymes involved, and explain human insulin production in E. coli as an example.
19 Biotechnology 19.1 Roles of biotechnology
8 1 Candidates should be able to: (a) define biotechnology; (b) outline the roles of biotechnology in our life.
19.2 Applications of biotechnology
Candidates should be able to: (a) describe the application of biotechnology in food and beverages production (fermentation and vitamin-enriched eggs); (b) describe the application of biotechnology in agriculture (hybrid rice, herbicide resistant plants and transgenic fish); (c) describe the application of biotechnology in medicine (human growth hormone, human insulin and gene therapy) and forensic (DNA finger printing); (d) describe the application of biotechnology in public health (genetic screening, diagnostic kits and oil-decomposing bacteria).
The Practical Syllabus School-based Assessment of Practical (Paper 4) School-based assessment of practical work will be carried out throughout the form six school terms for candidates from government schools and private schools which are approved by the MEC to carry out the school-based assessment of practical work. MEC will determine 15 compulsory experiments to be carried out by the candidates and to be assessed by the subject teachers in schools in the respective terms. Details of the title, objective, learning outcome, introduction, material, apparatus and procedure of each of the experiments will be specified in the Teachers and Students Manual for Practical Biology which can be downloaded from MEC Portal (http://www.mpm.edu.my) during the first term of form six by the subject teacher. Candidates should be supplied with a work scheme before the day of the compulsory experiment so as to enable them to plan their practical work. Each experiment is expected to last one school double period. Assessment of the practical work is done by the subject teachers during the practical sessions and also based on the practical reports. The assessment should comply with the assessment guidelines prepared by MEC. A repeating candidate may use the total mark obtained in the coursework for two subsequent examinations. Requests to carry forward the moderated coursework mark should be made during the registration of the examination. During the practical session, candidates should be able to: make observations on living, preserved specimens and models, and record them accurately (a) in writing or by using clear drawings or diagrams, identify morphological features of specimens as a basis for their classification, (b) (c) (d) (e) (f) (g) (h) carry out dissection, display and illustrate the result, stain and mount specimens for microscopic examination, identify and illustrate the specimens observed under light microscope, carry out biochemical, physiological and genetic experiments, carry out sampling for ecological studies, record the results systematically, interpret the data scientifically and make conclusion.
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Written Practical Test (Paper 5) The main objective of written practical test is to assess the candidates understanding of practical procedures in the laboratory. The following candidates are required to register for this paper: individual private candidates, (a) candidates from private schools which have no permission to carry out the school-based (b) assessment of practical work, candidates who repeat upper six (in government or private schools), (c) (d) (e) Three structured questions related to practical work will be set. MEC will not be strictly bound by the syllabus in setting questions. Where appropriate, candidates will be given sufficient information to enable them to answer the questions. Only knowledge of theory within the syllabus and knowledge of usual laboratory practical procedures will be expected. Candidates should have sufficient knowledge on: structure of specimens and record them accurately in writing or illustration, (a) morphological and anatomical features and relate to functions of specimens as a basis for (b) their classification, dissection of specimens and illustration of the result (rat), (c) (d) (e) (f) (g) (h) (i) staining and mounting specimens for microscopic examination, identification and illustration of the specimens as observed under microscope, biochemical, physiological and genetic experiments, sampling for ecological studies, interpreting, evaluating, drawing conclusion from experimental data, using theories to explain the results of experiments and performing simple calculations based on experiments. candidates who do not attend classes of lower six and upper six in two consecutive years (in government or private schools), candidates who take Biology other than the package offered by schools.
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Scheme of Assessment Term of Study First Term Paper Code and Name 964/1 Biology Paper 1 Theme/Title Biological Molecules and Metabolism Type of Test Written test Section A 15 compulsory multiple-choice questions to be answered. Section B 2 compulsory short structured questions to be answered. Section C 2 out of 3 essay questions to be answered. All questions are based on topics 1 to 6. Second Term 964/2 Biology Paper 2 Physiology Written test Section A 15 compulsory multiple-choice questions to be answered. Section B 2 compulsory short structured questions to be answered. Section C 2 out of 3 essay questions to be answered. All questions are based on topics 7 to 13. 60 (26.67%) 15 Mark (Weighting) 60 (26.67%) 15 Duration Administration
15 1 hours
Central assessment
30
15 1 hours Central assessment
30
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Term of Study Third Term
Paper Code and Name 964/3 Biology Paper 3
Theme/Title Ecology and Genetics
Type of Test Written test Section A 15 compulsory multiple-choice questions to be answered. Section B 2 compulsory short structured questions to be answered. Section C 2 out of 3 essay questions to be answered. All questions are based on topics 14 to 19.
Mark (Weighting) 60 (26.67%) 15
Duration
Administration
15 1 hours
Central assessment
30
964/5 Biology Paper 5
Written Practical Test 3 structured questions with diagram/graph/ table to be answered. Biology Practical School-based Assessment of Practical 15 compulsory experiments to be carried out.
45 (20%) 1 hours
Central assessment
First, Second and Third Terms
964/4 Biology Paper 4
225 (20%)
Throughout the three terms
School-based assessment
Performance Descriptions A Grade A candidate is likely able to: recall almost all the content of required areas of biological syllabus, and relate the content (a) with the question; (b) (c) (d) decide on, organise and present information to explain the concept, theories and depth of biological knowledge in an ordered and logical manner; plan and carry out investigations, solve problems based on a sound biological knowledge; interpret and analyse complex data presented, and relate the biological knowledge and understanding of content by using correct formulae, terminologies, scientific units and approach; integrate various concepts and findings accurately, and formulate logical conclusion; (e) (f) apply and justify knowledge and understanding successfully to unfamiliar contexts and data.
A Grade C candidate is likely able to: recall some of the content of the required areas of biological syllabus, and relate the content (a) with the question moderately; (b) (c) (d) decide on, organise and present information to describe the concept, theories and depth of biological knowledge; plan and carry out investigations, solve problems based on a mediocre biological knowledge; interpret and analyse simple and straight forward data presented, and relate the biological knowledge and understanding of content by using some formulae, terminologies and scientific units; integrate some concepts and findings, and formulate simple conclusion; (e) (f) apply knowledge with moderate understanding to unfamiliar contexts and data.
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Reference Books Teachers and candidates may use books specially written for the STPM examination and other reference books such as those listed below. 1. Alters, S. and Alters, B., 2006. Biology: Understanding Life. New Jersey: John Wiley & Sons, Inc. Audesirk, T., Audesirk, G. and Byers, B. E., 2001. Biology: Life on Earth. 6th edition. New Jersey: Prentice Hall. Campbell, M. K., Farrell, S. O., 2006. Biochemistry. Belmont: Thomson Brooks/Cole. Campbell, N. A. and Reece, N. A., 2005. Biology. 7th edition. San Francisco: Benjamin/ Cummings. Clegg, C. J. and Mackean, D. G., 2000. Advanced Biology: Principles and Applications. 2nd edition. London: John Murray. Kent, M., 2000. Advanced Biology. Oxford: Oxford University Press. Klug, W. S., Cummings, M.R. and Spencer, C. A., 2005. Concepts of Genetics. 8th edition. New Jersey: Pearson Prentice Hall. Klug, W. S. and Cummings, M. R., 2005. Essentials of Genetics. 5th edition. New Jersey: Pearson Prentice Hall. Mader, S., 2004. Biology. 8th edition. New York: McGraw-Hill. Raven, P. H., et. al. 2005. Biology. 7th edition. New York: McGraw-Hill. Russel, P. J., et. al. 2008. Biology: The Dynamics Science. 1st edition. Belmont: Thompson Brooks/Cole. Smith, R. L. and Smith, T. M., 2003. Elements of Ecology. 5th edition. San Francisco: Benjamin Cummings. Solomon, E. P., Berg, L. R. and Martin, D. W., 2005. Biology. 7th edition. Belmont: Thompson Brooks/Cole. Taylor, D. J., Green, N. P. O. and Stout, G. W., 2003. Biological Science 1: Organisms, Energy and Environment. 3rd edition. Cambridge: Cambridge University Press. Taylor, D. J., Green, N. P. O. and Stout, G. W., 2003. Biological Science 2: Systems, Maintenance and Change. 3rd editon. Cambridge: Cambridge University Press. Toole, G. and Toole, S., 1999. Understanding Biology for Advanced Level. 4th edition. United Kingdom: Nelson Thornes.
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Identity card number:.. Centre number/index number:. (Nombor pusat/angka giliran) (Nombor kad pengenalan)
SPECIMEN PAPER
964/1
BIOLOGY (BIOLOGI) PAPER 1 (KERTAS 1)
One and a half hours (Satu jam setengah)
STPM

