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BIOLOGY
Subject Code: 4551

A. EXAM PAPER FORMAT aaaaaaaaaaaaaaa

PAPER 1 (1 hour 15 minutes)

+ 50 Multiple choice questions
Strategy to Answering Paper 1
This section consists of all the topics from form 4 and 5.
a) Read the question first and then study all the choices before choosing the
answer.
b) Circle/underline words like all, none, always, never, only, not and except to
avoid careless mistakes.
c) If the answer is not apparent, use the elimination process. Cross out all
choices which are clearly incorrect, then choose your answer from the
remaining choices.
d) Answer every question. You stand a chance of scoring some marks than just
leaving it blank.
e) Check your answer sheet. Make sure you have filled in only one answer for
every question.
f) Make sure to fill in the correct answer corresponding to the question.
g) If you change an answer, make sure to erase the first answer completely.

PAPER 2 (2 hours 30 minutes)

+ Section A (60 marks): 5 structural questions
+ Section B (40 marks): 4 essay questions (answer any two questions)
Strategy to Answering Paper 2
Structured Item: This section consists of all the topics from form 4 and 5.

i. Make sure you have studied consistently and revised all topics learnt.
Try to do as many past years question as possible.

ii. Answer all five structured questions carefully.

iii. Allocate your answering time wisely. The suggested amount of time for
each question is 15 minutes.

iv. Plan your points and answers carefully to gain maximum marks. The
number of lines or marks will indicate the length of your answer.

v. Be sure to give correct facts and answers. Each correct fact or answer
carries 1 mark. No half mark will be given.

vi. Write clearly. If the examiners cannot read what you have written, they
cannot give you marks. Inaccurate spelling which does not carry other
meaning is accepted.

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vii. Show your working and use the correct units for questions with
calculations. Even if your answer is wrong, you will still get some marks
for the working.

viii. Spell out chemical substances in word form if required. Formula is not
accepted. Example: Name the chemical that can absorb carbon
dioxide.
Answer: Sodium hydroxide, not NAOH.

ix. Give chemical equation in sentence form.

x. All substrate and product must be correct.

xi. Certain conditions must be given if needed.

xii. Chemical equation, if given in formula must be complete and balanced.

Essay Item
Spend at least 5 minutes to read the instructions and every question carefully and
scan through the entire paper. Pay attention to how many questions to answer and
the time given.

a) Allocate your answering time wisely. Suggested time for each essay
question is 25 minutes. Leave 5-10 minutes at the end for checking.

b) Write neatly and clearly.

c) Use labeled diagrams where appropriate to help you answer your

essay, but no extra marks will be given.

d) Use a table if the question requires you to compare and contrast or list
the advantages of two processes, but answers must be in full
sentences and not in point form.

e) Plan your points and answers carefully to gain maximum marks. The
number of lines or marks will indicate the length of your answer.

PAPER 3 (1 hour 30 minutes)

+ Question 1 : structural question (33 marks)

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+ Question 2 : experimental report (17 marks)

Strategy to Answering Paper 3

a. Question 1
Structured items are evaluated based on the following aspects:

a. Observing

b. Classifying

c. Measuring and using numbers

d. Making inferences

e. Predicting

f. Communicating

g. Using spatial time relationship

h. Analysing data

i. Defining according operation

j. Controlling variables

k. Forming a hypothesis

b. Question 2
Planning/designing an experiment is evaluated based on the following
aspects:

a. Problem statement (3m)

b. Aim of investigation

c. Hypothesis (3m)

d. Variables

e. List of apparatus and materials (3m)

f. Technique used (1m)

g. Experimental procedure or method (3m)

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h. Presentation of data (1m)

i. Conclusion(3m)

Paper 1(50 marks) + Paper 2(100 marks) + Paper 3(50 marks) = 200 marks
Scale to 100%

B. COMMAN MISTAKES BY STUDENTS:

a) Not following the marks guide. The number of lines or marks will
indicate the length of your answer.

b) Insufficient points and haphazard answers.

c) Wrong facts/concepts and out of the point answers.

d) Hanging answers, mixed up, uncertain, too general, too brief, too long,
too complicated.

e) Keep on repeating the answers.

f) Answers not balance/inconsistent.

g) Not aware of questions intent when answering.

h) Forget to rewrite answers after erasing previous answers.

i) Pleading with the examiner and writing short messages/notes to

examiner.

j) Scolding or instructing the examiner.

