SPM Biology Paper 3

BIOLOGY
SEMINAR
2017
By: YH Tan
SPM BIOLOGY SEMINAR YHTAN2017
PART 1: EXAM FORMAT OF SPM BIOLOGY (4551)

2
Paper 1 Paper 2 Paper 3

4551/1 4551/2 4551/3
50 objective Section A Section B Question 1 Question 2
questions
(multiple choice 5 subjective 4 essay writing Structured Open response
questions) questions (choose 2) based item item
50% 60% 40% 33% 17%
1 hour 15
2 hours 30 minutes 1 hour 30 minutes
minutes
PART 2: ANALYSIS OF PAST YEAR QUESTION

PAPER 2
SECTION A SECTION B
2006 Q1: Plant cells Q6: Type of nutrition + malnutrition
Q2: Human digestion + enzymatic Q7: Movement of substance across
reaction plasma membrane
Q3: Nervous system Q8: Photosynthesis
Q4: Double fertilisation in plants Q9: Lymphatic system + multicellular
Q5: Synthesis of extracellular enzyme + organism (low TSA/V)
Mutation
2008 Q1: Cell division Q6: Paramecium sp. in osmoregulation
Q2: Cell organisation + blockage in + movement of substance across
blood vessel plasma membrane
Q3: Inheritance of fur colour Q7: Blood clotting mechanism +
Q4: Twins + pregnancy anaemia + transport in fish and human
Q5: Endocrine system Q8: Defaecation + malnutrition +
evaluating diet
Q9: Effect of CO2 to ecosystem + forest
burning + impact of chemical products
(fertiliser and herbicides) to agriculture
and environment
2009 Q1: Plant cells + movement of Q6: Mendels first law + haemophilia
substance across plasma membrane Q7: Interaction between biotic
Q2: Spermatogenesis + genetic component (parasitism) + biological
disorder (Downs syndrome) control + nitrogen cycle
Q3: Transport in plants + growth in Q8: Turgidity of plant cell + transport in
plants plant
Q4: Human respiratory system Q9: Human digestion + disease related
Q5: Development of embryo and foetus to eating habits
2010 Q1: Animal cells Q6: Endocrine system + synaptic
3
Q2: Movement of substance across transmission
plasma membrane Q7: Transport in plants + Transport in
Q3: Cell division + karyotype animals (fish + human)
Q4: Protein Q8: Balanced ecosystem + effect of
Q5: Support and locomotion (human CO2 concentration
arm + knee joint) Q9: Human digestion + evaluation of
diet
2011 Q1: Cell organization + human Q6: Growth of insect and human +
digestion technology to overcome infertility
Q2: Movement of substance across Q7: Inheritance + thalassemia +
plasma membrane Rhesus factor
Q3: Aerobic and anaerobic respiration Q8: Greenhouse + food processing
+ homeostasis technique
Q4: Lower limb + muscle cramp Q9: Eutrophication + effect of industrial
Q5: Nephron + urine production activities
2012 Q1: Plant cells + xylem tissue Q6: Development of the zygote +
Q2: Movement of substance across technology to overcome infertility +
plasma membrane differences between spermatogenesis
Q3: Cell division + genetic disorder and oogenesis
(Turner syndrome) Q7: Respiration in human and insects
Q4: Colonisation and succession in Q8: Blood clotting + blood vessel +
pond + eutrophication + quadrat cardiovascular disease
sampling technique Q9: Recycle + effect of
Q5: Mendels second law chlorofluorocarbon (CFC)
2013 Q1: Formation of triglyceride + Q6: Respiration in insect and human
atherosclerosis Q7: Inheritance + haemophilia + sickle
Q2: Animal cells + chloroplast cell anaemia
Q3: Variation + ABO system Q8: Food processing + food pyramid
Q4: Homeostasis Q9: Effect of factories to ecosystem +
Q5: Transport in plant + respiration in preserve and conserve of aquatic
plant ecosystem
2014 Q1: Amoeba sp. Q6: Movement of substance across
Q2: Cell division + mutation plasma membrane
Q3: Endocrine system + function of Q7: Development of follicles +
kidney + haemodialysis contraceptive methods + growth in
Q4: Mendels second law plants
Q5: Human respiratory system Q8: Food chain + impact of humans
activity to ecosystem
Q9: Evaluating eating habits + health
problem related to eating habits
2015 Q1: Plant cells + aquatic plant Q6: Nephron + osmoregulation
Q2: Cell division + cell division in plants Q7: Variation + ABO system
+ tissue culture technique Q8: Digestion in ruminant and human
Q3: Food class + enzymes Q9: Interaction between leguminous
Q4: Blood clotting mechanism + plant and rubber trees + effect CO2
immunity
Q5: Double fertilisation in plants +
growth in plants
2016 Q1: Cell organisation + Transport in Q6: Response and coordination