SIJIL TINGGI PERSEKOLAHAN MALAYSIA

(MALAYSIA HIGHER SCHOOL CERTIFICATE)
Instructions to candidates: DO NOT OPEN THIS QUESTION PAPER UNTIL YOU ARE TOLD TO DO SO. Answer all questions in Section A. Marks will not be deducted for wrong answers. For each question, four suggested answers are given. Choose the correct answer and circle the answer. Answer all questions in Section B. Write your answers in the spaces provided. Answer any two questions in Section C. All essential working should be shown. For numerical answers, unit should be quoted wherever appropriate. Begin each answer on a fresh sheet of paper and arrange your answers in numerical order. Arahan kepada calon: JANGAN BUKA KERTAS SOALAN INI SEHINGGA ANDA DIBENARKAN BERBUAT DEMIKIAN. Jawab semua soalan dalam Bahagian A. Markah tidak akan ditolak bagi jawapan yang salah. Bagi setiap soalan, empat cadangan jawapan diberikan. Pilih jawapan yang betul dan buat bulatan pada jawapan tersebut. Jawab semua soalan dalam Bahagian B. Tulis jawapan anda di ruang yang diberikan. Jawab mana-mana dua soalan dalam Bahagian C. Semua jalan kerja yang sesuai hendaklah ditunjukkan. Bagi jawapan berangka, unit hendaklah dinyatakan di mana-mana yang sesuai. Mulakan setiap jawapan pada helaian kertas jawapan yang baharu dan susun jawapan anda mengikut tertib berangka. This question paper consists of printed pages and (Kertas soalan ini terdiri daripada halaman bercetak dan Majlis Peperiksaan Malaysia STPM 964/1 blank page. halaman kosong.)
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Section A [15 marks] Answer all questions in this section. 1 Which property of water is important to living organisms? A Polar molecule B Non polar molecule C Low specific heat capacity D Low latent heat of vaporisation 2 Which monosaccharide, example and its description correspond? Monosaccharide Example Description A Pentose Ribose A coenzyme involved in the transfer of hydrogen during glycolysis B Pentose Ribulose A source of NADPH production C Triose Glyceraldehyde An important intermediate substance in glycolysis D Triose Dihydroxyacetone A monomer of cellulose 3 Which is not true of lipid? A It is soluble in water. B It is a solvent for cholesterol. C It is soluble in organic solvents. D It is an ester formed from the reaction of fat and alcohol. 4 Which amino acid is the first to be carried by tRNA to ribosome during translation? A Leucine B Tyrosine C Tryptophan D Methionine 5 Which organelle gives rise to the membranes of a cell? A Vacuole B Nucleus C Lysosome D Smooth endoplasmic reticulum
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Bahagian A [15 markah] Jawab semua soalan dalam bahagian ini. 1 Sifat air yang manakah yang penting kepada organism hidup? A Molekul berkutub B Molekul tak berkutub C Muatan haba tentu yang rendah D Haba pendam pengewapan yang rendah 2 Monosakarida, contohnya, dan penerangan yang manakah yang berpadanan? Monosakarida Contoh Penerangan A Pentosa Ribosa Satu koenzim yang terlibat dalam pemindahan hydrogen semasa glikolisis B Pentosa Ribulosa Sumber penghasilan NADPH C Triosa Gliseraldehid Bahan perantara penting dalam glikolisis D Triosa Dihidroksiaseton Monomer selulosa 3 Yang manakah yang tidak benar tentang lipid? A Terlarut dalam air. B Pelarut bagi kolesterol. C Terlarut dalam pelarut organik. D Satu ester yang terbentuk daripada tindak balas lemak dan alkohol. 4 Asid amino yang manakah yang pertama dibawa oleh tRNA ke ribosom semasa translasi? A Leusina B Tirosina C Triptofan D Metionina 5 Organel yang manakah yang membentuk membran sel? A Vakuol B Nukleus C Lisosom D Jalinan endoplasma licin
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Which statement is not true of xylem? A Xylem cells contain pits. B Matured xylem cells are dead cells. C Companion cells provide nutrients to the xylem. D Xylem consists of vessel elements and tracheids.
The table below shows the components of a cell membrane and their functions. Component of a cell membrane I Oligosaccharide II Lecithin III Protein IV Cholesterol Functions p Acts as a receptor to a certain molecule such as hormone q As an indicator so that the cells can recognise each other r Gives the semi-permeable and selective characteristics to the membrane s Maintains the fluid characteristics of the membrane
Which components of cell membrane and functions correspond? I II III IV Apqrs Bqrps Crpsq Dsrqp 8 Which factor reduces enzyme activity? A Extreme pH B Heavy metal C Competitive inhibitor D Very high temperature
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Penyataan yang manakah yang tidak benar tentang xilem? A Sel xilem mengandungi pit. B Sel xylem yang matang ialah sel mati. C Sel rakan membekalkan nutrien kepada xilem. D Xilem terdiri daripada unsur salur dan trakeid.
Jadual di bawah menunjukkan komponen-komponen satu membran sel dan fungsinya. Komponen membran sel I Oligosakarida II Lesitin III Protein IV Kolesterol Fungsi p Bertindak sebagai reseptor kepada molekul tertentu seperti hormon q Sebagai penanda supaya sel boleh mengecam antara satu sama lain r Memberi sifat separa telap dan sifat memilih pada membran s Mengekalkan ciri bendalir bagi membran
Yang manakah yang betul bagi komponen membran sel di atas dan fungsi masing-masing? I II III IV Apqrs Bqrps Crpsq Dsrqp 8 Faktor yang manakah yang mengurangkan aktiviti enzim? A pH yang melampau B Logam berat C Perencat persaingan D Suhu yang sangat tinggi
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9 Which graph shows the possible changes in the rate of a reaction catalysed by an enzyme in the presence of a competitive inhibitor?
1/V
Without inhibitor With inhibitor
1/V
With inhibitor Without inhibitor
1/[S] A 1/V
With inhibitor
1/[S] B
1/V Without
inhibitor
With inhibitor Without inhibitor
1/[S] 1/[S] C 10 Which statement describes the advantage of immobilised enzyme? A The efficiency of enzyme increases. B The enzyme can be easily retrieved but cannot be reused. C The end product does not contain the enzyme and easily retrieved. D The characteristics of enzyme can be changed in order to increase its surface area. 11 What is the fate of all carbons from a glucose molecule after it is completely oxidised? A Pyruvate B Carbohydrate C Carbon dioxide D Acetyl coenzyme A 12 In a condition without oxygen, pyruvate in plants will A be converted into lactate B be converted into acetaldehyde C enter the Krebs cycle immediately D be converted back into phosphoglyceraldehyde D
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9 Graf yang manakah yang menunjukkan kemungkinan perubahan kadar tindak balas yang dimangkinkan oleh enzim dalam kehadiran perencat persaingan?
1/V Tanpa perencat Dengan perencat
1/V Dengan perencat Tanpa perencat
1/[S] A 1/V Tanpa perencat Dengan perencat 1/V Dengan perencat B
1/[S]
Tanpa perencat
1/[S] C D
1/[S]
