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STPM/S(E)964

PEPERIKSAAN

SIJIL TINGGI PERSEKOLAHAN MALAYSIA

(MALAYSIA HIGHER SCHOOL CERTIFICATE EXAMINATION)

BIOLOGY Syllabus and Specimen Papers

This syllabus applies for the 2012/2013 session and thereafter until further notice.

MAJLIS PEPERIKSAAN MALAYSIA

(MALAYSIAN EXAMINATIONS COUNCIL)

NATIONAL EDUCATION PHILOSOPHY

“Education in Malaysia is an on-going effort towards further

developing the potential of individuals in a holistic and

integrated manner, so as to produce individuals who are

intellectually, spiritually, emotionally and physically

balanced and harmonious, based on a belief in and devotion

to God. Such effort is designed to produce Malaysian

citizens who are knowledgeable and competent, who possess

high moral standards, and who are responsible and capable

of achieving a high level of personal well-being as well as

being able to contribute to the betterment of the family, the

society and the nation at large.”

FOREWORD

This revised Biology syllabus is designed to replace the existing syllabus which has been in use since

the 2001 STPM examination. This new syllabus will be enforced in 2012 and the first examination

will also be held the same year. The revision of the syllabus takes into account the changes made by

the Malaysian Examinations Council (MEC) to the existing STPM examination. Through the new

system, the form six study will be divided into three terms, and candidates will sit for an examination

at the end of each term. The new syllabus fulfils the requirements of this new system. The main

objective of introducing the new examination system is to enhance the teaching and learning

orientation of form six so as to be in line with the orientation of teaching and learning in colleges and

universities.

The revision of the Biology syllabus incorporates current developments in biology studies to be more

relevant to the current global developments. Biology is a science that deals with the study of living

organisms. It is dynamic and affects every aspect of our daily lives, from food and health, to the

responsibilities towards our environment. The cumulative discoveries and developments in biology

have tremendously enhanced our understanding and perception towards both the unity and diversity of

life. With this understanding, we have become more aware of our interdependence with our rich

biodiversity and natural resources. The application of biology together with modern technologies

leads to the evolution of biotechnology. Furthermore, the assessment tools of this syllabus consist of

written papers and coursework. The written papers evaluate candidates’ knowledge and understanding

of the subject, while the coursework provides an opportunity for candidates to trigger their inquisitive

biological reasoning. This also enhances their understanding and application of biological sciences

and develops the candidates’ soft skills.

The syllabus contains topics, teaching periods, learning outcomes, examination format, grade

description and specimen papers.

The design of this syllabus was undertaken by a committee chaired by Professor Emeritus Dato’ Dr.

Latiff bin Mohamad from Universiti Kebangsaan Malaysia. Other committee members consist of

university lecturers, representatives from the Curriculum Development Division, Ministry of

Education Malaysia, and experienced teachers who are teaching Biology. On behalf of MEC,

I would like to thank the committee for their commitment and invaluable contribution. It is hoped that

this syllabus will be a guide for teachers and candidates in the teaching and learning process.

Chief Executive

Malaysian Examinations Council

CONTENTS

Syllabus 964 Biology

Page

Aims 1

Objectives 1

Content

First Term: Biological Molecules and Metabolism 2 – 8

Second Term: Physiology 9 – 15

Third Term: Ecology and Genetics 16 – 21

Practical Syllabus (School-based Assessment of Practical) 22

Written Practical Test 23

Scheme of Assessment 24 – 25

Performance Descriptions 26

Reference Books 27

Specimen Paper 1 29 – 49



Specimen Experiment Paper 4 101 – 104


1

SYLLABUS

964 BIOLOGY

Aims

This syllabus is designed to enhance candidates’ knowledge and understanding of biology and

biological issues, to prepare and equip the candidates for their tertiary education, to pursue careers in

related fields and to promote continuous awareness of the importance of biology in life.

Objectives

This syllabus enables candidates to:

(a) understand the biological phenomena, principles and theories;

(b) evaluate biological information critically and deduce logical conclusion;

(c) plan and carry out experiments scientifically and make deductions;

(d) develop abilities and skills in handling materials and apparatus correctly and safely, and;

(e) cultivate proper attitudes and values on social, technological, and environmental issues in

biology.

2

FIRST TERM: BIOLOGICAL MOLECULES AND METABOLISM

Topic Teaching

Period Learning Outcome

1 Biological Molecules 24

1.1 Water 2 Candidates should be able to:

(a) describe the chemical properties (solvent, bond

angles and hydrogen bond) of water and relate

its physiological roles in the organisms;

(b) describe the physical properties (polarity,

cohesiveness, density, surface tension, specific

heat capacity, and latent heat of vaporisation)

of water and relate its physiological roles in

organisms.

1.2 Carbohydrates 6 Candidates should be able to:

(a) classify carbohydrates into monosaccharide,

disaccharide and polysaccharide with respect

to their physical and chemical properties;

(b) classify monosaccharide according to the

number of carbon atoms and the functional

groups

(i) triose e.g. glyceraldehydes,

(ii) pentose e.g. ribose and deoxyribose,

(iii) hexose e.g. glucose and fructose,

(c) illustrate the molecular structure of a

monosaccharide and differentiate between the

reducing and non-reducing ends;

(d) describe the formation of glycosidic bond in

disaccharides (maltose and sucrose) and

polysaccharides (starch, glycogen and

cellulose);

(e) relate the structure of disaccharides and

polysaccharides to their functions in living

organisms.

3

Topic Teaching


1.3 Lipids 3 Candidates should be able to:

(a) describe the structures, properties and

distribution of triglycerides, phospholipids

(lecithin) and steroid (cholesterol);

(b) state the functions of triglycerides,

phospholipids (lecithin) and steroids

(cholesterol);

(c) differentiate between saturated and unsaturated

fatty acids.

1.4 Proteins

6 Candidates should be able to:

(a) classify amino acids into four main classes

based on their side chains: polar, non-polar,

acidic and basic;

(b) describe the structure of an amino acid and the

formation of peptide bonds in polypeptides;

(c) explain the properties of protein (amphoteric,

isoelectric point, buffer and colloid);

(d) differentiate the various levels of organisation

of protein structure (primary, secondary,

tertiary and quaternary) and relate the

functions of each structure to the organisation

of proteins;

(e) explain the denaturation and renaturation of

protein;

(f) classify proteins according to their structures,

compositions (simple and conjugated) and

functions.

1.5 Nucleic acids


(a) describe the structures of nucleotides and the

formation of phosphodiester bonds in a

polynucleotide;

(b) distinguish between DNA and RNA and the

three types of RNAs (mRNA, tRNA and

rRNA);

(c) describe the structure of DNA based on

Watson and Crick model.

4

Topic Teaching


1.6 Analytical techniques


(a) describe the basic principles of paper

chromatography in pigment separation,

electrophoresis for protein and nucleic acid

separation.

2 Structure of Cells and

Organelles

16

2.1 Prokaryotic and

eukaryotic cells


(a) state the cell theory;

(b) compare the structures of prokaryotic and

eukaryotic cells;

(c) compare typical animal and plant cells as seen

under electron microscopes;

(d) describe the basic principles of light and

electron microscopy.

2.2 Cellular components 6 Candidates should be able to:

(a) identify the cellular components of typical

plant and animal cells;

(b) describe the structures of organelles and state

their functions;

(c) explain the basic principles of differential

centrifugation used to fractionate cellular

components (g and S values).

2.3 Specialised cells


(a) outline the structures, functions and

distributions of unspecialised cells found in

plants (meristematic cells);

(b) describe the structures, functions and

distributions of specialised plant cells found in

epidermal, ground and vascular tissue;

(c) describe the structures, functions and

distributions of specialised animal cells found

in connective, nervous, muscular and epithelial

tissues, including the formation of endocrine

and exocrine glands.

5

Topic Teaching


3 Membrane Structure and

Transport

8

3.1 Fluid mosaic model 3 Candidates should be able to:

(a) describe the structure of a membrane based on

Singer-Nicolson fluid mosaic model;

(b) explain the roles of each component of the

membrane.

3.2 Movement of

substance across

membrane


(a) explain the processes of passive and active

transports, endocytosis and exocytosis;

(b) explain the concepts of water potential, solute

potential and pressure potential;

(c) calculate the water potential of a plant cell in a

solution.

4 Enzymes 20

4.1 Catalysis and

activation energy


(a) explain that enzyme is a globular protein

which catalyses a metabolic reaction;

(b) explain the mode of action of enzymes at

active site involving enzyme-substrate

complex and lowering of the activation energy

and enzyme specificity.

