CHAPTER 2: CELL STRUCTURE AND FUNCTION

No
1 (a)

Mark Scheme

Sub
Mark

Total
Mark

Able to name Q,R and S.

Answer :

(b)

Q: Golgi apparatus / jasad golgi

R: Rough endoplasmic reticulum / jalinan endoplasma kasar

S: Mitochondria / mitokondrion

Able to state the function of organelle S

Sample answer :
F : Generates/ release/produces energy /ATP//
Menjana/membebaskan/menghasilkan tenaga/ATP
E1: require more energy //
memerlukan lebih banyak tenaga
E2: to swim/move towards the ovum//
untuk berenang/ bergerak ke arah ovum

(c)

1
1
3

Able to name two extra cellular enzyme that are secreted

by the cell
Answers :
1. Trypsin
2. Lipase
3. Amylase

1
1
1
Any 2
2

(d)

Able to explain the reason what will happen to the

production of extracellular enzyme if Q and R are absent
Sample answers :
E1 If R absent protein synthesized (by the ribosomes) cannot
be transported throughout to Q.
Jika R tiada, protein yang disintesis oleh ribosom tidak
dapat diangkut keluar ke Q
E2 If Q absent protein /carbohydrate/glycoprotein cannot be
modified / packaged /transport (to form secretory
substances such as extra cellular enzyme out of the cell)
Jika Q tiada, protein/karbohidrat/ glikoprotein tidak
dapat diubahsuai/ dibungkus/ dihantar

(e)

Able to state and explain the number of P if the cell

undergoes mitosis
Sample answers :
F : 6

E1: mitosis maintain the diploid number of the cell

Mitosis mengekalkan bilangan diploid bagi sel

1
2

TOTAL

12

CHAPTER 3: MOVEMENT OF SUBSTANCES ACROSS THE

PLASMA MEMBRAN
No
1
(a)(i)

(a)(ii)

Mark Scheme

Total
Mark

Able to name structure labeled P ,Q and R.

Answer
P: Cell wall
Dinding sel

Q: Cytoplasma
Sitoplasma

R: Vacoule /Cell sap

Vakuol

Able to state the condition Y of cell.

Answer
Turgid
Segah

(b)

Sub
Mark

Able to explain how conditions X and Y occur.

Answer:
Condition X:
Keadaan X:

Cell is in normal condition / maintain its shape / not

change. Sel dalam keadaan normal / kekal dalam
bentuknya / tidak berubah.
Solution outside the cell is isotonic to the sap cell of
plant cell. Larutan di luar sel adalah isotonic terhadap
sap sel tumbuhan.
Water diffuses in and out of the cell at equal rate. Air
meresap masuk dan keluar dalam kadar yang sama.
(Any 2)

Condition Y:
Keadaan Y:

1
2

Solution outside the cell is hypertonic to cell sap of

plant cell. Larutan luar sel adalah hipertonik terhadap
sap sel tumbuhan.
Water diffuse out from the cell by osmosis. Air
meresap keluar daripada sel secara osmosis.
Plasma membrane is pulled away from the cell wall.
Membrane plasma tertarik menjauhi dinding sel.
(Any 2)

1
1
2

(c )

Able to explain the effect to the transport of mineral ions

into the root hair cell.
Answer:

The cell unable to produce energy // energy is not

generated. Sel tidah dapat menghasilkan tenaga //
tidak dapat menjana tenaga
Active transport does not occurs . pengangkutan aktif
tidak berlaku.
Thus, mineral ions cannot be transported into the cell.
Oleh itu, ion mineral tidak dapat dihantar ke dalam
sel.

1
1

2
(d)

( any 2)
Able to draw a diagram to show the condition of a leaf cell.
Diagram
Label

1
1

CHAPTER 4: CHEMICAL COMPOSITION OF THE CELL

No
1 (a)

Mark Scheme

Total
Mark

Able to name P and Q.

Answer
P: Sucrose
Sukrase
Q: Glucose // Fructose
Glukosa // Fruktose

(b)

Sub
Mark

1
2
1

(i) Able to explain the statement; the action of enzyme

sucrase on substrate P is specific
Answer
F : Enzyme sucrase only acts on (substrate) P // One enzyme
only acts on one substrate only.
Enzim sukrase hanya bertindak balas dengan (substrat)
P//
Satu enzim hanya bertindak balas dengan satu substrat
sahaja
E : The active site (of the enzyme) is specific to certain
substrate
Tapak aktif (enzim) adalah spesifik/khusus kepada
substrat
tertentu.

1
2

(ii) Able to state two characteristics of enzyme sucrase

Answer
P1: Enzyme is not destroyed by the reaction
Enzim tidak boleh dimusnahkan oleh tindak balas
P2: Enzyme has a specific active site
Enzim mempunyai tapak aktif yang spesifik

1
1
1

P3: Enzyme can catalyse a reversed reaction

Tindak balas enzim adalah berbalik
[Any two]
[Mana-mana dua]

(c)

(i) Able to explain the observation based on diagram 1.2

Answer
F : The apple part X remains the same but part Y turns
brown/black
Epal bahagian X kekal sama/tiada mengalami perubahan
tetapi bahagian Y bertukar kepada coklat/hitam
P1: Alkaline condition is not suitable for the enzyme.
Keadaan alkali tidak sesuai untuk enzim
P2: Neutral condition is suitable for the enzyme.
Keadaan neutral sesuai untuk enzim

1
3
1

P3: The alkali neutralises/change the charges on the active

sites
of the enzyme// The enzyme cannot start the chemical
reaction/oxidation process/no oxidation in part X
Alkali meneutralkan/mengubah cas pada tapak aktif
enzim//
Enzim tidak dapat memulakan tindak balas kimia/proses
pengoksidaan/tiada pengoksidaan pada bahagian X

[Any three]
[Mana-mana tiga]
(ii) Able to explain another treatment to avoid sliced
apples from turning brown
Answer
1

F1: Soak apple in warm/hot water

Rendam epal dalam air panas/suam
P1: Enzymes are denatured
Enzim akan ternyahasli
P2: No oxidation process occur
Tiada proses pengoksidaan berlaku
@
F2: Coat the sliced apple in sugar/oil
Salut/Lumur hirisan epal dengan gula /minyak
P1: Enzymes are not exposed to air/oxygen
Enzim tidak terdedah dengan udara/oksigen
P2: No oxidation process occur
Tiada proses pengoksidaan berlaku

1
1
3
1
1
1

[Any 1F+2P]
[Mana-mana 1F+2P ]
JUMLAH

12

CHAPTER 5: CELL DIVISION

NO
3 (a)(i)

MARK SCHEME

MARKS

Able to state the type of cell division

Answer:
Mitosis

Able to give two reasons for the type of the cell division
Sample answer:
(a)(ii)

P1: each daughter cells has identical number of chromosome to

the parent cell / setiap sel anak mempunyai bilangan kromosom
yang seiras/serupa dengan induknya

P2: chromosomes in daughter cells have same genetic material to

the parent cell./ kromosom di dalam sel anak mempunyai
maklumat genetik sama dengan induk

1
P3: two daughter cells are produced by each parent cell / dua sel
anak dihasilkan bagi setiap induk
Any 2
(b)

Able to explain the importance of mitosis

Sample answer:
F1: increases the number of cells /
menambahkan bilangan sel

1
1

P1. replacing dead cell/repair the damaged tissue/organ /

menggantikan tisu mati/ membaik pulih tisu rosak/organ

P2. for growth/development in living organisme /

untuk pertumbuhan/ perkembangan organisma hidup

F2: to produce genetically identical for daugther cells / untuk

menghasilkan sel anak yang seiras

1
1

P3. asexual reproduction (for unicellular organisms) /

pembiakan asexual
P4. maintain the chromosomal number(of daughter cells) /

Any 2

mengekalkan nombor bilangan kromosom

(c)(i)

Able to draw the stage of Metaphase I correctly.

Criteria:
2 homologus chromosomesare aligned on either side of the
metaphase plate= 1m / 2 kromosom homolog tersususn cecara
berpasangan di plat metafasa
One chromosome of each pair is attached to the spindle fibre
from one pole while its homologue is attached to the fibre from
the opposite pole = 1m / satu kromosom dari setiap pasangan
melekat pada gentian gelendong di satu kutub manakala
kromosom homolog melekat pada gentian di kutub bertetangan

Sample answer

(c)(ii)

Able to explain events during cell division

Sample Answer:
P1: independent assortment of chromosomes, / pengaturan bebas
kromosom
P2: which are randomly arranged during metaphase I, / yang
secara spontan disusun semasa metafasa 1
P3 : to produce different haploid gametes. / untuk menghasilkan
gamet haploid yg berbeza.