10 Penyataan yang manakah yang memerihalkan kelebihan enzim pentakmobilan? A Keefisienan enzim bertambah. B Enzim boleh didapatkan dengan mudah tetapi tidak boleh digunakan semula. C Produk akhir tidak mengandungi enzim dan mudah didapatkan. D Ciri enzim boleh diubah bagi meningkatkan luas permukaan. 11 Apakah yang terjadi kepada semua karbon dari molekul glukosa selepas dioksidakan dengan lengkap? A Piruvat B Karbohidrat C Karbon dioksida D Asetil koenzim A 12 Dalam keadaan ketiadaan oksigen, piruvat dalam tumbuhan akan A ditukarkan kepada laktat B ditukarkan kepada asetildehid C masuk ke kitar Krebs dengan segera D ditukar semula kepada fosfogliseraldehid
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13 In cyclic photophosphorylation, the excited electron which returns to its ground state will emit A light B microwave C gamma ray D ultraviolet radiation 14 Which statement describes the characteristic of bundle sheath cell of C 4 plants? A It has small grana. B It contains a few starch granules. C The activity of photosystem I is high. D Carbon dioxide is assimilated by PEP carboxylase. 15 The diagram below shows non-cyclic photophosphorylation during the light reaction of photosynthesis.
Which are represented by X, Y and Z ? Y X Plastoquinone A Ferredoxin Plastocyanin B Ferredoxin Plastoquinone C Plastocyanin Plastocyanin D Plastoquinone
Z Plastocyanin Plastoquinone Ferredoxin Ferredoxin
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13 Dalam pemfotofostorilan berkitar, elektron teruja yang kembali ke keadaan asas akan membebaskan A cahaya B gelombang mikro C sinar gamma D sinaran ultra lembayung 14 Penyataan yang manakah yang memerihalkan ciri sel berkas tumbuhan C 4 ? A Mempunyai grana yang kecil. B Mengandungi beberapa granul kanji. C Aktiviti fotosistem I adalah tinggi. D Karbon dioksida diasimilasi oleh PEP karboksilase. 15 Gambar rajah di bawah menunjukkan pemfotofosforilan bukan kitar semasa tindak balas cahaya fotosintesis.
Penerima pertama
Kompleks NADP + sitokrom reduktase
Cahaya
Cahaya
Yang manakah yang diwakili oleh X, Y, dan Z ? XYZ A Ferredoksin Plastokuinon Plastosianin B Ferredoksin Plastosianin Plastokuinon C Plastosianin Plastokuinon Ferredoksin D Plastokuinon Plastosianin Ferredoksin
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Section B [15 marks] Answer all questions in this section. 16 A quantity of cells taken from a type of tissue were homogenised and their organelles were separated by ultracentrifugation. The diagrams below show three types of organelles obtained.
R P Organelle X Organelle Y (a) State where these cells may have been taken from. Q Organelle Z [1 mark]
........................ (b) Arrange the order of sedimentation of organelles X, Y and Z. Explain your answer. [2 marks] ........................ ........................ (c) From the above diagrams, name the structure labelled P, Q and R. [3 marks]
P: ... Q: ... R: ... (d) Give one function of organelle Y. [1 mark]
........................ (e) Give one common function of organelles X and Z. [1 mark]
........................
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Bahagian B [15 markah] Jawab semua soalan dalam bahagian ini. 16 Sejumlah sel yang diambil daripada tisu telah dihomogenkan dan kandungan organelnya diasingkan melalui ultrapengemparan. Gambar rajah di bawah menunjukkan tiga jenis organel yang diperoleh.
R P Organel X Organel Y (a) Nyatakan dari manakah sel-sel ini mungkin telah diperoleh. Q Organel Z [1 markah]
........................ (b) Susunkan turutan pengenapan bagi organel X, Y, dan Z. Jelaskan jawapan anda. [2 markah]
........................ ........................ (c) Daripada gambar rajah di atas, namakan struktur yang berlabel P, Q, dan R. [3 markah]
P: ... Q: ... R: ... (d) Berikan satu fungsi organel Y. [1 markah]
........................ (e) Berikan satu fungsi sepunya bagi organel X dan Z. [1 markah]
........................
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17 The diagram below shows photophosphorylation in light reaction for plants. Oxidationreduction potential (Relative energy level)
(a) Name the photosystems labeled Q and R, and give the wavelengths of their appropriate [4 marks] reaction centres. Name of photosystem Wavelength Q : R: . (b) What are the forms of energy represented by S and T? [2 marks]
........................ ........................ (c) Name the process that occurs at Q. [1 mark]
........................
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17 Gambar rajah di bawah menunjukkan pemfotofosforilan dalam tindak balas cahaya bagi tumbuhan. Keupayaan pengoksidaan penurunan (Aras tenaga Penerima elektron relatif)
Penerima elektron
(a) Namakan fotosistem yang berlabel Q dan R, dan berikan panjang gelombang bagi pusat [4 markah] tindak balas yang sewajarnya. Nama fotosistem Panjang gelombang Q : .. R: . (b) Apakan bentuk tenaga yang diwakili oleh S dan T? [2 markah]
........................ (c) Namakan proses yang berlaku di Q. [1 markah]
........................
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Section C [30 marks] Answer any two questions in this section. 18 (a) Describe the primary, secondary and tertiary structures of proteins. State the importance of these structures which are related to the properties of proteins. [11 marks] (b) Based on their functions, proteins can be classified into several types. Give two types of these [4 marks] proteins and their functions in living organisms. 19 (a) Distinguish a bacteria chromosome from a eukaryotic chromosome. (b) Describe the distinctive anatomical features of vascular bundles in maize leaves. 20 (a) Explain three different classes of enzymes based on the reactions that they catalyse. [6 marks] (b) By giving two examples of enzymatic reactions, explain how the appropriate cofactor and [9 marks] inhibitor affect their activities. [8 marks] [7 marks]
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Bahagian C [30 markah] Jawab mana-mana dua soalan daripada bahagian ini. 18 (a) Perihalkan struktur primer, sekunder, dan tertier bagi protein. Nyatakan kepentingan struktur ini yang berkaitan dengan sifat protein. [11 markah] (b) Berdasarkan fungsinya, protein boleh dikelaskan kepada beberapa jenis. Berikan dua jenis [4 markah] protein ini dan fungsinya dalam organisma hidup. 19 (a) Bezakan kromosom bacteria daripada kromosom eukariot. (b) Perihalkan ciri anatomi yang ketara bagi berkas vaskular pada daun jagung. 20 (a) Perihalkan tiga kelas enzim yang berbeza berdasarkan tindak balas yang dimangkinkan. [6 markah] (b) Dengan memberi dua contoh tindak balas enzim, jelaskan bagaimana kofaktor dan perencat [9 markah] yang sesuai mempengaruhi aktiviti masing-masing. [8 markah] [7 markah]
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SPECIMEN PAPER
964/2
STPM


