biology syllabus stpm

STPM/S(E)964

MAJLIS PEPERIKSAAN MALAYSIA

(MALAYSIAN EXAMINATIONS COUNCIL)

PEPERIKSAAN
SIJIL TINGGI PERSEKOLAHAN MALAYSIA

(MALAYSIA HIGHER SCHOOL CERTIFICATE EXAMINATION)

BIOLOGY

Syllabus, Specimen Papers and Specimen Experiment

This syllabus applies for the 2012/2013 session and thereafter until further notice.

FALSAFAH PENDIDIKAN KEBANGSAAN

“Pendidikan di Malaysia adalah satu usaha berterusan
ke arah memperkembangkan lagi potensi individu secara
menyeluruh dan bersepadu untuk mewujudkan insan yang
seimbang dan harmonis dari segi intelek, rohani, emosi,
dan jasmani. Usaha ini adalah bagi melahirkan rakyat
Malaysia yang berilmu pengetahuan, berakhlak mulia,
bertanggungjawab, berketerampilan, dan berkeupayaan
mencapai kesejahteraan diri serta memberi sumbangan
terhadap keharmonian dan kemakmuran keluarga,
masyarakat dan negara.”

FOREWORD

This revised Biology syllabus is designed to replace the existing syllabus which has been in use since
the 2001 STPM examination. This new syllabus will be enforced in 2012 and the first examination
will also be held the same year. The revision of the syllabus takes into account the changes made by
the Malaysian Examinations Council (MEC) to the existing STPM examination. Through the new
system, sixth-form study will be divided into three terms, and candidates will sit for an examination at
the end of each term. The new syllabus fulfils the requirements of this new system. The main
objective of introducing the new examination system is to enhance the teaching and learning
orientation in sixth form so as to be in line with the orientation of teaching and learning in colleges
and universities.

The revision of the Biology syllabus incorporates current developments in biology studies to be more
relevant to the current global developments. Biology is a science that deals with the study of living
organisms. It is dynamic and affects every aspect of our daily lives, from food and health, to the
responsibilities towards our environment. The cumulative discoveries and developments in biology
have tremendously enhanced our understanding and perception towards both the unity and diversity of
life. With this understanding, we have become more aware of our interdependence with our rich
biodiversity and natural resources. The application of biology together with modern technologies
leads to the evolution of biotechnology. Furthermore, the assessment tools of this syllabus consist of
written papers and coursework. The written papers evaluate candidates’ knowledge and understanding
of the subject, while the coursework provides an opportunity for candidates to trigger their inquisitive
biological reasoning. This also enhances their understanding and application of biological sciences
and develops the candidates’ soft skills.

The syllabus contains topics, teaching periods, learning outcomes, examination format, grade
description, and sample questions.

The design of this syllabus was undertaken by a committee chaired by Professor Emeritus Dato’ Dr.
Latiff bin Mohamad of Universiti Kebangsaan Malaysia. Other committee members consist of
university lecturers, representatives from the Curriculum Development Division, Ministry of
Education Malaysia, and experienced teachers teaching Biology. On behalf of the Malaysian
Examinations Council, I would like to thank the committee for their commitment and invaluable
contribution. It is hoped that this syllabus will be a guide for teachers and candidates in the teaching
and learning process.

OMAR BIN ABU BAKAR
Chief Executive
Malaysian Examinations Council

CONTENTS Page
1
Syllabus 964 Biology 1

Aims 2–8
Objectives 9 – 15
Content 16 – 21

First Term: Biological Molecules and Metabolism 22
Second Term: Physiology 23
Third Term: Ecology and Genetics 24 – 25
Practical Syllabus (School-based Assessment of Practical (Paper 4)) 26
Written Practical Test (Paper 5) 27
Scheme of Assessment 29 – 43
Performance Descriptions 45 – 63
Reference Books 65 – 81
Specimen Paper 1 83 – 86
Specimen Paper 2 87 – 101
Specimen Paper 3
Specimen Experiment Paper 4
Specimen Paper 5

SYLLABUS
964 BIOLOGY

Aims
This syllabus is designed to enhance candidates’ knowledge and understanding of biology and
biological issues, to prepare and equip the candidates for their tertiary education, to pursue careers in
related fields and to promote continuous awareness of the importance of biology in life.
Objectives
This syllabus enables candidates to:
(a) understand the biological phenomena, principles and theories;
(b) evaluate biological information critically and deduce logical conclusion;
(c) plan and carry out experiments scientifically and make deductions;
(d) develop abilities and skills in handling materials and apparatus correctly and safely, and;
(e) cultivate proper attitudes and values on social, technological, and environmental issues in

biology.

1

FIRST TERM: BIOLOGICAL MOLECULES AND METABOLISM

Topic Teaching Learning Outcome
Period

1 Biological Molecules 24
1.1 Water
2 Candidates should be able to:
1.2 Carbohydrates
(a) describe the chemical properties (solvent, bond
angles and hydrogen bond) of water and relate
its physiological roles in the organisms;

(b) describe the physical properties (polarity,
cohesiveness, density, surface tension, specific
heat capacity, and latent heat of vaporisation)
of water and relate its physiological roles in
organisms.

6 Candidates should be able to:

(a) classify carbohydrates into monosaccharide,
disaccharide and polysaccharide with respect
to their physical and chemical properties;

(b) classify monosaccharide according to the
number of carbon atoms and the functional
groups

(i) triose e.g. glyceraldehydes,

(ii) pentose e.g. ribose and deoxyribose,

(iii) hexose e.g. glucose and fructose,

(c) illustrate the molecular structure of a
monosaccharide and differentiate between the
reducing and non-reducing ends;

(d) describe the formation of glycosidic bond in
disaccharides (maltose and sucrose) and
polysaccharides (starch, glycogen and
cellulose);

(e) relate the structure of disaccharides and
polysaccharides to their functions in living
organisms.

2

Topic Teaching Learning Outcome
1.3 Lipids Period
1.4 Proteins
3 Candidates should be able to:
1.5 Nucleic acids
(a) describe the structures, properties and
distribution of triglycerides, phospholipids
(lecithin) and steroid (cholesterol);

(b) state the functions of triglycerides,
phospholipids (lecithin) and steroids
(cholesterol);

(c) differentiate between saturated and unsaturated
fatty acids.

6 Candidates should be able to:

(a) classify amino acids into four main classes
based on their side chains: polar, non-polar,
acidic and basic;

(b) describe the structure of an amino acid and the
formation of peptide bonds in polypeptides;

(c) explain the properties of protein (amphoteric,
isoelectric point, buffer and colloid);

(d) differentiate the various levels of organisation
of protein structure (primary, secondary,
tertiary and quaternary) and relate the
functions of each structure to the organisation
of proteins;

(e) explain the denaturation and renaturation of
protein;

(f) classify proteins according to their structures,
compositions (simple and conjugated) and
functions.

