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PERSIDANGAN KEBANGSAAN PENGETUA-PENGETUA

SEKOLAH MENENGAH
NEGERI KEDAH DARULAMAN

PEPERIKSAAN PERCUBAAN SPM 2010

BIOLOGY
Paper 1
29 Ogos 2010
1
1 jam
4

Peraturan Pemarkahan
( Jawapan )

4551/1

j*k

MARKING SCHEME
PAPER 1
TRIAL KEDAH 2010

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.

C
A
C
D
C
B
A
D
D
B
C
D
D
D
B
D
C
A
D
C
B
D
A
B
C

26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47
48.
49.
50.

A
A
B
C
C
C
B
A
C
D
A
A
A
D
A
A
C
B
B
A
B
D
A
C
B

j*k

4551/2
Biology
Kertas 2
29 Ogos 2010
1
2 hours
2

PERSIDANGAN KEBANGSAAN PENGETUA-PENGETUA

SEKOLAH MENENGAH
NEGERI KEDAH DARUL AMAN
PEPERIKSAAN PERCUBAAN SPM 2010

BIOLOGY
PAPER 2
Two hours and thirty minutes

Peraturan Pemarkahan
( Jawapan )

j*k

No.

BIOLOGY
SECTION A
PAPER 2 [4551/2]
Marking Criteria / Sample Answers

1 (a) (i)

Gills

Tracheal system

(ii)
(b)

P : Filaments
Q: Spiracles

(c)

(R is ring of chitin which) support the tracheal / prevent the tracheal

from collapsing.

(d)

Diagram 1.1(b):
P1: The filament have numerous thin-walled lamellae to maximise
the surface area for gaseous exchange.
P2: The gill filaments have thin membrane and covered by a net
work of capillaries to transport respiratory gases.
P3: The surface of the gills is moist which allows the gases to be
dissolved.
Any 1P

Marks

1
1

Diagram 1.2(b)
P1: The large number of tracheoles provides a large surface for the
diffusion of gases.
P2: Tip of tracheoles have thin permeable walls and contain fluid in
which respiratory gases can dissolve.
P3:Terminal ends of the tracheol remains moist which allows the
gases to be dissolved.
Any 1P
(e) (i)

(ii)

P1:( The gaseous exchange process occurs over the whole body
surface in an Amoeba sp) through simple diffusion.
P2:Higher concentration of oxygen in the water surrounding causes
oxygen to diffuse into the Amoeba.
P3:Higher concentration of carbon dioxide in the cell causes carbon
dioxide to diffuse out of the Amoeba.
Any 2P
S: Contractile vacuole

(iii) P1: Freshwater is hypotonic to the cytoplasmic fluid of Amoeba sp .

P2: Water diffuses into the cell and fill the contractile vacuole by
osmosis
P3: When the contractile vacuole is filled with water to its maximum
size, it contracts to expel its content from time to time.
Any 2P

1
1
1
2
1
1
1
1
2

j*k

3
No.
2 (a) (i)
(ii)

(b)

(c) (i)

Marking criteria/ Sample answers

Mark

Osmosis

P1 : Sucrose solution is hypertonic / more concentrated.

P2 : Water diffuse from distilled water into the sucrose solution
P3 : The level of sucrose solution in the capillary tube stop rising
at the equilibrium stage / the concentration inside and outside
of the visking tubing is the same / the amount of water
diffuse into and out from the visking tubing is the same.
Any 2 Ps
F- Sucrose molecules are too large

1
1
1

E- The visking tubing is a semi permeable membrane/

which only allows certain substances to pass through.

Y : crenation
Z : haemolysis

1
1

(ii) P1- Solution Z is hypotonic compare to red blood cell.

P2- Osmosis occur
P3- water leaves/ diffuses into the cell
P4- Red blood cell expand/ swell and burst.

1
1
1
1
Any 3P

(iii) F : No
P1 : Plant cell consists of cell wall
P2 : Cell wall is made up of cellulose
// Cell wall able to withstand the pressure.

3
1
1
1

Any 2
Total

12

j*k

4
No.
3 (a) (i)
(ii)

Marking criteria/ Sample answers

Mark

Absorption / Simple diffusion / facilitated diffusion

F1 thin wall/ one cell thick

E1 increase rate of diffusion of digested food/ nutrients

1
1

F2 large surface area/ has microvilli

E2 increase rate of absorption of digested food/ nutrient

1
1

F3 has a network of capillaries/ blood vessels

E3 to transport the absorbed nutrients

1
1
2
Any F + E

(b)

(c)

(d)

(e)