4
plants Q7: Interspecific competition + Food

Q2: Enzymatic reaction chain + Disease (AIDS & Dengue)
Q3: Movement of substance across Q8: Transport in plants + Causes of
plasma membrane cardiovascular disease
Q4: Variation Q9: Effect of eco-tourism towards
Q5: Inheritance (Monohybrid) environment + 3R programme
PAPER 3
Question 1 Question 2
2003 Effect of camouflage on the predator- Relationship between the
prey relationship. concentration of carbon dioxide and
the rate of photosynthesis.
2004 Determine the percentage of vitamin Estimate the size of the bird
C in fruit juice using DCPIP solution. population in a fruit orchard.
2005 Determine the energy value in white Determine the concentration of
bread and peanuts. solution which will maintain the mass
of plant tissues.
2006 Effect of the concentration of albumen Determine the concentration of
suspension on the rate of reaction of sucrose which is isotonic to the cell
pepsin enzyme. sap of mango.
2007 Effect of light intensity on the rate of Effect of temperature on the rate of
photosynthesis of a Hydrilla sp. anaerobic respiration in yeast.
2008 Effect of light intensity on the Study the size of molecules that can
population distribution of a diffuse through a semi-permeable
Pleurococcus sp. membrane.
2009 Effect of light intensity on the rate of Effect of temperature on the rate of
photosynthesis. enzyme reaction.
2010 Effect of different duration of activity Effect of interspecific competition
on the percentage of carbon dioxide between maize plant and paddy
in exhaled air (J-tube). plants on their growth.
2011 Effect of pH values on the hydrolysis Effect of light intensity on the rate of
of starch by amylase enzyme. transpiration in Hibiscus sp.
2012 Determine the energy value in three Effect of the volume of water intake
types of food. on the volume of urine produced by
kidney.
2013 Effect of nutrients concentration on Show that small molecules are able to
the growth of plants. diffuse across a semipermeable
membrane but large molecules
cannot.
2014 Study the variation on the growth of Compare the amount of solid air
ladies fingers plants which is affected pollutants in different locations.
by pH value of the soil.
2015 Study the level of water pollution in Effect of distance between green
different sources of water. bean plants on their growth,
2016 Study the effect of relative humidity Study the effect of different carbon
on the rate of transpiration of a dioxide concentrations on the rate of
balsam plant. photosynthesis of an aquatic plant.
PART 3: EXPERIMENT CHECKLISTS
5
Chapter 3: Movement of substance across plasma membrane
Exp 1: Size of molecule that can diffuse through a semipermeable membrane.
Exp 2: Studying osmosis using osmometer.
Exp 3: Studying the effects of hypotonic, hypertonic and
isotonic solutions on animal and plant cells.
Exp 4: Determining the concentration of external solution which is isotonic to
the cell sap of plant.
Chapter 4: Chemical composition of the cell
Exp 5: Studying the effects of temperature on salivary amylase activity.
Exp 6: Studying the effects of pH on the activity of pepsin.
Exp 7: To investigate the effects of pH on the breakdown of
starch by amylase.
Exp 8: Studying the effects of substrate concentration on salivary amylase
activity.
Exp 9: Studying the effects of enzyme concentration on salivary amylase
activity.
Chapter 6: Nutrition
Exp 10: Determining the energy value in food samples.
Exp 11: Determining the vitamin C contain in various fruit
juices.
FORM Exp 12: Studying the effects of macronutrient deficiency in plants.
4 Exp 13: Investigating the effects of light intensity on the rate of
photosynthesis.
Exp 14: Investigating the effect of carbon dioxide concentration on the rate of
photosynthesis.
Chapter 7: Respiration
Exp 15: Investigating the process of anaerobic respiration in yeast.
Exp 16: Investigating the differences between inhaled and exhaled air in
terms of oxygen and carbon dioxide contents.
Chapter 8: Dynamic ecosystem
Exp 17: Studying the intraspecific and interspecific competition in plants.
Exp 18: Investigating the distribution of plants using the quadrat sampling
techniques.
Exp 19: Estimating the population size of animals using capture, mark,
release and recapture technique.
Exp 20: Studying the relationship of population distribution of
an organism with the changes of an abiotic factor.
Exp 21: Studying the effects of temperature, pH, light intensity and nutrients
on the activity of yeast.
Chapter 9: Endangered ecosystem
Exp 22: Investigating the level of pollution in several different sources of water
and air.
6
Chapter 1: Transport
Exp 23: To study one of the factor affecting the rate of transpiration.
Chapter 3: Coordination and response
Exp 24: To study the effect of different quantities of water

intake of urine output.
Chapter 4: Reproduction and growth
FORM Exp 25: To study the growth of a plant such as an onion or a balsam.
Chapter 5: Inheritance
5
Exp : To determine the phenotypes of offspring when two parents of the same
genotype are crossed.
Chapter 6: Variation
Exp 26: To investigate continuous variation and

discontinuous variation in human.
Exp 27: To investigate the importance of camouflage in the survival of a
species.
PART 4: ANSWERING TECHNIQUES FOR PAPER 3
7
PAPER 3 QUESTION 1
Each construct consists 3 marks.
MEASURING USING NUMBER (KB0603)

Student must use SCIENTIFIC PROCESS SKILL in the measurement, including the
correct sensitivity of the equipment and instrument used in the experiment.
For example,
(a) Thermometer: 1C
(b) Ruler: 0.1cm
(c) Balance: 0.01g / 0.1g
OBSERVATION (KB0601)
1. Make the question as your answer source!!!

2. Making observation based on the reading in the experiment. State clearly:
(a) Change in colour
(b) Change in the temperature
(c) Change in the time
(d) Change in the volume at the end of experiment.
3. Make sure the observation made can be used to make inference.
4. State observation using MV + RV (must using value).
5. 2 types of observation:
(a) Horizontal observation: Find the highest and lowest RV
(b) Vertical observation: State the relationship between the MV and RV.
6. Using STRATEGIC VARIATABLE technique.
Operating variable Actual variable

(from the result table) (from the question)
Lowest value
MV OMV AMV
Highest value
Lowest reading
RV ORV ARV
Highest reading
7. Example:
When OMV is LOWEST VALUE, ORV is LOWEST READING.
MAKING INFERENCE (KB0604)

8
1. Make one logical inference for each observation.