4.2 Mechanism of action

and kinetics


(a) illustrate enzyme specificity using induced fit

(Koshland) and lock and key (Fischer) models;

(b) explain the time course of an enzyme-

catalysed reaction by measuring the rate of

formation of product(s) or rate of

disappearance of substrate(s) as the rate of

reaction;

(c) deduce the Michaelis-Menten constant (Km)

from the Michaelis-Menten and Lineweaver-

Burk plots;

(d) explain the significance of Km and Vmax;

(e) explain the effects of temperature, pH, enzyme

concentration and substrate concentration on

the rate of an enzyme-catalysed reaction.

6

Topic Teaching


4.3 Cofactors


(a) explain the roles of cofactors (ion activators,

coenzymes and prosthetic groups) in an

enzymatic reaction;

(b) explain the importance of vitamins and

minerals as precursors of

coenzymes/cofactors.

4.4 Inhibitors 4 Candidates should be able to:

(a) explain the effects of competitive and non-

competitive inhibitions on the rate of enzyme

activity of reversible inhibition;

(b) relate the Lineweaver-Burk plot to the effect of

inhibition on Km and Vmax values.

4.5 Classification of

enzymes


(a) describe enzyme classification according to

International Union of Biochemistry (IUB)

e.g. oxidoreductase, transferase, hydrolase,

lyase, isomerase and ligase.

4.6 Enzyme technology 3 Candidates should be able to:

(a) explain the importance and the main

techniques of enzyme immobilisation namely

adsorption, entrapment and covalent coupling;

(b) explain the application of enzyme

immobilisation in the development of

biosensors.

5 Cellular Respiration 12

5.1 The need for energy in

living organism


(a) outline the importance of energy and

respiration in living organisms;

(b) describe the structure of the energy carriers

such as ATP, NADH and FADH2.

5.2 Aerobic respiration 8 Candidates should be able to:

(a) describe the various stages of aerobic

respiration and its location in the cells;

(b) describe glycolysis, and calculate the net

energy produced in glycolysis;

7

Topic Teaching


(c) describe the various steps involved in the

Krebs cycle (including the link reaction);

(d) explain the formation of NADH, FADH2, GTP

and ATP during the Krebs cycle;

(e) describe oxidative phosphorylation and

chemiosmosis in the electron transport system;

(f) explain the role of NADH, FADH2 and ATP

synthase in the electron transport chain;

(g) calculate and explain the net energy produced

in aerobic respiration per molecule of glucose

in liver and muscle cells;

(h) describe the effects of cyanide and carbon

monoxide on respiration;

(i) explain how lipid and protein act as alternative

energy sources.

5.3 Anaerobic respiration 3 Candidates should be able to:

(a) explain the anaerobic respiration in yeast and

muscle cells;

(b) describe the applications of anaerobic

respiration in food industries (bread, tapai

and yogurt).

6 Photosynthesis 16

6.1 Autotroph 3 Candidates should be able to:

(a) classify autotroph into photoautotroph and

chemoautotroph;

(b) describe photosynthetic pigments;

(c) explain the absorption spectrum and action

spectrum of photosynthetic pigments.

6.2 Light-dependent

reactions


(a) explain photoactivation of chlorophyll a

resulting in photolysis of water;

(b) explain the cyclic and non-cyclic

photophosphorylation including electron

transport system resulting in the production of

ATP and NADPH.

8

Topic Teaching


6.3 Light-independent

reactions


(a) describe Calvin cycle;

(b) explain photorespiration;

(c) describe the anatomical structure of C4 leaf

(Krantz anatomy) in comparison to C3 leaf;

(d) explain carbon dioxide fixation in C4 plants

and Crassulacean Acid Metabolism (CAM)

plants;

(e) differentiate the metabolism of C3, C4 and

CAM plants.

6.4 Limiting factors


(a) explain limiting factors of photosynthesis

(light intensity, carbon dioxide concentration

and temperature);

(b) relate the roles of C3, C4 and CAM plants on

the increasing carbon dioxide emission and

global warming.

9

SECONDTERM: PHYSIOLOGY

Topic Teaching


7 Gas Exchange 12

7.1 Gaseous exchange in

humans


(a) outline the structure of human respiratory

system, including the microscopic structure of

the wall of an alveolus;

(b) describe the structure of haemoglobin;

(c) explain the transport of oxygen and carbon

dioxide in blood;

(d) explain the oxygen dissociation curves of

haemoglobin, myoglobin and foetal

haemoglobin;

(e) explain the Bohr effect and relate it to the

oxygen dissociation curve.

7.2 Breathing cycle 3 Candidates should be able to:

(a) explain the control of breathing mechanism,

including the role of chemoreceptor;

(b) define tidal volume, vital capacity, total lung

capacity, inspiratory reserve volume,

expiratory reserve volume and residual

volume.

7.3 Gaseous exchange in

plants


(a) describe the structure and functions of stomata;

(b) describe the mechanism of opening and

closing of stomata based on potassium ion

accumulation hypothesis.

8 Transport in Animals and

Plants

16

8.1 Transport system in

mammals


(a) describe the structure of a mammalian heart;

(b) define systole and diastole, and explain the

sequence of events in a cardiac cycle including

changes in pressure and volume in aorta, left

atrium and left ventricle;

(c) describe the initiation and regulation of heart

beat;

10

Topic Teaching


(d) explain hypertension, atherosclerosis,

arteriosclerosis and myocardial infarction, and

state their causes and preventions;

(e) describe the lymphatic system in relation to the

blood circulatory system;

(f) determine the direction of fluid movement at

the arterial and venous ends of the capillaries

by calculating the differences between

osmotic pressure/solute potential and

hydrostatic pressure.

8.2 Transport system in

vascular plants


(a) explain the uptake of water and mineral ions

from the soil by the root hairs involving water

potential;

(b) describe the apoplast, symplast and vacuolar

pathway of water movement through the root

tissues;

(c) describe the root pressure, cohesion-tension

theory and transpiration pull in relation to

water movement from the roots to leaves;

(d) explain translocation using the mass flow,

electro-osmosis, cytoplasmic streaming and

peristaltic waves hypotheses;

(e) explain the concept of source and sink, and

phloem loading and unloading in translocation

according to pressure flow hypothesis.

9 Control and Regulation 22

9.1 Nervous system 16 Candidates should be able to:

(a) describe the organisation of the nervous

system in humans;

(b) explain the formation of resting and action

potentials;

(c) describe the characteristics of nerve impulse;

(d) describe the structure of synapse, and explain

the role of neurotransmitters (acetylcholine

and norepinephrine);

(e) explain and compare the mechanisms of

impulse transmission along the axon and

across the synapse;

11

Topic Teaching


(f) describe the structure of neuromuscular

junction and sarcomere;

(g) explain the role of sarcoplasmic reticulum,

calcium ions, myofibril and T tubules in

muscle contraction;

(h) explain the mechanism of muscle contraction

according to the sliding filament hypothesis;

(i) compare the sympathetic and parasympathetic

nervous systems;

(j) explain the mechanisms of drug action on

nervous system and neuromuscular junction

(cocaine and curare).

9.2 Hormones


(a) explain the mechanisms of action of steroid

hormone and non-steroid hormones;

(b) explain the roles of plant hormones in growth

and development;

(c) explain the mechanism of phytochrome action

and their roles in photoperiodism and

flowering;

(d) outline the application of plant growth

regulators (synthetic auxin, synthetic

gibberellins, and synthetic ethylene) in

agriculture.

10 Reproduction,

Development and Growth

13

10.1 Sexual reproduction in

humans


(a) outline spermatogenesis and oogenesis;

(b) describe the passage and development of

sperms from the testis to the oviduct for

fertilisation;

(c) describe the process of fertilisation and

implantation;

(d) describe the roles of hormones in menstrual

cycle and pregnancy;

(e) describe briefly the stages in embryonic

development;

12

Topic Teaching


(f) explain the roles of placenta, chorion, amniotic

fluid and allantois in foetal development;

(g) explain the process of parturition.

10.2 Sexual reproduction in

flowering plants


(a) outline double fertilisation;

(b) describe the embryonic development in seed

and formation of fruit.

10.3 Seed germination


(a) explain the mobilisation of nutrients after

imbibition in seed germination;

(b) state the external factors affecting germination.

