The SPM Biology question Paper 2

Section A: Structure questions (answer all questions from question number 1 to

5) consist of 60 marks in total & Section B: Essay questions (answer two
questions from question number 6 to 9) consist of 40 marks in total. There are
some key points that students need to take notes with it.
1) What is the first thing students need to do when students see the
question paper?
I would suggest that students should read through the whole Section A & B and
then write down the
important point (while your mind/memory is still fresh) that relates to the
question (something like amind map) such as phases in a cell cycle, internal
structure of the human heart, circulatory system in humans, structure of
stems/roots etc. There are too many points, structures and processes in Biology
to be remembered, so students need to keep your notes handy and easy to
read especially before students go in the examination hall/classroom.
2) Can students write in point form in Section A and B?
Section A (structure question): The answer is no (same in Chemistry). Students
are suggested to answer question in a complete sentence (not in point form).
There are some other Biology Teachers also suggested that students must fully
used up all the space provided.Section B (essay question): The answer is yes.
Students can use point form but it must be in complete sentence.
3) Are students
Handwriting important in Biology Paper 2?
Students handwriting is very important to score in Biology.
Students handwriting
must be neat and clear. It will help students in gaining a good impression and
essential for SPM examiner to detect students points/marks. Students just need
to cancel the mistake by drawing a line on it (or crossing out the answer) and not
covering it by liquid paper/correction pen/correction tape in the answering
script. Further more,do not use pencil in answering the questions.
4) Is the spelling important in Biology Paper 2?
The answer is yes for the entire biology name/structure/process. You need to
spell it correctly, for example chloroplast, Casparian strip, Golgi apparatus,
Lysosomes, pancreas, pasteurisation etc.
5) How to draw the labelled diagrams?
In Biology, all the diagrams can be drawn free-hands(pencil) and must be
labelled clearly.
6) Can students use table in giving explanation/comparison in Paper 2
Section B?
The answer is yes and it is highly recommended by most of the SPM Biology
teacher. Students need to make sure that every point must be in complete
sentence.

7) How to answer operational definition in Biology?

Operational definition is the manipulated variable that is related to the
Biology
theory.

Paper 3
The SPM question Paper 3
Question 1 and 2 only) consist of
50 marks in total. In this paper, students need to answer all questions. Question
1 consists of
33 marks and Question 2 consists of 17 marks. The marks for each question
range from 0 (wrong response), 1 (idea level response), 2 (inaccurate response)
to 3 (accurate response) marks for each questions. Paper 3 Biology involves with
very detailed criteria of marking.
1) How to state the observation?
Usually it involves two criteria
.Example 1
State two different observations made from Table 1. ( Nyatakan dua
pemerhatian yang berbeza yang dibuat daripada Jadual 1). Q1 (b) (i) (3 marks).
Idea level response (1 mark):
The time taken is different for each temperature.
Temperature influences time taken for iodine solution remains yellowish.
No full marks will be given if students did not meet the 2 criteria of answer and
the word Different /influence is not specific. Students must try to avoid
these words.
Accurate response (3 marks):
P1:Temperatureof water bath
P2:Time taken for iodine solution to
remain yellowish
(Horizontal observation)
At temperature 5C, time taken for iodine solution remains yellowish is 12
minutes
.At temperature 37C , time taken for iodine solution remains yellowish is 3
minutes
At temperature 55C, time taken for iodine solution remains yellowish is 15
minutes (Vertical observation)
Time take for iodine solution remain yellowish for temperature 37C is
faster than 5C/28C/45C/
55C// Vice versa
2) How to state inference in Paper 3 Biology?
Similar to observation, inference involves 2 criteria
.Example 2
State the inference which corresponds to the observations in 1 (b) (i).
( Nyatakan inferens yang sepadan dengan pemerhatian di 1 (b) (i)). Q1 (b) (ii)
Idea level response (1 mark):
Temperature influences the enzyme reaction.
Accurate response (3 marks):
P1:Rate of enzyme reaction
P2:Low /High (Reject:Lowest/Highest)