45
Section A [15 marks] Answer all questions in this section. 1 The graph below shows the oxygen dissociation curves for myoglobin, maternal haemoglobin and foetal haemoglobin. Percentage of oxygen saturation
Partial pressure of oxygen/mm Hg Which curves correspond to myoglobin, maternal haemoglobin and foetal haemoglobin? Maternal haemoglobin Foetal haemoglobin Myoglobin Q R AP R Q BP R P CQ P Q DR 2 Which factor causes the stomata to close? A Water stress B Low temperature C High light intensity D Low carbon dioxide concentration
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Bahagian A [15 markah] Jawab semua soalan dalam bahagian ini. 1 Graf di bawah menunjukkan lengkung penceraian oksigen untuk mioglobin, hemoglobin ibu dan hemoglobin fetus. Peratus ketepuan oksigen
Tekanan separa oksigen/mm Hg Lengkung yang manakah yang sepadan dengan mioglobin, hemoglobin ibu, dan hemoglobin fetus? Hemoglobin ibu Haemoglobin fetus Mioglobin Q R AP R Q BP R P CQ P Q DR 2 Faktor yang manakah yang menyebabkan penutupan stoma? A Tekanan air B Suhu rendah C Keamatan cahaya yang tinggi D Kepekatan karbon dioksida yang rendah
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3 The graph below shows the pressure changes in the atrium, ventricle and aorta during a complete cardiac cycle. Pressure/kPa
Time/s
What do X, Y and Z represent? X Aortic pressure A Ventricular pressure B Atrial pressure C Atrial pressure D 4 Y Atrial pressure Atrial pressure Ventricular pressure Aortic pressure Z Ventricular pressure Aortic pressure Aortic pressure Ventricular pressure
Which statement about the control of heart beat is true? A The secretion of adrenaline increases the rate of heart beat. B The decrease in blood pH inhibits neurons in the chemoreceptors at the aorta and carotid artery. C The propagation of impulse through the sympathetic nerve towards the sinoatrial and atrioventricular nodes decreases the rate of heart beat. D The propagation of impulses through the parasympathetic nerve towards the sinoatrial and atrioventricular nodes increases the rate of heart beat.
The role of the Casparian strip in the endodermal cell of the root is A to carry out active transport B to strengthen the root structure C to ensure that water and minerals enter the vascular tissue via the symplastic route D to ensure that water and minerals enter the vascular tissue via the apoplastic route
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3 Graf di bawah menunjukkan perubahan tekanan di dalam atrium, ventrikel, dan aorta semasa satu kitar kardium yang lengkap. TekanankPa
Sistol atrium Sistol Diastol ventrikel
Masa/s
Apakah yang diwakili oleh X, Y, dan Z? XY Tekanan aorta A Tekanan ventrikel B Tekanan atrium C Tekanan atrium D 4 Tekanan atrium Tekanan atrium Tekanan ventrikel Tekanan aorta Z Tekanan ventrikel Tekanan aorta Tekanan aorta Tekanan ventrikel
Penyataan yang manakah yang benar tentang kawalan denyutan jantung? A Rembesan adrenalina meningkatkan kadar denyutan jantung. B Penurunan pH darah menrencat neuron pada aorta dan arteri carotid dalam kemoreseptor C Perambatan impuls melalui saraf simpatetik ke arah buku sinoatrium dan buku atreoventrikel merendahkan kadar denyutan jantung. D Perambatan impuls melalui saraf parasimpatetik kearah buku sinoatrium dan buku atreoventrikel meningkatkan kadar denyutan jantung.
Peranan jalur Caspary di dalam sel endodermis akar ialah A menjalankan pengangkutan aktif B mengukuhkan struktur akar C memastikan bahawa air dan mineral memasuki tisu vaskular melalui laluan simplas D memastikan bahawa air dan mineral memasuki tisu vaskular melalui laluan apoplas
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The role of calcium ions during muscle contraction is A to form tropomyosin-troponin complex B to bind myosin to actin forming cross-bridges C to bind with tropomyosin exposing the myosin head D to bind with troponin allowing the formation of cross-bridges
Which statement refers to the mechanism of action of adrenaline? A Transcription and translation occur. B Hormone diffuses through the plasma membrane. C The hormone-receptor complex enters the nucleus. D Hormone binds with a receptor on the plasma membrane.
The events regarding the action of oestrogen are given as follows. I A specific gene is activated. II Transcription and translation occur. III Hormone receptor complex enter the nucleus. IV Hormone diffuses through the plasma membrane. Which sequence of events is correct? A I IV II III B I IV III II C IV III I II D IV III II I
9 Which structure cease to function after the formation of placenta in the development of mammalian foetus? A Allantois B Yolk sac C Chorionic membrane D Amniotic membrane
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Peranan ion kalsium dalam pengecutan otot adalah A untuk membentuk kompleks tropomiosin-troponin B untuk mengikat miosin kepada aktin membentuk titian silang C untuk mengikat dengan tropomiosin mendedahkan kepala miosin D untuk mengikat dengan troponin membenarkan pembentukan titian silang
Penyataan yang manakah yang merujuk kepada mekanisme tindakan adrenalina? A Transkripsi dan penterjemahan berlaku. B Hormon meresap melalui membran plasma. C Kompleks hormon reseptor memasuki nukleus. D Hormon mengikat dengan reseptor pada membran plasma.
Peristiwa berkenaan tindakan estrogen diberikan seperti yang berikut. I Gen spesifik diaktifkan. II Transkripsi dan translasi berlaku. III Kompleks hormon reseptor memasuki nukleus. IV Hormon meresap melalui membran plasma. Yang manakah urutan peristiwa yang benar? A I IV II III B I IV III II C IV III I II D IV III II I
9 Struktur yang manakah yang berhenti berfungsi selepas pembentukan plasenta dalam perkembangan fetus mamalia? A Alantois B Pundi yolka C Membran korion D Membran amnion
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10 The following are events that occur during seed germination. I Activation of enzyme II Initial uptake of water III Flow of sugar into embryo IV Activation of gibberellic acids Which is the correct sequence of events during seed germination? I III IV A II I IV III B II III I IV C II IV I III D II 11 Which substance is produced by the mammalian liver during protein metabolism? A Bile B Urea C Glycogen D Cholesterol 12 The simplified diagram of the humoral response is shown below. Antigen Stimulate W
Plasma cell
Y What do W, X and Y represent? WXY A B cell Memory B cell Antibody B B cell Antibody Memory B cell C T cell Memory T cell Antibody D T cell Memory T cell Cytotoxic T cell
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10 Peristiwa berikut berlaku semasa percambahan biji benih. I Pengaktifan enzim II Permulaan pengambilan air III Pengaliran gula kedalam embrio IV Pengaktifan asid giberelik Yang manakah urutan peristiwa yang betul semasa percambahan biji benih? I III IV A II I IV III B II III I IV C II IV I III D II 11 Bahan yang manakah yang dihasilkan oleh hati mamalia semasa metabolisma protein? A Hempedu B Urea C Glikogen D Kolesterol 12 Gambar rajah yang diringkaskan tentang tindakan humor ditunjukkan di bawah. Antigen Rangsangan W
Sel plasma
Y Apakah wang diwakili oleh W, X , dan Y ? WXY A Sel B Sel B ingatan Antibodi B Sel B Antibodi Sel B ingatan C Sel T Sel T ingatan Antibodi D Sel T Sel T ingatan Sel T sitotoksik
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13 The diagram below shows the immune response in the human body.
Which statement about the above diagram is true? A Cell X secretes lymphokine, then divides to form cells Y and Z in the presence of substance R. B Cell Z responds quickly towards the repeated infection of a particular disease. C Substance S induces proliferation of lymphocytes involved in the immune disease. D Cell Y prepares other lymphocytes to produce antibodies. 14 The following are the stages of life cycle of Plasmodium that causes human malaria. I Formation of gametocytes II Multiplication in liver III Injection of parasite IV Completion of gametogony V Migration of sporozoites to mosquito salivary gland VI Invasion and multiplication in red blood cells Which is the correct sequence of the Plasmodium life cycle? II III IV V VI AI II I V IV VI B III II IV V I VI C III II VI I IV V D III
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13 Gambar rajah di bawah menunjukkan gerak balas imun dalam badan manusia.
Sel prekursor dari sum-sum tulang
Bergerak ke nodus limfa
Bahan R Sel X
Sel Z Bahan S Sel Y
Penyataan yang manakah yang benar tentang gambar rajah di atas? A Sel X merembeskan limfokin, kemudian membahagi menghasilkan sel Y dan Z dalam kehadiran bahan R. B Sel Z merespon dengan cepat terhadap jangkitan semula penyakit tertentu. C Bahan S merangsang proliferasi limfosit yang terlibat dalam penyakit keimunan. D Sel Y menyediakan limfosit lain untuk menghasilkan antibodi. 14 Yang berikut ialah peringkat kitar hidup Plasmodium yang menyebabkan malaria kepada manusia. I Pembentukan gametosit II Pengandaan di dalam hati III Suntikan parasit IV Pelengkapan gametogoni V Penghijrahan sporozoites kepada kelenjar liur nyamuk VI Serangan dan pengandaan dalam sel darah merah Yang manakah urutan yang benar tentang kitar hidup Plasmodium? II III IV V VI AI II I V IV VI B III II IV V I VI C III II VI I IV V D III
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15 A person suffering from abrupt onset of fever, headache, facial flushing, conjuctival suffusion and severe backache is most likely to contract A dengue B cholera C malaria
D tuberculosis
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15 Seorang yang menderita serangan mendadak demam, sakit kepala, kemerahan pada wajah, konjugtivitis dan sakit pinggang kemungkinan besar menghidap A denggi B kolera C malaria D tuberkulosis
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Section B [15 marks] Answer all questions in this section. 16 The diagram below shows the simplified chemical reaction that occurs during the transport of carbon dioxide by the red blood cell in a mammal.
R+O2
CO 2 + H 2 O II
Cell/tissue T I CO 2 + H 2 O HCO 3 H + + Hb O 2 S Erythrocyte membrane HbO 2 H 2 CO 3
(a) Name the substances labelled R, S and T.
[3 marks]
R: ............................................................................................................................................................... S: ............................................................................................................................................................... T: ............................................................................................................................................................... (b) Explain what happens at stages I and II. [4 marks]