P: hepatic portal vein

Q: lymphatic/lymph vessel/ duct

1
1

P1: Deamination.// The amino group is removed (from amino acid)/

converted to ammonia .
P2: (Ammonia) is converted to urea.
P3: urea will be excreted through the kidneys.
Any 2 Ps
L1: A major energy reserve in the body//
L2: (phospholipids are) components of the plasma membrane//
L3: Lipids is used as a respiratory substrate//
L4: Excess fats are stored in adipose tissues (under the skin, around
internal organs)
Any 1L
A1:Amino acids are used in protein synthesis//
A2:For repair and production of new protoplasm/growth and repair//
A3:Used in the formation of enzymes/ some hormones/protein part of
haemoglobin/ antibodies
Any 1A

G1:Glucose is used as the main respiratory substrate// It is oxidised to

release energy (water and carbon dioxide)//
G2:Excessive glucose is converted to glycogen
// Blood glucose level rise / increase.
Any 1 G

P1: Diabetes mellitus // Blood sugar level increases// Hyperglycemia

P2: Excess glucose cannot be converted to glycogen.

1
1

Total

1
1

1
1
1
1

1
1
1

1
3

2
12

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5
No.

Marking criteria/ Sample answers

Mark

4 (a)

Both arrows correct

(b)

(c)

A Pulmonary artery
B Pulmonary vein

1
1

F : Contraction of ventricle / heart

E1: generates a (high) pressure
E2 : (to) propel/ force / pump the blood flow from the heart/ ventricle to
vessel A

1
1
1

Coronary artery

P1: Cut the supply of O2/ nutrients to the heart muscle

P2: causing chest pain / angina / heart attack / myocardial infarction
Reject Heart problem
P1: platelets break down and release chemicals
P2: to cause platelets to stick to each other
P3: platelets clump together to form a plug to prevent blood loss .
P4: released thrombokinase and other clotting factors

1
1

1
1
1
1

1
1

Any two
(d)(i)

(ii)

(e) (i)

Any 2P
(ii)

P1 : Fibrinogen is soluble, fibrin is insoluble / not soluble

P2 : Fibrin able to form fibres / meshwork / thread to trap
blood cells, fibrinogen is not able to do so.

Total

12

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No.

Marking Criteria / Sample Answers

5 (a) (i)

(Transfer/flow of) energy

(a) (ii)

(b)

Marks
1

F : Phytoplankton is an autotrophic organism.

P1 : Able to absorb light energy / consists of chloroplast.
P2 : synthesis their own food / carry out photosynthesis
Any 2

1
1
1

F1 : population of small fish increases

P1 : no shark feed on small fish // shark is the predator
F2 : population of plankton decreases
P2 : more small fish feed on the plankton
F3 : Eventually the population of small fish decreases

1
1
1
1
1

F : Commensalism
P1 : Shark is the host / neither gain any benefit nor harmed.
P2 : Remora benefits
P3 : Remora obtain protection / food / transport from the shark.
Any 3

1
1
1
1

P1 : Fertilizer washed away by rain water into the lake

P2 : Nutrient / minerals content in the lake increase.
P3 : alga bloom / alga grow rapidly in the lake.
P4 : eutrophication occur.
P5 : Oxygen content in the lake decrease / drop
P6 : Fishes die / population decrease

1
1
1
1
1
1

Any 3
(c)

(d)

Any 3 P

Total

12

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7
BIOLOGY
SECTION A
PAPER 2 [4551/2] - ESSAY
No.

Marking Scheme

6(a) (i)

Continuous variation : body weight, height

Discontinuous variation : types of earlobe, types of finger print.
Continuous Variation
Discontinuous variation
P1 The changes of
The differences among
characteristics among
individuals are distinct.
individual are gradual
P2 Continuous variation is
Discontinuous variation is
quantitative // characteristics qualitative // characteristic
can be measured.
is either present or absent.
P3 The graph shows the normal
The graph shows the
distribution curve.
discrete distribution.
P4 The character is determined
The character is determined
by many genes
by a single genes
P5 The characteristic is
The characteristic is
influenced by the
influenced by the genetic
environmental factor and
factor.
genetic factor.
P6 Exhibits a range of
There are no intermediate
phenotype with intermediate
groups.
characters.
Albinisme
F : Albinisme is caused by the change in gene // mutation
P1 : Body / skin unable to produce black pigment (melanin)
P2 : The skin and hair of albinos are white // their eyes are pink.
Any 2
Sickle cell anaemia
F : Sickle cell anaemia is caused by the change in the genes //
mutation.
P1 : haemoglobin produced is not normal / abnormal
P2 : Abnormal haemoglobin unable to bind / transport / carries
with oxygen efficiently.
P3 : The patient will always feel weak / cannot carries out
vigorous activities.
Any 2

(a)(ii)

(b)

Mark
1
1

Any 4
pair

Max
4m

1
1
1

Max
2m

1
1
1
1

Max
2m

j*k

8
6(c) (i)

6(c) (ii)

No.
7(a)

Abiotic factors that cause variation between the two sets of ginger plants
are:
F1: Sun light
P1: Plants need light energy to carry out photosynthesis for
growth
P2: Set A, plants are obtain more / exposed to sunlight
// Plants in set B obtain less sunlight / not exposed to Sunlight.
P3 : Growth rate of plants in Set A is higher than plants in Set B.