10.4 Growth curves and

patterns of growth


(a) explain the types of growth curves (absolute

growth curve, absolute growth rate curve and

relative growth rate curve);

(b) explain with examples the patterns of growth

(limited growth in humans, unlimited growth

in perennial plant, allometric growth in

humans, isometric growth in fish and

intermittent growth in insect);

(c) explain the processes of ecdysis and

metamorphosis in insects, and relate the role of

hormones (neurosecretory hormone, juvenile

hormone and ecdysone) in these processes.

11 Homeostasis 10

11.1 Importance of

homeostasis


(a) explain the importance of homeostasis;

(b) describe the homeostatic control system in

mammals;

(c) explain the physiological and behavioural

control in thermoregulation of endotherms.

13

Topic Teaching


11.2 Liver 4 Candidates should be able to:

(a) describe the structure of liver, and explain the

roles of its components;

(b) describe carbohydrate metabolism in the liver

(glycogenesis, glycogenolysis,

gluconeogenesis);

(c) describe protein metabolism (transamination,

deamination and urea formation) in the liver.

11.3 Osmoregulation in

mammals


(a) explain the process of ultrafiltration,

reabsorption and secretion in the formation of

urine;

(b) explain the role of ADH and aldosterone, and

the related hormones in regulating water,

sodium and potassium ions of urine;

(c) explain the regulation of pH of tissue fluid.

11.4 Osmoregulation in

plants


(a) describe the role of stomata in regulation of

water loss, and explain the importance of

transpiration;

(b) describe the various types of plant adaptations

to prevent water loss (halophytes and

xerophytes).

12 Immunity 10

12.1 Immune system 3 Candidates should be able to:

(a) describe human lymphatic system, and explain

its function in relation to immunity;

(b) describe antibody (structure and function),

antigen, epitope, and the development of B

and T cells;

(c) describe the roles of macrophages, B cells and

T cells.

14

Topic Teaching


12.2 Development of

immunity


(a) explain cell-mediated and humoral immune

responses;

(b) outline the antigen-antibody reactions

(precipitation, agglutination, neutralisation,

complement fixation).

12.3 Concept of self and

non-self


(a) explain the concept of self and non-self and

relate this to tissue rejection in organ

transplant;

(b) explain the mechanism of immune suppression

(HIV infection).

12.4 Immune disorder 1 Candidates should be able to:

(a) describe autoimmune disorder (Systemic Lupus

Erythematosus (SLE)).

13 Infectious Diseases 13

13.1 Infectious disease 1 Candidates should be able to:

(a) explain what is meant by an infection and an

infectious disease;

(b) outline the types of infectious agents.

13.2 Dengue 3 Candidates should be able to:

(a) describe the causes and symptoms of dengue;

(b) explain the transmission of dengue;

(c) discuss the roles of social, economical and

biological factors in the prevention of dengue.

13.3 Cholera 3 Candidates should be able to:

(a) describe the causes and symptoms of cholera;

(b) explain the transmission of cholera;


biological factors in the prevention of cholera.

15

Topic Teaching


13.4 Tuberculosis (TB) 3 Candidates should be able to:

(a) describe the causes and symptoms of

tuberculosis (TB);

(b) explain the transmission of TB;


biological factors in the prevention of TB.

13.5 Malaria 3 Candidates should be able to:

(a) describe the causes and symptoms of malaria;

(b) explain the transmission of malaria;


biological factors in the prevention of malaria.

16

THIRD TERM: ECOLOGY AND GENETICS

Topic Teaching


14 Taxonomy and

Biodiversity

14

14.1 Taxonomy 2 Candidates should be able to:

(a) explain the importance of taxonomy in

biological sciences;

(b) explain the concept of species, and relate how

a species is classified into higher categories in

a taxonomic hierarchy.

14.2 Diversity of organisms 6 Candidates should be able to:

(a) describe the morphological characteristics of

the following phyla in the respective

kingdoms: Protoctista (Chlorophyta and

Zoomastigina), Fungi (Zygomycota), Plantae

(Bryophyta, Filicinophyta, Coniferophyta and

Angiospermophyta) and Animalia (Porifera,

Cnidaria, Platyhelminthes, Mollusca,

Arthropoda and Chordata).

14.3 Biodiversity in

Malaysia


(a) describe the different levels and examples of

biodiversity in Malaysia, namely ecosystem or

community diversity, species or taxonomic

diversity and genetic diversity;

(b) explain the importance of biodiversity in

Malaysia.

14.4 Threats to biodiversity 2 Candidates should be able to:

(a) explain the natural and man-made factors that

threaten biodiversity in Malaysia;

(b) explain the steps and efforts taken by various

agencies and organisations to address the

threats.

14.5 Conservation of

biodiversity


(a) describe the various measures taken to

conserve the different levels of biodiversity

including in situ and ex situ conservation in

Malaysia.

17

Topic Teaching


15 Ecology 22

15.1 Levels of ecological

organisation


(a) explain the concept of hierarchy in an

ecosystem and the interaction between the

biotic and abiotic components.

15.2 Biogeochemical cycles


(a) describe the biogeochemical cycles (carbon,

phosphorus and sulphur), and explain their

importance.

15.3 Energy flow


(a) describe the energy flow and the efficiency of

energy transfer in terrestrial ecosystem

(tropical rain forest) and aquatic ecosystem

(lake).

15.4 Population ecology


(a) explain population growth (S and J growth

curves), biotic potential, natality, mortality,

migration and survivorship;

(b) explain the characteristics of populations that

show Type I, Type II and Type III

survivorship curves, and K-strategies and

r-strategies.

15.5 Carrying capacity 3 Candidates should be able to:

(a) explain what is meant by carrying capacity and

sustainable development;

(b) explain the factors limiting the population size

and distribution.

15.6 Quantitative ecology 4 Candidates should be able to:

(a) describe the use of quadrat and line transect

sampling methods and explain the advantages

and disadvantages of using these methods;

(b) calculate the various sampling parameters

(frequency, density, cover and their absolute

and relative estimations) and estimate the

population size of organisms;

(c) explain the pattern of distribution of organisms

in an ecosystem.

18

Topic Teaching


16 Selection and Speciation 10

16.1 Natural and artificial

selection selections


(a) describe continuous and discontinuous

variations in relation to selection and

speciation;

(b) explain the modes of natural selection

(stabilising, directional and disruptive) and

their consequences;

(c) describe with examples, sexual selection and

polymorphism;

(d) explain the importance of artificial selection

(gene bank, germplasm bank and sperm bank).

16.2 Speciation 4 Candidates should be able to:

(a) explain the processes of isolation, genetic drift,

hybridisation and adaptive radiation;

(b) explain the importance of speciation in relation

to evolution.

17 Inheritance and Genetic

Control

34

17.1 Types of genetic

crosses and breeding

system


(a) explain the Mendelian inheritance pertaining

to the phenotypic and genotypic ratios;

(b) describe the types of crosses (test cross,

backcross, reciprocal cross and selfing) and

explain their importance;

(c) describe pure breeding, outbreeding,

inbreeding, selective breeding, and explain

their importance.

17.2 Non-Mendelian

inheritance


(a) explain

(i) incomplete dominance (flower colour in

snapdragon),

(ii) codominance (MN blood group in

humans),

(iii) multiple alleles (ABO blood group in

humans), and

calculate the genotypic and phenotypic ratios;

19

Topic Teaching


(b) explain lethal genes (sickle-cell in human/coat

colur in mice/chlorophyll production in

maize), polygenes (height in humans), linked

and sex-linked genes (Drosophila eye colour

and haemophilia in humans), and epistasis

(coat colour in dog and capsule shape in

shepherd’s purse plant);

(c) explain the pedigree analysis.

17.3 Genetic mapping


(a) explain crossing over and distinguish between

parental and recombinant genotypes and

phenotypes;

(b) calculate the distance between two loci, and

determine the relative position of a gene on a

chromosome based on percentage of crossing-

over in Drosophila.

17.4 Population genetics


(a) describe the concept of gene pool, gene/allele

frequency and genotype frequency;

(b) explain Hardy-Weinberg equilibrium

(p2 + 2pq +q

2 = 1 and p + q = 1), and calculate

the gene/allele and genotype frequencies;

(c) explain the conditions for Hardy-Weinberg

equilibrium to be valid;

(d) describe changes in genotype frequencies in

relation to evolution.