2. Must state the AMV and ARV.
3. Example:
At OMV, AMV is highest/ lowest, therefore rate of ARV is the highest.
CONTROLLING VARIABLES (KB0610)

1. Able to state all 3 variables and the methods to handle the variable correctly.
2. State the parameter clearly, for example volume, temperature, mass, time, length,
etc.
3. Using the following keyword!!
MV Use different OMV. (state the value of different OMV used)

Measure/ count and record ORV by EQUIPMENT.
RV
Calculate and record the ARV by formula
CV Fix/ using the same OCV.
MAKING HYPOTHESIS (KB0611)

1. Able to state a hypothesis to show a relationship between the MV and RV and the
hypothesis can be validated.
2. Formula: MV + RV + Relationship.
3. 2 types of hypothesis:
Rate hypothesis
RV
MV
RV
MV
RV
9
Optimum value
MV
RV
Saturation value
MV
Comparison hypothesis
e.g.: Groundnut has the higher energy value compared to chestnut and peanut.
COMMUNICATING BY TABLE (KB0606)

1. Able to tabulate a table and fill in data accurately base on the titles, recording data
and calculation.
SPACE AND TIME RELATIONSHIP (KB0612)

1. Able to draw graph based on:
(a) Consistent scale at both axes
(b) All points are plotted correctly.
(c) DONT extrapolate the graph!!!
(d) Smooth graph with all the points are connected.
INTERPRETING DATA (KB0608)

1. Able to state the relationship between MV and RV with the reasonable explanations.
2. Formula: MV + RV + Relationship + 2 Reasons
3. Example:
When OMV increases, ARV increases because AMV increases that causes (effect
to ORV).
DEFINE OPERATIONALLY (KB0609)

10
1. Must be made based on the observation from experiment.

2. Must contains following criteria:
(a) Definition based on ORV
(b) Depends on the OMV
(c) ARV is affected by AMV.
3. Example:
Osmosis is the net movement of water molecules in/ out of the visking tube results
in the difference in mass of visking tube after 30 minutes which is affected by
different concentration of sucrose solution.
PREDICTING (KB0605)
1. Able to predict the outcome based on:
(a) Using previous data
(b) Effect towards ARV
(c) Reason of the change
2. Example:
The mass of visking tube is less than 0.9 g because the solution in the beaker is
hypertonic compared to the solution in the visking tube. Therefore, more water
diffuses out of the visking tube into the solution in the beaker by osmosis.
CLASSIFYING (KB0602)
1. Able to classify correctly.
PAPER 3 QUESTION 2
11
Aspect Marks
Problem statement 3
In question form relating the manipulated variable (MV) and the responding variable (RV)
and must have question mark. [MV + RV + Relation + Question mark]
Example: What is the effect of MV on the RV?

Objective of investigation -
Hypothesis 3
A statement stating the relationship between MV and RV. [MV + RV + Relation]
Example: The higher the MV, the higher the RV.

Variables 3
MV this variable is being changed in this experiment.
RV this is being measured in this experiment.
CV these are factors being kept constant throughout the experiment.
List of apparatus and materials 3
Material things that can only be used only once.
Apparatus things that can be reused again and again.
Experimental procedure 3
1. Steps where you describe how apparatus and materials are handled (setup of the
experiment). NO ILLUSTRATION IS NEEDED!! K1
2. Steps where you describe how the CV is maintained. K2
3. Steps where you describe how the MV is altered. K4
4. Steps where you describe how the RV is measured and the instrument to be used.
K3
5. Precautions. K5
Presentation of data 2
In table form with titles and units and NO ACTUAL RESULTS IS REQUIRED.
Not
Conclusion
required
TOTAL 17
PART 5: LETS DO IT!!

12
Question 1/ Soalan 1
When frequent urination, the water level in blood are low causing blood solutes become more
concentrated. This leads to higher blood osmotic pressure. Nerve message is sent to Pituitary gland to
release more ADH which are carried by bloodstream to the kidney. Kidney reabsorb more water and
preventing water loss.
Apabila kerap menghasilkan air kencing, aras air dalam darah adalah rendah menyebabkan bahan
larut menjadi lebih pekat. Ini menyebabkan tekanan osmosis darah bertambah tinggi. Maklumat saraf
dihantar ke kelenjar Pituitari untuk merembes lebih banyak ADH yang mana diangkut oleh aliran
darah ke ginjal. Ginjal menyerap semula lebih banyak air dan menghalang kehilangan air.
An experiment was carried out by two groups of students from the same age to investigate the function
of the Kidney. The aim of this experiment is to determine the effect of drinking different volumes of
drinking water on the volume of urine released by Kidney. Each group consists of two students.
Satu eksperimen telah dijalankan oleh dua kumpulan murid-murid di kalangan umur yang sama untuk
menyiasat fungsi Ginjal. Tujuan eksperimen ini adalah untuk menentukan kesan meminum isipadu air
minuman yang berbeza ke atas isipadu air kencing yang dihasilkan oleh Ginjal. Setiap kumpulan
adalah terdiri daripada dua murid.
Diagram 1 shows the apparatus set up for this experiment.