1
1
1
Any
two

(d)

Able to name two chemical substances which cause cancer

Sample Answer:

(e)

P1: benzo-alfapyrene

P2: nicotine

P3: x-rays

P4: ultra-violet rays

P5: tar ( in tobacco )

P6: formaldehyde

P7: gamma rays

1
Any
two

Able to name the disease cause by uncontrolled meiosis

Sample answer:
Down / Turner/Klinefelter syndrom

TOTAL

12

CHAPTER 6: NUTRITION
No

Mark Scheme

3(a)

Sub Total
Mark Mark

Able to name X, Y and Z

X = glucose
Y = amino acid
Z = fatty acid and glycerol

3(b)

1
1
1

Able to draw one vilus that show the parts and following
label.

3(c ) (i)

R- Able to show following parts:

- blood capillaries, epithelium, lacteal.

L- Able to label any of two from the following:

Blood capillaries, epithelium, lacteal,

1
1

Able to state the process that occurs in the projection

-

(ii)

absorption / simple diffusion / facilitated diffusion / active

transport (reject diffusion)

Able to state one characteristic of the projections

- one cell thick wall / very thin wall
- a lot of blood capillaries

3(d)

Able to name the correct process.

Deamination

3(e)

(i)

Able to name the circulatory system involved in

transporting nutrient X and nutrient Y
Blood circulatory system

(ii)

Able to describe how nutrient Z is drained back into the

circulatory system.
- nutrient Z / fatty acid and glycerol absorbed into the lacteal
- (nutrient Z / lipid / lymph) travel into lymphatic vessels by
contraction of skeletal muscles
- (the lymph) from the left side drains into the thoracic duct //
the lymph from the right side drains into the right lymphatic
duct (the thoracic duct) empties its lymph into the left
subclavian vein // (the right lymphatic duct) empties its
lymph into the right subclavian vein

1
1

CHAPTER 7: RESPIRATION
No
1
(a)(i)

Mark Scheme

Total
Mark

Process R : Anaerobic respiration

Process S : Aerobic respiration

Sub
Mark
1
1

Reactant : Glucose + oxygen

Product : Carbon dioxide + water +

1
1

(b)
2898 kJ

(c)
D1
D2
D3

R
Absent of oxygen
Glucose is partially
oxidised
Produce lactic acid

S
Present of oxygen
Glucose is completely
oxidised
Do not produce lactic
acid

1
1

D4
Produce less energy /
150kJ/2ATP

(d)

Produce more
energy/2898kJ/36ATP

ANY 2D

i)gills
ii)
P1 : have lamella and filament to increase total surface area
P2 : numerous blood capillaries for efficient transport of
respiratory gasses

iii)
P1 : thin membrane / one cell thick for easily diffusion of
respiratory gases.
P2 : moist surface for respiratory gases easily dissolve
P3 : numerous blood capillaries for efficient transport of
respiratory gases

1
1

1
3
1
1
TOTAL

12

CHAPTER 8: DYNAMIC ECOSYSTEM

ANSWER
a. J : ammonium compound

MARKS
1

K : nitrites

L : nitrates

b. X : Nitrosomonas sp.

Y: Nitrobacter sp.

c. Nostoc sp and Rhizobium sp.

d. F: Nitrogen exists as animal protein in animal bodies

E1 :When animals die, their bodies will be decomposed by

decomposers (such as fungi)

E2: Converted into ammonium compound
e. Z : Denitrifying bacteria

1
1

E1: They breakdown nitrates into nitrogen and oxygen

E2 : Returned to the atmosphere

TOTAL

12

CHAPTER 9: ENDANGERED ECOSYSTEM

No
1 (a)

Mark Scheme
Able to state two substances X
Answer
P1- Carbon dioxide//
Karbon dioksida

(c)

P2-Nitrogen monoxide / nitrogen dioxide//

Oksida nitrogen / nitrogen dioksida

P3-Sulphur dioxide / oxides of sulphur//

Sulfur dioksida / oksida sulfur

P4- Carbon monoxide / soot //

Karbon monoksida / jelaga

(b)

Sub Total
Mark Mark

[any two]
[mana-mana dua]
Able to give the name of phenomenon as a result by substance X
Answer
Greenhouse effect
Kesan rumah hijau
Able to explain how greenhouse effect occur
Answer
F1- sunlight enters the earths atmosphere
Cahaya matahari memasuki atmosfera bumi
P1- some solar radiation is reflected back to the space
Sebahagian pancaran matahari dipantul balik ke luar
atmosfera

P2-most of the radiation is absorb by earth

sebahagian/kebanyakan pancaran matahari diserap oleh bumi

P3- this warm the surface of Earth

Menyebabkan permukaan bumi panas.

F2- Deforestation/a lot of logging increasing the greenhouse gasses

Penyahutanan /pembalakan meningkatkan kepekatan gas-gas
rumah hijau
P4- a lot of heat wat trapped by greenhouse gasses
banyak memerangkap haba oleh gas rumah hijau

(d)

(e)

P5-cause increasing of Earths temperature/ global warming

menyebabkan suhu bumi meningkat / pemanasan global

[1F + 2P]
Able to state two implication of greenhouse effect
Answer
P1- acid rain
hujan asid

P2- increasing of Earths temperature

peningkatan suhu bumi

P3- climate change

perubahan iklim

P4-polar ice caps melt

pencairan ais / paras air laut meningkat

P5- loss of biodiversity / loss of habitats of many of flora and fauna

kepupusan flora dan fauna / kehilangan biodiversity

P6- Any correct answers

Mana-mana jawapan yang betul

[any two]
[mana-mana dua]
Able to state the steps to reduce greenhouse effect
Answer
P1- Limit deforestation
Hadkan penerbangan hutan

P2-replant the plants after logging

tanam semula pokok/ tumbuhan hijau selepas pembalakan

P3- Enhance laws to industry and deforestation to control and air

pollution
Menguatkuasakan undang-undang kepada industri dan
pembalakan untuk mengawal pencemaran udara
P4- Use the high funnel for factory
Gunakan cerobong asap yang tinggi untuk kilang
P5- Public must be educated about air pollution and deforestation/
importance of protecting and caring for environment
Orang ramai mesti mengetahui tentang pencemaran udara dan
pembalakan/ kepentingan menjaga dan menyayangi alam
sekitar.

P6- Do campaigns through mass media, school and social media

about the importance of protecting and caring for environment
Lakukan kempen melalui madia masa, sekolah, media sosial
tentang kepentingan menjaga dan menyayangi alam sekitar.
P7- any suitable answers
Mana-mana jawapan yang sesuai

[any two]
[mana-mana dua]
JUMLAH
2 (a) (i)

(ii)

(b) (i)

(ii)

(iii)

Able to give meaning B.O.D

Answer
B.O.D refers to amount/quantity/level of oxygen that is utilized by
microorganism to decompose organic matter in the water.
B.O.D ialah kuatiti oksigen yang diperlukan oleh mikroorganisma
untuk mengurai bahan organik dalam air.

10

Able to state the relationship between B.O.D value with level

of water pollution
Answer
B.O.D value increase, the level of water pollution increase
Semakin tinggi nilai B.O.D, semakin tercemar air sungai.
Able to state which river water in which zone most polluted
Answer
Zone T / Zon T
Able to name two types of pollutant which discharged into the
river in zone T
Answer
Organic matter // nitrates /phosphate (in fertilizer)// herbiside/
pesticide//domestic waste
Bahan organik//nitrat/fosfat(dalam baja) // herbisid/pestisid//
bahan kumbahan

Able to describe the changes in the population of bacteria in

zone T
Answer
P1- the population of bacteria increase
Populasi bacteria meningkat

P2- because Zone T is polluted by organic matter /nitrates

/phosphate / herbiside/ pesticide/domestic waste
Kerana sungai dicemari oleh baha organik/nitrat/fosfat/
herbisid/pestisid/bahan kumbahan
P3- the supply of organic nutrient/ dissolve oxygen in the water is
high
Bekalan nutrient organik / oksigen terlarut dalam air adalah
tinggi

(c)

Able to state two methods to reduce river pollution.