17.5 DNA replication 4 Candidates should be able to:

(a) explain the experiments to prove DNA is the

genetic material (Avery, MacLeod and

McCarty experiment and Hershey and Chase

experiment);

(b) explain the three models of DNA replication,

and interpret the experiment of Meselson and

Stahl to prove the semi-conservative model of

DNA replication;

(c) explain the mechanism of DNA replication,

and the role of the enzymes involved.

20

Topic Teaching


17.6 Gene expression 4 Candidates should be able to:

(a) explain the experiment of Beadle and Tatum

which leads to the establishment of one-gene-

one-polypeptide hypothesis;

(b) interpret the genetic code table, and identify

the appropriate anti-codon;

(c) explain the characteristics of genetic code;

(d) describe transcription and translation.

17.7 Regulation of gene

expression


(a) define repressor, inducer, negative control in

lac operon and constitutive enzyme;

(b) describe the components of lac operon, and

explain its mechanism.

17.8 Mutation


(a) describe the different types of gene mutation

with examples of its consequences

(substitution – sickle-cell anaemia,

insertion/addition – frameshift mutation,

deletion – frameshift mutation and

thalassaemia major and inversion);

(b) differentiate missense, nonsense and silent/

neutral mutations;

(c) describe the four structural changes in

chromosomes (duplication, deletion, inversion

and translocation);

(d) describe the changes in chromosome number,

including the definition of non-disjunction;

(e) describe the consequences of non-disjunction

in relation to meiosis;

(f) explain and give examples of different types of

aneuploidy (monosomy and trisomy);

(g) explain and give examples of different types of

euploidy: diploid and polyploid, including

autopolyploidy and allopolyploidy.

21

Topic Teaching


18 Gene Technology 8

18.1 Recombinant DNA

technology


(a) explain recombinant DNA technology/genetic

engineering;

(b) differentiate between genomic and cDNA

cloning and genomic and cDNA libraries;

(c) describe the vectors used in cloning and their

properties;

(d) describe the restriction enzyme (EcoR1 and

SmaI), including its nomenclature, recognition

site (palindrome), importance and the types of

ends generated;

(e) explain reverse transcription, insertion,

ligation, transformation/transduction,

amplification and screening;

(f) describe the steps involved in genomic and

cDNA cloning, including the enzymes

involved, and explain human insulin

production in E. coli as an example.

19 Biotechnology 8

19.1 Roles of

biotechnology


(a) define biotechnology;

(b) outline the roles of biotechnology in our life.

19.2 Applications of

biotechnology


(a) describe the application of biotechnology in

food and beverages production (fermentation

and vitamin-enriched eggs);

(b) describe the application of biotechnology in

agriculture (hybrid rice, herbicide resistant

plants and transgenic fish);

(c) describe the application of biotechnology in

medicine (human growth hormone, human

insulin and gene therapy) and forensic (DNA

finger printing);

(d) describe the application of biotechnology in

public health (genetic screening, diagnostic

kits and oil-decomposing bacteria).

22

The Practical Syllabus

School-based Assessment of Practical

School-based assessment of practical work will be carried out throughout the form six school terms

for candidates from government schools and private schools which are approved by the MEC to carry

out the school-based assessment of practical work.

MEC will determine 15 compulsory experiments to be carried out by the candidates and to be

assessed by the subject teachers in the respective terms. Details of the title, objective, learning

outcome, introduction, material, apparatus and procedure of each of the experiments will be specified

in the Teacher’s and Student’s Manual for Practical Biology which can be downloaded from MEC’s

Portal (http://www.mpm.edu.my) by the subject teacher during the first term of form six.

Candidates should be supplied with a work scheme before the day of the compulsory experiment

so as to enable them to plan their practical work. Each experiment is expected to last one school

double period. Assessment of the practical work is done by the subject teachers during the practical

sessions and also based on the practical reports. The assessment should comply with the assessment

guidelines prepared by MEC.

A repeating candidate may use the total mark obtained in the coursework for the subsequent

STPM examination. Requests to carry forward the moderated coursework mark should be made

during the registration of the examination.

During the practical session, candidates should be able to:

(a) make observations on living, preserved specimens and models, and record them accurately

in writing or by using clear drawings or diagrams,

(b) identify morphological features of specimens as a basis for their classification,

(c) carry out dissection, display and illustrate the result,

(d) stain and mount specimens for microscopic examination,

(e) identify and illustrate the specimens observed under light microscope,

(f) carry out biochemical, physiological and genetic experiments,

(g) carry out sampling for ecological studies,

(h) record the results systematically, interpret the data scientifically and make conclusion.

http://www.mpm.edu.my/

23

Written Practical Test

The main objective of written practical test is to assess the candidates’ understanding of practical

procedures in the laboratory.

The following candidates are required to register for this paper:

(a) individual private candidates,

(b) candidates from private schools which have no permission to carry out the school-based

assessment of practical work,

(c) candidates who repeat upper six (in government or private schools),

(d) candidates who do not attend classes of lower six and upper six in two consecutive years

(in government or private schools),

(e) candidates who take Biology other than the package offered by schools.

Three structured questions related to practical work will be set. MEC will not be strictly bound by

the syllabus in setting questions. Where appropriate, candidates will be given sufficient information to

enable them to answer the questions. Only knowledge of theory within the syllabus and knowledge of

usual laboratory practical procedures will be expected.

Candidates should have sufficient knowledge on:

(a) structure of specimens and record them accurately in writing or illustration,

(b) morphological and anatomical features and relate to functions of specimens as a basis for

their classification,

(c) dissection of specimens and illustration of the result (rat),

(d) staining and mounting specimens for microscopic examination,

(e) identification and illustration of the specimens as observed under microscope,

(f) biochemical, physiological and genetic experiments,

(g) sampling for ecological studies,

(h) interpreting, evaluating, drawing conclusion from experimental data,

(i) using theories to explain the results of experiments and performing simple calculations

based on experiments.

24

Scheme of Assessment

Term of

Study

Paper Code

and Name Theme/Title Type of Test

Mark

(Weighting) Duration Administration

First

Term 964/1

Biology

Paper 1

Biological

Molecules

and

Metabolism

Written test

Section A

15 compulsory

multiple-choice

questions to be

answered.

Section B

2 compulsory short

structured questions to

be answered.

Section C

2 out of 3 essay

questions to be

answered.

All questions are

based on topics 1 to 6.

60

(26.67%)

15

15

30

1½ hours Central

assessment

Second

Term 964/2

Biology

Paper 2

Physiology Written test

Section A

15 compulsory

multiple-choice

questions to be

answered.

Section B

2 compulsory short


be answered.

Section C

2 out of 3 essay

questions to be

answered.

All questions are

based on topics 7 to

13.

60

(26.67%)

15

15

30

1½ hours Central

assessment

25

Term of

Study

Paper Code

and Name Theme/Title Type of Test

Mark

(Weighting) Duration Administration

Third

Term 964/3

Biology

Paper 3

Ecology and

Genetics Written test

Section A

15 compulsory

multiple-choice

questions to be

answered.

Section B

2 compulsory short


be answered.

Section C

2 out of 3 essay

questions to be

answered.

All questions are

based on topics 14 to

19.

60

(26.67%)

15

15

30

1½ hours Central

assessment

964/5

Biology

Paper 5

Biology

Practical

Written Practical

Test

3 structured questions

with diagram/graph/

table to be answered.

45

(20%)

1½ hours

Central

assessment

First,

Second

and

Third

Terms

964/4

Biology

Paper 4

Biology

Practical

School-based

Assessment of

Practical

15 compulsory

experiments to be

carried out.

225

to be

scaled to

45

(20%)

Throughout the three

terms

School-based

assessment

26

Performance Descriptions

A Grade A candidate is likely able to:

(a) recall almost all the content of required areas of biological syllabus, and relate the content

with the question;

(b) decide on, organise and present information to explain the concept, theories and depth of

biological knowledge in an ordered and logical manner;

(c) plan and carry out investigations, solve problems based on a sound biological knowledge;

(d) interpret and analyse complex data presented, and relate the biological knowledge and

understanding of content by using correct formulae, terminologies, scientific units and

approach;

(e) integrate various concepts and findings accurately, and formulate logical conclusion;

(f) apply and justify knowledge and understanding successfully to unfamiliar contexts and

data.

A Grade C candidate is likely able to:

(a) recall some of the content of the required areas of biological syllabus, and relate the content

with the question moderately;

(b) decide on, organise and present information to describe the concept, theories and depth of

biological knowledge;

(c) plan and carry out investigations, solve problems based on a mediocre biological

knowledge;

(d) interpret and analyse simple and straight forward data presented, and relate the biological

knowledge and understanding of content by using some formulae, terminologies and

scientific units;

(e) integrate some concepts and findings, and formulate simple conclusion;

(f) apply knowledge with moderate understanding to unfamiliar contexts and data.