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C. BIOLOGY - Frequently ask in exam:

Form 4 :
Chapter 1 : Introduction to Biology
Chapter 2 : Cell Structure and Cell Organization ***
Chapter 3 : Movement of Substance Across the Plasma Membrane
- Hypertonic, Hypotonic and Isotonic
- Passive transport
- Active transport
Chapter 4 : Chemical Composition of the Cell *****
- Lock & Key Hypothesis
- Factors affecting enzyme activities
Chapter 5 : Cell Division ***
- Phases Mitosis & Meiosis
- Importance of mitosis
- Application of knowledge of mitosis
Chapter 6 : Nutrition
- Vitamin C
- Food testing
- Malnutrition
- Digestive system
- Photosynthesis mechanism
Chapter 7 : Respiration *****
- Comparison: aerobic and anaerobic respiration
- Adaptation of respiratory structure
- Breathing mechanism(human/amphibians/fish/insects)
Chapter 8 : Dynamic Ecosystem
- Food chain / food web and trophic level
- Types of interactions
- Colonization and succession Mangrove swamps
- Population ecology (calculation)
- Nitrogen cycle
Chapter 9 : Endangered Ecosystem (Essay question)
- Pollution: air/water/thermal(causes, impact and solution)
(human activities)
- Eutrophication and B.O.D value
- Thinning of ozone layer (causes, impact and solutions)
Form 5
Chapter 10 : Transport
- Circulatory system human/fish/amphibians
- Lymphatic system
- Blood clotting mechanisms
- Active & passive immunity
- Factors affecting rate of transpiration (photometer
experiment)
Chapter 11 : Locomotion and Support
- Vertebrae
- Muscle , ligament and tendon

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- Antagonistic muscles
- Joints
Chapter 12 : Coordination and Responses
- Auxin phototrophism and geotrophism
- Reflecx action / reflex arch
- Synapse
- Homeostasis (urine formation/blood glucose level/body
temperature)
Chapter 13 : Reproduction and Growth
- Oogenesis and Spermatogenensis
- Identical and Non-identical twins
- Menstrual cycle
- Prenatal development
- Double fertilization
- Growth curve
Chapter 14 : Inheritance *****
- Monohybrid and Dihybrid inheritance
- Sex-linked inheritance (haemophilia/colour blind)
- ABO blood group
Chapter 15 : Variation ***
- Continuous and discontinuous variation
- Chromosomal and gene mutation

D. Important formula in Biology

Nutrition topic:
Concentration of Vitamin C in fruit juice = Volume of 0.1% ascorbic acid
solution
(mg/ml) Volume of fruit juice used

Percentage of Vitamin C in fruit juice = Volume of 0.1% ascorbic acid

solution x 0.1%
Volume of fruit juice used

Energy value = Mass of water x 4.2 x increases of temperature

Joule/g
Mass of food sample

Capture, marked, release and recapture technique:

Population size = Number of individual in 1st sample x Number of individual in

2nd sample
Number of marked individual in 2nd sample

Quadratic sampling technique:

Frequency = Number of quadrats containing species x 100%

Number of quadrats

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Percentage coverage = ___ Aerial coverage of all quadrate x 100%

