SUNDAY STAR, 6 OCTOBER 2019

ACING YOUR SPM 2019

ED ITO R’ S NO TE

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Science stream subjects

Biology • Chemistry • Physics • Additional Mathematics
2 Acing Your SPM 2019 SUNDAY STAR, 6 OCTOBER 2019

Chemistry 4541
PAPER 1 – Objective questions (1 hour 15 minutes)
1. Consists of 50 objective questions. Answer all 50 questions.
2. The duration given to answer Paper 1 is 1 hour 15 minutes.
Spend about 90 seconds to answer each question.
3. The objective questions in Paper 1 involve all topics in the
syllabus. You must understand every topic before answering
the questions.
PAPER 2 – Written practical
Section A
1. Section A of Paper 2 consists of 6 structured questions. You
have to answer all questions.
2. The total weightage for Section A is 60 marks. The marks
allocated for each question vary from one to another.
3. Read the questions and highlight the command words
provided.
4. The marks are allocated to each section of a question. A
section that is allocated only 1 mark will require a short
answer, while a section that is allocated 3 marks will require
you to state 3 properties or characteristics.
Section B
1. Section B consists of two questions. You need to answer only
one question from this section.
2. The marks allocated for this section is 20 marks.
3. You are advised to spend 30 minutes on this section.
4. Study the mark allocations for each section or sub-section in
the question. Some sub-sections can carry as much as 10
marks. In such cases, make sure you have at least 10 points
or properties.
5. Equations, diagrams, tables, graphs or other suitable
methods maybe used to explain your answer.
Section C
1. Section C consists of two questions. You need to answer only
one question from this section.
2. The marks allocated for this section is 20 marks.
3. You are advised to spend 30 minutes on this section.
4. Study the mark allocations for each section or sub-section in
the question. Some sub-sections can carry as much as 10
marks. In such cases, make sure you have at least 10 points
or properties.
PAPER 3 – Written practical
1. In Paper 3, you are given 2 or 3 questions and you must
answer all of them.
2. The total weightage for this section is 50 marks. You are
advised to spend 30 minutes on each question.
3. The questions in this section is based on experiments and
required science process skills.
How to master Chemistry
A) Master the topics that contain the basic concepts of
chemistry
1. The Structure of the Atom
2. Chemical Formulae and Equations
3. Periodic Table
4. Chemical Bond
B) Master important concepts related to each chapter
1. Concept and calculation in mole
2. Chemical equations, ionic equations and half equations
3. Electrochemistry series
4. Concentration of solution
C) Familiarise yourself with different types of questions as
listed below and complete the previous SPM papers:
1. Objective multiple-choice questions (Paper 1)
2. Structured questions (Paper 2 and 3)
3. Essays (Paper 2)
4. Planning an experiment (Paper 3)
5. Draw and label the diagram
6. Writing chemical equations (balanced equation, ionic
equation, half equation)

COMMON COMMAND WORDS IN PAPER 2 AND PAPER 3

• All questions normally consist of command words.
• Students must know the meaning of the command word to make sure that the answer given is according to the question’s requirement.
• Match the command word to the mark allocated for each question.

No Command Explanation Example No Command Explanation Example

1 • Name Give the name, not Name the catalyst that can be used in the 5 List Give several points in a List three pollutants that are produced by car
• State the formula. reaction between zinc powder and sulphuric list. engines.
name acid. (Papers 2
and 3) Each point may only be a Answer:
(Papers 2 Answer: Copper (II) sulphate solution single word, short phrase • Carbon dioxide
and 3) or sentence. • Nitrogen dioxide
• Soot
2 Observation Describe what is seen/ (i) Brown solid deposited/White precipitate
observed/smelled. formed
(Papers 2 (i) Solid or precipitate 6 Write the Based on the experiment,
and 3) formed. Colour must (ii) White precipitate soluble in excess of chemical write a chemical
be mentioned. sodium hydroxide. equation equation.

(ii) Whether solid is (iii) Brown gas released/Colourless bubbles (Paper 2) Differentiate:
soluble or insoluble released. (i) Balanced chemical
in excess of named equation
reagent. State one observation when magnesium (ii) Ionic equation
powder is added to hydrochloric acid. (iii) Half equation for
(iii) If the substance is a Answer: Gas bubbles are released. oxidation
gas, colour must be (iv) Half equation for
stated (if relevant). (iv) Purple substance turns colourless. reduction

(iv) Change in colour —

Must state the initial
and final colours.
3 Inference Early conclusion based on
observation.
(Papers 2
and 3)
(i) Zn + CuSO4 ➜ ZnSO4 + Cu
(ii) Zn + Cu2+ ➜ Zn2+ + Cu
(iii) Zn ➜ Zn2+ + 2e-
Solid of calcium carbonate reacts with (iv) Cu2+ + 2e ➜ Cu
hydrochloric acid and produces colourless
gas that turns lime water chalky. State the
inference. 7 Explain Give an answer, with 2.0moldm-3 hydrochloric acid reacts more
Answer: Carbon dioxide gas is produced. (Papers 2 reasons, to explain a quickly with solid calcium carbonate than
and 3) certain statement, fact, 1.0moldm-3 acid. Explain the statement above.
observation or principle. Answer: 2.0 moldm-3 acid has more hydrogen
ions per unit volume than 1.0moldm-3. The
This usually contains frequency of collision between H+ ions and
some reference to particles of calcium carbonate increases,
chemical theory. therefore the frequency of effective collision also
increases.

Observation Inference
8 • Define Required to write a Define relative atomic mass.
Zinc metal Zn atom loses • What is concise statement to Answer: Average mass of an atom of an element
becomesthinner electrons meant by… say what something is or compared with 1/12 of the mass of a carbon-12
• What is the means. atom.
Copper metal Copper metal is definition
becomes thicker formed of… What is meant by hydrocarbon?
The blue solution The concentration of Answer: A compound that contains carbon and
turns light blue Cu2+ in the solution (Papers 2 hydrogen atoms only.
decreases and 3)