27

Reference Books

Teachers and candidates may use books specially written for the STPM examination and other

reference books such as those listed below.

1. Alters, S. and Alters, B., 2006. Biology: Understanding Life. New Jersey: John Wiley & Sons,

Inc.

2. Audesirk, T., Audesirk, G. and Byers, B.E., 2001. Biology: Life on Earth. 6th edition. New

Jersey: Prentice Hall.

3. Campbell, M.K., Farrell, S.O., 2006. Biochemistry. Belmont: Thomson Brooks/Cole.

4. Campbell, N.A. and Reece, N.A., 2005. Biology. 7th edition. San Francisco: Benjamin/

Cummings.

5. Clegg, C.J. and Mackean, D.G., 2000. Advanced Biology: Principles and Applications.

2nd edition. London: John Murray.

6. Kent, M., 2000. Advanced Biology. Oxford: Oxford University Press.

7. Klug, W.S., Cummings, M.R. and Spencer, C.A., 2005. Concepts of Genetics. 8th edition. New

Jersey: Pearson Prentice Hall.

8. Klug, W.S. and Cummings, M.R., 2005. Essentials of Genetics. 5th edition. New Jersey:

Pearson Prentice Hall.

9. Mader, S., 2004. Biology. 8th edition. New York: McGraw-Hill.

10. Raven, P.H., et. al. 2005. Biology. 7th edition. New York: McGraw-Hill.

11. Russel, P.J., et. al. 2008. Biology: The Dynamics Science. 1st edition. Belmont: Thompson

Brooks/Cole.

12. Smith, R.L. and Smith, T.M., 2003. Elements of Ecology. 5th edition. San Francisco: Benjamin

Cummings.

13. Solomon, E.P., Berg, L.R. and Martin, D.W., 2005. Biology. 7th edition. Belmont: Thompson

Brooks/Cole.

14. Taylor, D.J., Green, N.P.O. and Stout, G.W., 2003. Biological Science 1: Organisms, Energy

and Environment. 3rd edition. Cambridge: Cambridge University Press.

15. Taylor, D.J., Green, N.P.O. and Stout, G.W., 2003. Biological Science 2: Systems, Maintenance

and Change. 3rd editon. Cambridge: Cambridge University Press.

16. Toole, G. and Toole, S., 1999. Understanding Biology for Advanced Level. 4th edition. United

Kingdom: Nelson Thornes.

Identity card number:………………………….. Centre number/index number:……………………….

(Nombor kad pengenalan) (Nombor pusat/angka giliran)

29

SPECIMEN PAPER

964/1 STPM

BIOLOGY (BIOLOGI)

PAPER 1 (KERTAS 1)

One and a half hours (Satu jam setengah)

MAJLIS PEPERIKSAAN MALAYSIA (MALAYSIAN EXAMINATIONS COUNCIL)

SIJIL TINGGI PERSEKOLAHAN MALAYSIA (MALAYSIA HIGHER SCHOOL CERTIFICATE)

This question paper consists of printed pages and blank page.

(Kertas soalan ini terdiri daripada halaman bercetak dan halaman kosong.)

© Majlis Peperiksaan Malaysia

STPM 964/1

For examiner’s use

(Untuk kegunaan

pemeriksa)

Section B

(Bahagian B)

16

17

Section C

(Bahagian C)

Total

(Jumlah)

Instructions to candidates:

DO NOT OPEN THIS QUESTION PAPER UNTIL YOU ARE

TOLD TO DO SO.

There are fifteen questions in Section A. For each question, four choices of answers are given. Choose one correct answer and indicate it on the

Multiple-choice Answer Sheet provided. Read the instructions on the

Multiple-choice Answer Sheet very carefully. Answer all questions. Marks will not be deducted for wrong answers.

Answer all questions in Section B. Write your answers in the spaces provided.

Answer any two questions in Section C. All essential working should be

shown. For numerical answers, unit should be quoted wherever appropriate. Begin each answer on a fresh sheet of paper and arrange your answers in

numerical order. Tear off the front page of this question paper and your answer sheets of

Section B, and tie both of them together with your answer sheets of Section C.

Answers may be written in either English or Bahasa Malaysia.

Ple

ase

tea

r off

alo

ng t

he

per

fora

ted l

ine.

(Sil

a k

oya

kkan d

i se

panja

ng g

ari

s putu

s-p

utu

s in

i.)

Arahan kepada calon:

JANGAN BUKA KERTAS SOALAN INI SEHINGGA ANDA DIBENARKAN BERBUAT

DEMIKIAN. Ada lima belas soalan dalam Bahagian A. Bagi setiap soalan, empat pilihan jawapan diberikan.

Pilih satu jawapan yang betul dan tandakan jawapan itu pada Borang Jawapan Aneka Pilihan yang dibekalkan. Baca arahan pada Borang Jawapan Aneka Pilihan itu dengan teliti. Jawab semua soalan.

Markah tidak akan ditolak bagi jawapan yang salah.

Jawab semua soalan dalam Bahagian B. Tulis jawapan anda di ruang yang disediakan. Jawab mana-mana dua soalan dalam Bahagian C. Semua jalan kerja yang sesuai hendaklah

ditunjukkan. Bagi jawapan berangka, unit hendaklah dinyatakan di mana-mana yang sesuai. Mulakan setiap jawapan pada helaian kertas jawapan yang baharu dan susun jawapan anda mengikut tertib

berangka.

Koyakkan muka hadapan kertas soalan ini dan helaian jawapan anda bagi Bahagian B, dan ikatkan kedua-duanya bersama-sama dengan helaian jawapan anda bagi Bahagian C.

Jawapan boleh ditulis dalam bahasa Inggeris atau Bahasa Malaysia.

30

BLANK PAGE

964/1

31

HALAMAN KOSONG

964/1

32

Section A [15 marks]

Answer all questions in this section.

1 Which property of water is important to living organisms?

A Polar molecule

B Non polar molecule

C Low specific heat capacity

D Low latent heat of vaporisation

2 Which monosaccharide, example and its description correspond?

Monosaccharide Example Description

A Pentose Ribose A coenzyme involved in the transfer of

hydrogen during glycolysis

B Pentose Ribulose A source of NADPH production

C Triose Glyceraldehyde An important intermediate substance in

glycolysis

D Triose Dihydroxyacetone A monomer of cellulose

3 Which is not true of lipid?

A It is soluble in water.

B It is a solvent for cholesterol.

C It is soluble in organic solvents.

D It is an ester formed from the reaction of fat and alcohol.

4 Which amino acid is the first to be carried by tRNA to ribosome during translation?

A Leucine

B Tyrosine

C Tryptophan

D Methionine

5 Which organelle gives rise to the membranes of a cell?

A Vacuole

B Nucleus

C Lysosome

D Smooth endoplasmic reticulum

964/1

33

Bahagian A [15 markah]

Jawab semua soalan dalam bahagian ini.

1 Sifat air yang manakah yang penting kepada organism hidup?

A Molekul berkutub

B Molekul tak berkutub

C Muatan haba tentu yang rendah

D Haba pendam pengewapan yang rendah

2 Monosakarida, contohnya, dan penerangan yang manakah yang berpadanan?

Monosakarida Contoh Penerangan

A Pentosa Ribosa Satu koenzim yang terlibat dalam

pemindahan hydrogen semasa glikolisis

B Pentosa Ribulosa Sumber penghasilan NADPH

C Triosa Gliseraldehid Bahan perantara penting dalam glikolisis

D Triosa Dihidroksiaseton Monomer selulosa

3 Yang manakah yang tidak benar tentang lipid?

A Terlarut dalam air.

B Pelarut bagi kolesterol.

C Terlarut dalam pelarut organik.

D Satu ester yang terbentuk daripada tindak balas lemak dan alkohol.

4 Asid amino yang manakah yang pertama dibawa oleh tRNA ke ribosom semasa translasi?

A Leusina

B Tirosina

C Triptofan

D Metionina

5 Organel yang manakah yang membentuk membran sel?

A Vakuol

B Nukleus

C Lisosom

D Jalinan endoplasma licin

964/1

34

6 Which statement is not true of xylem?

A Xylem cells contain pits.

B Matured xylem cells are dead cells.

