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MODUL KERTAS 3
MODUL 1
3
MOZ@C
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1. Rajah 1 menunjukkan satu eksperimen yang telah dijalankan untuk mengkaji

kesan keamatan cahaya ke atas kadar transpirasi tumbuhan bunga raya dengan
menggunakan potometer gelembung. Masa untuk gelembung udara bergerak
melalui jarak XY (10 cm) ditentukan dengan menggunakan jam randik.
Rajah 1
Potometer diletakkan di bawah keamatan cahaya yang berbeza seperti berikut.

Eksperimen
1
2
3
4
5
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Keamatan cahaya, watt

5
25
40
60
100
SMS MUZAFFAR SYAH , MELAKA
SULIT
4
MOZ@C
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Keamatan cahaya
lampu, watt
Bacaan Pada Jam Randik
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Masa yang diambil oleh

gelembung udara untuk
bergerak melalui jarak XY
(minit)
25
40
60
100
JADUAL 1
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Untuk
Kegunaan
Pemeriksa
5
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a) Catatkan masa yang diambil untuk gelembung udara bergerak melalui jarak XY
di bawah keamatan cahaya yang berbeza pada ruang yang disediakan pada
Jadual 1.
[3 markah]
b) (i) Berdasarkan Jadual 1, nyatakan dua pemerhatian yang dapat dibuat daripada
eksperimen tersebut.
1
.
..
[3 markah]
(ii) Nyatakan inferens bagi setiap pemerhatian di (b)(i).

1
.
.
[3markah]
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Untuk
Kegunaan
Pemeriksa
6
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Untuk
Kegunaan
Pemeriksa
c) Lengkapkan Jadual 2 berdasarkan eksperimen di atas.

Pembolehubah
Langkah Mengoperasi Pembolehubah
Dimanipulasi
..
Bergerakbalas
Dimalarkan
Jadual 2
[3 markah]
d) Nyatakan hipotesis bagi eksperimen ini.
....................................................................................................................................
...................................................................................................................................
..................................................................................................................................
[3 markah]
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e) (i) Bina satu jadual untuk merekodkan keputusan eksperimen dengan mengambil
kira aspek berikut;
Keamatan cahaya
Masa
Kadar transpirasi
[3 markah]
(ii) Lukis graf yang menunjukkan kesan keamatan cahaya ke atas kadar
transpirasi.(Pada kertas graf yang disediakan)
[3 markah]
iii) Berdasarkan graf yang dibina terangkan perkaitan antara kadar transpirasi
tumbuhan dengan keamatan cahaya.
...............................................................................................................................
...............................................................................................................................
..............................................................................................................................
[3 markah]
f) Eksperimen diulang dengan menggunakan tumbuhan yang sama tetapi dibuang
semua daunnya dan diletakkan pada keamatan cahaya 100 watt.
(i) Ramalkan kadar transpirasi tumbuhan itu. Terangkan jawapan anda.
............................................................................................................................
............................................................................................................................
............................................................................................................................
[3 markah]
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Kegunaan
Pemeriksa
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g) Berdasarkan keputusan eksperimen nyatakan definisi transpirasi secara operasi

..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
[3 markah]
h) Senaraikan radas dan bahan yang digunakan dalam eksperimen ini dalam bentuk
jadual
[3 markah]
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Kegunaan
Pemeriksa
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1. Respirasi mikroorganisma membebaskan haba dan gas karbon dioksida. Kuantiti haba
dan gas karbon dioksida dipengaruhi oleh kehadiran oksigen.
Rekabentuk satu eksperimen untuk mengkaji penghasilan haba oleh sejenis
mikroorganisma dalam dua keadaan iaitu aerob dan anaerob.
Perancangan eksperimen hendaklah meliputi aspek-aspek berikut :
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
Pernyataan masalah
Objektif kajian
Pembolehubah
Pernyataan hipotesis
Senarai radas dan bahan
Teknik yang digunakan
Prosedur eksperimen
Data yang dikumpul
Cara data dikomunikasikan
Kesimpulan
[17 markah]
KERTAS SOALAN TAMAT
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PERATURAN PEMARKAHAN
KERTAS 3
SOALAN 1
NO
SKOR PENERANGAN
ITEM
(a)
KB0603 Mengukur dengan menggunakan nombor

3
Dapat menyatakan kelima-lima masa dengan tepat

Contoh jawapan;
Keamatan cahaya (watt)
5
25
40
60
100
Masa (minit)
50
36
28
18
15
Dapat menyatakan 3 daripada 5 data yang tepat
Dapat menyatakan sekurang-kurangnya 2 data yang betul
KB0601 Memerhati
(b) (i)
Dapat menyatakan mana-mana dua pemerhatian dengan tepat berdasarkan

ketiga-tiga kriteria berikut;
Pergerakan gelembung dari X ke Y/ Jarak 10 cm

Keamatan cahaya/watt yang berbeza
Masa yang diambil
Contoh jawapan
Pada keamatan cahaya 5 watt masa yang diambil untuk pergerakan
gelembung dari X ke Y/ sebanyak10 cm ialah 50 minit
gelembung dari X ke Y/ sebanyak 10 cm ialah 15 minit
SMS MUZAFFAR2SYAH , MELAKA
MOZ@C
2
Dapat menyatakan mana-mana dua pemerhatian berdasarkan dua daripada

tiga kriteria di atas./ satu pemerhatian dengan tepat
Boleh menyatakan idea tentang pemerhatian

Contoh jawapan
Keamatan cahaya mempengaruhi masa yang diambil untuk pergerakan
gelembung dari X ke Y
KB0604 Membuat Inferens

b (ii)
Boleh membuat mana-mana dua inferens berdasarkan pemerhatian yang

dibuat di atas dengan tepat.
Contoh jawapan
1. Kadar transpirasi adalah paling rendah pada keamatan cahaya 5 watt
2. Kadar transpirasi adalah paling tinggi pada keamatan cahaya 100 watt.
Boleh membuat mana-mana satu inferens berdasarkan pemerhatian yang

dibuat di atas dengan tepat./ dapat menyatakan dua inferens tetapi tidak tepat
Contoh jawapan
Kadar transpirasi adalah berbeza-beza mengikut keamatan cahaya
Boleh menyatakan satu pernyataan menunjukkan idea tentang inferens

Contoh jawapan
Keamatan cahaya mempengaruhi kadar transpirasi.
MOZ@C
KB0610 Mengawal Pembolehubah
c)
3
Dapat menyatakan mana-mana lima atau enam PU dan cara mengoperai PU

Contoh
Pemboleh ubah
Dimanipulasi
Keamatan cahaya
//kekuatan watt
lampu
Bergerakbalas
Masa pergerakan
gelembung udara
dari X ke Y // Kadar
transpirasi
Dimalarkan
Jarak di antara
mentol dan
tumbuhan // spesies
tumbuhan //
bilangan daun //
suhu // angin
persekitaran // Jarak
XY
Mengoperasi Pembolehubah
Ubahkan keamatan cahaya dengan menukar
kuasa/watt mentol yang digunakan 5w, 25w,
40w, 60w dan 100w
Memerhati dan mencatat masa pergerakan
gelembung udara menggunakan jam randik
Kekalkan semua PU dimalarkan untuk semua

keamatan cahaya
Contoh jawapan :
Gunakan pucuk bunga raya untuk semua
keamatan cahaya
Dapat menyenaraikan mana-mana tiga atau empat PU dan operasi PU
Dapat menyenaraikan mana-mana satu atau dua PU dan operasi PU
KB0611 Membuat Hipotesis

d)
3
Dapat menyatakan satu hipotesis yang tepat bagi menunjukkan perkaitan

antara pembolehubah dimanipulasi dan pembolehubah bergerakbalas
Contoh jawapan
Semakin tinggi keamatan cahaya semakin singkat masa yang diambil untuk
pergerakan gelembung dari X ke Y // Kadar transpirasi
MOZ@C

Contoh jawapan
Pada keamatan cahaya tinggi masa yang diambil untuk pergerakan
gelembung udara dari X ke Y adalah singkat // Kadar transpirasi tinggi
Dapat menyatakan idea hipotesis atau tujuan eksperimen sahaja

Contoh jawapan
Keamatan cahaya mempengaruhi kadar transpirasi
KBO606 Berkomunikasi
e) (i)
3
Dapat membina jadual dengan tajuk yang sistematik dan lengkap dengan unit
yang betul serta mempunyai 12-15 data.
Contoh jawapan
Keamatan cahaya
(watt)
5
25
40
60
100
NO
Masa (min)
Kadar transpirasi (cm/min)
50
36
28
18
15
0.20
0.28
0.36
0.56
0.67
Dapat membuat jadual dengan tajuk tanpa unit serta mempunyai 8 - 11 data.
Dapat membuat jadual tetapi tidak lengkap serta mempunyai 4 -7 data
SKOR PENERANGAN
MOZ@C
ITEM
KB0607 Menggunakan ruang dan masa dengan tepat
e) (ii)
3
Dapat melukis graf dengan ketiga-tiga kriteria berikut
P : Paksi X dan paksi Y dengan parameter dan unit yang

betul
T : Pindahan titik yang tepat
B : Graf yang licin , sambung semua titik, , freehold
Dapat melukis graf dengan sekurang-kurangnya dua kriteria di atas
Dapat melukis graf dengan satu kriteria sahaja
KB0608 Mentafsir data

3
e (iii)
Boleh mentafsir data dengan betul berdasarkan kriteria berikut:

Keamatan cahaya
Kadar transpirasi
Contoh jawapan
Apabila keamatan cahaya bertambah / meningkat kadar transpirasi
juga bertambah/meningkat .
Apabila haba meningkat lebih banyak air tersejat dari daun untuk
menyejukkan permukaan daun
Boleh mentafsir data berdasarkan mana-mana satu kriteria di atas.

Contoh jawapan
Apabila ada cahaya, kadar transpirasi tumbuhan meningkat // Apabila
keamatan cahaya meningkat, transpirasi tumbuhan meningkat
Boleh memberi idea tentang kesan keamatan cahaya terhadap kadar

transpirasi tumbuhan.
Contoh jawapan
Keamatan cahaya mempengaruhi kadar transpirasi tumbuhan // Kadar
transpirasi tumbuhan dipengaruhi oleh keamatan cahaya
MOZ@C
NO
SKOR PENERANGAN
ITEM
KB0605 Meramal
3
f)
Boleh membuat ramalan yang betul (F) tentang kesan tumbuhan yang
tidak berdaun ke atas kadar transpirasi tumbuhan dengan penerangan
yang lengkap (P).
F Kadar transpirasi akan kurang daripada 0.67 cm/min
P - Apabila daun dibuang maka bilangan stoma / daun berkurangan /
luas permukaan untuk proses kehilangan air daripada tumbuhan.
yang tidak lengkap (P).
F Kadar transpirasi akan berkurangan
P - Kurang kehilangan air daripada tumbuhan.
Boleh membuat ramalan // idea tentang ramalan // ramalan kurang

tepat (F) dengan penerangan yang kurang tepat (P) // Tiada P
Contoh jawapan
Masa yang diambil adalah lebih lama daripada 15 min.
KB0609 Mendefinisi Secara Operasi

g)
Dapat menyatakan konsep transpirasi dari pemerhatian pergerakan

gelembung dari X ke Y // 10 cm
Contoh jawapan
Transpirasi ialah proses kehilangan air melalui daun tumbuhan dan
boleh diukur melalui pergerakan gelembung udara dari X ke Y dan
dipengaruhi oleh keamatan cahaya
Dapat menyatakan konsep transpirasi dari pemerhatian tetapi tidak

lengkap
Contoh jawapan
1. Transpirasi adalah proses kehilangan air pada tumbuhan
melalui daun dalam bentuk wap air.
2. Transpirasi adalah tinggi apabila gelembung udara bergerak
dari X ke Y dalam masa yang singkat.
MOZ@C
1
Boleh menyatakan idea tentang konsep transpirasi berdasarkan teori

Contoh Jawapan
Transpirasi adalah proses kehilangan air .
NO
SKOR PENERANGAN
ITEM
KB0602 Mengelas
g)
Boleh mengelas semua bahan dan sebahagian daripada radas dalam

bentuk jadual dengan tajuk yang betul
Contoh jawapan
Bahan
Pucuk pokok bunga raya
Air
Vaselin//plastisin
Radas
Jam randik
Tiub kapilari dan tiub getah //
potometer gelembung
Mentol berbeza watt
Besen*
Pisau*
Kaki retot*
Benang penanda*
Pembaris meter*
Bikar*
Jawapan mesti terdiri daripada semua yang bertanda bold dan 4

daripada yang bertanda *

Boleh membina jadual dengan minima satu bahan dan satu radas
MOZ@C
SOALAN 2
BIL
PERKARA
1.
Objektif
2.
Pernyataan
Masalah
KB0612
01
CONTOH JAWAPAN
CATATAN DAN
SKOR
Mengkaji kuantiti haba yang terbebas oleh Mesti meyatakana
mikrob (yis) semasa respirasi aerob dan respirasi kuantiti haba/ suhu
anaerob
tick
Terdapat PUM, PUB dan Hubungan

1. Adakah kehadiran oksigen mempengaruhi
kuantiti haba yang dibebaskan semasa
respirasi oleh mikroorganisma (yis)?
Boleh juga respirasi
2. Adakah kuantiti haba yang dibebaskan anaerob lebih tinggi
oleh mikroorganisma semasa respirasi
aerob adalah lebih tinggi (daripada
respirasi anaerob)?
3. Adakah kuantiti haba yang dihasilkan oleh
3m
mikrob semasa respirasi aerob berbeza
daripada respirasi anaerob?
Terdapat PUM atau PUB sahaja dan hubungan

Contoh PUM @
1. Adakah kehadiran udara mempengaruhi PUB
tidak
pembebasan haba?
dinyatakan dengan
jelas
2m
Jawapan hanya dalam bentuk pernyataan
1. Kuantiti haba yang terbebas dipengaruhi
oleh kehadiran oksigen
3.
Hipotesis
KB0612
02
1m
Tick
Kuantiti
haba
yang
dibebaskan
oleh PUM + PUB +
mikroorganisma semasa respirasi aerob adalah Hubungan
lebih tinggi (daripada respirasi anaerob).
3m
1. Kuantiti
haba
yang
dibebaskan
dipengaruhi oleh kehadiran oksigen
PUM + PUB +
2. Kuantiti haba yang dihasilkan oleh mikrob Hubungan
yang
semasa respirasi aerob berbeza daripada umum
respirasi anaerob
2m
MOZ@C
Respirasi aerob / anaerob membebaskan haba
4.
Pembolehubah
PUM Kehadiran oksigen

PUB - Kuantiti Haba dihasilkan//Kenaikan
Suhu
PUMr- Kuantiti/jenis mikrob/suhu
persekitaran//pH//kuantiti/kepekatan
substrat/masa
5.
Radas / Bahan Bahan (B)

Yis*, air, larutan glukosa*, minyak parafin*
Radas (R)
Tabung uji/didih//termos/kapas, termometer*,
KB0612
penutup gabus berlubang/kapas, kaki retot, kukus
05
air, jam randik
6.
Teknik
7.
Kaedah
KB0612
04
PUM atau PUB

sahaja
/
Tiada
hubungan
1m
Tick
Ketiga-tiga ada
Tick
3B + 3R = 3m
(* wajib ada)
2B + 2R = 2m
(yis, parafin &
thermometer wajib
ada)
2B + termometer =
1m
Tick
Mencatat/merekod kenaikan suhu (menyatakan

idea) menggunakan termometer
Bonus 1(B1)
K1 Persediaan Radas dan Bahan

Masuk ampaian yis dan
larutan
glukosa ke dalam tabung didih.
Sumbat gabus berlubang dengan
termometer
Tutup t. didih dengan gabus tadi
Balut t.uji dengan kapas//rendam
dalam kukus air.
Boleh masukkan
larutan glukosa +
ampaian yis terus
ke dalam termos
K2 Mengoperasi PU dimalarkan
Masukkan 10 ml ampaian yis dan 10
ml larutan glukosa
K3 Mengoperasi PU bergerakbalas
Catatkan suhu awal
Catat suhu akhir
Kira perubahan suhu
Tick
MOZ@C
K4 PU dimanipulasi
(Keadaan bagi
Langkah diulangi dengan
respirasi anaerob)
menggunakan larutan glukosa yang
dididihkan dan dilapisi dengan minyak
parafin
K5 -Langkah berjaga-jaga/langkah kejituan
Sebarang langkah bagi mengelakkan
suhu terbebas ke persekitaran.
8.
Semua 5K 3m
4K - 2m
2-3K 1m
1K Tick
Merekod data Terdapat jadual bertajuk & unit yang betul

larutan
Suhu
awal / C
Suhu akhir
C
Perubahan
suhu / C
BONUS 2 (B2)
Yis + glukosa
Yis + glukosa didih +
parafin
Tick
9.
Kesimpulan
Rumusan
Perancangan
Menulis semula hipotesis atau tulis hipotesis yang Tidak terima jika
lain.
hanya menulis
hipotesis diterima
Tick
7 - 9 tick - 3m
4 - 6 tick - 2m
1 - 3 tick - 1m
KB0612
03
Laporan
Teknik betul dan tepat + mempunyai idea dalam

merekod data + kesimpulan yang betul
B1 = teknik yang betul - 1 m
B2 = jadual yang betul - 1 m
Jumlah
=2m
JUMLAH MARKAH
PERATURAN PEMARKAHAN TAMAT
17 MARKAH
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Question 1
Lemna minor is a species of free-floating aquatic plants from the duckweed family Lemnaceae.
The plants grow mainly by vegetative reproduction: two daughter plants bud off from the adult
plant.
An experiment is carried out to investigate the effect of abiotic factor such as pH on Lemna sp.
growth. Experiment is done under controlled conditions: 12 hours a day light exposure and
using the same Knops solution.
Petri dish is filled with 20 ml Knops solution with different pH value and 5 Lemna sp. each.
The Knops solution is treated by adding acid or alkali to achieve the pH value needed.
** Knops solution is a solution which contains essential nutrient for plants growth.
Petri dish
Knops solution
Lemna minor
Figure 1
After 7 days, the observation is made and the result shown in Table 1.1
.
Table 1.1
pH
value
Petri dish
Number of Lemna sp.
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Hak cipta Sekolah Berasrama Penuh, 2008
[Lihat sebelah
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pH
value
Petri dish
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Number of Lemna sp.
10
12
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For
examiners
use
Base on the experiment, answer all questions below.
(a) State the number of Lemna sp. in the spaces provided in Table 1.1
[3 marks]
1 (a)
(b) (i) Based on Table 1.1, state two observations that can be made in this experiment.
Observation 1:
.......
Observation 2:
........
....
1 (b) (i)
[3 marks]
(ii) State the inference for each observation made in (b) (i).
Inference for observation 1:
......
..
..
Inference for observation 2:
... .........
.
1 (b) (ii)
.
[3 marks]
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(c) Complete Table 1.4 to show the variables involved in the experiment and how the
variables are operated.
Variables
Operating the variables
Manipulated variable:
How to alter the manipulated variable:
....
...
..
Responding variable:
How to determine the responding variable:
....
...
..
Controlled variable:
....
For
examiners
use
How to maintain the controlled variable:

...
...
Table 1.2
1 (c)
[3 marks]
(d) State the hypothesis for this experiment.
1 (d)
[3 marks]
(e) (i) Construct a table and record the results of the experiment.
Your table should contain the following title.
pH of water
Number of Lemna sp.
1 (e) (i)
[3 marks]
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For
examiners
use
(ii) Plot a graph showing the number of Lemna sp against the pH in the graph below
1 (e) (ii)
[3 marks]
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(iii) Referring to the graph in (e) (ii), describe the relationship between the Lemna sp
growth and the condition of the medium.
For
examiners
use
1 (e) (iii)
[3 marks]
(f) Based on the experiment, define operationally the abiotic factor in an ecosystem.
1 (f)
[3 marks]
(g) The effluent from laundry shop flows into a pond nearby, predict the population of
Lemna sp in the pond. Explain your answer.
1 (g)
.
[3 marks]
(h) Classify the biotic and abiotic factors from the list provided below.
Humidity, light intensity, decomposer, parasites, symbiotic

organism, soil texture, invertebrates, topography
1 (h)
.
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[3 marks]
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Question 2
When a boy drinks too much water, the osmotic pressure of blood will fall below normal
level. Under such condition, the hypothalamus will not be stimulated and less antideuratic
hormone (ADH) will be produced. Less water will be reabsorbed and most of the water is
allowed to pass out through urine.
Design a laboratory experiment to determine the urine volume released by a student who
drinks different volume of mineral water.
The planning of your experimental must include the following aspects:
Problem statement
Aim of investigation
Hypothesis
Variables
List of apparatus and materials
Technique used
Experimental procedures or methods
Presentation of data
Conclusion
[17 marks]
END OF QUESTION PAPER

4551/3
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Mark Scheme Biology Paper 3 (4551/3)-SBP TRIAL 2008
1 (a) [KB0603 Measuring Using Number]

Score
3
2
1
0
Criteria
Able to count and record the number of Lemna sp in Table 1.1 correctly:
Sample answers
pH
Number of Lemna sp
2
4
4
5
6
8
8
11
10
5
12
1
Able to count and record 4 - 5 number of Lemna sp
Able to count and record 2 - 3 number of Lemna sp
Able to give one number, no response or wrong response.
1 (b) (i) [KB0601 - Observation]

Score
Criteria
Able to state any two observations correctly according to 2 criteria:
3
pH ( Manipulated Variable)
Number of Lemna sp (Responding Variable)
Sample answers:
1. At pH 2 (Knop solution), the number of Lemna sp is 4
2. At pH 8 (Knop solution), the number of Lemna sp is 11
3. At pH 12 ( Knop solution), the number of Lemna sp is 1
4. At pH 12 (Knop solution), the number of Lemna sp grow is less than at pH
2/4/6/8/10
5. At pH 8 (Knop solution), the number of Lemna sp is more than at pH2/4/6/10/12
*1,2 &3 is a horizontal observation

*4 & 5 is a vertical observation
Able to state any one observation correctly. or
Able to state any two incomplete observations ( any 2 criteria)
Sample answers:
1. At pH 2 (Knop solution) the number of Lemna sp is less
2. At pH 12 (Knop solution) the number of Lemna sp is lowest
3. At pH 8 (Knop solution) the number of Lemna sp is the most
4. At pH 12 (Knop solution) the number of Lemna sp is lowest compare to others
5. At pH 8 (Knop solution) the number of Lemna sp is highest compare to others
Able to state any one idea of observation.(any 1criteria)

Sample answers:
1.
The number of Lemna sp is different in different pH
2.
Lemna sp grow rapidly in pH neutral
3.
pH alkali is not suitable for Lemna to grow
4.
acid medium not suitable for Lemna to grow
Or any other suitable answer.
Not able to response or wrong response.
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[Lihat sebelah
1 (b) (ii) [KB0604 - Making inferences]

Score
Criteria
Able to make one logical inference for each observation based on the criteria
3
suitable abiotic factor
Favourable for Lemna sp growth
Sample answers:
1. Strong acidic condition is not favorable for Lemna growth.
2. Weak/slight alkaline // neutral condition is most favorable for Lemna growth.
3. Strong alkaline is not favorable for Lemna growth.
4. Strong alkaline condition is the least favorable for Lemna growth compare with
other conditions.
5. Neutral/Slight alkaline condition is the best/moss favorable condition for Lemna
growth.
*1,2 &3 is a horizontal inference

*4 & 5 is a vertical inference
2
Able to make one logical inference for any one observation.

or
Able to make one logical and incomplete inference base on one criterion for
each observation.
Sample answer:
1. Different pH condition will cause different growth rate of Lemna sp.
2. Lemna sp. grow in neutral condition
3. Neutral condition is the most suitable medium.
4. Acidic or alkali medium is not suitable for Lemna sp.
5. pH affect the Lemna sp. growth rate.
Able to make an idea of inference with one criterion.

Sample answers
1. Lemna sp. able to grow in water
2. Lemna sp. will grow in different condition
3. Lemna sp. not grow in unsuitable pH.
Or any other suitable answer
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1(c) [KB061001 Controlling Variables]

Variables
Manipulated:
pH
How the variables are operated

Add/Use acid or alkali to the Knop solution to get different pH
condition// Use pH solution: pH2, pH4, pH6, pH8, pH10,pH12 //
change/alter the medium condition
Responding:
Number of Lemna sp
Count and record the number of Lemna sp. plants after 7 days.
Fixed:
Light exposure /
Volume of Knop solution
Fix 12 hours light exposure every day /

Maintain the volume at 20ml
1(d) KB0611- Making Hypothesis]

Score
Criteria
3
Able to state a hypothesis to show a relationship between the manipulated variable
and responding variable and the hypothesis can be validated, based on 3 criteria:
manipulated variable
responding variable
relationship
Sample answer :
1. In low pH, number of Lemna sp is less than in a higher pH.
2. The higher pH the higher number of Lemna sp.
3. In a neutral condition the number of Lemna sp. plants is the highest /the
most.
4. The more alkali the medium is the less number of Lemna sp.
2
Able to state less accurate hypothesis to show a relationship between manipulated

variable and responding variable base on 2 criteria.
Sample answer
1. Different pH has different number of Lemna sp.
2. Different condition has different number of Lemna sp.
3. pH affect the size of Lemna sp. population
Able to state idea of hypothesis to show a relationship between manipulated

variable and responding variable base on 1 criterion.
Sample answer
1. The number of Lemna sp. is varied
2. Lemna sp. can survive in different condition
3. pH affect the Lemna sp. growth
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1(e) (i) [KB0606 Communicating]

Score
3
Criteria
Able to draw and fill a table with all columns and rows labeled with complete unit
Sample answers
pH of water
2
4
6
8
10
12
2
1
0
Number of Lemna sp
4
5
8
11
5
1
Able to draw a table with incomplete data

Able to draw a table without data
1(e) (ii) KB0607 Space and time relationship

Score
3
Criteria
Able to plot a graph with 3 criteria:
2
1
0
A(axis): correct title with unit and uniform scale

P (point) : transferred correctly
S (Shape): able to joint all points, smooth graph, bell shape.
Able to plot a graph with any 2 criteria

Able to plot a graph with any 1 criteria
1(e) (iii) [KB0608 Interpreting Data]

Score
Criteria
3
Able to state clearly and accurately the relationship between the condition of
medium and Lemna growth based on the criteria:
P1- Alkali, acidic or neutral (abiotic factor)
P2- Lemna sp. growth
Sample answer:
(Associates each of the condition with the Lemna growth)
1. In the acidic medium the Lemna sp. growth is less, and increase when the
medium become neutral but decrease when in alkali condition.
2 Lemna sp. grow very well in neutral medium and less growth rate in alkali or
acidic medium
2
Able to state clearly but less accurate the relationship between the condition of
medium and Lemna sp growth.
Sample answer:
1. In the acidic medium the Lemna sp growth is less and increase when the
medium become neutral
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2. In the alkaline medium the Lemna sp growth is less and increase when the
medium become neutral
3. Lemna sp grow very well in neutral medium compare to other medium
1
Able to state the idea of the relationship .

1. Growth rate of Lemna sp depend on the condition of the medium
2. Different medium affect the Lemna sp growth .
3. pH affect the growth of Lemna sp.
4. Lemna sp growth is affected by different pH medium.
(f) [KB0609] [Define operationally]

Score
Criteria
3
Able to explain the abiotic factor operationally base on 3 criteria:
Lemna sp (organism)
affected (growth)
pH of medium (abiotic factor in ecosystem)
Sample answer:
1. Abiotic factor is pH of the medium that affect the Lemna sp growth in an
ecosystem.
2
Able to state the abiotic factor base on 2 criteria.