.................................................................................................................................................................... .................................................................................................................................................................... .................................................................................................................................................................... ....................................................................................................................................................................
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Bahagian B [15 markah] Jawab semua soalan dalam bahagian ini. 16 Gambar rajah di bawah menunjukkan tindak balas kimia yang diringkaskan yang berlaku semasa pengangkutan karbon dioksida oleh sel darah merah dalam mamalia.
R+O2
CO 2 + H 2 O II
Sel/tisu T I CO 2 + H 2 O HCO 3 H + + Hb O 2 S Membran eritrosit HbO 2 H 2 CO 3
(a) Namakan bahan yang berlabel R, S, dan T.
[3 markah]
R: ............................................................................................................................................................... S: ............................................................................................................................................................... T: ...............................................................................................................................................................
(b) Jelaskan apa yang berlaku pada peringkat I dan II.
[4 markah]
.................................................................................................................................................................... .................................................................................................................................................................... .................................................................................................................................................................... ....................................................................................................................................................................
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17 The diagram below shows simplified events in menstrual cycle of humans. P Q
Thickness of endometrium
Menstrual Proliferative phase phase
Secretory Ovulation phase
[2 marks] (a) Name the structure labelled P and Q. P: ............................................................................................................................................................... Q: ............................................................................................................................................................... (b) State two types of hormones which influence the above menstrual cycle, and state the role of each hormone. [4 marks] .................................................................................................................................................................... .................................................................................................................................................................... .................................................................................................................................................................... .................................................................................................................................................................... (c) What happens to structure Q if (i) fertilisation occurs? [1 mark]
.................................................................................................................................................................... (ii) fertilisation does not occur? [1 mark]
....................................................................................................................................................................
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17 Gambar rajah di bawah menunjukkan ringkasan peristiwa dalam kitar haid manusia.
Q P
Ketebalan endometrium
Fasa Ovulasi proliferatif haid (a) Namakan struktur berlabel P dan Q. rembesan [2 markah]
P: ............................................................................................................................................................... Q: ............................................................................................................................................................... (b) Nyatakan dua jenis hormon yang mempengaruhi kitar haid di atas, dan nyatakan peranan setiap hormon. [4 markah] .................................................................................................................................................................... .................................................................................................................................................................... .................................................................................................................................................................... .................................................................................................................................................................... (c) Apakah yang berlaku kepada struktur Q jika (i) persenyawaan berlaku? [1 markah]
.................................................................................................................................................................... (ii) persenyawaan tidak berlaku? [1 markah]
....................................................................................................................................................................
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Section C [30 marks] Answer any two questions in this section. 18 (a) Give the definition, causes and methods of prevention of each of the following cardiovascular disorders. (i) Arteriosclerosis (ii) Hypertension [10 marks] (b) With the aid of Munch Model, describe the mechanism of mass translocation in phloem. [5 marks] 19 (a) With the aid of a diagram, describe the process of double fertilisation in an angiosperm. [5 marks] (b) Describe the main structural features that favour cross-pollination in an angiosperm. [4 marks] (c) Describe the characteristics of the following types of asexual reproduction. (i) Polyembryony (ii) Parthenogenesis (iii) Vegetative reproduction [6 marks] 20 (a) Name the organs of the lymphatic system, and describe their functions. (b) A malfunctioned kidney may be replaced by a healthy one which is transplanted from a donor. (i) Explain why the healthy kidney may later be rejected by the recipients body. [4 marks] (ii) What are the steps taken to overcome the problem of rejection by the recipients body? [3 marks] [8 marks]
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Bahagian C [30 markah] Jawab mana-mana dua soalan dalam bahagian ini. 18 (a) Berikan takrif, punca, dan kaedah pencegahan setiap penyakit kardiovaskular yang berikut. (i) Arteriosklerosis (ii) Hipertensi [10 markah] (b) Dengan bantuan Model Munch, perihalkan mekanisme translokasi jisim dalam floem. [5 markah] 19 (a) Dengan bantuan gambar rajah, perihalkan proses persenyawaan ganda dua dalam suatu angiosperma. [5 markah] (b) Perihalkan sifat struktur utama yang menggalakkan pendebungaan silang dalam suatu [4 markah] angiosperma. (c) Perihalkan ciri bagi jenis pembiakan aseks yang berikut. (i) Poliembrioni (ii) Partenogenesis (iii) Pembiakan vegitatif 20 (a) Namakan organ dan struktur dalam system limfa, dan perihalkan fungsi masing-masing. [8 markah] (b) Ginjal yang tidak berfungsi boleh digantikan dengan ginjal yang sihat yang dipindahkan daripada seorang penderma. (i) Jelaskan mengapa ginjal yang sihat mungkin kemudiannya akan ditolak oleh badan penerima. [4 markah] (ii) Apakah langkah-langkah yang diambil untuk mengatasi masalah penolakan oleh badan [3 markah] penerima itu? [6 markah]
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SPECIMEN PAPER
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Section A [15 marks] Answer all questions in this section. 1 Which genera belongs to the phylum Coniferophyta? A Zea B Cycas C Dryopteris D Marchantia 2 Housefly is classified into the Order A Diptera B Hemiptera C Orthoptera D Hymenoptera 3 Which statement is true of an ecosystem? A It encompasses living and non living components. B It encompasses edaphic, climatic and topographic factors. C It comprises of various species living together in a habitat. D It comprises of organisms with the same morphological characteristics. 4 Which energy flows in an ecosystem involves the transfer of the greatest amount of energy? A Plant Herbivore B Herbivore Carnivore C Carnivore Decomposer D Herbivore Decomposer
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Bahagian A [15 markah] Jawab semua soalan dalam bahagian ini 1 Genus yang manakah kepunyaan filum Coniferophyta? A Zea B Cycas C Dryopteris D Marchantia 2 Lalat dikelaskan kedalam Order A Diptera B Hemiptera C Orthoptera D Hymenoptera 3 Penyataan yang manakah yang benar tentang ekosistem? A Meliputi komponen hidup dan bukan hidup B Meliputi faktor edafik, faktor iklim, dan faktor topografik C Meliputi pelbagai spesies yang hidup bersama dalam suatu habitat D Meliputi organisma yang mempunyai ciri morfologi yang sama 4 Pengaliran tenaga dalam ekosistem yang manakah yang melibatkan pemindahan amaun tenaga yang paling banyak? Herbivor A Tumbuhan Karnivor B Herbivor Pengurai C Karnivor Pengurai D Herbivor
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The graph below shows the survivorship curves for three species of animals. Number of survivors (log scale)
Percentage of maximum life span Which characteristic of the animal is correctly matched to its survivorship curve? Characteristic Curve A Natality rate is high (c) B Care for offspring is minimal (a) C Mortality rate remains constant with age (a) D Mortality is concentrated at the end of the maximum life span (b) 6 Which statement is not true of an artificial classification system? A The system is based on phylogenetic relationship. B The system can be used to construct dichotomous keys. C Organisms are placed into groups for specific purposes. D Organisms are placed into groups according to their different characteristics which are arbitrarily chosen. 7 The processes below contribute to speciation except A isolation B succession C natural selection D formation of different gene pool 8 Alleles A and B are codominant. How many types of phenotype would be produced from the cross AB AB? A1 B2 C3 D4
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Graf di bawah menunjukkan lengkung kemandirian bagi tiga spesies haiwan. Bilangan yang hidup (skala log)