Number of quadrats x quadrat area

E. ANALYSIS of BIOLOGY QUESTIONS: Sijil Pelajaran Malaysia

Chap 1

Chap 4

Chap 5

Chap 6

Chap 7

Chap 8

Chap 9

Chap 10

Chap 11

Chap 12

Chap 13

Chap 14

Chap 15
Paper

Section

Yea
Chap 2

Chap 3

Total
r

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A 1 1 1 1 1 5
2 B 1 1 2
C 1 1 2
3 Q 1 1
1
Q 1 1
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200 1 ob 3 2 3 4 7 4 4 1 4 3 3 5 2 5 5
5 j 0
A 1 1 1 1 1 1 6
2 B 1 1 2
C 1 1 2
3 Q 1 1
1
Q 1 1
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200 1 ob 2 4 2 3 4 2 4 2 6 3 5 5 5 3 5
6 j 0
A 1 1 1 1 1 5
2 B 1 1 2
C 1 1 2
3 Q 1 1
1
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200 1 ob 4 2 3 3 8 3 5 3 4 6 5 2 2 5
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2 A 1 1 1 1 1 5
B 1 1 1 1 4
3 Q 1 1
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200 1 ob 2 3 3 2 8 3 3 3 5 5 4 5 2 2 5
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A 1 1 1 1 1 5
2 B 1 1 1 1 4
3 Q 1 1
1
Q 1 1
2
200 1 ob
9 j
A
2 B
3 Q
1
Q
2

F. COMMAND WORDS COMMONLY USED IN BIOLOGY QUESTIONS.

Words Explanations Examples

Direct
questions: The mark allocated should What is the effect of
What indicate the depth of your answer adding substance X?
Why Why does the muscle
Wher contract?
e Where is the
How mitochondrion
found?
How are
monosaccharides
formed from
disaccharides?
Give / State Straight forward commands
/ Name / Usually short or one-word State the function of
Label / answers are required X?
Identify / Point out and name. These words Name the technique
Draw / ask for short answer to a simple used to produce new
Draw task. plants in large
section / quantities.
Complete Draw a section
diagram / through the ovule
mark Identify the
direction
chloroplast from the
Figure
Define Requires a statement outlining

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[explain the what is meant by particular term. Define the term

meaning] These words ask for a relatively osmosis
short answer[check the marks
given] usually two or three
sentences where the precise
meaning of the term is identified
(usually doesnt need an
examples)
Use the definition stated in the
text book (do not create)
Describe / This is one of the most widely
Describe used command words. Describe how you
briefly Used when an account of an would use the
experiment is asked for/to apparatus to
observes a graph and describes measure the rate of
the differences in the curves. uptake of oxygen.
Describe the changes in is Describe what
often used with a graph of series happens to the end
of graph. Accurate verbs are products of digestion
required and using words like of the food eaten
rapidly, steeply, gently, gradually. during breakfast in
Describe the differences the body cells.
between means only
differences are required no
credit is given for similarities of
for descriptions of one of the
items. Might best be done with
individual sentences each
identifying a differences.

Describe the relationship

between means only the
links between the two items are
required. You must identify and
establish the link clearly.
Compare / Asking for similarities and
differentiat differences give both Compare two
e between / Compare What is wanted is a structures of a
Compare point by point identification of sensory neurone and
and similarities and of differences a motor neurone
contrast [compare includes looking at Differentiate between
contrast, while a command to the structure of DNA
contrast means only looking for and RNA
differences. Use comparative
adjectives e.g: larger than ,
smaller, less
Contrast on its own, means
only looking for differences.
Explain / Should give a biological

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Explain explanation. Requires details. Explain the

briefly / Explain give reasons or importance of ATP in
Explain why causes. Description is not muscle
/ enough [and may not be needed contraction.
Explain at all]. Explain the
how / Show an understanding of why or importance of
Explain how something has occurred. secondary growth
your to plants.
answer Explain the role of
vacuole to maintain
cell turgidity.
Calculate Carry out calculation and shows
steps of your working, even if Calculation topic :
not ask to do so. Calorie value
Should be as accurate as Vitamin C
possible. Population ecology
Beware of rounding figure (2
decimal points)
Draw a Select suitable scale
graph Mark all data correctly Study all graph in
Do not use ruler o join the point biology
Use pencil only
Suggest an You are not expected to know what the correct answer is / you
explanation are presented with an unfamiliar situation.
for / Your answer should draw on your biological knowledge of
Suggest similar situation[wide range of answers could be accepted, as
one long as it is sensible]
method
Predict the Use your judgement and biological knowledge to make a
result sensible suggestion and give reason
Discuss Requires you to describe and evaluate a situation, putting
forward more than one opinion
Plan answer before beginning to write.
Usually you are expected to build up an argument about an
issue and to present more than one side of evidence with
supporting examples. This creates a written debate identifying
both positive and negative points and then you must reach a
conclusion from the debate.
You should both describe and explain. Try to create a balance
answer.
Analyse Break down the topic into parts and give an in-depth
account/comment.