4 State A short, concise answer

is expected, without
9 Describe the State the method of Describe the confirmatory test for gas
(Papers 2 explanation.
chemical test conducting the test. Use released at the anode (oxygen).
and 3)
‘action words’, such as: Answer: Place a glowing wooden splinter to the
(Papers 2 mouth of the test tube. The glowing wooden
and 3) (i) Add splinter will light up.
(ii) Mix
(iii) Channel/Pass a gas
(iv) Insert/Place/Put
State a factor that can affect the rate reaction
(v) Add drop by drop/a
in the experiment.
little at a time
Answer: Concentration of hydrochloric acid/Size of
(vi) Observation
magnesium ribbon
SUNDAY STAR, 6 OCTOBER 2019
No Command Explanation
10 Describe an Write systematically
experiment (8 and in full about what
to 10 marks) has been carried out,
observed and deduced
(Paper 2) (along with a diagram
of the apparatus setup
used).
Include the result and
conclusion.
The diagram can help
students describe the
procedure. Include:
• List of materials
• List of apparatus
• Procedure (5 to 8
marks)
• Any relevant additional
details derived from the
question.
11 Plan an Answer the question
experiment according to the
(17 marks) requirements,
(Paper 3)
12 Compare Give the similarities and
differences between two
(Paper 2) items/situations,
13 Suggest You are expected to
know the correct answer,
(Papers 2 but you are supposed to
and 3) make a logical deduction
from the information
given in the question or
from your knowledge of
chemistry.
14 Calculate A numerical answer
is expected, and the
(Papers 2 calculation given in full
and 3) (with all the steps shown).
Bagaimana anda boleh skor Biologi A+?
1. Skor Kertas 1 (45 markah)
2. Skor Kertas 2 (80 markah)
3. Skor Kertas 3 (45 markah)
Bagaimana anda boleh mencapai 80 markah kertas 2?
• Bahagian A: Minima 10 markah setiap soalan (10 x 5 soalan = 50 markah)
• Bahagian B: Minima 15 markah setiap soalan (15 x 2 soalan = 30 markah)
Bahagian Kertas 2 (Bahagian A)
Bilangan soalan
Pilihan Jawab semua
Cadangan masa 1 jam 30 minit
Cadangan masa untuk setiap soalan
Aras kesukaran Rendah, sederhana
Pemberatan
Acing Your SPM 2019 3
Example No Command Explanation Example
15 Sketch/Plot • Label on x-axes and
graph y-axes
• Sketch: Only the correct
(Papers 2 shape and approximate
and 3) position of the graph is
expected.
• Plotting a graph requires
Describe how ethanol can be produced by actual/experimental
fermentation in the laboratory. readings.
The answer should contain the following: Your graph requires:
• Simple diagram of the apparatus • Title (refer to the
• One or two sentences saying what you question)
should do, including: • Correctly labelled axes
(i) Materials used (i.e. sugar, yeast, water) with correct units
(ii) Conditions (i.e. leave in a warm place • Correct plot
for a few days; plug the flask so that air • Smooth line
cannot get in) • More than half the size
• Equation of the graph paper
• Observation In a sketch of apparatus, the proportions must
• Conclusion be roughly correct. e.g. a test tube should not
be drawn larger than a conical flask.
• Problem statement/Aim of experiment (3m)
• Hyphotesis(3m)
• Variables(3m) 16 Predict or This means you are Predict the physical state of octane, which
• Apparatus and materials used (3m) deduce to deduce an answer has 8 carbon atoms.
• Procedure(3m) from information in the Answer: Liquid at room temperature.
• Tabulated data (2m) (Papers 2 question or previous
and 3) answers. pH value of 0.1moldm-3 X acid is 2. What is
Based on these structural formulae, compare the pH value of 0.01moldm-3 X acid?
the compounds below. Predicting in Paper 3 Answer: pH 4
ü Observation
ü Value: Numerical Predict the voltage produced when Mg and
• Avoid writing “more Cu electrodes are used?
than” or “less than”. Answer: (Must be specific, state a value) 2.8V
Range e.g: ( 2 < x < 5 )
The molecules consist of same number of
carbon dan hydrogen atoms, but they are
different isomers.
17 Operational Answer should consist of:
definition • What you do
From your knowledge of Group VII, suggest
• What you observe
two physical properties of astatine at the
(Paper 3) correctly
bottom of the Group.
Answer: Astatine would be a black solid that
does not conduct electricity because all Group
VII elements are non-metals and the elements
become darker down the Group, with increasing
density.
1.30g of zinc powder reacts with sulphuric State the operational definition of coagulation
acid to produce hydrogen gas. Calculate the of latex.
volume of hydrogen gas released in room Answer: When acid is added into latex, a white
conditions. solid is formed.
Answer:
Moles of zinc = 1.3/65 = 0.02 mole (1m) State the operational definition of voltaic cell.
Mole of zinc: Mole of hydrogen = 1 : 1 Answer: When two different metals are dipped
Volume of H2 into an electrolyte, the needle of the voltmeter
= 0.02 x 24 deflects.
= 0.48dm3
Biologi 4551
Soalan subjektif Kertas 2
• Imbas terlebih dahulu empat soalan esei (bahagian B) sebelum menjawab soalan struktur.
Ini membantu memberikan anda masa untuk menilai di samping mendapatkan idea
huraian fakta dan penjelasan.
• Kebanyakan soalan struktur berdasarkan rajah, data, carta, graf yang sesuai, eksperimen
dan penyiasatan saintifik.
• Fahamkan semua maklumat yang diberikan.
• Cadangan masa untuk menjawab Kertas 2: Bahagian A (90 minit), Bahagian B (60 minit).
• Jawapan berbentuk satu perkataan, satu nombor, satu ayat yang ringkas.
Kertas 2 (Bahagian B) • Jangan gabungkan jawapan yang betul dan jawapan yang salah apabila keliru (Contoh:
Mitosis/Meiosis). Anda akan dapat hukuman WCR (wrong-cancelled right).
5 4
Panduan Menjawab Soalan Struktur Bahagian A
• Patuhi arahan soalan: “Berikan dua contoh...” maka anda hanya perlu memberikan
dua contoh, contoh yang ketiga tidak akan diberikan markah.
Hanya 2 soalan • Tidak perlu menulis dengan ayat yang panjang meleret atau menyalin semula sebahagian
ayat dari soalan.
• Jadikan maklumat soalan sebagai sumber jawapan.
1 jam • Jumlah peruntukan markah di hujung soalan menunjukkan sebanyak mana jawapan
yang perlu ditulis.
• Jawapan mesti tepat dan jelas difahami pemeriksa. Contoh: Huraikan ciri-ciri alveolus.
18 minit 30 minit
Jawapan yang boleh diterima Jawapan yang akan ditolak
Rendah, sederhana, Dinding alveolus nipis setebal satu sel Alveolus nipis
tinggi
Permukaan alveolus lembap Lembap
30% 20% Jaringan kapilari darah yang banyak meliputi permukaan
Banyak kapilari darah
luar alveolus
4 Acing Your SPM 2019 SUNDAY STAR, 6 OCTOBER 2019

• Lukis rajah/lakaran
▪ Tidak artistik i. Apakah fungsi organel X kepada sperma tersebut? (Mengaplikasi) (2 markah)
▪ Besar (saiz yang sesuai) dan jelas Jawapan:
▪ Labelkan rajah dengan betul dan garisan label tidak boleh bersilang P1 – Mitokondria menjana tenaga kepada ekor
▪ Jelas tanpa garisan putus-putus P2 – Untuk berenang ke tiub fallopio
• Lukisan struktur enzim: Saiz dan bentuk enzim mesti sama dengan saiz asal P3 – Membolehkan persenyawaan berlaku
• Bandingkan saiz gambar sebelum dan selepas gambar dilukis P4 – Seterusnya dapat menghasilkan zigot
• Lukisan rajah skema (perwarisan)
▪ Ada kekunci ii. Pankreas merupakan satu organ di dalam badan manusia yang juga mempunyai
▪ Label rajah skema kepadatan suatu organel khusus di dalamnya. Terangkan kepentingan organel
□ Genotip induk//Fenotip induk//Meiosis//Gamet//Persenyawaan//Genotip F1//Fenotip F1// tersebut kepada pankreas. (Menganalisis)  (3 markah)
Nisbah Genotip//Nisbah Fenotip Jawapan:
• Gamet jantan dan gamet betina mengalami “persenyawaan”/“bergabung” P1 – Organel tersebut ialah Jalinan Endoplasma Kasar/Jasad Golgi
▪ Tolak markah jika menggunakan perkataan “bercantum” atau “bersentuh” P2 – Fungsi mensintesis dan mengangkut protein
• Fungsi mitokondria – Menjana tenaga P3 – Protein akan diubahsuai
▪ Tolak markah jika menggunakan frasa “membekalkan tenaga” atau “memberi tenaga” P4 – Membantu menghasilkan enzim dan hormon
• Kromosom homolog P5 – Yang dirembeskan sebagai enzim luar sel
▪ Tolak markah jika menggunakan frasa “kromosom double”
• Jantung berdegup/berdenyut c) Seorang suami mengalami masalah ketidaksuburan dan masih belum mendapat
• Variasi – berbeza/sama rupa paras anak setelah tiga tahun berkahwin. Didapati sperma yang dihasilkan oleh lelaki
▪ Tolak markah jika menggunakan frasa “muka sama” tersebut tidak aktif kerana mengalami masalah kekurangan bilangan organel X di
• Enzim ternyahasli dalamnya. Terangkan mengapa ia menjadi punca kepadanya masih tidak mendapat
▪ Tolak markah jika menggunakan perkataan “terurai” atau “musnah” anak?
• Nukleus mengandungi maklumat genetik (Menilai) (3 markah)
▪ Tolak markah jika menggunakan frasa “mengandungi DNA”
• Floem mengangkut bahan organik/hasil fotosintesis *Tip menjawab Soalan Menilai: Ambil semula jawapan daripada Soalan
▪ Tolak markah jika menggunakan frasa “mengangkut makanan” Mengaplikasi atau pengetahuan awal dan tulis semula dalam bentuk ayat negatif.
• Glukosa tinggi dalam darah Gunakan juga teknik PFK.
▪ Tolak markah jika menggunakan frasa “glukosa tinggi dalam badan”
• Jangan menyalin semula soalan kerana tiada markah akan diberikan Jawapan:
• Ejaan wajib tepat. Contoh: Meiosis (√), Miosis (X) Punca: P1 – Tenaga tidak dapat dijanakan kepada ekor
• Proses osmosis – Gunakan kaedah “tiga langkah” Fenomena: P2 – Menyebabkan sperma tidak dapat berenang ke tiub fallopio/ovum
1. Namakan jenis larutan luar dan bandingkan dengan larutan dalam sel. Kesan: P3 – Persenyawaan antara sperma dan ovum tidak dapat berlaku
2. Jelaskan arah pergerakan molekul air. Gunakan istilah “Meresap keluar/masuk”, diikuti P4 – Zigot tidak dapat dihasilkan
dengan “secara OSMOSIS”. P5 – Isterinya tidak dapat hamil
3. Jelaskan keadaan/perubahan sel:
□ Contoh: Sel tumbuhan dalam larutan hipertonik. d) Cadangkan satu kaedah kepada pasangan suami isteri tersebut bagi membolehkan
□ Sel mengalami plasmolisis/Sel mengalami flasid. mereka mendapat anak. (Mencipta)  (2 markah)
□ Vakuol dan sitoplasma mengecut. Jawapan:
□ Membran plasma tertarik menjauhi dinding sel. P1 – Menggunakan kaedah teknologi bayi tabung uji (IVF).
□ Tumbuhan layu. P2 – Sperma suami dikumpulkan di bank sperma sehingga mencukupi.
P3 – Sperma dan ovum diletakkan di dalam piring petri yang mengandungi kultur
Kaedah Menjawab Soalan KBAT nutrien.
• Amalkan teknik “PFK” P4 – Sperma dirangsang untuk mensenyawakan ovum.
1. Punca P5 – Embrio yang matang dipindahkan ke endometrium isterinya.
2. Fenomena/Situasi
3. Kesan Tip ulang kaji biologi
1. Rujuk ‘Hasil Pembelajaran’ dalam buku teks – setiap permulaan sub topik.
Contoh soalan (Soalan aras Menilai) 2. Tanya diri sendiri berdasarkan hasil pembelajaran. Gunakan kaedah modular.
Pernafasan adalah proses luar kawal yang dikawal oleh pusat pernafasan dalam medula 3. Ulang kaji skema pemarkahan soalan esei, secara tak langsung ulang kaji soalan
oblongata. struktur sekali.
Jelaskan apa yang berlaku kepada kadar pernafasan bagi seorang pendaki apabila berada di 4. Buat flashcard. Guna kertas A4 yang dipotong 8. Soalan di depan, jawapan di
puncak gunung yang tinggi. (3 markah) belakang.