Sample answer:
1. Abiotic factor is pH of the medium that affect the growth.
2. Abiotic factor is physical factor that affect the Lemna growth such as pH.
Able to state the idea of the abiotic factor or the theoretical definition of abiotic
factor or hypothesis.
1. Abitiotic factor is physical factor that affect the organism growth in
ecosystem..
2. Abiotic factor is pH.
3. The physical factor that affect the Lemna sp population.
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(g) [KB0605 Predicting]

Score
Criteria
3
Able to predict the result accurately base on 2 criteria.
Expected population of Lemna sp
The reason of the answer
Not suitable for growth
Sample answer:
P1- No Lemna sp found/ very small population of Lemna sp,
P2- Because water is contaminated with soap/detergent contain alkali,
P3- Which is not suitable/favourable for Lemna to grow
2
Able to predict the result less accurate base on 1 criteria

Sample answer:
1. The Lemna sp is less because the pond water is not suitable for Lemna sp.
2. The pond water becomes too alkali for Lemna sp to grow
3. The pH of pond water is too high for Lemna sp to grow
4. Lemna sp is not found because the condition of pond water is not suitable.
Able to give idea of the result

Less Lemna sp in the pond.
All Lemna sp in the pond died.
The pond water unsuitable for Lemna sp to grow
(h) [KB0602 Classifying]

Score
Criteria
3
Able to classify all 4 pairs of the abiotic and biotic factors in ecosystem
Sample answer
Abiotic factors
Humidity
Light intensity
Soil texture
Topography
Biotic factors
Decomposer
Parasite
Symbiotic organism
invertebrates
Able to classify 3 pairs of abiotic and biotic factors
Able to classify 2 pairs of abiotic and biotic factors
Able to classify 2 pairs of abiotic and biotic factors or Not able to response or
wrong response.
4551/3
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QUESTION 2
Aspect
KB061201
Identifying
Problem
Statement
Criteria
Score
Able to write a problem statement correctly base on 3 criteria:

Manipulated variables- (Volume of water intake)
Responding variables- (Volume of urine released)
Relationship.
Sample Answer
1. How does the volume of water intake affect the volume
of urine released?
2. Does volume of water intake affect the volume of urine
released?
3. Which volume of water intake released more urine?
Able to write a problem statement but less correctly base on 2
criteria.
Able to give an idea about the problem statement base on 1

criterion.
Wrong or no response
0
Able to state the objective of the experiment correctly
Objective
/Aim
Variables
Sample Answer
1. To study / investigate the effect of drinking different volumes of
mineral water on urine output/volume
Able to identify all the three variables correctly

Sample Answer
Manipulated variable :
volume of mineral water
Responding variable :
volume of urine released
Fixed variable
:
same student/same environment
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Aspect
KB061202
Making
hypothesis
Criteria
Score
Able to write a suitable hypothesis correctly base on the 3 criteria:

Manipulated variable
Responding variable
Relationship
Sample Answer
1. The higher the volume of water intake, the higher the volume
of urine released.
2. If more water is taken, the urine released will be more.
3. As the volume of water intake increases, the volume of urine
released increases.
[note: wrong hypothesis is accepted]
Able to write a hypothesis but less correctly base on the 2 criteria.
2
Able to give an idea about the problem statement base on 1
criterion.
No response
Aspect
KB061205
Materials
and
Apparatus
Criteria
Score
Able to list all materials and apparatus needed to carry out the
experiment successfully.
Sample Answer
Specimen :
(*S)
Materials :
(M)
Apparatus
Boy/girl/student
mineral/drinking water
Beakers, glass/cup/mug, measuring cylinder

stop watch
(A)
* S + 4A + 1M
No S , 4A + 1M
3A + 1M
2A + 1M
Incomplete list or wrong or no response
Aspect
Technique
Criteria
2
1
0
Score
Able to state the technique used in carrying out the experiment

correctly
Sample Answer
B1 = 1
Measure the volume of urine released after a fixed hour (of

consuming water) by using measuring cylinder.
* fixed hours= 1-2 hours
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Aspect
KB061204
10
Criteria
Score
Able to write all the steps in carrying out the experiment

successfully.
Procedure
K1
K2
K3
K4
K5
:
:
:
:
:
Steps to set up the apparatus

Steps to handle the fixed variable
Steps to handle the manipulated variable
Steps to handle the responding variable
Precautionary steps / steps taken to get accurate results /
readings
Scoring Rubric
All K1-K5 present
Any 3 4K present
Any 2K present
1K or wrong response
[] is given for any 1K present.
Procedure
K1
1.
A student (Sample A) is chosen and instructed to empty his

bladder before the start of the experiment
K3
2.
Measure 200ml of water and put it into the mug/cup/glass
K1
A student(Sample A) is given 200ml of mineral/drinking water

to drink
K1
A stop watch is started immediately after consuming the water.
K2
During the experiment, he is kept in (any fixed suitable room)

within* 1-2 hours(any suitable time range)
K5
He is instructed not to eat or perform any vigorous physical

activities (within the given time)
K2
After half an hour, stop watched is stopped and he is asked to

empty his bladder.
K1
The collected urine is kept in a large beaker
K4
At the interval of half an hour, until two hours , a student will

empty his bladder.
After two hours, the total collected urine is measured using
measuring cylinder
K2/K4 10
K1/K5 11
Score
Repeat step 2 9 for different amount of drinking water ( 400

ml, 600ml,800ml,1000ml)
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11
* Accept four readings and more

K2
12
K5
K4
13
14
5K
Step 7 is conducted for four consecutive days in a fixed time

and place
Dispose the measured urine properly
Measure and record data collected into a table/
Graph of urine output against the water intake is plotted.
Aspect
=3m
3-4K = 2 m
1-2K = 1 m
Criteria
Score
Communi- Able to draw a complete table to record the relevant data base
cating data on the 3 criteria:
Volume of water intake
Volume of urine released
The units in ml or cm3
B2 = 1
Sample Answer
Volume of water intake (ml)
Volume of
urine
produced
(ml)
200
400
600
800
1000
Able to draw a complete table to record the relevant data with

2 criteria
Able to draw a table to record the relevant data but incomplete

with 1 criterion.
Wrong or no response
Aspect
Criteria
Score
Able to write a suitable conclusion for the experiment:

Conclusion
Sample Answer
1. The higher the volume of water intake, the higher the volume
of urine released.
2. If more water is taken, the urine released will be more.
3. As the volume of water intake increases, the volume of urine
released increases.
Hypothesis accepted // Hypothesis rejected only
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Aspect
Criteria
KB061203 Able to write a complete report for the experiment.

ExperimenScoring Rubric
ting
8 9 aspects correct
12
Score
3
2
6 7 aspects correct
1
3 5 aspects correct
0
Less than 3 aspects correct
Sample Answer
Aim
: To study the effect of drinking different volumes of water on urine output
Problem statement: What is the effect of water intake on urine output?

Hypothesis
: If more water is taken, more urine will be released
Variables
:
Constant variable:
Volume of water
Volume of urine released
Same student/ same environment
Apparatus
: Beakers, cup/mug, measuring cylinder, stop watch
Materials
: Drinking water
Specimen
: Boy/ girl/ a student
Technique
: Measuring the urine released by using a measuring cylinder
Procedure:
1.
A student i(Sample A) is chosen and instructed to empty his bladders before the start
of the experiment
2.
Measure 200ml of water and put it into the mug
3
A student(Sample A) is given 200ml of mineral/drinking water to drink
4
A stop watch is started immediately after consuming the water.
5
During the experiment, he is kept in (any fixed suitable room) within* 1-2 hours(any
suitable time range)
6
He is instructed not to eat or perform any vigorous physical activities
(within the given time)
7
After half an hour, he is asked to empty his bladder.
8
The collected urine is kept in a large beaker
9
At the interval of half an hour, until two hours , a student will empty his bladder.
10 After two hours, the total collected urine is measured using measuring cylinder
11 Repeat step 2 9 for different amount of drinking water ( 400 ml, 600ml, 800ml,
1000ml)
* Accept four readings and more
12 Step 7 is conducted for four consecutive days in a fixed time and place
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13
14
13
Dispose the measured urine properly

Measure and record data collected into a table/
Plot a graph of urine output against the water intake is plotted.
Results:
Volume of water intake (ml)
Volume of
urine
produced
(ml)
200
400
600
800
1000
Conclusion:
If more water is taken, more urine will be released. Hypothesis is accepted.
THE END OF MARKING SCHEME
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j2kk
SULIT
4551/3
Answer all questions
Jawab semua soalan
1. Flour beetles are the most abundant and injurious insect pest in flour industry. Badly
infested flour is characterized by a sharp odour and moldy flavour.
Tribolium confusum and Tribolium castaneum are two different species of flour beetle.
An experiment was carried out to investigate the effect of interspecific competition on
the size of the population of Tribolium confusum
Bubuk tepung adalah serangga perosak yang paling banyak mendatangkan kerugian dalam
industri tepung. Tepung yang terjejas selalunya berbau hapak .
Tribolium confusum dan Tribolium castaneum adalah dua jenis bubuk tepung yang berlainan
spesies. Satu eksperimen telah dijalankan untuk menyiasat kesan persaingan interspesifik
terhadap saiz populasi Tribolium confusum
Tribolium confusum
Tribolium castaneum
In the investigation, two set of experiments has been set up.

Set A used a specimen bottle, filled in with 200 ml of flour and 10 beetles (Tribolium
confusum).
Set B used a specimen bottle, filled in with 200 ml of flour and 10 beetles of each
species. (Tribolium confusum and Tribolium castaneum)
The number of male and female beetles in the two bottles are the same.
Dalam penyiasatan itu, dua set eksperimen telah disediakan.
Set A menggunakan satu botol spesimen, diisi dengan 200 ml tepung dan 10 bubuk tepung
(Tribolium confuusm)
Set B menggunakan satu botol spesimen, diisi dengan 200 ml tepung dan 10 bubuk tepung dari
setiap spesies (Tribolium confusum dan Tribolium castaneum)
Bilangan bubuk tepung jantan dan betina adalah sama dalam kedua-dua botol spesimen
muslin cloth
muslin cloth
rubber band
rubber band
specimen bottle
specimen bottle
flour with
Tribolium confusum
+ Tribolium castaneum
flour with
Tribolium confusum
Set B
Set A
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SULIT
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spoon spatula
specimen bottle
flour with
beetles
10
5
flour with
beetles
The bottles was left at room temperature for two weeks. After two weeks, the number of
each species of beetle was determined by the following procedure;
i. Scoop 10 ml of the flour with beetles using a spoon spatula into a measuring
cylinder.
ii. Pour the flour with beetles from the measuring cylinder into a petri dish.
iii. Count the number of each species of the beetles in the flour.
iv. Use the following formula to estimate the size of the population of each species of
the beetle in the bottle.
size of the population =
200 x number of beetles in the flour

10
v. Pour the flour and the beetles from the petri dish back to the bottle and tie it closely.
vi. The bottles was kept at room temperature for another 2 weeks.
vii. Step (i vi) is repeated for 10 weeks.
ix. The result are recorded in Table 1.
Botol spesimen disimpan dalam suhu bilik selama dua minggu. Selepas dua minggu, bilangan
bubuk tepung bagi setiap spesies ditentukan dengan menggunakan prosedur berikut;
i. Ceduk 10 ml tepung yang mengandungi bubuk dengan menggunakan spatula dan
masukkannya ke dalam satu selinder penyukat
ii. Tuangkan tepung yang mengandungi bubuk ke dalam satu piring peti.
iii. Hitung bilangan bubuk bagi setiap jenis spesies yang terdapat dalam tepung.
iv. Gunakan formula berikut untuk menganggarkan jumlah populasi bagi setiap jenis spesies
bubuk.
200 x bilangan bubuk dalam tepung
saiz populasi =
10
v. Tuangkan kembali semua bubuk bersamaan tepung ke dalam botol spesimen.
vi. Botol itu disimpan dalam suhu bilik selama 2 minggu.
vii. Langkah (i vi) diulang dalam tempoh 10 minggu
viii. Catatkan keputusan dalam Jadual 1.
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Set A
Week
Petri Dish
Number
of
Tribolium
confusum
in Petri
dish
Petri Dish
Set B
Number
of
Tribolium
confusum
in Petri
dish
Number
of
Tribolium
castaneum
in Petri
dish
10
Table 1 / Jadual 1
Keys :
Tribolium confusum
Tribolium castaneum
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(a)
4551/3
Record the number of each species of the beetle in Table 1.

Catatkan bilangan bubuk bagi setiap spesies dalam Jadual 1.
[ 3 marks / markah ]
(b) (i) State two different observations on the number of Tribolium confusum made from
Table 1.
Nyatakan dua pemerhatian yang berbeza ke atas bilangan Tribolium confusum yang dibuat
daripada Jadual 1.
Observation 1 / Pemerhatian 1 :
.
....
Observation 2 / Pemerhatian 2 :
(ii) State the inference from the observations in 1(b)(i).
Nyatakan inferens daripada pemerhatian di 1(b)(i).
Inference 1 / Inferens 1 :
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
Inference 2 / Inferens 2 :
.......................................................................................................................................
.......................................................................................................................................
......................................................................................................................................
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4551/3
(c) Complete Table 2 based on this experiment.

Lengkapkan Jadual 2 berdasarkan eksperimen ini.
Variable
Method to handle the variable
Pembolehubah
Cara mengendalikan pembolehubah
Manipulated Variable
Pembolehubah dimanipulasikan
Responding variable
Pembolehubah bergerak balas
Constant variable
Pembolehubah dimalarkan
Table 2 / Jadual 2
(d)
State the hypothesis for this experiment.

Nyatakan hipotesis bagi eksperimen ini.
.
.
.
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(e) (i) Construct a table and record all the data collected in this experiment.
Bina satu jadual dan rekodkan semua data yang dikumpul dalam eksperimen ini.
Your table should have the following aspects :
Jadual anda hendaklah mengandungi aspek-aspek berikut:
- Week of the experiment

Minggu eksperimen
- Number of each species of the beetles in the Petri dish of Set A and Set B.
Bilangan bubuk tepung bagi setiap spesies dalam piring Petri Set A dan Set B.
- The population of each species of the beetles in Set A and Set B

Jumlah populasi bagi setiap spesies dalam Set A dan Set B.
(ii) Use the data in 1(e)(i) and on the same piece of graph paper, plot the graphs to show the
changes of the population of each species of beetles in 10 weeks.
Gunakan data dalam 1(e)(i) dan di atas kertas graf yang yang sama, plotkan graf bagi
menunjukkan perubahan populasi bagi setiap spesies bubuk dalam masa 10 minggu.
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(f) Based on the graphs in 1(e)(ii), explain the relationship between the presence of
Tribolium castaneum and the changes of population of Tribolium confusum in Set A
and Set B.
Berdasarkan graf di 1(e)(ii), terangkan hubungan antara kehadiran Tribolium
castaneum dengan perubahan populasi Tribolium confusum dalam Set A dan Set B.
.
.
(g) Based on the results of this experiment, what can be deduced about interspecific
competition?
Berdasarkan keputusan eksperimen ini, apa yang dapat dirumuskan tentang persaingan
interspesifik?
(h) The experiment is repeated by a group of students in rainy season, based on the results
of this experiment, predict the changes of the population of Tribolium confusum in
Set A
Explain your prediction.
Eksperimen ini diulangi oleh sekumpulan pelajar dalam musim hujan, berdasarkan
keputusan eksperimen ini, ramalkan perubahan populasi Tribolium confusum dalam
Set A.
Terangkan ramalan anda.
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(i) The following are the factors affecting the growth rate of Tribolium confusum.
Berikut ialah faktor-faktor yang dapat mempengaruhi kadar pertumbuhan
Tribolium confusum.
poor ventilation, good ventilation, low temperature, high temperature, low light
intensity, strong light intensity.
pengudaraan lemah, pengudaraan baik, suhu rendah, suhu tinggi, keamatan cahaya rendah,
keamatan cahaya kuat.
Classify these factors in Table 3.

Klasifikasikan faktor-faktor ini dalam Jadual 3.
Increase the growth rate of flour beetle.
Decrease the growth rate of flour beetle.
Meningkatkan kadar pertumbuhan bubuk

tepung
Mengurangkan kadar pertumbuhan bubuk

tepung
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2
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The population distribution of an organism is influenced by the changes in the
abiotic factors. Abiotic factors refer to the non-living components of an
ecosystem which include pH, temperature, light intensity, humidity, topography
and climate.
Penyebaran populasi organism dipengaruhi oleh perubahan faktor-faktor abiotik.

Faktor abiotik merujuk kepada komponen bukan benda hidup seperti pH, suhu,
keamatan cahaya, kelembapan, topografi dan cuaca.
Lemna minor float freely on the surface of the water , receive sunlight directly and
grow best in a neutral environment, so it reproduce rapidly by vegetative propagation
and spread to cover a large area of the water surface.
Lemna minor terapung bebas di atas permukaan air, menerima cahaya matahari
secara terus dan hidup subur dalam persekitaran yang neutral, maka ia membiak
cepat melalui pembiakan vegetatif dan tersebar luas di atas permukaan air.
Based on the above information, design an experiment to study the effect of pH on

the population growth rate of Lemna minor in the laboratory.
Your experimental planning should include the following aspects.
Berdasarkan maklumat di atas, rancangkan satu eksperimen untuk mengkaji kesan
perubahan pH ke atas kadar populasi tumbesaran Lemna minor di dalam makmal.
Perancangan eksperimen anda hendaklah merangkumi aspek-aspek berikut.
Problem statement
Penyataan masalah
Aim
Tujuan
Hypothesis
Hipotesis
Variables
Pembolehubah
Lists of material and apparatus

Senarai alat dan radas
Technique
Procedure
Teknik
Prosedur
Persembahan data
Conclusion
Kesimpulan
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SULIT
Skema Biology P3
1
j2kk
1 (a)
Set A
Week
Petri Dish
Set B
Number of
Tribolium
confusum
in Petri
dish
Petri Dish
Number of
Tribolium
confusum
in Petri
dish
Number
of
Tribolium
castaneum
in Petri dish
10
Score 3 : 15 ticks
Score 2 : 10 14 ticks
Score 1 : 5 9 ticks
Score 0 : 0 4 ticks
1
Percubaan SPM 2009
PKPSM Kedah
Skema Biology P3
2
j2kk
QUESTION SCORE MARK SCHEME

1 (b) (i)
NOTE
KB0601 Observation
Able to state two different observations correctly
[Observations must have values for Set A and Set B]
Sample Answers :
Horizontal:
1. In Week 4, the number of Tribolium confusum in the
Petri dish of Set A is 2, the number of Tribolium
confusum in the Petri dish of Set B is 1.
Petri dish of Set A is 4, the number of Tribolium
confusum in the Petri dish of Set B is 1.
Vertical:
Petri dish of Set A is more than the number of Tribolium
confusum in the Petri dish of Set B.
Able to state two different observations inaccurately.

[State the value for Set A or Set B only]
Sample Answers :
Petri dish of Set A is 2.
Petri dish of Set B is 1.
Able to state two different observations at idea level.

Sample Answers :
1. The number of Tribolium confusum is affected by the
presence of Tribolium castaneum.
2. The number of Tribolium confusum in Set A increase,
number of Tribolium confusum in Set B decrease.
None of the above OR No response
Scoring
Correct
2
1
1
1
-
Inaccurate
1
2
1
1
Idea
1
2
1
1
Wrong
1
1
1
Score
3
2
2
Percubaan SPM 2009
PKPSM Kedah
Skema Biology P3
3
j2kk
NOTE
KB0604 Making inference
1 (b) (ii)
Able to state two inferences correctly

Sample answers :
1. Tribolium confusum in Set A only facing
intraspecific competition, whereas Tribolium
confusum in Set B have to face both intraspecific
competition and interspecific competition.
2. In Set B, growth rate of Tribolium confusum
declined seriously because couldnt compete with
Tribolium castaneum for food and space.
3. In Set B, the growth rate of Tribolium castaneum is
higher than the growth rate of Tribolium confusum
because Tribolium castaneum is stronger / more
dominant than Tribolium confusum in the
competition.
Able to state two inferences inaccurately
Sample answers :
1. The growth rate of Tribolium confusum is higher in
Set B compare to Set A.
2. The growth rate of Tribolium confusum is lower
compare to Tribolium castaneum.
Able to state two inferences at idea level
Sample answers :
1. Tribolium castaneum is stronger / more dominant
than Tribolium confusum.
Must state
the
competition
between the
two
different
species of
beetles.
Does not
deliver the
concept of
competition
Scoring
Correct
2
1
1
1
-
Inaccurate
1
2
1
1
Idea
1
2
1
1
Wrong
1
1
1
Score
3
2
3
Percubaan SPM 2009
PKPSM Kedah
Skema Biology P3
4
j2kk

1 (c)
3
NOTE
KB0610 Controlling variables

Able to state all 3 variables and the methods to handle the
variable.
Sample answer :
Variables
Manipulated
variable
The presence of
Tribolium
castaneum
Responding
variable
The population of
Tribolium
confusum
Add the same number of

Tribolium castaneum to the
population of Tribolium
confusum
Estimate the population of
Tribolium confusum using the
number of Tribolium confusum
counted in Petri dish.
Constant variable
1. Amount of flour.
2. The size of the
Petri dish.
1. Measure the amount flour

using measuring cylinder.
2. Use the same size of Petri
dish.
3. Surrounding
temperature
3. Place the Petri dish at the

same place.
All 6 ticks
2
4 to 5 ticks
2 to 3 ticks
0
4
Percubaan SPM 2009
PKPSM Kedah
Skema Biology P3
5
j2kk

1 (d)
3
NOTE
KB0611 State hypothesis

Able to state a hypothesis relating the manipulated variable
and the responding variable correctly with the following
aspects :
P1 = manipulated variable (the presence of Tribolium
castaneum)
P2 = Responding variable ( The population size of
Tribolium confusum)
H = relationship (Higher/increases or inversely)
Sample answers :
1. Without the presence the Tribolium castaneum, the
population size of Tribolium confusum increase
rapidly.
2. In the presence of Tribolium castaneum, the
population size of Tribolium confusum increase
slowly.

and the responding variable inaccurately
Sample answers :
1. The number of Tribolium confusum decrease when
the number of Tribolium castaneum increase.
2. As the number of Tribolium castaneum increase, the
number of Tribolium confusum decrease.

and the responding variable at idea level
Sample answer :
1. The number of Tribolium confusum is affected by the
number of Tribolium castaneum.
5
Percubaan SPM 2009
PKPSM Kedah
Skema Biology P3
6
j2kk
1(e)(i)
Able to construct a table correctly with the following aspects :
1. Able to construct the table with 7 column.
2. Able to record all the data correctly from week 0.
3. Able to calculate the population correctly
Set A
Week
Number of
Tribolium
confusum
Set B
Population of
Tribolium
confusum
Number of
Tribolium
confusum
Population of
Tribolium
confusum
Number of
Tribolium
castaneum
Population of
Tribolium
castateum
10
10
10
20
20
20
40
20
40
60
40
80
80
20
100
10
80
20
100
Score 3 : All the 3 aspects correct

Score 2 : Any 2 aspects correct
Score 1 : Any 1 aspect correct
Score 0 : None of the above OR no response.
6
Percubaan SPM 2009
PKPSM Kedah
Skema Biology P3
7
j2kk

1 (e)(ii)
3
NOTE
KB0607 Correlating time and space

Able to draw the graph correctly with the following aspects:
P (paksi) : Correct title with unit on both horizontal,
vertical axis and uniform scale on the axis.
T(titik) : All points plotted/transferred correctly.
B(bentuk): Able to join at least 5 points to form the graph
All three aspects correct.
Any two correct.
Any one correct.
7
Percubaan SPM 2009
PKPSM Kedah
Skema Biology P3
8
j2kk

1 (f)
3
NOTE
KB0608 Interpretating data

Able to interpret data correctly and explain with the
following aspects ;
Relationship :
P1 = Able to state the relationship between the
manipulated variable and responding variable.
Explanation :
P2 = Able to state the competition between Tribolium
confusum and Tribolium castaneum
P3 = Able to state Tribolium castaneum is stronger /
more dominant than Tribolium confusum
Sample answer :
1. In the presence of Tribolium castaneum, the growth
rate of Tribolium confusum is slow and declining,
this is because Tribolium castaneum is stronger than
Tribolium confusum in competition for food and
space.
Able to interpret data correctly with two aspects

correctly.
Able to interpret data correctly with the only one aspect

correctly.
8
Percubaan SPM 2009
PKPSM Kedah
Skema Biology P3
9
j2kk

1 (g)
3
NOTE
KB0609 Defining by operation

Able to deduce about interspecific competition based
on the results of the experiment with the following
aspects.
P1 : Competition between two different species of organism
/ Tribolium confusum and Tribolium castaneum
P2 : Compete for the same source of food and space on the
same habitat.
P3 : The population size of stronger species will increase
rapidly whereas the population size of weaker species
increase slowly and then declining.
Sample answer :
1. Interspecific competition is the competition between
Tribolium confusum and Tribolium castaneum for
food and space in the same habitat. Tribolium
castaneum is more dominant and it caused the
population size of Tribolium confusum increased
slowly and then declining.
Able to define operationally based on the result of the

experiment with two aspects correctly.
Able to define operationally based on the result of the

experiment with only one aspect correctly.
9
Percubaan SPM 2009
PKPSM Kedah
Skema Biology P3
10
j2kk

1 (h)
NOTE
KB0605 Predicting
3
Able to predict and explain the outcome of the experiment

correctly with the following aspects :
Prediction :
P1 : Able to predict the population size of Tribolium
confusum in Set A will increase.
Explanation :
P2 : Able to relate the rainy day to the increasing of air
humidity
P3 : Able to state that high humidity of air will cause the
growth rate of Tribolium confusum increase.
Sample answer :
2. The population of Tribolium confusum in Set A will
increase because in rainy day, the humidity of air
increase, this is favour for the growth / increase the
growth rate of Tribolium confusum.

correctly with the two aspects correctly.

correctly with one aspect correctly.
10
Percubaan SPM 2009
PKPSM Kedah
Skema Biology P3
11
j2kk
1 (i)
Able to classify the factors in Table 3 correctly.
Increase the growth rate of flour beetle.
Decrease the growth rate of flour beetle.
Meningkatkan kadar pertumbuhan bubuk Mengurangkan kadar pertumbuhan bubuk
tepung
tepung
poor ventilation
good ventilation
low light intensity
low temperature
high temperature
strong light intensity
Score 3
Score 2
Score 1
Score 0
: 5 6 ticks
: 3 4 ticks
: 1 2 ticks
: 0 ticks
11
Percubaan SPM 2009
PKPSM Kedah
Skema Biology P3
12
j2kk
Question 2
01
Explanation
Able to state problem statement by relating P1, P2 and P3 in a
question form correctly.
Score
3
P1+P2+P3
P1- manipulated variable

The changes in pH
P2-responding variable
The number of Lemna minor / the growth rate of Lemna
minor
P3-question form (How/does ? )
Sample answer:
How / Does the changes in pH (P1) affects the growth rate / the
number of Lemna minor (P2) ? (P3)
2
P1+P2/
P1+P3/
P2+P3
Able to state problem statement inaccurately

Sample answer:
1. What is the effect of pH on plants ? (P1+P3)
2. The number / growth rate of plant is affected by the
changes in pH (no P3)
Able to state the idea
Sample answer :
1. The changes in pH affects the growth of plants
( no P2 + P3)
No response or wrong response
02
1
P1/P2/P3
0
Explanation
Able to state the hypothesis by relating two variables correctly
(P1+P2+H)
The changes in pH
The growth rate of plants / the number of Lemna minor
H-relationship
Sample answer:
1. The population of growth rate / the number of Lemna minor (P2)
is fastest/ highest (H) in a neutral medium (P1)
2. In neutral medium(P1), the growth rate/ the number of Lemna
minor(P2) is fastest/highest (H)
Able to state any two criteria correctly or inaccurate hypothesis
Sample answer:
1. The changes in pH (P1) affect the growth rate of plants/ Lemna
minor (P2).
(no H)
2. The growth rate of plants/ Lemna minor is higher(no P1)
Able to draw the idea of hypothesis
Sample answer:
1. The changes in pH affect the plants/ Lemna minor
(noP2+H)
Score
3
P1+P2+H
2
P1+P2/
P1+H/
P2+H
1
P1/P2/H
0
12
Percubaan SPM 2009
PKPSM Kedah
Skema Biology P3
13
j2kk
KB061204
04
Explanation
Able to state K1, K2, K3, K4 and K5 (5K) correctly
K1: The set up of apparatus (S1/ S2/S3/S4/S5) (any 3 )
K2: How to manipulate the variable (S3 )
K3: How to operate the responding variable ( S6 / S7) ( any 1 )
K4: How to fix the constant variable(S1/S4/ S5/S6) ( any 1 )
K5: Precautions ( S5 )
Score
3
K1+K2+
K3+
K4+K5
(5K)
S1- Three beakers/ containers are prepared and filled with 500ml of
pond water in each beaker / container
S2- The beakers are labeled as A, B and C with waterproof paint .
S3- By using measuring cylinder, 10 ml of 0.1M hydrochloric acid
is poured into beaker A, 10 ml of 0.1M sodium hydroxide
solution is poured into beaker B and 10 ml of distilled water is
poured into beaker C.
S4- 20 numbers of Lemna minor are put into each beaker
S5- Each beaker is placed in an area of the same distributed light and
temperature
S6- After 5 days, the number of Lemna minor in each beaker is
counted.
S7- The growth rate of Lemna minor is calculated by using
formula
= the number of Lemna minor
time taken / day
S8- The result are recorded in a table.
Able to state any 3K 4K correctly
Able to state any 1K 2K correctly
Wrong response or no response
13
Percubaan SPM 2009
PKPSM Kedah
Skema Biology P3
14
j2kk
KB061205
05
Explanation
Able to list 3 materials and 3 apparatus correctly to make a
functional experiment and able to get the data
MATERIALS (M)
Lemna minor
Pond water
0.1M Hydrochloric acid
0.1M Sodium hydroxide
Distilled Water
APPARATUS (A)
Beaker / Basin / Container
Waterproof paint /marker pen
Measuring cylinder
Dropper
Notes :
Score
Material (M)
Apparatus
(A)
3
3M
2A
2
3M
1A
2M
2A
1
2M
1A
1M
1A
Able to list any 2 materials and any 2 apparatus related to the
experiment ( 2M + 2A / 2M + 1A )
Able to list any 1 material and any 1 apparatus related to the
experiment (1M + 1A )
Explanation
Able to construct a table to record data with the following aspects
- Titles with corrects units
- Data is not required
Score
3
2
1
0
Score
B2 = 1
mark
Number of Lemna minor

Beaker
A
B
C
Construct
Condition/ medium
of pH
Beginning of
experiment
End of
experiment
The growth rate of

Lemna minor /day
0.1M Hydrochloric
Acid
(Acidic)
0.1M Sodium
Hydroxide
(Alkaline)
Distilled water
(Neutral)
Explanation
Able to state the correct technique with the following aspects
Sample answer
1. Count the number of Lemna minor
OR
2. Calculate the growth rate of Lemna minor by using formula
= The number of Lemna minor counted
Time taken/ day
Score
B1 = 1
mark
14
Percubaan SPM 2009
PKPSM Kedah
Skema Biology P3
15
j2kk
03
Explanation
Able to state 7-9 aspects of experimental planning correctly :
Statement of problem
Objective
Hypothesis
Variables ( The three variables are correct)
List of materials and apparatus
Technique used
Procedure
Conclusion
Score
3
Note:
7-9 - 3 marks
4-6 - 2 marks
1-3 - 1 mark
Able to state any 4 - 6 items/aspects in the experimental planning
correctly
Able to state any 1 - 3 items correctly

Example:
The report is in the form of explanation without planning item
15
Percubaan SPM 2009
PKPSM Kedah
Skema Biology P3
16
j2kk
Sample Answer :
Problem Statement
Does the changes in pH affects the growth rate of plants/ Lemna minor?
01=3
Aim of experiment
To study the effects of pH on the growth rate of plants/ Lemna minor
Hypothesis
The growth rate of plants/ Lemna minor is higher/ faster/grow better in neutral medium 02=3
Variables
Responding variable
Constant variable
: The changes in pH
: The number of / the growth rate of plants/ Lemna minor
: Number of plants/ Lemna minor at the beginning of experiment /
same sources of pond water / the volume of pond water / the
volume of substances / light intensity / time taken
Materials
Lemna minor/ hydrilla / pleurococcus
Pond Water
0.1M Hydrochloric acid
0.1M Sodium hydroxide
Distilled Water
05=3
Apparatus
Beaker / Basin / Container
Waterproof paint /marker pen
Measuring cylinder
Dropper
Techniques
Count the number of plants / Lemna minor
OR
Calculate the growth rate of plants/ Lemna minor by using formula
= The number of Lemna minor counted
Time taken/ day
B1=1
Procedure
1. Three beakers/ containers/ basins are prepared and filled with 500ml of pond water in
each beaker /container
04=3
2. The beaker are labeled as A, B and C with waterproof paint .
3. By using measuring cylinder, 10 ml of 0.1M hydrochloric acid is measured and poured into
beaker A, 10 ml of 0.1M sodium hyroxide solution is measured and poured into beaker B
and 10 ml of distilled water is measured and poured into beaker C.
4. 20 numbers of Lemna minor are put into each beaker
5. Each beaker is placed in an area of distributed light and temperature
6. After 5 days, the number of Lemna minor in each beaker is counted.
7. The growth rate of Lemna minor is calculated by using formula
= the number of Lemna minor
time taken / day
8. The result are recorded in a table
16
Percubaan SPM 2009
PKPSM Kedah
Skema Biology P3
17
j2kk
Results
B2= 1
Number of Lemna minor

Beaker
A
B
C
Condition/ medium of
pH
Beginning of
experiment
End of
experiment
The growth rate of

Lemna minor /day
0.1M Hydrochloric
Acid (Acidic)
0.1M Sodium
Hydroxide (Alkaline)
Distilled water
(Neutral)
Conclusion
The growth rate of plants/ Lemna minor is higher/ faster/grow better in neutral medium .
Hypothesis is accepted.
Note:
7-9 - 3 marks
4-6 - 2 marks
1-3 - 1 mark
03=3
17
17
Percubaan SPM 2009
PKPSM Kedah
2
MOZ@C
SULIT
4551
Answer all questions.