3 Candidates should be able to:

(a) describe the structures of nucleotides and the
formation of phosphodiester bonds in a
polynucleotide;

(b) distinguish between DNA and RNA and the
three types of RNAs (mRNA, tRNA and
rRNA);

(c) describe the structure of DNA based on
Watson and Crick model.

3

Topic Teaching Learning Outcome
1.6 Analytical techniques Period

2 Structure of Cells and 4 Candidates should be able to:
Organelles
2.1 Prokaryotic and (a) describe the basic principles of paper
eukaryotic cells chromatography in pigment separation,
electrophoresis for protein and nucleic acid
2.2 Cellular components separation.

2.3 Specialised cells 16

4 Candidates should be able to:

(a) state the cell theory;

(b) compare the structures of prokaryotic and
eukaryotic cells;

(c) compare typical animal and plant cells as seen
under electron microscopes;

(d) describe the basic principles of light and
electron microscopy.

6 Candidates should be able to:

(a) identify the cellular components of typical
plant and animal cells;

(b) describe the structures of organelles and state
their functions;

(c) explain the basic principles of differential
centrifugation used to fractionate cellular
components (g and S values).

6 Candidates should be able to:

(a) outline the structures, functions and
distributions of unspecialised cells found in
plants (meristematic cells);

(b) describe the structures, functions and
distributions of specialised plant cells found in
epidermal, ground and vascular tissue;

(c) describe the structures, functions and
distributions of specialised animal cells found
in connective, nervous, muscular and epithelial
tissues, including the formation of endocrine
and exocrine glands.

4

Topic Teaching Learning Outcome
3 Membrane Structure and Period

Transport 8
3.1 Fluid mosaic model
3 Candidates should be able to:
3.2 Movement of
substance across (a) describe the structure of a membrane based on
membrane Singer-Nicolson fluid mosaic model;

4 Enzymes (b) explain the roles of each component of the
4.1 Catalysis and membrane.
activation energy
5 Candidates should be able to:
4.2 Mechanism of action
and kinetics (a) explain the processes of passive and active
transports, endocytosis and exocytosis;

(b) explain the concepts of water potential, solute
potential and pressure potential;

(c) calculate the water potential of a plant cell in a
solution.

20

3 Candidates should be able to:

(a) explain that enzyme is a globular protein
which catalyses a metabolic reaction;

(b) explain the mode of action of enzymes at
active site involving enzyme-substrate
complex and lowering of the activation energy
and enzyme specificity.

5 Candidates should be able to:

(a) illustrate enzyme specificity using induced fit
(Koshland) and lock and key (Fischer) models;

(b) explain the time course of an enzyme-
catalysed reaction by measuring the rate of
formation of product(s) or rate of
disappearance of substrate(s) as the rate of
reaction;

(c) deduce the Michaelis-Menten constant (Km)
from the Michaelis-Menten and Lineweaver-
Burk plots;

(d) explain the significance of Km and Vmax;
(e) explain the effects of temperature, pH, enzyme

concentration and substrate concentration on
the rate of an enzyme-catalysed reaction.

5

Topic Teaching Learning Outcome
Period

4.3 Cofactors 3 Candidates should be able to:

4.4 Inhibitors (a) explain the roles of cofactors (ion activators,
coenzymes and prosthetic groups) in an
4.5 Classification of enzymatic reaction;
enzymes
(b) explain the importance of vitamins and
4.6 Enzyme technology minerals as precursors of
coenzymes/cofactors.
5 Cellular Respiration
5.1 The need for energy in 4 Candidates should be able to:
living
5.2 Aerobic respiration (a) explain the effects of competitive and non-
competitive inhibitions on the rate of enzyme
activity of reversible inhibition;

(b) relate the Lineweaver-Burk plot to the effect of
inhibition on Km and Vmax values.

2 Candidates should be able to:

(a) describe enzyme classification according to
International Union of Biochemistry (IUB)
e.g. oxidoreductase, transferase, hydrolase,
lyase, isomerase and ligase.

3 Candidates should be able to:

(a) explain the importance and the main
techniques of enzyme immobilisation namely
adsorption, entrapment and covalent coupling;

(b) explain the application of enzyme
immobilisation in the development of
biosensors.

12

1 Candidates should be able to:
(a) outline the importance of energy and
respiration in living organisms;
(b) describe the structure of the energy carriers
such as ATP, NADH and FADH2.

8 Candidates should be able to:

(a) describe the various stages of aerobic
respiration and its location in the cells;

(b) describe glycolysis, and calculate the net
energy produced in glycolysis;

6

Topic Teaching Learning Outcome
Period
5.3 Anaerobic respiration
6 Photosynthesis (c) describe the various steps involved in the
Krebs cycle (including the link reaction);
6.1 Autotroph
6.2 Light-dependent (d) explain the formation of NADH, FADH2, GTP
and ATP during the Krebs cycle;
reactions
(e) describe oxidative phosphorylation and
chemiosmosis in the electron transport system;

(f) explain the role of NADH, FADH2 and ATP
synthase in the electron transport chain;

(g) calculate and explain the net energy produced
in aerobic respiration per molecule of glucose
in liver and muscle cells;

(h) describe the effects of cyanide and carbon
monoxide on respiration;

(i) explain how lipid and protein act as alternative
energy sources.

3 Candidates should be able to:

(a) explain the anaerobic respiration in yeast and
muscle cells;

(b) describe the applications of anaerobic
respiration in food industries (bread, tapai, and
yogurt).

16

3 Candidates should be able to:

(a) classify autotroph into photoautotroph and
chemoautotroph;

(b) describe photosynthetic pigments;

(c) explain the absorption spectrum and action
spectrum of photosynthetic pigments.

3 Candidates should be able to:

(a) explain photo-activation of chlorophyll a
resulting in photolysis of water;

(b) explain the cyclic and non-cyclic
photophosphorylation including electron
transport system resulting in the production of
ATP and NADPH.

7

Topic Teaching Learning Outcome
6.3 Light-independent Period

reactions 8 Candidates should be able to:

6.4 Limiting factors (a) describe Calvin cycle;

(b) explain photorespiration;

(c) describe the anatomical structure of C4 leaf
(Krantz anatomy) in comparison to C3 leaf;

(d) explain carbon dioxide fixation in C4 plants
and Crassulacean Acid Metabolism (CAM)
plants;

(e) differentiate the metabolism of C3, C4 and
CAM plants.

2 Candidates should be able to:

(a) explain limiting factors of photosynthesis
(light intensity, carbon dioxide concentration
and temperature);

(b) relate the roles of C3, C4 and CAM plants on
the increasing carbon dioxide emission and
global warming.

8

SECOND TERM: PHYSIOLOGY

Topic Teaching Learning Outcome
Period

7 Gas Exchange 12
7.1 Gaseous exchange in
humans 7 Candidates should be able to:

7.2 Breathing cycle (a) outline the structure of human respiratory
system, including the microscopic structure of
7.3 Gaseous exchange in the wall of an alveolus;
plants
(b) describe the structure of haemoglobin;
8 Transport in Animals and (c) explain the transport of oxygen and carbon
Plants
8.1 Transport system in dioxide in blood;
mammals (d) explain the oxygen dissociation curves of

haemoglobin, myoglobin and foetal
haemoglobin;
(e) explain the Bohr effect and relate it to the
oxygen dissociation curve.