1
1
1
1

F2: Space
P4: Plants need (space) to grow a large root system / leaves
P5: Plants able to absorb sufficient water and minerals/sunlight.
P6: Set A, plants have larger space for the root and leaves to
Grow // Plants in set B have smaller space for the root and
leaves to grow.

1
1
1
1

F3: Soil / minerals

P7: Plants need mineral for (healthy) growth.
P8: Loam soil provides more minerals in Set A.
// Sandy loam soil in Set B contains less minerals.
P9: Loam soil able to trap / store water better than sandy loam soil.
Any 8
F1 : Plantlets from tissue culture have the same genetic material.
P1 : This is to show /ensure/proof the differences of plants in
Set A and Set B are not caused by genetic factor / have the same
genetic material.
// This is to show /ensure/proof the differences of plants in
Set A and Set B are caused by abiotic factors.

1
1
1
1

max
8

1
1

Total

20

Marking Scheme
P1 : Nerve impulses arrive at the axon terminal of
(presynaptic) neurone.
P2 : Causes the synaptic vesicles to move towards the
(presynaptic) membrane and fuse with the membrane.
P3 : Neurotransmiters /acetylcoline (examples) molecules
are released from synaptic vesicles.
P4 : (The neurotransmitter molecules) diffuse across the
synaptic cleft into the postsynaptic knob / dendrite
/ cell body of neighbouring neurone..
P5 : The neurotransmitter molecules bind to specific
receptor sites in the postsynaptic knob.
P6 : The binding triggers / generates new nerve Impulses.
P7 : The impulses then move along the postsynaptic neurone.
P8 : The release of neurotransmitter is in one direction,
from the synaptic knob to the postsynaptic neurone.
P9 : Mitochondria in the synaptic knob generate ATP
/ energy to synthesis neurotransmitter molecules.
Any 6

Mark
1
1
1
1

1
1
1
1
1
Max
6

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No.
7 (b)

7 (c)

Marking Scheme
P1 : The receptor at the terminal of X stimulated by the heat.
P2 : The receptor generates a nerve impulse.
P3 : The nerve impulse travels along X / afferent neurone
To the spinal cord.
P4 : In the spinal cord, the nerve impulse is transmitted to
an interneurone.
P5 : From the interneurone, the nerve impulse is
transmitted to an efferent neurone/ neurone Y.
P6 : Nerve impulse travels along efferent neurone / Y and
reach the effector / muscle tissue / fingers.
P7 : Muscles contract to withdraw the hand / finger.
Any 4
P1 : The receptors in the eyes detect the dog.
P2 : Nerve impulses are generated and transmitted to the
brain via the afferent neurone.
P3 : The hypothalamus in the brain is stimulated.
P4 : It actives the sympathetic nervous system to generate
nerve impulses.
P5 : Nerve impulses are transmitted to the adrenal medulla
to stimulate secretion of adrenaline.
P6 : Adrenaline carried / transported by blood circulatory
system to the targeted organs.
P7 : Adrenaline promotes the breakdown of glycogen to
glucose.
P8 : (Adrenaline) increases the breathing rate.
P9 : More oxygen will be taken into the body
P10 : (Adrenaline) increases the rate of heartbeat/ blood
pressure.
P11 : Rate of the blood flow increase.
P12 : More glucose and oxygen will be supplied to the muscles.
P13 : More energy produced by the muscles.
// metabolic rate increase.
P14 : Body has enough energy to face the fight or flight
situation.
Any 10

Mark
1
1
1
1
1
1
1
1
1

Max 4

1
1
1
1
1
1
1
1
1
1
1
1

Total

Max 10

20

j*k

10
No.
8 (a)(i)

(a)(ii)

(b)(i)

8 (b)(ii)

