PEMBETULAN BUKU TEKS BIO T4 DLP_clone

Form 4 Biology

This textbook has been written based on the Dokumen Standard Kurikulum dan
Pentaksiran (DSKP) for Biology Form 4, published by the Ministry of Education,
Malaysia. It is guided by the concepts of Scientific Skills, Science Process Skills,
Higher Order thinking Skills, 21st Century Skills and the STEM teaching and learning
approach. The objective of this textbook is to develop well-rounded pupils and to
equip them with the skills needed for the 21st century.

Icons in the Text Book and their Functions

Biological Lense Higher-order thinking questions which
cover applying, analysing, evaluating and
Additional information related to theories creating questions
and concepts
Take Note!
Our World of Biology
Reminders for students when carrying
Illustrates the application of theories and out activities or experiments
concepts learnt in everyday life
Questions to test pupils’ understanding
Brainstorm! at the end of every subtopic

Challenges pupils to think critically and Summative Practice
creatively
Questions to test pupils’ understanding
Malaysian Innovation at the end of every chapter

The successes of Malaysian scientists and Summary
the related scientific and technological
developments in Malaysia A summary of the main concepts

MKielrlejanynaiaMlilCeaniraeer Self Reflection

Describes careers related to a concept A checklist on the mastery of concepts for
or topic pupils’ reference

STEM Bulletin 4.2.3
Learning Standard based on the Form
Highlights current developments in the 4 Biology Dokumen Standard Kurikulum
related fields of science and technology dan Pentaksiran (DSKP)

Across the Fields

Shows the connection between biology
and other fields

Activity Zone

Suggested activities for pupils to
carry out

Author’s Biodata

Gan Wan Yeat

Born on 30th May 1966 in Jasin, Melaka. She
is currently the Senior Administrative Assistant
at SMK (P) TAMAN PETALING. A graduate
with Bachelor (Honours) of Microbiology
and Master of Education (Psychology) from
Universiti Malaya, she has been teaching
Biology and Science since 1994. She is also
the author for the KSSM Biologi Tingkatan 4
and 5 textbooks and other Biology and Science
reference books.

Nor Azlina binti Abd. Aziz

Born on 14th November 1967 in Muar, Johor.
She is a senior lecturer at The Centre for
Foundation Studies, Universiti Malaya, Kuala
Lumpur. She teaches Biology specialising in
the fields of cellular biology and genetics. She
holds a Doctor of Philosophy (PhD) in animal
breeding technology, a Master of Philosophy
(Mphil) in health and biomedical science, and a
Bachelor of Science in genetics from Universiti
Malaya. She also holds a Diploma in translation
from DBP and has over 15 years’ experience in
translating and editing.

Yusmin binti Mohd. Yusuf

Born on 15th June 1969 in Alor Setar, Kedah.
She is a senior lecturer at The Centre for
Foundation Studies, Universiti Malaya, Kuala
Lumpur. She earned a Doctor of Philosophy
from Universiti Malaya, in human genetics and
has been teaching biology for almost 20 years.
She is now teaching biology at The Centre for
Foundation Studies, while also supervising
postgraduate students. She specializes in
biotechnology and genetic engineering.

Noor Haniyatie binti
Ibrahim

Born on 21st April 1984 in Selangor. She is
a Biology teacher in SMK Seksyen 3 Bandar
Kinrara, Puchong, Selangor. A graduate with
a Bachelor of Science in Education (Biology)
from Universiti Pendidikan Sultan Idris, Tanjung
Malim, she started her career as a teacher in
2008 at SMK Dato Onn, Batu Pahat, Johor
and continued for 11 years before she was
transferred to her current school. She has
given many talks on techniques in answering
the SPM Biology paper and is also an
experienced writer of several learning modules
and workbooks before becoming an author of
the KSSM Biologi Tingkatan 4 textbook.