C Companion cells provide nutrients to the xylem.

D Xylem consists of vessel elements and tracheids.

7 The table below shows the components of a cell membrane and their functions.

Component of a cell

membrane Functions

I Oligosaccharide

II Lecithin

III Protein

IV Cholesterol

p Acts as a receptor to a certain molecule such as hormone

q As an indicator so that the cells can recognise each other

r Gives the semi-permeable and selective characteristics to

the membrane

s Maintains the fluid characteristics of the membrane

Which components of cell membrane and functions correspond?

I II III IV

A p q r s

B q r p s

C r p s q

D s r q p

8 Which factor reduces enzyme activity?

A Extreme pH

B Heavy metal

C Competitive inhibitor

D Very high temperature

964/1

35

6 Penyataan yang manakah yang tidak benar tentang xilem?

A Sel xilem mengandungi pit.

B Sel xilem yang matang ialah sel mati.

C Sel rakan membekalkan nutrien kepada xilem.

D Xilem terdiri daripada unsur salur dan trakeid.

7 Jadual di bawah menunjukkan komponen-komponen satu membran sel dan fungsinya.

Komponen

membran sel Fungsi

I Oligosakarida

II Lesitin

III Protein

IV Kolesterol

p Bertindak sebagai reseptor kepada molekul tertentu seperti

hormon

q Sebagai penanda supaya sel boleh mengecam antara satu

sama lain

r Memberi sifat separa telap dan sifat memilih pada membran

s Mengekalkan ciri bendalir bagi membran

Yang manakah yang betul bagi komponen membran sel di atas dan fungsi masing-masing?

I II III IV

A p q r s

B q r p s

C r p s q

D s r q p

8 Faktor yang manakah yang mengurangkan aktiviti enzim?

A pH yang melampau

B Logam berat

C Perencat persaingan

D Suhu yang sangat tinggi

964/1

36

9 Which graph shows the possible changes in the rate of a reaction catalysed by an enzyme in the

presence of a competitive inhibitor?

A B

C D

10 Which statement describes the advantage of immobilised enzyme?

A The efficiency of enzyme increases.

B The enzyme can be easily retrieved but cannot be reused.

C The end product does not contain the enzyme and easily retrieved.

D The characteristics of enzyme can be changed in order to increase its surface area.

11 What is the fate of all carbons from a glucose molecule after it is completely oxidised?

A Pyruvate

B Carbohydrate

C Carbon dioxide

D Acetyl coenzyme A

12 In a condition without oxygen, pyruvate in plants will

A be converted into lactate

B be converted into acetaldehyde

C enter the Krebs cycle immediately

D be converted back into phosphoglyceraldehyde

964/1

Without

inhibitor

With

inhibitor

1/V

1/[S]

Without

inhibitor

With

inhibitor

1/V

1/[S]

Without

inhibitor With

inhibitor

1/V

1/[S]

With

inhibitor

Without

inhibitor

1/V

1/[S]

37

9 Graf yang manakah yang menunjukkan kemungkinan perubahan kadar tindak balas yang

dimangkinkan oleh enzim dalam kehadiran perencat persaingan?

A B

C D

10 Penyataan yang manakah yang memerihalkan kelebihan enzim pentakmobilan?

A Keefisienan enzim bertambah.

B Enzim boleh didapatkan dengan mudah tetapi tidak boleh digunakan semula.

C Produk akhir tidak mengandungi enzim dan mudah didapatkan.

D Ciri enzim boleh diubah bagi meningkatkan luas permukaan.

11 Apakah yang terjadi kepada semua karbon dari molekul glukosa selepas dioksidakan dengan

lengkap?

A Piruvat

B Karbohidrat

C Karbon dioksida

D Asetil koenzim A

12 Dalam keadaan ketiadaan oksigen, piruvat dalam tumbuhan akan

A ditukarkan kepada laktat

B ditukarkan kepada asetildehid

C masuk ke kitar Krebs dengan segera

D ditukar semula kepada fosfogliseraldehid

964/1

Tanpa

perencat Dengan

perencat

Tanpa

perencat

Dengan

perencat

Dengan

perencat

Tanpa

perencat

1/[S]

1/[S] 1/[S]

Tanpa

perencat

Dengan

perencat

1/[S]

1/V 1/V

1/V 1/V

38

13 In cyclic photophosphorylation, the excited electron which returns to its ground state will emit

A light

B microwave

C gamma ray

D ultraviolet radiation

14 Which statement describes the characteristic of bundle sheath cell of C4 plants?

A It has small grana.

B It contains a few starch granules.

C The activity of photosystem I is high.

D Carbon dioxide is assimilated by PEP carboxylase.

15 The diagram below shows non-cyclic photophosphorylation during the light reaction of

photosynthesis.

Which are represented by X, Y and Z ?

X Y Z

A Ferredoxin Plastoquinone Plastocyanin

B Ferredoxin Plastocyanin Plastoquinone

C Plastocyanin Plastoquinone Ferredoxin

D Plastoquinone Plastocyanin Ferredoxin

964/1

39

13 Dalam pemfotofostorilan berkitar, elektron teruja yang kembali ke keadaan asas akan

membebaskan

A cahaya

B gelombang mikro

C sinar gamma

D sinaran ultra lembayung

14 Penyataan yang manakah yang memerihalkan ciri sel berkas tumbuhan C4?

A Mempunyai grana yang kecil.

B Mengandungi beberapa granul kanji.

C Aktiviti fotosistem I adalah tinggi.

D Karbon dioksida diasimilasi oleh PEP karboksilase.

15 Gambar rajah di bawah menunjukkan pemfotofosforilan bukan kitar semasa tindak balas cahaya

fotosintesis.

Yang manakah yang diwakili oleh X, Y, dan Z ?

X Y Z

A Ferredoksin Plastokuinon Plastosianin

B Ferredoksin Plastosianin Plastokuinon

C Plastosianin Plastokuinon Ferredoksin

D Plastokuinon Plastosianin Ferredoksin

964/1

Penerima

pertama

Penerima

pertama

Kompleks

sitokrom

Cahaya Cahaya

NADP+

reduktase

40

BLANK PAGE

964/1

41

HALAMAN KOSONG

964/1

Sil

a k

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kkan d

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s in

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42

Section B [15 marks]


16 A quantity of cells taken from a type of tissue were homogenised and their organelles were

separated by ultracentrifugation. The diagrams below show three types of organelles obtained.

(a) State where these cells may have been taken from. [1 mark]

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

(b) Arrange the order of sedimentation of organelles X, Y and Z. Explain your answer. [2 marks]

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

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

(c) From the above diagrams, name the structure labelled P, Q and R. [3 marks]

P: ...............................................................................................................................................................

Q: ...............................................................................................................................................................

R: ...............................................................................................................................................................

(d) Give one function of organelle Y. [1 mark]

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

(e) Give one common function of organelles X and Z. [1 mark]

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

964/1

P Q R

Organelle X Organelle Y Organelle Z

43

Bahagian B [15 markah]


16 Sejumlah sel yang diambil daripada tisu telah dihomogenkan dan kandungan organelnya

diasingkan melalui ultrapengemparan. Gambar rajah di bawah menunjukkan tiga jenis organel yang

diperoleh.

(a) Nyatakan dari manakah sel-sel ini mungkin telah diperoleh. [1 markah]

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

(b) Susunkan turutan pengenapan bagi organel X, Y, dan Z. Jelaskan jawapan anda. [2 markah]

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

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

(c) Daripada gambar rajah di atas, namakan struktur yang berlabel P, Q, dan R. [3 markah]

P: ...............................................................................................................................................................

Q: ...............................................................................................................................................................

R: ...............................................................................................................................................................

(d) Berikan satu fungsi organel Y. [1 markah]

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

(e) Berikan satu fungsi sepunya bagi organel X dan Z. [1 markah]

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

964/1

P Q R

Organel X Organel Y Organel Z

Sil

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s putu

s-p

utu

s in

i.

44

17 The diagram below shows photophosphorylation in light reaction for plants.

(a) Name the photosystems labeled Q and R, and give the wavelengths of their appropriate

reaction centres. [4 marks]

Name of photosystem Wavelength

Q: ..................................... .....................................

R: ..................................... .....................................

(b) What are the forms of energy represented by S and T? [2 marks]

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

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

(c) Name the process that occurs at Q. [1 mark]

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

964/1

Oxidation-

reduction

potential

(Relative

energy

level)

45

17 Gambar rajah di bawah menunjukkan pemfotofosforilan dalam tindak balas cahaya bagi

tumbuhan.

