SPM 2010 Biology – Answering Techniques in Paper 3

by BerryBerryTeacher

in Berry Super Tips *SPM/STPM

SPM Biology candidates typically commit the mistake of thinking that the length of their answered essay or structured questions equates to marks deserve, under the formula, Length of Structure Answer/Essay = Marks. This is wrong and Berry Berry Easy wishes to clear the air regarding this issue.

It is never about how long you write but more about how accurate you write. So for Berry Readers who can write long answers but never seemed to score well, do check out the post below. Share this with your other friends who have the same problem as you.

Answering Techniques for SPM 2010 Biology Paper 3 (based on Johor State Trial SPM 2010 Paper) – How to Score High/A+
@ Teknik Menjawab SPM 2010 Biologi Kertas 3

The SPM question Paper 3 – (Answer all questions – Question 1 and 2 only) consist of 50 marks in total. In this paper, students need to answer all questions. Question 1 consists of 33 marks and Question 2 consists of 17 marks. There are some important points that will be discussed using the trial SPM 2010 Johor state paper 3. The marks for each question range from 0 (wrong response), 1 (idea level response), 2 (inaccurate response) to 3 (accurate response) marks for each questions. Paper 3 Biology involves with very detailed criteria of marking.

1) How to state the observation?

Usually it involves two criteria.

Example 1

State two different observations made from Table 1. (Nyatakan dua pemerhatian yang berbeza yang dibuat daripada Jadual 1). Q1 (b) (i) (3 marks).

Idea level response (1 mark):

  • The time taken is different for each temperature.
  • Temperature influences time taken for iodine solution remains yellowish.

No full marks will be given if students did not meet the 2 criteria of answer and the word ‘different’ / ‘influence’ is not specific. Students must try to avoid these words.

Accurate response (3 marks):

P1: Temperature of water bath
P2: Time taken for iodine solution to remain yellowish

(Horizontal observation)

  • At temperature 5˚C, time taken for iodine solution remains yellowish is 12 minutes.
  • At temperature 37˚C, time taken for iodine solution remains yellowish is 3 minutes.
  • At temperature 55˚C, time taken for iodine solution remains yellowish is 15 minutes.

(Vertical observation)

  • Time taken for iodine solution remain yellowish for temperature 37˚C is faster than 5˚C / 28˚C / 45˚C / 55˚C // Vice versa

2) How to state inference in Paper 3 Biology?

Similar to observation, inference involves 2 criteria.

Example 2

State the inference which corresponds to the observations in 1 (b) (i). (Nyatakan inferens yang sepadan dengan pemerhatian di 1 (b) (i)). Q1 (b) (ii)

Idea level response (1 mark):

  • Temperature influences the enzyme reaction.

Accurate response (3 marks):

P1: Rate of enzyme reaction
P2: Low / High (Reject: Lowest / Highest)

(Horizontal inference)

  • At temperature 5˚C, the rate of enzyme (amylase) reaction is low / decreases / longer / lower.
  • At temperature 37˚C / optimum temperature, the rate of enzyme reaction is high.
  • At temperature 55˚C, the rate of enzyme reaction is low.

(Vertical inference)

  • At temperature 37˚C, the rate of enzyme reaction is higher than the rate of enzyme reaction at 5˚C / 28˚C / 45˚C / 55˚C // vice versa.

3) How to get full marks in hypothesis for an experiment?

Similar to the hypothesis in Chemistry Paper 3, it must always start with manipulated variable and follows by responding variables.

Example 3

State the hypothesis for this experiment. (Nyatakan hipotesis bagi eksperimen ini.) Q1 (d)

Idea level response (1 mark):

  • The temperatures influence the enzyme reaction.