The publisher has made some amendments on the following pages. Any inconvenience caused is much regretted.
PAGE 49

3.2 Concept of Movement of
Substances Across a Plasma
Membrane

The characteristics of substances that are CHAPTER 3
able to move across a plasma membrane

ICT 3.3 There are three common factors that determine whether a molecule can pass
through a plasma membrane, which are molecule size , polar molecule and
Video: Movement of molecules ionic charge.
and ions across the plasma
membrane CHARACTERISTICS OF MOVEMENT OF
SUBSTANCES ACROSS A PLASMA MEMBRANE
(Accessed on 21 August 2019)

Nonpolar molecules SMALL MOLECULE AND ION LARGE MOLECULE
Examples:
• Fatty acid • Polar molecules (Example: water) Examples:
• Glycerol • Glucose
• Fat soluble vitamins (A, D, E, K) • Nonpolar molecules (Examples: • Amino acid
• Steroid compounds oxygen, carbon dioxide)

• Ion (Examples: K+, Na+, Ca2+,
Mg2+)

small molecule and ion lipid soluble molecule
small nonpolar molecule

H2O O2 CO2 large molecule

Extracellular

H2O O2 CO2 channel carrier protein
protein
Cytoplasm 49

FIGURE 3.3 Movement of substances across a plasma membrane

3.2.1

Note:BioT4(7th)-B3-FA_EN New 9th.indd 49 1/31/2020 2:12:16 PM

Amendments were made to the hierarchy diagram whereby the label boxes of LIPID-SOLUBLE SUBSTANCES and

LIPID INSOLUBLE SUBSTANCES were removed.

PAGE 137

Transport of carbon dioxide in the blood Brainstorm!
circulatory system Explain why the
haemoglobin in
Carbon dioxide is transported in three ways: foetus has a higher
• 70% is carried in the form of bicarbonate ion (HCO3—) percentage of oxygen
• 23% carbon dioxide combines with haemoglobin to form saturation compared to
haemoglobin in adults.
carbaminohaemoglobin
• 7% is dissolved Biological Lens
Atmospheric pressure
The transport of carbon dioxide from body cells to tissue at sea level is
capillaries 760 mm Hg. As the
atmosphere consists
• wCaartbero(nHd2Oio)xiindeth(eCOer2y)trherloecaysteedtobyfotrhme body cells binds with of 21% oxygen (as per
carbonic acid (H2CO3). volume), the partial
pressure of oxygen is
• The carbonic anhydrase enzyme in erythrocyte catalyses 0.21 x 760 mm Hg or
160 mm Hg. This means
this reaction. that the oxygen pressure
in the atmospheric
• C(HaCrbOo3n– i)caancdidhy(Hd2rCogOe3n) will break down into bicarbonate ion pressure is 160 mm Hg.
ion (H+). The partial pressure of
carbon dioxide at sea
• tThheenlunHgCsO. 3– diffuses into the blood plasma and is carried to level is 0.23 mm Hg.

The transport of carbon dioxide from lung capillaries to the CHAPTER 8
alveolus

• When the bicarbonate ion in blood plasma reaches the lung
capillaries, it diffuses back into the erythrocyte.

• The bicarbonate ion combines again with a hydrogen ion (H+ ) to

form carbonic acid (H2CO3).

• Carbonic acid ( H2CO3) then breaks down into carbon dioxide
and water.

• Carbon dioxide diffuses through the lung capillaries into the
alveolus and is expelled during exhalation.

8.3Formative Practice 3 Explain how carbon dioxide Brainstorm!
is transported from the lung
1 What is the value of the partial capillaries to the alveolus. Explain why exposure
pressure of oxygen in the to carbon monoxide
atmospheric pressure? 4 In what form is oxygen carried for a very short period
to the tissues? is more dangerous
2 In what form is carbon dioxide for an individual as
transported in human blood compared to exposure
circulatory system? to carbon dioxide.

8.3.1 137

Note:BioT4(NC)-B8-EN New 8th.indd 137 1/31/2020 2:15:42 PM

Amendments were made to the 3rd point from the top: ….and carried as a carbonic acid (H2CO3). ….. deleted

PAGE 36

xylem vessel VASCULAR TISSUE
Vascular tissues are made up of xylem tissue and phloem tissue.