PUNCA Teknik menjawab esei

• P1 Kurang oksigen dalam atmosfera. • Sangat digalakkan menjawab mengikut arahan iaitu pilih 2 soalan sahaja. Buat
• P2 Tekanan separa oksigen rendah. pilihan yang tepat.
• P3 Kurang oksigen dalam darah. • A – Soalan 6 dan 7 (banyak pecahan sub soalan)
• B – Soalan 8 dan 9 (kurang pecahan sub soalan)
FENOMENA • C – Soalan (6/7) dan (8/9)
• P4 Dikesan oleh pusat pernafasan/kemoreseptor. • Digalakkan pilihan A, namun lebih baik pilihan B jika pelajar sudah benar-benar
• P5 Menghantar impuls ke otot-otot/otot interkosta/diafragma. menguasai fakta.
• P6 Kadar pengecutan/pengenduran otot-otot/otot interkosta/diafragma meningkat. • Gunakan kata kunci.
• Buat rangka jawapan
KESAN • Untuk soalan jenis Perbandingan – Mesti ada persamaan dan perbezaan.
• P7 Meningkatkan mekanisme pernafasan/tarik nafas/hembus nafas. • Bagi persamaan, mulakan ayat dengan perkataan “Kedua-duanya...”
• P8 Meningkatkan kadar ventilasi. • Bagi perbezaan, sesuatu ciri mesti dibandingkan antara dua subjek dalam satu ayat.
• P9 Impuls (daripada pusat respirasi) dihantar ke jantung. Contoh: Sel tumbuhan ada kloroplas manakala sel haiwan tiada kloroplas.
• P10 Denyutan jantung lebih laju. • Asingkan perenggan antara persamaan dan perbezaan.
• P11 Banyak oksigen dihantar ke sel untuk mendapat cukup oksigen/Banyak CO2 diangkut ke • Kaedah terbaik adalah dengan membuat perbandingan dalam bentuk jadual,
paru-paru. perbezaan yang setara, atau ayat yang lengkap.
Murid mesti mengenalpasti aras KBAT setiap soalan yang diberikan. Hal ini membolehkan • Panduan menjawab soalan tajuk ‘Ekosistem Terancam’:
murid merancang kaedah menjawab yang betul bagi setiap soalan mengikut arasnya - Mesti mengandungi perkara-perkara berikut:

Taksonomi Anderson:
Mengingat ➜ Memahami ➜ Mengaplikasi ➜ Menganalisis ➜ Menilai ➜ Mencipta Punca/Nama Gas Keadaan Kesan Pencegahan
Kilang •Larut dengan wap air. • Tahap pH tanah/air •Pasang penapis di
Contoh: Nitrogen dioksida, •Hujan asid menurun. kilang.
sulfur dioksida • Hakisan •Penguatkuasaan
Penyahutanan/bahan Peningkatan suhu Kesan rumah hijau Penguatkuasaan
api fosil
Karbon dioksida
Peti sejuk/aerosol/ Penipisan lapisan ozon •Katarak mata Kurangkan
penghawa dingin •Kanser kulit penggunaan CFC
CFC

a) Rajah di atas menunjukkan suatu organel X di dalam sel manusia.
i. Namakan organel X . (Mengingat) 
Jawapan: Mitokondrion
ii. Apakah fungsi organel tersebut (Memahami) 
Jawapan: Menjana tenaga untuk respirasi sel
b) Rajah di bawah menunjukkan satu sel sperma manusia yang mengandungi kepadatan
organel X yang tinggi pada bahagian tengahnya.
Panduan Menjawab Kertas 3 Soalan 1
(1 markah)
Kekunci jenis-jenis pemboleh ubah
(1 markah)
• Operasi = Sesuatu pemboleh ubah yang boleh diukur menggunakan radas. Diperolehi
dari tajuk pada jadual pengukuran seperti panjang, masa, suhu, luas dan jisim.
• Sebenar = Sesuatu pemboleh ubah yang tidak boleh diukur menggunakan radas.
Diperolehi dari tujuan eksperimen pada soalan utama atau soalan 1(e)(i) yang
melibatkan pengiraan kadar seperti kadar fotosintesis, keamatan cahaya, kadar
tindak balas enzim dan kadar pertumbuhan.
SUNDAY STAR, 6 OCTOBER 2019 Acing Your SPM 2019 5

MAGIC BIO BOX Strategi Menjawab Kertas 3, Soalan 2

Operating variable Actual variable OMV: ORV: Markah
AMV: ARV:
Perbandingan
Nilai terendah
Manipulated terendah Untuk mengkaji kesan (MV) terhadap (RV).
variable (OMV) (AMV)
1 Objektif
*Boleh diperolehi daripada soalan utama.
Perbandingan
Nilai tertinggi
tertinggi Pernyataan
2 Apakah kesan (MV) berbeza terhadap (RV) ? 3
masalah
Bacaan
Kadar terendah 1.Semakin bertambah/berkurang (MV),
Responding terendah
variable (ORV) (ARV) semakin bertambah/berkurang (RV).
Bacaan
Kadar tertinggi
tertinggi Hipotesis atau
3 3
2. (MV) mempunyai nilai tenaga/kandungan
CONTOH HASIL MAGIC BIO BOX vit C lebih banyak/kurang berbanding (MV2)
dan (MV3).
Operating variable Actual variable
Dimanipulasi: MV 1
50cm Rendah 4 Pemboleh ubah Bergerak balas: RV 1
Manipulated Jarak tumbuhan
Keamatan cahaya
variable dari mentol Dimalarkan: CV 1
(AMV)
(OMV)
10cm Tinggi *Senaraikan radas dan bahan yang wajib ada
Senarai bahan untuk menjalankan eksperimen terlebih dahulu.
5 3
Rendah/
dan radas *Anda digalakkan melukis susunan radas dan
1cm bahan eksperimen.
Responding Panjang Kadar Menurun
variable gelembung gas fotosintesis K1. Langkah penyediaan/pengendalian
(ORV) (ARV) Tinggi/ radas dan bahan untuk menjalankan
5cm
Meningkat eksperimen (Mulakan dengan kata kerja)
K2. Langkah menetapkan pemboleh ubah
malar
• CV ditetapkan pada (nilai).
Mengukur dan merekod • Ukur dan rekod data menggunakan radas yang diberikan dalam K3. Langkah mengukur dan merekod RV
data eksperimen dengan unit yang betul. • Ukur dan rekod ORV menggunakan
(radas)
Kaedah • Kira ARV menggunakan formula (rumus)
• Pada (nilai terendah OMV), (ORV) ialah (nilai ORV). 6 3
Pemerhatian K4. Langkah mengubah MV
• Pada (nilai tertinggi OMV), (ORV) ialah (nilai ORV).
• Eksperimen diulang dengan
menggunakan OMV berbeza iaitu
• Pada (OMV1), (AMV) rendah/tinggi, maka kadar (AMV) rendah/ OMV2, OMV3, OMV4 dan OMV5
tinggi. K5. Langkah berjaga-jaga
Inferens
• Pada (OMV2), (AMV) rendah/tinggi, maka kadar (AMV) rendah/
tinggi.
• Langkah dilakukan untuk
memastikan .
Gunakan OMV yang berbeza. Senaraikan apa yang diubah. • Contoh: Eksperimen dijalankan
Tukar OMV 1 dengan OMV 2. sebanyak dua kali untuk mendapatkan
bacaan purata.