Briefly Be concise and straight-forward.

Do not do a list sentences still required.

Classify Use classification in your answer [i.e. divide into groups or

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categories]

Justify Usually applies to decision

making questions. Explain the above
When you have made your statements to justify
decision, you must justify why that lymphatic
that course of action was better system is a
than the alternatives. complementary to
Explain why your chosen course the blood system.
is better than the option that
you rejected.
Also explain how your choice
meet s the criteria set out for you
in the question [ or which you
had to describe earlier in your
answer]
Write down your reasons to
support an argument or an
action.

Study If youre asked to look at a diagram, then you must use that to
Figure / help you answer the question which follows.
Based on
Figure
Suggest Put forward an idea or reason.
There are a number of possible Suggest the ways to
What is explanations give all the overcome these
meant possible idea. Than say which health problems
by/ what you tend to favour.
is Think about an answer that
understood might find several way6s of
by solving the question- write about
them all.

Evaluate Decide why something is Give an evaluation of

important or successful the statement

Interpret Explain the meaning in your own word for example you
might be asked to interpret a graph. You should write down
what the graph shows you.

Relate Write about the connection between things

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G. GUIDELINE FOR PAPER 3

Question 1: Question is in a form of experiment done in the laboratory of field work.
Apparatus will be given in a question. Apparatus given usually those have
scale / value to read [i.e stop watch, ruler, measuring cylinder, burette,
pipette, thermometer]

(a) State two observations

State two extreme observations
State the meaningful observations
Observation can be in parallel / vertical form
Preferable : sentences which state he VALUE read from the given apparatus
Sentences involved the MAV A and REVA.
Example : At the temperature of 0C, tie taken for the starch to hydrolised is
20 minutes

(b) State two inferences

Inference 1 is for the observation 1
Inference 2 is for the observation 2
Inference is an early conclusion based on the experimental
observations
Inference may include reasons

(c) Record the values/experimental result in spaces provided

Do not forget the UNITS
Up to 2 decimal points

(d) State the variables and how they are operated.

State only ONE variable for each type
State how the variable are operated
Example:
i. Manipulated variables:
Temperature: by using / adjusting a different temperature (10C,
20C, 30C)

ii. Fixed variables: [Value that is maintained constant]

Time: by fixing/maintaining time taken for 20 minutes
Volume: by using the same volume of water that is 10 ml

iii. Responding variables: [the apparatus used]

Distance: by measuring / recording the changes in distance
using rule / meter
ruler
Time: by measuring time taken to using stop watch.

(e) State the Hypothesis

To score 3 marks: sentence must show relationship between the TWO
variables

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Examples: The more MAVA.., the less REVA

If ..

(f) Construct table / Draw graph

Table must be completed with UNITS and titles for column and row
Fill up the complete information given
Transfer the information given
If there is calculation, show the method with a complete units / State
the formula
Up to 2 decimal points

(g) State the relationship between

Construct sentence that shows relationship between variable
mentioned in a question
State the details of relationship

(h) State the conclusion about something / define operationally

Must be done related to the experiment given in a question [3m]
If it is a theoretical definition. [2m]

(i) Predict
Predict by stating whether there will be an increase? Or a decrease?
More? Or less?
May state the values which are suitable and will be accepted within the
range
And give reason for predicting it so

(j) Classify / categorise

Preferable : in a form of table
Divide into different types or different function.