Answer
P1- Stop all the activities through out the domestic waste into the
river
Hentikan semua aktiviti pembuangan bahan kumbahan dalam
sungai

2
1

P2- Treat sewage before enter the rivers

Rawatan sisa kumbahan
1
P3- give education about the importance of protecting and caring
the river.
Pendidikan tentang kepentingan menjaga dan menyayangi
sungai.
P4- Do campaigns through mass media, school and social media
about the importance of protecting and caring our river.
Lakukan kempen melalui madia masa, sekolah, media sosial
tentang kepentingan menjaga dan menyayangi sungai kita.
P5- enhance the law to control water pollution
Kuatkuasa undang-undang untuk mengawal pencemaran
air/sungai
P6- any suitable answers
Mana-mana jawapan yang sesuai

[any two]
[mana-mana dua]
Able to opinion and explain the river water is not suitable to
be use by villagers as their water sources.
Answer
F- No/ Tidak
1

P1- more microorganism/bacteria/protozoa in water

Banyak mikroorganisma dalam air
1
P2- can cause water-borne disease / cholera
Boleh menyebabkan penyakit taun

1
JUMLAH

12

CHAPTER 3: MOVEMENT OF SUBSTANCES ACROSS THE

PLASMA MEMBRANE
QUESTION 1
1 (a) [KB0603 - Measuring Using Number]

Criteria

Markah

Dapat merekod kesemua 4 data jisim akhir telu asin dgn betul
Cth jwpn:
Kepekatan larutan garam %

Jisim akhir, g

5
15
30
45

73
71
68
66

Dapat merekod 3 data betul

Dapat merekod 2 data betul
Dapat merekod 1 data betul atau respon salah

2
1
0

1 (b) (i) [KB0601 - Observation]

Kriteria
Dapat menyatakan pemerhatian yang berbeza dengan tepat:
P1 : Kepekatan larutan garam
P2- Jisim akhir telur asin selepas direndam selama 1 jam
Sample answers:
( Horizontal observations )
1. Jisim akhir telur asin selepas direndam dlam larutan
garam 5% ialah 73 g.
2. Jisim akhir telur asin selepas direndam dalam larutan
garam 45% ia lah 66g.
3. Jisim akhir telur asin yang direndam dalam larutan
garam 5% paling tinggi berbanding larutan garam
15%,30% dan 45%

Markah

DApat menyatakan psatu pemerhatian dgn tepat atau 2 pemerhatian

yang kurang tepat.
Sample answers:
1. Jisim akhir telur asin selepas direndam dalam larutan
garam 5% ialah 73g.
2. Jisim akhir telur asin ygn direndam dalam larutan garam
5% lebih tinggi.
3. Jisim akhir telur asin yg direndam dalam larutan garam

45% lebih rendah.

Dapat menyatakan pemerhatian di peringkat idea sahaja.
Contoh :
1
1. Jisim akhir telur asin bertambah / berkurang.
2. Kepekatan larutan garam semakin tinggi.
Tiada respon atau repon salah

0
Penskoran

correct

innacurate

idea

Wrong

--

Score
3

B (ii) Membuat Inferens

Dapat membuat inferens dgn betul berdasarkan kriteria di bawah (manamana 2)
P1: laruutan hipertonik / hipotonik terhadap kepekatan zat terlarut dalam
telur asin.
P2: molekul air meresap keluar / masuk secara osmosis
P3: jisim berkurang / bertambah
Contoh jawapan:
1. Larutan garam 5%/ a5% bersifat hipotonik terhadap kepekatan zat
terlarut telur asin menyebabkan air meresap masuk secara
osmosis, jisim bertambah.
2. Larutan garam 30%/ 45% bersifat hipertonik terhadap kepekatan
zat terlaut telur asin menyebabkan air mersap masuk secara
osmosis, jisim berkurang.
3
Dapat membuat inferens kurang tepat berdasarkan 1 kriteria sahaja.
Contoh :
1. LArutan garam 5% /15% menyebabkan air meresap masuk secara
osmosis.
2. Larutan garam 30% /45% bersifat hipertonik terhadap zat terlarut.

Dapat menyatakan inferens di peringkat idea sahaja.

Contoh :

1. Jisim telur asin berubah.

Tiada respon atau respon salah

( c ) pembolehubah
Dapat menyatakan semua pembolehubah dan cara mengendalikannya
dengan betul
Contoh jawapan:

Pembolehubah

Cara mengendalikan pembolehubah

3

Dimanipulasi:
Kepekatan larutan garam

Gunakan kepekatan larutan garam yg

berbeza
(5%, 15%, 30%, 40%)

Bergerak balas
1. Jisim akhir telur
asin

2. Peratus perubahan
jisim
Dimalarkan
1. Jisim awal
2. Isipadu larutan
garam yg
digunakan
3. Suhu
4. Jenis larutan

1. Ukur dan rekod jisim akhir telur

asin menggunakan penimbang.
2. Mengira peratus perubahan jisim
dengan menggunakan formula :wal
Jisim akhir jisim awal x 100.%
Jisim

1. Tetapkan jisim awal yang sama

iaitu 70 g.
2. Tetapkan isipadu larutan garam
yang sama iaitu 250ml
3. Gunakan suhu yang sama iaitu suhu
bilik
4. Gunakan jenis larutan yg sama iaitu
larutan garam

4-5 kotak yang betul

2-3 kotak yang betul

1-0 kotak yang betul

( d) Hipotesis
Dapat menyatakn hipotesis dengan menghubungkan pembolehubah
dimanupilasi dengan bergerak balas dengan betul berdasarkan kriteria
berikut:
P1 ; Manipulasi : kepekatan larutan garam
P2 :bergerakbalas: Jisim akhir telur asin / peratus perubahan jisim telur
3

P3: hubungan : tinggi / rendah

Contoh :
1. Semakin tinggi kepekatan larutan garam semakin berkurang jisim
akhir telur asin.
Dapat menyatakan hipotesis dengan menghubungkan 2 pembolehubah
dengan kurang tepat.
Contoh:

1. Kepekatan larutan garam yg berbeza menghasilkan jisim akhir telur

asin yang berbeza.
2. Kepekatan larutan garam mempengaruhi perubahan peratusan jisim
akhir telur asin
Dapat menyatakan satu idea bg hipotesis

Contoh :
1. Jisim akhir telur asin semakin berkurang.
Tiada respon atau respon salah

( e ) (i)

Membina jadual

Dapat membina jadual yang mengandungi kriteria berikut:

(T) : tajuk dan unit yg betul
(D) : semua data betul
(C ) : mengira peratus perubahan jisim telur asin
Kepekatan
Jisim awal
Jisim akhir
Perbezaan
larutan
telur asin, g telur asin, g jisim
garam %
5
70
73
3

3
Peratusan
perubahan
jisim, %
4.3

15
70
30
70
45
70
Mana-mana 2 kriteria betul

71
68
66

1
-2
-4

1.4
-2.9
-5.7
2

Mana-mana 1 kriteria betul

( e ) (ii) memplot graf

Dapat memplot graf dengan lengkap dan betul
Paksi (P) : paksi X dan Y berlabel dan berunit,skala seragam
- 1 markah
Titik (T) : plot 4 titik betul

- 1 markah

Bentuk (B) : menyambung semua titik - 1 markah

3

( f) Hubungan
Dapat menyatakan hubungan antara kepekatan larutan garam dengan
perubahan jisim telur asin berdasarkan kriteria:
R1: menyatakn hubungan
markah

-1

E1: molekul air banyak / sedikit / zat terlarut sedikit/ banyak

berbanding telur asin
- 1 markah

E2: molekul air meresap masuk / keluar secara osmosis

markah

-1

Contoh :
Semakin tinggi kepekatan larutan garam, semakin tinggu perubahan
jisim telur asin kerana kandungan zat terlarut dalam larutan garam
lebih tinggi berbanding telur asin maka air meresap keluar secara
osmosis.
Boleh menerangkan hubungan tetapi kurang lengkap
R 1 + E1 / E2
Boleh menerangkan hubungan diperingkat idea atau tanpa
penerangan

R 1 sahaja
Tiada respon atau respon salah

(g) mendefinisi secara operasi

Dapat mendefinisikan secara operasi proses osmosis berdasarkan
kriteria:
P1 : pergerakan /resapan molekul air masuk / keluar merentasi
membrane telur asin.
P2 : perubahan jisim telur asin / jisim akhir berkurang / bertambah

P3 : dipengaruhi oleh kepekatan larutan garam (hipotesis)

Contoh :
Osmosis ialah pergerakan / resapan molekul air merentasi membrane
telur asin yang menyebabkan jisim akhir telur asin berubah dan
dipengaruhi oleh kepekatan larutan garam.
Mana-mana 2 P yang betul

1 P betul

Tiada respons atau respons salah

(h) Meramal
Dapat meramal kepekatan larutan garam yang bersifat isotonic
terhadap kepekatan zat terlarut dalam telur asin dgn betul dan
menerangkan jawapan berdasarkan kriteria:
P1: larutan garam 18%
P2: Tiada perubahan jisim
P3: jumlah / kadar air yang meresap keluar / masuk merentasi
membrane adalah sama

Contoh :
Larutan garam 18% bersifat isotonic terhadap kepekatan zat terlarut
dalam telur asin kerana tiada perubahan jisim berlaku. Hal ini kerana
jumlah kadar molekul air yang meresap masuk dan keluar dari sel
adalah sama.
2 P betul termasuk P1

Hanya P1

Tiada respons atau respons salah

(i)

Mengelas

Dapat mengelaskan kesemua nutrient berdasarkan penyerapan nutrient

yang berlaku dalam vilus dengan betul:
Kapilari darah
Glukosa
Vitamin B
Asid amino
Semua 6 betul
4-5 betul
2-3 betul
0-1 betul

Lacteal
Vitamin D
Gliserol
Asid lemak

2
1
0

CHAPTER 4: CHEMICAL COMPOSITION OF THE CELL

Q1
1(a)

Mark Scheme

pH of buffer solution
5
6
7
8
9
(b)

Score

Able to record the data correctly

Time taken for iodine solution to remain
yellow (min)
28
6
2
6
26

(i) Able to state two observations correctly according to 2 criteria:

P1 : pH value
P2 : time taken for iodine solution to remain yellow
Sample answer:
1. At pH 5/7, the time taken for iodine solution to remain yellow is 28/2
minutes.
2. The time taken for iodine solution to remain yellow is 28/2 minutes when
use buffer solution at the pH of 5/7.
3. At pH 5/7, the time taken for iodine solution to remain yellow is the
longest/shortest.

