Following the post about Frequently Asked Questions for Chemistry Paper 2 Sectio n A, the Berry Berry Teacher,

Miss Isabelle Wong is pleased to be posting anothe r post on the Frequently Asked Questions (FAQ) for General Answering Technique C Paper 2 Section A and B for SPM 2010 Biology. Once again, there are all the ques tions on the general rules that you wanted to ask but did not get the chance to do so. While it might seemed similar to that of Chemistry SPM, there are some nu ance differences. So do share this page with your fellow SPM 2010 Biology candid ates. SPM Biology 2010 C Frequently Asked Questions (FAQ) for General Answering Techniq ue C Paper 2 Section A and B @ Teknik Menjawab dan Soalan Lazim SPM 2010 Biologi Kertas 2 Bahagian A dan B. FAQ C SPM 2010 Biology Paper 2 Section A and B The SPM Biology question Paper 2 C Section A: Structure questions (answer all que stions from question number 1 to 5) consist of 60 marks in total & Section B: Es say questions (answer two questions from question number 6 to 9) consist of 40 m arks in total. There are some key points that students need to take notes with i t. 1) What is the first thing students need to do when students see the question pa per? I would suggest that students should read through the whole Section A & B and th en write down the important point (while your mind/memory is still fresh) that r elates to the question (something like a mind map) such as phases in a cell cycl e, internal structure of the human heart, circulatory system in humans, structur e of stems/roots etc. There are too many points, structures and processes in Bio logy to be remembered, so students need to keep your notes handy and easy to rea d especially before students go in the examination hall/classroom. 2) Can students write in point form in Section A and B? Section A (structure question): The answer is no (same in Chemistry). Students a re suggested to answer question in a complete sentence (not in point form). Ther e are some other Biology Teachers also suggested that students must fully used u p all the space provided. Section B (essay question): The answer is yes. Students can use point form but i t must be in complete sentence. 3) Are students handwriting important in Biology Paper 2? Students handwriting is very important to score in Biology. Students handwriting mus t be neat and clear. It will help students in gaining a good impression and esse ntial for SPM examiner to detect students points/marks. Students just need to canc el the mistake by drawing a line on it (or crossing out the answer) and not cove ring it by liquid paper/correction pen/correction tape in the answering script. Furthermore, do not use pencil in answering the questions. 4) Is the spelling important in Biology Paper 2? The answer is yes for the entire biology name/structure/process. You need to spe ll it correctly, for example chloroplast, Casparian strip, Golgi apparatus, Lyso somes, pancreas, pasteurisation etc. 5) How to draw the labelled diagrams?

In Biology, all the diagrams can be drawn free-hands (pencil) and must be labell ed clearly. 6) Can students use table in giving explanation/comparison in Paper 2 Section B? The answer is yes and it is highly recommended by most of the SPM Biology teache r. Students need to make sure that every point must be in complete sentence. 7) How to answer operational definition in Biology? Operational definition is the manipulated variable that is related to the Biolog y theory.

SPM Biology candidates typically commit the mistake of thinking that the length of their answered essay or structured questions equates to marks deserve, under the formula, Length of Structure Answer/Essay = Marks. This is wrong and Berry B erry Easy wishes to clear the air regarding this issue. It is never about how long you write but more about how accurate you write. So f or Berry Readers who can write long answers but never seemed to score well, do c heck out the post below. Share this with your other friends who have the same pr oblem as you. Answering Techniques for SPM 2010 Biology Paper 3 (based on Johor State Trial SP M 2010 Paper) C How to Score High/A+ @ Teknik Menjawab SPM 2010 Biologi Kertas 3 The SPM question Paper 3 C (Answer all questions C Question 1 and 2 only) consist of 50 marks in total. In this paper, students need to answer all questions. Ques tion 1 consists of 33 marks and Question 2 consists of 17 marks. There are some important points that will be discussed using the trial SPM 2010 Johor state pap er 3. The marks for each question range from 0 (wrong response), 1 (idea level r esponse), 2 (inaccurate response) to 3 (accurate response) marks for each questi ons. Paper 3 Biology involves with very detailed criteria of marking. 1) How to state the observation? Usually it involves two criteria. Example 1 State two different observations made from Table 1. (Nyatakan dua pemerhatian ya ng berbeza yang dibuat daripada Jadual 1). Q1 (b) (i) (3 marks). Idea level response (1 mark): The time taken is different for each temperature. Temperature influences time taken for iodine solution remains yellowish. No full marks will be given if students did not meet the 2 criteria of answer an d the word different / influence is not specific. Students must try to avoid these . Accurate response (3 marks): P1: Temperature of water bath P2: Time taken for iodine solution to remain yellowish (Horizontal observation)