Marking Scheme
P1 fish have streamline shapes // the anterior of the fish is
smooth and rounded // the body is long and tapers
towards the end.
P2 the body of a fish is covered with scales that have a
slimy coating
P1 myotomes muscles are arranged in both side of the body
P2 the vertebral column of the fish is flexible and can bent
from side to side
P3 myotome muscles act antagonistically in fish./ carry out
opposite action in a fish
P4 when the muscles on right side contract, the muscle on
the left side relax
P5 the tail/body will be bent to the right.
P6 when the muscles on left side contract, the muscle on
the right side relax
P7 the tail/body will be bent to the left.
P8 alternate contraction of the right and left myotome block
enable its tail to move left and right
P9 to produce a force that propel the fish forward.
[ any 6]
Similarities:
F1 Both Joint S and Joint T has a cavity filled with
svnovial fluid // lined with synovial membrane
El Synovial fluid acts as lubricant to reduce friction
between bones // absorbs shock of the movement.
F2 The end surfaces of the humerus bone of Joint S and
Joint T are covered with cartilage
E2 To protect the bone / reduce friction between the bones
F3 Both Joint S and T are connected with ligaments
E3 to absorb shock // strengthen the articulation of bones/ joint.
Differences:
D1 Joint S is hinge joint
E4 Joint S allows the movement of bones in one plane /
direction
D2 Joint T is ball-and-socket joint.
E5 Joint T allows rotational movement of bones in
all directions.
[ any 8 ]
Osteoporosis
P1 : the bone become thinner / more brittle / porous / fragile.
P2 : Loss of bone mass.
P3 : Lack of calcium / phosphorus / vitamin D
Arthritis
P4 : Cartilage between bones become thinner.
P5 : Ligaments become shorter / loss elasticity
P6 : Less production of synovial fluid.
P7 : The joints become swollen / stiff / painful

Mark
1

1
1
1
1
1
1
1
1
1

Max
6

1
1
1
1
1
1

1
1
1
1

Max
8

1
1
1

1
1
1
1

Max
4

Total

20

[ any 4 ]

j*k

11
No.
9 (a)

(b)

Marking Scheme

Mark

The tree
F1 : Less tree will be chopped / felled
P1 : More CO2 absorbed by the trees for photosynthesis
P2 : Avoid the increasing of CO2 in the atmosphere.
P3 : Reduce the impact of Green house effect // global warming
P4 : Less habitat of fauna and flora will be destroyed.
P5 : Reduce / avoid the extinction of fauna and flora.
P6 : To maintain / preserve the biodiversity.
The oil / fuel // Save Energy
F2 : Reduce the burning of oil / fuel
P7 : More fuel/energy can be preserved for future.
P8 : Less green house gases / acidic gases released.
P9 : Reduce / avoid the impact of green house effect / acid rain.
The Landfill
F3 : Less landfill will be opened
P10 : Landfill cause leaching / ground water pollution.
P11 : Less diseases / health problem caused by the improper managed
landfill.
The Water
F4 : Less used water / effluent / untreated sewage released into river.
P12 : Reduce / avoid the impact of water pollution / avoid the
extinction of aquatic organisms.
Any 10
Good Effect
G1 : Generate hydropower electricity
G2 : As reservoir / to store water / supply fresh water
G3 : Supply water for agricultural / industries.
G4 : Place/site for recreation / tourism
G5 : Reduce the flood problem at the downstream.
Bad Effect
B1 : Flooded / submerge trees / habitat of the fauna and flora
B2 : Less tree / plants to carry out photosynthesis
// Less CO2 absorbed for photosynthesis
B3 : Amount of CO2 in the atmosphere increase
B4 : Increase the impact of green house effect / global warming.
B5 : Many species of fauna and flora extinct
// Reduce the biodiversity.
B6 : Reduce the flow of water at the downstream.
B7 : Cause the population of aquatic life at the downstream reduce.
B8 : Reduce the land used for residential / agricultural
B9 : Flooded / destroy / loss of historical building / site.

1
1
1
1
1
1
1
1
1
1
1
1
1
1

1
1

max
10

1
1
1
1
1
1
1
1
1
1
1
1
1
1

max
10

Any 10
Total

20

j*k

PERSIDANGAN KEBANGSAAN PENGETUA-PENGETUA

SEKOLAH MENENGAH
NEGERI KEDAH DARUL AMAN

PEPERIKSAAN PERCUBAAN SPM 2010

BIOLOGY
Kertas 3
23 September 2010
1 jam

Peraturan Pemarkahan
( Jawapan )

4551/3

j*k

Skema Biology P3

1 (a)
Date / Tarikh

Set A

Set B

Set C

Green / Hijau

Green / Hijau

Green / Hijau

Green / Hijau

Yellowish green
Hijau kekuningan

Yellow
Kuning

Yellowish Green
Hijau kekuningan

Yellow
Kuning

Yellow
Kuning

Yellow
Kuning

Yellow
Kuning

Yellow
Kuning

3 days
..

2 days

1 day
.