(ii) Able to state two inferences correctly according to 2 criteria:

P1 : pH medium
P2 : the rate of enzyme/amylase reaction
Sample answer:
1. At (slightly) acidic/alkaline medium, the rate of enzyme/amylase reaction is
low.
2. At neutral medium, the rate of enzyme/amylase reaction is high/maximum.
(c)

Able to state the variables and the method to handle the variables:
Variables
Method to handle the variable
Pemboleh ubah
Cara mengendali pemboleh ubah
Manipulated variable
Experiment is repeated by using
pH of buffer solution
different pH values (5,6,7,8,9)
Responding variable
Record the time taken using the
Time taken for the iodine solution to
stopwatch //
remain yellow//

The rate of enzyme reaction

Calculate the rate of the enzyme

reaction using formula:
The rate of enzyme =
1
reaction
Time taken

Constant variable
Concentration /volume of amylase
solution//
Concentration / volume of starch
solution//
Temperature of water bath

(d)

Fix the same concentration amylase at

1% / the same volume amylase at 3 ml//
Fix the same concentration starch at 1%
/ the same volume starch at 4 ml //
Fix the temperature of water bath at
37C

Able to state the hypothesis correctly based on criteria:

P1 : pH value
P2 : time taken for iodine solution to remain yellow//the rate of enzyme
reaction/amylase activity
P3 : relationship
Sample answer

1. At pH of buffer solution 7, the time taken for iodine to remain yellow is the
shortest.
2. At pH 7, the rate of enzyme reaction/ amylase activity is maximum.
(e)

(i) Able to construct a table and record all the data collected in this experiment
correctly :
Title + UNIT (T) = 1 mark
pH
5
6
7
8
9

Time taken for iodine solution

to remain yellow (minute)
28
6
2
6
26

Data transfer correctly (D) = 1 mark

(ii) Able to draw a graph correctly

Rate of amylase activity on

starch (minute-1)
0.04
0.17
0.50
0.17
0.04

Calculation (C) = 1 mark

3

(f)

Able to explain the relationship between the rate of amylase activity on starch
and the pH values correctly:
Sample answer
The rate of amylase activity on starch increase with the pH value of the mixture
solution until pH of 7. After pH 7, the rate of amylase activity starts to decrease.

(g)

Able to state the operational definition for the hydrolysis of starch by amylase
enzyme:
3
Sample answer:
Hydrolysis of starch by amylase enzyme refers to the process of breaking down the
starch into simple substances when the time for iodine solution to remain yellow
is affected by the pH value.

(h)

Able to predict the outcome of this experiment correctly based on criteria:

P1 : time taken is longer than 2 minutes
P2 : amylase (activity) less active
P3 : temperature is low
Sample answer:
The time taken is longer than 2 minutes because amylase activity becomes less active
at low temperature.

(i)

Able to classify the materials and apparatus correctly:

Variables
Pemboleh ubah

Material
Bahan

Apparatus
Radas

Manipulated

Buffer solution

Boiling tube

Responding

Iodine solution

stopwatch

Constant

Amylase solution

thermometer

Q2
PS

Mark Scheme

Score

Able to state the problem statement relating MV to RV correctly based on

criteria:
P1 (MV) : the temperature (of water)
P2 (RV) : the rate of enzyme reaction
P3
: question form (What.?)(How?)(Do?)

Sample answer
1. How to the temperature affects the rate of enzyme reaction?
2. Does the temperature affect the rate of enzyme reaction?
H

Able to state the hypothesis by relating MV and RV correctly based on criteria:

P1 (MV) : the temperature
P2 (RV) : the rate of enzyme reaction
P3 (R) : relationship between P1 and P2
Sample answer
1. As the temperature increase, the rate of enzyme reaction also increases.
2. At 37C/optimum temperature, the rate of enzyme reaction is the highest.
3. The temperature is different, the rate of enzyme reaction also different.
4. As the temperature increase, the rate of enzyme reaction decreases.

**accept wrong hypothesis

V

Able to state the variables correctly

Manipulated variable : the temperature (of water)

Responding variable : the time taken for the iodine solution remain yellow//the time
taken for the hydrolysis of starch// the rate of enzyme reaction
1
Constant variable

: concentration/volume of enzyme//pH value//concentration of

substrate

AM

Able to list the materials and apparatus correctly

Material
Starch suspension
Saliva
Water bath
Iodine solution

Apparatus
Beaker
Tile with grooves
Test tube
Thermometer
Stopwatch
Bunsen burner + tripod stand
+ wire gauze
Syringe
ALL apparatus and material = 3
At least 3A + 2M = 2
1A + 1M = 1
1A + 0M // 0A + 1M = 0

Pr

Able to describe the steps of the experiment procedure correctly:

K1 : How to set up the apparatus ( at least 3 steps)
K2 : How to operate the constant variable (any one)
K3 : How to operate the responding variable (any one)
K4 : How to operate the manipulated variable (any one)
K5 : Precaution//Steps to increase accuracy (any one)
Sample answer:
1. Saliva is collected (K1) in a beaker and diluted with an equal volume of distilled
water.
2. 5 ml (K2) 1 %(K2) of starch suspension is added (K1) to each test tube, labelled
A1, B1, C1, and D1 respectively with a new syringe.
3. 2 ml (K2) of saliva is added to another set of test tubes, labelled A2, B2, C2 and
D2.
4. All the test tubes are immersed (K1) respectively into 4 different water baths
which are kept at the temperatures of 10C, 25C,37C and 50C(K4)
5. The test tubes are left (K1) for 10 minutes (K2).
6. The starch suspension in test tube A1 is poured(K1) into the saliva in the test
tube A2.
7. A drop of mixture from A2 is dropped (K2) in first groove of the tile containing

the iodine solution.

8. The iodine test is repeated every minute for 10 minutes and the time taken for the
hydrolysis of starch to be completed is recorded by using stopwatch (K3).
9. Steps 5 until 8 is repeated (K1) for test tube B, C and D
10. Repeat the experiment twice to get the average reading of time taken (K5) for
the hydrolysis of starch to be completed.
11. Record (K1) all the data in a table.
List ALL 5K = 3
List 3K 4K = 2
List 1K 2K = 1
0K = 0
D

Able to present all the data with UNIT correctly based on criteria:

Temperature
(C)

Time taken for

hydrolysis of starch to
completed (min)
1st reading

Average time
taken (min)

Rate of enzyme
reaction (min-1)

2nd reading
2

10
25
37
50
1 mark

1 mark

CHAPTER 6: NUTRITION
QUESTION 1
1 (a) [KB0603 Measuring Using Number]
Score
3

Criteria
Able to record the increase in water temperature correctly.
Sample answer:
Type of food sample

Increase in water

PI Bread
Q / Anchovy
R / Cashew nut

temperature
03
09
15

32- 29
38- 29
44- 29

1 (b) (i) [KB0601 - Observation]

Score
3

Criteria
Able to state correct observations based on the manipulated and responding
variables:
P1 :Type of foo sample ( Manipulated Variable)
P2 : Increase in water temperature (Responding Variable)
P3 : Value/data
Sample answers:
Observation 1 :
1. For P, the increase in water temperature is 3 oC
2. For P or Bread, the final water temperature is 32C
3. For Q or Anchovy, the increase in water temperature is 9 C.
4. For Q / Anchovy , the final water temperature is 38 C
Observation 2:
1. For R / Cashew nut, the increase in water temperature is 15 C.
2. For R / Cashew nut, the final water temperature is 44 C.