(a) Namakan fotosistem yang berlabel Q dan R, dan berikan panjang gelombang bagi pusat

tindak balas yang sewajarnya. [4 markah]

Nama fotosistem Panjang gelombang

Q: ..................................... .....................................

R: ..................................... .....................................

(b) Apakah bentuk tenaga yang diwakili oleh S dan T? [2 markah]

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

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

(c) Namakan proses yang berlaku di Q. [1 markah]

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

964/1

Keupayaan

pengoksidaan

penurunan

(Aras tenaga

relatif)

Penerima elektron Penerima elektron

Sil

a k

oya

kkan d

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panja

ng g

ari

s putu

s-pu

tus

ini.

46

BLANK PAGE

964/1

47

HALAMAN KOSONG

964/1

48

Section C [30 marks]

Answer any two questions in this section.

18 (a) Describe the primary, secondary and tertiary structures of proteins. State the importance of

these structures which are related to the properties of proteins. [11 marks]

(b) Based on their functions, proteins can be classified into several types. Give two types of these

proteins and their functions in living organisms. [4 marks]

19 (a) Distinguish a bacteria chromosome from a eukaryotic chromosome. [8 marks]

(b) Describe the distinctive anatomical features of vascular bundles in maize leaves. [7 marks]

20 (a) Explain three different classes of enzymes based on the reactions that they catalyse.

[6 marks]

(b) By giving two examples of enzymatic reactions, explain how the appropriate cofactor and

inhibitor affect their activities. [9 marks]

964/1

49

Bahagian C [30 markah]

Jawab mana-mana dua soalan daripada bahagian ini.

18 (a) Perihalkan struktur primer, sekunder, dan tertier bagi protein. Nyatakan kepentingan struktur

ini yang berkaitan dengan sifat protein. [11 markah]

(b) Berdasarkan fungsinya, protein boleh dikelaskan kepada beberapa jenis. Berikan dua jenis

protein ini dan fungsinya dalam organisma hidup. [4 markah]

19 (a) Bezakan kromosom bacteria daripada kromosom eukariot. [8 markah]

(b) Perihalkan ciri anatomi yang ketara bagi berkas vaskular pada daun jagung. [7 markah]

20 (a) Perihalkan tiga kelas enzim yang berbeza berdasarkan tindak balas yang dimangkinkan.

[6 markah]

(b) Dengan memberi dua contoh tindak balas enzim, jelaskan bagaimana kofaktor dan perencat

yang sesuai mempengaruhi aktiviti masing-masing. [9 markah]

964/1

Identity card number:………………………….. Centre number/index number:……………………….

(Nombor kad pengenalan) (Nombor pusat/angka giliran)

51

SPECIMEN PAPER

964/2 STPM

BIOLOGY (BIOLOGI)

PAPER 2 (KERTAS 2)

One and a half hours (Satu jam setengah)

MAJLIS PEPERIKSAAN MALAYSIA (MALAYSIAN EXAMINATIONS COUNCIL)

SIJIL TINGGI PERSEKOLAHAN MALAYSIA (MALAYSIA HIGHER SCHOOL CERTIFICATE)

This question paper consists of printed pages and blank page.

(Kertas soalan ini terdiri daripada halaman bercetak dan halaman kosong.)

© Majlis Peperiksaan Malaysia

STPM 964/2

For examiner’s use

(Untuk kegunaan

pemeriksa)

Section B

(Bahagian B)

16

17

Section C

(Bahagian C)

Total

(Jumlah)

Instructions to candidates:

DO NOT OPEN THIS QUESTION PAPER UNTIL YOU ARE

TOLD TO DO SO.

There are fifteen questions in Section A. For each question, four choices of answers are given. Choose one correct answer and indicate it on the

Multiple-choice Answer Sheet provided. Read the instructions on the

Multiple-choice Answer Sheet very carefully. Answer all questions. Marks will not be deducted for wrong answers.

Answer all questions in Section B. Write your answers in the spaces provided.

Answer any two questions in Section C. All essential working should be

shown. For numerical answers, unit should be quoted wherever appropriate.

Begin each answer on a fresh sheet of paper and arrange your answers in

numerical order.

Tear off the front page of this question paper and your answer sheets of Section B, and tie both of them together with your answer sheets of Section C.

Answers may be written in either English or Bahasa Malaysia.

Ple

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Arahan kepada calon:

JANGAN BUKA KERTAS SOALAN INI SEHINGGA ANDA DIBENARKAN BERBUAT

DEMIKIAN. Ada lima belas soalan dalam Bahagian A. Bagi setiap soalan, empat pilihan jawapan diberikan.

Pilih satu jawapan yang betul dan tandakan jawapan itu pada Borang Jawapan Aneka Pilihan yang

dibekalkan. Baca arahan pada Borang Jawapan Aneka Pilihan itu dengan teliti. Jawab semua soalan. Markah tidak akan ditolak bagi jawapan yang salah.

Jawab semua soalan dalam Bahagian B. Tulis jawapan anda di ruang yang disediakan. Jawab mana-mana dua soalan dalam Bahagian C. Semua jalan kerja yang sesuai hendaklah

ditunjukkan. Bagi jawapan berangka, unit hendaklah dinyatakan di mana-mana yang sesuai. Mulakan

setiap jawapan pada helaian kertas jawapan yang baharu dan susun jawapan anda mengikut tertib berangka.

Koyakkan muka hadapan kertas soalan ini dan helaian jawapan anda bagi Bahagian B, dan ikatkan

kedua-duanya bersama-sama dengan helaian jawapan anda bagi Bahagian C. Jawapan boleh ditulis dalam bahasa Inggeris atau Bahasa Malaysia.

52

BLANK PAGE

964/2

53

HALAMAN KOSONG

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54

Section A [15 marks]


1 The graph below shows the oxygen dissociation curves for myoglobin, maternal haemoglobin and

foetal haemoglobin.

Which curves correspond to myoglobin, maternal haemoglobin and foetal haemoglobin?

Myoglobin Maternal haemoglobin Foetal haemoglobin

A P Q R

B P R Q

C Q R P

D R P Q

2 Which factor causes the stomata to close?

A Water stress

B Low temperature

C High light intensity

D Low carbon dioxide concentration

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Partial pressure of oxygen/mm Hg

Percentage of

oxygen saturation

55

Bahagian A [15 markah]


1 Graf di bawah menunjukkan lengkung penceraian oksigen untuk mioglobin, hemoglobin ibu dan

hemoglobin fetus.

Lengkung yang manakah yang sepadan dengan mioglobin, hemoglobin ibu, dan hemoglobin

fetus?

Mioglobin Hemoglobin ibu Haemoglobin fetus

A P Q R

B P R Q

C Q R P

D R P Q

2 Faktor yang manakah yang menyebabkan penutupan stoma?

A Tekanan air

B Suhu rendah

C Keamatan cahaya yang tinggi

D Kepekatan karbon dioksida yang rendah

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Tekanan separa oksigen/mm Hg

Peratus ketepuan oksigen

56

3 The graph below shows the pressure changes in the atrium, ventricle and aorta during a complete

cardiac cycle.

What do X, Y and Z represent?

X Y Z

A Aortic pressure Atrial pressure Ventricular pressure

B Ventricular pressure Atrial pressure Aortic pressure

C Atrial pressure Ventricular pressure Aortic pressure

D Atrial pressure Aortic pressure Ventricular pressure

4 Which statement about the control of heart beat is true?

A The secretion of adrenaline increases the rate of heart beat.

B The decrease in blood pH inhibits neurons in the chemoreceptors at the aorta and carotid

artery.

C The propagation of impulse through the sympathetic nerve towards the sinoatrial and

atrioventricular nodes decreases the rate of heart beat.

D The propagation of impulses through the parasympathetic nerve towards the sinoatrial and

atrioventricular nodes increases the rate of heart beat.

5 The role of the Casparian strip in the endodermal cell of the root is

A to carry out active transport

B to strengthen the root structure

C to ensure that water and minerals enter the vascular tissue via the symplastic route

D to ensure that water and minerals enter the vascular tissue via the apoplastic route

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Time/s

Pressure/kPa

57

3 Graf di bawah menunjukkan perubahan tekanan di dalam atrium, ventrikel, dan aorta semasa satu

kitar kardium yang lengkap.

Apakah yang diwakili oleh X, Y, dan Z?