Question 1
Hydrogen peroxide is a chemical that bubbles when it reacts with a catalase enzyme.
Catalase enzyme is an antioxidant enzyme in living cells. Hydrogen peroxide is converted
into water and oxygen by the catalase enzyme
2H2O2
2H2O + O2
An experiment is carried out to investigate the effect of pH on catalase enzyme in potatoes.

Bubbling of gases is used to indicate that a reaction is occurring. The rate of reaction is
determined by measuring the volume of bubbles produced in a unit time. The experiment is
conducted as followed:
1.
Three measuring cylinders, P, Q and R are filled with 3.0 cm3 of hydrogen peroxide.
2.
6.0 cm3 of 0.1% hydrochloric acid is added to P, 6.0 cm3 of distilled water is added to Q
and 6.0 cm3 of 0.1% sodium hydroxide is added to R.
3.
pH paper is used to measure the pH value of each tube.
4.
The potato is cut into three cubes, with the size of 1.0 cm3 each.
5.
One potato cube is added into each measuring cylinder.
6.
The volume of bubbles produced in each measuring cylinder is observed after

5 minutes and recorded.
7.
The results are shown in Diagram 1.
cm3
25
Volume
of
bubbles
cm3
25
10
P
pH 2
4551
cm3
25
3.0 cm3
hydrogen
peroxide
+
6.0 cm3
0.1%
hydrochloric
acid
+
1.0 cm3
potato
20
15
10
Volume
of
bubbles
=
20
20
15
Volume
of
bubbles
3.0 cm
hydrogen
peroxide
+
6.0 cm3
distilled
water
+
1.0 cm3
potato
Q
pH 7
DIAGRAM 1
15
10
3.0 cm3
hydrogen
peroxide
+
6.0 cm3
0.1%
sodium
hydroxide
+
1.0 cm3
potato
R
pH 10
SULIT
3
MOZ@C
SULIT
(a)
4551
List all materials and apparatus used in this experiment.

Materials
For
Examiners
Use
Apparatus
1(a)
[3 marks]
(b)
(c)
Record the volume of bubbles formed in each measuring cylinder after

5 minutes in Diagram 1.
[3 marks]
(i)
1(b)
State two observations made on Diagram 1.

Observation 1
.
.
Observation 2
.
.
1(c)(i)
[3 marks]
(ii)
State the inference for each observation made in (b) (i).

Inference for observation 1
.
.
.
.
[3 marks]
4551
SULIT
4
MOZ@C
SULIT
(d)
(i)
4551
Construct a table and record all the data collected in the experiment
based on the following criteria:
pH value
Volume of bubbles formed
Rate of reaction (cm3 minute-1)
1(d)(i)
[6 marks]
(ii)
Explain the relationship between the test tube content and the volume of
bubbles formed in Q.
.
.
.
1(d)(ii)
[3 marks]
(e)
(i)
State the variables and explain how the variables are operated.
Variables
Responding variable
Fixed variables
1(e)(i)
[3 marks]
4551
SULIT
5
MOZ@C
SULIT
(ii)
4551
State the hypothesis of the experiment.

.
.
1(e)(ii)
[3 marks]
(f)
State the relationship between volume of bubbles formed and time in a

medium of pH 7.
.
.
.
1(f)
[3 marks]
(g)
Based on the experiment, what is enzyme?

....
.
.
[3 marks]
(h)
The experiment is repeated by using 2 potato cubes sized 0.5 cm3 each.
Predict the observation in measuring cylinder R. Explain your answer.
.
.
.
1(g)
[3 marks]
4551
SULIT
6
MOZ@C
SULIT
4551
Question 2
Acorbic acid, or vitamin C, is found in fruits and green vegetables. Ascorbic acid is a
reducing agent which decolourises the blue colour of DCPIP solution. The vitamin C in
solutions will deteriorate when exposed to oxygen.
Plan an experiment to determine the vitamin C content in orange, papaya and watermelon
juices.
Your experimental planning need to include the following aspects:
Statement of identified problem
Objective of study
Variables
Statement of hypothesis
Technique used
Experimental procedures
Conclusion
[17 marks]

4551
SULIT
F4 BIOLOGY DIAGNOSTIC 2008
12
MOZ@C
MARKING SCHEME
PAPER 3
Question 1
1 (a) [KB0602 - Classifying]
Score
Criteria
Able to categorise all the materials and apparatus used in the experiment correctly.
3
Sample answer:
Material
Potato*
Hydrogen peroxide*
Hydrochloric acid
Sodium hydroxide
Distilled water
pH paper
Apparatus
Knife
Measuring cylinder*
Stopwatch
Able to categorise any 4 materials and any 2 apparatus into correctly.

(*compulsory)
Able to categorise 2 materials (*) and 1 apparatus (*) correctly.
1 (b) [KB0603 - Measuring Using Number]

Score
Criteria
Able
to
record
all
the
volume
of
bubbles
formed in each measuring cylinder
3
accurately with correct unit.
Answer:
P
Q
Q
Volume of bubbles
Volume of bubbles
Volume of bubbles
= 0 cm3
= 11.5 cm3
= 0 cm3
2
Able to record two readings (which include Q) accurately with correct unit.
Able to record any one reading accurately with correct unit.
1 (c) (i) [KB0601 - Observation]

Score
Criteria
Able to state any two observations correctly according to the criteria:
3
pH value
test tube
bubbles produce
Sample answers:
1. At pH 7 in test tube R, volume of bubbles produced in 5 minutes time is 11.5 cm3.
2. At pH 2 in test tube P, volume of bubbles produced in 5 minutes time is 0 cm3.
3. At pH 10 in test tubes Q, volume of bubbles produced in 5 minutes time is 0 cm3.
MARKING SCHEME
4551

2
13
MOZ@C
MARKING SCHEME
Able to state any one observation correctly.

or
Sample answers:
1. pH affect the volume of bubbles formed.
2. The volume of bubbles formed depends on pH.
Able to state any one idea of observation (any 1 criterion)

Sample answers:
1. Bubbles formed in neutral pH.
2. No bubbles in test tube P / Q.
3. Rate of enzyme reaction is higher at pH 7.
4. Bubbles are produced when potatoes react with hydrogen peroxide.
1 (c) (ii) [KB0604 - Making inferences]

Score
Criteria
Able to make one logical inference for each observation based on the criteria:
3
pH
enzyme in potato
react with H2O2 producing oxygen
Sample answers:
1. Neutral medium is suitable for enzyme catalase in potato to react with hydrogen
peroxide and produce oxygen.
2. Acidic / alkali medium is not suitable for enzyme catalase in potato to react and
no oxygen is produced.
2

or
Able to make one logical and incomplete inference base on 2 criteria for each
observation.
Sample answers:
1. pH of the medium affects enzyme catalase in potato to react with hydrogen
2. Acid / alkali medium is not suitable for enzyme reaction.
3. Neutral medium is suitable for enzyme reaction.

Sample answers:
1. Reaction of enzyme is affected by pH.
2. Gas produced when the medium is suitable for enzyme reaction.
MARKING SCHEME
4551
14
MOZ@C
MARKING SCHEME
1 (d) (i) [KB0606 - Communicating]

Score
Criteria
Able to tabulate a table and fill in data accurately base on three criteria:
3
pH value
Volume of bubbles formed (cm3)
Sample answers:
pH value
2
7
10

(cm3)
0
11.5
0
Able to tabulate a table base on two criteria.
Able to Able to tabulate a table base on one criterion.
Rate of reaction
(cm3 minute-1)
0
2.3
0
1 (d) (ii) [KB0607 - Interpreting Data]

Score
Criteria
Able to explain clearly and accurately the relationship between the test tube
3
content and the volume of bubbles formed in Q, base on 3 criteria.
Test tube content
Explanation: Relationship between pH value / medium and the rate of reaction.
Sample answer:
1. The content of test tube Q is hydrogen peroxide, distilled water and potato cube,
at pH 7 / neutral the rate of reaction is the highest / optimum pH for enzyme
reaction which produces highest volume of bubbles / 11.5 cm3.
2
Able to state / explain clearly but less accurate the relationship base on 2 criteria.
Sample answers:
which produces highest volume of bubbles / 11.5 cm3.
reaction.
3. At pH 7 / neutral the rate of reaction is the highest / optimum pH for enzyme
Able to state the idea of the relationship base on 2 criterion

Sample answer:
reaction.
2. Test tube with hydrogen peroxide, distilled water and potato cube, produced
bubbles.
3. The volume of bubbles in pH 7 / neutral is 11.5 cm3.
MARKING SCHEME
4551
15
MOZ@C
MARKING SCHEME
1 (e) (i) [KB061001 - Controling Variables]

Score
Criteria
Able to state all the variables and the method to handle the variables correctly.
3
Sample answers:
Variables
pH (value of mediums) //
acidic, neutral and
alkaline mediums
Volume of bubbles
formed //
The rate of reaction /
(catalase) enzyme action
Fixed variable:
Volume / concentration of
solutions / H2O2 / acid /
alkali / distilled water /
potato cube
Method to handle the variables

Three mediums of different pH are used //
Hydrochloric acid, distilled water and
sodium hydroxide solutions are used.
Observe / measure and record the volume
of bubble formed (in 5 minutes) by using a
measuring cylinder (and a stopwatch) //
Calculate the rate of reaction by dividing the
volume of bubble formed with time in cm3
minute-1 / using formula (show the formula)
Use 3.0 cm3 of H2O2 for all experiment //
Use 6.0 cm3 of acid, alkali and distilled
water //
Put 1 potato cube with size of 1.0 cm3 each
for all experiment
Able to state 4 - 5 of the variables and the method to handle the variables correctly.
1 (e) (ii) [KB0611 - Making Hypothesis]

Score
Criteria
Able to state a hypothesis to show a relationship between the manipulated
3
variable and responding variable and the hypothesis can be validated, base on 3
criteria:
Responding variable
Relationship
Sample answers:
1. In neutral medium / pH 7 the reaction between the potato enzyme and H2O2
produces the highest volume of bubbles / the highest rate of reaction.
2. In acidic / alkali medium / pH 2 / pH 10 the potato enzyme will not react with H2O2
producing no bubbles.
2

Sample answers:
1. The pH affects the reaction of potato enzyme with H2O2 producing bubbles.
2. The bubbles produce by potatos enzyme reaction depends on different pH.

MARKING SCHEME
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MARKING SCHEME
Sample answers:
1. pH medium affect the reaction.
2. Suitable pH causes the production of bubbles.
1 (f) [KB0608 - Space and Time Relationship]
Score
Criteria
Able to state clearly and accurately the relationship between the volume of bubbles
3
formed and the time in a medium of pH 7 base on criteria:
Time
Relationship
Sample answers:
1. In a medium of pH 7, the volume of bubbles formed in 5 minutes is 11.5 cm3.
2
Able to state clearly but less accurate the relationship between the volume of
bubbles formed and the time in a medium of pH 7 base on 2 criteria.
Sample answers:
1. In a medium of pH 7, the rate of reaction is 2.3 cm3 minute-1.
Able to state the idea of the relationship base on 2 criteria.

Sample answer:
1. Bubbles are formed in 5 minutes.
1 (g) [KB0609 - Define Operationally]

Score
Criteria
Able to state what an enzyme is base on experiment correctly according to the
3
criteria:
Chemical / substance / molecule / enzyme in potato
React with H2O2 which produce bubbles
Affected by pH
Sample answer:
1. Enzyme is a chemical in potato that able to react with H2O2 producing bubbles
and the reaction is affected by pH of the medium.
2. Enzyme in potato react with H2O2 producing bubbles and affected by pH.
2
Able to state what an enzyme is base on experiment less accurately according to 2

criteria.
Sample answers:
1. Enzyme react with H2O2 producing bubbles.
Able to state the idea of an enzyme or the theoretical definition of enzyme.

Sample answers:
1. Enzyme reacts with H2O2.
2. Enzyme in potato reacts to produce bubbles.
3. Enzyme is a biological catalyses that accelerate the reaction.
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MOZ@C
MARKING SCHEME
1 (h) [KB0605 - Predicting]

Score
Criteria
Able to predict and explain the observation accurately when 2 potato cubes 0.5 cm3
3
is used in measuring cylinder P.
Expected observation
Compare to which
Reason
Sample answer:
1. The volume of bubbles produce is 23 cm3 (any value between 11,5 - 23 cm3),
more than the experiment when using 1 potato cube (sized 1 cm3), because more
enzyme for the reaction / larger surface area of potato (in contact with H2O2).
2
Able to predict the result less accurately (2 criteria).

Sample answers:
more than the experiment when using 1 potato cube (sized 1 cm3).
2. The volume of bubbles produce is more than the experiment when using 1 potato
cube (sized 1 cm3), because more enzyme for the reaction / rate of reaction is
higher.
Able to give idea of the result.

Sample answers:
1. The volume of bubbles produce is 23 cm3.
2. The rate of reaction is higher.
MARKING SCHEME
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MOZ@C
MARKING SCHEME
Question 2
Problem Statement
Score
Criteria
3
Able to state the problem statement of the experiment correctly that include criteria:
Manipulate variables
Responding variables
Relation in question form and question symbol [?]
Sample answers:
1. Does orange juice contain higher amount / more vitamin C than papaya and
watermelon juices.
2. Which fruit juice has the highest amount of vitamin C?
3. What is the amount of vitamin C in orange, papaya and watermelon juices?
2
Able to state the problem statement of the experiment with two criteria.
Sample answers:
1. Do different fruit juices have different amount of vitamin C?
2. Does the content of vitamin C in fruit juices differ?
Able to state the of problem statement with one criteria.

Sample answers:
1. What is the amount of vitamin C in orange juice?
Aim
Score
Criteria
To determine the concentration / percentage of vitamin C in orange, papaya and
watermelon juices.
Hypothesis
Score
Criteria
3
Able to state the hypothesis correctly according to the criteria:
Relationship of the variables
Sample answers:
1. Orange juice has the highest concentration / percentage of vitamin C than
papaya and watermelon juices.
MARKING SCHEME
4551

2
19
MOZ@C
MARKING SCHEME
Able to state the hypothesis with two criteria

Sample answers:
1. The vitamin C content depends on types of fruit juice.
2. Different fruit juices have different amount of vitamin C
Able to state the idea of the hypothesis.

Sample answers:
1. Fruit juices have vitamin C.
Variables
Score
Criteria
Able to state the three variables correctly
Sample answers:
Manipulated variable: Fruit juices // orange, papaya and watermelon juices
Responding variable: Concentration / percentage of vitamin C
Fixed variable:
Volume DCPIP solution // Concentration of ascorbic acid.
Materials and Apparatus

Score
Criteria
3
Able to state all functional materials and apparatus / 2*materials + 1 other material
and 1*apparatus + 2 other apparatus for the experiment.
Materials: *Orange, papaya and watermelon juices, 0.1% ascorbic acid solution,
*DCPIP solution.
Apparatus: *Syringes with needles, beakers, test tubes / specimen tubes, gauze /
muslin cloth.
2
Able to state 2*materials and 1*apparatus + 1 other apparatus for the experiment.
Able to state 2*material and 1*apparatus for the experiment.
Technique
Score
Criteria
Able to state the action on responding variable with an apparatus / formula.
Bonus Sample answer:

Calculating and recording the concentration / percentage of vitamin C in fruit juices
1m
by using the following formula.
Concentration of Vitamin C = Volume of 0.1% ascorbic acid mg cm3
Volume of fruit juice
Or / Percentage of Vitamin C = Volume of 0.1% ascorbic acid x 0.1 %
MARKING SCHEME
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MARKING SCHEME
Procedure
Score
Criteria
Able to state five procedures P1, P2, P3, P4 and P5 correctly.
3
P1 : How to Set Up The Apparatus (3P1)
P2 : How to Keep Constant The Control Variable (2P2)

P3 : How to Manipulate The Manipulated Variable (1P3)
P4: How to Record The Responding Variable (1P4)
P5 : Precaution (1P5)
2
Able to state three of any procedures P1, P2, P3, P4 and P5 correctly
Able to state two of any procedures P1, P2, P3, P4 and P5 correctly
Example of Procedure:
1. Measure (1 cm3) of DCPIP by using a syringe and place in a test tube.
2.
3.
4.
5.
6.
7.
8.
9.
P1
(1 cm3) P2
Fill a 5 cm3 syringe with (0.1%) ascorbic acid.
P1
(0.1%) P2
Place the needle of syringe into the DCPIP solution.
P5
Add the acid ascorbic solution,
P1
drop by drop into the DCPIP solution.
P5
Stir the mixture gently with the needle of the syringe.
P5
Add the acid ascorbic solution continuously until the DCPIP solution decolourise.
P1
Record the volume of acid ascorbic used.
P4
Repeat steps 1 to 7 by using orange juice, papaya juice and watermelon juice.
P3
Record the results in a table.
P4
Data
Score
Criteria
Able to tabulate the correct table with observations.
Bonus Sample answers:

Solution / Fruit juice
1m
Volume of solution / fruit

juice needed to decolourise
1 cm3 DCPIP solution (cm3)
Concentration / Percentage
of vitamin C in fruit juice
(mg cm3) / %
0.1% ascorbic acid

Orange juice
Papaya juice
Watermelon Juice
Conclusion
Score
Criteria
Able to rewrite the hypothesis correctly.
Sample answers:
Orange juice has the highest concentration / percentage of vitamin C than papaya
and watermelon juices. (Hypothesis is accepted).
MARKING SCHEME
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MOZ@C
MARKING SCHEME
Planning the Experiment

Score
Criteria
3
Able to plan the experiment based on 7 9 ( ) of the following criteria:
Objective of study
Variables
Technique used
Conclusion
2
Able to plan the experiment based on 4 6 ( ) of the criteria.
END OF MARKING SCHEME

MARKING SCHEME
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CONFIDENTIAL
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Jawab semua soalan
1. A group of students carried out an experiment to study the growth curve of fish.
They choose tilapia fish for the study. The mass of the tilapia was measured with
a spring balance every week for 7 weeks. At the beginning of the experiment, the
mass was 10 gram and the second week 16 gram.
Diagram 1 shows the method of measurement for tilapia fish.
The readings for the mass of the fish are shown in Table 1.
Satu kumpulan pelajar telah menjalankan satu eksperimen untuk mengkaji

lengkung pertumbuhan bagi seekor ikan. Mereka telah memilih ikan talapia
sebagai bahan kajian. Jisim ikan talapia itu diukur menggunakan neraca spring
setiap minggu selama 7 minggu. Pada permulaan eksperimen jisim ikan talapia
adalah 10 gram dan pada minggu ke-2 adalah 16 gram.
Rajah 1 menunjukkan cara pengukuran ikan talapia.
Bacaan jisim anak ikan talapia bagi minggu-minggu berikutnya ditunjukkan
dalam Jadual 1.
Diagram 1
Rajah 1
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SULIT
CONFIDENTIAL
Time/week
Masa/minggu
5
Level of the spring balance
Aras penunjuk neraca spring
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Reading of the spring
balance (g)
Bacaan neraca
spring(g)
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SULIT
CONFIDENTIAL
Time/week
Masa/minggu
6
Level of the spring balance
Aras penunjuk neraca spring
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Reading of the spring
balance(g)
Bacaan neraca
spring(g)
TABLE 1
JADUAL 1
(a) (i) State two observations based on Table 1 regarding the

relationship between the reading of the spring balance and
time.
For
Examiners
use
Untuk
Kegunaan
Pemeriksa
Nyatakan dua pemerhatian berdasarkan Jadual 1 tentang

hubungan antara bacaan neraca spring dengan masa.
1(a) (i)
1
[3 marks]
[3 markah]
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(ii) State the inference which corresponds to the observation in

1(a)(i).
Nyatakan inferens yang sepadan dengan pemerhatian di
(a)(i).
1
For
Examiners
use
Untuk
Kegunaan
Pemeriksa
1(a) (ii)
[3 marks]
[3 markah]
(b)
Complete Table 1 by recording the readings of the spring balance for
1(b)
each weekly interval.

Lengkapkan Jadual 1 dengan merekodkan bacaan neraca spring bagi
setiap minggu
[3 marks]
[3 markah]
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(c) Complete Table 1.2 based on this experiment

Lengkapkan Jadual 1.2 berdasarkan eksperimen ini.
Variable
Pembolehubah

Cara mengendali pembolehubah
For
Examiners
use
Untuk
Kegunaan
Pemeriksa
1(c)
Responding variable
Controlled variable
Table 1.2
Jadual 1.2
[3 marks]
[3 markah]
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d) State the hypothesis for this experiment.

Nyatakan hipothesis bagi eksperimen ini.
..
..
.
[3marks]
[3 markah]
For
Examiners
user
Untuk
Kegunaan
Pemeriksa
1(d )
(e) (i) Based on Table 1, construct a table and record the results of the
experiment which includes the following aspects:
Time
Mass of the fish
Berdasarkan Jadual 1, bina satu jadual dan rekodkan keputusan
eksperimen yang meliputi aspek-aspek berikut :
Masa
Jisim ikan
1(e) ( i)
[3marks]
[3 markah]
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10
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(e) (ii) On the graph paper provided on page 8, draw the graph showing
the mass of the fish against time.
Pada kertas graf yang disediakan di halaman 8, lukis satu graf
menunjukkan jisim ikan melawan masa.
For
Examiners
user
Untuk
Kegunaan
Pemeriksa
1 (e) (ii)
[3 marks]
[3 markah]
(iii) Based on the graph in (e)(i) explain the relationship between the
mass of the tilapia fish and time.
Berdasarkan graf di (e) (ii) terangkan hubungan antara jisim
ikan tilapia dengan masa.
..
1(e) (iii)
.
.
[3 marks]
[3 markah]
(f) Based on this experiment, what can you deduce about the growth of
tilapia fish?
Berdasarkan eksperimen ini, apakah yang dapat anda rumuskan
tentang tumbesaran ikan tilapia tersebut.
1(f)
..
.
.
[3 marks]
[3 markah]
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Graph of mass of the fish against time

Graf jisim ikan lawan masa
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12
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(g)The experiment is extended for 2 more weeks.

Predict the weight of the tilapia fish at the end of 9 weeks.
Eksperimen ini dilanjutkan selama 2 minggu lagi.
Ramalkan jisim ikan tilapia diakhir minggu ke-9.
Jelaskan ramalan anda.
For
Examiners
use
Untuk
Kegunaan
Pemeriksa
1(g)
..
.
.
[3 marks]
[3 markah]
( i ) In another experiment, the students use other parameters to
investigate the growth curves of various organisms. The
parameters are :
Mass of grasshopper, mass of white mouse, mass of cockroach,
height of maize plant, dry mass of grasshopper.
Classify the above parameters based on the growth curves from this
experiment in the space provided below.
Dalam eksperimen lain, pelajar menggunakan parameter yang
berlainan untuk mengkaji lengkung pertumbuhan beberapa
organisma. Parameter yang digunakan ialah :
Jisim belalang, jisim tikus putih, jisim lipas, tinggi anak benih
jagung, jisim kering belalang
Kelaskan parameter di atas berdasarkan lengkung pertumbuhan
yang diperolehi dalam eksperimen itu di ruang yang disediakan di
bawah.
1( i )
TOTAL
[ 3 marks ]
[3 markah]
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2.
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Diagram 2 shows different areas along a river that causes water pollution.
Rajah 2 menunjukkan kawasan berbeza di sepanjang sebatang sungai yang
menyebabkan pencemaran air.
P
Upstream
Hulu sungai
Oil Palm Factory
Q Kilang kelapa sawit
Housing area
Kawasan perumahan
R
Diagram 2
Rajah 2
Based on your knowledge of Biology, plan a laboratory experiment to investigate

the level of water pollution at the places labelled P, Q and R in Diagram 2.
The planning of the experiment should cover the following aspects:
4551/3
Problem statement
Hypothesis
Variables
Technique used
Experimental procedure or method
Conclusion
SULIT
14
CONFIDENTIAL
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Berdasarkan pengetahuan Biologi anda, rancang satu eksperimen di dalam makmal

untuk menyiasat tahap pencemaran air di kawasan berlabel P, Q dan R dalam
Rajah 2.
Perancangan kerja eksperimen anda perlu meliputi aspek-aspek berikut :
Pernyataan masalah
Objektif kajian
Hipotesis
Pembolehubah
Senarai alat radas dan bahan
Kaedah atau prosedur eksperimen
Kesimpulan
[ 17 marks ]
[17 markah]

KERTAS SOALAN TAMAT
4551/3
SULIT
1
BIOLOGY FORM 5
SPM TRIAL 2007
MARKING SCHEME
PAPER 3
Question
1(a)(i)
Score
Explanation
Able to state the correct observations based on
the following criteria :
K1 The reading in the level of the spring
balance
K2 The time taken
Remarks
Sample answer
1. The level of the spring balance is 42 g
/75 g/ 98 g/108 g/111g at week 3
/4/5/6/7 respectively.
2. The level of spring balance increases
greater at week 4.
3
2
1
0
Question
1(a)(ii)
Able to state two observations based on two

criterias correctly
Able to state any two observations incomplete
Able to state any one observations correctly /
both at idea only
Score
Explanation
3
Able to state two inferences correctly and
corresponds with observations in 1(a)(i)
Sample answer
Inference 1
1. Little growth at lag phase// rapid
growth at log phase//slow down rate
growth at decelerating phase.
Inference 2
2. cell multiplication occurs at this phase
2
1
Able to state any one inferences correctly and

one incomplete // both inferences incomplete
Able to state any one inferences correctly //
both at idea only
Remarks
2
0
Question
1(b)
Question
1(c)
Score
Explanation
3
Able to record all the five readings correctly
Time /weeks
Readings /gram
3
42
4
75
5
98
6
108
7
111
2
Able to record any 3-4 readings correctly
Able to record any 1-2 readings correctly
Score
Explanation
Able to state all the variables correctly
Sample answer
P1 Manipulated variable
Time taken
P2 Responding variable
Mass of tilapia fish
P3 Controlled variable
Species of fish
Able to state method to handle variable
correctly
Sample answer
K1Manipulated variable
Increase the week until week 7
K2 Responding variable
Using a spring balance to measure the
Mass of fish and record
3
2
K3 Controlled variable
Used same species of fish/Tilapia fish
Able to state all P and K correctly
Able to state 4-5 P and K correctly
Remarks
Remarks
Question
1(d)
1
Able to state 2-3 P and K correctly
0
Score
Explanation
3
Able to state the hypothesis correctly on the
following criteria :
K1 State the manipulated variable
K2 State the responding variable
K3 State the relation between K1 and K2
Sample answer
As week increases the mass of fish increases

Able to state the hypothesis but less accurate
Sample answer
Different week causes different in the mass of
fish
Able to state any one observations correctly /

both at idea only
Sample answer
Week affects the mass of fish
Remarks
Question
1(e)(i)
Score
Explanation
3
Able to construct a table and record the results
with the following criteria :
Remarks
K1 State all two aspects correctly

K2 Transfer all data for time and mass
correctly
K3 State all the values with unit correctly
Sample answer
Question
1(e)(ii)
Time / weeks Mass /g

3
42
4
75
5
98
6
108
7
111
Able to construct a table and record two criteria
Able to construct the idea of a table and record

any one criteria
Score
Explanation
3
Able to draw the graph showing the mass of
fish against against time which satisfies the
following criteria :
Axes (P) - Both axes are labelled and uniform
scales , independent variable on
horizontal axis
Points (T) - All points correctly plotted
Shape (B) - All points are connected smoothly
Sample answer
Remarks
5
Refer graph
Question
1(e)(iii)
Graph which satisfies any two criterias
Graph which satisfies any one criteria
Score
Explanation
3
Able to explain the relationship between mass
of fish with time correctly on the following
criteria :
K1 State the relationship between mass of
fish with time
Remarks
K2 State the mass of fish

K3 State the reason
Sample answer
K1 The mass of fish increases as
time increases
K2 The increases of mass of fish
Question
1(f)
K3 because an increases in the number of

cells /cell size// cell differentiation
Able to state any two criterias
Able to state any one criteria
Score
Explanation
3
Able to deduce the growth of Tilapia fish
operationally based on the following criteria :
K1 State the increase in mass
K2 State the method of measurement
K3 State the irreversible process
Sample answer
Remarks
Question
1(g)
K1 The increase in mass of Tilapia fish

K2 which can be measured using a spring
balance
K3 and it is an irreversible process.
Score
Explanation
3
Able to predict correctly and explain the
prediction based on the following criteria :
Remarks
K1 The fish mass is aqual or more

than 111 gram
K2 The growth of the fish slow
Question
1(h)
K3 The growth limited by internal or

external factors
Score
Explanation
3
Able to classify all parameters used correctly
Remarks
Sample answer
Sigmoid growth
curve
Mass of white mouse
Height of maize
plant
Intermittent growth
curve
Mass of grasshopper
Mass of cockroach
Dry mass of
grasshopper
Able to match two sigmoid growth curves and

two intermittent growth curves correctly
Able to match any one sigmoid growth curve

and one intermittent growth curve correctly
Question 2
.
8
KB061201 ( Problem statement)
Question
2
Score
3
Explanation
Able to state the problem statement correctly :
P1 : Manipulated Variable
P2 : Responding variable
R : Relationship and question mark
Sample Answer:
What is the time taken to decolourise methylene blue in water
samples P,Q and R?
Able to state the problem statement of identified problem but

incorrect.
Remarks
Sample Answer:
Does the time taken to decolourise methylene blue is influence
by water sample?
Without question mark /? score 2
Able to state the idea only

Sample Answer:
What is the effect of time on water samples P,Q and R?
KB061202 ( KB061203 Making Hypothesis )

Question
2
Score
3
Explanation
Able to state the hypothesis correctly by relating two variables
correctly
Criteria set:
P1 : Manipulated variable
P2 : Responding variable
R : Relationship and direction between the
manipulated variable and the responding variable.
Sample Answer:
The methylene blue solution took the shortest time to decolourise
in sample water Q compared to sample water P and R.
Remarks
Able to state the hypothesis slightly incorrect

Sample Answer:
in sample water Q .
Able to state an idea only

Sample Answer:
The methylene blue solution decolourise.
KB061203 - Planning ( Planning for investigation)

Question
2
Score
3
Explanation
Remarks
Able to state 7-9 aspects of eperimental planning which includes
the following following:
Problem statement idea
Aim of investigation / Objective Relation between P1 and

P2
Sample answer
To investigate the time taken to decolourise methylene blue in
water sample from P,Q,R.
Statement of hypothesis idea
Variables
All three variables must be correct :
Manipulated variable : Water samples from P,Q and R
Responding Variable : Time taken for the methylene blue
solution to decolourise
Constant Variable : Volume of water sample / Concentration
or volume of methylene blue solution

Technique Correctly and accurately
10
Bonus 1 = 1 mark
Sample Answer:
Record the time taken for methyelene blue to decolourise
using a stopwatch.
Procedure / Method of investigation must have at least

one criteria either P1 / P2 / P3 / P4 / P5
Data presentation // presentation of result Have table with

title and unit correcttly
Sample Answer :
Reagent
bottle
Water sample
A
B
C
P
Q
R
Time taken for

methylene blue
solution to
decoulourise
(hours)
Bonus 2 = 1 mark
Conclusion (CS) Must write the correct hypothesis again.