3 Candidates should be able to:

(a) explain the control of breathing mechanism,
including the role of chemoreceptor;

(b) define tidal volume, vital capacity, total lung
capacity, inspiratory reserve volume,
expiratory reserve volume and residual
volume.

2 Candidates should be able to:

(a) describe the structure and functions of stomata;
(b) describe the mechanism of opening and

closing of stomata based on potassium ion
accumulation hypothesis.

16

8 Candidates should be able to:
(a) describe the structure of a mammalian heart;
(b) define systole and diastole, and explain the
sequence of events in a cardiac cycle including
changes in pressure and volume in aorta, left
atrium and left ventricle;
(c) describe the initiation and regulation of heart
beat;

9

Topic Teaching Learning Outcome
Period
8.2 Transport system in
vascular plants (d) explain hypertension, atherosclerosis,
arteriosclerosis and myocardial infarction, and
9 Control and Regulation state their causes and preventions;
9.1 Nervous system
(e) describe the lymphatic system in relation to the
blood circulatory system;

(f) determine the direction of fluid movement at
the arterial and venous ends of the capillaries
by calculating the differences between
osmotic pressure/solute potential and
hydrostatic pressure.

8 Candidates should be able to:

(a) explain the uptake of water and mineral ions
from the soil by the root hairs involving water
potential;

(b) describe the apoplast, symplast and vacuolar
pathway of water movement through the root
tissues;

(c) describe the root pressure, cohesion-tension
theory and transpiration pull in relation to
water movement from the roots to leaves;

(d) explain translocation using the mass flow,
electro-osmosis, cytoplasmic streaming and
peristaltic waves hypotheses;

(e) explain the concept of source and sink, and
phloem loading and unloading in translocation
according to pressure flow hypothesis.

22

16 Candidates should be able to:

(a) describe the organisation of the nervous
system in humans;

(b) explain the formation of resting and action
potentials;

(c) describe the characteristics of nerve impulse;

(d) describe the structure of synapse, and explain
the role of neurotransmitters (acetylcholine
and norepinephrine);

(e) explain and compare the mechanisms of
impulse transmission along the axon and
across the synapse;

10

Topic Teaching Learning Outcome
Period

9.2 Hormones (f) describe the structure of neuromuscular
junction and sarcomere;
10 Reproduction,
Development and Growth (g) explain the role of sarcoplasmic reticulum,
10.1 Sexual reproduction in calcium ions, myofibril and T tubules in
humans muscle contraction;

(h) explain the mechanism of muscle contraction
according to the sliding filament hypothesis;

(i) compare the sympathetic and parasympathetic
nervous systems;

(j) explain the mechanisms of drug action on
nervous system and neuromuscular junction
(cocaine and curare).

6 Candidates should be able to:

(a) explain the mechanisms of action of steroid
hormone and non-steroid hormones;

(b) explain the roles of plant hormones in growth
and development;

(c) explain the mechanism of phytochrome action
and their roles in photoperiodism and
flowering;

(d) outline the application of plant growth
regulators (synthetic auxin, synthetic
gibberellins, and synthetic ethylene) in
agriculture.

13

6 Candidates should be able to:

(a) outline spermatogenesis and oogenesis;

(b) describe the passage and development of
sperms from the testis to the oviduct for
fertilisation;

(c) describe the process of fertilisation and
implantation;

(d) describe the roles of hormones in menstrual
cycle and pregnancy;

(e) describe briefly the stages in embryonic
development;

11

Topic Teaching Learning Outcome
Period

10.2 Sexual reproduction in (f) explain the roles of placenta, chorion, amniotic
flowering plants fluid and allantois in foetal development;

10.3 Seed germination (g) explain the process of parturition.

10.4 Growth curves and 2 Candidates should be able to:
patterns of growth
(a) outline double fertilisation;
11 Homeostasis (b) describe the embryonic development in seed
11.1 Importance of
homeostasis and formation of fruit.

1 Candidates should be able to:

(a) explain the mobilisation of nutrients after
imbibition in seed germination;

(b) state the external factors affecting germination.

4 Candidates should be able to:

(a) explain the types of growth curves (absolute
growth curve, absolute growth rate curve and
relative growth rate curve);

(b) explain with examples the patterns of growth
(limited growth in humans, unlimited growth
in perennial plant, allometric growth in
humans, isometric growth in fish and
intermittent growth in insect);

(c) explain the processes of ecdysis and
metamorphosis in insects, and relate the role of
hormones (neurosecretory hormone, juvenile
hormone and ecdysone) in these processes.

10

2 Candidates should be able to:
(a) explain the importance of homeostasis;
(b) describe the homeostatic control system in
mammals;
(c) explain the physiological and behavioural
control in thermoregulation of endotherms.

12

Topic Teaching Learning Outcome
11.2 Liver Period

11.3 Osmoregulation in 4 Candidates should be able to:
mammals
(a) describe the structure of liver, and explain the
11.4 Osmoregulation in roles of its components;
plants
(b) describe carbohydrate metabolism in the liver
12 Immunity (glycogenesis, glycogenolysis,
12.1 Immune system gluconeogenesis);

(c) describe protein metabolism (transamination,
deamination and urea formation) in the liver.

3 Candidates should be able to:

(a) explain the process of ultrafiltration,
reabsorption and secretion in the formation of
urine;

(b) explain the role of ADH and aldosterone, and
the related hormones in regulating water,
sodium and potassium ions of urine;

(c) explain the regulation of pH of tissue fluid.

1 Candidates should be able to:

(a) describe the role of stomata in regulation of
water loss, and explain the importance of
transpiration;

(b) describe the various types of plant adaptations
to prevent water loss (halophytes and
xerophytes).

10

3 Candidates should be able to:

(a) describe human lymphatic system, and explain
its function in relation to immunity;

(b) describe antibody (structure and function),
antigen, epitope, and the development of B
and T cells;

(c) describe the roles of macrophages, B cells and
T cells.

13

Topic Teaching Learning Outcome
12.2 Development of Period

immunity 3 Candidates should be able to:

12.3 Concept of self and (a) explain cell-mediated and humoral immune
non-self responses;

12.4 Immune disorder (b) outline the antigen-antibody reactions
13 Infectious Diseases (precipitation, agglutination, neutralisation,
complement fixation).
13.1 Infectious disease
3 Candidates should be able to:
13.2 Dengue
(a) explain the concept of self and non-self and
13.3 Cholera relate this to tissue rejection in organ
transplant;

(b) explain the mechanism of immune suppression
(HIV infection).

1 Candidates should be able to:

(a) describe autoimmune disorder (Systemic Lupus
Erythematosus (SLE)).