X Y Z

A Tekanan aorta Tekanan atrium Tekanan ventrikel

B Tekanan ventrikel Tekanan atrium Tekanan aorta

C Tekanan atrium Tekanan ventrikel Tekanan aorta

D Tekanan atrium Tekanan aorta Tekanan ventrikel

4 Penyataan yang manakah yang benar tentang kawalan denyutan jantung?

A Rembesan adrenalina meningkatkan kadar denyutan jantung.

B Penurunan pH darah menrencat neuron pada aorta dan arteri carotid dalam kemoreseptor

C Perambatan impuls melalui saraf simpatetik ke arah buku sinoatrium dan buku atreoventrikel

merendahkan kadar denyutan jantung.

D Perambatan impuls melalui saraf parasimpatetik kearah buku sinoatrium dan buku

atreoventrikel meningkatkan kadar denyutan jantung.

5 Peranan jalur Caspary di dalam sel endodermis akar ialah

A menjalankan pengangkutan aktif

B mengukuhkan struktur akar

C memastikan bahawa air dan mineral memasuki tisu vaskular melalui laluan simplas

D memastikan bahawa air dan mineral memasuki tisu vaskular melalui laluan apoplas

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Masa/s

Tekanan/kPa Sistol

atrium

Sistol

ventrikel Diastol

58

6 The role of calcium ions during muscle contraction is

A to form tropomyosin-troponin complex

B to bind myosin to actin forming cross-bridges

C to bind with tropomyosin exposing the myosin head

D to bind with troponin allowing the formation of cross-bridges

7 Which statement refers to the mechanism of action of adrenaline?

A Transcription and translation occur.

B Hormone diffuses through the plasma membrane.

C The hormone-receptor complex enters the nucleus.

D Hormone binds with a receptor on the plasma membrane.

8 The events regarding the action of oestrogen are given as follows.

I A specific gene is activated.

II Transcription and translation occur.

III Hormone receptor complex enter the nucleus.

IV Hormone diffuses through the plasma membrane.

Which sequence of events is correct?

A I IV II III

B I IV III II

C IV III I II

D IV III II I

9 Which structure cease to function after the formation of placenta in the development of

mammalian foetus?

A Allantois

B Yolk sac

C Chorionic membrane

D Amniotic membrane

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6 Peranan ion kalsium dalam pengecutan otot adalah

A untuk membentuk kompleks tropomiosin-troponin

B untuk mengikat miosin kepada aktin membentuk titian silang

C untuk mengikat dengan tropomiosin mendedahkan kepala miosin

D untuk mengikat dengan troponin membenarkan pembentukan titian silang

7 Penyataan yang manakah yang merujuk kepada mekanisme tindakan adrenalina?

A Transkripsi dan penterjemahan berlaku.

B Hormon meresap melalui membran plasma.

C Kompleks hormon reseptor memasuki nukleus.

D Hormon mengikat dengan reseptor pada membran plasma.

8 Peristiwa berkenaan tindakan estrogen diberikan seperti yang berikut.

I Gen spesifik diaktifkan.

II Transkripsi dan translasi berlaku.

III Kompleks hormon reseptor memasuki nukleus.

IV Hormon meresap melalui membran plasma.

Yang manakah urutan peristiwa yang benar?

A I IV II III

B I IV III II

C IV III I II

D IV III II I

9 Struktur yang manakah yang berhenti berfungsi selepas pembentukan plasenta dalam

perkembangan fetus mamalia?

A Alantois

B Pundi yolka

C Membran korion

D Membran amnion

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60

10 The following are events that occur during seed germination.

I Activation of enzyme

II Initial uptake of water

III Flow of sugar into embryo

IV Activation of gibberellic acids

Which is the correct sequence of events during seed germination?

A II I III IV

B II I IV III

C II III I IV

D II IV I III

11 Which substance is produced by the mammalian liver during protein metabolism?

A Bile

B Urea

C Glycogen

D Cholesterol

12 The simplified diagram of the humoral response is shown below.

What do W, X and Y represent?

W X Y

A B cell Memory B cell Antibody

B B cell Antibody Memory B cell

C T cell Memory T cell Antibody

D T cell Memory T cell Cytotoxic T cell

964/2

Antigen

Stimulate

W

X

Y

Plasma cell

61

10 Peristiwa berikut berlaku semasa percambahan biji benih.

I Pengaktifan enzim

II Permulaan pengambilan air

III Pengaliran gula kedalam embrio

IV Pengaktifan asid giberelik

Yang manakah urutan peristiwa yang betul semasa percambahan biji benih?

A II I III IV

B II I IV III

C II III I IV

D II IV I III

11 Bahan yang manakah yang dihasilkan oleh hati mamalia semasa metabolisma protein?

A Hempedu

B Urea

C Glikogen

D Kolesterol

12 Gambar rajah yang diringkaskan tentang tindakan humor ditunjukkan di bawah.

Apakah wang diwakili oleh W, X , dan Y ?

W X Y

A Sel B Sel B ingatan Antibodi

B Sel B Antibodi Sel B ingatan

C Sel T Sel T ingatan Antibodi

D Sel T Sel T ingatan Sel T sitotoksik

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Antigen

Rangsangan

W

X

Y

Sel plasma

62

13 The diagram below shows the immune response in the human body.

Which statement about the above diagram is true?

A Cell X secretes lymphokine, then divides to form cells Y and Z in the presence of substance R.

B Cell Z responds quickly towards the repeated infection of a particular disease.

C Substance S induces proliferation of lymphocytes involved in the immune disease.

D Cell Y prepares other lymphocytes to produce antibodies.

14 The following are the stages of life cycle of Plasmodium that causes human malaria.

I Formation of gametocytes

II Multiplication in liver

III Injection of parasite

IV Completion of gametogony

V Migration of sporozoites to mosquito salivary gland

VI Invasion and multiplication in red blood cells

Which is the correct sequence of the Plasmodium life cycle?

A I II III IV V VI

B III II I V IV VI

C III II IV V I VI

D III II VI I IV V

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63

13 Gambar rajah di bawah menunjukkan gerak balas imun dalam badan manusia.

Penyataan yang manakah yang benar tentang gambar rajah di atas?

A Sel X merembeskan limfokin, kemudian membahagi menghasilkan sel Y dan Z dalam

kehadiran bahan R.

B Sel Z merespon dengan cepat terhadap jangkitan semula penyakit tertentu.

C Bahan S merangsang proliferasi limfosit yang terlibat dalam penyakit keimunan.

D Sel Y menyediakan limfosit lain untuk menghasilkan antibodi.

14 Yang berikut ialah peringkat kitar hidup Plasmodium yang menyebabkan malaria kepada

manusia.

I Pembentukan gametosit

II Pengandaan di dalam hati

III Suntikan parasit

IV Pelengkapan gametogoni

V Penghijrahan sporozoites kepada kelenjar liur nyamuk

VI Serangan dan pengandaan dalam sel darah merah

Yang manakah urutan yang benar tentang kitar hidup Plasmodium?

A I II III IV V VI

B III II I V IV VI

C III II IV V I VI

D III II VI I IV V

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Bahan S Bahan S

Bahan R

Sel Z

Sel X

Bergerak

ke nodus limfa

Sel prekursor dari

sum-sum tulang

Sel Y

64

15 A person suffering from abrupt onset of fever, headache, facial flushing, conjuctival suffusion and

severe backache is most likely to contract

A dengue

B cholera

C malaria

D tuberculosis

964/2

65

15 Seorang yang menderita serangan mendadak demam, sakit kepala, kemerahan pada wajah,

konjugtivitis dan sakit pinggang kemungkinan besar menghidap

A denggi

B kolera

C malaria

D tuberkulosis

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66

BLANK PAGE

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67

HALAMAN KOSONG

964/2

Sil

a k

oya

kkan d

i se

panja

ng g

ari

s putu

s-pu

tus

ini.

68

Section B [15 marks]


16 The diagram below shows the simplified chemical reaction that occurs during the transport of

carbon dioxide by the red blood cell in a mammal.

(a) Name the substances labelled R, S and T. [3 marks]

R: ...............................................................................................................................................................

S: ...............................................................................................................................................................

T: ...............................................................................................................................................................

(b) Explain what happens at stages I and II. [4 marks]

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

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

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

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

964/2

Cell/tissue

R + O2 CO2 + H2O

CO2 + H2O

H2CO3

HCO3 H

+ + Hb O2

HbO2

S

I

T

Erythrocyte membrane

II

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