Mengawal pemboleh ubah Ukur dan rekod ORV menggunakan (alat radas).
MV ORV (unit) ARV (unit)

1.
Tetapkan CV pada (nilai yang ditetapkan) menggunakan (alat radas).
2.
Keputusan/
7 2
Jadual 3.
Terdapat dua jenis hipotesis:
• Rate (Perkadaran) – Contoh: Semakin tinggi kepekatan nutrien 4.
(MV), semakin tinggi kadar pertumbuhan anak benih jagung (RV).
Hipotesis
• Comparison (Perbandingan) – Contoh: Kacang tanah mempunyai 5.
nilai tenaga yang lebih tinggi berbanding kacang gajus dan kacang
badam.

* ORV = Operating Responding Variable = Bergerak Balas Operasi (boleh diukur guna radas)
• Lajur dan baris dengan tajuk dan unit yang betul.
(OMV/ORV/ARV) *Untuk unit ARV, rujuk paksi-Y pada graf.
* ARV = Actual Responding Variable = Bergerak Balas Sebenar (tidak boleh diukur, perlu guna
Penjadualan data rumus)
• Guna pengiraan yang betul dan data yang sistematik (observa-
tional data).

• Skala seragam
• Semua titik diplotkan dengan betul
Melukis graf
• Lengkungan licin dan bentuk yang betul (sambung semua titik)
Jangan!!! – imbang titik, panjangkan graf, cari pintasan dsb.

Semakin bertambah OMV, semakin bertambah/berkurang ARV

Hubungan pemboleh ubah
kerana AMV meningkat/menurun, menyebabkan (Terangkan kesan
dari graf
kepada ORV menjadi lebih tinggi/rendah).

*Buat dua ayat.

…………….. ialah proses yang ditunjukkan oleh ORV, bergantung
Definisi secara operasi
kepada/dipengaruhi oleh perubahan OMV.
ARV dipengaruhi oleh AMV

• P1: Ramalan yang betul daripada data sebelumnya.

Membuat ramalan • P2: Kerana perubahan MV (dari soalan),
• P3: Kesan terhadap ARV (lebih tinggi/rendah).

• Mengumpulkan jawapan berdasarkan ciri-ciri tertentu yang

Pengkelasan dikehendaki oleh soalan.
*Tip: Jangan terpengaruh dengan keseimbangan
6 Acing Your SPM 2019 SUNDAY STAR, 6 OCTOBER 2019

Physics 4531
Assessment Format: Subjective Questions Solution: Reason [1 mark]
m=pxv
Time: 2.5 Hours Answer: The heat removed increases with the mass of
= 133 x (2 x 2 x 3) √ 1
the gel. // The heat removed is directly proportional to
= 1596 kg
Section A Section B Section C W = mg √ 1 the mass. √ 1
= (1596)(10) √ 1
60 Marks 20 Marks 20 Marks
= 15960 N Suggestion 2 [1 mark]
Answer (Two questions, choose (Two questions, choose Answer: Use a gel with higher specific heat capacity. √ 1
all questions one) (Applying and one) (Conceptualising
solving problems) and making decisions) Relationships are usually written as Reason [1 mark]
Structured Restricted response Restricted response proportionalities using the Greek letter
alpha (α) to symbolise proportion Answer: The heat removed increases with the specific
questions and extended response and extended response
heat capacity of the gel. √ 1 // The heat removed is
Advised time: Advised time: Advised time: directly proportional to the specific heat capacity of the
90 minutes 30 minutes 30 minutes c. Comparison and relationship gel. √ 1
e. Explanation
Example question
You must understand the Example question
theories so you can use the Diagram 1 and Diagram 2 show two solid spheres, A and B, Diagram 1 shows two 45º– 90º – 45º glass prisms that are
formulas correctly with different densities placed in water. arranged to form an optical instrument.

Aims to describe the function

of everything around us

1. Structured Question
a. State the principle:
Example questions

Diagram 1 Diagram 2

i. Compare the densities of sphere A

and sphere B. [1 mark]
Answer: The density of sphere A is less than B. √ 1

ii. Compare the weights of sphere A

and sphere B. [1 mark]
Answer: The weight of A is less than B. √ 1
Diagram 1
iii. Compare the weights of water displaced The instrument above may also use mirrors to reflect the
by sphere A and sphere B. [1 mark] light. State one advantage of using glass prisms instead of
i. Name the principle used in the hydraulic jack. [1 mark]
Answer: The weight of water displaced by mirrors.
Answer: Pascal’s principle √ 1
A is less than B. √ 1  [2 marks]

iv. Relate the weight of the spheres with the
weight of water displaced.
Answer: The higher the weight of the spheres,
the higher the weight of water displaced. √ 1
Answer: Ordinary mirrors give multiple images because of
[1 mark] multiple reflections. √ 1 // The silvering on mirrors is
easily damaged. √ 1 // Mirrors reflect less light than a
totally reflective prism. √ 1

v. Relate the weight of water displaced
with upthrust.
Answer: Weight of water displaced = upthrust √ 1 //
When the weight of water displaced increases,
upthrust increases. √ 1
Understand and apply physical principles.
[1 mark] Check the solution to see whether it is
reasonable.
2. Applying and problem-solving

ii. State the phenomenon of the application of the sonar Example question
device. [1 mark] d. Suggestion and reason
Answer: Reflection of sound √ 1 Explain how you would design a submarine that can
submerge and surface in the ocean. Emphasise the following
Compare the problem with a
b. Highlight important points: aspects.
situation you are familiar with
a. The density of the submarine
Learn the mathematic skills required
Example question b. Its ability to surface and submerge
to solve physics problems
c. The stability of the submarine under turbulence
Example questions Diagram 1 shows a cooling pad used to lower the
temperature of a person with a fever. The pad consists of a c. The safety of the submarine in relation
The mass of the gel in the pad is 30g and its specific heat gel and is cooled in a refrigerator before it is placed on the to water pressure [8 marks]
capacity is 4.3 Jg-1°C-1. The initial temperature of the pad is forehead of the person to remove the heat. Answers:
15°C and the final temperature is 36°C. Calculate the
amount of heat removed by the pad. [2 marks] i. Density: Its density can be lower than the density of
i. Solution: fresh water at the Equator. (√ 1) // Its density can be
higher than the density of saltwater at the pole.
Q = mcθ (√ 1)
= 30 x 4.3 x (36 – 15) √ 1
= 2709 J √ 1 Correct unit ii. Ability: Build a ballast tank for the submarine (√ 1). A
ballast tank acts as a float that can change in size or
ii. A block of density 133kgm and dimensions
-3
volume. When the ballast tank is filled with air, more
2m x 2m x 3m is placed on a soft bed as shown
sea water is displaced and buoyant force increases (√
below. The soft bed is compressed. [3 marks]
1). If the buoyant force is greater than the total weight
of the submarine, it will surface (√ 1).