Peratusan jangka masa maksimum hidup Ciri haiwan yang manakah yang sepadan dengan betul dengan lengkung kemandiriannya? Ciri Lengkung A Kadar kenatalan yang tinggi (c) B Penjagaan anak minima (a) C Kadar kemortalan kekal malar dengan umur (a) D Kemortalan tertumpu pada akhir tempoh hidup maksimum (b) 6 Penyataan yang manakah yang tidak benar tentang sistem pengelasan buatan? A Sistem yang berdasarkan hubungan filogenetik. B Sistem itu boleh digunakan untuk membina kunci dikotomi. C Organisma diletakkan ke dalam kumpulan untuk kegunaan spesifik. D Organisma diletakkan ke dalam kumpulan mengikut perbezaan ciri yang dipilih secara sembarangan. 7 Proses di bawah menyumbang kepada penspesiesan kecuali A pemencilan B penggantian C pemilihan semulajadi D pembentukan kolam gen yang berbeza 8 Alel A dan B adalah kodominan. Berapakah jenis fenotip yang akan terhasil daripada kacukan AB AB? A1 B2 C3 D4
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9 The frequency of the allele B in a population at genetic equilibrium is 0.70. What is the frequency of the Bb genotype? A 0.21 B 0.42 C 0.49 D 0.70 10 The graphs below show the ultraviolet absorption in the experiment to prove the mode of DNA replication. Percentage of ultraviolet absorption Generation 0 Nitrogen content
Generation 1 Nitrogen content
Generation 2 Nitrogen content
Generation 3 N 14 N 14
15
N 15
15
Nitrogen content N
14 N N Which conclusion can be made from the above graphs?
A The dispersive mode of DNA replication can be eliminated in the generation 1. B The conservative mode of DNA replication can be eliminated in the generation 2. C The semi-conservative mode of DNA replication can be proven in the generation 1. D The semi-conservative mode of DNA replication can be proven in the generation 2.
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9 Frekuensi alel B dalam populasi dalam keseimbangan genetik ialah 0.70. Berapakah frekuensi genotip Bb? A 0.21 B 0.42 C 0.49 D 0.70 10 Graf di bawah menunjukkan penyerapan ultra lembayung dalam uji kaji untuk membuktikan cara pereplikaan DNA. Peratusan serapan ultra lembayung Generasi 0 Kandungan nitrogen
Generasi 1 Kandungan nitrogen
Generasi 2 Kandungan nitrogen
Generasi 3 N 15 14 N N Kesimpulan yang manakah yang boleh dibuat daripada graf di atas? A Mode dispersif pereplikaan DNA boleh dihilangkan pada generasi 1. B Mode konsevatif pereplikaan DNA boleh dihilangkan pada generasi 2. C Mode semi konsevatif pereplikaan DNA boleh dibuktikan pada generasi 1. D Mode semi konsevatif pereplikaan DNA boleh dibuktikan pada generasi 1. N 14 N 14
15
N 15
Kandungan nitrogen
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11 Gene expression is defined as A the transcription of genes from DNA B the use of information in DNA to produce a protein C the transfer of one gene from one organism to another D the translation of one gene by ribosomes to produce protein 12 The pedigree below shows the inheritance of a disease.
The inheritance of the disease is controlled by A X-linked recessive gene B X-linked dominant gene C autosomal recessive gene D autosomal dominant gene 13 Which statement is not true of mutation? A The deletion of two bases causes frame-shift mutation. B Cri-du-chat syndrome is caused by a deletion in chromosome 5. C Allopolyploidy involved chromosome doubling from different genomes. D A chromosomal mutation involves the deletion of a base pair from a gene.
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11 Pengekspresan gen boleh ditakrifkan sebagai A transkripsi gen daripada DNA B penggunaan maklumat dalam DNA untuk menghasilkan protein C pemindahan satu gen dari satu organisma kepada satu organisma yang lain D translasi satu gen oleh ribosom untuk menghasilkan protein 12 Salasiah di bawah menunjukkan penyakit pewarisan.
Petanda: Lelaki normal Perempuan normal
Penyakit pewarisan dikawal oleh A gen resesif X-terangkai B gen dominan X-terangkai C gen resesif autosom D gen dominan autosom 13 Penyataan yang manakah yang tidak benar tentang mutasi? A Pelenyapan dua bes menyebabkan mutasi anjakan rangka. B Sindrom Cri-du-chat disebabkan oleh pelenyapan kromosom 5. C Alopoliploidi melibatkan pengandaan kromosom daripada genom yang berbeza. D Mutasi kromosom melibatkan pelenyapan pasangan bes daripada satu gen.
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14 The diagram below shows steps in DNA cloning using bacterial plasmid.
Source DNA Plasmid
Cloned DNA
What processes are represented by P, Q and R? Q P Screening A Amplification Transformation B Amplification Screening C Transformation Amplification D Transformation A decomposition of oil spill B degradation of organic waste C production of -1-antitrypsin D introduction of herbicide-resistant gene into plant
R Transformation Screening Amplification Screening
15 Transgenic bacteria is used in the following industrial processes except
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14 Gambar rajah di bawah menunjukkan langkah pengklonan DNA mengunakan plasmid bakteria.
DNA sumber Plasmid
DNA terklon
Apakah yang diwakili oleh P, Q, dan R? Q P Penyaringan A Amplifikasi Transformasi B Amplifikasi Penyaringan C Transformasi Amplifikasi D Transformasi A penguraian tumpahan minyak B degradasi bahan buangan organik C penghasilan -1-antitrypsin
R Transformasi Penyaringan Amplifikasi Penyaringan
15 Bakteria transgenik digunakan dalam proses industri berikut kecuali
D pengenalan gen rintangan herbisid ke dalam tumbuhan
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Section B [15 marks] Answer all questions in this section. 16 The graphs below show the normal distribution of early population of an organism living in three different environments, I, II and III. The arrows represent the selection pressure on the phenotypes.
Number of I individuals Number of II individuals
Phenotype
Phenotype
Number of III individuals
Phenotype
(a) Sketch the curve to show the effect of natural selection in each case.
[3 marks]
(b) State the types of selection represented by the curves you have sketched in (a).
[3 marks]
.................................................................................................................................................................... .................................................................................................................................................................... .................................................................................................................................................................... (c) Give one example of the phenomenon resulting from each of the selections II and III. [2 marks] .................................................................................................................................................................... 964/3
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Bahagian B [15 markah] Jawab semua soalan dalam bahagian ini. 16 Graf di bawah menunjukkan taburan normal awal populasi organism yang hidup di tiga persekitaran yang berbeza I, II, dan III. Anak panah mewakili tekanan pemilihan keatas fenotip.
Bilangan I individu
Bilangan II individu
Fenotip
Fenotip
Bilangan III individu
Fenotip
(a) Lakar lengkung yang menunjukkan kesan pemilihan semula jadi dalam setiap kes. [3 markah]
(b) Nyatakan jenis pemilihan yang mewakili lengkung yang anda lakar dalam (a). [3 markah] .................................................................................................................................................................... .................................................................................................................................................................... .................................................................................................................................................................... (c) Berikan satu contoh fenomena yang dihasilkan daripada pemilihan II dan III. [2 markah]
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17 (a) The diagram below shows the stages of meiosis during the formation of gametes which involve a pair of chromosome P and a pair of chromosome Q. Draw the complete diagram to show the arrangement of the chromosomes if non-disjunction occurs involving the pair of chromosome P [6 marks] during meiosis I.
Meiosis I
Meiosis II
Gamete Gamete Gamete Gamete
(b) State the type of the above chromosomal mutation.
[1 mark]
....................................................................................................................................................................
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17 (a) Gambar rajah di bawah menunjukkan peringkat meiosis semasa pembentukan gamet yang melibatkan sepasang kromosom P dan sepasang kromosom Q. Lukis gambar rajah lengkap untuk menunjukkan susunan kromosom jika tak disjungsi berlaku yang melibatkan pasangan kromosom P [6 markah] semasa meiosis I.
Meiosis I
Meiosis II
Gamet Gamet Gamet Gamet
(b) Nyatakan jenis mutasi kromosom di atas.
[1 markah]
....................................................................................................................................................................
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Section C [30 marks] Answer any two questions in this section. 18 (a) Describe the characteristic features of the phylum Bryophyta and Filicinophyta. [8 marks]
(b) Water pollution is a major threat to aquatic biodiversity in Malaysia. Discuss this statement. [7 marks] 19 (a) Explain the energy flow in the carbon cycle. (b) Compare the adaptive characteristics of Kand r strategies. [7 marks] [8 marks]
20 In a small population, 40 individuals are tasters of phenylthiocarbamide and 60 are non-tasters. The dominant allele T controls the ability to taste phenylthiocarbamide. (a) (i) Determine the frequencies of allele t and allele T. [6 marks]
(ii) Determine the number of individuals who are heterozygous in the population. [4 marks] (b) If 20 non-tasters immigrate into the population, determine the new frequencies of allele t and [5 marks] allele T.
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Bahagian C [30 markah] Jawab mana-mana dua soalan dalam bahagian ini. 18 (a) Perihalkan cici-ciri filum Bryophyta dan Filicinophyta. [8 markah]
(b) Pencemaran air adalah ancaman utama kepada kepelbagian biologi di Malaysia. Bincangkan [7 markah] pernyataan ini. 19 (a) Jelaskan pengaliran tenaga di dalam kitar karbon. (b) Bandingkan ciri penyesuaian strategi K dan strategi r. [7 markah] [8 markah]
20 Dalam satu populasi kecil, 40 individu ialah perasa feniltiokarbamida dan 60 individu bukan perasa feniltiokarbamida. Alel dominan T mengawal keupayaan untuk merasa feniltiokarbamida. [6 markah] (a) (i) Tentukan kekerapan alel t dan alel T. [4 markah] (ii) Tentukan bilangan individu yang heterozigot dalam populasi itu. (b) Jika 20 individu bukan perasa berhijrah masuk ke dalam populasi itu, tentukan kekerapan [5 markah] baharu alel t dan alel T.
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SPECIMEN EXPERIMENT
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BIOLOGY (BIOLOGI) PAPER 4 (KERTAS 4) MAJLIS PEPERIKSAAN MALAYSIA