1 (b) (ii) [KB0604 - Making inferences]

Score
Criteria
3
Able to state correct inferences which corresponds to the observation .
Sample answer:
Inference 1:
1.P / Bread is carbohydrate classes of food which has lowest energy value
2.P / Bread released the least /lowest heat energy which is absorbed by water / has
lowest energy value.
3. Q/ Anchovy is protein classes of food which has low energy value.
4. Q / Anchovy release lower / less heat energy which is absorbed by water / has
low energy value.
Inference 2;
1. R/ Cashew nut is lipid classes of food which has highest energy value.
2. R/ Cashew nut released more /most heat energy which is absorbed by water./
has highest energy value

1(c ) [KB0602 Classifying]

Score
Criteria
3
Able to classify the apparatus and materials correctly based on Diagram 2 .
Sample answer:
Apparatus
Needle
Retort stand
Boiling tube
Thermometer

Materials
Burning bread
Distilled water

1(d) [KB0610 Controlling Variables]

Variables
Manipulated:
Type of food sample
Responding variable:
Increase in water temperature //
Energy Value

Constant variable:
Initial water temperature

Method to handle the variable

Used different types of food sample ( bread , anchovy
and cashew nut)
Measure and record the increase in water temperature
using thermometer //
Calculate the energy value using formula:
4.2 x water mass x temperature increase
Mass of food //
Used the same water temperature (29 o C).

** IF VARIABLE IS WRONG, METHOD TO HANDLE IS REJECTED.

1(e) KB0611- Hypothesis

Score
Criteria
3
Able to state a hypothesis to show a relationship between the manipulated variable
and responding variable:
P1 :
P2 :
P3 :

Type of food sample (manipulated variable)

Increase in water temperature // Energy Value
(responding variable)
Relationship

Sample answer :
Bread / P has the lowest energy value / increase in water temperature compare to
Anchovy(Q) and Cashew nut (R)// vice versa

1(f) [KB0606 Communicating]

Score
3

Criteria
Able to draw and fill a table and show all the criteria:
T : Title with correct unit
D : All data correct
L : The level of water pollution
Sample answers :
Type of

Mass of

Increase in water

food

temperature

sample

sample (g)

( C)

PI Bread

0.6

03

420

Q/ Anchovy

0.8

09 I

945

R/ Cashewnut

1.2

15

food

Energy
Value (Jg-1)

1,050

1(g) (i) [KB0607 Using spatial and time relationship]

Score
Criteria
3
Able to plot the bar chart with all criteria:
(Paksi)
(Titik)
(Bentuk)

P : all axis with uniform scale and correct units

T : all points is transferred correctly
B : correctly bars are plotted

1(g)(ii) [KB0608 Interpreting Data]

Score
3

Criteria
Able to explain the relationship between energy value and the type of food
sample based on:
P1: Hypothesis statement
P2: Classes of food
P3: Heat energy absorbed by water to increased the temperature
Sample answer:

1.Bread /P has the lowest energy value compare to anchovy and cashew nut
2. because it is carbohydrate classes of food
3.least heat energy is absorbed by water to increased the temperature / 3 C of
Water
OR
1. Cashew nut / R has the highest energy value compare to anchovy and bread
2.because it is protein and lipid classes of food
3. most/ highest heat energy is absorbed by water to increase the temperature /19
C of water.

1 (h) [KB0605] [predicting ]

Score
3

Criteria
Able to explain prediction of the outcome correctly based on:
P1. Name classes of food
P2: Energy value
P3: Highest heat energy released / absorbed by water
Sample answer:
1.S is cobra which has more lipid
2. Its energy value is more than cashew nut / more than 1050 Jg'1
3. Heat energy released is the highest / absorbed by water

(h) [KB0609 define operationally]

Score
Criteria
3
Able to define operationally based on:
P1: What is energy value
P2: How it is determine
P3: What factor cause them.
Sample answer.
1.Energy value is the quantity of heat (energy) produce by bread /anchovy/ cashew
nut/food sample.
2.which is absorbed by water to increase them to 03 C /09 C /15 C.
OR determine / shown by the increase in water temperature.
3.The energy value is affected by the type of food sample.

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. What is the concentration of vitamin C in watermelon (juice) and pineapple
(juice)?
2. Does pineapple (juice) contain more concentration of vitamin C than
watermelon (juice)?

Hypothesis
Score
Criteria
3
Able to state the hypothesis correctly according to the criteria:
Manipulate variables
Responding variables
Relationship of the variables
Sample answers:
1. Pineapple (juice) contains more concentration of vitamin C than watermelon (
juice).
2. The concentration of vitamin C in pineapple (juice) is higher than in
watermelon( juice ).

Variables
Score
Criteria
3
Able to state the 3 variables correctly.
Sample answers:
Manipulated variable: Type of fruits // Watermelon and pineapple (juices)
Responding variable: concentration of vitamin C
Controlled variable: Concentration of DCPIP solution / ascorbic acid
solution // Temperature // Volume of DCPIP solution.

Materials and Apparatus

Score
Criteria
3
Able to state all functional materials= 3 materials and 2 apparatus
Materials: Watermelon and pineapple fruits, DCPIP solution, and 0.1% ascorbic
acid solution
Apparatus: Syringe (with needle), test tube/ beaker, measuring cylinder,
muslin cloth / filter paper

Procedure
Score
Criteria
3
Able to state five procedures P1, P2, P3, P4 and P5 correctly.
P1 : How to Set Up The Apparatus (3P1)
P2 : How to Make Constant The Control Variable (1P2)
P3 : How to Manipulate The Manipulated Variable (1P3)
P4: How to Record The Responding Variable (1P4)
P5 : Precaution (1P5)
2
Able to state 3-4 of any procedures P1, P2, P3, P4 and P5 correctly
1
Able to state 2 of any procedures P1, P2, P3, P4 and P5 correctly
0
Not able to response or wrong response.
Example of Procedure:
1

Prepare fresh juices of watermelon and pineapple.

P1
P5
P3

Fill a test tube with 1ml 0.1% DCPIP solution (using a syringe)
P1
P2 P2
Do not shake the test tube.
Fill up a syringe with 0.1% ascorbic acid solution.
P1
P2
Add the ascorbic acid into the DCPIP solution, drop by drop / immersed the
needle of the syringe in the DCPIP solution / stir with the needle slowly
Record the volume of ascorbic acid that decolourised the DCPIP solution
using a syringe.
Repeat steps 2 until 5 by replacing the ascorbic acid with watermelon and P3
pineapple (juices).
Use clean / different syringe
P5
Calculate the concentration / percentage of vitamin C in the fruit (juices).
P4

3
4
5
6
7
8
9

P1
P3
P5
P1
P2
P5
P1
P2
P1
P5
P4

Concentration of vitamin C = Volume of 0.1% ascorbic acid used mgcm-3

Volume of fruit juice
OR
Percentage of vitamin C = Volume of 0.1% ascorbic acid used x 0.1%
Volume of fruit juice
10
11

Tabulate the result.

Repeat the experiment to get average readings.

P1
P5

Presentation of data
Score
Criteria
2
Able to construct a table of data with 2 criteria:
(i) Correct title and units
(ii) Manipulated variable
Sample answers:
Fruit (juice) /
Solution

Volume needed
to decolourise
1ml DCPIP
solution ( ml )

Concentration of vitamin C
(mgcm-3)
OR
Percentage of vitamin C( %)

(i)

0.1% ascorbic acid

Watermelon
Pineapple

Wrong or no response

CHAPTER 7: RESPIRATION
QUESTION 1
a)
Score

Explanation
Answer;
Apparatus
1. J-tube
2. Ruler
3. Rubber tube
4. Beaker
5. Test tube

Material
1. Potassium hydroxide
2. Water
3. The boy

Able to list all material and 4 or 5 apparatus used in the experiment correctly.

2
1
0

Able to list all material and 2 or 3 apparatus correctly.

Able to list any one material and one apparatus correctly.
No response or wrong response

1 (b)
Score

3
2
1
0

Explanation
Answer;
Data 1: 9.7 cm
Data 2: 9.3 cm
Data 3: 8.9 cm
Able record all three data correctly.
Able record any two data correctly.
Able record only one data correctly.
No response or wrong response

1 (c) (i)
Score

Explanation
Able to state any two correct observation based on following criteria.

1
0

P1 length of air column

P2 sportsman activities
1. After running for 100 metres ,the length of the air column is 9.7 cm.
2. After running for 400 metres, the length of the air column is 9.3 cm.
3. After running for 800 metres, the length of the air column is 8.9 cm.
Able to state any one correct observation or two inaccurate response.
1. Running for 100 metres produces higher length of air column.
2. Running faster produces the lower length of air column.
Able to state one correct observation or two inaccurate response or idea.
1. Different distances result in different length of air column.
No response or wrong response (response like hypothesis)

1(c) (ii)
3

Able to state two reasonable inferences for the correspond to the

observation.
P1 amount of air / carbon dioxide
P2 absorbed by potassium hydroxide

1
0

1. The longer air column is a result of little amount of air / carbon dioxide being
absorbed by potassium hydroxide
2. The shorter air column is a result of more air / carbon dioxide being
absorbed by potassium hydroxide
Able to state one correct inference and one inaccurate inference.
1. Little air has lost from the air column.
2. Less water has lost from the air column
Able to state one correct inference or two inaccurate inference or idea.
1. inference like hypothesis
No response or wrong response.