Diagram 1

i. It is suggested that the cooling pad should be modified so

that it can remove more heat. Give two suggestions and
the reasons for doing so.
Suggestion 1 [1 mark]
Answer: Increase the mass of the gel. √ 1

Make sure to use the same unit

SUNDAY STAR, 6 OCTOBER 2019 Acing Your SPM 2019 7

iii. Stability: The shape of the submarine is streamlined (√ Answer:

1), so it reduces water resistance. Both sides of the body Lens Type of Magnitude of Diameter Eyepiece focal
are mounted with fins (√ 1). The submarine’s cross lens focal length (cm) of lens (cm) length (cm) Convex lens √ 1 To converge the rays of distant objects
section is symmetrical. It prevents the submarine from at a point to have a real, inverted and
tilting during turns (√ 1). magnified image √ 1
W Convex 300 5.0 10.0
iv. Safety: The external wall of the submarine is built using A longer focal length To achieve bigger angular magnification
strong stainless steel (√ 1) which can withstand high √1 √1
pressure from the outside. A pressure detector is fixed X Convex 200 10.0 5.0
to make sure the pressure limit is not exceeded (√ 1).
A bigger diameter √ To increase the amount of light
1 collected to produce a brighter image
Y Convex 300 10.0 20.0
and reduce spherical aberration √ 1
State a certain principle or to explain certain
properties or characteristics based on the
information given Z Convex 100 20.0 5.0 A higher focal length To act as a magnifying lens to further
of eyepiece √ 1 enlarge the image √ 1
3. Conceptualising and making decisions
Explain the suitability of each characteristic of the lens and Therefore, Y lens (√ 1) is the most suitable convex lens (√ 1)
Example questions determine the most suitable lens to be used as the objective because it has a longer focal length, bigger diameter and
Table 1 shows four lenses, W, X, Y and Z, with different lens of a compound microscope. higher focal length of eyepiece. Make conclusion
specifications. Give reasons for your choice. [10 marks]

Additional Mathematics 3472

FUNCTIONS TRIGONOMETRIC FUNCTIONS
When k = 13 , Tips:
2
1. Diagram 1 shows a function f : x → 2x – 6 √ The quadratic equation can also 5. (a) Sketch the graph of y = |3 sin 2x| for 0 ≤ x ≤ 2π.
p= 3 2 13
and g : x → x2 – x. 4 – ( 4 )( 2 ) be solved by using the formula  [4 marks]
8k2 – 50k – 13 = 0
p= –5 a = 8, b = -50 & c = -13
(b) Using the same axes, draw a suitable straight
2 line to find the number of solutions to the equation
When k = – 1 , -b ± √ b2 - 4ac x
for 0 ≤ x ≤ 2π.
4 x= 2|3 sin 2x| =
2a 2π
p= 3 2 1
4 – ( 4 )(– 4 ) √ Substitute the value of a, b and c State the number of solutions. [3 marks]
p= 7 correctly into the formula
8 Answer:
Diagram 1 INDICES AND LOGARITHMS (a)
Find; 3. (a) If log2 x = log4 (2x + 35), show that x – 2x = 35. [2 marks]
2

(a) the values of a and b, [2 marks] (b) Hence, solve the equation x2 – 2x = 35. [2 marks]
(b) fg(x), [2 marks]
(c) Show that 2 + 2n
+2 is divisible
n+1 n+2
(c) the function that maps x onto z. [3 marks] by 7 for all positive integer values of n. [2 marks]
Answer: Answer:
Tips:
(a) 2a – 6 = 2 √ Differentiate object and image (a) log2 x = log4 (2x + 35)
x
a =
2+6 √ Substitute object, x=a and log2 (2x + 35) (b) 2 – |3 sin 2x| =
2π Tips:
2 = Tips: √ Know how to sketch a
image, y=2 under the function log2 4 x
= 4 of f : x → 2x – 6 √ Change the base of |3 sin 2x| = 2 – sine graph
= 1 log 2 (2x + 35)
logarithms to base 2
2π
√ Maximum value of sin
b = (2)2 – (2) √ Substitute object, y=2 and 2 x
= 2 image, z=b under the function = log2 (2x + 35) √ log2 2 = 1 y=2– x=3
2π
of g : x → x2 – x √ Minimum value of sin
(b) g(x) = f(x2 – x) x = (2x + 35)1/2 When x = 0, y = 2 x = –3
= 2(x2 – x) – 6 x2 = 2x + 35 When x = 2π, y = 1 √ |3 sin 2x|, graph reflex to
= 2x2 – 2x – 6 x2 – 2x = 35
Number of solutions = 8 the first quadrant only
Therefore, fg(x) = 2x2 – 2x – 6
(b) x2 – 2x = 35 because of the modulus
(c) gf(x) = g(2x – 6) x2 – 2x – 35 = 0
= (2x – 6)2 – (2x – 6) Tips:
(x + 5) (x – 7) = 0 Tips:
= 4x2 – 24x + 36 – 2x + 6 √ 2n + 1 = 2n2 (am+ n = am x am)
x = –5, 7 √ From an equation of a straight line
= 4x2 – 26x + 42 √ Factorise 2n
√ Draw the straight line on the same graph
Therefore, gf(x) = 4x2 – 26x + 42 (b) 2n + 2n + 1 + 2n + 2 √ 2n(7) is divisible by 7 for
√ Find out the number of solutions (Number of
= 2n + 2n2 + 2n22 all the positive integer
solutions is the number of interception points
values of n
Tips: = 2n(1 + 2 + 4) of the straight line and the sine graph)
√ Know how to determine composition of two functions = 2n(7)
√ fg(x) = f[g(x)] COORDINATE GEOMETRY
√ gf(x) = g[f(x)] QUADRATIC FUNCTIONS
√ fg(x) ≠ gf(x) 6. The locus of a moving point R is given by
4. Given y = x2 – 2mx + m has a minimum value of –6. x2 + y2 – 9x + y + 18 = 0.
Show that;
SIMULTANEOUS EQUATIONS (a) Without using the differentiation method, find the
two possible values of m. [4 marks] (a) the locus R intersects the x-axis at two points, [4 marks]
2. Given (2k, –5) is a solution to the simultaneous equation (b) With the values of m, sketch the two graphs for (b) the straight line y = –3x + 8 is a tangent
x
and py 3 x (k + y) = py + 7. Find the values of k y = x2 – 2mx + m on the same axes. [2 marks] to the locus R. [6 marks]
– =
4 5 4
and p. [5 marks] (c) State the coordinates of the minimum point Answer:
of the graph y = x2 – 2mx + m. [1 mark]
Answer: (a) When y = 0,
Answer: x2 – 9x + 18 = 0
x py 3
– = Tips: (x – 3)(x – 6) = 0
4 5 4 (a) y = x2 – 2mx + m
√ Substitute x = 2k & y = -5 x = 3 or x = 6
2k (–5)p 3
= x2 – 2mx + ( -2m
– = into both equations -2m 2 Hence, locus R intersects the x-axis at (3, 0) and (6, 0).
2 ) –( 2 ) +m
2
4 5 4
√ Understand the meaning
2k 3 = (x – m)2 – m2 + m
+ p = of "is a solution to" (b) y = –3x + 8 ––––– (1)
4 4 Minimum value = – m2 + m Tips:
3 2k x2 + y2 – 9x + y + 18 = 0 ––––– (2)
p = – ––— (1) –m2 + m = –6 √ Determine the minimum Substitute (1) into (2),
4 4 m2 – m – 6 = 0
Tips: or maximum point by x2 + (–3x + 8)2 – 9x + (–3x + 8) + 18 = 0
x(k + y) = py + 7 √ Form two equations (m – 3)(m + 2) = 0 completing the square x2 + 9x2 – 48x + 64 – 9x – 3x + 8 + 18 = 0
––— (2) correctly m = 3 or m = –2 method 10x2 – 60x + 90 = 0
2k[k + (–5)] = –5p + 7
√ Use a scientific √ Relate minimum value x2 – 6x + 9 = 0 Tip:
Substitute (1) into (2), calculator to (b) y = (x – 3) – 6
2
is –6 b2 – 4ac √ Use simultaneous
factorise and get the y = (x + 2)2 – 6 = (–6)2 – 4(1)(9) equation to find
2k2 – 10k = –5( 3 2k
4 – 4 ) +7 correct answer of k = 0 out the equation
Tips: Hence, y = –3x + 8 is a x2 – 6x + 9 = 0
2k2 – 10k = –15 10 √ Sketch both graphs
4 + 4 k+7 tangent to the locus R.
correctly
8k2 – 40k= –15 + 10k+ 28 √ a > 0, both graphs Tips:
8k2 – 50k – 13 = 0 have a minimum point √ Use b2 – 4ac to determine wether
(2k – 13)(4k + 1) = 0 √ The minimum points of y = –3x + 8 is tangent to the locus R
both graphs are √ b2 – 4ac = 0 (y = –3x + 8 touches one
k = 13 ,– 1
(–2,–6) and (3,–6) point / is a tangent to the locus R)
2 4 (c) (3,–6) and (–2,–6)
8 Acing Your SPM 2019 SUNDAY STAR, 6 OCTOBER 2019