Majlis Peperiksaan Malaysia STPM 964/4
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STPM BIOLOGY
STUDENTS MANUAL 20___/20___
Experiment 1 Title: Determination of the osmotic potential of plant cells Objectives: To determine the osmotic potential of the potato cell sap. Learning Outcome: At the end of the experiment, the candidates should be able to (i) prepare solutions of various molarities from a stock solution. (ii) tabulate the results and plot graphs. (iii) analyse and interpret experimental results. Introduction: Osmotic potential of a cell refers to the amount of solute dissolved in the cell sap, containing mostly water and be the main cause to its osmotic concentration. The difference in osmotic concentration inside the cell and its surrounding is called a concentration gradient. Movement of water molecules via semi permeable membrane occurs from a region of higher water concentration (low osmotic potential) to a region of lower water concentration (high osmotic potential). Materials and apparatus: (i) 1.0 M sucrose solution (ii) Distilled water (iii) Potato (iv) Large test tubes (v) Beakers (vi) Ruler (vii) Filter paper (viii) Petri dish with cover (ix) Marker pen (x) Cork-borer (xi) Single-edge blade (xii) White tile (xiii) Graph paper (xiv) Dissecting needle/Mounted needle (xv) 25 ml measuring cylinder (xvi) Fine forceps (xvii) 10 ml pipette (xviii) Analytical balance
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STPM BIOLOGY
Procedure: 1. Prepare 20 ml of 0.1 M, 0.2 M, 0.3 M, 0.4 M and 0.5 M sucrose solutions from 1.0 M stock solution in labelled test tubes. Use the following formula to assist you in preparing your dilution. where M 1 = initial molarity M 1V 1= M 2V 2 V 1 = initial volume M 2 = final molarity V 2 = final volume 2. 3. Record the volume of the stock solution and distilled water used in each dilution in Table 1. Prepare 15 cylindrical strips of potato tissues using a cork-borer. Cut the strips to a uniform length. Take 3 potato strips, record their average initial length and weight and place them into the test tube containing 0.1 M sucrose solution. Note down the texture of the potato strips. Repeat step 4 using 0.2 M, 0.3 M, 0.4 M and 0.5 M sucrose solutions and wait for 30 minutes. Plot a standard curve of the osmotic potential against the molarities of the sucrose solutions using the data given below.
4.
5. 6.
Molarity (M)
0.05
0.10
0.15
0.20
0.25
0.30
0.35
0.40
0.45
0.50
0.55
Osmotic potential 1.3 2.6 4.0 5.3 6.7 8.1 9.6 11.1 12.6 14.3 16.0 (in atmosphere) 7. After 30 minutes, remove the strips with the dissecting needle/mounted needle provided. Dry the strips gently with filter paper and record their average final length and weight. 8. 9. 10. Note down any changes to the texture of the potato strips. Create your own table to record the results. (Table 2) Plot another graph of the average change in the length of the potato strips against the molarities of the sucrose solution used. Use both the graphs to determine the osmotic potential of the potato cell sap.
11.
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STPM BIOLOGY
Result: Table 1 Molarity Volume of 1.0 M sucrose solution used (ml) Volume of distilled water used (ml) Table 2 0.1 M 0.2 M 0.3 M 0.4 M 0.5 M
Discussion: 1 (a) From the first graph, determine the solute concentration of the cell sap of the potato tissues (in molarity) of sucrose solution. Explain your answer. [2 marks] .................................................................................................................................................................... .................................................................................................................................................................... (b) From the standard curve, determine the equivalent osmotic potential (in atmosphere) of the cell sap. [1 mark] .................................................................................................................................................................... 2 What is the relationship between the changes in weight of the potato strips and their texture? [2 marks] .................................................................................................................................................................... .................................................................................................................................................................... 3 Plant fertilizer contains many solutes. Why an overdose of fertilizer may kill a plant? [2 marks]
.................................................................................................................................................................... .................................................................................................................................................................... Conclusion [1 mark]
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SPECIMEN PAPER
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Instructions to candidates: DO NOT OPEN THIS QUESTION PAPER UNTIL YOU ARE TOLD TO DO SO. Answer all questions. Write your answers in the spaces provided. Answers may be written in either English or Bahasa Malaysia. 3 Arahan kepada calon: JANGAN BUKA KERTAS SOALAN INI SEHINGGA ANDA DIBENARKAN BERBUAT DEMIKIAN. Jawab semua soalan. Tulis jawapan anda dalam ruang yang disediakan. Jawapan boleh ditulis dalam bahasa Inggeris atau Bahasa Malaysia. Total For examiners use 1 2
This question paper consists of printed pages and (Kertas soalan ini terdiri daripada halaman bercetak dan Majlis Peperiksaan Malaysia STPM 964/5
blank page. halaman kosong.)
87
A group of students carried out an experiment on respiration using yeast.
A fermentation tube was filled with 5% glucose solution and 5 drops of 10% yeast suspension. It was then put inside a test tube as shown below.
Test tube Fermentation tube
Height of fluid
The apparatus set-up was placed in an incubator at 37 C for 60 hours. The heights of the fluid and the gas in the fermentation tube were recorded every 10 hours. (a) Is oxygen involved in the process? [2 marks]
.................................................................................................................................................................... .................................................................................................................................................................... (b) Name the end products of the fermentation. [3 marks]
.................................................................................................................................................................... .................................................................................................................................................................... .................................................................................................................................................................... (c) Complete the table below. Time (hour) Height of fluid (mm) Height of gas (mm) 0 100 10 82 20 73 30 68 40 66 50 66 60 66 [3 marks]
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Sekumpulan pelajar telah menjalankan satu uji kaji tentang respirasi dengan menggunakan yis.
Satu tabung penapaian diisi dengan larutan glukosa 5% dan 5 titis ampaian yis 10%. Tabung penapaian itu kemudian dimasukkan ke dalam satu tabung uji seperti yang ditunjukkan di bawah.
Tabung uji Tabung penapaian
Tinggi cecair
Susunan alat radas diletakkan ke dalam pengeram pada 37 C selama 60 jam. Tinggi bendalir dan gas di dalam tabung penapaian direkodkan setiap 10 jam. (a) Adakah oksigen terlibat dalam proses itu? [2 markah]
.................................................................................................................................................................... .................................................................................................................................................................... (b) Namakan hasil akhir penapaian itu. [3 markah]
.................................................................................................................................................................... .................................................................................................................................................................... .................................................................................................................................................................... (c) Lengkapkan jadual di bawah. Masa (jam) Tinggi bendalir (mm) Tinggi gas (mm) 0 100 10 82 20 73 30 68 40 66 50 66 60 66 [3 markah]
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(d) Plot a graph of the height of the gas against time.
[3 marks]
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(d) Plot graf tinggi gas lawan masa.
[3 markah]
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(e) Based on the graph that you have plotted, describe briefly the fermentation process. [2 marks] .................................................................................................................................................................... .................................................................................................................................................................... (f) State two industrial applications of the yeast fermentation. [2 marks]
.................................................................................................................................................................... ....................................................................................................................................................................
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(e) Berdasarkan graf yang anda plot itu, perihalkan secara ringkas proses penapaian itu. [2 markah] .................................................................................................................................................................... .................................................................................................................................................................... (f) Nyatakan dua penggunaan industri penapaian yis. [2 markah]
.................................................................................................................................................................... ....................................................................................................................................................................
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(a) A cross-section of an organ that has been diverted out of a rat is shown in the diagram below.
CB D A E F
G J
I H
(i) Name the organ, and the structures labelled A and I. [5 marks] Organ: ... A: .. F: . B: .. G: . C: . H: . D: . I: ... E: . (ii) State two function of the organ. [2 marks]
.................................................................................................................................................................... .................................................................................................................................................................... (iii) State the similarity and the difference in function between the structures B and C. [2 marks] .................................................................................................................................................................... .................................................................................................................................................................... (iv) State the common function of structures F, G and J. [1 mark]
....................................................................................................................................................................
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2 (a) Keratan rentas satu organ yang telah dialih keluar daripada seekor tikus ditunjukkan dalam gambar rajah di bawah.
C B D A E F
G J
(i) Namakan organ itu, dan struktur berlabel A hingga I.
[5 markah]
Organ: ... A: .. F: . B: .. G: . C: . H: . D: . I: ... E: . (ii) Nyatakan dua fungsi organ itu. [2 markah]
.................................................................................................................................................................... .................................................................................................................................................................... (iii) Nyatakan persamaan dan perbezaan fungsi antara struktur B dengan struktur C. [2 markah] .................................................................................................................................................................... .................................................................................................................................................................... (iv) Nyatakan fungsi sepunya struktur F, G, dan J. [1 markah]
....................................................................................................................................................................
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(b) The structures shown in the diagram below are related to the organ in (a).
L K
(i) Name the structures K and L.
[2 marks]
.................................................................................................................................................................... .................................................................................................................................................................... (ii) Give two characteristics of each of the structures. [2 marks]
.................................................................................................................................................................... .................................................................................................................................................................... (iii) Why are the wall structures of K and L are different? [1 mark]
.................................................................................................................................................................... ....................................................................................................................................................................
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(b) Struktur yang ditunjukkan dalam gambar rajah di bawah berkaitan dengan organ pada (a).
L K
(i) Namakan struktur K dan L.
[2 markah]
.................................................................................................................................................................... .................................................................................................................................................................... (ii) Berikan dua ciri bagi setiap struktur itu. [2 markah]
.................................................................................................................................................................... .................................................................................................................................................................... (iii) Mengapakah struktur dinding bagi K dan L berbeza? [1 markah]
.................................................................................................................................................................... ....................................................................................................................................................................
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3 A researcher carried out a cross on pea plants to determine the inheritance of seed forms. He crossed pure line wrinkled seed with pure line smooth seed to produce F 1 generation and subsequently F 2 generation. A total of 250 plants were produced in F 2 generation, 59 with wrinkled seeds and 191 with smooth seeds. The diagram below illustrates the crosses.
Progeny Q
(a) What is the phenotype of progeny Q?
[1 mark]
.................................................................................................................................................................... (b) What is the expected ratio of wrinkled-seed plants to smooth-seed plants of F 2 generation? [1 mark] .................................................................................................................................................................... (c) Using the expected ratio in (b), determine the expected number of phenotypes of F 2 generation. Phenotype Wrinkled Smooth Observed number 59 191 [2 marks] Expected number
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3 Seorang penyelidik telah membuat kacukan terhadap pokok kacang pea untuk menentukan perwarisan bentuk biji. Beliau mengkacukkan baka tulen biji yang berkedut dengan baka tulen biji licin untuk menghasilkan generasi F 1 dan seterusnya generasi F 2. Sebanyak 250 tumbuhan telah dihasilkan dalam generasi F 2 , 59 dengan biji berkedut, dan 191 dengan biji licin. Gambar rajah di bawah menunjukkan kacukan tersebut. Biji berkedut Biji licin
Induk betina X
Induk jantan
Progeni Q
(a) Apakah fenotip bagi progeni Q?
[1 markah]
.................................................................................................................................................................... (b) Apakah nisbah jangkaan pokok dengan biji berkedut kepada pokok dengan biji licin bagi generasi F 2 ? [1 markah] .................................................................................................................................................................... (c) Dengan menggunakan nisbah jangkaan pada (b), tentukan bilangan jangkaan fenotip generasi F 2. Fenotip Berkedut Licin Bilangan cerapan 59 191 [2 marks] Bilangan jangkaan
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(d) Using the chi-square formula, determine the chi-square value for F 2 generation.
[3 marks]
(e) Chi-square (2 ) values at 5% level is given below. Degree of freedom 1 2 3 4 5 6 7 8 9 10 5% level 3.841 5.991 7.815 9.488 11.070 12.592 14.067 15.507 16.919 18.307
[4 marks]
Using the data from above table, explain whether the result obtained is in accordance with Mendels first law. .................................................................................................................................................................... .................................................................................................................................................................... .................................................................................................................................................................... (f) Determine the dominant seed forms of pea plants. [1 mark]
Wrinkled: ................................................................................................................................................... Smooth: ...................................................................................................................................................... (g) With the symbol R as dominant allele and symbol r as recessive allele, determine the genotypes of both parents and progeny Q.
[3 marks]
Female parent:................................................................................................................................... Male parent: ..................................................................................................................................... Progeny Q: ........................................................................................................................................ 964/5
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(d) Dengan menggunakan rumus khi kuasa dua, tentukan nilai khi kuasa dua bagi generasi F 2 . [3 markah]
(e) Jadual nilai khi kuasa dua (2 ) pada aras 5% diberikan di bawah. Darjah kebebasan 1 2 3 4 5 6 7 8 9 10 Aras 5% 3.841 5.991 7.815 9.488 11.070 12.592 14.067 15.507 16.919 18.307
[4 markah]
Dengan menggunakan data daripada jadual di atas, jelaskan sama ada keputusan yang diperoleh mematuhi hukum Mendel pertama. .................................................................................................................................................................... .................................................................................................................................................................... .................................................................................................................................................................... (f) Tentukan kedominanan bentuk biji kacang pea. [1 markah]
Berkedut:.................................................................................................................................................... Licin: ......................................................................................................................................................... (g) Dengan simbol R sebagai alel dominan dan simbol r sebagai alel resesif, tentukan genotip kedua-dua induk dan progeni Q. [3 markah] Induk betina:.............................................................................................................................................. Induk jantan:.............................................................................................................................................. Progeni Q:.................................................................................................................................................. 964/5
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STPM/S(E)964