(Horizontal inference)

- At temperature 5C, the rate of enzyme (amylase) reaction is low /

decreases / longer /lower.
- At temperature 37C/optimum temperature, the rate of enzyme reaction is
high

- At temperature 55C, the rate of enzyme reaction is low

.(Vertical inference)
- At temperature 37C , the rate of enzyme reaction is higher than the rate of
enzyme reaction at
5C/28C/45C/55C// vice versa.
3) How to get full marks in hypothesis for an experiment?
Similar to the hypothesis in Chemistry Paper 3, it must always start with
manipulated variable
and follows by responding variables.
Example 3
State the hypothesis for this experiment. ( Nyatakan hipotesis bagi eksperimen
ini .) Q1 (d)
Idea level response (1 mark)
The temperatures influence the enzyme reaction.
Accurate response (3 marks):
P1:Manipulated variable (temperature) P2:Responding variable (time taken
for iodine solution remain yellowish / rate of enzyme (amylase) reaction/ activity)
Hypothesis:
Relationship of P1 and P2 (MV + RV)
The higher the temperature, the higher
the rate of enzyme reaction / time taken for iodine solution remain yellowish
(until it reaches the optimum temperature)
When the temperature increases, the rate of enzyme reaction also increase
(until the optimum temperature)
4) How to draw the graph correctly in Paper 3 Biology?
SAL or SAP
which is S =Shape, A =Axis and L =Label/ P =Point
. Besides that, student must remember to write the title of the graph
5) How to explain the relationship in Biology?
In Biology Paper 3, it is more specified as compared to Chemistry. Students must
provide the
manipulated variable first and follow by responding variable and usually for
the manipulated variable must have two supporting theories and a brief
conclusion
.Example 4
Based on the graph in 1 (e) (ii), explain the Relationship between rate of
enzyme reaction and temperature.(
.)Q1 (f)
Idea level response (1 mark):
The higher of the temperature, the higher the rate of enzyme reaction.

(Hypothesis statement)
Accurate response (3 marks):
Students must state the relationship between the rate of enzyme reaction and
the temperature base on criteria:
R1Relationship: the temperature increases, the rate of enzyme reaction also
increase. (
Theory 1)
R2Explanation 1: at 37C // at optimum temperature the starch hydrolyse
(completely by amylase / enzyme)(Theory 2)R3
Explanation 2: at the maximum rate ( Brief conclusion)
As
temperature increases( MV ), the rate of enzyme reaction increases(RV ).
At optimum temperature
the starch was hydrolysed
(completely) by amylase at the maximum rate
6) How to answer the last question (Questionnumber2)?
There are 9 sub sections
(total 17 marks) that students need to answer. The mark distribution is as
followed:
1.Problem statement (Penyataan masalah) (3 marks)
2.Objective (Objektif ) (1 mark)
3.Variables (Pembolehubah-pembolehubah) (1 mark)
4.Hypothesis ( Hipotesis) (3 marks)
5.List of material and apparatus ( Senarai bahan dan radas digunakan) (3 marks)
6.Technique used (Teknik yang digunakan) (1 mark)
7.Experimental procedure or method ( Kaedah atau prosedur eksperimen) (3
marks)
8.Presentation of data (Cara data dipersembahkan) (1 mark)
9.Conclusion (Kesimpulan) (1 mark)

1) Problem statement (3 marks)

Problem statement must be in question
form.i.e.
Does
(MV) affect (RV) of xxx?
How does
(MV) affect the (RV) of xxx)?
What
is the effect of (MV) on the (RV)?2) Objective (1 mark)
It is a statement form:i.e.To determine the effect of (MV) on the (RV) of a xxx.