XYLEM TISSUE PHLOEM TISSUE

The xylem functions in The phloem functions in
transporting water and transporting organic matters
mineral salts from the roots such as sucrose from the leaves
to other parts of the plant. to all parts of the plant.
Ligneous xylem tissue wall provides
support and mechanical strength to the plants. sieve tube

Density of certain cell components and specialised cell
functions

Since the functions performed by cells are different, some cells have a higher density of certain
cell components. The density of a cell component in a particular cell is related to the specific
function of the cell. Table 2.1 provides examples of cells that have a higher density of certain cell
components.

TABLE 2.1 Relationship between cell component density with specialised cell functions

Types of cell Cell component found in Function
abundance

Sperm cell Requires a lot of energy to swim
towards the uterus and Fallopian
tube to fertilise the secondary
oocytes

Muscle cell such as flight Mitochondrion Requires a lot of energy to
muscle cells in insects and contract and relax to enable
birds movement and flight

Plant meristem cell Requires a lot of energy to carry
out active cell division process
to produce new cells

Palisade mesophyll cell Chloroplast Absorbs more sunlight to
carry out the process of
Spongy mesophyll cell photosynthesis
Pancreatic cell
Rough endoplasmic reticulum Increases synthesis and
Goblet cell in intestinal Golgi apparatus secretion of digestive enzymes
epithelium and respiratory
tract Produces mucus
Liver cell
Smooth endoplasmic • Metabolises carbohydrates
reticulum
• Detoxification of drugs and
poisons

36 2.3.3

Note:
Amendment made to Table 2.1 whereby a new row “Smooth endoplasmic reticulum” has been added to the
“Liver cell” row.

PAGE 51

Results Contents Iodine test Benedict’s test
Visking tubing
Beaker 10 ml glucose solution + CHAPTER 3
10 ml starch suspension

400 ml distilled water

Discussion
1 What molecule is found in (a) Visking tubing (b) beaker?

2 What are the inferences that can be made based on the (a) size of the starch molecule (b) size of
the glucose molecule compared to the pore size in the Visking tubing?

3 What are the similarities between a Visking tubing and a plasma membrane?

Conclusion
Is the hypothesis accepted? Suggest a suitable conclusion.

1.2 3.2ActivisteyitivitcSAtudying the movement of substances across a Experiment
Visking tubing using a simple osmometer

Problem statement
How do the water molecules permeate across selectively permeable membranes?

Hypothesis
Water molecules permeate from an area of high water potential to an area of low water potential.

Variables
Manipulated: Time
Responding: Increase in the level of sucrose solution in a capillary tube
Fixed: Concentration of sucrose solution

Materials
30% sucrose solution, Visking tubing (12 cm), thread and distilled water

Apparatus
Retort stand with a clamp, 25 cm capillary tube, syringe, ruler, 500 ml beaker, marker pen, scissors
and stopwatch

Procedure
1 Cut a Visking tubing (12 cm).

2 Soak the Visking tubing in water for 5 minutes to soften it.

3 Tie one end of the Visking tubing tightly using thread to form a bag.

4 Fill the Visking tubing with the 30% sucrose solution using the syringe.

3.2.2 51

Note:
Amendment made to Activity 3.2 Apparatus: “50 ml beaker” changed to “500 ml beaker”

PAGE 72

4.1 Water

In Form Two, you have learned briefly about water and organic
compounds. Examples of organic compounds are carbohydrates,
proteins, lipids and nucleic acids. What is the function of organic
compounds and water in the cells of an organism?

Properties of water and its importance in a cell

H O H POLARITY OF WATER

O H • Water is an inorganic compound consisting of the
hydrogen (H) and oxygen (O) elements.
hydrogen bond
• Water molecules are polar molecules because shared
H FIGURE 4.1 Hydrogen bond electrons between oxygen and hydrogen will be attracted
between water molecules towards oxygen which is more electronegative (δ–).

• This polarity produces hydrogen bonds and allows water
to act as a universal solvent (Figure 4.1).

• The universal solvent properties of water allow solutes
such as glucose and electrolytes to be transported
through the plasma membranes into cells for biochemical
reactions.

COHESIVE FORCE AND ADHESIVE FORCE xylem vessel
OF WATER
adhesive
• Water molecules are attached to each other force
through a cohesive force. cohesive
force
• At the same time, water molecules are also water
attached to other surfaces through adhesive
force. FIGURE 4.2 Cohesive force and adhesive force inside the
xylem tube
• Both forces produce the capillary action which
allows water to enter and move along narrow
spaces, such as in the xylem tube.