CIRCULAR MEASURE (ii) P(X > 133) = P(Z > 2.4) (b) Given
7. Diagram 7 shows a semicircle PJRMQ with centre N and a
= 0.0082
120 =
r
× 100 Tip:
rhombus JKMN.
Let n = Number of students q √ User r = q + 1.7
9 r = q + 1.7
= 0.0082
n Tips: q + 1.7
√ Z > 2.4 = 0.0082 120 =
q
× 100
n = 1097
(from Normal Distribution Table)
120q = 100q + 170
√ Use P(A) = 9
Total number of students q = 8.50
r = 8.5 + 1.7
TipS: Q
= 10.20
√ Use Ī = 20 x 100 for cake
SOLUTION OF TRIANGLES Q19
21.5 Q20
9. Diagram 9 shows a cube with sides 10 cm. (c) (i) 150 = × 100 √ Use I = x 100 for
P2019
Diagram 7 M is the midpoint of PT. Q19
P2019 = RM14.33 ingredient A, B, C & D
Given K(9, 14), N(9, 9) and Q(17, 9), calculate;
(a) the radius of the semicircle PJRMQ, [1 mark] (ii) Given = 150
s × 140 + 5 × 160 + 2 × 120 + 2 × 170
(b) the angle θ, in radians, [2 marks] 150 =
s+5+2+2
(c) the area of sector NJRM, [3 marks]
150 = 1380 + 140s
(d) the area of the shaded region. [4 marks] 9+s
s=3
(Use π = 3.142) Tip: ∑WiIi
√ If composite index, use Ī =
Answer: ∑Wi
(a) NQ = 17 – 9 Tips: Diagram 9
= 8 cm √ θ must be in LINEAR PROGRAMMING
θ 2.5 radians (follow the Calculate
(b) cos = = instructions given) (a) the length of QW, [3 marks] 11. Diagram 11 shows two shaded regions STU and UVW.
2 8
θ √ Use π = 3.142 (b) L QMW, [5 marks]
= 71.79°
2 (follow the
θ = 143.58° (c) the area of triangle QMW. [2 marks]
instructions given)
θ = 2.5063 rad. Answer:
(c) Area of sector NJRM (a) PS2 = PQ2 + PS2
1 = 102 + 102
= 2 × 82 × 2.5063 Tip:
= 200
√ Use the formula for area of
= 80.202 cm2 1
QW2= QS2 + SW2 Tip:
sector = x r2 x θ (in radians) = 200 + 102 √ Use Pythagoras
2
= 300 Theorem to find
(d) Area of rhombus NJKM QW = √300 out the length
Tip: = 17.321 cm of QW and QM
1
= 2 × ab sin C √ Use the formula
2
1 for area of triangle (b) QM2 = QP2 + PM2 Diagram 11
= 2 × 2 × 8 × 8 × sin 2.5063 x 2 to find out the = 102 + 52
area of rhombus = 125 (a) State the three inequalities that define
= 37.978 cm2
QM = √125 the region UVW. [6 marks]
Area of shaded region
= 80.202 – 37.978 (b) Find the maximum value of 2x + y if
Using cosine rule,
= 42.224 cm2 the point (x, y) is situated in
(√300 )2 = ( √125 )2 + ( √125 )2 – 2( √125)( √125) cos M
(i) the shaded region STU,
PROBABILITY DISTRIBUTIONS 300 = 125 + 125 – 250 cos M
(ii) the shaded region UVW. [4 marks]
8. (a) In a college, 3 out of 6 students are studying accounting. cos M = 50 Tip:
If 10 students from the college are chosen at random, -250 √ Using cosine rule to Answer:
calculate the probability that; = – 0.2 find out the angle of M
M = 101.54° (a) Equation for straight line UV:
(i) exactly 2 of the students are studying accounting, m = 1
(ii) more than 2 students are studying accounting. Tip: y = x + c
 [5 marks] √ A negative value implies that the 3 = (1) + c Tip:
angle of M is an obtuse angle c = 2 √ Must use variable x and y. Not allowed
 (b) A group of students are taking part in an IQ test. The IQ to use variables other than x and y
of the students has a normal distribution with a mean y = x + 2
(c) Area of ΔQMW
of 97 and a standard deviation of 15. IQ that is more 1
than 133 is classified as “superior intelligence”. = × √125 × √125 sin 101.54° Equation for straight line UW:
2
(i) A student is chosen at random from the group. Find m = –3
= 61.237 cm2 Tips: y = –3x + c
the probability that the student has an IQ between
74 and 133. √ Use the formula for area of 3 = –3(1) + c
(ii) It is found that 9 students have “superior triangle = 1 x a x b x sin c c = 6
intelligence”. Find the total number of students in 2 y = –3x + 6
the group. [5 marks] √ Make sure that c is in degrees
Equation for straight line VW:
Answer: m = 2
INDEX NUMBER
Tip: y = 2x + c Tip:
(a) (i) n = 10 1 1
Write down p = , q = and n = 10 10. Table 10 shows the prices of four ingredients in the 8 = 2(6) + c √ From three equitions by using
1 2 2 making of a type of cake.
p = 2 c = –4 y = mx + c (Gradient Form)
1 Price per kilogram (RM) y = 2x – 4
q = Tip:
2 1 Ingredient
p + q = 1, q = Year 2019 Year 2020 The three inequalities that define the shaded region are:
P(X= 2) 2 y ≤ x + 2
1 1 A 7.30 10.22
= 10C2( )2( )8 y ≥ –3x + 6
2 2 B 6.80 p y ≥ 2x – 4 Tip:
= 0.04395
C q r (b) (i) Let k = 2x + y √ Move the straight
(ii) P(X > 2) line with gradient
= 1 – P(X = 0) – P(X = 1) – P(X = 2) D 3.00 5.10 –2x + k = y
of –2 parallel and
y = –2x + k away from the
1 1 1 1 1 1 Diagram 10
= 1 – 10C0( )0( )10 – 10C1( )1( )9 – 10C2( )2( )8 origin
2 2 2 2 2 2
= 1 – 0.0009766 – 0.009766 – 0.04395 (a) The price index of ingredient B in the year 2020 based on The maximum value = 2x + y √ Point T(0, 6) is the
= 0.9453 the year 2019 is 160. Calculate the value of p. = 2(0) + (6) furthest from the
Tips:  [2 marks] = 6 origin
P(X > 2) = P(X = 3) + P(X = 4) + √ Substitute point
P(X = 5) + P(X = 6) + (b) The price index of ingredient C in the year 2020 based on T(0, 6) into the
(ii) The maximum value = 2x + y
P(X = 7) + P(X = 8) + the year 2019 is 120. The price per kilogram of ingredient
= 2(6) + (8) maximum value =
P(X = 9) + P(X = 10) C in the year 2020 is RM1.70 more than its price in the 2x + y
= 20
P(X > 2) = 1 – P(X = 0) + P(X = 1) – year 2019. Calculate the values of q and r. [3 marks]
P(X = 2)
(c) The composite price index for the cost of making the
(b) (i) μ = 97, σ = 15 cake in the year 2020 based on the year 2019 is 150. Tip:
P(74 < X < 133) Calculate; √ Move the straight line with gradient of
74 - 97 133 - 97 Tip: (i) the price of a cake in the year 2019 if its price in the −2 parallel and away from the origin.
= P( <Z< )
15 15 Use formula year 2020 is RM21.50, √ Point V(6, 8) is the furthest from the
= P(–1.533 < Z < 2.4) X–μ origin
Z= (ii) the value of s if the quantities of ingredients A, B, C
= 1 – P(Z > 1.533) – P(Z > 2.4) σ √ Substitute point V(6, 8) into the
and D are used in the ratio of s : 5 : 2 : 2. [5 marks]
= 1 – 0.0626 – 0.0082 maximum value = 2x + y
= 0.9292 Answer:
P
(a) Price index, I = 2020 × 100 Tip:
P2019
p
160 = 6,8 × 100 √ If price index,
Q
p = 10.88 use I = 1 x 100
Q0
SUNDAY STAR, 6 OCTOBER 2019
A FOUNDATION programme is one of the
many choices a secondary school-leaver can
enrol in to begin his tertiary education. SEGi
University Centre for Pre-University Studies
head Dr Chiong Kai Shing says the
programme serves as a bridge between
secondary and tertiary education, as the
learning systems in these two stages have
vast differences.
She says, “Foundation is a blend of
teaching styles that range from guiding the
student at the start of the programme to
promoting independent learning at the end
of the course in preparation for a degree
programme.”
Checking off the list
As there are abundant choices for
foundation programmes in Malaysia,
Dr Chiong advises students to do proper
research when choosing a foundation
programme. Some considerations are:
l Degree pathway – The job or career the
student aspires to pursue
l Assessment structure – Exam-based or
continuous assessment-based structures,
depending on the student’s preferred style of
learning
l Types and number of courses –
Different universities offer various subjects
with differing numbers of credit hours
l Accreditation – It is important to
double check if the course is accredited
before enrolling
l Cost – Similar courses could vary vastly
in price, especially between public and
private institutions
l Environment – Be it in a city or rural
area, a highly competitive or laidback batch,
different environments can impact how
students study
The proactive student gets the
right course
If you still have doubts after researching
and considering these options, Dr Chiong
encourages you to attend education fairs to
The defining choice
SEGi’s foundation programme ensures a bright future, from equipping you with basic skills in
your chosen field to helping you transition into the degree programme of your choice.
learn more. “You can gain deeper insight
into what universities are offering. It is also
easier to make comparisons as all the
information you need is congregated in one
location.”
Besides that, paying a visit to the
institution helps you get a feel for the
institution. You can even talk to the
academic team or faculty deans.
Dr Chiong says that once a student is
enrolled in a foundation programme, it is
best to talk to his lecturers when choosing
electives to ensure a smooth transition into
the degree programme of his choice.
“However, you have to decide what to
pursue in the end. It is best to be sure before
you enrol in any programme as doing it via
trial and error will be a waste of time and
money,” she says.
Regarding whether foundation
programmes are accepted as an entry
requirement for degree programmes, she
advocates proactivity on the part of the
student, saying, “Go to the faculty, ask for the
entry requirements of the degree
programme you want to pursue and find out
other criteria such as subjects you must take
and the minimum CGPA you must earn.”
A checkpoint on the way to new
heights
Dr Chiong regards SPM to be just another
assessment in one’s education journey. She
opines that while grades are important, it is
more important to try your best. For SPM