Reject conclusion., if only write hypothesis accepted.
Sample answer :
in sample water Q compared to sample water P and R.
( Hypothesis is accepted)
2
Able to state 4 6 aspects of experimental planning
Able to state 3-4 aspects of experimental planning
KB061204 ( Method / procedure of investigation)
11
Question
2
Score
3
Explanation
Remarks
Able to list down the complete and correct procedures/steps used
based on the following five criterias P1, P2, P3, P4 and P5 :
P1 : Procedures of assembling the apparatus and materials:
K1: Water samples are collected from P,Q and R
K2: The reagent bottles are labelled A,B,C
K3: The reagent bottles are closed with the stoppers
immediately.
K4 :The stopwatch is activated.
K5 :The bottles are examined from time to time.
K6: The results are recorded in a table.
Remark :
Able to state any four (K) steps to get P1.
P2 : Method of controlling controlled variable

1. Measure 100 ml of water sample from P,Q and R
separately and pour into the reagent bottle labelled A,B
and C respectively.
2. 1 ml of methylene blue solution is added to the base of
each water sample using a syringe.
P3 : Methods to determine responding variable
The time taken for the methylene blue solution to
decolourise / become colourless is recorded for all
the water samples.
P4 : Methods to operate manipulated variables.
1. Measure 100 ml of water sample from P,Q and R
separately and pour into the reagent bottle labelled
A,B and C respectively.
P5 : Metods to take precautions steps

State one precaution steps in the experiment.
Sample Answer:
1. The contents of the bottles cannot be shaken.
2. All the reagent bottles are kept in a dark
cupboard .
Sample Answer:
Method / Procedure :
12
1. Water samples are collected from P,Q and R
2. The reagent bottles are labelled A,B,C
3.Measure 100 ml of water sample from P,Q and R
separately and pour into the reagent bottle labelled
A,B and C respectively.
3. 1 ml of methylene blue solution is added to the base of
each water sample using a syringe.
4. The reagent bottles are closed with the stoppers
immediately.
5. The contents of the bottles cannot be shaken.
6. All the reagent bottles are kept in a dark cupboard
7. The stopwatch is activated.
8. The bottles are examined from time to time.
9. The time taken for the methylene blue solution to
decolourise / become colourless is recorded for all the
water samples.
10.The results are recorded in a table.
2
3-4 criterias
1
At least 2 criterias
0
1 criteria or no response
KB061205 (Listing of Materials and Apparatus)

Question Score Explanation
2
3
Able to state all the materials and apparatus:
Sample Answer:
Materials : Methylene blue solution,water sample from P,Q,R
Apparatus : Reagent bottle,stopper,beaker,syringe,stop watch
2
Able to state two of the materials and 3 apparatus
1
Able to state two of the materials and 2 apparatus including
Black polythene bag
0
Mark:
3 X 5 = 15 marks
Remarks
13
B1 = 1 mark( technique)
B2 = 1 mark( Data presentation)
TOTAL = 17 marks
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Jawab semua soalan
Time suggested to complete each question is 45 minutes.
Masa yang dicadangkan untuk menjawab setiap soalan ialah 45 minit.
1.
An experiment was set up by a group of students to determine the

concentration of sucrose solution that is isotonic to the potato cell sap. The
students carried out the following steps.
Eksperimen telah dilaksanakan oleh sekumpulan pelajar untuk mengenalpasti
kepekatan larutan sukrosa yang isotonic terhadap sap sel kentang. Pelajar
tersebut telah mengikut langkah-langkah berikut.
Step 1:
Langkah 1:
Six cylindrical strips of potato were obtained using a cork borer. Each
strip was measured and cut into a length of 5 cm.
Enam jalur silinder kentang dipotong dengan menggunakan penebuk
gabus. Setiap jalur kentang diukur dan dipotong dengan panjang 5 cm.
Step 2:
Langkah 2:
Six test tubes were labelled A, B, C, D, E and F.

Enam tabung uji dilabel A, B, C, D, E dan F.
Step 3:
The test tube were filled with different concentrations of solutions as

listed below and placed upright on a test tube rack.
Enam tabung uji diisi dengan kepekatan larutan yang berbeza
mengikut senarai di bawah dan diletakkan di rak tabung uji.
Langkah 3:
Test tube A
Test tube B
Test tube C
Test tube D
Test tube E
Test tube F
Step 4:
Langkah 4:
:
:
:
:
:
:
10 ml of distilled water
10 ml of 0.2 ml mol dm3 sucrose solution
One strip of potato was added into each of the test tubes A to F, and
left to stand for an hour as shown in Diagram 1.
Setiap satu jalur kentang dimasukkan ke dalam tabung uji A F, dan
dibiarkan selama 1 jam seperti ditunjukkan dalam Rajah 1.
Diagram 1
Rajah 1
2
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Step5:
Langkah 5:
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After an hour, each potato strip is removed from the test tube using
forceps and wiped till dry with a piece of filter paper. The lengths of
the potato strips were measured and recorded in a table.
Selepas satu jam, setiap jalur kentang dikeluarkan dari tabung uji
dengan menggunakan forcep dan dikeringkan dengan menggunakan
kertas turas. Panjang jalur kentang diukur dan direkodkan dalam
jadual.
The results obtained are shown in the table 1 below.

Keputusan yang diperolehi direkodkan dalam jadual 1 di bawah.
Concentration
of sucrose
Test
solution (mol
tube
dm3)
Tabung
Kepekatan
uji
latrutan
sukrosa
(mol dm-3)
0
A
0.2
0.4
Results
Keputusan
Length of
potato
strip (cm)
Panjang
jalur
kentang
(cm)
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0.6
0.8
1.0
Table 1
Jadual 1
(a) (i) Based on Table 1,state two observation made during this experiment.
Berdasarkan Jadual 1, nyatakan dua pemerhatian eksperimen ini.
(a) (i)
1.
2.
[3 marks]
(ii) State two inferences which corresponds to the observation in 1(a) (i)
Nyatakan dua inferen yang sepadan dengan pemerhatian di 1(a)(i)
(a) (ii)
1.
2.
[3 marks]
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(b)
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In the spaces provided in table 1, record the lengths of the potato strips in the
different concentrations of sucrose solutions.
Dalam ruangan yang disediakan dalam jadual 1, rekodkan panjang jalur
kentang dalam kepekatan larutan sukrosa yang berlainan
(b)
[3 marks]
(c)
Complete Table 2 based on this experiment

Variable
Method of handle the variable
_________________________________
__________________________________
_________________________________
__________________________________
_________________________________
__________________________________
Responding variable
_________________________________
__________________________________
_________________________________
__________________________________
_________________________________
__________________________________
(c)
Controlled variable
_________________________________
__________________________________
[3 marks]
_________________________________
__________________________________
_________________________________
__________________________________
Table 2
Jadual 2
(d)
State the hypothesis for this experiment

Nyatakan hipotesis untuk eksperimen ini.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
(d)
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(e) (i) Record all the data collected in this experiment in Table 2.
Rekodkan data yang dikumpul dalam Jadual B.
Test
tube
Tabung
uji
Concentration of sucrose
solution (mol dm3)
Kepekatan larutan
sukrosa (mol dm-3)
Length of potato strip

(cm)
Panjang jalur kentang
(cm)
Initial
Final
length
length
Panjang
Panjang
awal
akhir
Difference in
length (cm)
Perbezaan
panjang (cm)
A
B
C
D
E
F
(e)(i)
[3 marks]
Table 3
Jadual 3
(e) (ii) Draw a graph to show the change in length of the potato strip against the
concentration of sucrose solution.
Lukiskan graf yang menunjukkan perubahan panjang jalur kentang melawan
kepekatan larutan sukrosa.
(e) (ii)
[3 marks]
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Graph of the change in length of the potato strip against the concentration of
sucrose solution.
Graf perubahan panjang jalur kentang melawan kepekatan larutan sukrosa.
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(f)
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From your graph, determine the concentration of the cell sap of the potato.
(f)
Berdasarkan graf, nyatakan kepekatan sap sel kentang.
[3 marks]
(g)
Explain the relationship between the changes in length of the potato strip and
the concentration of sucrose solution.
Terangkan hubungan antara perubahan panjang jalur kentang dang
kepekatan larutan sukrosa.
(g)
[3 marks]
(h)
List the apparatus and materials used in this experiment.

Senaraikan alat dan radas yang digunakan dalam eksperimen ini.
Material
Bahan
(h)
Apparatus
Radas
[3 marks]
(i)
Explain why excessive amount of fertilisers used on plants can cause the plants
to wilt.
Terangkan mengapakah berlebihan baja yang digunakan untuk tumbuhan
akan menyebabkan tumbuhan itu layu.
(i)
[3 marks]
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Yeast cells can either respire aerobically (when oxygen is present), or

anaerobically (in the absence of oxygen) to produce energy for their life
processes. In the absence of oxygen, glucose is partially broken down to release
carbon dioxide, ethanol, and heat energy. This anaerobic respiration of yeast is
also called fermentation.
Sel yis boleh menjalankan respirasi aerob (dalam keadaan beroksigen) atau
menjalankan respirasi anaerob ( dalam keadaan tanpa oksigen) untuk
menghasilkan tenaga bagi menjalankan pelbagai proses kemandiriannya. Dalam
keadaan tanpa oksigen, glukosa separa terurai kepada karbon dioksida, etanol
dan tenaga haba. Respirasi anaerob oleh yis ini dikenali juga sebagai penapaian.
Glucose
Glukosa
Zimase
Ethanol
Etanol
+ Carbon dioxide + Energy

Karbon dioksida
Tenaga
The rate of anaerobic respiration is affected by several factors such as temperature,

pH values and nutrients.
Kadar respirasi anaerob dipengaruhi oleh beberapa faktor seperti suhu, nilai pH
dan nutrient.
Based on the above information and equation, design a laboratory experiment to
investigate the effect of temperature on the rate of anaerobic respiration in yeast
Berdasarkan maklumat dan persamaan di atas, reka bentuk satu eksperimen
makmal untuk mengkaji kesan suhu ke atas kadar respirasi anaerob dalam yis.
The planning of your experiment must include in the following aspects:
Perancangan eksperimen anda hendaklah meliputi aspek-aspek berikut:
Problem statement
Pernyataan masalah
Objektif kajian
Hypothesis
Hipotesis
Variables
Pembolehubah
Technique used
Kaedah atau prosedur eksprimen
Cara data dipersembahkan
Conclusion
Kesimpulan
[17 marks]
MARKING SCHEME
Question 1
(a) (i)
1. When the concentration of sucrose is 0, the length of the potato strips is

5.8cm..
2. When the concentration of sucrose is 1.0, the length of the potato strips is
4.3 cm.
(ii)
1. The concentration of sucrose solution is hypotonic to cell sap of the potato

strip and water diffuse into the cell sap
2. The concentration of sucrose solution is hypertonic to cell sap of the potato
strip and water diffuse out from cell sap
(b) 5.8 cm, 5.5 cm, 5.1 cm, 4.7 cm, 4.5 cm, 4.3 cm
(c)
Manipulated variable : The concentration of sucrose solution
Use different concentration of sucrose solution
Responding variable : The lengths of potato strips
Measure and record the length of potato strips using a
Ruler
Fixed variables : Temperature, volume of sucrose solution used
Fixed the temperature/ volume of sucrose solution used.
(d)
(e) (i)
The higher the concentration of sucrose solution, the shorter length of potato
strip.
Test
tube
A
B
C
D
E
F
Concentration of
sucrose solution
(mol dm3)
0
0.2
0.4
0.6
0.8
1.0
Length of potato strip (cm)

Initial length
Final length
5.00
5.00
5.00
5.00
5.00
5.00
5.80
5.50
5.10
4.70
4.50
4.30
Difference
in length
(cm)
+0.80
+0.50
+0.10
0.30
0.50
0.70
(ii)
(f) 0.45 mol dm3

(g) The solutions in test tubes A, B and C are hypotonic to the potato cell sap. Water
diffuses into the cells by osmosis and the potato strips becomes longer.
The sucrose solution in test tubes D, E and F are hypertonic to the potato cell sap.
This causes water to diffuse out of the potato cell sap by osmosis. The potato strips
become shorter and shorter as the concentration of the sucrose solution increases.
If the concentration of the sucrose solution is isotonic to the potato cell sap, there is
no change in length in the potato strips. This is because in an isotonic solution,
there is no net movement of water into the cell and out of the cell.
(h) Apparatus:
Six test tubes, cork borer, scalpel, forceps, beaker, ruler, glass rod and white tile
Materials:
A potato, sucrose solutions of 0.2 mol dm3, 0.4 mol dm3, 0.6 mol dm3, 0.8 mol
dm3, 1.0 mol dm3, distilled water and filter paper
(i) The plants will wilt because the excess fertilisers in the soil cause the water in the
soil to become hypertonic, and water diffuses out of the plant cells.
Question 2
Construct
Criteria And Sample answer
Notes on scoring
Aim
To investigate the effect of temperature on the rate of

anaerobic respiration in yeast
Problem
statement
Able to state the problem statement of the experiment

correctly that include criteria:
Manipulate variables: temperature
Responding variables : anaerobic respiration
Relation in question form and question symbol
[?]
only
Reject if no
yeast
3 marks and
Sample answers:
1. What is the effect of temperature on the rate of
anaerobic respiration in yeast?
2. Does temperature affect the rate of anaerobic
respiration in yeast?
Able to state the problem statement of the experiment
with two criteria.
2 marks and
Sample answers:
1. What is the effect of temperature on yeast?
2. Does temperature affect the activity of yeast?
Able to state the problem statement with one criteria.
1 mark and
Sample answers:
1. Yeast is affected by temperature.
2. Temperatures affect the activity of yeast.
3. Temperature is a factor in anaerobic respiration.
Hypothesis
Able to state the hypothesis correctly according to the

criteria:
Sample answers:
1. As the temperature increases, the rate of anaerobic
respiration in yeast increases.
2. The higher the tempterature , the higher rate of
anaerobic respiration.
3 marks and
Variables

1. The temperature affects the rate of anaerobic
respiration in yeast.
2. The temperature affects the time taken for lime
water to turn chalky.
2 marks and

1. The temperature affects the respiration of yeast.
2. The optimum temperature in respiration in yeast is
35oC.
1 mark and

Manipulated
Responding
fixed
Apparatus
& materials
only
Temperature
Time taken (lime water
turns chalky) // Rate of
anaerobic respiration
Volume / concentration
of yeast suspension
Able to state all functional materials and apparatus Yeast 3 marks and
and Glucose should be in the material listed
Apparatus:
1. boiling tube
2. water bath
3. stopwatch
4. rubber stopper
5. delivery tube
6. retort stand
7. measuring cylinder
Yeast and
Glucose should
be in the material
listed
Materials :
Yeast suspension
Glucose solution
lime water/ bicarbonate indicator
Paraffin/oil
Able to state 4-5 apparatus and 2 materials for the
experiment.
Yeast and Glucose should be in the material listed
2 marks and
Able to state 3 apparatus and 2 materials for the

experiment.
1 mark and
Yeast and Glucose should be in the material listed
Technique
1-2 apparatus and 1 material
Able to state the operating responding variable correctly,

using suitable apparatus / formula.
B1 = 1 mark and
Sample answers:
1. Using a ruler, measure and record the change in
height of the coloured liquid
2. Using stopwatch, measure and record the number of
bubbles released / volume of gas collected after 10
minutes.
3. using stopwatch, measure and record time taken for
lime water turn chalky
4. Calculating the rate of anaerobic respiration by using
the formula:
1
Time taken for lime water to turn chalky
Procedure
Able to state five procedures P1, P2, P3, P4 and P5

correctly.
P1 : How to Set Up The Apparatus (Any 3 )
P2 : Operating fixed variable (any 1)
P1: any 3
Yeast suspension in boiling tube
Add glucose solution in boiling tube
First manipulated temperature, 20oC
Record initial temperature
Record in a table
Plot graph
P2: any 1
Volume of yeast suspension
Volume of glucose suspension
P3:
Record the time for the lime water to turn chalky
P4:
Repeat experiment in different temperature such
as 30 o C, 40 o C and 50 o C
(Suitable set of experiment)
All 5 P = 3marks
and
3-4P only
= 2 marks and
2P only
= 1 mark and
1P only = 0 ( )
P5: Any 1
Make sure all joints are air-tight
Repeat experiment to get average readings
Add paraffin / oil
Recording
data/ result
Able to construct a table to record all data with the

following aspects:
Titles with correct units
No data is required
Temperature / o C
Time taken for
lime water to turn
chalky (minute)
Rate of respiration
in yeast (min -1)
20
30
40
B2= 1 and
50
Conclusion
only
Planning
experiment
Able to plan the experiment based on 7 9 ( ) of the

following criteria:
Objective of study
Variables
Technique used
Conclusion
3 marks

criteria.
2 marks

criteria.
1 mark
Sample answer for procedure

1. Boil 100ml of water in a beaker, cool it and use it to prepare a 5% glucose and a 5%
yeast .
2. Label 4 boiling tubes as A, B, C, and D.
3. Pour 15 ml of the 5% glucose solution to boiling tube A. Then, add 5 ml of yeast
suspension.
4. Add sufficient paraffin, to form a layer covering the content.
5. Connect the boiling tube with stopper that has attached U-shaped delivery tube and a
thermometer. Make sure all the joints are air-tight.
6. Dip the other free end of the U-shaped delivery tube into a test tube containing
limewater.
7. Then place boiling tube A into water bath with temperature, 20o C and start the
stopwatch.
8. The time when the lime water turns chalky is recorded using the stopwatch.
9. Repeat step 3 until step 8, for boiling tubes B, C and D, using different temperature of
the water bath that is such as 30 o C, 40 o C and 50 o C.
10. Record all data in a table and calculate the rate of respiration using this formula:
1
Time taken for lime water to turn chalky
11. Plot a graph of rate of respiration against temperature.
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Jawab semua soalan.
1. A group of students carried out an experiment to investigate the effect of light intensity on
the rate of transpiration of a balsam plant shoot.
Diagram 1 below shows apparatus set up of the experiment.
Sekumpulan pelajar telah menjalankan satu eksperimen untuk mengkaji kesan keamatan cahaya ke atas
kadar transpirasi pucuk pokok keembung.
Rajah 1 menunjukkan susunan radas yang digunakan dalam eksperimen ini.
Diagram 1
Rajah 1
Initial reading of air bubble position

Bacaan kedudukan awal gelembung udara
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: .. cm
: .. cm
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The following steps were carried out in their investigation.

Langkah - langkah berikut telah dijalankan .
Step 1
: The initial reading of the air bubble position in the capillary tube was set up as
shown in Diagram 1.
Langkah 1
: Kedudukan awal gelembung udara di dalam tiub kapilari telah ditetapkan seperti yang
ditunjukkan dalam Rajah 1.
Step 2
: A light source from a 20 watt bulb was placed at a distance of 5 cm from the
potometer.
Langkah 2 : Satu sumber cahaya daripada satu mentol 20 watt diletakkan pada jarak 5 cm dari
potometer.
Step 3
: After 20 minutes, the final position of the air bubble in the capillary tube is
recorded .
Langkah 3
: Selepas 20 minit, bacaan kedudukan akhir gelembung udara di dalam tiub kapilari
dicatatkan.
The experiment is repeated by using different power of bulb respectively.

Eksperimen ini diulangi dengan menggunakan kuasa mentol yang berlainan.
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Table 1 shows the result of each experiment.

Jadual 1 menunjukkan keputusan setiap eksperimen .
Power of bulb /
(watt)
Position of air bubble after 20 minutes /(cm)

Kedudukan gelembung udara selepas 20 minit/(cm)
Kuasa mentol/(watt)
20
40
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Power of bulb /
(watt)
Position of air bubble after 20 minutes /(cm)

Kedudukan gelembung udara selepas 20 minit/(cm)
Kuasa mentol/(watt)
60
Table 1
Jadual 1
(a)
(i) Record the initial position of the air bubble in Diagram 1.

(ii) Record the final position of the air bubble in the spaces provided in Table 1.
(i) Rekodkan bacaan kedudukan awal gelembung udara dalam Rajah 1.
(ii) Rekodkan bacaan kedudukan akhir gelembung udara dalam ruangan yang disediakan pada
Jadual 1.
[3 marks]
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(b) (i)
State two different observations made from Table 1.

Nyatakan dua pemerhatian yang berlainan yang dibuat daripada rajah di Jadual 1.
Observation 1:
Pemerhatian
1:
......
......
Observation 2:
Pemerhatian 2:
...
..
[3 marks]
(ii) State the inferences from the observations in 1 (b) (i).

Nyatakan inferens daripada pemerhatian di 1 (b) (i).
Inference from observation 1:

Inferens daripada pemerhatian
1:

Inferens daripada pemerhatian
2:
[3 marks]
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(c)
Complete Table 2 based on the experiment that was carried out.

Lengkapkan Jadual 2 berdasarkan eksperimen yang telah dijalankan
Variables
Pembolehubah
..
..
..
Responding variable
..
..
..
Constant variable
.
.
.
Table 2
Jadual 2
[3 marks]
[3 marks]
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(e) (i)
Construct a table and record all the data collected in this experiment.
Bina satu jadual dan rekodkan semua data yang dikumpulkan dalam eksperimen ini.
Your table should have the following aspects:

Jadual anda hendaklah mengandungi aspek-aspek berikut:
Title with correct unit

Tajuk dengan unit yang betul
Light intensity
Keamatan cahaya
Differences in the distance of the air bubble movement

Perbezaan jarak pergerakan gelembung udara
Rate of transpiration
Kadar transpirasi
Use formula
Gunakan formula :
Rate of transpiration = Distance of the air bubble movement (cm)

Time Taken (min)
Kadar transpirasi
= Jarak pergerakan gelembung udara ( cm)

Masa (min)
[3 marks]
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(ii) Use the graph paper provided to answer this question.

Using the data in 1 (e) (i), draw a graph to show the relationship between the light
intensity and the rate of transpiration.
Gunakan kertas graf yang disediakan untuk menjawab soalan ini.
Dengan menggunakan data di 1 (e) (i), lukiskan satu graf untuk menunjukkan hubungan antara
keamatan cahaya dengan kadar transpirasi.
[3 marks]
(f)
Based on the graph in 1 (e) (ii), explain the relationship between the rate of
transpiration of balsam plant shoot and the light intensity.
Berdasarkan graf di 1 (e) (ii), terangkan hubungan antara kadar transpirasi pucuk pokok keembung
dengan keamatan cahaya .
...
...
...
[3 marks]
(g)
Based on the experiment, state the operational definition for transpiration of balsam
plant shoot.
Berdasarkan eksperimen, nyatakan definisi secara operasi bagi transpirasi pucuk pokok keembung.
..
..
..
[3 marks]
(h)
This experiment is repeated by placing the potometer with 60 watt bulb under a high
speed fan. Predict the distance of the air bubble moved after 20 minutes.
Eksperimen ini diulangi dengan meletakkan potometer dengan mentol yang berkuasa 60 watt di
bawah kipas berkelajuan tinggi., Ramalkan jarak yang dilalui oleh gelembung udara tersebut selepas
20 minit.
..
..
..
..
[3 marks]
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Graph of the rate of transpiration against the light intensity

Graf bagi kadar transpirasi melawan keamatan cahaya
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(i)
Another group of students carried out an experiment to determine the effect of air
movement on the rate of transpiration of a plant shoot . The apparatus and material
that are used in the experiment are listed as below.
Sekumpulan pelajar lain menjalankan eksperimen untuk menentukan kesan pergerakan udara ke atas
kadar transpirasi satu pucuk tumbuhan. Radas dan bahan yang digunakan dalam eksperimen tersebut
disenaraikan seperti berikut:
Lamp, metre rule, capillary tube, plant shoot, rubber tube, vaseline, stopwatch, fan,
water and basin.
Lampu, pembaris meter, tiub kapilari, pucuk berdaun, tiub getah, vaselin, jam randik, kipas, air
dan besen.
Classify the apparatus and materials used in the experiment.

Kelaskan radas dan bahan yang digunakan dalam eksperimen tersebut mengikut kumpulan bahan
dan radas.
Apparatus
Materials
Radas
Bahan
(3 marks)
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2.
A group of students planted maize seedlings in three seedling trays, A,B and C , sized
3m x 3m with different seedlings distance. They used the same amount of water and
fertilizer . After 2 months, they found out that the average height of maize plants in the
three seedling trays are different.
Based on the above information, plan a laboratory experiment to show how the distance
between the maize seedlings can affect the growth rate of the maize plant.
Sekumpulan pelajar telah menyemai anak benih pokok jagung dalam dua plot A dan B,bersaiz
3mx3m dengan jarak anak benih yang berbeza. Mereka menggunakan kuantiti air dan baja yang
sama banyak. Selepas 2 bulan, mereka mendapati tinggi purata pokok jagung dalam kedua dua
plot adalah berbeza.
Berdasarkan maklumat di atas, rancangkan satu eksperimen untuk menunjukkan bagaimana
jarak antara anak-anak benih jagung yang disemai mempengaruhi kadar pertumbuhan pokok
jagung.
The planning of your experiment must include the following aspects:

Perancangan eksperimen anda hendaklah meliputi aspek-aspek berikut:
Problem statement
Pernyataan masalah
Objective of investigation
Objektif kajian
Hypothesis
Hipotesis
Variables
Pembolehubah

Technique used

Conclusion
Kesimpulan
[17 marks ]

KERTAS SOALAN TAMAT
4551/3
2009 Hak Cipta JPM
[ Lihat sebelah
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1
Answer scheme
Biology Paper 3
Question 1
No
1(a)
Mark Scheme
Able to record all four positions with correct units.
Sample answers:
Light intensity (W)
Position of the air bubble (cm)
0
5.5
20
6.5
40
7.5
60
9.5
Able to record 3 correct and 1 inaccurate answer
Able to record 3 inaccurate or 2 correct and 2 wrong answers
No response or both wrong responses
1(b) Able to state two different observations correctly
(i)
Sample answers
1. At 20 W of light intensity, the distance moved by the air bubble in 20 minutes
is 6.5 cm.
is 7.5 cm.
is 9.5 cm.
4. The distance of the air bubble travelled in 60 W light intensity is greater than
the distance of the air bubble travelled in 20 W / 40 W of light intensity //
inversely
Able to state one correct observation and one inaccurate observation
Or
Able to state two inaccurate observations
Sample answers
is the shortest.
is the longest
3. The air bubble travel in 60 W light intensity is far than 20 W light intensity //
inversely
4. Light intensity influences the distance moved by the air bubble in 20 minutes
Able to state only one correct observation
Or
Able to state two observations at idea level
Score
3
2
1
0
Sample answers (idea level)

1. Air bubble travels in 10 W light intensity
2. Air bubble is found in the potometer
4551/3 2009 Hak Cipta JPM
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2
3. Air bubble is found in 10 W , 40 W and 60 W light intensity
4. Distance of the air bubble moved changed / increased / decreased.
No response or incorrect response or one idea only
1(b) Able to make two correct inferences
(ii)
Note: Inference must match observation
0
3
Sample answers:
1. In low light intensity of 20 W, causes low rate of transpiration.
2. In high light intensity of 60 W, causes high rate of transpiration.
3. Transpiration rate at 60 W of light intensity is higher than 20 W of light
intensity.
4. The higher the rate of light intensity, the higher the rate of transpiration.
5. At 20 W of light intensity, the distance of 6.5 cm traveled by the air bubble is
caused by low rate of transpiration in the shoot.
Able to state one correct inference and one inaccurate inference
Or
Able to state two inaccurate inferences
Sample answers:
1. The difference in the distance of the air bubble moves is due to the different
rate of transpiration
2. The rate of transpiration is influenced / affected by the air movement / light
intensity
Able to state only one correct inference
Or
Sample answers:
1. Transpiration occurs.
2. Rate of transpiration changes / increases / decreases
3. The rate of transpiration is different
1(c)
No response or incorrect response

Able to state all 3 variables and methods to handle each variable
0
3
Sample answers:
Variables
Manipulated
variable:
Use different power of bulb that is 20 W, 40 W and 60 W

/ Change the light intensity with 20 W, 40 W and 60 W
Distance of the air
bubble travel /
Measure and record the distance of the air bubble

travel by using a ruler / metre rule after 20 minutes //
Calculate and record the transpiration rate by using a
Light intensity
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3
transpiration rate
Constant variable:
Temperature /
relative humidity / air
movement / time
taken for the air
bubble move / type
of plant / distance
between the bulb
and balsam plant
formula:
Transpiration rate =
cm/min
Use / maintain the same room temperature , 27OC /

relative humidity / air movement throughout the
experiment / fix the time for 20 minutes / fix / use the
same type of plant, that is a balsam plant / Fix the
distance between the bulb and balsam plant at 5 cm
Able to state 4-5 ticks
No response or incorrect response or 1 tick only
1(d) Able to state a hypothesis relating the manipulated variable and the responding
variable correctly with the following aspects:
P1 = Manipulated variable (Light intensity/Power of bulb)
P2 = Responding variable (transpiration rate/Distance of the air bubble moved)
H = relationship
Sample answers:
1. The higher the light intensity, the higher the rate of transpiration/the longer
the distance the air bubble travel // inversely
2. When the light intensity is increase, the rate of transpiration is also increases
3. When the balsam plant receives more light intensity, the rate of transpiration
increases//inversely
Able to state a hypothesis relating the manipulated variable and the responding
variable but inaccurately
Sample answers:
1. Increasing the light intensity, increases transpiration
2. Light intensity affect / influence the rate of transpiration
3. Rate of transpiration is affected by the light intensity
Able to state one idea of a hypothesis
Sample answers:
1. Transpiration increase with light intensity
2. Light intensity increases transpiration
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1(e) Able to construct a table which contain the following aspects:
(i)
1. Able to state 3 titles with correct units
- 1 mark
2. Able to transfer all the light intensity
- 1 mark
and distance travelled data correctly
3. Able to calculate and record the
- 1 mark
transpiration rate correctly
Sample answers:
Light intensity (W)
20
40
60
Distance the air bubble travel in

20 minutes (cm)
1.0
2.0
4.0
Transpiration rate
(cm/min)
0.05
0.10
0.20
Any two correct aspects

Any one correct aspects
1(e) Able to draw a graph of rate of transpiration against the light intensity which include
(ii)
the following aspects:
P
T
B
1(f)
: Correct title of x-axis and y-axis with unit and uniform

scale on the axis
: Correct data transferred / all points plotted
: All points are connected smoothly
1 mark
1 mark
1 mark

Able to explain the relationship between the rate of transpiration and light intensity
correctly based on the following criteria:
R1 :
R2 :
R3 :
2
1
0
3
2
1
0
3
Manipulated variable (light intensity)

Responding variable (transpiration rate)
relationship
Sample answers:
1. Transpiration rate increases when/with/as the light intensity increases.
2. The higher the light intensity, the higher the transpiration rate.
3. When the light intensity increases, the transpiration rate will increase.
Able to explain the relationship using any two criteria
Sample answer:
Transpiration rate is proportional to air speed
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1(g)
Able to explain the relationship using one criteria

REJECT:
1. The higher the transpiration rate, the higher the light intensity
2. The light intensity is proportional to the rate of transpiration
Able to state the definition of transpiration operationally, complete and correctly
D1 :
D2 :
D3 :
1
0
Process of movement of air bubble (in the capillary tube) of the

potometer
After balsam plant shoot being exposed to lighted bulb at a distance of 5
cm for 20 minutes
And the rate of transpiration is affected by light intensity
Sample answers:
1. Transpiration is the process of movement of air bubble (in the capillary tube)
of the potometer after balsam plant shoot being exposed to lighted bulb at a
distance of 5 cm for 20 minutes and the rate of transpiration is affected by
light intensity
Any two criteria stated
Any one criteria stated
1(h) Able to predict the outcome of the experiment correctly based on the following
criteria:
C1 :
C2 :
C3 :
2
1
0
3
Prediction on the distance travelled by the air bubble / rate of

transpiration
Effect of the high speed fan
Effect on the rate of transpiration
Sample answers:
1(i)
The distance travelled by the air bubble is more than 9.5 cm and the transpiration
rate is more than 0.20 cm/min . The air movement increases when using high speed
fan and the rate of transpiration will increase too.
Able to classify all the materials and apparatus correctly
Sample answers:
MATERIALS (M)
APPARATUS (A)
Plant shoot
lamp
vaseline
Metre rule
water
Capillary tube
Rubber tube
2
1
0
3
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stopwatch
fan
basin
All three materials and seven apparatus are correct
Refer to the scoring below
2
1
0
Scoring:
MATERIALS
APPARATUS
SCORE
3M
7A
3M + 1A
3M
2M
6A
5/6A
7A
3M + 2A
3M + 1A
3M
1M
5A
5A
3/4A
4/5/6A
7A
3M
2M
3M
1/2
1/2/3/4A
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7
QUESTION 2
CONSTRUCT
1. OBJECTIVE
(Ob)
2. PROBLEM
STATEMENT
(Ps)
01
SAMPLE ANSWERS
1. To study the effects of distance between
seedlings on the growth rate of plants
Able to relate P1, P2 and H in a question form.