Rajah 1 menunjukkan penyediaan set radas dalam eksperimen ini.
Student/ Murid Stopwatch/ Jam randik
Diagram 1/ Rajah 1
The procedure for this experiment are as follows:
13
Prosedur-prosedur untuk eksperimen ini adalah seperti berikut:
All the students are instructed to empty their bladder before starting the experiment.
Step 1/
Kesemua murid diarahkan untuk menggosongkan pundi kencing mereka sebelum
Langkah 1
memulakan eksperimen.
Students from group A were given 200ml of drinking water to drink while students
from group B were given 600 ml of drinking water to drink.
Step 2/
Murid-murid dari kumpulan A diberikan 200ml air minuman untuk diminum
Langkah 2
manakala murid-murid dari kumpulan B diberikan 600 ml air minuman untuk
diminum.
Step 3/ A stopwatch is started immediately after they drank the drinking water.
Langkah 3 Jam randik telah dimulakan dengan segera sebaik mereka meminum air minuman.
During the experiment, they are instructed not to eat and performed any vigorous
Step 4/ activity in the air condition room.
Langkah 4 Semasa eksperimen , mereka dilarang makan dan tidak melaksanakan aktiviti cergas
di dalam bilik berhawa dingin.
After 1 hour, the students are asked to empty their bladder and the stopwatch is
Step 5/ stopped.
Langkah 5 Selepas 1 jam, murid-murid dikehendaki menggosongkan pundi kencing mereka dan
jam randik diberhentikan.
The volume of urine collected is measured and recorded by using a measuring
Step 6/ cylinder.
Langkah 6 Isipadu air kencing yang dikumpul diukur dan direkodkan menggunakan silinder
penyukat.
Steps 2 until 6 are repeated for different amount of drinking water. Students from
group A were given 400 ml of drinking water and students from group B were given
Step 7/ 800 ml of drinking water.
Langkah 7 Langkah-langkah 2 sehingga 6 diulangi untuk kandungan air minuman yang berbeza.
Murid-murid dari kumpulan A diberikan 400 ml air minuman dan murid-murid dari
kumpulan B diberi 800 ml air minuman.
The results of this experiment are shown in Table 1.

Keputusan-keputusan eksperimen ini adalah ditunjukkan dalam Jadual 1.
Table 1/ Jadual 1
14
Students group Volume of urine released by two different students after 1

Volume of drinking
of the same age hour (ml)
water drank (ml)
Kumpulan Isipadu air kencing yang dibebaskan oleh dua orang
Isipadu air
murid-murid murid yang berbeza selepas 1 jam (ml)
minuman yang
pada umur yang Student 1 Student 2
diminum (ml)
sama Murid 1 Murid 2
200
400
600
800
(a) Based on Diagram 1, classify them under apparatus and materials using suitable
15
variables in Table 2.
Berdasarkan pada Rajah 1, kelaskan mereka ke dalam radas dan bahan menggunakan
pemboleh ubah- pemboleh ubah yang sesuai dalam Jadual 2.
Table 2/ Jadual 2
Variables Apparatus Material
Pemboleh ubah Radas Bahan
Manipulated
Dimanipulasikan
Responding
Bergerak balas
Constant
Malar
(b) Record the volume of urine collected by using measuring cylinder in Table 1.
Rekodkan isipadu air kencing yang dikumpul menggunakan silinder penyukat ke dalam
Jadual 1.
(c) (i) State two different observation which is one from Group A and one from Group B
that can be made from Table 1.
Nyatakan dua pemerhatian yang berlainan yang mana satu daripada KumpulanA dan
satu daripada Kumpulan B dapat dibuat daripada Jadual 1.
Observation 1/ Pemerhatian 1:
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
(ii) State two inferences from the observations in 1 (c) (i).

16
Nyatakan dua inferens daripada pemerhatian-pemerhatian dalam 1 (c) (i).
Inference from Observation 1/ Inferen daripada Pemerhatian 1:

..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................

..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
(d) Complete Table 3 based on this experiment.

Lengkapkan Jadual 3 berdasarkan eksperimen ini.
Table 3/ Jadual 3
Variables Method to handle the variables
Pemboleh ubah Cara mengendalikan pemboleh ubah
Manipulated variable:
Pemboleh ubah dimanipulasikan:
....................................................... .............................................................................
....................................................... .............................................................................
....................................................... .............................................................................
Responding variable:
Pemboleh ubah bergerak balas:
....................................................... .............................................................................
....................................................... .............................................................................
....................................................... .............................................................................
Fixed variable:
Pemboleh ubah malar:
....................................................... .............................................................................
....................................................... .............................................................................
....................................................... .............................................................................
(e) State the hypothesis for this experiment.
17
Nyatakan hipotesis bagi eksperimen ini.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
(f) (i) Construct a table and record all your data collected in this experiment based on the
following:
Bina satu jadual untuk merekodkan semua data yang dikumpul dalam eksperimen ini
berdasarkan yang berikut:
Group / Kumpulan
Volume of water drank / Isipadu air diminum
Volume of urine collected after 1 hour/ Isipadu air kencing dikumpul selepas 1 jam
Average volume of urine collected / Purata isipadu air kencing dikumpul
Blood osmotic pressure / Tekanan osmosis darah
[Blood osmotic pressure scale are measured as follows:
Skala Tekanan osmosis darah diukur seperti berikut:
1 Lowest / Sangat rendah 3 Tinggi / High
2 Low / Rendah 4 Highest / Sangat tinggi]
(ii) Use the graph paper provided to answer this question.