Brainstorm! PHOTOGRAPH 4.1 SPECIFIC HEAT CAPACITY OF WATER
A polar bear in the
How do aquatic sea covered with ice • Water has a high specific heat capacity of
animals live in frozen 4.2 kJ kg-1 °C-1.
sea water?
• This means that 4.2 kJ of heat energy is required
to raise the temperature of one kilogram of water
by 1°C.

• Water absorbs a lot of heat energy with a small rise in
temperature. This characteristic is very important to
maintain the body temperature of organisms.

4.1Formative Practice

ICT 4.1 1 What chemical bonds are 3 State the meaning of adhesive
broken when water changes force and cohesive force.
Quiz: Test your understanding from liquid to water vapour?
of water 4 Explain how perspiration helps
2 Why is water known as polar to lower the body temperature.
molecule?

72 4.1.1 4.1.2

Note:BioT4(7th)-B4-FA_EN New 6th.indd 72 1/22/2020 2:18:59 PM

Amendments made to Figure 4.2 whereby the labels “cohesive force” and “adhesive force” have been interchanged.

PAGE 92

1.2 5.1ActivsiteyitivitcA Studying the effect of temperature on the Experiment
amylase enzyme activity

Problem statement
What is the effect of temperature on the reaction rate of an amylase enzyme?

Hypothesis
An increase in temperature increases the reaction rate of an amylase enzyme up to an optimum

temperature. The reaction rate of an enzyme decreases after the optimum temperature.

Variables
Manipulated: Temperature
Responding: Reaction rate of an amylase enzyme
Fixed: The concentration of amylase and starch suspension (substrate) and the pH of the reaction
medium

Materials
1% starch suspension, 0.5% amylase enzyme solution, iodine solution, ice and filtered water

Apparatus
Beaker, test tube, syringe, dropper, glass rod, white grooved tile, thermometer, Bunsen burner, tripod

stand, wire gauze, test tube rack, measuring cylinder and stopwatch

Procedure
1 Using a syringe, put 5 ml of 1% starch suspension into each test tube labelled A1, B1, C1, D1

and E1.

2 Using another syringe, put 2 ml amylase enzyme solution in each test tube labelled A2, B2, C2,
D2 and E2.

3 Test tubes A1 and A2, B1 and B2, C1 and C2, D1 and D2, E1 and E2, are placed respectively
in 5 separate water baths at fixed temperatures of 20°C, 30°C, 40°C, 50°C and 60°C.

4 Incubate all test tubes for 5 minutes.

5 Meanwhile, prepare a dry, white grooved tile and put a drop of iodine solution into the tile.

6 After incubating for 5 minutes, pour the starch suspension in test tube A1 into test tube A2.
Stir the mixture with a glass rod. Start the stopwatch immediately.

7 Use the dropper to extract a drop of the mixture from test tube A2 and drop it immediately into
the first groove on the tile containing the iodine solution (The first groove is considered as
zero minute).

8 Repeat the iodine test every 30 seconds. Rinse the dropper water bath at
with the water from the beaker after each sampling. Record respective
the time taken to complete the starch hydrolysis, that is, the temperatures
time when the mixture remains brownish yellow in colour
when tested with the iodine solution.

9 Keep all test tubes immersed in the respective water baths
throughout the experiment. Repeat steps 5 to 8 for each pair
of test tubes B1/B2, C1/C2, D1/D2 and E1/E2.

5 ml starch 2 ml
suspension amylase

solution

92 5.2.9

Note:
Amendment made to Procedure No 8: “Repeat the iodine test every 30 minutes” to “Repeat the iodine test
every 30 seconds”.

PAGE 95

5.3 Application of Enzymes in
Daily Life
CHAPTER 5
Enzymes have long been widely used in the commercial sector and for
everyday use. The enzymes used are extracted from natural resources
such as bacteria or are produced synthetically.
Immobilized enzymes are enzymes that combine with inert and
insoluble substances to increase the resistance of enzymes towards
change in factors such as pH and temperature. With this method,
the enzyme molecules will remain in the same position throughout
the catalytic reaction and then be separated easily from its product.
This technology is known as immobilized enzyme technology. This
technology is used in various industrial applications (Photograph 5.1).