1. Does bigger differences in distance between
seedlings (P 1) affect the height o f m a i z e
plant (P2) ? (P3)
2. How the different distances between seedlings
(P1) affect the height of maize plant (P2) ? (P3)
P1 = MV
P2 = RV
H = question
P1 + P2 + H = 3 marks

1. Does the distance between seedlings
affects the growth rate of plants (no ?)
Only two aspects
2. What is the effect of distance on

plants ? (P1+P3)
3. The growth rate of plant is affected by
the distance (no P3)
1. The distance affects the growth of

plants ( no P2 + P3)
3. HYPOTHESIS
(Hp)
02
NOTES ON SCORING
No mark just a TICK
Able to state the hypothesis by relating

two variables correctly (P1+P2+H)
1. The longer/shorter (H) the distance
between seedlings (P1), the
higher/lower (H) the growth rate of
plants (P2)
2. The longer/shorter (H) the distance
between seedlings (P1), the
higher/lower the heights of seedlings
(P2)
3. The longer / shorter the
distance between seedlings the
heavier / lighter the dry mass
MV = distance between seedlings

RV = The growth rate of plants
/ the height of seedlings/ the
dry mass of seedlings / the
number of leaves
H = a question (?)
P1+P2/
P1+P3/
P2+P3
2 marks
Only one aspect

P1/P2/P3
1 mark

Distance between seedlings
The growth rate of plants / the
height of seedlings/ the dry
mass of seedlings / the
number of leaves
H-relationship
P1+P2+H
P1 + P2 + H = 3 marks
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8
of seedlings
4. The longer /shorter the distance
between seedlings, the more /
lesser number of leaves.
5. As the distance between seedlings (P1)
increases / decreases(H), the growth rate
of plants (P2) increases/ decreases (H)
Able to state any two criteria correctly or
inaccurate hypothesis
1. The distance between seedlings (P 1)

affect the growth rate of plants (P2) (no
H)
2. The growth rate of plants in tray A is higher
than the growth rate of plants in tray C
(no P1)
1. The distance between seedlings affect the

plants ( no P2 + H )
4. VARIABLES
(Vr)
P1+P2/
P1+H/
P2+H
2 marks
Only one aspect

P1/P2/H
1 mark
No mark just a TICK

Manipulated
Responding
Fixed
5. APPARATUS
AND
MATERIALS
(AM)
05
Only two aspects
The distance between

seedlings
The height of seedlings /
the growth rate of
plants/dry mass of
seedlings
Number of
seedlings/types//quantity
of garden soil/amount of
water/light intensity/time
taken
Able to list 4 materials and 4 apparatus

correctly to make a functional experiment and
able to get the data
MATERIALS:
1. Maize seeds/paddy seeds/any suitable
seeds
2. Distilled water
3. garden soil
4. fertilizer
materials
apparatus
score
4M
4M
3M
2M
3M
2M
1M
4A
3A
4A/3A/2A
4A/3A
1A
2A/1A
1A
3 ()
2 ()
1 ()
0 ()
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9
APPARATUS:
1. Three seedling trays (2 m x 1 m each)
/basins/containers
2. metre rule
3. waterproof paint/marker paint
4. spade/paint brush
5. beam/electronic/compression balance*
6. oven
6. TECHNIQUE
(Tq)
Able to state the operating responding variable

correctly with suitable apparatus
1. Measure and record the change in the
height of seedling by using a metre rule

2. Calculate the growth rate of seedlings by
using formula =
(cm/min) and record
the result.
7. PROCEDURE
(K)
04
Able to state K1, K2, K3, K4 and K5 (5K)

correctly
K1: The set up of materials and apparatus
(S1/S2/S3/S4/S5) (any 3 )
K2: Operating the manipulate variable (S7 )
K3: Operating the responding variable( S6 )
K4: Operating the constant variable
(S2/S3/S4)
K5: Precautions (S4/S5 )
*only for RV=dry mass of

seedlings
B1 = 1 mark
* MUST HAVE:
1. task word: eg: to measure, to
calculate
2. parameter: eg: height, weight
3. Apparatus used/ : eg: metre rule
if task word is to calculate:
formula
4. the word record
K1+K2+K3+K4+K5 (5 K) = 3 marks
3 to 4 K =2 marks
2 K only =1 mark
1 K = 0 mark but
S1 Label the three seedlings trays as A, B

and C
S2 Fill each trays with 3 kg of garden soil
S3 Plant 30 maize seeds in tray A at a
distance of 5 cm from one another
S4 Water the seeds daily with 100ml of
distilled water
S5 After 30 days, pick 10 maize seedlings
randomly from tray A and rinse under running
water
S6 Measure the height of each seedlings by
using metre rule//Heat and dry all seedlings at
105oC in an oven
SULIT
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10
Calculate the average height of the seedlings

by using a formula =
Calculate the growth rate of seedlings by using
a formula =
/
Weigh the dried maize to get an average dry
mass of seedlings by using electronic balance
S7 Repeat steps 3 till 6 using 10 cm and 15 cm
distance between the seedlings in tray B and C
respectively
S8 Record all the results in a table
Able to construct a table to record all data with
1. At least 2 titles (MV and RV) and unit
2. NO data is required
8. RECORDING
DATA/RESULT
(RD)
B2 = 1 mark
REFER BELOW FOR SAMPLE TABLE

9.
CONCLUSION
(Cn)
10. PLANNING
EXPERIMENT
03
The distance
between
seedlings/
cm(Tray)
A hypothesis statement.
Hypothesis is accepted
No mark just a TICK
7 9 TICKS = 3 marks
4 6 TICKS = 2 marks
2 3 TICKS = 1 mark
The height of seedlings/ cm

1
10
Average
heights of
seedlings
(cm)
The growth
rate of plants
(cm/day)
5(A)
10(B)
15 (C)
SULIT
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2
MOZ@C
SULIT
4551

Question 1
Hydrogen peroxide is a chemical that bubbles when it reacts with a catalase enzyme.
Catalase enzyme is an antioxidant enzyme in living cells. Hydrogen peroxide is converted
into water and oxygen by the catalase enzyme
2H2O2
2H2O + O2
An experiment is carried out to investigate the effect of pH on catalase enzyme in potatoes.

Bubbling of gases is used to indicate that a reaction is occurring. The rate of reaction is
determined by measuring the volume of bubbles produced in a unit time. The experiment is
conducted as followed:
1.
Three measuring cylinders, P, Q and R are filled with 3.0 cm3 of hydrogen peroxide.
2.
6.0 cm3 of 0.1% hydrochloric acid is added to P, 6.0 cm3 of distilled water is added to Q
and 6.0 cm3 of 0.1% sodium hydroxide is added to R.
3.
pH paper is used to measure the pH value of each tube.
4.
The potato is cut into three cubes, with the size of 1.0 cm3 each.
5.
One potato cube is added into each measuring cylinder.
6.
The volume of bubbles produced in each measuring cylinder is observed after

5 minutes and recorded.
7.
The results are shown in Diagram 1.
cm3
25
Volume
of
bubbles
cm3
25
10
P
pH 2
4551
cm3
25
3.0 cm3
hydrogen
peroxide
+
6.0 cm3
0.1%
hydrochloric
acid
+
1.0 cm3
potato
20
15
10
Volume
of
bubbles
=
20
20
15
Volume
of
bubbles
3.0 cm
hydrogen
peroxide
+
6.0 cm3
distilled
water
+
1.0 cm3
potato
Q
pH 7
DIAGRAM 1
15
10
3.0 cm3
hydrogen
peroxide
+
6.0 cm3
0.1%
sodium
hydroxide
+
1.0 cm3
potato
R
pH 10
SULIT
3
MOZ@C
SULIT
(a)
4551
List all materials and apparatus used in this experiment.

Materials
For
Examiners
Use
Apparatus
1(a)
[3 marks]
(b)
(c)
Record the volume of bubbles formed in each measuring cylinder after

5 minutes in Diagram 1.
[3 marks]
(i)
1(b)
State two observations made on Diagram 1.

Observation 1
.
.
Observation 2
.
.
1(c)(i)
[3 marks]
(ii)
State the inference for each observation made in (b) (i).

.
.
.
.
[3 marks]
4551
SULIT
4
MOZ@C
SULIT
(d)
(i)
4551
Construct a table and record all the data collected in the experiment
pH value
1(d)(i)
[6 marks]
(ii)
Explain the relationship between the test tube content and the volume of
bubbles formed in Q.
.
.
.
1(d)(ii)
[3 marks]
(e)
(i)
State the variables and explain how the variables are operated.
Variables
Responding variable
Fixed variables
1(e)(i)
[3 marks]
4551
SULIT
5
MOZ@C
SULIT
(ii)
4551
State the hypothesis of the experiment.

.
.
1(e)(ii)
[3 marks]
(f)
State the relationship between volume of bubbles formed and time in a

medium of pH 7.
.
.
.
1(f)
[3 marks]
(g)
Based on the experiment, what is enzyme?

....
.
.
[3 marks]
(h)
The experiment is repeated by using 2 potato cubes sized 0.5 cm3 each.
Predict the observation in measuring cylinder R. Explain your answer.
.
.
.
1(g)
[3 marks]
4551
SULIT
6
MOZ@C
SULIT
4551
Question 2
Acorbic acid, or vitamin C, is found in fruits and green vegetables. Ascorbic acid is a
reducing agent which decolourises the blue colour of DCPIP solution. The vitamin C in
solutions will deteriorate when exposed to oxygen.
Plan an experiment to determine the vitamin C content in orange, papaya and watermelon
juices.
Your experimental planning need to include the following aspects:
Objective of study
Variables
Technique used
Conclusion
[17 marks]

4551
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MARKING SCHEME
PAPER 3
Question 1
1 (a) [KB0602 - Classifying]
Score
Criteria
Able to categorise all the materials and apparatus used in the experiment correctly.
3
Sample answer:
Material
Potato*
Hydrogen peroxide*
Hydrochloric acid
Sodium hydroxide
Distilled water
pH paper
Apparatus
Knife
Measuring cylinder*
Stopwatch
Able to categorise any 4 materials and any 2 apparatus into correctly.

(*compulsory)
Able to categorise 2 materials (*) and 1 apparatus (*) correctly.
1 (b) [KB0603 - Measuring Using Number]

Score
Criteria
Able
to
record
all
the
volume
of
bubbles
formed in each measuring cylinder
3
accurately with correct unit.
Answer:
P
Q
Q
Volume of bubbles
Volume of bubbles
Volume of bubbles
= 0 cm3
= 11.5 cm3
= 0 cm3
2
Able to record two readings (which include Q) accurately with correct unit.
Able to record any one reading accurately with correct unit.
1 (c) (i) [KB0601 - Observation]

Score
Criteria
Able to state any two observations correctly according to the criteria:
3
pH value
test tube
bubbles produce
Sample answers:
1. At pH 7 in test tube R, volume of bubbles produced in 5 minutes time is 11.5 cm3.
2. At pH 2 in test tube P, volume of bubbles produced in 5 minutes time is 0 cm3.
3. At pH 10 in test tubes Q, volume of bubbles produced in 5 minutes time is 0 cm3.
MARKING SCHEME
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2
13
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MARKING SCHEME
Able to state any one observation correctly.

or
Sample answers:
1. pH affect the volume of bubbles formed.
2. The volume of bubbles formed depends on pH.
Able to state any one idea of observation (any 1 criterion)

Sample answers:
1. Bubbles formed in neutral pH.
2. No bubbles in test tube P / Q.
3. Rate of enzyme reaction is higher at pH 7.
4. Bubbles are produced when potatoes react with hydrogen peroxide.
1 (c) (ii) [KB0604 - Making inferences]

Score
Criteria
Able to make one logical inference for each observation based on the criteria:
3
pH
enzyme in potato
react with H2O2 producing oxygen
Sample answers:
1. Neutral medium is suitable for enzyme catalase in potato to react with hydrogen
2. Acidic / alkali medium is not suitable for enzyme catalase in potato to react and
no oxygen is produced.
2

or
Able to make one logical and incomplete inference base on 2 criteria for each
observation.
Sample answers:
1. pH of the medium affects enzyme catalase in potato to react with hydrogen
2. Acid / alkali medium is not suitable for enzyme reaction.
3. Neutral medium is suitable for enzyme reaction.

Sample answers:
1. Reaction of enzyme is affected by pH.
2. Gas produced when the medium is suitable for enzyme reaction.
MARKING SCHEME
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MARKING SCHEME
1 (d) (i) [KB0606 - Communicating]

Score
Criteria
Able to tabulate a table and fill in data accurately base on three criteria:
3
pH value
Volume of bubbles formed (cm3)
Sample answers:
pH value
2
7
10

(cm3)
0
11.5
0
Able to tabulate a table base on two criteria.
Able to Able to tabulate a table base on one criterion.
Rate of reaction
(cm3 minute-1)
0
2.3
0
1 (d) (ii) [KB0607 - Interpreting Data]

Score
Criteria
Able to explain clearly and accurately the relationship between the test tube
3
content and the volume of bubbles formed in Q, base on 3 criteria.
Test tube content
Explanation: Relationship between pH value / medium and the rate of reaction.
Sample answer:
2
Able to state / explain clearly but less accurate the relationship base on 2 criteria.
Sample answers:
which produces highest volume of bubbles / 11.5 cm3.
reaction.
Able to state the idea of the relationship base on 2 criterion

Sample answer:
reaction.
2. Test tube with hydrogen peroxide, distilled water and potato cube, produced
bubbles.
3. The volume of bubbles in pH 7 / neutral is 11.5 cm3.
MARKING SCHEME
4551
15
MOZ@C
MARKING SCHEME
1 (e) (i) [KB061001 - Controling Variables]

Score
Criteria
Able to state all the variables and the method to handle the variables correctly.
3
Sample answers:
Variables
pH (value of mediums) //
acidic, neutral and
alkaline mediums
Volume of bubbles
formed //
The rate of reaction /
(catalase) enzyme action
Fixed variable:
Volume / concentration of
solutions / H2O2 / acid /
alkali / distilled water /
potato cube

Three mediums of different pH are used //
Hydrochloric acid, distilled water and
sodium hydroxide solutions are used.
Observe / measure and record the volume
of bubble formed (in 5 minutes) by using a
measuring cylinder (and a stopwatch) //
Calculate the rate of reaction by dividing the
volume of bubble formed with time in cm3
minute-1 / using formula (show the formula)
Use 3.0 cm3 of H2O2 for all experiment //
Use 6.0 cm3 of acid, alkali and distilled
water //
Put 1 potato cube with size of 1.0 cm3 each
for all experiment
1 (e) (ii) [KB0611 - Making Hypothesis]

Score
Criteria
Able to state a hypothesis to show a relationship between the manipulated
3
variable and responding variable and the hypothesis can be validated, base on 3
criteria:
Responding variable
Relationship
Sample answers:
1. In neutral medium / pH 7 the reaction between the potato enzyme and H2O2
produces the highest volume of bubbles / the highest rate of reaction.
2. In acidic / alkali medium / pH 2 / pH 10 the potato enzyme will not react with H2O2
producing no bubbles.
2

Sample answers:
1. The pH affects the reaction of potato enzyme with H2O2 producing bubbles.
2. The bubbles produce by potatos enzyme reaction depends on different pH.

MARKING SCHEME
4551
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MOZ@C
MARKING SCHEME
Sample answers:
1. pH medium affect the reaction.
2. Suitable pH causes the production of bubbles.
1 (f) [KB0608 - Space and Time Relationship]
Score
Criteria
Able to state clearly and accurately the relationship between the volume of bubbles
3
formed and the time in a medium of pH 7 base on criteria:
Time
Relationship
Sample answers:
1. In a medium of pH 7, the volume of bubbles formed in 5 minutes is 11.5 cm3.
2
Able to state clearly but less accurate the relationship between the volume of
bubbles formed and the time in a medium of pH 7 base on 2 criteria.
Sample answers:
1. In a medium of pH 7, the rate of reaction is 2.3 cm3 minute-1.
Able to state the idea of the relationship base on 2 criteria.

Sample answer:
1. Bubbles are formed in 5 minutes.
1 (g) [KB0609 - Define Operationally]

Score
Criteria
Able to state what an enzyme is base on experiment correctly according to the
3
criteria:
Chemical / substance / molecule / enzyme in potato
React with H2O2 which produce bubbles
Affected by pH
Sample answer:
1. Enzyme is a chemical in potato that able to react with H2O2 producing bubbles
and the reaction is affected by pH of the medium.
2. Enzyme in potato react with H2O2 producing bubbles and affected by pH.
2
Able to state what an enzyme is base on experiment less accurately according to 2

criteria.
Sample answers:
1. Enzyme react with H2O2 producing bubbles.
Able to state the idea of an enzyme or the theoretical definition of enzyme.

Sample answers:
1. Enzyme reacts with H2O2.
2. Enzyme in potato reacts to produce bubbles.
3. Enzyme is a biological catalyses that accelerate the reaction.
MARKING SCHEME
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17
MOZ@C
MARKING SCHEME
1 (h) [KB0605 - Predicting]

Score
Criteria
Able to predict and explain the observation accurately when 2 potato cubes 0.5 cm3
3
is used in measuring cylinder P.
Expected observation
Compare to which
Reason
Sample answer:
more than the experiment when using 1 potato cube (sized 1 cm3), because more
enzyme for the reaction / larger surface area of potato (in contact with H2O2).
2
Able to predict the result less accurately (2 criteria).

Sample answers:
more than the experiment when using 1 potato cube (sized 1 cm3).
2. The volume of bubbles produce is more than the experiment when using 1 potato
cube (sized 1 cm3), because more enzyme for the reaction / rate of reaction is
higher.
Able to give idea of the result.

Sample answers:
1. The volume of bubbles produce is 23 cm3.
2. The rate of reaction is higher.
MARKING SCHEME
4551
18
MOZ@C
MARKING SCHEME
Question 2
Problem Statement
Score
Criteria
3
Able to state the problem statement of the experiment correctly that include criteria:
Relation in question form and question symbol [?]
Sample answers:
1. Does orange juice contain higher amount / more vitamin C than papaya and
watermelon juices.
2. Which fruit juice has the highest amount of vitamin C?
3. What is the amount of vitamin C in orange, papaya and watermelon juices?
2
Able to state the problem statement of the experiment with two criteria.
Sample answers:
1. Do different fruit juices have different amount of vitamin C?
2. Does the content of vitamin C in fruit juices differ?
Able to state the of problem statement with one criteria.

Sample answers:
1. What is the amount of vitamin C in orange juice?
Aim
Score
Criteria
To determine the concentration / percentage of vitamin C in orange, papaya and
watermelon juices.
Hypothesis
Score
Criteria
3
Able to state the hypothesis correctly according to the criteria:
Sample answers:
1. Orange juice has the highest concentration / percentage of vitamin C than
papaya and watermelon juices.
MARKING SCHEME
4551

2
19
MOZ@C
MARKING SCHEME

Sample answers:
1. The vitamin C content depends on types of fruit juice.
2. Different fruit juices have different amount of vitamin C

Sample answers:
1. Fruit juices have vitamin C.
Variables
Score
Criteria
Sample answers:
Manipulated variable: Fruit juices // orange, papaya and watermelon juices
Responding variable: Concentration / percentage of vitamin C
Fixed variable:
Volume DCPIP solution // Concentration of ascorbic acid.
Materials and Apparatus

Score
Criteria
3
Able to state all functional materials and apparatus / 2*materials + 1 other material
and 1*apparatus + 2 other apparatus for the experiment.
Materials: *Orange, papaya and watermelon juices, 0.1% ascorbic acid solution,
*DCPIP solution.
Apparatus: *Syringes with needles, beakers, test tubes / specimen tubes, gauze /
muslin cloth.
2
Able to state 2*materials and 1*apparatus + 1 other apparatus for the experiment.
Able to state 2*material and 1*apparatus for the experiment.
Technique
Score
Criteria
Able to state the action on responding variable with an apparatus / formula.
Bonus Sample answer:

Calculating and recording the concentration / percentage of vitamin C in fruit juices
1m
by using the following formula.
Concentration of Vitamin C = Volume of 0.1% ascorbic acid mg cm3
Or / Percentage of Vitamin C = Volume of 0.1% ascorbic acid x 0.1 %
MARKING SCHEME
4551
20
MOZ@C
MARKING SCHEME
Procedure
Score
Criteria
Able to state five procedures P1, P2, P3, P4 and P5 correctly.
3
P1 : How to Set Up The Apparatus (3P1)
P2 : How to Keep Constant The Control Variable (2P2)

2
Able to state three of any procedures P1, P2, P3, P4 and P5 correctly
Able to state two of any procedures P1, P2, P3, P4 and P5 correctly
Example of Procedure:
1. Measure (1 cm3) of DCPIP by using a syringe and place in a test tube.
2.
3.
4.
5.
6.
7.
8.
9.
P1
(1 cm3) P2
Fill a 5 cm3 syringe with (0.1%) ascorbic acid.
P1
(0.1%) P2
Place the needle of syringe into the DCPIP solution.
P5
Add the acid ascorbic solution,
P1
drop by drop into the DCPIP solution.
P5
Stir the mixture gently with the needle of the syringe.
P5
Add the acid ascorbic solution continuously until the DCPIP solution decolourise.
P1
Record the volume of acid ascorbic used.
P4
Repeat steps 1 to 7 by using orange juice, papaya juice and watermelon juice.
P3
Record the results in a table.
P4
Data
Score
Criteria
Able to tabulate the correct table with observations.
Bonus Sample answers:

Solution / Fruit juice
1m
Volume of solution / fruit

juice needed to decolourise
1 cm3 DCPIP solution (cm3)
Concentration / Percentage
of vitamin C in fruit juice
(mg cm3) / %
0.1% ascorbic acid

Orange juice
Papaya juice
Watermelon Juice
Conclusion
Score
Criteria
Sample answers:
Orange juice has the highest concentration / percentage of vitamin C than papaya
and watermelon juices. (Hypothesis is accepted).
MARKING SCHEME
4551
21
MOZ@C
MARKING SCHEME
Planning the Experiment

Score
Criteria
3
Able to plan the experiment based on 7 9 ( ) of the following criteria:
Objective of study
Variables
Technique used
Conclusion
2
END OF MARKING SCHEME

MARKING SCHEME
4551
SULIT
4551/3

1.
An organism always choose suitable habitat to live. However, abiotic factors such as
temperature, pH, light intensity and nutrient will affect on their activity.
For instance, yeast activity in different pH medium. During respiration, yeast will
produced carbon dioxide (CO2 ) and the amount of CO2 produced is affected by the
pH of the solutions.
Base on the above information, a group of students had carried out an experiment to
study the effect of pH value on the activities of yeast. The glucose concentration used
in the experiment is 10 %. Diagram 1 shows the apparatus set up of the experiment.
Organisma kebiasaannya memilih habitat yang sesuai untuk tinggal di situ.
Walaubagaimanapun faktor-faktor abiosis seperti suhu, pH, keamatan cahaya dan nutrisi
akan mempengaruhi activitinya.
Sebagai contoh, aktiviti yis di dalam medium pH yang berbeza. Semasa respirasi, yis akan
menghasilkan karbon dioksida dan jumlah gas karbon dioksida terhasil dipengaruhi oleh pH
larutan tersebut.
Berdasarkan maklumat di atas ,sekumpulan pelajar menjalankan suatu eksperimen mengkaji
kesan nilai pH kepada aktiviti yis. Kepekatan larutan glukosa yang telah digunakan ialah
sebanyak 10%. Rajah 1 di bawah menunjukkan susun atur radas untuk eksperimen tersebut.
air bubble
Air bubble
DIAGRAM 1
Three sets of apparatus A, B and C are prepared using three different solutions shown
in the table 1 . The results are recorded in the table.
Sebanyak tiga set radas A, B dan C telah disediakan dengan menggunakan tiga larutan yang berlainan
sebagaimana yang ditunjukkan pada jadual 1. Keputusan kepada eksperimen tersebut a dicatatkan di
dalam jadual tersebut.
4551/3 2009 Hak Cipta PKPSM Melaka
SULIT
3
TABLE 1.0
SULIT
Set
Content in the
boiling tube
4551/3
pH solutions
in the boiling
tube
10ml yeast
solutions +
10ml glucose
solutions +
0.1M 2ml
Acetic acid
10ml yeast
solutions +
10ml glucose
solutions + 2ml
distilled water
10ml yeast
solutions + 10ml
glucose solutions
+ 0.1M 2ml
Ammonium
hydroxide
Time taken for lime

water to turn
cloudy.(min)
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SULIT
(a)
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Complete Table 1.0 by filling in the time taken for lime water to turn cloudy.
Lengkapkan Jadual di atas dengan mencatatkankan masa yang diambil oleh air kapur
untuk bertukar menjadi keruh
For
examiners
use
1 (a)
[3 marks]
(b)
(i)
State two observations which can be made from this experiment.

Nyatakan dua pemerhatian yang boleh dibuat daripada eksperimen ini.
Observation1 :.
.
Observation 2 :..
1 (b)(i)
.
[3 marks]
(ii)
State two inferences from the observations in (a)(i).

Nyatakan dua inferens daripada pemerhatian di (a)(i)
Inference1 :..
.
Inference 2 :.
[3 marks]
SULIT
1 (b)(ii)
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4551/3
(c) Complete Table 1.2 based on the experiment.
For
examiners
use
Lengkapkan jadual 1.2 berdasarkan kepada eksperimen.
Variables
Manipulated Variables:
Method to operating the variables

How to alter the manipulated variable?:
...
....
Responding variable :
How to determine the responding

variable?:
..
Constant Variable :
How to maintain the control variable ?:
.
1 (c)
TABLE 1.2
[3marks]
(d) State the suitable hypothesis for the experiment.

Nyatakan hipotesis yang bersesuain bagi eksperimen ini.
.
.
[3 marks]
SULIT
1 (d)
SULIT
(e) (i)
4551/3
Construct a table and record the result of the eksperiment.
For
examiners
use
Binakan satu jadual dan rekodkan keputusan eksperimen tersebut.
Your table should have the following titles :

Jadual anda sepatutnya mengandungi tajuk-tajuk berikut:
Content in the boiling tube

Kandungan di dalam tabung didih
pH
pH
Time taken for the lime water to turn cloudy
1 (e)(i)
Masa yang diambil untuk air kapur bertukar menjadi keruh
[3marks]
SULIT
SULIT
(ii)
4551/3
Use the graph paper provided to answer this question.

