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Version 1.1

An e-book by Kenneth Ng

SMK KOLOMBONG

KOTA KINABALU

2008

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Disclaimer:

This e-book is meant to be used as a guide to help teachers

prepare their students to sit for the SPM exams. It is provided

free of charge on a ‘best intention’ basis. The author shall not

be held responsible for any inaccuracies contain therein or

any outcome arising from the use of this e-book.

Condition of use:

This e-book may be distributed in its original form free of

charge. It is not to be sold for any profit.

Kenneth Ng

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BIOLOGY 1

1. Read the entire question and all the answer choices

before deciding on the answer.

2. Mark your answer clearly on the Objective Answer

Sheet.

3. If you cannot answer a question, go on to the next

question. Remember to come back to this question

later. This will prevent you from wasting precious

time.

4. Go through your answers after you have finished.

You might want to change some of your answers.

BIOLOGY 2 - STRUCTURED QUESTIONS

1. Write neatly and clearly.

2. Be brief and to the point – it is not necessary to

repeat the question.

3. Show your working for any calculation work. (Write

down the formula, substitute the values into the

formula, complete the calculation)

4. Use a pencil to draw diagrams or graphs.

5. Label diagram and graphs clearly.

6. Use the marks allocated to determine how much you

should write. One mark is allocated for one point.

7. Use the instruction guide to answer the questions.

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BIOLOGY 2 - ESSAY QUESTIONS

1. Read all the questions before choosing those that

you want to answer.

2. Re-read the chosen questions carefully to make sure

you are interpreting them correctly.

3. You may explain your answer using appropriate

diagrams (be sure to label all diagrams), equations,

graphs, tables or any other suitable methods.

4. Give your answers according to the key instruction

words. Use the INSTRUCTION GUIDE below.

5. You may give your answer in point form. Check the

number of points in your answer with the number of

marks allocated for the question. (One point is

usually allocated one mark). If possible give one or

two more points than the maximum marks allocated.

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INSTRUCTION GUIDE AND RESPONSE

Key instruction word Answer

What is …? Give the actual name. Spelling for

scientific terms and names must be

accurate.

How many Give the quantity, no need for

calculation

calculate Show the workings of your

calculation and the final answer

Name Give the correct name, scientific

names must be underlined

State Just give the fact. No explanations or

descriptions needed.

List State the facts in point form.

Define Define the term clearly and

completely.

Why Give the reasons

How Explain step by step how it takes

place

Compare Give the similarities and differences

explicitly. Use a table.

What are the differences Give the differences explicitly. Use a

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table.

Describe Tell the story, an account of, state

the main points of the topic. No

elaborate explanation of why and

how is necessary

Discuss Give your opinion from different

aspects, viewpoints or arguments.

Contrast / Distinguish Give the differences only.

Evaluate Give the positive and negative

aspects.

Explain Clarify what, how or why. State the

fact followed by a few sentences to

elaborate it.

Illustrate Explain or clarify by using diagrams,

drawings or figures.

Outline Briefly give the important points.

Summarize Present concisely all main points.

Tick (�) in the box Tick (�) in the box, DO NOT use a

cross (�).

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Example for Describe and Explain

Describe the graph

As the temperature increase from 0 oC to 40

oC , the rate of

enzyme activity also increases. The rate of enzyme activity is

maximum at 40 oC . As the temperature increases above 40

oC , the rate of enzyme activity decreases.

Explain the graph

As the temperature increase from 0 oC to 40

oC , the rate of

enzyme activity also increases . At these temperatures, the

enzyme is more active as the temperature increases because

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the rate of collision between the enzymes and the substrate

molecules increases with the increase of temperature. The

rate of enzyme activity is maximum at 40 oC because this

temperature is optimum for the enzyme to function. As the

temperature increases above 40 oC, the rate of enzyme

activity decreases because the enzymes begin to denature

due to the high temperature.

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PAPER 3 : QUESTION 1

The following scientific skills are tested in Question 1:

1. OBSERVATION

QUESTION : State two observations….

ANSWER : Write down what can be observed only. Do not do

any analysis, comparison or conclusion. For most

experiments, the observation can be written in the form:

The ….(responding variable) ….. at …..(manipulated

variable)… is (state reading of measuring instrument)

( Write the observation for the highest and lowest value of

the responding variable.)

Example:

The time taken for the starch to be completely hydrolysed at

5 oC

is 45 minutes.

The time taken for the starch to be completely hydrolysed at

40 oC is 5 minutes.

2. INFERENCE

State one inference which corresponds to each observation.

An inference is a brief explanation of the observation, based

on scientific knowledge which you already know.

Example:

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The time taken for starch to be completely hydrolysed at 5 oC

is 45 minutes because the low temperature causes the

enzymes to react slowly with the substrate.

The time taken for starch to be completely hydrolysed at 5 oC

is 5 minutes because the higher temperature causes the

enzymes to react quickly with the substrate.

3. MEASURING AND USING NUMBERS

Record the reading of thermometer, stopwatch, ruler etc.

from the given diagram.

4. COMMUNICATING

Construct the table with the manipulated variable as the first

column and the responding variable as the second column.

Data derived or calculated from the second column can be

added to the third column. Show the calculations in the third

column itself. Units of measurements should be written

together with table titles, not with readings.