1(d)
Score

Explanation
Able to state the variable and the method to handle variable correctly () for each
variable and method
Manipulated Variable: The distance taken by the boy to run
()
Method to handle: The boy ran at different
distances which were 100 m, 400 m and 800 m ()
Responding Variable: Length of air column
()
Method to handle: Measure and Record the
length of air column in J-tube
()

by using a ruler

Controlled variable : Initial length of air column

()
Method to handle: Measure the initial distance of air column which was 10 cm.
()
3
2
1
0

Able to get all 6 ()

Able to get 4 5 ()
Able to get 2 3 ()
No response or wrong response

1(e)
Score
3

Explanation
Able to state the hypothesis correctly based on the following criteria:
P1 (manipulated) the distance
P2 (responding) length or air column.
R - State the relationship between P1 and P2.
1. The farther the distance taken by the boy, the shorter the length of the air
column .
2. The content of carbon dioxide increases when the boy ran at a farther
distance
Able to state the hypothesis but less accurate.
Running at a farther distance increases the cellular respiration.
Able to state the idea of the hypothesis.
The carbon dioxide produced is different when running at different
distances.
Running at different distance produces different amount of carbon dioxide
No response or wrong response

1(f) (i)
Score

Explanation
Able to construct a table and record the result of the experiment which the
following criteria:

3
C State the distance taken by the boy to run
()
D Transfer all data correctly / the difference in air column
()
T calculate percentage of carbon dioxide(unit %) ()
The
distance

2
1
0

The difference in
air column

Percentage of
carbon dioxide
(%)

100
0.3
3.0
400
0.7
7.0
800
1.2
12.0
Able to construct a table and record any two criteria
Able to construct a table and record any one criteria
No response or wrong response

1 (f) (ii)
Score

3
2
1
0

Explanation
Able to draw the graph for relationship between the distance taken by the
boy to run against the percentage of carbon dioxide.
P1 right y-axis and x-axis
()
P2 Percentage of carbon dioxide
()
P3 Smooth curve (didnt tough X-axis or/and Y-axis)
()
Able to get all criteria correct
Able to get any two criteria correct
Able to get any one criteria correct
No response or wrong response

1(g)
Score

Explanation
Able to interpret data correctly and explain with the following aspect.

3
Relationship:
P1 - Able to state the relationship between manipulated and responding variable
Explanation:
P2 - Able to state the percentage of carbon dioxide released. P3 Able to state the distance taken by the boy to run.
Sample Answer:
When the distance taken by the boy to run increases, the percentage of carbon
dioxide in the exhaled air increases
2
1
0

Able to interpret data correctly with two aspect correctly.

Able to interpret data correctly with one aspect correctly. The
water absorb is higher/increase.
No response or wrong response

1(h)
Score
3

Explanation
Able to predict and explain the outcome of the experiment correctly with the
following aspect.
Prediction:
P1 Able to predict the length of air column// percentage of carbon dioxide (12 %
or more)
Explanation:
P2 Able to state the increase of cellular respirations / most active
P3 Able to state more carbon dioxide produced / anaerobic respiration
Sample answer:
The length of air column is 8.9 cm (less ) //The percentage of carbon dioxide
released by the boy is 12 % / or more / because cellular respiration increases and
more carbon dioxide is produce// an anaerobic respiration takes place.

2
1
0

Able to predict based on any two criteria.

Able to predict based on any one criteria.
No response or wrong response

1(h)
Score
3

2
1
0

Explanation
Able to state the definition of expired air completely and correctly, based on the
following criteria.
P1 contain carbon dioxide
P2 carbon dioxide is absorbed by potassium hydroxide
P3 amount of carbon dioxide produced is influeced by the distance takenSample
answer
The expired air contains carbon dioxide which can be absorbed by
potassium hydroxide and the amount of carbon dioxide produced is
influenced by the distance taken by the boy.
Able to state the definition of expired air operationally based on any two
criteria.
Able to state the definition of expired air operationally based on any one
criterion or an ideal or hypothesis form.
No response or wrong response

SOALAN 2
SOALAN
KRITERIA
PERNYATAAN Dapat menyatakan pernyataan masalah dengan betul merujuk kriteria
MASALAH
berikut:
C 1: Pembolehubah dimanipulasi
C 2: Pembolehubah bergerakbalas
C 3: Hubungan (dalam bentuk soalan) (?)

SKOR
3

Contoh jawapan: Adakah kehadiran yis menyebabkan doh/adunan

mengembang//Ketinggian

Hipotesis

Dapat menyatakan hipotesis dengan betul merujuk kriteria berikut:

C 1: Pembolehubah dimanipulasi
C 2: Pembolehubah bergerakbalas
C 3: Hubungan

Contoh jawpan: Kehadiran yis akan menyebabkan doh/adunan

mengembang//Ketinggian doh/adunan //Diameter doh/adunan// ukurlilit
doh/adunan meningkat .

Pemboleh ubah

Dapat menyatakan 3 pemboleh ubah dengan betul

Contoh jawpan:
1. Dimaipulasi : Kehadiran yis
2. Bergerak balas : Ketinggian doh/adunan//Diameter doh/adunan// ukurlilit
doh/adunan
3. Dimalarkan : jisim tepung gandum//masa //jisim gula

Radas dan bahan Dapat menyatakan 11 - 13 item ( termasuk * )

BAHAN : tepung gandum, gula, yis, air ( suling) ,
RADAS : bikar, tabung uji, besen kecil, jam randik, penimbang elektronik,
silinder penyukat, tuala lembab, spatula dan pembaris meter

Prosedur

1. Timbang (SA) 50 g tepung gandum(FV) dan masukkan ke dalam sebuah

besen kecil .
2. Timbang (SA)10g gula (FV), sukat (SA) 20 ml air suling(FV), 2 spatula
yis(FV) dan masukkan kedalam tabung uji.
3. Goncang tabung uji tersebut(SA) supaya kesemua bahan itu terlarut.
4. Masukkan kandungan tabung uji (SA) ke dalam tepung gandum di
dalam besen kecil tadi.
5. Maukkan air suling (SA) sedikit demi sedikit dan uli tepung sehingga
menjadi doh.
6. Pastikan air yang di tambah tidak berlebihan (PreC) untuk mengelakkan
penghasilan doh yang terlalu lembik/cair/melekit.
7. Masukkan doh (SA)ke dalam bikar 250 cm3 dan labelkan sebagai A.
8. Tutup dengan tuala lembab yang bersih(SA)
9. Ukur dan rekod ketinggian awal doh (RV) dalam bikar A
10.Biarkan selama 30 minit (FV) dengan menyukat masa menggunakan jam
randik.
11.Ukur ketinggian doh (RV) dalam bikar tersebut selepas 30 minit dan
rekodkan dalam jadual.
12 .Ulang langkah 1 hingga 11 untuk adunan yang kedua(MV), tetapi kali
ini tanpa menambahkan yis dan labelkan sebagai B.
13. Jika menggunakan besen yang sama, pastikan pelajar mencuci dengan
bersih terlebih dahulu besen selepas doh yang pertama dihasilkan (PreC),
bagi menghilangkan kesan yis pada besen tersebut sebelum menjalankan
eksperimen untuk doh yang kedua.

Dapat menyatakan semua berikut:

5 k1 : Penyediaan alat radas
1 k2 : Pembolehubah dimalarkan
1 k3 : Pembolehubah bergerak balas
1 k4 : Pembolehubah dimanipulasi
1 k5 : Langkah berjaga-jaga

Jdual

Kandungan doh/adunan

Doh + yis
Doh tanpa yis
*unit adalah wajib betul

Ketinggian doh/adunan //Diameter

doh/adunan// ukurlilit doh/adunan
(cm)

CHAPTER 8: DYNAMIC ECOSYSTEM

QUESTION 1
No
a.

ANSWERS
Tray
Dulang

Dry mass of 10 rice seedlings (g)

Jisim kering 10 anak benih padi
(g)
1.3
1.7
2.3
2.8
3.1

A
B
C
D
E
P1: amount of fertilizer
P2 : dry mass of 10 rice seedlings
P3 : reading

MARKS
3

Observation 1
When 2 g of fertilizer is used in tray A, the dry mass af 10 rice seedlings is
1.3g
Observation 2
When 10g of fertilizer is used in tray E, the dry mass of 10 rice seedlings
is 3.1 g
C.

P1 ; Dry mass of 10 rice seedling is the lowest//highest

P2 : Amount of fertilizer used is the least//most

Inference 1
The dry mass of 10 rice seedlings is the lowest when the amount the
amount of fertilizer used is the least
Inference 2
The dry mass of 10 rice seedlings is the highest when the amount of
fertilizer used is the most
d.