Using the data in 1(e)(i), draw a bar chart to show the relationship between
the pH and the time taken for lime water to turn cloudy.
Gunakan kertas graf yang telah disediakan bagi menjawab soalan ini.
Dengan menggunakan data di 1(e)(i) lukiskan graf bar untuk menunjukkan
perkaitan diantara pH dan masa yang diambil bagi air kapur menjadi keruh.
For
examiners
use
1 (e)(ii)
[3 marks]
(f )
Explain the relationship between the pH and the time taken for the limewater to
turn cloudy based on the graph in 1 (e) (ii).
Terangkan perkaitan diantara pH dan masa yang diambil untuk air kapur menjadi keruh
berdasarkan graf di 1 (e) (ii).
..
..
1 (f)
.
[3 marks]
(g)
Base on the result from this experiment, what can you deduce about abiotic factor?
Berdasarkan keputusan eksperimen, apakah yang dapat dirumuskan tentang faktor
abiosis?
.........
1 (g)
[3 marks]
(h)
This experiment is repeated by using 30% of glucose solution in set A, set B

and set C . Predict the time taken for the lime water to turn cloudy in set B.
Eksperimen ini diulangi dengan menggunakan 30% larutan glukosa bagi set A, set B dan
set C. Ramalkan masa yang diambil oleh air kapur untuk menjadi keruh bagi set B.
[3 marks]
SULIT
1 (h)
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Graph of the time taken for lime water to turn cloudy against the pH
Graf masa yang diambil untuk air kapur menjadi keruh.melawan pH
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SULIT
(i)
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In Table 1.3, list all the materials and apparatus used by the students to carry out
the experiment.
Dalam jadual 1.3, senaraikan semua bahan dan radas yang telah digunakan oleh pelajar
tersebut untuk menjalankan eksperimen tersebut.
Material
For
examiners
use
Apparatus
1 (i)
Table 1.3
[3 marks]
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10
SULIT
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Growth in organisms is permanent and irreversible. It involves in an increase in the

mass and size of the organism. Growth of an organism can be measured by using
certain parameter for examples heights, length, fresh mass, dry mass and volume.
Based on the given information, design an experiment to study the relationship
between the growth of maize plants and time/days/duration after planting at a nursery
site.
Tumbesaran organisma boleh diukur dengan menggunakan beberapa parameter seperti
ketinggian, panjang, jisim segar, jisim kering dan isipadu.
Berdasarkan maklumat di atas, rekabentuk suatu eksperimen untuk mengkaji
perkaitan diantara tumbesaran pokok jagung dan masa/hari/tempoh selepas ditanam di
tapak semaian .
The planning of for the experiment must include the following aspects:
Perancangan ekeperimen anda hendaklah mengandungi aspek-aspek berikut :
(a) Problem statement

Pernyataan masalah
(b) Aim of experiment

Tujuan eksperimen
(c) Hypothesis
Hipotesis
(d) Variables
Pembolehubah
(e) List of apparatus and material

(f) Technique used

(g) Experimental procedure or method

Kaedah eksperimen
(h) Presentation of data

Persembahan data
(i) Conclusion
Kesimpulan
[17 marks]
KERTAS SOALAN TAMAT
SULIT
1
Answer scheme
Biology Paper 3
Question 1
No
1(a)
1(b) (i)
Mark Scheme
Able to record the time taken for lime water to turn cloudy in Table 1
correctly.
Sample answers:
pH solution in
Time taken for lime water to turn
boiling tubes
cloudy (min)
5
18
7
1
9
27
Able to record 2 correct and 1 incorrect answer
Able to record 1 correct and 2 incorrect answers
Able to state two different observations correctly according 2 criteria:
pH (MV)
time taken for lime water to turn cloudy (RV)
Note: Observation must match with inference
Score
3
2
1
0
Sample answers
1. At pH 5/pH 7/ pH 9 the time taken for lime water to turn cloudy
is 18min/1min/27min.
2. At pH 7 the time taken for lime water to turn cloudy is faster
than at pH5/pH9.
3. At pH 9 the time taken for lime water to turn cloudy is slower
than at pH 5/pH7 .
Sample answers
1. At pH 7 the time taken for lime water to turn cloudy is the
fastest.
2. At pH 9 the time taken for lime water to turn cloudy is the
slowest.
3. The time taken for lime water to turn cloudy is slowest at pH 9
compare to other.
4. The time taken for lime water to turn cloudy is fastest at pH 7
compare to other.
4551/3 2009 Hak Cipta PKPSM
SULIT
2
1(b)(ii)

1. The time taken for lime water to turn cloudy is different in
different pH/solutions.
2. In neutral condition the time taken for lime water turn cloudy is
fast
3. In alkaline condition the time taken for lime water turn cloudy
is slow
4. In acidic and alkaline medium the time taken for lime water
to turn cloudy is slower compare to neutral medium.
Able to make two correct inferences base on the three criteria:
Suitable abiotic condition /pH
Increases/decreases yeast activity
More/less CO2 released
0
3
Note: Inference must match with observation

Sample answers:
1. In acidic/alkaline//neutral condition yeast activity
decreases//increases thus less/more CO2 released
2. In neutral condition yeast activity increases compare to other
conditions thus more CO2 released.
3. In acidic/alkaline condition yeast activity decreases compare
to neutral condition thus less CO2 released.
Or
Able to make one logical and incomplete inference base on one criterion
for each observation.
Sample answers:
1. In neutral//acidic/alkaline condition yeast activity
increases//decreases.
2. Acidic/alkaline condition is not suitable for yeast activity.
3. pH will affect yeast activity.
4. When yeast activity increases/decreases, more/less CO2
released.
5. When yeast in suitable/not suitable condition, more/less CO2
released.

Or
SULIT
3
Sample answers:
1. Yeast activity depends on suitable condition/pH
2. Yeast activity did not occur under unsuitable condition/pH
3. Yeast activity cause the released of CO2
1(c)

0
3
Sample answers:
Variables
pH
Time taken for lime
water turn cloudy.
Constant variable:
Temperature/glucose
concentration/volume
of glucose/yeast
suspension/light
intensity.
1(d)

Add/use acetic acid for acidic
condition, ammonium for alkaline
condition and distilled water for neutral
condition //different pH solutions//
Change the pH medium.
Measure and record the time taken for
lime water to turn cloudy using a
stopwatch //
Use / maintain/same water bath
temperature , 37OC / 10% glucose
concentration / 10ml glucose/yeast
suspension./light intensity
Able to state a hypothesis relating the manipulated variable and the

responding variable correctly with the following aspects:
P1 = Manipulated variable (pH)
P2 = Responding variable (time taken for lime water to turn cloudy)
H = relationship
Sample answers:
SULIT
4
1. In neutral pH/condition/medium the time taken for lime water
to turn cloudy is the fastest.
2. In alkaline pH/ condition/medium the time taken for lime water
to turn cloudy is the slowest.
3. If the pH higher than 7 the time taken for lime water to turn
cloudy is slower.
4. In neutral pH/condition/medium the time taken for lime water
to turn cloudy is faster than in acidic/alkaline
pH/condition/medium.
responding variable but inaccurately
Sample answers:
1. Different pH/condition/medium has different time taken for
lime water to turn cloudy.
2. Different pH/condition/medium influence/affect the time
taken for lime water to turn cloudy.
3. pH affect the time taken for lime water to turn cloudy
1(e) (i)
Sample answers:
1. Time taken for lime water to turn cloudy is varied/different
2. pH is varied in the solutions/medium.
Able to construct a table and fill a table with all columns labeled with
correct unit.
Sample answers:
Content in the
boiling tube
10ml yeast
suspension
+10ml glucose
solution + 0.1
M 2ml Acetic
acid
10ml yeast
suspension
+10ml glucose
solution + 2ml
distilled water
10ml yeast
suspension
+10ml glucose
solution + 0.1M
pH
Time taken for the

lime water to turn
cloudy (min)
18
27
0
3
SULIT
1(e)
(ii)
2ml
Ammonium
Hydroxide
Able to draw a graph of the time taken for lime water to turn cloudy
against the pH include the following aspects:
P
T
B
1(f)
: Correct title of x-axis and y-axis with unit and

uniform scale on the axis
x-axis : pH
y-axis : time taken for lime
water to turn cloudy.
: Bar graph
2
1
0
3
1 mark
1 mark
1 mark

Able to explain the relationship between the condition of the
medium and time taken for lime water to turn cloudy based on the
criteria:
P1- Alkaline, acidic or neutral condition
P2- yeast activity // CO2 released
P3- time taken for lime water to turn cloudy
2
1
0
3
Sample answers:
1. In neutral medium/At pH 7 there is increase in yeast activity //
more CO2 released thus the time taken for lime water to turn
cloudy is fastest.
2. In alkaline medium/At pH 9 there is decrease in yeast
activity//less CO2 released thus time taken for lime water to
turn cloudy is slowest.
3. In acidic medium / At pH 5 there is decrease in yeast
activity//less CO2 released thus time taken for lime water to
turn cloudy is slower than neutral medium/ at pH 7 but faster
than alkaline medium/ at pH 9.
Sample answer:
1. In the neutral medium /At pH 7 //alkaline medium/At pH 9
time taken for lime water to turn cloudy is fastest//slowest.
2. In acidic medium / At pH 5 time taken for lime water to turn
cloudy is slower than neutral medium/ at pH 7 but faster than
alkaline medium/ at pH 9.
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6
3. In the neutral medium/ At pH 7 the time taken for lime water to
turn cloudy is fastest than other medium.
1(g)
Sample answer:
1. Time taken for lime water to turn cloudy depends on the
medium/abiotic condition.
2. Different pH medium affect the time taken for lime water to
turn cloudy.
REJECT:
1. The higher the pH medium, the time taken for lime water to
turn cloudy increase.
Able to state the definition of abiotic factor operationally, complete
and correctly based on the following criteria:
D1 :
D2 :
D3 :
pH of medium (abiotic factor)

Yeast activity/growth //amount CO2 release
Time taken for lime water to turn cloudy
Sample answers:
1. Abiotic factor is the pH value in the medium/solutions of yeast
and glucose that affect the yeast activity/growth//amount of
CO2 release hence affect the time taken for lime water to turn
cloudy.
1(h)

Able to predict the outcome of the experiment correctly based on
the following criteria:
C1 :
C2 :
C3 :
2
1
0
3
Prediction on the time taken for lime water to turn cloudy.

Effect of increase the glucose concentration
Effect yeast activity//more CO2 produced
Sample answers:
The time taken for lime water to turn cloudy is decreased/less than
1min in set A. This is because of more nutrient present/added in the
solutions( 30% glucose solutions ), thus yeast activity will increases and
more CO2 produced in lime water make it become cloudy at much
faster rate.
2
1
SULIT
7
0
1(i)

Sample answers:
MATERIALS (M)
APPARATUS (A)
Yeast solution
Boiling tube
Glucose solution
Delivery tube
Lime water
Thermometer
Acetic Acid
Beaker
Ammonium Hydroxide
stopwatch
Distilled water
Water bath
All six materials and six apparatus are correct
2
1
0
Scoring:
MATERIALS
APPARATUS
6M
6A
6M
5M
5M
5A
4A
3A
5M
4M
4A
4A
3M
3M
2M
3A
1/2A
1/2/3/4A
SCORE
SULIT
QUESTION 2
CONSTRUCT
1.
OBJECTIVE
(Ob)
2. PROBLEM
STATEMENT
(Ps)
01
SAMPLE ANSWERS
1. To study the relationship between
average height/growth rate of maize
plants and the time/days/duration
after planting.
Able to relate P1, P2 and H in a question
form.
1. What is the relationship between the
average height/growth rate of maize
plants and time/days after planting?
2. Does the time/days after planting
affect the average height/growth rate
of maize plants?
Able to state problem statement
inaccurately
1. Does the time/days/duration after
planting affect the average
height/growth rate of maize plants.
(no ?)
2. What is the effect of

time/days/duration after
planting on maize plants?
3. The time/days/duration after
NOTES ON SCORING
No mark just a TICK
9
P1 = MV
P2 = RV
H = question
P1 + P2 + H = 3 marks
9
MV = Time/days/duration after
planting
RV = Average height of
maize plants./growth rate
H = a question (?)
Only two aspects
P1+P2/
P1+P3/
P2+P3
2 marks
9
SULIT
planting affect the average

height/growth rate of maize
plants.
1. Growth of maize depends on

days of planting.
3.
HYPOTHESIS
(Hp)
02
Able to state the hypothesis by

relating two variables correctly
(P1+P2+H)
1. The longer the
time/days/duration after planting
(P1), the more the average
heights/growth rate of maize
plants (P2) until they reach
maturity.
Able to state any two criteria correctly
or inaccurate hypothesis

planting (P 1) affect the average
height/growth rate of maize plants.
(P2) (no H)
2. The average height/growth rate of
the plants depends on the
time/days/duration after planting.

planting affect the plants ( no
P2 + H )
4.
VARIABLES
(Vr)
Only one aspect

P1/P2/P3
1 mark
9
Time/days after planting
The average height of
maize plants / growth
maize plants
H-relationship
P1+P2+H
P1 + P2 + H = 3 marks
9
Only two aspects
P1+P2/
P1+H/
P2+H
2 marks
9
Only one aspect

P1/P2/H
1 mark
9
No mark just a TICK
Manipulated
Responding
Fixed
The
time/days/duration
after planting
The average height
of maize plants / the
growth rate of
maize plants.
Spacing between
each maize seed.
SULIT
10
/Number of
seedlings/types//qu
antity of garden
soil/amount of
water/light
intensity/time taken
5.
APPARATUS
AND
MATERIALS
(AM)
05

correctly to make a functional
experiment and able to get the data
MATERIALS:
1. Maize seeds
2. Nursery site
3. garden/loam soil
4. tap water
5. fertilizer
materials
apparatus
score
5M
5M
4M
3M
2M
1M
2A
1A
2A/1A
2A/1A
1A
1A
3 (9)
2 (9)
1 (9)
0 (9)
APPARATUS:
1. Measuring tape
2. metre rule
6.
TECHNIQUE
(Tq)
Able to state the operating responding

variable correctly with suitable apparatus
B1 = 1 mark
9
1. Measure and record the height of
maize plants by using a metre rule.
7.
PROCEDURE
(K)
04

correctly
K1: The set up of materials and
apparatus (S1/S2/S3)
K2: Operating the manipulate
variable (S5 )
K3: Operating the responding
variable( S4/S6 )
K4: Operating the constant variable
(S1/S2/S4)
K1+K2+K3+K4+K5 (5 K) = 3
marks 9
3 to 4 K =2 marks
9
2 K only =1 mark
9
1 K = 0 mark but 9
SULIT
11
S1 Prepare a site for nursery with

garden/loam soil.
S2 Plant 20 maize seeds in the soil
with even /same spacing between
each seed.
S3 Water the seeds daily throughout
the period of experiment.
S4 After 10 days, measure the height
of maize plants using the metre rule or
measuring tape.
S5 Repeat steps 4 over 90/120 days
/3-4 consecutive month
8.
RECORDING
DATA/RESUL
T (RD)
S6 Record all the results obtained in a

table
S7- Plot a graph of the average
height/growth of maize plants against
time/days after planting.
Able to construct a table to record all
data with the following aspects:
B2 = 1 mark
9

9.
CONCLUSIO
N (Cn)
10.
PLANNING
EXPERIMENT
03
A hypothesis statement.
Hypothesis is accepted
No mark just a TICK

9
7 9 TICKS = 3 marks
4 6 TICKS = 2 marks
2 3 TICKS = 1 mark
The height of maize

plants/ cm
Time/days
after
planting
1 2
10
Average
heights
of maize
plants
(cm)
10
20
30
40
50
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12
60
70
80
90
100
110
120
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1. A student carried out an experiment to investigate the effect of running up and down
a stair case on the rate of his heart beat . Figure 1.1 shows the method used by the
student. The subject runs up the stair case and straight away runs down the same
stair case.
Seorang pelajar menjalankan satu kajian untuk menyiasat kesan berlari menerusi
anak tangga keatas dan kebawah keatas kadar degupan jantungnya. Rajah 1.1
menunjukkan cara yang digunakan oleh beliau. Pelajar itu berlari keatas dan
kebawah menggunakan anak tangga yang sama.
Immediately after the boy has finished running up and down the stair case, the time
taken for 30 heart beats is taken and is recorded in table 1.1.
Sebaik sahaja pelajar itu selesai berlari keatas dan kebawah menerusi anak tangga
tersebut, masa untuk 30 degupan jantungnya di catatkan dalam jadual 1.1
The whole experiment was repeated with the same boy running up the stair case as
shown in Figure 1.2(a), 1.2(b) and 1.2(c) in Table 1.1 respectively. The results are
also shown in the same table.
Keseluruhan kajian diulang oleh pelajar yang sama seperti di rajah 1.2 (a), 1.2(b)
dan 1.2 (c) dalam jadual 1.1. Keputusan kajian ditunjukkan dalam jadual yang sama.
Situation
Numbers of
times the boy
running up and
down the stair
case.
Observation
The time taken

for making 30
heartbeats (s)
One time
20
Figure 1,1
Two times
Figure 1.2(a)
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Three times
Figure 1.2(b)
Four times
Figure 1.2(c)
Table 1.1
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(a) (i) Based on Table 1.1, state two observations on the relationship of the numbers
of times the boy runs up and down the stair case and the time taken for 30 heart
beats.
Berdasarkan jadual 1.1, nyatakan dua pemerhatian tentang hubungan antara bilangan
kekerapan pelajar tersebut berlari menerusi anak tangga keatas dan kebawah dan masa
untuk 30 degupan jantung
For
examiners
use
Observation 1 :
Pemerhatian 1 :
Observation 2 :
Pemerhatian 2 :
1 (a) (i)
[3 marks]
[3 markah]
(ii) State the inference which corresponds to the observations in 1(a) (i)
Nyatakan inferen yang sepadan dengan pemerhatian di 1(a) (i)

Inferens daripada pemerhatian 1 :
Inference from observation 2 :

Inferens daripada pemerhatian 2 :
[3 marks]
[3 markah]
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[Lihat sebelah
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1 (a) (ii)
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For
examiners
use
(b) Complete Table 1.2 based on this experiment.

Lengkapkan Jadual 1.2 berdasarkan eksperimen ini.
Variable
Pemboleh ubah
Cara mengendali pemboleh ubah
..
..............................................................................
.
..
..............................................................................
...
..
Constant variable:
..
..............................................................................
..
Table 1.2
1 (b)
Jadual 1.2
[3 marks]
[3 markah]
(c) State the hypothesis for this experiment.

[3 marks]
[3 markah]
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[Lihat sebelah
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1 (c)
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For examiners
use
(d) Record the time taken for the boys heart to make 30 heart beats in the three
occasions in Table 1.1.
Catatkan masa untuk 30 degupan jantung pelajar tersebut dalam ketiga-tiga
keadaan dalam jadual 1.1
1 (d)
[3 marks]
[3 markah]
(e)
Based on Table 1.1, construct a table and record the results of the experiment which
include the following aspects:
Berdasarkan jadual 1.1, bina satu jadual dan catatkan keputusan kajian tersebut yang
merangkumi aspek berikut
-
The numbers of time of running up and down the stair case

Bilangan kekerpan menaikki dna menuruni anak tanggga
The time taken for the boys heart to make 30 beats
Masa untuk 30 degupan jantung pelajar tersebut
The rate of the boys heart beat (times/minute)
Kadar degupan jantung pelajar tersebut ( masa / minit)
1 (e)
[3 marks]
[3 markah]
(f)
From the table in (e) (i) above, draw the graph of the rate of the boys heart
beats against the number of times of running up and down the stair case.
Daripada jadual dalam (e)(i), lakarkan graf kadar degupan jantung pelajar melawan
bilangan dia menaiki dan menuruni anak tangga
[3 marks]
[3 markah]
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1 (f)
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(g) Based on the graph you have drawn in (f) above, explain the relationship between the
number of times of running up and down the stair case, the time taken for the boys
heart to beat 30 times and the rate of the boys heart beat.
Berdasarkan graf yang dilakarkan di (f), terangkan hubungan antara bilangan pelajar
menaiki dan menuruni tangga, masa untuk 30 degupan jantungnya dan kadar degupan
jantungnya
For
examiners
use
1 (f)
[3 marks]
[3 markah]
(h) Predict the rate of the boys heart beat if he runs up and down the same stair
case 5 times.
Ramalkan kadar degupan jantung pelajar tersebut jika dia berlari menerusi anak
tangga yang sama keatas dan kebawah sebanyak 5 kali.
1 (g)
[3 marks]
[3 markah]
(i) Based on this experiment, deduce the meaning of the rate of the heart beat.
Berdasarkan kajian ini, rumuskan maksud kadar degupan jantung.
1 (h)
[3 marks]
[3 markah]
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(j) The student also carried out an experiment to investigate the amount of carbon dioxide
produced after doing the exercise. The following list is part of the apparatus and
materials used in this experiment.
Pelajar tersebut juga menjalankan eksperimen untuk mengkaji jumlah karbon dioksida
yang dihasilkan selepas melakukan senaman.
J tube, ruler, potassium pyrogallate solution, beaker, potassium hydroxide
solution, boiling tube, rubber tubing, basin, water
Tiub J, pembaris, larutan kalium pirogalat, bikar,larutan kalium hidroksida,
tabung didih, salur getah, besen, air
Complete the table 1.3 below by classifying the apparatus and materials used in this
experiment.
Lengkapkan jadual 1.3 dengan mengklasifikasikan alat radas dan bahan yang
digunakan pembolehubah dan bahan serta radas yang digunakan dalam eksperimen
ini.
Apparatus
Radas
Materials
Bahan
[3 marks]
[3 markah]
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For
examiner
s use
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2. Variation are differences in trait between individual of the same species. Variation causes an
individual able to adapt to the surrounding for survival of the species. Example of variation are types
of fingerprints, attachment of ear lobes, height, ability to role the tongue and blood group.
Variasi ialah perbezaaan trait di antara individu dari spesies yang sama. Variasi menyebabkan
seorang individu berkebolehan untuk menyesuaikan diri dengan persekitaran untuk kemandirian
spesies. Contoh variasi ialah jenis cap jari, lekatan cuping telinga, ketinggian, kebolehan menggulung
lidah dan kumpulan darah.
A group of form 5 Perkasa students carried out an experiment to investigate the variation among
themselves. The traits on height and attachment of ear lobes were observed.
Sekumpulan pelajar dari 5 Perkasa menjalankan eksperimen untuk menyiasat variasi dikalangan
mereka. Trait untuk ketinggian dan lekapan cuping telinga diperhatikan.
Height
Plan a laboratory experiment to determine the types of variation to the number of students. Your
planning of the experiment must include the following aspects:
Rancang satu eksperimen makmal untuk menentukan jenis variasi terhadap bilangan pelajar.
Problem statement
Pernyataan masalah
Objective of investigation
Objektif kajian
Hypothesis
Hipotesis
Variables
Pemboleh ubah
Technique used
Conclusion
Kesimpulan
17 marks
[ 17 markah ]
END OF THE QUESTION PAPER
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[Lihat sebelah
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MARK SCHEME
1(a)(i)
Score
4551/3
Explanation
Able to state any two observations based on the following criteria:
C1 : Numbers of times the boy running up and down the stair case.
C2 : The time taken for making 30 heart beats.
C3 : Reading for C1 and C2
1: The time taken for the boys heart to beat 30 times is 15 seconds when he
runs up and down the stair case two times.
2: The time taken for the boys heart to beat 30 times is 10 seconds when he
runs up and down the stair case four times.
2
1
0
1 (a)(ii)
Score
Able to state any one correct observation or two inaccurate response.

Able to state one correct observation or two inaccurate response or idea.
Explanation
Able to state two reasonable inferences for the correspond to the observation.
1: The heart beats is slow because the boys body needs a smaller amount of
oxygen supply to run a shorter distance.
2: The heart beats is fast because the boys body needs a larger amount of
oxygen supply when he runs a longer distance.
2
1
0
Able to state one correct inference and one inaccurate inference.

Able to state one correct inference or two inaccurate inference or idea.
1(b)
Score
Explanation
Able to state the variable and the method to handle variable correctly () for each
variable and method
Variable
The distance run by the boy //
the number of times he runs up
and down the stair case
Responding variable
The time taken for the boys
heart to beat 30 times after the
running.
Fixed variable
3
2
1
The boy, the height of the stair

case, the number of heart beats
(30)
Able to get all 6 ()
Able to get 4 5 ()
Able to get 2 3 ()
By running up and down the stair case

for different number of times // 2 times,
three times and four times.
By taking down the time taken for the

boys heart to beat 30 times after each
running and record them in a table.
By using the same boy throughout the
entire experiment // use the same stair
case for all the experiment // by
counting the same number of heart
beat for all the experiment.
MARK SCHEME
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0
1 (c)
Score
3
Explanation
Able to state the hypothesis correctly based on the following criteria:
P1 (manipulated)
P2 (responding)
R - State the relationship between P1 and P2.
The more the number of times the boy runs up and down the stair case, the
shorter the time his heart takes to beat 30 times after the running.
Able to state the hypothesis but less accurate.
1
0
1. Time taken for making 30 heart beat depends on the numbers of times the boy
running up and down the stair case.
1(d)
Score
3
2
1
0
1(e)
Score
Explanation
Able to record all the readings the time taken for the boys heart to make 30 heart
beats in the three correctly.
2 times = 15 s
3 times = 12 s
4 times = 10 s
Able to record any 2 readings correctly.
Able to record any 1 readings correctly.
No response or wrong response.
Explanation
Able to construct a table and record the result of the experiment which the following
criteria:
3
C state all the numbers of time of running up and down the stair case .
D Transfer all data correctly. (Time taken)
()
T calculate all the rate of the boys heart beat (with unit) ()
The number of times

of running up and
down the stair case
2
3
4
2
1
0
1 (f)
Score
The time taken for the

boys heart to make 30
beats (s)
15
12
10
()
The rate of the boys

heart beat
(times/minutes)
120
150
180
Able to construct a table and record any two criteria

Able to construct a table and record any one criteria
Explanation
Able to draw the graph for the rate of the boys heart beats against the number of
times of running up and down the stair case.
P1 Both axes are labeled with unit and uniform scale.
P2 All points are correctly plotted
P3 Smooth curve (didnt touch X-axis or/and Y-axis)
MARK SCHEME
3
2
1
0
1(g)
Score
3
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Able to get all criteria correct

Able to get any two criteria correct
Able to get any one criteria correct
Explanation
Able to explain the relationship between the number of times of running up and
down the stair case, the time taken for the boys heart to beat 30 times and the
rate of the boys heart beat correctly.
The more the number of times the boy runs up and down the stair case, the
shorter the time taken for his heart to make 30 beats or to beat 30 times, so the
higher the rate of the boys heart beat.
0
1(h)
Score
3
Able to explain briefly the relationship between the number of times of running up
and down the stair case, the time taken for the boys heart to beat 30 times and the
rate of the boys heart beat.
Able to explain the idea of relationship between the number of times of running up
and down the stair case, the time taken for the boys heart to beat 30 times and the
rate of the boys heart beat.
Explanation
Able to predict and explain the outcome of the experiment correctly with the
following aspect.
Prediction:
P1 Able to predict the rate of the boys heart beat if he runs up and down the
same staircase 5 times.
Explanation:
P2 Able to state the changes in number of times the boy runs up and down the
stair case,
P3 Able to state the changes in the time taken for his heart to make 30 beats or
to beat 30 times,
2
1
0
1(i)
Score
3
Sample answer:
The rate of the boys heart beat would be higher than 180 times per minute
because the more the number of times the boy runs up and down the stair case,
the shorter the time taken for his heart to make 30 beats or to beat 30 times.
Able to predict based on any two criteria.
Able to predict based on any one criteria.
Explanation
Able to state the definition of the rate of the heartbeat operationally, complete
and correct, based on the following criteria.
P1 basic concept of heartbeat rate
P2 manipulated variable
P3 responding variable
Sample answer
The heartbeat rate is the number of breaths per minute shown by the time taken
MARK SCHEME
2
1
0
I(j)
Score
3
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for making 30 heartbeats and is affected by the number of times the boy runs up
and down the staircase.
Able to state the definition of the rate of heartbeat operationally based on any
two criteria.
Able to state the definition of the rate of heartbeat operationally based on any
one criterion or an ideal or hypothesis form.
Explanation
Able to classify all the apparatus and materials used correctly.
Apparatus
J tube, basin,
boiling tube, ruler,
beaker, rubber
tubing
Materials
Water, potassium
pyrogallate solution,
potassium hydroxide
solution
Able to classify all the apparatus correctly but one material wrong// all materials
correctly but one apparatus wrong.
5-6 apparatus correct with 2 materials
4-5 apparatus correct with 1 materials
1
0
Able to classify 3-4 apparatus correctly with 1 materials.

MARK SCHEME
4551/3
Question 2:
KB061201 ( Problem statement)

Question Score
2
3
Explanation
Able to state the problem statement correctly :
Remarks
C1 : Types of variation // height and attachment of ear lobes

C2 : Number of students // number of boys / girls
H : Question form
Sample answer:
1. Do all the students have the same attachment of ear lobes and
height / types of variation?
2. Do different attachment of ear lobes and height affect the
number of students?
3. Do the boys and girls have the same attachment of ear lobes
and height?
4. How many students have the same attachment of ear lobes and
height?
5. What is the number of student in the group having the same
attachment of ear lobes and height?
Able to state the problem statement of identified problem but

incorrect.
Sample Answer:
1. Height and attachment of ear lobes affect the number of
students ?
Able to state an idea only

Sample Answer:
Attachment of ear lobes/ height affect the number of students?
Tick
KB061202 ( KB061203 Making Hypothesis )

Question
2
Score Explanation
Able to write a complete hypothesis relating the manipulated variable
3
and responding variable correctly based on:
C1 = Manipulated variable = types of variation / types of attachment
of ear lobes and height
C2 = Responding variable = number of students / boys and girls
H = Relationship.
Sample answer :
1. Different number of students show different types of
ear lobes attachment and height / types of variation // inversely .
2. Each student in th group / class belongs to one type
of ear lobes attachment and (specific range) of height .
Remarks
MARK SCHEME
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3. Height is a continuous variation and attachment of ear lobes /

is a discontinuous variation.
Able to write an incomplete hypothesis statement
Sample answer:
1. Students have different types of attachment of ear lobes and height.
Tick
Able to give an idea of the above hypothesis.
Sample answer:
1. Attachment of ear lobes and height varies among the students .
KB061203 - Planning ( Planning for investigation)

Question
2
Score Explanation
Remarks
3
Able to state 7-9 aspects of experimental planning which
includes the following:
Problem statement idea level
Aim of investigation / Objective Relation between C1

and C2
Sample answer
To investigate the types of variation among students in 5 Jauhari.