Using the data in 1(f)(i), draw a line graph to show the relationship between the average
volume of urine collected against the volume of water intake.
Gunakan kertas graf yang disediakan di halaman 12 untuk menjawab soalan ini.
Menggunakan data di 1(f)(i), lukiskan satu graf garis untuk menunjukkan hubungan di
antara purata isipadu air kencing dikumpul melawan isipadu air diambil.
18
(g) Based on the graph drawn in 1 (f) (ii), state the relationship between the volume of
water intake and the average volume of urine collected.
Explain your answer.
Berdasarkan graf yang dilukis di 1(f)(ii), nyatakan hubungan di antara isipadu air yang
diambil dengan isipadu air kencing yang dikumpul.
Terangkan jawapan anda.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
(h) Based on the result of this experiment, state the operational definition of high blood
osmotic pressure.
Berdasarkan keputusan eksperimen ini, nyatakan definisi secara operasi bagi tekanan
osmosis darah yang tinggi.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
(i) One student carried out another experiment as shown in Diagram 2.

Seorang murid menjalankan satu lagi eksperimen seperti ditunjukkan dalam Rajah 2.
Diagram 2/ Rajah 2
Predict the volume of urine produced by this student.

Explain your answer.
Ramalkan isipadu air kencing yang dihasilkan oleh murid ini.
Terangkan jawapan anda.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
19
Like most living organism, humans show variation characteristics such as the type of earlobe. An
experiment is carried out to determine the dominant and recessive trait in type of earlobe characteristic
among 20 male students in a school.
Seperti kebanyakkan organisma hidup, manusia menunjukkan variasi dalam pelbagai ciri seperti jenis
cuping telinga. Satu eksperimen telah dijalankan untuk menentukan trait yang dominan dan trait yang
resesif untuk ciri jenis cuping telinga dalam kalangan 20 orang pelajar lelaki di sebuah sekoloah.
Diagram 1(a) shows the two types of earlobe observed among the students.
Rajah 1(a) menunjukkan dua jenis cuping telinga yang telah diperhatikan dalam kalangan pelajar
tersebut.
Free earlobe Attached earlobe

Cuping telinga tidak melekap Cuping telinga melekap
Diagram 1(a)/ Rajah 1(a)
Diagram 1(b) shows the results of this experiment.

Rajah 1(b) menunjukkan keputusan eksperimen ini.
20
Student 1 Student 2 Student 3 Student 4 Student 5

Pelajar 1 Pelajar 2 Pelajar 3 Pelajar 4 Pelajar 5



Diagram 1(b)/ Rajah 1(b)
(a) Based on Diagram 1 (b), record the number of students for each type of earlobe in
21
Table 1.
Berdasarkan pada Rajah 1 (b), rekodkan bilangan pelajar bagi setiap jenis cuping
telinga dalam Jadual 1.
Table 1/ Jadual 1
Type of earlobe
Jenis cuping telinga
Number of students Number of students

Bilangan pelajar Bilangan pelajar
(b) (i) Based on Table 1, state two different observation that can be made from this experiment.
Berdasarkan Jadual 1, nyatakan dua pemerhatian yang berbeza yang boleh dibuat
daripada eksperimen ini.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
(ii) State two inferences from the observations in 1 (b) (i).

Nyatakan dua inferens daripada pemerhatian-pemerhatian dalam 1 (b) (i).

..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................

22
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
(c) Complete Table 2 based on this experiment.

Table 2/ Jadual 2
....................................................... .............................................................................
....................................................... .............................................................................
....................................................... .............................................................................
....................................................... .............................................................................
....................................................... .............................................................................
....................................................... .............................................................................
Fixed variable:
....................................................... .............................................................................
....................................................... .............................................................................
....................................................... .............................................................................
(d) State the hypothesis for this experiment.

..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
(e) (i) Construct a table and record all your data collected in this experiment based on the
23
following:
Type of earlobe / Jenis cuping telinga
Number of students / Bilangan pelajar

Using the data in 1(e)(i), draw a bar chart of number of students against the type of
earlobe.
Menggunakan data di 1(e)(i), lukiskan satu carta bar bagi bilangan pelajar melawan
jenis cuping telinga.
(f) Based on the bar chart in 1 (e) (ii), explain the type of variation for type of earlobe.
Berdasarkan carta bar yang dilukis di 1(e)(ii), terangkan jenis variasi bagi jenis cuping
telinga.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
(g) In another experiment, the number of students is increased to 50.

24
Predict the number of student with free ear lobe.

Explain your prediction.
Dalan satu eksperimen yang lain, bilangan pelajar telah ditambah kepada 50.
Ramalkan bilangan pelajar yang mempunyai cuping telinga tidak melekap.
Terangkan ramalan anda.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
(h) Based on this experiment, define operationally variation.

Berdasarkan eksperimen ini, definisikan variasi secara operasi.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
(i) Table 3 (a) shows a list of characteristics found in a plant.