13

1 Candidates should be able to:
(a) explain what is meant by an infection and an
infectious disease;
(b) outline the types of infectious agents.

3 Candidates should be able to:

(a) describe the causes and symptoms of dengue;
(b) explain the transmission of dengue;
(c) discuss the roles of social, economical and

biological factors in the prevention of dengue.

3 Candidates should be able to:

(a) describe the causes and symptoms of cholera;
(b) explain the transmission of cholera;
(c) discuss the roles of social, economical and

biological factors in the prevention of cholera.

14

Topic Teaching Learning Outcome
13.4 Tuberculosis (TB) Period

13.5 Malaria 3 Candidates should be able to:

(a) describe the causes and symptoms of
tuberculosis (TB);

(b) explain the transmission of TB;
(c) discuss the roles of social, economical and

biological factors in the prevention of TB.

3 Candidates should be able to:

(a) describe the causes and symptoms of malaria;
(b) explain the transmission of malaria;
(c) discuss the roles of social, economical and

biological factors in the prevention of malaria.

15

THIRD TERM: ECOLOGY AND GENETICS

Topic Teaching Learning Outcome
Period

14 Taxonomy and 14
Biodiversity
14.1 Taxonomy 2 Candidates should be able to:
(a) explain the importance of taxonomy in
14.2 Diversity of organisms biological sciences;
(b) explain the concept of species, and relate how
14.3 Biodiversity in a species is classified into higher categories in
Malaysia a taxonomic hierarchy.

14.4 Threats to biodiversity 6 Candidates should be able to:

14.5 Conservation of (a) describe the morphological characteristics of
biodiversity the following phyla in the respective
kingdoms: Protoctista (Chlorophyta and
Zoomastigina), Fungi (Zygomycota), Plantae
(Bryophyta, Filicinophyta, Coniferophyta and
Angiospermophyta) and Animalia (Porifera,
Cnidaria, Platyhelminthes, Mollusca,
Arthropoda and Chordata).

2 Candidates should be able to:

(a) describe the different levels and examples of
biodiversity in Malaysia, namely ecosystem or
community diversity, species or taxonomic
diversity and genetic diversity;

(b) explain the importance of biodiversity in
Malaysia.

2 Candidates should be able to:

(a) explain the natural and man-made factors that
threaten biodiversity in Malaysia;

(b) explain the steps and efforts taken by various
agencies and organisations to address the
threats.

2 Candidates should be able to:

(a) describe the various measures taken to
conserve the different levels of biodiversity
including in situ and ex situ conservation in
Malaysia.

16

Topic Teaching Learning Outcome
Period

15 Ecology 22

15.1 Levels of ecological 3 Candidates should be able to:
organisation
(a) explain the concept of hierarchy in an
ecosystem and the interaction between the
biotic and abiotic components.

15.2 Biogeochemical cycles 3 Candidates should be able to:

(a) describe the biogeochemical cycles (carbon,
phosphorus and sulphur), and explain their
importance.

15.3 Energy flow 3 Candidates should be able to:

(a) describe the energy flow and the efficiency of
energy transfer in terrestrial ecosystem
(tropical rain forest) and aquatic ecosystem
(lake).

15.4 Population ecology 6 Candidates should be able to:

(a) explain population growth (S and J growth
curves), biotic potential, natality, mortality,
migration and survivorship;

(b) explain the characteristics of populations that
show Type I, Type II and Type III
survivorship curves, and K-strategies and
r-strategies.

15.5 Carrying capacity 3 Candidates should be able to:

(a) explain what is meant by carrying capacity and
sustainable development;

(b) explain the factors limiting the population size
and distribution.

15.6 Quantitative ecology 4 Candidates should be able to:

(a) describe the use of quadrat and line transect
sampling methods and explain the advantages
and disadvantages of using these methods;

(b) calculate the various sampling parameters
(frequency, density, cover and their absolute
and relative estimations) and estimate the
population size of organisms;

(c) explain the pattern of distribution of organisms
in an ecosystem.

17

Topic Teaching Learning Outcome
16 Selection and Speciation Period

16.1 Natural and artificial 10
selection
6 Candidates should be able to:
16.2 Speciation (a) describe continuous and discontinuous
variations in relation to selection and
17 Inheritance and Genetic speciation;
Control (b) explain the modes of natural selection
17.1 Types of genetic (stabilising, directional and disruptive) and
crosses and breeding their consequences;
system (c) describe with examples, sexual selection and
polymorphism;
17.2 Non-Mendelian (d) explain the importance of artificial selection
inheritance (gene bank, germplasm bank and sperm bank).

4 Candidates should be able to:

(a) explain the processes of isolation, genetic drift,
hybridisation and adaptive radiation;

(b) explain the importance of speciation in relation
to evolution.

34

5 Candidates should be able to:

(a) explain the Mendelian inheritance pertaining
to the phenotypic and genotypic ratios;

(b) describe the types of crosses (test cross,
backcross, reciprocal cross and selfing) and
explain their importance;

(c) describe pure breeding, outbreeding,
inbreeding, selective breeding, and explain
their importance.

7 Candidates should be able to:

(a) explain

(i) incomplete dominance (flower colour in
snapdragon),

(ii) codominance (MN blood group in
humans),

(iii) multiple alleles (ABO blood group in
humans), and

calculate the genotypic and phenotypic ratios;

18

Topic Teaching Learning Outcome
17.3 Genetic mapping Period
17.4 Population genetics
17.5 DNA replication (b) explain lethal genes (sickle-cell in human/coat
colur in mice/chlorophyll production in
maize), polygenes (height in humans), linked
and sex-linked genes (Drosophila eye colour
and haemophilia in humans), and epistasis
(coat colour in dog and capsule shape in
shepherd’s purse plant);

(c) explain the pedigree analysis.

2 Candidates should be able to:

(a) explain crossing over and distinguish between
parental and recombinant genotypes and
phenotypes;

(b) calculate the distance between two loci, and
determine the relative position of a gene on a
chromosome based on percentage of crossing-
over in Drosophila.

5 Candidates should be able to:

(a) describe the concept of gene pool, gene/allele
frequency and genotype frequency;

(b) explain Hardy-Weinberg equilibrium
(p2 + 2pq +q2 = 1 and p + q = 1), and calculate
the gene/allele and genotype frequencies;

(c) explain the conditions for Hardy-Weinberg
equilibrium to be valid;

(d) describe changes in genotype frequencies in
relation to evolution.

4 Candidates should be able to:

(a) explain the experiments to prove DNA is the
genetic material (Avery, MacLeod and
McCarty experiment and Hershey and Chase
experiment);

(b) explain the three models of DNA replication,
and interpret the experiment of Meselson and
Stahl to prove the semi-conservative model of
DNA replication;

(c) explain the mechanism of DNA replication,
and the role of the enzymes involved.