Time Taken for the bananas to turn yellow / day

Masa yang diambil untuk pisang menjadi kuning / hari
Score 3 :
Score 2 :
Score 1 :
Score 0 :

3 ticks
2 ticks
1 tick
0 tick / no answer

Percubaan SPM 2010

PKPSM Kedah

j*k

Skema Biology P3

QUESTION SCORE MARK SCHEME

1 (b) (i)

NOTE

KB0601 Observation
Able to state two different observations correctly
Sample Answers :
Vertical:
1. Bananas in set C took 1 day to ripen / turn yellow

2. Bananas in set A took 3 days to ripen / turn yellow.

Horizontal:
3. In day 1/ 16 Nov, bananas in set A have turn yellow ,
bananas in Set B and Set C still in green and yellowish
green colour.
4. In day 2/ 17 Nov, bananas in set A still in yellowish
green, bananas in set B and set C have been turn yellow.
2

Able to state two different observations inaccurately.

Sample Answers :
1. Bananas in set C turn yellow the fastest.
2. Bananas in set A turn yellow the slowest.

Able to state two different observations at idea level.

Sample Answers :
1. Ripening process of the bananas is affected by the
number of ripe mangoes.
2. Ripening process of the bananas become faster if the
number of ripe mangoes increase.
None of the above OR No response

Scoring
Correct
2
1
1
1
-

Percubaan SPM 2010

Inaccurate
1
2
1
1

Idea
1
2
1
1

Wrong
1
1
1

Score
3
2

PKPSM Kedah

j*k

Skema Biology P3

QUESTION SCORE MARK SCHEME

NOTE

KB0604 Making inference

1 (b) (ii)

Able to state two inferences correctly

Sample answers :
1. In Set C, the concentration of ethylene produced by
the mangoes is the highest. Ethylene induced the
bananas to ripen faster.
2. in Set A, no ethylene induces the ripening process
of the bananas. The ripening process is the slowest.
3. In day 1, bananas in Set C turn yellow/ ripen the
fastest because the concentration of ethylene in Set
C is the highest, ethylene induce the ripening of
bananas.
4. In day 2, bananas in Set A is still unripe because no
ethylene induce the ripening process.

Must have
the concept
I . ripe
mangoes
produce
ethylene.
II. ethylene
induce the
ripening
process

Able to state two inferences inaccurately

Sample answers :
Does not
1. In Set C, the concentration of ethylene produced by have
the mangoes is the highest.
concept II
2. In Set A, no ethylene produced, the ripening process
of the bananas is the slowest.

Able to state two inferences at idea level

Sample answers :
1. In Set C, the number of the mangoes is the most.
Mangoes induce bananas ripe faster.
2. In Set A, no mango induce the ripening of bananas.

Does not
have
concept I
and
concept II

None of the above OR No response

Scoring
Correct
2
1
1
1
-

Percubaan SPM 2010

Inaccurate
1
2
1
1

Idea
1
2
1
1

Wrong
1
1
1

Score
3
2

PKPSM Kedah

j*k

Skema Biology P3

QUESTION SCORE MARK SCHEME

1 (c)
3

NOTE

KB0610 Controlling variables

Able to state all 3 variables and the methods to handle the
variable.
Sample answer :
Variables
Manipulated
variable
The number of ripe
mango.

Method to handle the variable

Use different number of mangoes

in different set of experiment.

Responding
variable
Time / Day taken
by the unripe
bananas to ripe /
turn yellow.

Count the day for the unripe

bananas to turn yellow by
referring to the calendar.

Constant variable
1. The size of the
plastic container.

1. Use the same size plastic

containers..

2. The unripe
bananas

2. Use the bananas from the

same stalk of bananas.

All 6 ticks

4 to 5 ticks

2 to 3 ticks

None of the above OR No response

Percubaan SPM 2010

PKPSM Kedah

j*k

Skema Biology P3

QUESTION SCORE MARK SCHEME

1 (d)
3

NOTE

KB0611 State hypothesis

Able to state a hypothesis relating the manipulated variable
and the responding variable correctly with the following
aspects :
P1 = manipulated variable (the number of ripe mango /
concentration of ethylene)
P2 = Responding variable ( time/ day taken by the bananas
to ripe / turn yellow)
H = relationship (Higher/increases or inversely)
Sample answers :
1. The more the number of ripe mangoes / the higher
the concentration of ethylene, the faster the bananas
to ripen/ become ripe / turn yellow.

Able to state a hypothesis relating the manipulated variable

and the responding variable inaccurately
Sample answers :
1. Time / day taken by the unripe bananas to ripen is
affected by / depend on the number of mangoes /
concentration of ethylene. ( No H / relationship )

Has all P1,

P2 and H.