//To study the number of students with different height and types ear
lobes attachment
Statement of hypothesis idea level

Variables
Able to state the three variables correctly.
- Types of variation // height and types of ear lobes attachment

- Number of students / boys or girls
-Same class// same age// same gender // ten students .
Technique
Sample answer:
Record / count the number of students / boys and girls with different
types of variation using meter rule.
// Record the height using the meter rule / count the number of
students having different types of ear lobes attachment
MARK SCHEME
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8
Bonus 1 = 1 mark
Procedure / Method of investigation must have all criteria

K1, K2, K3, K4, K5
Data presentation // presentation of result

title and correct unit
Sample Answer :
Students
name
Types of ear lobes

attachment
Height
(m)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
Bonus 2 = 1 mark
Conclusion (CS) Must write the correct hypothesis again.

Reject conclusion., if only write hypothesis accepted.
Sample answer :
Different students show different types of attachment of ear lobes/
different height. Hypothesis is accepted.
// Each student in th group / class belongs to one type of ear lobes
attachment and (specific range of ) height .
// Height is a continuous variation and types of ear lobes attachment/ is
a discontinuous variation.
Able to state 4 6 aspect of planning investigation
Able to state 1 - 3 aspect of planning investigation
Tick
MARK SCHEME
Question Score
2
3
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Explanation
Remarks
Able to list down the complete and correct procedures/steps used
based on the following five criterias K1, K2, K3, K4 and K5 :
K1 : Setting apparatus and materials:
K2 : Operating manipulated variable
K3 : Operating responding variable
K4 : Operating controlled variables.
K5 : Precautions steps
Sample Answer:
Method / Procedures :
1. Ten names of student in th same group were written down in
a table (include my name) K1 / K4
2. My height is measured by using a metre rule and recorded in a
table.
K1
3. Th experiment is repeated by investigating th types of ear
lobes attachment
K2
4. Observed the types of ear lobes attachment of the students
K1
5. All the observations are recorded.
K3
6. Steps 2 until 5 were repeated to other students in th same
group.
K2
7. Th measurement of height and types of ear lobes attachment
are repeated twice to get th average.
K5
8. Two graphs on th number of students against th types of
variation were plotted.
K1
2
1
0
Question Score
2
3
3-4 criteria / 3-4 Ks

1- 2 criteria / 1-2 Ks
1 criteria or no response
Explanation
Able to state all the materials and apparatus correctly:
To get K1,
they must
be 3
example
of K1
To get K2,
K3,K4
and K5
they must
be at least
1 example
1K a tick
Remarks
3A + 1M
Sample Answer:
1)
2)
3)
4)
2
1
0
Student
Graph paper
Marker/pen
Meter rule / tape
Able to state three of the materials and 3 apparatus

Able to state two of the materials and 2 apparatus
2A +1M
1A + 1M
MARK SCHEME
10
03
3
Report writing
Score 3 = 7-9
2
1
0
Score 2 = 4-6
Score 1 = 1-3
No response or wrong response.
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TOTAL = 17 marks
Question 1: 33 Marks
Question 2: 17 Marks
(Total
= 50 marks)
SULIT
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Jawab semua soalan
1. Diagram 1 shows an experiment that was carried out to investigate the effect of air
movement on transpiration rate of hibiscus plant by using a potometer.Time is taken for an
air bubble to move from X to Y (10 cm distance) by using stopwatch.
Rajah 1 menunjukkan satu eksperimen yang dijalankan untuk mengkaji kesan pergerakan
udara terhadap kadar transpirasi pokok bunga raya dengan menggunakan satu potometer.
Masa pergerakan gelembung udara dari X ke Y ( jarak 10 cm) diambil dengan
menggunakan jam randik.
Fan [ Kipas Angin ]
Stopwatch [ Jam Randik ]
Water
[Air]
Capillary tube
[Tiub kapilari]
Diagram 1
The potometer is placed near a fan with air speed adjusted at different velocity as shown in
the Table 1.
Potometer ini diletakkan berhampiran dengan kipas di mana kelajuan angin diubah pada
aras yang berbeza seperti dalam jadual 1.
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1 (a) Record the time taken by air bubble to move from X to Y in table 1.
Rekodkan masa yang telah diambil untuk gelembung udara bergerak dari X ke Y dalam
jadual 1.
Fan speed
Stop watch reading
Time taken by air bubble to move
Kelajuan kipas
Bacaan jam randik
from X to Y (minute)
Masa yang diambil oleh gelembung udara
bergerak dari X ke Y ( minit)
Table 1 [ Jadual 1]
SULIT
SULIT
(a).
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3
Record the time taken by air bubble to move from X to Y in the spaces
provided in Table 1.
[3 marks]
Catatkan masa yang telah diambil oleh gelembung udara bergerak dari X ke Y
di dalam jadual 1 diruang yang disediakan.
[3 markah]
(b).i)
State two different observations on the time of air bubble moves.Refer table 1.
[Nyatakan dua pemerhatian ke atas masa yang diambil oleh gelembung udara
itu untuk bergerak.Rujuk jadual 1]
Observation 1
Pemerhatian 1
Observation 2
[Pemerhatian 2]
[3 marks]
[3 markah]
(ii) State one inference for each observation made in (b) (i).
[ Nyatakan satu inferen bagi setiap pemerhatian yang dibuat pada 1(b)(i)]
Inference for observation 1 [ Inferen daripada pemerhatian 1]
Inference for observation 2 [ Inferen daripada pemerhatian 2]
[3 marks]
[ 3 markah]
SULIT
For
examiner
use
SULIT
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4
Based on the bar chart in c (ii) ,explain the relationship between the rate of
transpiration and the fan speed.
Berdasarkan carta bar di c (ii),terangkan hubungan antara kadar transpirasi
melawan kelajuan kipas.
(c).iii
[3 marks]
[3 markah]
d)
Complete Table 2 based on this experiment.
[Lengkapkan Jadual 2 berdasarkan eksperimen ini]
Variable
Pembolehubah

[Cara mengendali pembolehubah ]
[Pembolehubah dimanipulasi]
........
..
Responding variable
[Pembolehubah bergerakbalas]
....
..
...
Fixed variables
[Pembolehubah dimalarkan]
....
..
....
Table 2 [Jadual 2]
[3 marks]
[3 markah]
SULIT
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5
State the hypothesis for this experiment.
[Nyatakan hipotesis bagi eksperimen ini]
(e)
.
.
.
[3 marks]
[3 markah]
(f)
Based on the experiment, define transpiration operationally

Berdasarkan eksperimen, beri definisi transpirasi secara operasi
.
.
.
[3 marks]
[3 markah]
(g)
The experiment is repeated using fan speed 3, but by placing the set-up in the
dark. Predict transpiration rate of the plant shoot under this condition.
Explain your predication.
Ekperimen ini diulang dengan menggunakan kipas pada kelajuan 3, tetapi
radas di letakkan dalam gelap. Ramalkan kadar transpirasi pucuk tumbuhan
pada keadaan ini.Terangkan ramalan anda.
.
.
.
[3 marks]
[3 markah]

SULIT
SULIT
(h)
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6
The following list is part of apparatus and material used in this experiment.
Senarai berikut adalah sebahagian daripada radas dan bahan yang
digunakan dalam eksperimen ini.
Fan ,photometer,stopwatch,fresh plant shoot,water,capillary tube
Kipas Angin,potometer,jam randik,pokok yang baru dipetik,air,tiub kapilari
Complete Table 3 by matching the apparatus and material used in this

experiment.
Lengkapkan Jadual 3 dengan radas dan bahan yang digunakan dalam
eksperimen ini.
Material
Apparatus
Bahan
Radas
Table 3
Jadual 3
[3 marks]
[33 marks]

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Industrial, domestic and agricultural activities produce waste which

pollutes water. The level of water pollution can be tested by determining the
Biochemical Oxygen Demand ( BOD ) value. Methylene blue solution is used as an
indicator to test for the presence of oxygen in the water samples. It is blue when
oxygen is present and colourless when there is no oxygen.
Aktiviti industri, domestik dan pertanian menghasilkan bahan buangan yang
mencemarkan air. Tahap pencemaran air boleh diuji dengan menentukan nilai
Keperluan Oksigen Biokimia.
Larutan Metilena biru digunakan sebagai penunjuk untuk menguji kehadiran
oksigen dalam sampel air. Larutan ini kekal biru apabila terdapat oksigen dalam
sampel air dan warna biru luntur apabila tidak terdapat oksigen.
Based on the above information, design a laboratory experiment to investigate the
level of pollution in several different sources of water.
Berdasarkan maklumat di atas reka bentuk satu eksperimen makmal untuk
mengkaji tahap pencemaran air dari sumber yang berbeza.
The planning of your experiment must include the following aspects:
Perancangan eksperimen anda hendaklah meliputi aspek aspek berikut :
o Problem statement
Pernyataan masalah
o Aim of investigation
Objektif kajian
o Hypothesis
Hipotesis
o Variables
Pembolehubah
o List of apparatus and materials
o Technique used
o Experimental procedure or method
o Presentation of data
o Conclusion
Kesimpulan
(17 marks)

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1(c)
(i)
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Construct a table and record all the data collected in this experiment.Your
table should have the following aspects :
Bina satu jadual dan rekodkan semua data yang dikumpulkan dalam
eksperimen ini.Jadual anda hendaklah mengandungi aspek-aspek berikut :
Fan speed [Kelajuan kipas]

Time taken [Masa yang diambil]
Transpiration rate [Kadar transpirasi:]
The formula of the transpiration is:

Transpiration rate = Distance
Time
[Hitung dan rekodkan kadar transpirasi dalam jadual anda.
Formula untuk kadar transpirasi adalah:
Kadar transpirasi = Jarak
Masa
[ 3marks]
[3markah]

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1.c ( ii ) Use the graph paper provided to answer this question.

Using the data 1 C (i) ,draw a bar chart to show the relationship
between the rate of transpiration against the fan speed.
Gunakan kertas graf yang disediakan untuk menjawab soalan
ini.Menggunakan data di 1 c(ii) ,lukis satu carta bar untuk
menunjukkan hubungan antara kadar transpirasi dengan kelajuan
kipas.
[ 3 marks ]
[ 3 markah ]

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No.
1 (a)
Mark Scheme
Able to record the data correctly
Fan
speed
0
1
2
3
4
Score
3
Time taken by air bubble to move

from X to Y ( minute)
50
35
28
18
15
Able to record 4 data correctly
Able to record 3 data correctly
No response or incorrectly data or only 2 correct data
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No.
1 (b) (i)
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Mark Scheme
Able to state two different correct observations
C1: MV Fan speed
C2: RV - time taken by air bubble to move from X to Y
Score
3
Sample answers
Vertical observation
1 At fan speed 0,the time taken for air bubble to move
from X to Y is 50 minutes.
2 At fan speed 4,the time taken for air bubble to move
from X to Y is 15 minutes.
Horizontal observation
1. The time taken by air bubble to move from X to Y at fan
speed 0 is longer then at fan speed 4.
Able to state one correct observation and one inaccurate
observation Or
Able to state two inaccurate observations
Sample answers
1
2
At fan speed 0,the time taken for air bubble to move is

long.
The time taken by air bubble to move from X to Y is
affected by fan speed.
Able to state only one correct observation Or

Able to state two observations at idea level
Sample answer (idea level)

1. Different speed of fan cause different time taken for air
bubble move.
2. The higher speed of the fan ,the shortest time taken for air
bubble move.
3. Air movement cause air bubble to move
0
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No.
1 (b) (ii)
Mark Scheme
Able to make two correct inferences
Note : Inference must match observations
Score
3
Sample answers
1. At fan speed 0,the time taken for air bubble to move
from X to Y is 50 minutes because the air movement is
slow.
2. At fan speed 4,the time taken for air bubble to move
from X to Y is 15 minutes because the air movement is
fast.
Able to state one correct inference and one inaccurate inference
Or
Able to state two inaccurate inferences
Sample answers
1.
Different speed of air movement will causes different

time taken for the air bubble move.
2. Different speed of air movement causes different
transpiration rate.
Or
Sample answer (idea level)

1. Air movement affect transpiration rate.
2. Transpiration rate vary at different speed of air
movement.
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No.
1. (c) (i)
Mark Scheme
Score
Able to construct a table with the following aspects :

T : title with correct unit
D: data transferred
C: calculation
Fan speed
0
1
2
3
4
Time
(minute)
50
35
28
18
15
Transpiration rate
(cm/min)
0.20
0.29
0.36
0.56
0.67
Able to construct a table with two aspects correctly
Able to construct a table with one aspect only correctly
No response or incorrect answer
No.
1 (c) (ii)
Mark Scheme
Able to draw the bar chart graph correctly which include the
following aspects :
X : Title of x-axis and y-axis with correct unit
Y : Five points are plotted correctly
Z : The bar chart is smoothly drawn
Score
3
- 1 mark
- 1 mark
- 1 mark
2
Any two aspects correctly

1
Any one aspects correctly
0
No response or incorrect aspect
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No.
Mark Scheme
Score
1 (c) (iii)
Able to explain the relationship between the rate of transpiration

and the fan speed based on the following criteria :
1. Rate of transpiration
2 Fan speed
3 reason
Sample answer
1. When the speed of fan increases,the transpiration rate will
also increase,this is because more water molecules will be
evaporated into atmosphere.
2. When the fan speed decrease ,the transpiration rate also
decreases due to less water evaporate.
Able to explain the relationship using any two criteria.
Sample answer :
1.
Slow air movement causes less water evaporated by the

plant.
Able to explain the relationship using any one criteria.
1. Air movement will affect the rate of transpiration /water

loss from the plant.
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No.
1 (d) (i)
Mark Scheme
Score
Sample answers
Variable
Method to handle the

variable
Air movement // fan speed
Fan is switched on at
different speed.
Responding variable
Time taken for air bubble to
move from X to Y.
Rate of transpiration
Constant variable
Light intensity
Type of plant
Distance between X and Y
Measure and record the time

taken for air bubble to move
from X to Y by using
stopwatch.
Using formula to calculate
the rate of transpiration.
The light intersity is fixed.
Use/fix the same spesies of
plant.
The distance between X and
Y is fixed (10 cm)
Able to state 4 5 answers correctly
Able to state 2 - 3 answers correctly
No response or incorrect response or one correct answer only
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No.
1 (e)
Mark Scheme
and the responding variable correctly
Score
3
Sample answers
1
2
The higher the speed of the fan ,the less time is taken by
the air bubble to move from X to Y
The higher the speed of the fan,the higher the rate of
transpiration.
Able to state a hypothesis relating the manipulated variable and

the responding variable inaccurately
Sample answers
1.
Different speed of air movement causes different rate of

transpiration.
2. Different speed of air movement causes different amount
of water lost/time taken for air bubble to move from X to
Y.
Sample answers
1
2
Air movement causes different rate of transpiration

Air movement causes different amount of water loss/time
taken for air bubble move.
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No.
1 (f)
Mark Scheme
Score
Able to define transpiration operationally

Sample answer
1. Transpiration is the process water loss from the plant

shoot (through leaves) and affected by air movement /fan
speed that shown by time taken for water to move in a
certain distance/ from X to Y.
2
Any two criteria
Sample answer
1. Transpiration is the loss of water from the plant shoot
affected by air movement.
1
Any one criteria
Sample answer
1.
Transpiration is the loss of water from the plant shoot.
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No.
1 (g)
Mark Scheme
Score
Able to predict the outcome of the experiment based on the

following criteria:
3
C1: Expected transpiration
C2: Comparison
C3: The reason of the answer
Sample answer
1. Time taken for transpiration rate at fan speed 3,in the
dark is more then 18 minutes because the stomata are
closed in the dark,hence less water evaporate from the
plant shoot.
2. Less than 0.56cm/min because stomata in leaves/plant
are closed in the dark,less water evaporated from the
leaves/plant.
2
Any two criteria
Sample answer
1. Transpiration rate at fan speed 3, in the dark less than
0.56 cm/min.
1
Any one criteria
Sample answer
1. Transpiration rate is low.
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No.
1 (h)
Mark Scheme
Score
Able to classify the apparatus and materials according to their

functions in the experiment
Apparatus
Fan
Stop watch
Beaker
Capillary tube
Materials
Fresh plant shoot
water
Any 5 answers correctly
Any 3 to 4 answers correctly
No response or only two correct answer
PERATURAN PEMARKAHAN SOALAN NO. 2 BIOLOGI KERTAS 3 EXCEL

FORM 5 2009
No
Mark Scheme
Score
2(i)
Able to state the problem statement relating the

3
manipulated variable with the responding variable
Remark
Tick
()
P1 : different sources of water

P2 : the level of (water) pollution
P3 : ? ( question mark )
Sample answer :
What is the level of (water) pollution in different
sources of water ?
Able to state the problem statement based on two

criteria.
Tick
()
Able to state a problem statement based on one

citeria.
Tick
()
Sample answer :
What is the level of water pollution ?
No
Mark Scheme
2(ii)
Able to state the aim of the investigation

correctly
Sample answer:
To investigate the level of water pollution in
different sources of water.
Score
Remark
Tick
()
No
Marking Scheme
2(iii)
Able to state the hypothesis relating the

3
manipulated variable with the responding variable
MV:
Score
Remark
Tick
()
source of water
RV : the level of (water) pollution //

time for the methylene blue solution to
turn colourless
H:
Relationship
Sample answer :
1. The methylene blue solution took the shortest
time to decolorize in ..water.
2. ..water is the most polluted samples of
water collected
Able to state the hypothesis based on two criteria.
Tick
()
Tick
()
Sample answer :
1. Different sources of water affect the time taken
for the methylene blue to turn colourless
Able to state the hypothesis based on one criteria.

Sample answer :
1. The water is polluted.
No
Marking Scheme
2(iv)
Able to state the three variables correctly.
Score
Remark
All
variables
correct
Sample answer:
Manipulate Variable:
source of water
(Tick)
Responding Variable :
the level of (water) pollution //
time for the methylene blue to turn colourless
Constant Variable :
Volume of water samples //
volume of methylene blue
No
Marking Scheme
Score
Remark
2(iv)
Able to list all important apparatus and materials

correctly
Tick
()
Able to list at least 3 apparatus and at least 4

materials
Tick
()
Able to list at least 2 apparatus and at least 3

materials
Tick
()
Sample answer
Apparatus :
Reagent bottles ( 250 ml ) with stoppers
Beakers
Syringes
Stopwatch
Materials :
Methylene blue solutions
Water samples - ( at least 4 )
No
Marking Scheme
Score
Remark
2(vi)
Able to state a suitable technique used for the

experiment
B=1
Tick
()
Sample anwer :
The time taken for the methylene blue solution in
all the samples of water to decolourise is taken by
using the stopwatch .
Results are recorded in a table.
No
Mark Scheme
Score
Remark
2(vii)
Able to describe the steps of the experiment

correctly based on the following criteria.
Tick
()
K1 set up
K2 handling the manipulated variable
K3 handling the responding variable
K4 handling the constant variable
K5 Precaution taken
Sample answer :
Steps :
1. Water samples are collected from (four)
different water sources.
2. The reagent bottles are labelled ( P,Q,R,S,).
3. Each reagent bottles are filled with 100 ml of
the water samples respectively.
4. A syringe is used to add 1 ml of methylene
blue solution to the base of each of the water
samples.
5. The reagent bottles are quickly close.
6. All the bottles are placed inside a cupboard and
the stopwatch is started.
7. The bottles are examined from time to time.
8. The time taken for the methylene blue solution
in all the samples of water to decolourise are
recorded.
9. The results are recorded in a table.
Indicator:
K1 step 1,2,5,6,7,8 ( any four steps )
K2 step 3
K3 step 8, 9
K4 step 3, 4
K5 step 4,5,6,7 ( any three steps )

Able to state any four criteria ( 4K).
Tick
()
Able to state any three criteria (3K).
Tick
()
No
Mark Scheme
Score
Remark
2(vii)
Able to construct a table to record data
Bonus = 1
Tick
()
Sample answer :
Reagent Bottle
Sources of
water
Time
Taken For
The
Methylene
Blue To
Decolorize
( Hour )
No
Mark scheme
2(x)
Able to make the right conclusion

Sample answer :
Less time is taken for the methylene blue to
decolourise / turn colourless in (river) water
compare to (drain) water.
Hypothesis is accepted.
* Answer in the ( ) depends on the students
answer.
Score
Remark
Tick
()
Score
01
Problem Statement
02
Hypothesis
03
Planning
Remark
8-9 tick = 3
6-7 tick = 2
4-5 tick = 1
04
Experimental Procedure
5K = 3
4K = 2
3K = 1
05
List of apparatus and
materials
B1
Technique
B2
Data Presentation
TOTAL
17
3
MOZ@C
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1. Rajah 1 menunjukkan satu eksperimen yang telah dijalankan untuk mengkaji

kesan keamatan cahaya ke atas kadar transpirasi tumbuhan bunga raya dengan
menggunakan potometer gelembung. Masa untuk gelembung udara bergerak
melalui jarak XY (10 cm) ditentukan dengan menggunakan jam randik.
Rajah 1
Potometer diletakkan di bawah keamatan cahaya yang berbeza seperti berikut.

Eksperimen
1
2
3
4
5
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Keamatan cahaya, watt

5
25
40
60
100
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4
MOZ@C
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Keamatan cahaya
lampu, watt
Bacaan Pada Jam Randik
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Masa yang diambil oleh

gelembung udara untuk
bergerak melalui jarak XY
(minit)
25
40
60
100
JADUAL 1
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Untuk
Kegunaan
Pemeriksa
5
MOZ@C
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a) Catatkan masa yang diambil untuk gelembung udara bergerak melalui jarak XY
di bawah keamatan cahaya yang berbeza pada ruang yang disediakan pada
Jadual 1.
[3 markah]
b) (i) Berdasarkan Jadual 1, nyatakan dua pemerhatian yang dapat dibuat daripada
eksperimen tersebut.
1
.
..
[3 markah]
(ii) Nyatakan inferens bagi setiap pemerhatian di (b)(i).

1
.
.
[3markah]
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Untuk
Kegunaan
Pemeriksa
6
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Untuk
Kegunaan
Pemeriksa
c) Lengkapkan Jadual 2 berdasarkan eksperimen di atas.

Pembolehubah
Langkah Mengoperasi Pembolehubah
Dimanipulasi
..
Bergerakbalas
Dimalarkan
Jadual 2
[3 markah]
d) Nyatakan hipotesis bagi eksperimen ini.
....................................................................................................................................
...................................................................................................................................
..................................................................................................................................
[3 markah]
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e) (i) Bina satu jadual untuk merekodkan keputusan eksperimen dengan mengambil
kira aspek berikut;
Keamatan cahaya
Masa
Kadar transpirasi
[3 markah]
(ii) Lukis graf yang menunjukkan kesan keamatan cahaya ke atas kadar
transpirasi.(Pada kertas graf yang disediakan)
[3 markah]
iii) Berdasarkan graf yang dibina terangkan perkaitan antara kadar transpirasi
tumbuhan dengan keamatan cahaya.
...............................................................................................................................
...............................................................................................................................
..............................................................................................................................
[3 markah]
f) Eksperimen diulang dengan menggunakan tumbuhan yang sama tetapi dibuang
semua daunnya dan diletakkan pada keamatan cahaya 100 watt.
(i) Ramalkan kadar transpirasi tumbuhan itu. Terangkan jawapan anda.
............................................................................................................................
............................................................................................................................
............................................................................................................................
[3 markah]
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Untuk
Kegunaan
Pemeriksa
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g) Berdasarkan keputusan eksperimen nyatakan definisi transpirasi secara operasi

..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
[3 markah]
h) Senaraikan radas dan bahan yang digunakan dalam eksperimen ini dalam bentuk
jadual
[3 markah]
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Untuk
Kegunaan
Pemeriksa
9
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1. Respirasi mikroorganisma membebaskan haba dan gas karbon dioksida. Kuantiti haba
dan gas karbon dioksida dipengaruhi oleh kehadiran oksigen.
Rekabentuk satu eksperimen untuk mengkaji penghasilan haba oleh sejenis
mikroorganisma dalam dua keadaan iaitu aerob dan anaerob.
Perancangan eksperimen hendaklah meliputi aspek-aspek berikut :
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
Pernyataan masalah
Objektif kajian
Pembolehubah
Pernyataan hipotesis
Prosedur eksperimen
Data yang dikumpul
Kesimpulan
[17 markah]
KERTAS SOALAN TAMAT
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PERATURAN PEMARKAHAN
KERTAS 3
SOALAN 1
NO
SKOR PENERANGAN
ITEM
(a)
KB0603 Mengukur dengan menggunakan nombor

3
Dapat menyatakan kelima-lima masa dengan tepat

Contoh jawapan;
Keamatan cahaya (watt)
5
25
40
60
100
Masa (minit)
50
36
28
18
15
Dapat menyatakan 3 daripada 5 data yang tepat
Dapat menyatakan sekurang-kurangnya 2 data yang betul
KB0601 Memerhati
(b) (i)
Dapat menyatakan mana-mana dua pemerhatian dengan tepat berdasarkan

ketiga-tiga kriteria berikut;
Pergerakan gelembung dari X ke Y/ Jarak 10 cm

Keamatan cahaya/watt yang berbeza
Masa yang diambil
Contoh jawapan
gelembung dari X ke Y/ sebanyak10 cm ialah 50 minit
gelembung dari X ke Y/ sebanyak 10 cm ialah 15 minit
MOZ@C
2
Dapat menyatakan mana-mana dua pemerhatian berdasarkan dua daripada

tiga kriteria di atas./ satu pemerhatian dengan tepat
Boleh menyatakan idea tentang pemerhatian

Contoh jawapan
Keamatan cahaya mempengaruhi masa yang diambil untuk pergerakan
gelembung dari X ke Y
KB0604 Membuat Inferens

b (ii)
Boleh membuat mana-mana dua inferens berdasarkan pemerhatian yang

dibuat di atas dengan tepat.
Contoh jawapan
1. Kadar transpirasi adalah paling rendah pada keamatan cahaya 5 watt
2. Kadar transpirasi adalah paling tinggi pada keamatan cahaya 100 watt.
Boleh membuat mana-mana satu inferens berdasarkan pemerhatian yang

dibuat di atas dengan tepat./ dapat menyatakan dua inferens tetapi tidak tepat
Contoh jawapan
Kadar transpirasi adalah berbeza-beza mengikut keamatan cahaya
Boleh menyatakan satu pernyataan menunjukkan idea tentang inferens

Contoh jawapan
Keamatan cahaya mempengaruhi kadar transpirasi.
MOZ@C
KB0610 Mengawal Pembolehubah
c)
3
Dapat menyatakan mana-mana lima atau enam PU dan cara mengoperai PU

Contoh
Pemboleh ubah
Dimanipulasi
Keamatan cahaya
//kekuatan watt
lampu
Bergerakbalas
Masa pergerakan
gelembung udara
dari X ke Y // Kadar
transpirasi
Dimalarkan
Jarak di antara
mentol dan
tumbuhan // spesies
tumbuhan //
bilangan daun //
suhu // angin
persekitaran // Jarak
XY
Mengoperasi Pembolehubah
Ubahkan keamatan cahaya dengan menukar
kuasa/watt mentol yang digunakan 5w, 25w,
40w, 60w dan 100w
Memerhati dan mencatat masa pergerakan
gelembung udara menggunakan jam randik
Kekalkan semua PU dimalarkan untuk semua

keamatan cahaya
Contoh jawapan :
Gunakan pucuk bunga raya untuk semua
keamatan cahaya
Dapat menyenaraikan mana-mana tiga atau empat PU dan operasi PU
Dapat menyenaraikan mana-mana satu atau dua PU dan operasi PU
KB0611 Membuat Hipotesis

d)
3

Contoh jawapan
Semakin tinggi keamatan cahaya semakin singkat masa yang diambil untuk
pergerakan gelembung dari X ke Y // Kadar transpirasi
MOZ@C

Contoh jawapan
Pada keamatan cahaya tinggi masa yang diambil untuk pergerakan
gelembung udara dari X ke Y adalah singkat // Kadar transpirasi tinggi
Dapat menyatakan idea hipotesis atau tujuan eksperimen sahaja

Contoh jawapan
Keamatan cahaya mempengaruhi kadar transpirasi
KBO606 Berkomunikasi
e) (i)
3
Dapat membina jadual dengan tajuk yang sistematik dan lengkap dengan unit
yang betul serta mempunyai 12-15 data.
Contoh jawapan
Keamatan cahaya
(watt)
5
25
40
60
100
NO
Masa (min)
Kadar transpirasi (cm/min)
50
36
28
18
15
0.20
0.28
0.36
0.56
0.67
Dapat membuat jadual dengan tajuk tanpa unit serta mempunyai 8 - 11 data.
Dapat membuat jadual tetapi tidak lengkap serta mempunyai 4 -7 data
SKOR PENERANGAN
MOZ@C
ITEM
KB0607 Menggunakan ruang dan masa dengan tepat
e) (ii)
3
Dapat melukis graf dengan ketiga-tiga kriteria berikut
P : Paksi X dan paksi Y dengan parameter dan unit yang

betul
T : Pindahan titik yang tepat
B : Graf yang licin , sambung semua titik, , freehold
Dapat melukis graf dengan sekurang-kurangnya dua kriteria di atas
Dapat melukis graf dengan satu kriteria sahaja
KB0608 Mentafsir data

3
e (iii)
Boleh mentafsir data dengan betul berdasarkan kriteria berikut:

Keamatan cahaya
Kadar transpirasi
Contoh jawapan
Apabila keamatan cahaya bertambah / meningkat kadar transpirasi
juga bertambah/meningkat .
Apabila haba meningkat lebih banyak air tersejat dari daun untuk
menyejukkan permukaan daun
Boleh mentafsir data berdasarkan mana-mana satu kriteria di atas.