5.2Formative Practice
1 How are enzymes produced?
2 How does immobilized enzyme technology help to accelerate
the enzyme reaction?
3 Give examples of industries that use enzymes in the
manufacturing of products.

Digestive enzymes
are used in the
medical sector

Pectinase and Amylase, lipase,
cellulase enzymes are protease and cellulase
used in juice production enzymes in bio detergent

Lactase Trypsin enzyme extracts
enzymes fur from animal hide to make
are used in leather products
lactose-free
milk

Protease enzyme
separates the fish skin

PHOTOGRAPH 5.1 Enzyme 95
immobilization technology is used
in various industrial application

5.3.1

Note:
Amendment made to Photograph 5.1 caption: “Lactose enzymes….” changed to “Lactase enzymes…”

PAGE 103

centromere equatorial plane
spindle fibres
METAPHASE
chromosomes
• Centrioles are at the opposite chromosomes
poles of the cell.

• The spindle fibres maintain
the chromosomes at the
equatorial plane.

• The chromosomes
become aligned in a
single row on the
equatorial plane.

• Metaphase
ends when the
centromere
begins to divide.

ANAPHASE sister chromatids CHAPTER 6
pole of the cells
TELOPHASE • The centromere divides
• When the chromatids are at the into two and the sister sister
chromatids separate. chromatids
opposite poles, they are now called
the daughter chromosome. • Spindle fibres shorten, 103
• Each pole contains one set contract and the
of complete and identical sister chromatids are
chromosomes. pulled to the opposite
• Chromosomes are re-formed as poles of the cell.
fine chromatin threads.
• Nucleoli are formed again. • Anaphase ends when the
• Spindle fibres disappear. chromatid arrives at the
• A new nucleus pole of the cell.
membrane is
formed. daughter spindle
• The telophase chromosomes fibres
stage is followed
by cytokinesis. centriole

6.2.2 6.2.3 nuclear
membrane

nuclear
membrane
daughter
chromosome
FIGURE 6.3 Mitosis

Note:
Amendment is made to the last label at the bottom of the page: “daughter cell” is changed to “daughter chromosome”.
Amendment is made to Point 3 of Telophase: “Chromosomes are shaped again…..” changed to “Chromosomes are
re-formed…”.

PAGE 291

primary follicle secondary follicle

secondary oocyte

corpus luteum

Graafian follicle
secondary oocyte

FIGURE 15.6 Oogenesis in the ovaries

3 At birth, a baby girl already has millions of primary oocytes that remain dormant in prophase I
meiosis I. The number of oocytes will decrease at puberty.

4 Upon reaching puberty, the primary oocytes will continue meiosis I to form secondary
oocyte and a first polar body. Secondary oocyte will begin meiosis II which is then halted at
metaphase II. The first polar body will complete meiosis II and form two second polar bodies.

5 A layer of follicular cells envelops the secondary oocyte and is called secondary
follicle. The secondary follicle will then develop into the Graafian follicle, which
releases oestrogen.

6 A mature Graafian follicle will approach the surface of the ovary and release a
secondary oocyte into the Fallopian tube. This process is called ovulation.

7 The secondary oocyte (immature ovum) will complete meiosis II once a sperm
penetrates it. Meiosis II produces ovum (n) and a polar body (n). Fertilisation takes
place when the sperm nucleus fuses with ovum nucleus and produces a diploid zygote
(2n). The rest of the polar bodies will die and will be disintegrated by the ovary.

upon 9 Corpus luteum continues to grow and CHAPTER 15
fertilisation secretes oestrogen and progesterone.

without 10 Corpus luteum and secondary oocyte degenerate and
fertilisation dies, and then is removed through menstruation.

15.2.2 291

Note:
Amendment made to Figure 15.6: The far most right label is changed from “primary oocyte” to “secondary oocyte”
Amendment made to No 7 second line: “……and first polar body (n).” changed to “…..and a polar body (n).”