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Question 2: After reading a question:

Step 1: Identify all the variable involved
Step 2: Construct Hypothesis
Step 3: Construct Problem Statement
Step 4: Prepare Planning

+ Aim:
To investigate / To study / To determine
+ Problem statement:[3m]
What is the effect of MAVA on REVA?
Does / Is
+ Hypothesis:[3m]
The moreMAVA the more / the less REVA
If.
[a statement that shows relationship between the two variables: MAVA &
REVA]
+ Variables:
Manipulated(MAVA)
Responding(REVA)
Fixed(FIVA)
[list only ONE for each variable]
+ Apparatus & Materials:[3m]
All must be included
+ Technique:[1m]
Measuring / Recording / weighing . By using APPARATUS
+Procedure:[3m]
P1- Steps to prepare materials and apparatus
P2- Method to adjust/ control MAVA
P3- Method to operate / record REVA
P4- Method to maintain / fix FIVA
P5- Safety precautions
Meaningful sentences:
*repeat steps. By using .
* record result / mass / temperature in a table
+ Result:[1m]
Prepare a table which complete with:
Title for column and row
All with units
No result / data is required in the table (blank table will do)
+ Conclusion:[3m]
Use Hypothesis sentence . Hypothesis is accepted

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Sample Paper 3 Question 2

A housewife made fruit pickles using unripe mango. During the preparation, she
place the slice mango in water and later placed them in sugar solution.
When the mango slices were in the water, it was found that, the slices became
turgid and their sizes increased. But when they were placed in the sugar solution,
the slices became soft and shrunken.
Based on the above situation, plan a laboratory experiment to determine the
concentration of sucrose which is isotonic to the cell sap of the mango.

The planning of your experiment must include the following aspects:

Problem statement
Aim of investigation
Hypothesis
Variables
List of apparatus and materials
Technique used
Experimental procedures or method
Presentation of data
Conclusion

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Suggested answer:

Aim: To determine the concentration of sucrose which is isotonic

towards plant tissue /mango tissue.

Problem statement: What is the effect of different concentration of sucrose

solution on the mass of mango tissue?
OR
What is the concentration of sucrose solution which maintain the
mass / length / size of the plant tissue.

Hypothesis: The more the concentration of sucrose solution, the less mass/
length / size of the mango/plant tissue.
OR
Three statements of the conditions of sucrose solution:
Hypertonic , Isotonic . Hypotonic

Variables: Manipulated: the concentration of sucrose solution

Responding: (the changes in) mass / length/ size of mango
tissue
Fix: type of plant // initial mass / initial size / initial
length of
Mango tissue // time immersed // sucrose volume

Apparatus: Container, electronic balance / ruler; cutter / cork borer / knife,

stop watch
Materials : Mango tissue, sucrose solution, filter paper / cloth

Technique: Measuring and recording mass/ length/size of mango tissue

using an electronic balance / ruler
OR
By calculating the difference in mass/length or percentage using
a formula
[state the formula]

Procedure: 1. Prepare 5 petri dishes labeled A,B,C,D and E

2. Cut mango tissue into slices/strips of the same length / weight
3. Immersed mango tissue in a distilled water (0%) of 30 ml for
about 15
minute
4. After 15 minutes take out the slice and wipe dry with filter
paper
5. Weigh and record the final reading

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6. Record the difference mass (g) /length(mm/cm) of plant tissue

in a Table.
7. Repeat step 3-7 by using different concentration of sucrose
solution: 3%, 5%
8. Plot graph to identify the concentration of sucrose which is
isotoic to the
mango tissue.

Result:

Concentration of 0% 3% 5%
sucrose solution
% //M
Initial
mass(g)/length(m
m/cm)
Of plant tissue
Final
mass(g)/length(m
m/cm) of plant
tissue
Differences in
mass(g)/length(m
m/cm) of plant
tissue

Conclusion: The more the concentration of sucrose solution, he less

mass/length/size of the plant tissue. Hypothesis is accepted.

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