MAJLIS PEPERIKSAAN MALAYSIA

PEPERIKSAAN SIJIL TINGGI PERSEKOLAHAN MALAYSIA

OMAR BIN ABU BAKAR Chief Executive Malaysian Examinations Council

SYLLABUS 964 BIOLOGY

Topic 1.3 Lipids

1.5 Nucleic acids

Topic 1.6 Analytical techniques

2 Structure of Cells and Organelles 2.1 Prokaryotic and eukaryotic cells

2.2 Cellular components

2.3 Specialised cells

Topic 3 Membrane Structure and Transport 3.1 Fluid mosaic model

3.2 Movement of substance across membrane

4 Enzymes 4.1 Catalysis and activation energy

4.2 Mechanism of action and kinetics

Topic 4.3 Cofactors

4.5 Classification of enzymes

4.6 Enzyme technology

5 Cellular Respiration 5.1 The need for energy in living

5.2 Aerobic respiration

5.3 Anaerobic respiration

6 Photosynthesis 6.1 Autotroph

6.2 Light-dependent reactions

Topic 6.3 Light-independent reactions

6.4 Limiting factors

SECOND TERM: PHYSIOLOGY

Topic 7 Gas Exchange 7.1 Gaseous exchange in humans

7.2 Breathing cycle

7.3 Gaseous exchange in plants

8 Transport in Animals and Plants 8.1 Transport system in mammals

8.2 Transport system in vascular plants

9 Control and Regulation 9.1 Nervous system

10 Reproduction, Development and Growth 10.1 Sexual reproduction in humans

10.2 Sexual reproduction in flowering plants

10.3 Seed germination

10.4 Growth curves and patterns of growth

11 Homeostasis 11.1 Importance of homeostasis

Topic 11.2 Liver

11.3 Osmoregulation in mammals

11.4 Osmoregulation in plants

12 Immunity 12.1 Immune system

Topic 12.2 Development of immunity

12.3 Concept of self and non-self

12.4 Immune disorder

13 Infectious Diseases 13.1 Infectious disease

Topic 13.4 Tuberculosis (TB)

THIRD TERM: ECOLOGY AND GENETICS

Topic 14 Taxonomy and Biodiversity 14.1 Taxonomy

14.2 Diversity of organisms

14.3 Biodiversity in Malaysia

14.4 Threats to biodiversity

14.5 Conservation of biodiversity

Topic 15 Ecology 15.1 Levels of ecological organisation

15.2 Biogeochemical cycles

15.3 Energy flow

15.4 Population ecology

15.5 Carrying capacity

15.6 Quantitative ecology

Topic 16 Selection and Speciation 16.1 Natural and artificial selection

17.2 Non-Mendelian inheritance

17.3 Genetic mapping

17.4 Population genetics

17.5 DNA replication

STUDENTS MANUAL 20_/20_