19

Topic Teaching Learning Outcome
17.6 Gene expression Period

17.7 Regulation of gene 4 Candidates should be able to:
expression
(a) explain the experiment of Beadle and Tatum
17.8 Mutation which leads to the establishment of one-gene-
one-polypeptide hypothesis;

(b) interpret the genetic code table, and identify
the appropriate anti-codon;

(c) explain the characteristics of genetic code;

(d) describe transcription and translation.

2 Candidates should be able to:

(a) define repressor, inducer, negative control in
lac operon and constitutive enzyme;

(b) describe the components of lac operon, and
explain its mechanism.

5 Candidates should be able to:

(a) describe the different types of gene mutation
with examples of its consequences
(substitution – sickle-cell anaemia,
insertion/addition – frameshift mutation,
deletion – frameshift mutation and
thalassaemia major and inversion);

(b) differentiate missense, nonsense and silent/
neutral mutations;

(c) describe the four structural changes in
chromosomes (duplication, deletion, inversion
and translocation);

(d) describe the changes in chromosome number,
including the definition of non-disjunction;

(e) describe the consequences of non-disjunction
in relation to meiosis;

(f) explain and give examples of different types of
aneuploidy (monosomy and trisomy);

(g) explain and give examples of different types of
euploidy: diploid and polyploid, including
autopolyploidy and allopolyploidy.

20

Topic Teaching Learning Outcome
18 Gene Technology Period

18.1 Recombinant DNA 8
technology
8 Candidates should be able to:
19 Biotechnology
19.1 Roles of (a) explain recombinant DNA technology/genetic
biotechnology engineering;
19.2 Applications of
biotechnology (b) differentiate between genomic and cDNA
cloning and genomic and cDNA libraries;

(c) describe the vectors used in cloning and their
properties;

(d) describe the restriction enzyme (EcoR1 and
SmaI), including its nomenclature, recognition
site (palindrome), importance and the types of
ends generated;

(e) explain reverse transcription, insertion,
ligation, transformation/transduction,
amplification and screening;

(f) describe the steps involved in genomic and
cDNA cloning, including the enzymes
involved, and explain human insulin
production in E. coli as an example.

8

1 Candidates should be able to:

(a) define biotechnology;

(b) outline the roles of biotechnology in our life.

7 Candidates should be able to:

(a) describe the application of biotechnology in
food and beverages production (fermentation
and vitamin-enriched eggs);

(b) describe the application of biotechnology in
agriculture (hybrid rice, herbicide resistant
plants and transgenic fish);

(c) describe the application of biotechnology in
medicine (human growth hormone, human
insulin and gene therapy) and forensic (DNA
finger printing);

(d) describe the application of biotechnology in
public health (genetic screening, diagnostic
kits and oil-decomposing bacteria).

21

The Practical Syllabus
School-based Assessment of Practical (Paper 4)
School-based assessment of practical work will be carried out throughout the form six school terms
for candidates from government schools and private schools which are approved by the MEC to carry
out the school-based assessment of practical work.

MEC will determine 15 compulsory experiments to be carried out by the candidates and to be
assessed by the subject teachers in schools in the respective terms. Details of the title, objective,
learning outcome, introduction, material, apparatus and procedure of each of the experiments will be
specified in the Teacher’s and Student’s Manual for Practical Biology which can be downloaded from
MEC Portal (http://www.mpm.edu.my) during the first term of form six by the subject teacher.

Candidates should be supplied with a work scheme before the day of the compulsory experiment
so as to enable them to plan their practical work. Each experiment is expected to last one school
double period. Assessment of the practical work is done by the subject teachers during the practical
sessions and also based on the practical reports. The assessment should comply with the assessment
guidelines prepared by MEC.

A repeating candidate may use the total mark obtained in the coursework for two subsequent
examinations. Requests to carry forward the moderated coursework mark should be made during the
registration of the examination.

During the practical session, candidates should be able to:
(a) make observations on living, preserved specimens and models, and record them accurately

in writing or by using clear drawings or diagrams,
(b) identify morphological features of specimens as a basis for their classification,
(c) carry out dissection, display and illustrate the result,
(d) stain and mount specimens for microscopic examination,
(e) identify and illustrate the specimens observed under light microscope,
(f) carry out biochemical, physiological and genetic experiments,
(g) carry out sampling for ecological studies,
(h) record the results systematically, interpret the data scientifically and make conclusion.

22

Written Practical Test (Paper 5)
The main objective of written practical test is to assess the candidates’ understanding of practical
procedures in the laboratory.

The following candidates are required to register for this paper:
(a) individual private candidates,
(b) candidates from private schools which have no permission to carry out the school-based

assessment of practical work,
(c) candidates who repeat upper six (in government or private schools),
(d) candidates who do not attend classes of lower six and upper six in two consecutive years

(in government or private schools),
(e) candidates who take Biology other than the package offered by schools.
Three structured questions related to practical work will be set. MEC will not be strictly bound by
the syllabus in setting questions. Where appropriate, candidates will be given sufficient information to
enable them to answer the questions. Only knowledge of theory within the syllabus and knowledge of
usual laboratory practical procedures will be expected.
Candidates should have sufficient knowledge on:
(a) structure of specimens and record them accurately in writing or illustration,
(b) morphological and anatomical features and relate to functions of specimens as a basis for

their classification,
(c) dissection of specimens and illustration of the result (rat),
(d) staining and mounting specimens for microscopic examination,
(e) identification and illustration of the specimens as observed under microscope,
(f) biochemical, physiological and genetic experiments,
(g) sampling for ecological studies,
(h) interpreting, evaluating, drawing conclusion from experimental data,
(i) using theories to explain the results of experiments and performing simple calculations

based on experiments.

23

Scheme of Assessment

Term of Paper Code Theme/Title Type of Test Mark Duration Administration
Study and Name (Weighting)
First
Term 964/1 Biological Written test 60
Biology Molecules (26.67%)
Second Paper 1 and Section A
Term Metabolism 15 compulsory 15
multiple-choice
questions to be 15 1½ hours Central
answered. assessment
30
Section B
2 compulsory short
structured questions to
be answered.

Section C
2 out of 3 essay
questions to be
answered.

All questions are
based on topics 1 to 6.

964/2 Physiology Written test 60
Biology (26.67%)
Paper 2 Section A
15 compulsory 15
multiple-choice 1½ hours Central
questions to be 15 assessment
answered.
30
Section B
2 compulsory short
structured questions to
be answered.

Section C
2 out of 3 essay
questions to be
answered.

All questions are
based on topics 7 to
13.

24

Term of Paper Code Theme/Title Type of Test Mark Duration Administration
Study and Name (Weighting)

Third 964/3 Ecology and Written test 60
Term Biology Genetics (26.67%)
Paper 3 Section A
15
15 compulsory 1½ hours Central
multiple-choice 15 assessment
questions to be
answered. 30

Section B
2 compulsory short
structured questions to
be answered.

Section C
2 out of 3 essay
questions to be
answered.

All questions are
based on topics 14 to
19.