candidates who plan to further their studies,
she urges them to plan ahead in choosing a
foundation and degree programme so as to
not miss intake deadlines that could lead to a
delay in education plans.
Acing Your SPM 2019 9
Dr Chiong Kai Shing.
SEGi offers two main streams of
foundation programmes, namely the
Foundation in Science (FiS) and Foundation
in Arts (FiA). These comprehensive
programmes are tailor-made for students
interested in either field.
Should a student decide to switch midway
through either programme, they are allowed
to do so, but are advised to bear in mind the
extra time and money they need to spend to
redo the foundation programme or take new
electives depending on the type of switch.
Dr Chiong suggests the best time of
changing courses would be during the first
two weeks of course registration, before
everything goes full throttle for the semester
with assignments and exams.
SEGi also provides free SEGi Enrichment
Programmes to develop students’ soft skills.
The institution believes in nurturing
students into well-rounded individuals.
Feedback from students are collected and
integrated into the foundation programmes
for better learning experiences.
n For more information, call 03-6145 1777 or
WhatsApp 011-1210 6389 or visit segi.edu.my
10 Acing Your SPM 2019
Essential life skill
MATHEMATICS, the science of
numbers, quantities and space, is
introduced to children in
kindergarten and persists all the way
to secondary school and university.
While it is glorified in its purpose to
support rocket science, engineering,
architecture and other STEM careers,
many students and adults seldom see
the importance of algebra,
trigonometry, calculus and other
mathematical sub-disciplines in their
lives.
However, this perception could not
be further from the truth.
Mathematical applications are highly
relevant and beneficial to daily life
and, at this point, most of us use
them subconsciously. Below are a
few benefits.
l Maths is good for your brain –
A 2015 study titled Brain Structural
Integrity and Intrinsic Functional
Connectivity Forecast 6 Year
Longitudinal Growth in Children’s
Numerical Abilities indicates that
children with better proficiency in
maths are able to recruit certain
brain regions more reliably and have
greater volumes of grey matter in
those regions. The regions involved
are associated with various cognitive
tasks involving visual attention and
decision-making.
l Maths teaches you to handle
your finances – Ever wondered at
the end of the month where all your
allowance has gone? Maths helps
you determine your budget through
the understanding of cost and
income. This skill can be brought
into adulthood, when you are in
charge of your own finances in the
working world. A good grasp of
maths will help people better control
their finances and reduce their
likelihood of falling into debt because
they know how much money they
have and how much they should be
spending.
l Maths makes you a better
cook – Malaysian cooking prides
itself with its agak-agak or
“guesstimation” method, but baking
and western cooking require precise
amounts of each ingredient. With a
knowledge of maths, you can quickly
deduce different kinds of
measurements without using
multiple measuring devices while
also ensuring everyone at your table
has enough to eat.
l Maths hones your problem-
solving skills – As it helps us think
analytically and form good
reasoning abilities, it can be applied
to any problem in life. These skills
help us identify the knowns and
unknowns and take appropriate
steps to solve problems.
l Maths is crucial for any career
in the real world – While scientific
careers famously involve maths,
they are not the only careers to do
so. From interpreting your paycheck
and balancing your budget, to
operating a cash register at a
supermarket, to sectioning written
content to adhere to the word count
of an article, every job requires at
least a little maths knowledge.
Cultivating
young minds
AIMST University’s Faculty of
Business and Management
(FBM) acknowledges that it’s no
longer “business as usual”.
Globalisation and
digitalisation have irreversibly
transformed the economy. In
turn, this has brought about
disruptions in all aspects of
global business and trade.
However, one thing remains a
constant – the need for a good
quality education. That which
enables individuals to adapt and
keep up with continuous change
and development.
To that end, FBM takes the
“cultivating minds” approach in
providing its students with a
solid foundation in business and
management studies. Its
approach extends beyond the
classroom to personalised
coaching and mentoring
designed around each student’s
learning abilities and interests.
It also provides soft skills
training to all its students in
their graduation year. Delivered
by industry experts, these
sessions assist students in their
transition to their chosen
careers.
FBM further expands its
students’ horizons by regularly
exposing them to the global
business landscape by way of
international collaborations and
semester exchange programmes
with international universities,
including Japan’s Kanagawa
University and India’s PSG
Institute of Management. In the
course of these programmes,
students interact with lecturers
and students from different
cultures and nationalities, in
anticipation of joining the global
economy upon graduation.
In sum, FBM aims to
cultivate its students not only
in knowledge, but the skills
to put them to good use.
As a testament to its
approach, many of its graduates
have gone on to secure jobs at
multinational corporations
after their graduation or gone
on to become successful
entrepreneurs. The following are
three alumni members who
graduated recently:
“I had a wonderful learning
experience at FBM. What I
improved on the most are my
decision-making and problem-
solving abilities, which are very
relevant to my work today,” says
BSc Finance & Management
2017 graduate Shireen Yong Shu
Fen, who now works at
Maybank.
Kesshigeen Kumar, a BSc
FBM’s cultivating minds approach provides graduates with both
knowledge and the skills to put them to good use.
SUNDAY STAR, 6 OCTOBER 2019
Globalisation
and digitalisation
have irreversibly
transformed the
economy. In turn,
this has brought
about disruptions
in all aspects of
global business
and trade.
Finance & Management 2017
graduate who now works for
global conglomerate Tesco, says,
“FBM is truly passionate in
creating tomorrow’s leaders by
providing us with a platform to
grow leadership skills as well as
soft skills to face the real world.
Lecturers go above and beyond
the call of duty to relate the
outside world with our syllabus.”
BSc Marketing & Management
2017 graduate and entrepreneur
Jay Lim Chun Chew says, “I feel
like FBM is one big family. Our
lecturers always looked out for
us. I could always talk to them
when I needed assistance. I still
keep in touch with my lecturers
and mentors.”
You too can benefit from the
FBM experience. Choose from
any one of five undergraduate
programmes that best suit your
career goals and aspirations:
l BSc (Hons) Finance &
Management (KPT(JPS)/
(R/343/6/0175)06/20
l BSc (Hons) Business &
Marketing (KPT(JPS)/
(R340/6/0515)06/20
l BSc (Hons) Accounting &
Finance (KPT(JPS)/
(R/344/6/0172)08/25)
l BSc (Hons) Management
Information System
(KPT(JPS)/R/333/6/0004)06/20)
l BSc (Hons) Internal Auditing
& Management
(KPT(JPS)/N/345/6/0983)12/21)
All its programmes are licensed
by the Education Ministry and
accredited by the Malaysian
Qualifications Agency. Its
curriculum is regularly
monitored by a panel of industry
experts to ensure it is current and
meets industry requirements.
n For more information,
visit AIMST University campus in
Semeling, Kedah, or call
012-549 8108/04-429 8108.
SUNDAY STAR, 6 OCTOBER 2019
How to build successful habits
HABITS are formulated when we
do something repetitively over
time. Our mind etches these
repetitive actions into patterns,
creating neural pathways that help
make doing these tasks easier. It’s a
positive feedback loop where the
brain makes it easier to do
something, therefore you do it
more often.
However, not all of our habits
are good for us. We have to realise
that the brain remembers every
repetitive action, and not just the
positive ones. It may be late night
snacking, smoking cigarettes or
even binge-watching TV shows.
The question is, how do we fix
this and develop successful habits
that will help us?
In 2009, the study titled How are
habits formed: Modelling habit
formation in the real world,
published in the European Journal
of Social Psychology, found that it
takes anywhere between 18 and
254 days for people to form a new
habit.
However, before you allow these
findings to dissuade you from
starting a new positive habit, you
must understand that habits are a
process and not an event. You must
make a conscious choice to commit
to forming a positive habit. Keep in
mind that it is actually easier to
form a habit by making small
changes every day rather than one
large change.
Consequently, what small
changes can you do to make a
successful impact in your life?
l Set daily goals – It may be as
simple as making your bed as soon