Classify the characteristics according to the factors affecting them in Table 3 (b).
Jadual 3 (a) menunjukkan senarai ciri yang terdapat pada satu tumbuhan.
Kelaskan ciri-ciri tersebut berdasarkan faktor-faktor yang mempengaruhi ciri tersebut
dalam Jadual 3 (b)
Table 3 (a)/ Jadual 3 (a)

Colour of flower Width of leaves Height of plant
Warna bunga Lebar daun Ketinggian tumbuhan
Diameter of fruit Shape of pods Position of flower
Ukurlilit buah Bentuk kulit biji Kedudukan bunga
Table 3 (b)/ Jadual 3 (b)

Interaction of genetic and
Genetic factor Environmental factor environmental factors
Faktor genetik Faktor persekitaran Interaksi antara faktor
genetik dan persekitaran
25
A group of students carried out an experiment to investigate the percentage of vitamin C in different
type of fruit juices by using dichlorophenolindophenol (DCPIP) solution. The experiment was carried
out by using the samples of fruit juice such as lime juice, lemon juice and orange juice.
Sekumpulan pelajar telah menjalankan satu eksperimen untuk menyiasat peratus vitamin C dalam
sampel jus buah yang berbeza dengan menggunakan larutan DCPIP. Eksperimen ini telah dijalankan
dengan menggunakan sampel jus buah-buahan seperti jus limau nipis, jus lemon dan jus oren.
The students carried out the following steps:

Pelajar-pelajar tersebut telah menjalankan langkah-langkah yang berikut:
Step 1 : 1 ml DCPIP solution was placed in a test tube.

Langkah 1 : 1 ml larutan DCPIP telah dimasukkan ke dalam tabung uji.
Step 2 : A few drops of 0.1% ascorbic acid was added to the DCPIP solution until the blue
coloured of DCPIP solution turned colourless.
Langkah 2 : Beberapa titik asid askorbik 0.1% telah ditambahkan ke dalam larutan DCPIP
sehingga warna biru larutan DCPIP bertukar menjadi tidak berwarna.
Diagram 1 shows the method used in this experiment.

Rajah 1 menunjukkan kaedah yang digunakan di dalam eksperimen ini.
Diagram 1/ Rajah 1
Based on Diagram 1, the volume of 0.1% ascorbic solution used to decolourised 1 ml DCPIP solution
26
is 1 ml.
Berdasarkan Rajah 1, isipadu larutan 0.1% asid askorbik yang digunakan untuk melunturkan warna
1 ml larutan DCPIP ialah 1 ml.
Step 3 : Step 1 and 2 were repeated by using lime, lemon and orange juices to replace 0.1%
ascorbic acid solution to decolourise 1 ml DCPIP solution.
Langkah 3 : Langkah 1 dan 2 diulang dengan menggunakan jus limau nipis, jus lemon dan jus
oren bagi menggantikan larutan 0.1% asid askorbik untuk melunturkan warna 1 ml
DCPIP.
The volume of fruit juices used to decolourise 1 ml DCPIP solution is shown in the Table 1.
Isipadu jus buah-buahan yang digunakan untuk melunturkan warna 1 ml larutan DCPIP ditunjukkan
di dalam Jadual 1.
Table 1/ Jadual 1
Volume of fruit juice (ml) Volume of fruit juice
Isipadu jus buah-buahan (ml) used to decolourise
Type of fruit
DCPIP solution (ml)
juices
Isipadu jus buah-buahan
Jenis jus Initial volume Final volume
yang digunakan untuk
buah-buahan Isipadu awal Isipadu akhir
melunturkan warna
larutan DCPIP (ml)
Lime juice
Jus limau
nipis
27
Lemon juice
Jus lemon
Orange juice
Jus oren
(a) Record the volume of fruit juice used to decolourise 1 ml of DCPIP solution in the
boxes provided in Table 1.
Rekod isipadu jus buah-buahan yang digunakan untuk melunturkan warna larutan 1 ml
DCPIP dalam kotak yang disediakan dalam Jadual 1.
(b) (i) Based on Table 1, state two different observation that can be made from this experiment.
28
Berdasarkan Jadual 1, nyatakan dua pemerhatian yang berbeza yang boleh dibuat
daripada eksperimen ini.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
(ii) State two inferences from the observations in 1 (b) (i).

Nyatakan dua inferens daripada pemerhatian-pemerhatian dalam 1 (b) (i).

..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................

..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
(c) Complete Table 2 based on this experiment.

Table 2/ Jadual 2
....................................................... .............................................................................
....................................................... .............................................................................
....................................................... .............................................................................
29
....................................................... .............................................................................
....................................................... .............................................................................
....................................................... .............................................................................
Fixed variable:
....................................................... .............................................................................
....................................................... .............................................................................
....................................................... .............................................................................
(d) State the hypothesis for this experiment.

..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
(e) (i) Construct a table and record all your data collected in this experiment based on the
following:
Sample of fruit juice
Sampel jus buah-buahan
Volume of fruit juice used to decolourise 1 ml DCPIP solution
Isipadu jus buah-buahan yang diguanakan untuk melunturkan warna 1 ml larutan
DCPIP
Percentage of vitamin C in fruit juice
Volume of 0.1% ascorbic acid solution
0.1%
Volume of fruit juice
Peratus vitamin C di dalam jus buah-buahan
0.1%
0.1%