To study the effect of (MV) on the (RV) of a xxx To investigate the effect of
(MV) on the (RV) of a xxx3) Variables (1 mark)
The entire variables (MV, RV and FV) must be correct to gain one marks from
here.4) Hypothesis (3 marks)
The hypothesis must start with manipulated variable and follow by responding
variable
(MV + RV )
5) List of material and apparatus (3 marks)
Students need to separate the list of material with the list of apparatus.i.e.
Apparatus: photometer, stopwatch, cutter, beaker, meter rule, basin, marker/
thread
Material: Balsam plant, water, Vaseline/grease, dry cloth
6) Technique used (1 mark)
Students need to state the technique used in carrying out the experiment
correctly.i.e.
Measure and record the time taken for the air bubble to move a distance of 2
cm by using a
stopwatch
7) Experimental procedure or method (3 marks)
Students are able to mention all the MV, RV and FV in the sentence
.8 ) Presentation of data (1 mark)Students are able to draw a complete
table(with title and unit)
And do not fill in the data
9) Conclusion Students are able to write a suitable conclusion for the
experiment.i.e.The higher/lower (MV ), the higher/lower (RV )
Hypothesis is
accepted/rejected

R1

Relationship: the temperature increases, the rate of enzyme reaction also

increase. (
Theory 1
)R2

Explanation 1: at 3
7C // at optimum temperature the starch hydrolyse (completely by amylase /
enzyme)
(
Theory 2
)R3

Explanation 2: at the maximum rate (

Brief conclusion

As
temperature increases
(
MV
), the
rate of enzyme reaction increases
(
RV
). At
optimumtemperature
the starch was
hydrolysed
(completely) by amylase at the
maximum rate
.
6) How to answer the last question (Questionnumber2)?
There are
9 sub sections
(total 17 marks) that students need to answer. The mark distribution is as
followed:1.
Problem statement (
Penyataan masalah
) (3 marks)2.
Objective (
Objektif
) (1 mark)3.
Variables (
Pembolehubah-pembolehubah
) (1 mark)4.
Hypothesis (
Hipotesis
) (3 marks)5.
List of material and apparatus (
Senarai bahan dan radas digunakan
) (3 marks)6.
Technique used (
Teknik yang digunakan
) (1 mark)7.
Experimental procedure or method (
Kaedah atau prosedur eksperimen
) (3 marks)8.

Presentation of data (
Cara data dipersembahkan
) (1 mark)9.
Conclusion (
Kesimpulan
) (1 mark)1) Problem statement (3 marks)
Problem statement must be in
question
form.i.e.
Does
(MV) affect (RV) of xxx?
How does
(MV) affect the (RV) of xxx)?
What
is the effect of (MV) on the (RV)?2) Objective (1 mark)
It is a
statement
form:i.e.To
determine
the effect of (MV) on the (RV) of a xxx.To
study
the effect of (MV) on the (RV) of a xxxTo
investigate
the effect of (MV) on the (RV) of a xxx3) Variables (1 mark)
The entire variables (MV, RV and FV)
must be correct
to gain one marks from here.4) Hypothesis (3 marks)
The hypothesis must start with manipulated variable and follow by responding
variable (
MV + RV
)

5) List of material and apparatus (3 marks)

Students need to
separate
the list of material with the list of apparatus.i.e.
Apparatus
: photometer, stopwatch, cutter, beaker, meter rule, basin, marker/ thread
Material
: Balsam plant, water, Vaseline/grease, dry cloth6) Technique used (1 mark)

Students need to state the

technique
used in carrying out the experiment correctly.i.e.
Measure and record
the time taken for the air bubble to move a distance of 2 cm by using a
stopwatch
.7) Experimental procedure or method (3 marks)
Students are able to
mention all
the MV, RV and FV in the
sentence
.8 ) Presentation of data (1 mark)Students are able to
draw a complete table(with title and unit)
and
do not fill in the data
.9) Conclusion (1 mark)Students are able to write a
suitable conclusion
for the experiment.i.e.The higher/lower (
MV
), the higher/lower (
RV
)
. Hypothesis is
accepted/rejected