Example

Temperature / oC

Time for starch to be

completely hydrolysed /

min

Rate of reaction

/ min -1

5 10 1/10 = 0.1

15 5 1 / 5 = 0.2

30 2 1 / 2 = 0.5

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5. INTERPRETING DATA

Explain / state the relationship between manipulated and

responding variables as obtained from a graph of the results.

Example: As the temperature increases from 5 oC to 45

oC,

the time taken for the complete hydrolysis of starch

decreases from 45 minutes to 5 minutes.

6. CONTROLLING VARIABLES

Variables

State the variable

Describe how you control the variables

Use action words and name the instruments used

MANIPULATED

Temperature

Use / ….

Use a thermometer to measure the temperature of

the water bath and add ice or warm water to

maintain the temperature of the water bath. Place

the test tubes in the different water baths.

RESPONDING

Time taken for

complete

hydrolysis of starch

Record / measure using ….

Record the time taken for the enzyme substrate

mixture to lose its blue colour.

CONTROLLED

Concentration of

enzyme

Use the same…/ Maintain …

Use the same amount of enzyme ( 1 ml) in each of

the experiment.

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7. MAKING HYPHOTHESIS

Able to state the hypothesis correctly based on the following

criteria:

• State the manipulated variable

• State the responding variable

• Relate the manipulated variable and the responding

variable (do not use vague relationships like ‘affects’

or ‘influence’ or ‘changes with’). Commit to using

terms like: ‘increases with’ / ‘decreases with’ .

8. PREDICTING

QUESTION : If the experiment is repeated ….., predict the

observation ……

ANSWER : Give a value or relevant statement e.g. the

(responding variable) will be higher / lower than (the value in

the first experiment) followed by a the reason …

EXAMPLE: What will the rate of transpiration be at fan speed

3, if the experiment is repeated in the dark?

The transpiration rate at fan speed 3 will be less then (value

recorded) because the stomata is closed in the dark and less

water will be loss through them.

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9. DEFINING OPERATIONALLY

Give a definition based on the context of the experiment.

EXAMPLE 1: An experiment is carried out to investigate

photosynthesis and the number of bubbles released is

counted. The operational definition of photosynthesis would

then be:

Photosynthesis is the process where green plants release

bubbles in the presence of light, carbon dioxide and water.

EXAMPLE 2: An experiment is carried out to investigate

photosynthesis and leaves are tested with iodine solution for

the presence of starch. The operational definition of

photosynthesis would be:

Photosynthesis is the process where green leaves in the

presence of light, carbon dioxide and water, produce starch

which turns iodine solution dark blue.

EXAMPLE 3: An experiment is carried out to investigate

transpiration under different fan speeds. The operational

definition of transpiration would be:

Transpiration is the process where a plant loses water to the

surrounding which is indicated by the movement of water or

air bubble in the capillary tube and is affected by speed of

the air current.

(You should include the variables in the context of the

experiment / experimental conditions and .)

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10. CLASSIFYING

Group the materials or apparatus listed using a table with the

headings provided. Group them according to their function in

the experiment.

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11. USING SPACE-TIME RELATIONSHIP

State the changes of the responding variable with time. Use

relationship words like increases with / decreases with /

remains constant with / increases proportionately with / etc.

Do not use neutral relationship terms like affects / influences

/ changes with.

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PAPER 3 : QUESTION 2

This question tests student’s ability to plan an experiment

in a given format. Students must have all of the following :

1. Problem statement

2. Aim of investigation

3. Variables

4. Hypothesis

5. List of apparatus and materials

6. Technique used

7. Experimental procedure or method

8. Presentation of data

9. Conclusion

1. PROBLEM STATEMENT

Must be written in the form of a question – End with a

question mark.

Eg. Does pH affect the activity of amylase?

2. OBJECTIVE

Write down the objective as given in the question.

Eg. To investigate the effect of pH on the activity of amylase?

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3. VARIABLES :

Write down 3 variables. (Manipulated variable, responding

variable and controlled variable. The controlled variable

must be one that will affect the outcome of the experiment if

not kept constant.)

4. HYPOTHESIS

Able to state the hypothesis correctly based on the following

criteria:

• State the manipulated variable

• State the responding variable

• Relate the manipulated variable and the responding

variable

5. MATERIALS AND APPARATUS

List down all the materials and apparatus used.

6. TECHNIQUE

In a complete sentence, write down what is observed or

measured (include the instrument used). State the specific

name of the technique where applicable.

Example :

(i) Measure and record the volume of fruit juices needed to

decolorize blue DCPIP , using a syringe.

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(ii)Measure and record the initial and final temperature of

the water in the boiling tube using a thermometer.

7. PROCEDURE

Write down each step clearly and systematically. Your steps

should include:

Steps where you describe how apparatus and materials are

handled.

Steps where you describe how the controlled variable is

maintained

Steps where you describe how the manipulated variable is

altered

Steps where you describe how the responding variable is

measured and the instrument to be used.

Precautionary steps which ensure safety / improve accuracy

of readings.

(write the steps as a set of instructions or direct speech and

not in passive speech)

8. PRESENTATION OF DATA

Construct the table with the correct titles and units. Leave

the table blank. The experiment is not carried out yet, so the

results are not yet available.

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9. CONCLUSION

Repeat or modify the hypothesis sentence. You may then

write whether the hypothesis is accepted or rejected.

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The roots of education are bitter, but the fruit is sweet.

Aristotle