30
Using the data in 1(e)(i), draw a bar chart to show the percentage of vitamin C in
different type of fruit juices.
Menggunakan data di 1(e)(i), lukiskan satu carta bar untuk menunjukkan peratus
vitamin C dalam jus buah-buahan.
(f) Based on the bar chart in 1 (e) (ii), explain the relationship between the volume of the
fruit juices used to decolourise DCPIP solution with the percentage of vitamin C in
the fruit juices.
Berdasarkan carta bar yang dilukis di 1(e)(ii), terangkan hubungan antara isipadu jus
buah-buahan yang digunakan untuk melunturkan warna larutan DCPIP dengan
peratus vitamin C dalam jus buah-buahan.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
(g) Based on the result of this experiment, state the operational definition of vitamin C.
Berdasarkan keputusan eksperimen ini, nyatakan definisi secara operasi bagi vitamin
C.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
(h) The experiment is repeated using lemon juice that placed in the beaker and prepared 5
hours before the experiment. Predict the outcome of this experiment. Explain your
prediction.
Eksperimen ini diulang menggunakan jus lemon yang disimpan dalam bikar dan
disediakan 5 jam sebelum eksperimen. Ramalkan hasil eksperimen ini. Terangkan
ramalan anda.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
(i) Another group of students carried out the experiment to determine the percentage of
vitamin C but was provided with the following materials:
Sekumpulan pelajar yang lain menjalankan eksperimen untuk menentukan peratus
vitamin C tetapi menggunakan bahan-bahan berikut:
Apple juice Ascorbic acid solution 0.1%
31
Jus epal Larutan asid askorbid 0.1%
DCPIP solution 0.1% Pineapple juice
Larutan DCPIP 0.1% Jus nanas
Classify the above list into materials to be tested and reagents based on their function
in the experiment in Table 3.
Kelaskan senarai bahan di atas kepada bahan yang diuji dan reagen berdasarkan
fungsi dalam eksperimen di dalam Jadual 3.
Table 3/ Jadual 3
Materials to be tested Reagent
Bahan yang diuji Reagen
EXP 1: To investigate the effect of temperature on the activity of microorganism.

32
Problem What is the effect of temperature on the rate of anaerobic respiration of

statement yeast?
Aim of
To study the effect of temperature on the activity of microorganism.
investigation
The higher the temperature, the higher the rate of anaerobic respiration
Hypothesis
of yeast.
Manipulated variable: Temperature

Variables Responding variable: Rate of anaerobic respiration of yeast
Controlled variable: Concentration of yeast suspension
Apparatus: Boiling tube, stopwatch, delivery tube, retort stand and

List of
measuring cylinder.
apparatus
Materials: Yeast suspension, glucose solution, paraffin oil and lime
and materials
water.
1. Five different boiling tubes are filled with 15 cm3 of yeast
suspension. (K1/K2)
2. The boiling tubes are labelled A, B, C, D and E respectively. (K1)
3. The boiling tubes are placed into ice bath or water bath. (K1)
4. The temperature of water bath is kept at 10C, 15C, 30C and
40C. (K4)
5. The boiling tube is channelled to a test tube containing lime water
Experimental via delivery tube. (K1)
procedure 6. The time taken for the lime water turned cloudy is measured by
using stopwatch. (K3)
7. The data is recorded into a table. (K3)
8. All the connection between the apparatus are ensure in air tight
condition to prevent the air from surrounding enter the test tube.
(K5)
9. The experiment is repeated twice to obtain the average reading.
(K5)
Time taken for the lime Rate of anaerobic
Temperature, C
water turns cloudy, min respiration of yeast, min-1
0
Tabulation of 10
data
15
30
40
EXP 2: To determine the blood group variation of the students.
33
Problem
Do blood group show discontinuous variation?
statement
Aim of
To determine the blood group variation of the students.
investigation
Hypothesis Each student in the class belongs to one of the four blood groups.
Manipulated variable: Student in the class

Responding variable: Conditions of blood added with serum A and
Variables
serum B
Controlled variable: Type of serum
List of
Apparatus: Slide and toothpick.
apparatus
Materials: anti-A serum, anti-B serum and blood.
and materials
1. A students blood sample is dropped onto a slide. (K1)

2. The blood sample is mixed separately with anti-A serum and anti-
B serum respectively by using different toothpicks. (K1/K2)
3. The slides are observed to determine whether agglutination
occurs or not. (K3)
Anti-A serum Anti-B serum Blood group

Agglutination No agglutination A
Experimental
No agglutination Agglutination B
procedure
Agglutination Agglutination AB
No agglutination No agglutination O
4. The results are recorded in the table. (K1/K3)

5. The experiment is repeated for the rest of the student in the class.
(K4)
6. The toothpicks used must dispose into the biohazard dustbin.
(K5)
Blood group Number of students
A
Tabulation of B
data
AB
O
EXP 3: To determine the percentage of vitamin C in different fruit juice.

34
Problem Does orange have a higher vitamin C content than pineapple and
statement watermelon?
Aim of
To determine the percentage of vitamin C in different fruit juice.
investigation
Orange has a higher percentage of vitamin C compared to pineapple

Hypothesis
and watermelon.
Manipulated variable: The type of fruit

Responding variable: The volume of fruit juice required to decolorise
Variables
DCPIP/the percentage of vitamin C
Controlled variable: Volume of DCPIP solution
List of Apparatus: Beaker, syringe with needle and specimen tube
apparatus Materials: Orange juice, pineapple juice, watermelon juice, ascorbic acid
and materials 0.1% and DCPIP solution
1. Three specimen tubes are labelled A, B and C. (K1)

2. Fill each specimen tube with 1 m of 0.1% DCPIP solution.
(K1/K2)
3. Use a syringed to take 10 m of 0.1% ascorbic acid. (K1)
4. Place the syringe needle into the DCPIP solution and release the
ascorbic acid drop by drop (slowly) into specimen tube A, until the
blue colour of the DCPIP is decolourised. (K1/K5)
5. Read and record the volume of ascorbic acid used to decolorise
the DCPIP solution. (K3)
Experimental 6. Repeat steps 3 to 5 for specimen tubes B and C and calculate the
procedure average volume. (K5)
7. Repeat steps 1 to 6 by replacing ascorbic acid with orange juice,
pineapple juice and watermelon juice. (K4)
8. Do not shake the bottle the prevent the DCPIP from being
oxidised. (K5)
9. Calculate the percentage of vitamin C in the fruit juice by using
the formula: (K3)
Volume of ascorbic acid (m ) 0.1%
Percentage of vitamin C =
Volume of fruit juice (m )
Volume of fruit juice Percentage of