Accurate response (3 marks):

P1: Manipulated variable (temperature)
P2: Responding variable (time taken for iodine solution remain yellowish / rate of enzyme (amylase) reaction / activity)

Hypothesis: relationship of P1 and P2 (MV + RV)

  • The higher the temperature, the higher the rate of enzyme reaction / time taken for iodine solution remain yellowish (until it reaches the optimum temperature)
  • When the temperature increases, the rate of enzyme reaction also increase (until the optimum temperature)

4) How to draw the graph correctly in Paper 3 Biology?

SAL or SAP which is S = Shape, A = Axis and L = Label / P = Point. Besides that, student must remember to write the title of the graph.

5) How to explain the relationship in Biology?

In Biology Paper 3, it is more specified as compared to Chemistry. Students must provide the manipulated variable first and follow by responding variable and usually for the manipulated variable must have two supporting theories and a brief conclusion.

Example 4

Based on the graph in 1 (e) (ii), explain the relationship between rate of enzyme reaction and temperature. (Berdasarkan kepada graf di 1 (e) (ii), terangkan hubungan antara kadar tindakbalas enzim dengan suhu.) Q1 (f)

Idea level response (1 mark):

  • The higher of the temperature, the higher the rate of enzyme reaction.
  • (Hypothesis statement)

Accurate response (3 marks):

Students must state the relationship between the rate of enzyme reaction and the temperature base on criteria:

R1 – Relationship: the temperature increases, the rate of enzyme reaction also increase. (Theory 1)
R2 – Explanation 1: at 37˚C // at optimum temperature the starch hydrolyse (completely by amylase / enzyme) (Theory 2)
R3 – Explanation 2: at the maximum rate (Brief conclusion)

  • As temperature increases (MV), the rate of enzyme reaction increases (RV). At optimum temperature the starch was hydrolysed (completely) by amylase at the maximum rate.

6) How to answer the last question (Question number 2)?

There are 9 sub sections (total 17 marks) that students need to answer. The mark distribution is as followed:

  1. Problem statement (Penyataan masalah) (3 marks)
  2. Objective (Objektif) (1 mark)
  3. Variables (Pembolehubah-pembolehubah) (1 mark)
  4. Hypothesis (Hipotesis) (3 marks)
  5. List of material and apparatus (Senarai bahan dan radas digunakan) (3 marks)
  6. Technique used (Teknik yang digunakan) (1 mark)
  7. Experimental procedure or method (Kaedah atau prosedur eksperimen) (3 marks)
  8. Presentation of data (Cara data dipersembahkan) (1 mark)
  9. Conclusion (Kesimpulan) (1 mark)

1) Problem statement (3 marks)
Problem statement must be in question form.
i.e.
Does (MV) affect (RV) of xxx?
How does (MV) affect the (RV) of xxx)?
What is the effect of (MV) on the (RV)?

2) Objective (1 mark)
It is a statement form:
i.e.
To determine the effect of (MV) on the (RV) of a xxx.
To study the effect of (MV) on the (RV) of a xxx
To investigate the effect of (MV) on the (RV) of a xxx

3) Variables (1 mark)
The entire variables (MV, RV and FV) must be correct to gain one marks from here.

4) Hypothesis (3 marks)
The hypothesis must start with manipulated variable and follow by responding variable (MV + RV)

5) List of material and apparatus (3 marks)
Students need to separate the list of material with the list of apparatus.
i.e.
Apparatus: photometer, stopwatch, cutter, beaker, meter rule, basin, marker/ thread
Material: Balsam plant, water, Vaseline/grease, dry cloth

6) Technique used (1 mark)
Students need to state the technique used in carrying out the experiment correctly.
i.e.
Measure and record the time taken for the air bubble to move a distance of 2 cm by using a stopwatch.

7) Experimental procedure or method (3 marks)
Students are able to mention all the MV, RV and FV in the sentence.

8 ) Presentation of data (1 mark)
Students are able to draw a complete table and record the relevant data base on 3 criteria.

9) Conclusion (1 mark)
Students are able to write a suitable conclusion for the experiment.
i.e.
Ther higher/lower (MV), the higher/lower (RV). Hypothesis is accepted/rejected.

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