Has any 2
aspect

Able to state a hypothesis relating the manipulated variable

and the responding variable at idea level
Sample answer :
1. Ripe mangoes induce the unripe bananas to ripen /
turn yellow. ( No P1, P2 and H )

Percubaan SPM 2010

None of the above OR No response

PKPSM Kedah

j*k

Skema Biology P3

1(e)(i)
Able to construct a table correctly with the following aspects :
1. Able to construct the table with 3 columns
2. Able to state the manipulated variable and responding variable in the table.
3. Able to record all the data in the table correctly.
Score 3 : All the 3 aspects correct
Score 2 : Any 2 aspects correct
Score 1 : Any 1 aspect correct
Score 0 : None of the above OR no response.
Sample Answer :
Set of Experiment
Set A
Set B
Set C

Number of
Mangoes Used
0
1
2

Time taken for the unripe

bananas to turn yellow
3
2
1

QUESTION SCORE MARK SCHEME

1 (e)(ii)
3

NOTE

KB0607 Correlating time and space

Able to draw the graph correctly with the following aspects:
P (paksi) : Correct title with unit on both horizontal,
vertical axis and uniform scale on the axis.
T(titik)

: All points plotted/transferred correctly.

B(bentuk): Able to join all the points to form the graph

All three aspects correct.

2

Any two correct.

Any one correct.

None of the above OR No response

Percubaan SPM 2010

PKPSM Kedah

j*k

Skema Biology P3

QUESTION SCORE MARK SCHEME

1 (f)
3

NOTE

KB0608 Interpretating data

Able to interpret data correctly and explain with the
following aspects ;
Relationship :
P1 = Able to state the relationship between the
manipulated variable and responding variable.
Explanation :
P2 = Able to state mangoes produce / release ethylene.
P3 = Ethylene induce the ripening of bananas.
Sample answer :
1. As the number of ripe mangoes increase, the
bananas ripen faster. This is because more ethylene
is produced by the mangoes. Bananas induced by
ethylene to ripen / turn yellow faster

Able to interpret data correctly with two aspects

correctly.

Able to interpret data correctly with the only one aspect

correctly.

None of the above OR No response

Percubaan SPM 2010

PKPSM Kedah

j*k

Skema Biology P3

QUESTION SCORE MARK SCHEME

1 (g)
3

NOTE

KB0609 Defining by operation

Able to deduce about ripening process of bananas
based on the results of the experiment with the
following aspects.
P1 : The condition of ripening process.
P2 : Induced by ethylene / ripe mangoes.
P3 : The higher the concentration of the ethylene , the faster
the ripening process occur.
Sample answer :
1. Ripening process of bananas occur when the
bananas turn yellow. The process induced by
ethylene / number of mangoes present. The higher
the concentration of the ethylene, the faster the
ripening process occur.

Able to define operationally based on the result of the

experiment with two aspects correctly.

Able to define operationally based on the result of the

experiment with only one aspect correctly.

None of the above OR No response

Percubaan SPM 2010

PKPSM Kedah

j*k

Skema Biology P3

10

QUESTION SCORE MARK SCHEME

1 (h)

NOTE

KB0605 Predicting
3

Able to predict and explain the outcome of the experiment

correctly with the following aspects :
Prediction :
P1 : Able to predict the time taken for the unripe bananas to
turn yellow / ripen.
Explanation :
P2 : Able to state that without the cover, ethylene diffuse
into the surrounding.
P3 : Able to state that less ethylene to induce the
unripe bananas to ripen.
Sample answer :
1. The time / day taken for the unripe bananas in Set C
to ripen will become more than one day. This is
because without the plastic cover, ethylene diffuse
to the surrounding, less ethylene induces the unripe
bananas to ripen.

Able to predict and explain the outcome of the experiment

correctly with the two aspects correctly.

Able to predict and explain the outcome of the experiment

correctly with one aspect correctly.

Percubaan SPM 2010

None of the above OR No response

PKPSM Kedah

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Skema Biology P3

11

1 (i)
Able to classify the factors in Table 3 correctly.

Score 3
Score 2
Score 1
Score 0

Plant Hormones

Function / Usage

Auxin

Used to produce seedless fruits

Gibberellins

Used to promote the growth of main stem

Cytokinin

Used in storage of green vegetable.