Variables
Amount of fertilizer
used
Dried mass / growth of
rice seedlings

Method to handle the variable

Use different amount of fertilizer in each tray
: 2g, 4g, 6g, 8g and 10g
Measure and record the dry mass of rice
seedlings in each tray using a weighing scale
Calculate and record the growth rate of rice
seedling using the formula:

Type of soil, the mass

Use same type of soil // fix the mass of soil //

of soil, amount of
fix the amount of water // fix the duration of
water, duration of
growth// fix the number of rice seedlings //
growth, number of rice use the same size of tray.
seedling, size of tray
P1: The amount of fertilizer used
P2 : Growth rate of rice seedling // dry mass
P3: Relationship

The greater the amount of fertilizer used, the higher the growth rate of rice
seedlings // the greater the amount of fertilizer used, the higher the dried
mass of rice seedlings.
f

Tray

Amount of
fertilizer (g)

A
B
C
D
E

2
4
6
8
10

Dry mass of 10
rice seedlings
(g)
1.3
1.7
2.3
2.8
3.1

Average dry
mass of rice
seedlings (g)
0.13
0.17
0.23
0.28
0.31

Growth rate
(g/day)

0.019
0.024
0.033
0.040
0.044

P1: Title with unit

P2 : Data transferred
P3: Correct calculation
g

P1 : Axes with unit ; P2: Point; P3: Shape of the graph

P1: the amount of fertilizer used increase, the growth rate increase
P2 : fertilizer contain more macronutrients//micronutrients
P3: form new cells for growth

When the amount of fertilizer used is increase, the growth rate is increase.
This is because the fertilizer contains more macronutrients and
micronutrients. The nutrients are used for plant to form new cells and
tissue for growth.
i.

P1: Dry mass of rice seedling

P2 : is shown by the mass after 10 days
P3 : Affected by amount of fertilise

Growth rate is the dried mass of rice seedlings per day. The growth is
shown by the mass of rice seedling after 10 days. The dried mass is
affected by the amount of fertilizer used
j.

Manipulated variables
Temperature
Type of nutrients
Duration of watering

Responding variables
Length of leaves
Volume
Height

QUESTION 2
ANSWER
Problem statement:
P1 : distance between the green pea plants
P2 : dry mass of the plant // height of the plants
R : relationship

MARKS
3

How does the distance between the green pea plants affect the height of the plants?
Hypothesis
P1 : distance between the green pea plants
P2 : dry mass of the plant // height of the plants
R : relationship

The greater the distance between the green pea plants, the greater the height of the
plants

VARIABLES :
Manipulated variable: the distance between green pea plants
Responding variable : the height // the mass of green pea plants
Constant variable : type of soil // size of tray // mass of soil // duration //amount of
water

3A + 3M
APPARATUS
Nursery box // tray
Meter ruler
Electronic balance // weighing balance
Oven (dry mass)
MATERIALS
Garden soil
Green pea seedlings
Distilled water

PROCEDURE:
K1 steps

K2 constant variable
K3 manipulated variable
K4 responding variable
K5 precaution step
1. soak 100g green peas seedling overnight (K1)
2. Fill two boxes A and B of the same size (2 x2 m) with an equal amount of
garden soil (K1 and K2)
3. use certain number of seedlings in the 2 boxes, weight and get the average
initial reading (K1)
4. Plant the green pea seedlings as follows
Box A : At interval of 2cm apart
Box B : At interval of 8cm apart (K3)
5. Water all the boxes with distilled water everyday.(K1)
6. Leave the seeds to germinate and grow for 5 weeks under bright condition.(K1
and K5)
7. After 5 weeks, clean the roots of the seedlings and dry at temperature 100 C in
an oven.(K1)
8. Weigh and record the weight of the dried seedlings and get the average reading
for Box A and Box B. (K4)
9. Record the result in a table (K1)

2M

PRESENTATION OF DATA
Nursery box
A
B
TOTAL

Initial dry mass

(g)

5K 3M
3-4K
2M
1-2K
1M
0K - OM

Final dry mass (g) Dry mass (g)

17 M

CHAPTER 9: ENDANGERED ECOSYSTEM

QUESTION 1
1 (a) [KB0603 Measuring Using Number]
Criteria
Score
Able to record the number of solid particles as seen under microscope (10x10) in Table 1
correctly:
3
Sample answers
Places where slide is
Number of solid particles as seen under microscope
located
(10x10)
Set A
Set B
Set C
Set D

5
8
12
20

Able to measure and record two readings correctly

Able to measure and record one readings correctly
No response or wrong response.

2
1
0

1 (b) (i) [KB0601 - Observation]

Criteria
Able to state any two observations correctly according to 2 criteria:
P1 - Place where slide is located (Manipulated Variable)
P2 - Number of solid particles as seen under microscope (10x10)
(Responding Variable)

Score
3

Note: observation must match with inference

Sample answers:
1. In set A / air-conditioned room, the number of solid particle as seen under microscop (10x10)
is 5.
2. In set B / classroom, the number of solid particle as seen under microscop (10x10) is 8.
3. In set C / school canteen, the number of solid particle as seen under microscop (10x10) is 12.
4. In set D / school car park, the number of solid particle as seen under microscop (10x10) is 20.
Able to state any one observation correctly and one inaccurate observation or
Able to state any two inaccurate observations ( any 2 criteria)
Sample answers:
1. In set A / set D, the number of solid particle as seen under microscope (10x10) is less/more.
2. In set D, the number of solid particle as seen under microscope (10x10) is more than the
number of solid particle as seen under microscope (10x10) in set A / set B / set C.
.

Able to state any one idea of observation.(any 1criteria)

Sample answers:

1. The number of solid particle as seen under microscope (10x10) in each sets are different
2. Different set give different number of solid particle as seen under microscope (10x10).
Not able to response or wrong response.

1 (b) (ii) [KB0604 - Making inferences]

Criteria
Able to make one logical inference for each observation based on the criteria
C1: Number of solid particles as seen under microscope (10x10) is less/ more
C2: level of air pollution is lower / higher
C3 : cleanest / dirtiest environment

Score
3

Note: inference must match with observation

Sample answers:
1. In set A, the number of solid particle as seen under microscope (10x10) is less because the
level of air pollution is lower indicate that it was the cleanest environment.
2. In set D, the number of solid particle as seen under microscope (10x10) is more because the
level of air pollution is high indicate that it was the dirtiest environment.
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. In set A/ set D, the level of air pollution is lowest/ higher to show the environment is clean /
dirty.
2. In set A/ set D, the number of solid particle as seen under microscope (10x10) is less / more
because the level of air pollution is lowest / higher.

Able to make an idea of inference with one criterion.

Sample answers
1. Air pollution is lowest / higher
2. Clean/ dirty place.
Or any other suitable answer
Not able to response or wrong response.

1(c) [KB061001 Controlling Variables]

Criteria
Able to state 3 variables and methods to handle each variable

Score

Sample answers
Variables
Manipulated:
Location where
slide is placed

How the variables are operated

Glass slides are put at different location.
glass

Responding:
Number of solid
particles as seen under
microscope (10x10)
Fixed:
Time exposure // size of
cellophane tape on the
glass slide

Count and record the number of solid particles

as seen under microscope (10x10) by using light
microscope.

Fix two days for exposure for each set //

Use the same size of cellophane tape on each of
glass slide

Able to state 4-5 ticks

Able to state 2-3 ticks
No response or incorrect response of 1 tick only

2
1
0

1(d) KB0611- Making Hypothesis]

Criteria
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:
P1 : Manipulated variable (Places where slide is located)
P2 : Responding variable (Number of solid particles as seen under microscope (10x10))
P3 : Relationship

Score
3

Sample answers:
1. Air sample is school park is more // less polluted than air sample in an air-conditioned
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.
Able to state less accurate hypothesis to show a relationship between manipulated variable
and responding variable base on 2 criteria.
Sample answer:
1. Different location of slides have different number of solid particles as seen under a
microscope (10x10)
2. Different location of slides influence / affect the number of solid particles as seen under
a microscope (10x10

Able to state idea of hypothesis to show a relationship between manipulated variable and
responding variable base on 1 criterion.

Sample answer:
1. Number of solid particles as seen under a microscope (10x10) varied / different
2. Level of air pollution is varied
Not able to response or wrong response.

1(e) (i) [KB0606 Communicating]

Criteria

Score
3

Able to draw and fill a table with all columns and rows labeled with complete unit
T: Tittles
1 mark
S: Places where glass slide is located
1 mark
D: Number of solid particles as seen under a microscope (10x10)
1 mark
Sample answers:
Places where slide is located
Air-conditioned
Class room
School canteen
School car park

Number of solid particles as seen under

microscope (10x10)
5
8
12
20

Able to draw a table with incomplete data

Able to draw a table without data
Not able to response or wrong response.