964/5 Written Practical 45 Central
Biology Test (20%) assessment
Paper 5
3 structured questions 1½ hours
with diagram/graph/
table to be answered.

First, 964/4 Biology School-based 225 Through-
Second Biology Practical Assessment of (20%) out the
Paper 4 Practical three
and terms School-based
Third 15 compulsory assessment
Terms experiments to be
carried out.

25

Performance Descriptions
A Grade A candidate is likely able to:

(a) recall almost all the content of required areas of biological syllabus, and relate the content
with the question;

(b) decide on, organise and present information to explain the concept, theories and depth of
biological knowledge in an ordered and logical manner;

(c) plan and carry out investigations, solve problems based on a sound biological knowledge;
(d) interpret and analyse complex data presented, and relate the biological knowledge and

understanding of content by using correct formulae, terminologies, scientific units and
approach;
(e) integrate various concepts and findings accurately, and formulate logical conclusion;
(f) apply and justify knowledge and understanding successfully to unfamiliar contexts and
data.

A Grade C candidate is likely able to:
(a) recall some of the content of the required areas of biological syllabus, and relate the content
with the question moderately;
(b) decide on, organise and present information to describe the concept, theories and depth of
biological knowledge;
(c) plan and carry out investigations, solve problems based on a mediocre biological
knowledge;
(d) interpret and analyse simple and straight forward data presented, and relate the biological
knowledge and understanding of content by using some formulae, terminologies and
scientific units;
(e) integrate some concepts and findings, and formulate simple conclusion;
(f) apply knowledge with moderate understanding to unfamiliar contexts and data.

26

Reference Books
Teachers and candidates may use books specially written for the STPM examination and other
reference books such as those listed below.
1. Alters, S. and Alters, B., 2006. Biology: Understanding Life. New Jersey: John Wiley & Sons,

Inc.
2. Audesirk, T., Audesirk, G. and Byers, B. E., 2001. Biology: Life on Earth. 6th edition. New

Jersey: Prentice Hall.
3. Campbell, M. K., Farrell, S. O., 2006. Biochemistry. Belmont: Thomson Brooks/Cole.
4. Campbell, N. A. and Reece, N. A., 2005. Biology. 7th edition. San Francisco: Benjamin/

Cummings.
5. Clegg, C. J. and Mackean, D. G., 2000. Advanced Biology: Principles and Applications.

2nd edition. London: John Murray.
6. Kent, M., 2000. Advanced Biology. Oxford: Oxford University Press.
7. Klug, W. S., Cummings, M.R. and Spencer, C. A., 2005. Concepts of Genetics. 8th edition.

New Jersey: Pearson Prentice Hall.
8. Klug, W. S. and Cummings, M. R., 2005. Essentials of Genetics. 5th edition. New Jersey:

Pearson Prentice Hall.
9. Mader, S., 2004. Biology. 8th edition. New York: McGraw-Hill.
10. Raven, P. H., et. al. 2005. Biology. 7th edition. New York: McGraw-Hill.
11. Russel, P. J., et. al. 2008. Biology: The Dynamics Science. 1st edition. Belmont: Thompson

Brooks/Cole.
12. Smith, R. L. and Smith, T. M., 2003. Elements of Ecology. 5th edition. San Francisco: Benjamin

Cummings.
13. Solomon, E. P., Berg, L. R. and Martin, D. W., 2005. Biology. 7th edition. Belmont: Thompson

Brooks/Cole.
14. Taylor, D. J., Green, N. P. O. and Stout, G. W., 2003. Biological Science 1: Organisms,

Energy and Environment. 3rd edition. Cambridge: Cambridge University Press.
15. Taylor, D. J., Green, N. P. O. and Stout, G. W., 2003. Biological Science 2: Systems,

Maintenance and Change. 3rd editon. Cambridge: Cambridge University Press.
16. Toole, G. and Toole, S., 1999. Understanding Biology for Advanced Level. 4th edition. United

Kingdom: Nelson Thornes.

27

28

Identity card number:………………………….. Centre number/index number:……………………….

(Nombor kad pengenalan) (Nombor pusat/angka giliran)

SPECIMEN PAPER

964/1 STPM

BIOLOGY (BIOLOGI)
PAPER 1 (KERTAS 1)

One and a half hours (Satu jam setengah)

MAJLIS PEPERIKSAAN MALAYSIA

(MALAYSIAN EXAMINATIONS COUNCIL)

SIJIL TINGGI PERSEKOLAHAN MALAYSIA

(MALAYSIA HIGHER SCHOOL CERTIFICATE)

Instructions to candidates:

DO NOT OPEN THIS QUESTION PAPER UNTIL YOU ARE TOLD TO DO SO.
Answer all questions in Section A. Marks will not be deducted for wrong answers. For each
question, four suggested answers are given. Choose the correct answer and circle the answer.
Answer all questions in Section B. Write your answers in the spaces provided.
Answer any two questions in Section C. All essential working should be shown. For numerical
answers, unit should be quoted wherever appropriate. Begin each answer on a fresh sheet of paper
and arrange your answers in numerical order.

Arahan kepada calon:

JANGAN BUKA KERTAS SOALAN INI SEHINGGA ANDA DIBENARKAN BERBUAT
DEMIKIAN.

Jawab semua soalan dalam Bahagian A. Markah tidak akan ditolak bagi jawapan yang salah.
Bagi setiap soalan, empat cadangan jawapan diberikan. Pilih jawapan yang betul dan buat bulatan
pada jawapan tersebut.

Jawab semua soalan dalam Bahagian B. Tulis jawapan anda di ruang yang diberikan.
Jawab mana-mana dua soalan dalam Bahagian C. Semua jalan kerja yang sesuai hendaklah
ditunjukkan. Bagi jawapan berangka, unit hendaklah dinyatakan di mana-mana yang sesuai.
Mulakan setiap jawapan pada helaian kertas jawapan yang baharu dan susun jawapan anda
mengikut tertib berangka.

This question paper consists of printed pages and blank page.
(Kertas soalan ini terdiri daripada halaman bercetak dan halaman kosong.)

© Majlis Peperiksaan Malaysia

STPM 964/1

29

Section A [15 marks]

Answer all questions in this section.

1 Which property of water is important to living organisms?
A Polar molecule
B Non polar molecule
C Low specific heat capacity
D Low latent heat of vaporisation

2 Which monosaccharide, example and its description correspond?

Monosaccharide Example Description

A Pentose Ribose A coenzyme involved in the transfer of
hydrogen during glycolysis

B Pentose Ribulose A source of NADPH production

C Triose Glyceraldehyde An important intermediate substance in
glycolysis

D Triose Dihydroxyacetone A monomer of cellulose

3 Which is not true of lipid?
A It is soluble in water.
B It is a solvent for cholesterol.
C It is soluble in organic solvents.
D It is an ester formed from the reaction of fat and alcohol.