Acing Your SPM 2019 11
as you wake up or finding the time
for a 15-minute jog every day. The
main point is that the night before,
you mentally prepare for the next
day.
Entering college and university
life is going to be a new
experience. You probably won’t
have teachers bugging you to finish
your homework. Instead, you must
learn to manage your own time,
including getting to classes on time
and handing in assignments when
needed. Setting concrete goals is
one way to get into the habit of
planning out your time. Perhaps
start by noting the chapters you
need to cover tomorrow, or the
chores that you need to perform.
Get in the habit of planning how
tomorrow will go.
l Read more – Learning never
stops. A good way to learn is by
reading. Reading not only imparts
knowledge, but it also opens your
mind to different worlds and new
perspectives. If you’ve dropped the
habit of reading for pleasure,
maybe start by picking up the
newspaper every day. Slowly build
up. Before you know it, you’ll be in
the habit of picking up a book
whenever you have some spare Taking the time to set daily goals can help you get into the habit of planning out your day.
time.
or even drinking six glasses of expenses is a habit that most positive changes to your spending
l Make healthier choices - In water a day. Make it a habit to people know they should do but habits. Start now, while you are
August last year, The Star make healthy decisions. Not only choose not to. However, not doing still in school.
published an article titled Malaysia will your body thank you, but you this can be detrimental to your
is Asia’s fattest country. This is will find that getting healthy will finances. Try to take just 10 Implementing these small
quite a wake-up call. Make it a benefit you in the long run. minutes a day to write down your changes won’t be easy at first, but,
habit to make healthy choices. It expenses. You will quickly find that just like success, all it takes is
may be choosing to go vegetarian l Track and budget expenses – you are more aware of your consistency and commitment. Are
once a week, exercising every day Tracking and budgeting your financial life and will start making you up for the challenge?
12 Acing Your SPM 2019
MANAGEMENT & Science University (MSU)
is one of Malaysia’s top universities. It
focuses strongly in the critical areas of
medicine, health sciences, pharmacy,
information sciences, engineering, business
management, professional studies,
education, social sciences, hospitality,
culinary arts, music and fashion.
MSU offers quality preparatory
programmes for SPM/SPM(V) leavers so they
may gain direct entry into their preferred
MSU undergraduate courses. The
programmes will assist them in developing
language and study skills, cultural awareness
and subject-specific knowledge, ensuring
that they are well prepared to continue to
bachelor’s studies.
Through its foundation programme, MSU
offers seven areas of specialisation – science
biology/health science, information
technology, law, business, engineering and
technology, visual art and Teaching English
as a Second Language (TESL).
The Foundation (Science Biology/Health
Science) is a good option for students with a
keen interest in medical and health sciences.
It is ideal for those who want to become
medical practitioners. Students may
continue to the Bachelor of Surgery and
Bachelor of Medicine (MBBS) upon
completing this foundation programme. The
MBBS course is offered under MSU’s
International Medical School at its main
campus in Shah Alam and overseas campus
in Bangalore, India.
Alternatively, students may progress into
Ticket to bachelor’s studies
bachelor’s programmes in biomedical
science, food service technology, medical
sciences, optometry, nutrition, forensic
science, cardiovascular technology,
pharmaceutical technology and pharmacy at
MSU, all of which are under its Faculty of
Health and Life Sciences and School of
Pharmacy.
Another option is the Foundation in
Information Technology, which is designed
to meet the escalating demand for highly
trained and skilled professionals in various
areas of information technology. Areas of
specialisation MSU students may choose at
the bachelor’s level include mobile wireless
and technology, computer science and
computer forensics, which are programmes
offered under the Faculty of Information
Sciences & Engineering.
For those interested in law and commerce,
the Foundation in Law could be a perfect fit.
Students who have completed this
programme will be able to enrol in the
Bachelor in Law and Commerce programme
at MSU.
The Foundation in Business is designed in
view of the increasing demand for business
management and accounting professionals.
Areas of specialisation students may choose
at the bachelor’s level at MSU include
international business, accountancy,
For students with keen interest in the medical and health sciences disciplines, the
Foundation (Science Biology/Health Science) is a good option to start with.
investment management and human
capital management, under the Faculty of
Business Management and Professional
Studies.
The Foundation in Visual Art, Foundation
in Engineering and Technology and
Foundation in TESL were designed to meet
the need for highly skilled experts in the
nation’s creative, technology and education
industries. Graphic design, games design
and animation, creative multimedia,
computer engineering, electrical and
electronic engineering, mechanical
engineering and TESL are just a few of the
areas of specialisation foundation graduates
can choose thanks to the offering of MSU’s
Faculty of Information Sciences &
Engineering and School of Education and
Social Sciences.
MSU comprises the Faculty of Health and
Life Sciences, Faculty of Business
Laying a solid foundation
EPSOM College in Malaysia (ECiM) is a
co-educational boarding and day school for
pupils aged between three and 18. It opened
its doors in September 2014 and follows the
English National Curriculum.
ECiM aims to mirror the academic
excellence of Epsom College in the United
Kingdom’s 164-year heritage and offers its
students a first-class British educational
experience.
The senior school, for pupils aged between
11 and 18 years old, is both a day and
boarding school, while the Prep School is
open for day pupils aged between three and
11 years old. Strategically located in Bandar
Enstek, an hour south of Kuala Lumpur,
ECiM is a 20-minute drive from Kuala
Lumpur International Airport and Kuala
Lumpur International Airport 2. This 50-acre
(20.2ha) campus is Epsom’s first overseas
campus.
This year, Tan Sri Tony Fernandes,
chairman of the ECiM Board of Governors,
felt that it was time ECiM offered an
opportunity for local students, specifically
2019 SPM leavers, to benefit from a tailored
A-Levels programme.
While most well known for founding
AirAsia, Fernandes is also an Old Epsomian,
as he graduated from Epsom College in the
United Kingdom (Holman House). Fernandes
firmly believes that Epsom College was
ECiM Board of Governors chairman Tan Sri Tony Fernandes (centre) with ECiM students on
Speech Day in 2015. He says that a strong educational foundation provides a great start and
enables you to move ahead and reach your goals.
SUNDAY STAR, 6 OCTOBER 2019
Management and Professional Studies,
Faculty of Information Sciences &
Engineering, International Medical School,
School of Pharmacy, School of Education and
Social Sciences, School of Hospitality and
Creative Arts, School of Graduate Studies,
Graduate School of Management and Centre
for Fundamental Studies.
MSU is an applied university with a
holistic, ecosystemic approach to education
and employability. Championing innovation,
entrepreneurship, excellence and
scholarship, the MSU vision of an enriching
future for all is supported by its mission of
transforming lives through education.
n For more information on MSU’s
foundation and other programmes as well as
the upcoming intakes for each, call 03-5521
6868, email enquiry@msu.edu.my or visit
www.msu.edu.my
where he shaped his ideas and beliefs.
To that end, ECiM will launch a bespoke
A-Levels programme in January next year,
making it an ideal option for SPM leavers
who wish to continue their educational
journey.
ECiM’s A-Levels programme is tailored
with the quality and intellectual depth that it
is known for. The subjects offered are
Biology, Chemistry, Physics, Mathematics,
Business, Economics, Accountancy, Computer
Science, Law and Psychology.
ECiM welcomes pupils of all backgrounds
and abilities and offers the very highest
academic standards, in tandem with
outstanding sporting and cultural
opportunities.
“Success in life requires skills,
determination, personal growth and
guidance. Building a strong foundation
provides a great start and enables you to
move ahead and reach your goals,” says
Fernandes.
“This bespoke A-Levels programme is part
of ECiM’s desire to forge greater educational
links across the country and enhance the
already first-class outcomes of our A-Levels
platform,” says ECiM headmaster Dr Murray
Tod.
n For more information on the A-Levels
programme, visit epsomcollege.edu.my