2
1
0

1(e) (ii) KB0607 Space and time relationship

Criteria
Able to draw a bar chart with 3 criteria:
P

Correct title of x-axis and y-axis with unit and uniform scale 1 mark
on the axis
x-axis: places where the glass slide is located
y-axis: Number of solid particles as seen under microscope
(10x10)
T P (point) : correct data transferred correctly / all points plotted
1 mark
B S (Shape): Correct shape (bar graph)
1 mark

Score

Sample answers:
Graph of the number of solid particles as seen under microscope
(10x10) against the places where slide is located
Number of solid
particles as seen under
microscope (10x10)

20
12
8
5
AirClassroom
conditioned
room

School
canteen

School
car park

Places where
slide is located

Able to plot a graph with any 2 criteria

Able to plot a graph with any 1 criterion
Not able to response or wrong response.

2
1
0

1 (f) [KB0608 Interpreting Data]

Criteria
Able to state clearly and accurately the relationship between the places where slide is
located and the number of solid particles as seen under microscope (10x10):

P1- places where slide is located

P2- number of solid particles as seen under microscope (10x10)
P3- reasoning / air pollutants (dust, smoke, soot)

Sample answer:
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 seen under microscope (10x10)
is highest. This is because the exhaust fumes emit large amount of soot and particles as
a result of combustion of fossil fuels.
3. In set B/classroom contain few number of solid particles seen under microscope (10x10)
is because the doors and the windows are closed thus less dust and particles in the
environment.
4. In set C/ school canteen, the number of solid particles seen under microscope (10x10) is
higher compared to in set B/ set A because it was an open air which contains more
particulate matter.

Score
3
R+any 2
Es

Able to state clearly but less accurate the relationship between any two criteria
Sample answer:
1. In set A/air-conditioned room / set D/ school car park, the number of solid particles seen
under microscope (10x10) is lowest.
Able to state the idea of the relationship using one criteria.
Sample answer:

2
R+any 1
E

1
R only

1. Number of solid particles seen under microscope (10x10) is depends on places

2. Different places affect the number of solid particles seen under microscope (10x10).
Not able to response or wrong response.

(g) [KB0609] [Define operationally]

Criteria
Able to state the definition of air pollution operationally, complete and correctly based on
the following criteria:
D1:
D2:
D3:

Score
3

Number of solid particles seen under microscope (10x10).

Places where the glass slide is located
Level of air pollution

Sample answer:
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.
Able to state air pollution operationally base on 2 criteria.

Sample answer:
1. Air pollution is the number of solid particles seen under microscope (10x10) which
influence / affected by different place.
2. Air pollution is shown by the place where the glass slide is located and the number of
solid particle.
Able to state air pollution operationally base on 1 criterion or able to state the idea of the air
pollution

Sample answer:
1. Air pollution is shown by the place where the glass slide is located
2. Air pollution is the number of solid particles seen under microscope (10x10)
Not able to response or wrong response.

(h) [KB0605 Predicting]

Criteria
Able to predict the result accurately base on 2 criteria.
P: Expected the number of solid particles seen under microscope (10x10).
C1: Condition at the construction site.
C2: Level of pollution

Score
3
P+2C

Sample answer:
P: The number of solid particles seen under microscope (10x10) is 50 (more compared to
set D)
C1: Because in the construction area there will be more particulate matter (soot, dirt, dust)
compared to set D.
C2: This indicates that area has highest level of air pollution compare to other place.
Able to predict the result less accurate base on 1 criterion
Sample answer:

2
P+1C

The number of solid particles seen under microscope (10x10) is 50 (more compared to set
D) because have more dust.
Able to give idea of the result.

1
P only

Sample answer:
The number of solid particles seen under microscope (10x10) is 50 (more compared to set
D)
Not able to response or wrong response.

(h) [KB0602 Classifying]

Criteria
Able to list down all material and apparatus correctly
Variable
Pembolehubah

Apparatus
Radas

Material
Bahan

Manipulated
Dimanipulasi
Responding
Bergerak balas

reagent bottle

water sample from various rivers

Fixed
Dimalarkan

Score
3

stop watch
syringe

0.1% methylene blue solution

Able to list down materials and apparatus 4 or 3 correctly.

Able to list down materials and apparatus 2 or 1 correctly.

Not able to response or wrong response.

QUESTION 2
Question
(i)Identify
problem
statement

Mark scheme
Able to write a problem statement relating the manipulated variable to the
responding variable correctly.

Marks
3

P1 (MV) : different sources of water

P2 (RV) : the level of water pollution
P3 : relationship in question form
Sample answers:
1. What are the effect different sources of water on the level of water
pollution?
2. Does a different source of water affect the level of water pollution?
3. How does a different source of water affect the level of water
pollution?
Able to state a problem statement less accurately

Sample answers:
1. What are the effect sources of water on the water pollution.
2. The level of water pollution affected by different sources of water.

Able to state a problem statement at idea level

No ?
No
question
form
1

Sample answers:
1. Water affect the level of water pollution
2. Water pollution is influenced by location of water.
No response or incorrect response

(ii)

Able to state the hypothesis based on the following aspects.

Hypothesis P1 (MV) : (Different) sources of water

P2 (RV) : the time taken for the time taken for the methylene blue solution to
decolourise
H : Relationship: Level of water pollution,
Highest / lowest compare to
Sample answers:
1. The water source from Station B has highest level of water pollution
compare to water sample from station A and C.
2. The water source from Station C has lowest level of water pollution
compare to water sample from station A and B.
Able to state the hypothesis less accurately

Sample answers:
1. When the water sources collected in B is increases the level of water
pollution / time taken of methylene blue to decolurise increase
2. The higher the water sources, the higher the level of water pollution /
time taken of methylene blue to decolourise
3. The water sources affects the the level of water pollution / time taken
of methylene blue to decolourise
Able to state the hypothesis at idea level / based on P1/P2/ wrong concept

Sample answers:
1. Water sources causes the water pollution / time taken of methylene
blue to decolourise
2. Water pollution affects the water sources
3. The time taken of methylene blue to decolourise increase the level of
water pollution
No response or incorrect response

(iii)

Able to state all the three variables correctly.

variables

Sample answers:
1. MV :
(Different) sources of water

*each
variable 1M

2. RV :
The time taken for the methylene blue solution to decolourise
The level of water pollution
3. CV :
Concentration / Volume of methylene blue solution
Volume of water sample
Place to keep the water sample after adding methylene blue

(iv)
Materials
and
apparatus

Able to state any two variables correctly.

Able to state any one variable correctly.

No response or incorrect response

Apparatus (A):
1. Reagent bottles (250 ml) with stoppers
2. Syringes
3. Beakers
4. Measuring cylinder
5. Stopwatch
6. Aluminium foil / black paper
Materials (M):
1. Methylene blue solution
2. Water samples
3. Distilled water
SCORING:
6A + 3M = 3
Any 4-5A + 3M = 2
Any 2-3A + 2M = 1
Less than 2A / 2M = 0
No water sample / methylene blue solution = 0

(v)
Procedure

Able to describe the steps of the experiment correctly based on following

criterias:
K1 : preparation of materials and apparatus (stated 5 times)
K2 : operating the constant variable
K3 : operating the responding variable
K4 : operating the manipulated variable
K5 : precaution steps / steps taken to get accurate results / readings

SCORING:
5K = 3
3-4K = 2
1-2K = 1
0K = 0

Sample answers:

K1

Diagram with 4 labels

1. Water samples are collected from the locations of station A, B and C of
the river

K1

2. The three reagent bottles are labeled as A, B and C.

K1

3. The reagent bottles are filled with the following water samples with the
same volume of:

K1

A :250 ml of water source from location X

B: 250 ml of water source from location Y
C: 250 ml of water source from location Z
by using measuring cylinder

K2
K4

4. The three reagent bottles are wrapped with aluminium foil / black paper to
shield the samples from light to prevent the photosynthesis carried out by the
algae in the water samples

K1

5. Same volume of 1ml of methylene blue solution is added to the base of

each water sample.

K2, K1, K5

6. The reagent bottles are quickly closed by stoppers

K5

7. The test is run for all the water samples on the same day.

K2

8. The three bottles are placed inside a cupboard and the stopwatch is started.

K5 , K3

9. The reagent bottles areexamined from time to time

K3

K5

10. The time taken for methylene blue solution to decolourise for all the three
samples is recorded.

K3

11. All the data are tabulated // are recorded into the table.

K3

12. The faster the time taken for methylene blue solution to decolourise for
the sample the higher the level of water pollution.

K3

The level of water pollution is calculated using formula:

Rate of the pollution =

(vi)

1
Time taken methylene blue to decolourise

Able to present the table with unit correctly.

P1- Titles for operating MV and operating RV with units

SCORING:

P2- Responding variable with unit

All titles
with unit =
1m

Sample answer:
Sources of
water from
the river

Time taken for methylene

blue solution to decolourise, t
(hour) or (min)

Rate of water
pollution = 1/t
(hour -1) or (min -1)

From station
X

Name of
sources of
water from
the river =
1m

From station
Y
From station
Z

Any one criteria

No response or incorrect response

END OF ANSWER SCHEME