4 Which amino acid is the first to be carried by tRNA to ribosome during translation?
A Leucine
B Tyrosine
C Tryptophan
D Methionine

5 Which organelle gives rise to the membranes of a cell?
A Vacuole
B Nucleus
C Lysosome
D Smooth endoplasmic reticulum

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30

Bahagian A [15 markah]

Jawab semua soalan dalam bahagian ini.

1 Sifat air yang manakah yang penting kepada organism hidup?
A Molekul berkutub
B Molekul tak berkutub
C Muatan haba tentu yang rendah
D Haba pendam pengewapan yang rendah

2 Monosakarida, contohnya, dan penerangan yang manakah yang berpadanan?

Monosakarida Contoh Penerangan

A Pentosa Ribosa Satu koenzim yang terlibat dalam
pemindahan hydrogen semasa glikolisis

B Pentosa Ribulosa Sumber penghasilan NADPH

C Triosa Gliseraldehid Bahan perantara penting dalam glikolisis

D Triosa Dihidroksiaseton Monomer selulosa

3 Yang manakah yang tidak benar tentang lipid?
A Terlarut dalam air.
B Pelarut bagi kolesterol.
C Terlarut dalam pelarut organik.
D Satu ester yang terbentuk daripada tindak balas lemak dan alkohol.

4 Asid amino yang manakah yang pertama dibawa oleh tRNA ke ribosom semasa translasi?
A Leusina
B Tirosina
C Triptofan
D Metionina

5 Organel yang manakah yang membentuk membran sel?
A Vakuol
B Nukleus
C Lisosom
D Jalinan endoplasma licin

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31

6 Which statement is not true of xylem?
A Xylem cells contain pits.
B Matured xylem cells are dead cells.
C Companion cells provide nutrients to the xylem.
D Xylem consists of vessel elements and tracheids.

7 The table below shows the components of a cell membrane and their functions.

Component of a cell Functions
membrane
p Acts as a receptor to a certain molecule such as hormone
I Oligosaccharide q As an indicator so that the cells can recognise each other
II Lecithin r Gives the semi-permeable and selective characteristics to
III Protein
the membrane
IV Cholesterol s Maintains the fluid characteristics of the membrane

Which components of cell membrane and functions correspond?
I II III IV

Ap q r s
Bq r p s
Cr p s q
Ds r q p

8 Which factor reduces enzyme activity?
A Extreme pH
B Heavy metal
C Competitive inhibitor
D Very high temperature

964/1

32

6 Penyataan yang manakah yang tidak benar tentang xilem?
A Sel xilem mengandungi pit.
B Sel xylem yang matang ialah sel mati.
C Sel rakan membekalkan nutrien kepada xilem.
D Xilem terdiri daripada unsur salur dan trakeid.

7 Jadual di bawah menunjukkan komponen-komponen satu membran sel dan fungsinya.

Komponen Fungsi
membran sel
I Oligosakarida p Bertindak sebagai reseptor kepada molekul tertentu seperti
hormon
II Lesitin
q Sebagai penanda supaya sel boleh mengecam antara satu
III Protein sama lain
IV Kolesterol
r Memberi sifat separa telap dan sifat memilih pada membran
s Mengekalkan ciri bendalir bagi membran

Yang manakah yang betul bagi komponen membran sel di atas dan fungsi masing-masing?
I II III IV

Ap q r s
Bq r p s
Cr p s q
Ds r q p

8 Faktor yang manakah yang mengurangkan aktiviti enzim?
A pH yang melampau
B Logam berat
C Perencat persaingan
D Suhu yang sangat tinggi

964/1

33

9 Which graph shows the possible changes in the rate of a reaction catalysed by an enzyme in the
presence of a competitive inhibitor?

1/V Without 1/V With
inhibitor inhibitor

With Without
inhibitor inhibitor

1/[S] 1/[S]
A B

1/V Without 1/V
inhibitor
With With
inhibitor inhibitor

Without
inhibitor

1/[S] 1/[S]
C D

10 Which statement describes the advantage of immobilised enzyme?
A The efficiency of enzyme increases.
B The enzyme can be easily retrieved but cannot be reused.
C The end product does not contain the enzyme and easily retrieved.
D The characteristics of enzyme can be changed in order to increase its surface area.

11 What is the fate of all carbons from a glucose molecule after it is completely oxidised?
A Pyruvate
B Carbohydrate
C Carbon dioxide
D Acetyl coenzyme A

12 In a condition without oxygen, pyruvate in plants will
A be converted into lactate
B be converted into acetaldehyde
C enter the Krebs cycle immediately
D be converted back into phosphoglyceraldehyde

964/1

34

9 Graf yang manakah yang menunjukkan kemungkinan perubahan kadar tindak balas yang
dimangkinkan oleh enzim dalam kehadiran perencat persaingan?

1/V Tanpa 1/V Dengan
perencat perencat

Dengan Tanpa
perencat perencat

A 1/[S] 1/[S]
B
1/V Tanpa Dengan
perencat perencat 1/V
Dengan
perencat
Tanpa
perencat

1/[S] 1/[S]
C D

10 Penyataan yang manakah yang memerihalkan kelebihan enzim pentakmobilan?
A Keefisienan enzim bertambah.
B Enzim boleh didapatkan dengan mudah tetapi tidak boleh digunakan semula.
C Produk akhir tidak mengandungi enzim dan mudah didapatkan.
D Ciri enzim boleh diubah bagi meningkatkan luas permukaan.

11 Apakah yang terjadi kepada semua karbon dari molekul glukosa selepas dioksidakan dengan
lengkap?

A Piruvat
B Karbohidrat
C Karbon dioksida
D Asetil koenzim A

12 Dalam keadaan ketiadaan oksigen, piruvat dalam tumbuhan akan
A ditukarkan kepada laktat
B ditukarkan kepada asetildehid
C masuk ke kitar Krebs dengan segera
D ditukar semula kepada fosfogliseraldehid

964/1

35

13 In cyclic photophosphorylation, the excited electron which returns to its ground state will emit
A light
B microwave
C gamma ray
D ultraviolet radiation

14 Which statement describes the characteristic of bundle sheath cell of C4 plants?
A It has small grana.
B It contains a few starch granules.
C The activity of photosystem I is high.
D Carbon dioxide is assimilated by PEP carboxylase.

15 The diagram below shows non-cyclic photophosphorylation during the light reaction of
photosynthesis.

Which are represented by X, Y and Z ?

XY Z
Plastocyanin
A Ferredoxin Plastoquinone Plastoquinone
Ferredoxin
B Ferredoxin Plastocyanin Ferredoxin

C Plastocyanin Plastoquinone

D Plastoquinone Plastocyanin

964/1

36

13 Dalam pemfotofostorilan berkitar, elektron teruja yang kembali ke keadaan asas akan
membebaskan

A cahaya
B gelombang mikro
C sinar gamma
D sinaran ultra lembayung

14 Penyataan yang manakah yang memerihalkan ciri sel berkas tumbuhan C4?
A Mempunyai grana yang kecil.
B Mengandungi beberapa granul kanji.
C Aktiviti fotosistem I adalah tinggi.
D Karbon dioksida diasimilasi oleh PEP karboksilase.