: 3 ticks
: 2 ticks
: 1 tick
: 0 tick

Percubaan SPM 2010

PKPSM Kedah

j*k

Skema Biology P3

12

Question 2

01

02

Explanation
Able to state problem statement by relating P1, P2 and P3 in a
question form correctly.
P1- manipulated variable
The deficiencies of nitrogen in culture solution/types of
culture solution
P2-responding variable
The height of seedling/growth rate of seedling
P3-question form (What ? )
Sample answer:
1. What is the effect of nitrogen deficiencies in culture solution (P1)
on the height / the growth rate of seedling (P2)? (P3)
2. How does the deficiencies of nitrogen in culture solution (P1)
affects the height / the growth rate of seedling (P2) ? (P3)
Able to state problem statement inaccurately
Sample answer:
1. What is the effect of deficiencies of nitrogen in culture solution
on plants ? (P1+P3)
2. The height / growth rate of seedling is affected by the
deficiencies of nitrogen in culture solution (no P3)
Able to state the idea
Sample answer :
1. The deficiencies of nitrogen in culture solution affects the
plants ( no P2 + P3)
No response or wrong response
Explanation
Able to state the hypothesis by relating two variables correctly
(P1+P2+H)
P1- manipulated variable
The deficiencies of nitrogen in culture solution/ the types of
culture solution
P2-responding variable
The height of seedling/ the growth rate of seedling
H-relationship

Score
3
P1+P2+P3

2
P1+P2/
P1+P3/
P2+P3

1
P1/P2/P3

0
Score
3
P1+P2+H

Sample answer:
1. The height / growth rate of seedling (P2) is lower / slower (H) in
nitrogen deficiencies of culture solution.(P1)
2. In complete culture solution (P1), the higher/ slower (H) , the
height / the growth rate of seedling (P2)
3. The height / the growth rate of seedling (P2) is higher (H) in
complete Knops solution (P1)
4. In complete Knops solution (P1), the height of seedling / the
growth rate (P2) is higher (H)
Able to state any two criteria correctly or inaccurate hypothesis
Sample answer:
1. The deficiencies of culture solution (P1) affect the height /growth

2
P1+P2/
P1+H/
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Skema Biology P3

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rate of seedling (P2).

(no H)
2. The height of seedling is higher (no P1)

KB061204

04

P2+H

Able to draw the idea of hypothesis

Sample answer:
1. The deficiencies of nitrogen in culture solution affect the plants
(noP2+H)
No response or wrong response

1
P1/P2/H

Explanation
Able to state K1, K2, K3, K4 and K5 (5K) correctly
K1: The set up of apparatus (S1/ S2/S3/S4/S5/S6/S7/S8) (any 3 )
K2: How to manipulate the variable (S2/S3/S4 /S11)
K3: How to operate the responding variable ( S10/S12) ( any 1 )
K4: How to fix the constant variable(S5/S6/S10) ( any 1 )
K5: Precautions ( S5/S6/S7/S8/S9)

Score
3
K1+K2+
K3+
K4+K5
(5K)

Seedling /anak benih

To air pump/pam
Cotton wool / kapas
Culture solution / Larutan kultur
Glass jar/ balang kaca
Black paper/kertas hitam

S1- Three glass jars labelled A, B and C are prepared

S2- In glass jar A, distilled water is fulfilled which serves as a
control experiment.
S3- In glass jar B, a complete culture solution is prepared using the
composition of the Knops solution as a guide.
S4- In glass jar C , a culture solution deficient in nitrogen is prepared
by replacing calcium nitrate with calcium chloride and potassium
nitrate is replaced by potassium chloride. .
S5- Each jar is wrapped with black paper to prevent light from
penetrating into the culture solution which will cause the growth of
green algae.
S6-Three maize seedlings of the same height are chosen and put into
each jars.
S7- Keep the roots of seedlings are fully immersed in each solutions.
The culture solution is aerated using an air pump to ensure the root
of the seedling obtain enough oxygen for respiration.
S8- All set of apparatus are exposed to light so the seedling are able
to carry put photosynthesis
S9- The culture solution in each jar is replaced every week to ensure
that the nutrients which are supposed to be available are not depleted.
S10- After one month , seedling in jar A is taken out and the height
of seedling is measured by using a ruler . The growth rate of the
seedling is calculated and is recorded in a table . (Any abnormal
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Skema Biology P3

KB061205

05

14

characteristics are not to be observed.)

S11- Step S10 is repeated with seedling in glass jar B and glass jar C
are observed .
S12- Record the result in a table and plot a bar chart showing the
growth rate of seedlings ( cm/day) against the types of solution.
Able to state any 3K 4K correctly

Able to state any 1K 2K correctly

Wrong response or no response

Explanation
Able to list all materials and apparatus correctly to make a
functional experiment and able to get the data
MATERIALS (M)
Tomato seedling/ maize seedling,
Calcium nitrate
Notes:
Accept if written as
Potasium nitrate
Knops Solution ()
Potasium dihydrogen phosphate
only.
Magnesium sulphate
If solutions are listed,
Iron (III) phosphate(trace)
reject if list out are
Calcium chloride
incomplete
Potasium chloride
Distilled water
Cotton wool
Black paper

Score
3

APPARATUS (A)
Glass jar
Glass tubing
L shaped delivery tubes
Air pump
Rubber bung
Ruler
Notes :
Score