At temperature 5?C, time taken for iodine solution remains yellowish is 12 minut es. At temperature 37?C, time taken for iodine solution remains yellowish is 3 minut es. At temperature 55?C, time taken for iodine solution remains yellowish is 15 minu tes. (Vertical observation) Time taken for iodine solution remain yellowish for temperature 37?C is faster t han 5?C / 28?C / 45?C / 55?C // Vice versa 2) How to state inference in Paper 3 Biology? Similar to observation, inference involves 2 criteria. Example 2 State the inference which corresponds to the observations in 1 (b) (i). (Nyataka n inferens yang sepadan dengan pemerhatian di 1 (b) (i)). Q1 (b) (ii) Idea level response (1 mark): Temperature influences the enzyme reaction. Accurate response (3 marks): P1: Rate of enzyme reaction P2: Low / High (Reject: Lowest / Highest) (Horizontal inference) At temperature 5?C, the rate of enzyme (amylase) reaction is low / decreases / l onger / lower. At temperature 37?C / optimum temperature, the rate of enzyme reaction is high. At temperature 55?C, the rate of enzyme reaction is low. (Vertical inference) At temperature 37?C, the rate of enzyme reaction is higher than the rate of enzy me reaction at 5?C / 28?C / 45?C / 55?C // vice versa. 3) How to get full marks in hypothesis for an experiment? Similar to the hypothesis in Chemistry Paper 3, it must always start with manipu lated variable and follows by responding variables. Example 3 State the hypothesis for this experiment. (Nyatakan hipotesis bagi eksperimen in i.) Q1 (d) Idea level response (1 mark): The temperatures influence the enzyme reaction. Accurate response (3 marks): P1: Manipulated variable (temperature) P2: Responding variable (time taken for iodine solution remain yellowish / rate of enzyme (amylase) reaction / activity) Hypothesis: relationship of P1 and P2 (MV + RV) The higher the temperature, the higher the rate of enzyme reaction / time taken

for iodine solution remain yellowish (until it reaches the optimum temperature) When the temperature increases, the rate of enzyme reaction also increase (until the optimum temperature) 4) How to draw the graph correctly in Paper 3 Biology? SAL or SAP which is S = Shape, A = Axis and L = Label / P = Point. Besides that, student must remember to write the title of the graph. 5) How to explain the relationship in Biology? In Biology Paper 3, it is more specified as compared to Chemistry. Students must provide the manipulated variable first and follow by responding variable and us ually for the manipulated variable must have two supporting theories and a brief conclusion. Example 4 Based on the graph in 1 (e) (ii), explain the relationship between rate of enzym e reaction and temperature. (Berdasarkan kepada graf di 1 (e) (ii), terangkan hu bungan antara kadar tindakbalas enzim dengan suhu.) Q1 (f) Idea level response (1 mark): The higher of the temperature, the higher the rate of enzyme reaction. (Hypothesis statement) Accurate response (3 marks): Students must state the relationship between the rate of enzyme reaction and the temperature base on criteria: R1 C Relationship: the temperature increases, the rate of enzyme reaction also in crease. (Theory 1) R2 C Explanation 1: at 37?C // at optimum temperature the starch hydrolyse (compl etely by amylase / enzyme) (Theory 2) R3 C Explanation 2: at the maximum rate (Brief conclusion) As temperature increases (MV), the rate of enzyme reaction increases (RV). At op timum temperature the starch was hydrolysed (completely) by amylase at the maxim um rate. 6) How to answer the last question (Question number 2)? There are 9 sub sections (total 17 marks) that students need to answer. The mark distribution is as followed: Problem statement (Penyataan masalah) (3 marks) Objective (Objektif) (1 mark) Variables (Pembolehubah-pembolehubah) (1 mark) Hypothesis (Hipotesis) (3 marks) List of material and apparatus (Senarai bahan dan radas digunakan) (3 marks) Technique used (Teknik yang digunakan) (1 mark) Experimental procedure or method (Kaedah atau prosedur eksperimen) (3 marks) Presentation of data (Cara data dipersembahkan) (1 mark) Conclusion (Kesimpulan) (1 mark) 1) Problem statement (3 marks) Problem statement must be in question form. i.e. Does (MV) affect (RV) of xxx? How does (MV) affect the (RV) of xxx)? What is the effect of (MV) on the (RV)?

2) Objective (1 mark) It is a statement form: i.e. To determine the effect of (MV) on the (RV) of a xxx. To study the effect of (MV) on the (RV) of a xxx To investigate the effect of (MV) on the (RV) of a xxx 3) Variables (1 mark) The entire variables (MV, RV and FV) must be correct to gain one marks from here . 4) Hypothesis (3 marks) The hypothesis must start with manipulated variable and follow by responding var iable (MV + RV) 5) List of material and apparatus (3 marks) Students need to separate the list of material with the list of apparatus. i.e. Apparatus: photometer, stopwatch, cutter, beaker, meter rule, basin, marker/ thr ead Material: Balsam plant, water, Vaseline/grease, dry cloth 6) Technique used (1 mark) Students need to state the technique used in carrying out the experiment correct ly. i.e. Measure and record the time taken for the air bubble to move a distance of 2 cm by using a stopwatch. 7) Experimental procedure or method (3 marks) Students are able to mention all the MV, RV and FV in the sentence. 8 ) Presentation of data (1 mark) Students are able to draw a complete table and record the relevant data base on 3 criteria. 9) Conclusion (1 mark) Students are able to write a suitable conclusion for the experiment. i.e. Ther higher/lower (MV), the higher/lower (RV). Hypothesis is accepted/rejected.