Type of fruit juice
(m) vitamin C (%)
Tabulation of Ascorbic acid
data Orange
Pineapple
Watermelon
EXP 4: To study the effect of light intensity on the population size of Lemna sp.
35
Problem
What is the effect of light intensity on the population size of Lemna sp.?
statement
Aim of
To study the effect of light intensity on the population size of Lemna sp.
investigation
The higher/increase the light intensity, the higher/increase the population

Hypothesis
size of Lemna sp.
Manipulated variable: Light intensity/the distance of light bulb to the

Lemna sp.
Variables
Responding variable: Population size of Lemna sp.
Controlled variable: pH, temperature and number of Lemna sp.
List of Apparatus: Thermometer, light bulb/table lamp, ruler/metre rule, beaker

apparatus (500 ml) and marker pen
and materials Materials: (100) Lemna sp., pond water
1. Filled up five beakers with 300 ml of pond water and labelled as

P, Q, R, S and T. (K1/K2)
2. Placed ten lemna sp. in each of the beakers. (K1/K2)
3. Placed the beaker P at distance 10 cm from the light bulb/source
of light/table lamp. (K1)
4. Switch on the light and leave it for two weeks. (K1)
5. Count the number of Lemna sp. in the beaker after two weeks.
Experimental
(K1/K3)
procedure
6. Calculate the population size of Lemna sp and record into a table.
(K1/K3)
7. Repeat steps 1 to 6 by using different distances of light bulb/light
source/table lamp such as 20 cm, 30 cm, 40 cm and 50 cm. (K4)
8. All the results are recorded in a Table. (K1)
9. Repeat the experiment twice to get the accurate average
readings. (K5)
Distance of light Number of Lemna Population size
Beaker bulb to Lemna sp. sp. (unit) of Lemna sp.
(cm) Initial Final (unit)
Tabulation of P
data Q
R
S
T
36
Good Luck!!

SPM Biology Paper 3

Uploaded by

Copyright:

Available Formats

You might also like

SPM Biology Paper 3

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

SPM Biology Paper 3

Uploaded by

Copyright:

Available Formats

BIOLOGY

PART 1: EXAM FORMAT OF SPM BIOLOGY (4551)

Paper 1 Paper 2 Paper 3

PART 2: ANALYSIS OF PAST YEAR QUESTION

2010 Q1: Animal cells Q6: Endocrine system + synaptic

2016 Q1: Cell organisation + Transport in Q6: Response and coordination

plants Q7: Interspecific competition + Food

PART 3: EXPERIMENT CHECKLISTS

Exp 24: To study the effect of different quantities of water

Exp 26: To investigate continuous variation and

PART 4: ANSWERING TECHNIQUES FOR PAPER 3

Each construct consists 3 marks.

MEASURING USING NUMBER (KB0603)

1. Make the question as your answer source!!!

Operating variable Actual variable

MAKING INFERENCE (KB0604)

1. Make one logical inference for each observation.

CONTROLLING VARIABLES (KB0610)

MV Use different OMV. (state the value of different OMV used)

MAKING HYPOTHESIS (KB0611)

COMMUNICATING BY TABLE (KB0606)

SPACE AND TIME RELATIONSHIP (KB0612)

INTERPRETING DATA (KB0608)

DEFINE OPERATIONALLY (KB0609)

1. Must be made based on the observation from experiment.

Example: What is the effect of MV on the RV?

Example: The higher the MV, the higher the RV.

PART 5: LETS DO IT!!

Diagram 1 shows the apparatus set up for this experiment.

Student/ Murid Stopwatch/ Jam randik

The procedure for this experiment are as follows:

The results of this experiment are shown in Table 1.

Students group Volume of urine released by two different students after 1

(ii) State two inferences from the observations in 1 (c) (i).

Nyatakan dua inferens daripada pemerhatian-pemerhatian dalam 1 (c) (i).

Inference from Observation 1/ Inferen daripada Pemerhatian 1:

Inference from Observation 2/ Inferen daripada Pemerhatian 2:

(d) Complete Table 3 based on this experiment.

(e) State the hypothesis for this experiment.

(ii) Use the graph paper provided to answer this question.

(i) One student carried out another experiment as shown in Diagram 2.

Predict the volume of urine produced by this student.

Free earlobe Attached earlobe

Diagram 1(b) shows the results of this experiment.

Student 1 Student 2 Student 3 Student 4 Student 5

Student 6 Student 7 Student 8 Student 9 Student 10

Student 11 Student 12 Student 13 Student 14 Student 15

Student 16 Student 17 Student 18 Student 19 Student 20

Number of students Number of students

(ii) State two inferences from the observations in 1 (b) (i).

Inference from Observation 1/ Inferen daripada Pemerhatian 1:

Inference from Observation 2/ Inferen daripada Pemerhatian 2:

(c) Complete Table 2 based on this experiment.

(d) State the hypothesis for this experiment.

(ii) Use the graph paper provided to answer this question.

(g) In another experiment, the number of students is increased to 50.

Predict the number of student with free ear lobe.

(h) Based on this experiment, define operationally variation.