Material (M)

Apparatus
(A)
3
7M
6A
2
5M
3A
3M
2A
1
2M
1A
1M
1A
Able to list any 5 materials and any 3 apparatus related to the
experiment ( 5M + 3A / 3M + 2A )
Able to list any 2 material and any 1 apparatus related to the
experiment (2M + 1A / 1M + 1A)
Wrong response or no response

2
1
0
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Skema Biology P3

15

Explanation
Able to construct a table to record data with the following aspects
- Titles
- Data is not required
Glass
Jar

Types of solution

The height of seedling

/(cm)
Initial
height

Construct

Distilled water

Complete Knops
Solution

Nitrogen Deficient
in culture solution

Score
B2 = 1
mark

The growth rate of

seedling / (cm/day)

Final
height

Explanation
Able to state the correct technique with the following aspects
Sample answer

Score
B1 = 1
mark

Measure the height of seedling from the tip of the shoot to the root
by using ruler OR
Calculate the growth rate of seedling by using formula :
The growth rate of seedlings= The height of seedling (cm)
Time taken
(days)

03

Explanation
Able to state 7-9 aspects of experimental planning correctly :
Statement of problem
Objective
Hypothesis
Variables ( The three variables are correct)
List of materials and apparatus
Technique used
Procedure
Presentation of data
Conclusion

Score
3

Note:
7-9 - 3 marks
4-6 - 2 marks
1-3 - 1 mark
Able to state any 4 - 6 items/aspects in the experimental planning
correctly

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Skema Biology P3

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Able to state any 1 - 3 items correctly

Wrong response or no response

Example:
The report is in the form of explanation without planning item

Sample Answer :
Problem Statement

01=3

What is the effect of nitrogen deficiencies in culture solution on the height /growth rate of
seedling ?
Aim of experiment
To study the effect of nitrogen deficiencies in culture solution on the height/ growth rate of
seedling
Hypothesis
The height / growth rate of seedling is lower / slower in nitrogen deficiencies of
culture solution.

02=3

Variables
Manipulated variable
Responding variable
Constant variable

: The types of culture solution

: The height of seedling/ growth rate of seedling
: The initial height of seedling / the type of seedling

Materials
Tomato seedling/ maize seedling, calcium nitrate*, potassium nitrate*, potassium
dihydrogen phosphate*, magnesium sulphate*, iron (III) phosphate*, calcium chloride,
potassium chloride,distilled water, cotton wool, black paper
Notes: accept 5 * if it is written as Knops solution .
Apparatus
Glass jar , Glass tubing , L shaped delivery tubes, Air pump, Rubber bung , Ruler
Techniques

B1=1
Measure the height of seedling from the tip of the shoot to the root by using ruler
OR
Calculate the growth rate of seedling by using formula :
The growth rate of seedlings= The height of seedling (cm)
Time taken
(days)
Procedure
1. Three glass jars labelled A, B and C are prepared
2. In glass jar A, distilled water is fulfilled which serves as a control experiment.
3. In glass jar B, a complete culture solution is prepared using the composition of the Knops
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Skema Biology P3

17

solution as a guide.
4. In glass jar C , a culture solution deficient in nitrogen is prepared by replacing calcium nitrate
with calcium chloride and potassium nitrate is replaced by potassium chloride. .
5. Each jar is wrapped with black paper to prevent light from penetrating into the culture
solution which will cause the growth of green algae.
6. Three maize seedlings of the same height are chosen and put into each jars.
7. Keep the roots of seedlings are fully immersed in each solutions. The culture solution is
aerated using an air pump to ensure the root of the seedling obtain enough oxygen for
respiration.
8. All set of apparatus are exposed to light so the seedling are able to carry put photosynthesis
9. The culture solution in each jar is replaced every week to ensure that the nutrients which are
supposed to be available are not depleted.
10. After one month , seedling in jar A is taken out and the height of seedling is measured by
using a ruler . The growth rate of the seedling is calculated and then is recorded in a table .
(Any abnormal characteristics on the leaves are not to be observed.)
11. Step S10 is repeated with seedling in glass jar B and glass jar C are observed .
12. Record the result in a table and plot a bar chart showing the growth rate of seedlings
( cm/day) against the types of solution.
Results
Glass Types of
Jar
solution

The height of seedling /(cm)

Initial height

Distilled water

Complete
Knops Solution

Nitrogen
Deficient in
culture solution

The growth rate of

seedling / (cm/day)

B2= 1

Final height

Conclusion
The height/ the growth rate of seedling is lower/slower in nitrogen deficiencies of culture
solution. The hypothesis is accepted.

Note:
7-9 - 3 marks
4-6 - 2 marks
1-3 - 1 mark

03=3
17

17