Contoh jawapan
Apabila ada cahaya, kadar transpirasi tumbuhan meningkat // Apabila
keamatan cahaya meningkat, transpirasi tumbuhan meningkat
Boleh memberi idea tentang kesan keamatan cahaya terhadap kadar

transpirasi tumbuhan.
Contoh jawapan
Keamatan cahaya mempengaruhi kadar transpirasi tumbuhan // Kadar
transpirasi tumbuhan dipengaruhi oleh keamatan cahaya
MOZ@C
NO
SKOR PENERANGAN
ITEM
KB0605 Meramal
3
f)
yang lengkap (P).
F Kadar transpirasi akan kurang daripada 0.67 cm/min
P - Apabila daun dibuang maka bilangan stoma / daun berkurangan /
luas permukaan untuk proses kehilangan air daripada tumbuhan.
yang tidak lengkap (P).
F Kadar transpirasi akan berkurangan
P - Kurang kehilangan air daripada tumbuhan.
Boleh membuat ramalan // idea tentang ramalan // ramalan kurang

tepat (F) dengan penerangan yang kurang tepat (P) // Tiada P
Contoh jawapan
Masa yang diambil adalah lebih lama daripada 15 min.
KB0609 Mendefinisi Secara Operasi

g)
Dapat menyatakan konsep transpirasi dari pemerhatian pergerakan

gelembung dari X ke Y // 10 cm
Contoh jawapan
Transpirasi ialah proses kehilangan air melalui daun tumbuhan dan
boleh diukur melalui pergerakan gelembung udara dari X ke Y dan
dipengaruhi oleh keamatan cahaya
Dapat menyatakan konsep transpirasi dari pemerhatian tetapi tidak

lengkap
Contoh jawapan
1. Transpirasi adalah proses kehilangan air pada tumbuhan
melalui daun dalam bentuk wap air.
2. Transpirasi adalah tinggi apabila gelembung udara bergerak
dari X ke Y dalam masa yang singkat.
MOZ@C
1
Boleh menyatakan idea tentang konsep transpirasi berdasarkan teori

Contoh Jawapan
Transpirasi adalah proses kehilangan air .
NO
SKOR PENERANGAN
ITEM
KB0602 Mengelas
g)

Contoh jawapan
Bahan
Pucuk pokok bunga raya
Air
Vaselin//plastisin
Radas
Jam randik
Tiub kapilari dan tiub getah //
potometer gelembung
Mentol berbeza watt
Besen*
Pisau*
Kaki retot*
Benang penanda*
Pembaris meter*
Bikar*


Boleh membina jadual dengan minima satu bahan dan satu radas
MOZ@C
SOALAN 2
BIL
PERKARA
1.
Objektif
2.
Pernyataan
Masalah
KB0612
01
CONTOH JAWAPAN
CATATAN DAN
SKOR
Mengkaji kuantiti haba yang terbebas oleh Mesti meyatakana
mikrob (yis) semasa respirasi aerob dan respirasi kuantiti haba/ suhu
anaerob
tick
Terdapat PUM, PUB dan Hubungan

1. Adakah kehadiran oksigen mempengaruhi
kuantiti haba yang dibebaskan semasa
respirasi oleh mikroorganisma (yis)?
Boleh juga respirasi
2. Adakah kuantiti haba yang dibebaskan anaerob lebih tinggi
oleh mikroorganisma semasa respirasi
aerob adalah lebih tinggi (daripada
respirasi anaerob)?
3. Adakah kuantiti haba yang dihasilkan oleh
3m
mikrob semasa respirasi aerob berbeza
daripada respirasi anaerob?
Terdapat PUM atau PUB sahaja dan hubungan

Contoh PUM @
1. Adakah kehadiran udara mempengaruhi PUB
tidak
pembebasan haba?
dinyatakan dengan
jelas
2m
Jawapan hanya dalam bentuk pernyataan
1. Kuantiti haba yang terbebas dipengaruhi
oleh kehadiran oksigen
3.
Hipotesis
KB0612
02
1m
Tick
Kuantiti
haba
yang
dibebaskan
oleh PUM + PUB +
mikroorganisma semasa respirasi aerob adalah Hubungan
lebih tinggi (daripada respirasi anaerob).
3m
1. Kuantiti
haba
yang
dibebaskan
dipengaruhi oleh kehadiran oksigen
PUM + PUB +
2. Kuantiti haba yang dihasilkan oleh mikrob Hubungan
yang
semasa respirasi aerob berbeza daripada umum
respirasi anaerob
2m
MOZ@C
Respirasi aerob / anaerob membebaskan haba
4.
Pembolehubah
PUM Kehadiran oksigen

PUB - Kuantiti Haba dihasilkan//Kenaikan
Suhu
PUMr- Kuantiti/jenis mikrob/suhu
persekitaran//pH//kuantiti/kepekatan
substrat/masa
5.
Radas / Bahan Bahan (B)

Yis*, air, larutan glukosa*, minyak parafin*
Radas (R)
Tabung uji/didih//termos/kapas, termometer*,
KB0612
penutup gabus berlubang/kapas, kaki retot, kukus
05
air, jam randik
6.
Teknik
7.
Kaedah
KB0612
04
PUM atau PUB

sahaja
/
Tiada
hubungan
1m
Tick
Ketiga-tiga ada
Tick
3B + 3R = 3m
(* wajib ada)
2B + 2R = 2m
(yis, parafin &
thermometer wajib
ada)
2B + termometer =
1m
Tick
Mencatat/merekod kenaikan suhu (menyatakan

idea) menggunakan termometer
Bonus 1(B1)
K1 Persediaan Radas dan Bahan

Masuk ampaian yis dan
larutan
glukosa ke dalam tabung didih.
Sumbat gabus berlubang dengan
termometer
Tutup t. didih dengan gabus tadi
Balut t.uji dengan kapas//rendam
dalam kukus air.
Boleh masukkan
larutan glukosa +
ampaian yis terus
ke dalam termos
K2 Mengoperasi PU dimalarkan
Masukkan 10 ml ampaian yis dan 10
ml larutan glukosa
K3 Mengoperasi PU bergerakbalas
Catatkan suhu awal
Catat suhu akhir
Kira perubahan suhu
Tick
MOZ@C
K4 PU dimanipulasi
(Keadaan bagi
Langkah diulangi dengan
respirasi anaerob)
menggunakan larutan glukosa yang
dididihkan dan dilapisi dengan minyak
parafin
K5 -Langkah berjaga-jaga/langkah kejituan
Sebarang langkah bagi mengelakkan
suhu terbebas ke persekitaran.
8.
Semua 5K 3m
4K - 2m
2-3K 1m
1K Tick
Merekod data Terdapat jadual bertajuk & unit yang betul

larutan
Suhu
awal / C
Suhu akhir
C
Perubahan
suhu / C
BONUS 2 (B2)
Yis + glukosa
Yis + glukosa didih +
parafin
Tick
9.
Kesimpulan
Rumusan
Perancangan
Menulis semula hipotesis atau tulis hipotesis yang Tidak terima jika
lain.
hanya menulis
hipotesis diterima
Tick
7 - 9 tick - 3m
4 - 6 tick - 2m
1 - 3 tick - 1m
KB0612
03
Laporan
Teknik betul dan tepat + mempunyai idea dalam

merekod data + kesimpulan yang betul
B1 = teknik yang betul - 1 m
B2 = jadual yang betul - 1 m
Jumlah
=2m
JUMLAH MARKAH
PERATURAN PEMARKAHAN TAMAT
17 MARKAH
SULIT
4551/3

1
Air pollution occurs when there are increasing in numbers of pollutants such as
gases, smoke, dust and dirt in the atmosphere. This condition will affect the safety
and health of living things.
Base on the above information, a group of students had carried out an experiment to
determine the number of solid pollutants in the air of different environments. The
light microscope is used to help the students in their experiment.
Pencemaran udara berlaku apabila terdapat penambahan dari segi jumlah bahan cemar
seperti gas, asap, habuk dan kotoran di dalam atmosfera. Keadaan ini akan memberi kesan
kepada keselamatan dan kesihatan organisma hidup.
Berdasarkan maklumat di atas, sekumpulan pelajar telah menjalankan satu eksperimen
untuk menentukan jumlah bilangan bahan cemar pepejal di dalam persekitaran udara bagi
tempat yang berbeza. Sebuah mikroskop cahaya telah digunakan untuk membantu pelajar
tersebut menjalankan eksperimen berkenaan.
Light Microscope (10X10)

Mikroskop cahaya (10X10)
Diagram 1/ Rajah 1
Four set of glass slides A, B, C and D are prepared. Each of it is put in a particular
place for two days as shown in Table 1. The results are recorded in the table.
Sebanyak empat set slaid kaca A, B, C dan D telah disediakan. Setiap satu daripadanya
diletakkan di tempat yang tertentu selama dua hari seperti ditunjukkan pada Jadual 1.
Keputusan eksperimen tersebut telah dicatatkan di dalam jadual tersebut.
4551/3
2010 Hak Cipta PKPSM Melaka
SULIT
SULIT
Glass
slide
Location of glass
slide being placed
Slaid kaca
Lokasi slaid kaca

diletakkan
Solid particles as seen

under light microscope
(magnify:10 x10)
4551/3
Number of solid
particles as seen under
light microscope
(magnify :10 x10)
Partikel pepejal yang dilihat

di bawah mikroskop cahaya
(kuasa pembesaran : 10 x10)
Bilangan partikel pepejal

yang dilihat di bawah
mikroskop cahaya
(kuasa pembesaran :10 x10)
Air-conditioned
room
Bilik berhawa dingin
Class room
Bilik darjah
School canteen
School car park
Kantin sekolah
Tempat meletak
kenderaan di sekolah
Table 1 / Jadual 1
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4551/3
For
examiners
use
(a) Complete Table 1 by filling in the number of solid particles shown in the field
view of the light microscope (magnify:10 x10).
Lengkapkan Jadual 1 dengan mencatatkankan bilangan zarah pepejal yang
diperhatikan di dalam medan penglihatan mikroskop cahaya tersebut
(kuasa pembesaran : 10 x 10) .
1 (a)
[3 marks]
(b) (i) State two observations which can be made from this experiment.
Nyatakan dua pemerhatian yang boleh dibuat daripada eksperimen ini.
Observation 1 / Pemerhatian 1:.

...
Observation 2 / Pemerhatian 2:..
1 (b)(i)
.
[3 marks]
(ii)
State two inferences from the observations in (a)(i).

Nyatakan dua inferens daripada pemerhatian di (a)(i)
Inference 1 / Inferens 1:..

.
Inference 2 / Inferens 2:..
.
[3 marks]
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1 (b)(ii)
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4551/3
For
examiners
use
(c) Complete Table 2 based on the experiment.

Variables
Pembolehubah
...
....
Responding variable
Pembolehubah bergerakbalas
..
Constant variable
1 (c)
Table 2 / Jadual 2
[3 marks]

.
.
[3 marks]
4551/3
SULIT
1 (d)
SULIT
(e) (i)
4551/3
For
examiners
use
Construct a table and record the result of the eksperiment.

Binakan satu jadual dan rekodkan keputusan eksperimen tersebut.
Your table should have the following titles :

Jadual anda sepatutnya mengandungi tajuk-tajuk berikut:
Places where glass slide is located

Tempat di mana slaid kaca telah diletakkan
Number of solid particles as seen under the light microscope

(magnify : 10x10)
1 (e)(i)
Bilangan zarah pepejal yang diperhatikan di bawah mikroskop cahaya

(kuasa pembesaran : 10X10)
[3marks]
4551/3
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SULIT
ii)
4551/3
For
examiners
use
Use the graph paper provided to answer this question.

Using the data in 1(e)(i), draw a bar chart to show the relationship
between the places where glass slide is located and the number of
solid particles as seen under a light microscope (magnify :10X10).
Gunakan kertas graf yang telah disediakan bagi menjawab soalan ini.
Dengan menggunakan data di 1(e)(i) lukiskan carta bar untuk menunjukkan
perkaitan di antara tempat di mana slaid kaca di letakkan dan bilangan zarah yang
diperhatikan di bawah mikroskop cahaya (kuasa pembesaran : 10X10) .
1 (e)(ii)
[3 marks]
(f )
Based on the graph in 1 (e) (ii). Explain the relationship between the number of
solid particles as seen under the light microscope (magnify : 10 x 10) and places
where the glass slide is located.
Berdasarkan graf di 1 (e) (ii), terangkan perkaitan di antara bilangan zarah pepejal yang
diperhatikan di bawah mikroskop cahaya (kuasa pembesaran : 10X10) dan tempat di
mana slaid kaca di letakkan.
..
..
1 (f)
.
[3 marks]
(g)
State the operational definition for air pollution.

Nyatakan definisi secara operasi bagi pencemaran udara.
.............
.
1 (g)
.
[3 marks]
(h)
This experiment is repeated by placing the glass slide at a construction area.

Predict the number of solid particles observed under the light microscope
(magnify : 10 x10). Explain your prediction.
Eksperimen ini diulangi dengan meletakkan slaid kaca tersebut di satu kawasan
pembinaan. Ramalkan bilangan zarah pepejal yang dapat diperhatikan di bawah
mikroskop cahaya (kuasa pembesaran : 10 x10) . Terangkan ramalan anda.
1 (h)
...
[3 marks]
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Bar chart of the number of solid particles as seen under light microscope
(magnify : 10x 10) against the places where the glass slide is located.
Carta bar bilangan zarah pepejal yang diperhatikan di bawah mikroskop cahaya
(kuasa pembesaran : 10 x10) melawan tempat di mana slaid kaca itu diletakkan.
4551/3
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(i)
4551/3
Another group of students carried out another experiment to determine the

level of water pollution of given water samples. Below are the materials and
apparatus used in the experiment.
For
examiners
use
Sekumpulan pelajar yang lain telah menjalankan satu eksperimen untuk

menentukan tahap pencemaran air bagi sampel air yang diberikan.
Berikut adalah bahan dan radas yang telah digunakan di dalam eksperimen tersebut.
Distilled water, reagent bottles, syringe, 0.1% methylene blue solution

Air suling , Botol Reagen , Picagari,
Larutan Metilena Biru 0.1%
Stopwatch, pond water, river water and drain water.

Jam Randik, air kolam, air sungai, air longkang.
Material
Apparatus
Bahan
Radas
1 (i)
Table 3 / Jadual 3
[3 marks]
TOTAL
4551/3
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10
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2
4551/3
Transpiration is the loss of water vapour through evaporation in living

plants.The rate of transpiration is affected by external conditions .
Transpirasi adalah proses kehilangan air oleh tumbuhan di dalam bentuk wap
ke persekitaran yang berlaku secara sejatan. Kadar transpirasi ini dipengaruhi
oleh faktorfaktor luaran.
Based on the given information, plan a laboratory experiment to study the

effect of wind movement on the rate of transpiration.
Berdasarkan maklumat di atas, rekabentuk satu eksperimen makmal untuk
mengkaji kesan pergerakan angin ke atas kadar transpirasi .
The planning of for the experiment must include the following aspects:
Perancangan ekeperimen anda hendaklah mengandungi aspek-aspek berikut :
(a) Problem statement

Pernyataan masalah
(b) Aim of experiment

Tujuan eksperimen
(c) Hypothesis
Hipotesis
(d) Variables
Pembolehubah
(e) List of apparatus and material

(f) Technique used

(g) Experimental procedure or method

Kaedah eksperimen
(h) Presentation of data

Persembahan data
(i) Conclusion
Kesimpulan
[17 marks]

KERTAS SOALAN TAMAT
4551/3
SULIT
1
Answer scheme
Biology Paper 3
Question 1
No
1(a)
1(b) (i)
Mark Scheme
Able to record the number of solid particles as seen under microscope
(10X10) in Table 1 correctly.
Sample answers:
Places where
Number of solid particles as seen
slide is located
under microscope (10X10)
Set A
5
Set B
8
Set C
12
Set D
20
Able to record 3 correct and 1 incorrect answer
Able to state two different observations correctly according 2 criteria:
Places where slide is located (MV)
Number of solid particles as seen under microscope (10X10) in
Table 1 correctly (RV)
Score
3
2
1
0
Note: Observation must match with inference

Sample answers
1. In Set A/air-condition room, the number of solid particles as seen
under microscope (10X10) is 5.
2. In Set D/school car park, the number of solid particles as seen
under microscope (10X10) is 20.
3. In Set C/school canteen, the number of solid particles as seen
under microscope (10X10) is 12..
4.
Sample answers
1. In set A / set D the number of solid particles as seen under the
microscope (10X10) is less/more.
2. In set D the number of solid particles as seen under microscope
(10X10) is more than the number of solid particles as seen under
microscope (10X10) in set A / set B / set SetC
4551/3 2010 Hak Cipta PKPSM MELAKA
SULIT
2
1. The number of particles as seen under the microscope (10X10) in
each sets are different.
2. Different set give different number of particles as seen under the
microscope (10x10)
1(b)(ii)
* must stated the viewing power of the microscope (10X10)

Able to make two correct inferences base on three aspects:
Number of solid particles as seen under microscope (10X10) is
less/more
Level of air pollution is lower / higher
Cleanest / dirtiest environment
1
0
3
Note: Inference must match with observation

Sample answers:
1. In set A, the number of solid particles as seen under the
microscope(10X10) is less because the level of air pollution is lower
indicate that it was the cleanes environment.
2. In set D the number of solid particles as seen under microscope
(10X10) is more than the number of solid particles as seen under
microscope (10X10) in set A / set B / set set C because the level of
air pollution is higher indicate that it was dirtiest environment.
Or
Able to make one logical and incomplete inference base on one criterion
for each observation.
Sample answers:
1. In set A / set D the level of pollution is lowest / higher to show that
the environment is clean / dirty.
2. In set A / set D the number of solid particles as seen under the
microscope (10X10) is less / more because level of air pollution is
lower/higher
Or
Sample answers:
1. Air pollution is highest/lowest
2. Clean/dirty place.
SULIT
1(c)
Sample answers:
Variables
1(d)
Manipulated
variable:
Location where glass
slide is placed
Responding
variable:
Number of solid
particles as seen
under a microscope
(10X10).
Glass slides are put at different location
Constant variable:
Time exposure// size
of cellophane tape on
the glass slide
Fix two days for exposure for each set//

Use the same size of cellophane tape on each of
glass slide.
Count and record the number of solid particles

as seen under by using a microscope (10X10).

responding variable correctly with the following aspects:
P1 = Manipulated variable (Places where glass slide is located )
P2 = Responding variable (number of solid particles as seen under a
microscope (10X10) / level of air pollution
H = relationship
Sample answers:
1. Air sample in school park is more //less polluted than air sample in
an air-conditioned room/ class room/ school canteen
2. The number of solid particles in school park air sample is
higher/lower than air sample in an air-conditioned room/ class room/
school canteen

responding variable but inaccurately
SULIT
4
Sample answers:
1. Different location of slides have different number of solid particles as
seen under a microscope (10x10).
2. Different location of slide influence/affect the number of solid
particles as seen under a microscope (10x10)
1(e) (i)
Sample answers:
1. Number of solid particles as seen under the microscope (10x10)
varied/different.
2. Level of air pollution is varied.
Able to construct a table correctly with the following aspect.
T : Titles
1 mark
S : Places where glass slide is located
1 mark
D : Number of solid particles as seen under 1 mark
a microscope (10X10)
Sample answers:
Places where glass slide is

located
Air-conditioned room
Class room
School canteen
School car park
1(e)
(ii)
T
B
1(f)
0
3
Number of solid
particles as seen under
a microscope (10X10)
5
8
12
20

Able to draw a graph of the number of solid particles as seen under
microscope (10X10) against the places where the glass slide is located
include the following aspects:
P
2
1
0
3
: Correct title of x-axis and y-axis with unit and

1 mark
uniform scale on the axis
x-axis : Places where the glass slide is located
y-axis : Number of solid particles as seen under a
microscope (10X10).
1 mark
: Bar graph
1 mark

2
1
0
Able to explain the relationship between the places where glass slide is
located and the number of solid particles as seen under a microscope :
SULIT
P1- Places where the glass slide is located

P2- Number of solid particles as seen under a microscope (10X10)
P3- Reasoning / Air pollutants (dust , smoke, soot)
Sample answers:
1. In set A /air-conditioned room, the number of solid particles seen
under microscope (10X10) is lowest thus the existence of air
pollutants (dust, soot,,smoke) also less and not polluted.
2. In set D/ school car park the number of solid particles as seen under
a microscope (10X10) is highest this because of exhaust fumes emit
large amounts of soot and particles as a result of combustion of
fossil fuels.
3. In set B/ class room contain few numbers of solid particles as seen
under a microscope (10X10) because the doors and windows are
closed thus less dust and particles in the environment.
4. In set C/ school canteen the number of solid particles is higher
compared to in set B/A because it was an open air area which
contains more particulate matter.
Sample answer:
1. In set A/ air-corndition/set D/School car park the number of solid
particles as seen under a microscope (10X10) is lowest / highest.
1(g)
Sample answer:
1. Number of solid particles as seen under a microscope (10X10) is
depends on places.
2. Different places affect the number of solid particles seen under a
microscope (10X10).
Able to state the definition of air pollution operationally, complete and
D1 :
D2 :
D3 :
0
3
Number of solid particles as seen under a microscope(10X10)

Places where the glass slide is located
Level of air pollution
Sample answers:
That
1. Air pollution is an air sample with the presence of solid particles and
the level of air pollution is affected by the location where the glass
slides are placed; the higher the number of the solid particles, the
higher the level of air pollution
2
1
SULIT
1(h)

Able to predict the outcome of the experiment correctly based on the
following criteria:
C1 :
C2 :
C3 :
1(i)
0
3
Prediction on the number o solid particles as seen under the

microscope (10X10) relative to set D
Condition at the construction site
Level of pollution
Sample answers:
The number of solid particles as seen under a microscope is 50 (more
compared to set D). In the construction area there will be more particulate
matter (soot, dirt, dust) compared to set D indicates that area has highest
level of air pollution compare to other places.
Sample answers:
MATERIALS (M)
APPARATUS (A)
Distilled water
Reagent bottles
0.1 % methylene blue solution
Syringe
Pond water
River water
Drain water
All five materials and two apparatus are correct

2
1
0
3
2
1
0
Scoring:
MATERIALS APPARATUS
SCORE
5M
2A
4M
3M
2A
2A
2M
2A
2/3/4M
1A
QUESTION 2
SULIT
7
CONSTRUC
T
1.
OBJECTIVE
(Ob)
2. PROBLEM
STATEMEN
T (Ps)
01
SAMPLE ANSWERS
1. To study the effect of wind/air speed on
the rate of transpiration.
Able to relate P1, P2 and H in a question
form.
1. What is the effect of different speed of air
movement on the rate of transpiration ?
2. Does the speed of air movement affect the
rate of transpiration?
3. Is different speed of air movement
affect the time taken of air bubbles to
move from A to B ?
1. Does the speed of air movement affect
the rate of transpiration . (no ?)
2. What is the effect of air on the rate of
transpiration?
3. Does the air movement have
relationship withm the rate of
transpiration?
4. Different speed of air movement
Affect the time taken of air bubble to
move from A to B.
1. What is the effect of air movement?
2. Air movement affect distance of air
bubble.
3. Different air speed affects transpiration.
3.
HYPOTHESI
S (Hp)
02
NOTES ON SCORING
No mark just a TICK
P1 = MV
P2 = RV
H = question
P1 + P2 + H = 3 marks
MV = speed of air movement

RV = rate of transpiration
/time taken of air bubble
to move.
H = a question (?)
Only two aspects

P1 + P2= 2 marks
Only one aspect

P1/P2
1 mark
Able to state the hypothesis by relating

two variables correctly (P1+P2+H)
1. The fastest/slowest the speed of air
movement (P1), the
higher/lower//fastest/slowest the rate of
transpiration/time taken of air bubble to
move from A to B (P2).

Speed of air movement
Rate of transpiration /
time taken for the air
bubble to move.
H-relationship
*Relationship of Hypothesis is not

necessarily correct.
P1+P2+H
P1 + P2 + H = 3 marks
Only two aspects
Able to state any two criteria correctly

or inaccurate hypothesis
1. The speed of air movement (P 1) affect

the rate of transpiration/time taken to air
bubble move from A to B. (P2) (no H)
2. The rate of transpiration/time taken for the
P1+P2/
P1+H/
P2+H
2 marks
SULIT
8
air bubble to move from A to B depends
on the wind/air speed.
3. Speed of air movement increases the
rate of transpiration/time taken for air
bubble to move from A to B.
1. Different wind speed affect the
plants ( no P2 + H )
Only one aspect

P1/P2/H
1 mark
4.
VARIABLES
(Vr)
No mark just a TICK

Manipulated
Responding
Fixed
5.
APPARATU
S AND
MATERIALS
(AM)
05
The speed of wind/ air

movement
The rate of
transpiration//time taken
for air bubbles move
from A to B.
Temperature// light
intensity // humidity.

correctly to make a functional experiment
and able to get the data
MATERIALS:
1. Leafy shoots (Balsam plant)
2. Distilled water
3. Vaseline
APPARATUS:
1. Capillary tube
2. Rubber tubing
3. Stopwatch
4. Beaker
5. Tissue paper/cloth
7. Marker pen/Thread
8. Fan
material
s
3M
3M
3M
2M
1M
apparatu
s
8A
7A
6A
5A
4A
3A
2A
1A
score
3 ()
2 ()
1()
0 ()
SULIT
9
6.
TECHNIQUE
(Tq)
Able to state the operating responding variable

correctly with suitable apparatus
B1 = 1 mark
1. Record the tim e taken f or the air

bubble t o m ove a dis tance of 5 cm
(f rom A to B) b y u si ng stopwatch
7.
PROCEDUR
E
(K)
04

correctly
K1: The set up of materials and apparatus
(S1/S2/S3/S4/S5/S6/S7/S8/S10/S11/
S12/S13) ANY 5.
K2: Operating the constant variable (S4 )
K3: Operating the responding variable
( S9 )
K4: Operating the manipulated variable
(S11)
K1+K2+K3+K4+K5 (5 K) = 3
marks
3 to 4 K=2 marks
2 K only =1 mark
1 K = 0 mark but
S1 A leafy shoot is cut under water and the

cut end is kept in the water.
S2 The capillary tube and rubber tubing are
filled with water and the leafy shoot is
inserted into the rubber tubing.
S3- The leaves are wipe dry and some
Vaseline is put around the each ends of
rubber tubing to make it air tight.
S4 The photometer is placed in a beaker of
water at the room temperature for 5
minutes to allow water to move up the
capillary tube.
S5 A section of the capillary tube is marked
A and B, a distance of 5cm.
S6 The capillary tube is lifted from the
beaker and the rubber tubing is pressed
gently to squeeze out a drop of water from
the capillary to trap an air bubble in the
tube..
S7 The capillary tube is placed back into the
beaker of water and kept upright using the
retort stand.
S8- The potometer is placed under slow speed
of fan for 10minutes .
S9- The time taken for the air bubble to move
from A to B is recorded by using the
stopwatch.
S10-Step 5 to 8 is repeated twice to get the
average.
SULIT
10
8.
RECORDIN
G
DATA/RESU
LT (RD)
S11- The experiment is repeated under

medium and strong speed of fan.
S12- The results are recorded in the table.
S13- The rate of transpiration is calculated.
Able to construct a table to record all data with
B2 = 1 mark for right units

9.
CONCLUSIO
N (Cn)
10.
PLANNING
EXPERIMEN
T
03
No mark just a TICK
The fastest speed of air movement, the

rate of transpiration increase.
7 9 TICKS = 3 marks
4 6 TICKS = 2 marks
2 3 TICKS = 1 mark
Readings (min or s)
Wind speed of fan or
condition of air
movement.
First
Second
Third
Rate of
transpiration
Average
cmmin- or
mms-
Slow
Medium
Fast
END OF THE MARK SCHEME
SULIT

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MODUL KERTAS 3

1. Rajah 1 menunjukkan satu eksperimen yang telah dijalankan untuk mengkaji

Potometer diletakkan di bawah keamatan cahaya yang berbeza seperti berikut.

Keamatan cahaya, watt

SMS MUZAFFAR SYAH , MELAKA

Bacaan Pada Jam Randik

Masa yang diambil oleh

SMS MUZAFFAR SYAH , MELAKA

(ii) Nyatakan inferens bagi setiap pemerhatian di (b)(i).

SMS MUZAFFAR SYAH , MELAKA

c) Lengkapkan Jadual 2 berdasarkan eksperimen di atas.

Langkah Mengoperasi Pembolehubah

SMS MUZAFFAR SYAH , MELAKA

SMS MUZAFFAR SYAH , MELAKA

g) Berdasarkan keputusan eksperimen nyatakan definisi transpirasi secara operasi

SMS MUZAFFAR SYAH , MELAKA

KERTAS SOALAN TAMAT

SMS MUZAFFAR SYAH , MELAKA

KB0603 Mengukur dengan menggunakan nombor

Dapat menyatakan kelima-lima masa dengan tepat

Dapat menyatakan 3 daripada 5 data yang tepat

Dapat menyatakan sekurang-kurangnya 2 data yang betul

Dapat menyatakan mana-mana dua pemerhatian dengan tepat berdasarkan

Pergerakan gelembung dari X ke Y/ Jarak 10 cm

SMS MUZAFFAR2SYAH , MELAKA

Dapat menyatakan mana-mana dua pemerhatian berdasarkan dua daripada

Boleh menyatakan idea tentang pemerhatian

KB0604 Membuat Inferens

Boleh membuat mana-mana dua inferens berdasarkan pemerhatian yang

Boleh membuat mana-mana satu inferens berdasarkan pemerhatian yang

Boleh menyatakan satu pernyataan menunjukkan idea tentang inferens

SMS MUZAFFAR3SYAH , MELAKA

Dapat menyatakan mana-mana lima atau enam PU dan cara mengoperai PU

Kekalkan semua PU dimalarkan untuk semua

Dapat menyenaraikan mana-mana tiga atau empat PU dan operasi PU

Dapat menyenaraikan mana-mana satu atau dua PU dan operasi PU

KB0611 Membuat Hipotesis

Dapat menyatakan satu hipotesis yang tepat bagi menunjukkan perkaitan

SMS MUZAFFAR4SYAH , MELAKA

Dapat menyatakan satu hipotesis yang tepat bagi menunjukkan perkaitan

Dapat menyatakan idea hipotesis atau tujuan eksperimen sahaja

Kadar transpirasi (cm/min)

Dapat membuat jadual tetapi tidak lengkap serta mempunyai 4 -7 data

SMS MUZAFFAR5SYAH , MELAKA

Dapat melukis graf dengan ketiga-tiga kriteria berikut

P : Paksi X dan paksi Y dengan parameter dan unit yang

Dapat melukis graf dengan sekurang-kurangnya dua kriteria di atas

Dapat melukis graf dengan satu kriteria sahaja

KB0608 Mentafsir data

Boleh mentafsir data dengan betul berdasarkan kriteria berikut:

Boleh mentafsir data berdasarkan mana-mana satu kriteria di atas.

Boleh memberi idea tentang kesan keamatan cahaya terhadap kadar

SMS MUZAFFAR6SYAH , MELAKA

Boleh membuat ramalan // idea tentang ramalan // ramalan kurang

KB0609 Mendefinisi Secara Operasi

Dapat menyatakan konsep transpirasi dari pemerhatian pergerakan

Dapat menyatakan konsep transpirasi dari pemerhatian tetapi tidak

SMS MUZAFFAR7SYAH , MELAKA

Boleh menyatakan idea tentang konsep transpirasi berdasarkan teori

Boleh mengelas semua bahan dan sebahagian daripada radas dalam

Jawapan mesti terdiri daripada semua yang bertanda bold dan 4

Boleh mengelas semua bahan dan sebahagian daripada radas dalam

SMS MUZAFFAR8SYAH , MELAKA