15 Gambar rajah di bawah menunjukkan pemfotofosforilan bukan kitar semasa tindak balas cahaya
fotosintesis.

Penerima Penerima
pertama pertama

Kompleks NADP+
sitokrom reduktase

Cahaya Cahaya

Yang manakah yang diwakili oleh X, Y, dan Z ?

X YZ

A Ferredoksin Plastokuinon Plastosianin

B Ferredoksin Plastosianin Plastokuinon

C Plastosianin Plastokuinon Ferredoksin

D Plastokuinon Plastosianin Ferredoksin

964/1

37

Section B [15 marks]

Answer all questions in this section.

16 A quantity of cells taken from a type of tissue were homogenised and their organelles were
separated by ultracentrifugation. The diagrams below show three types of organelles obtained.

P Q R
Organelle X Organelle Y Organelle Z

(a) State where these cells may have been taken from. [1 mark]

……………………………………………………………………………………………........................

(b) Arrange the order of sedimentation of organelles X, Y and Z. Explain your answer. [2 marks]

……………………………………………………………………………………………........................

……………………………………………………………………………………………........................

(c) From the above diagrams, name the structure labelled P, Q and R. [3 marks]

P: ………………………………………………………………………………………………………...

Q: ………………………………………………………………………………………………………...

R: ………………………………………………………………………………………………………...

(d) Give one function of organelle Y. [1 mark]

……………………………………………………………………………………………........................

(e) Give one common function of organelles X and Z. [1 mark]

……………………………………………………………………………………………........................

964/1

38

Bahagian B [15 markah]

Jawab semua soalan dalam bahagian ini.

16 Sejumlah sel yang diambil daripada tisu telah dihomogenkan dan kandungan organelnya
diasingkan melalui ultrapengemparan. Gambar rajah di bawah menunjukkan tiga jenis organel yang
diperoleh.

P Q R
Organel X Organel Y Organel Z

(a) Nyatakan dari manakah sel-sel ini mungkin telah diperoleh. [1 markah]

……………………………………………………………………………………………........................

(b) Susunkan turutan pengenapan bagi organel X, Y, dan Z. Jelaskan jawapan anda. [2 markah]

……………………………………………………………………………………………........................

……………………………………………………………………………………………........................

(c) Daripada gambar rajah di atas, namakan struktur yang berlabel P, Q, dan R. [3 markah]

P: ………………………………………………………………………………………………………...

Q: ………………………………………………………………………………………………………...

R: ………………………………………………………………………………………………………...

(d) Berikan satu fungsi organel Y. [1 markah]

……………………………………………………………………………………………........................

(e) Berikan satu fungsi sepunya bagi organel X dan Z. [1 markah]

……………………………………………………………………………………………........................

964/1

39

17 The diagram below shows photophosphorylation in light reaction for plants.

Oxidation-
reduction
potential
(Relative
energy
level)

(a) Name the photosystems labeled Q and R, and give the wavelengths of their appropriate

reaction centres. [4 marks]

Name of photosystem Wavelength

Q : …………………… ………………

R: ……………………. ………………

(b) What are the forms of energy represented by S and T? [2 marks]

……………………………………………………………………………………………........................

……………………………………………………………………………………………........................

(c) Name the process that occurs at Q. [1 mark]

……………………………………………………………………………………………........................

964/1

40

17 Gambar rajah di bawah menunjukkan pemfotofosforilan dalam tindak balas cahaya bagi
tumbuhan.

Keupayaan Penerima elektron
pengoksidaan
penurunan Penerima elektron
(Aras tenaga
relatif)

(a) Namakan fotosistem yang berlabel Q dan R, dan berikan panjang gelombang bagi pusat

tindak balas yang sewajarnya. [4 markah]

Nama fotosistem Panjang gelombang

Q : …………………… ………………………..

R: ……………………. ………………………

(b) Apakan bentuk tenaga yang diwakili oleh S dan T? [2 markah]

……………………………………………………………………………………………........................

(c) Namakan proses yang berlaku di Q. [1 markah]

……………………………………………………………………………………………........................

964/1

41

Section C [30 marks]

Answer any two questions in this section.

18 (a) Describe the primary, secondary and tertiary structures of proteins. State the importance of

these structures which are related to the properties of proteins. [11 marks]

(b) Based on their functions, proteins can be classified into several types. Give two types of these

proteins and their functions in living organisms. [4 marks]

19 (a) Distinguish a bacteria chromosome from a eukaryotic chromosome. [8 marks]

(b) Describe the distinctive anatomical features of vascular bundles in maize leaves. [7 marks]

20 (a) Explain three different classes of enzymes based on the reactions that they catalyse.

[6 marks]

(b) By giving two examples of enzymatic reactions, explain how the appropriate cofactor and

inhibitor affect their activities. [9 marks]

964/1

42

Bahagian C [30 markah]

Jawab mana-mana dua soalan daripada bahagian ini.

18 (a) Perihalkan struktur primer, sekunder, dan tertier bagi protein. Nyatakan kepentingan struktur

ini yang berkaitan dengan sifat protein. [11 markah]

(b) Berdasarkan fungsinya, protein boleh dikelaskan kepada beberapa jenis. Berikan dua jenis

protein ini dan fungsinya dalam organisma hidup. [4 markah]

19 (a) Bezakan kromosom bacteria daripada kromosom eukariot. [8 markah]
(b) Perihalkan ciri anatomi yang ketara bagi berkas vaskular pada daun jagung. [7 markah]

20 (a) Perihalkan tiga kelas enzim yang berbeza berdasarkan tindak balas yang dimangkinkan.

[6 markah]

(b) Dengan memberi dua contoh tindak balas enzim, jelaskan bagaimana kofaktor dan perencat

yang sesuai mempengaruhi aktiviti masing-masing. [9 markah]

964/1

43

44

Identity card number:………………………….. Centre number/index number:……………………….

(Nombor kad pengenalan) (Nombor pusat/angka giliran)

SPECIMEN PAPER

964/2 STPM

BIOLOGY (BIOLOGI)
PAPER 2 (KERTAS 2)

One and a half hours (Satu jam setengah)

MAJLIS PEPERIKSAAN MALAYSIA

(MALAYSIAN EXAMINATIONS COUNCIL)

SIJIL TINGGI PERSEKOLAHAN MALAYSIA

(MALAYSIA HIGHER SCHOOL CERTIFICATE)

Instructions to candidates:

DO NOT OPEN THIS QUESTION PAPER UNTIL YOU ARE TOLD TO DO SO.
Answer all questions in Section A. Marks will not be deducted for wrong answers. For each
question, four suggested answers are given. Choose the correct answer and circle the answer.
Answer all questions in Section B. Write your answers in the spaces provided.
Answer any two questions in Section C. All essential working should be shown. For numerical
answers, unit should be quoted wherever appropriate. Begin each answer on a fresh sheet of paper
and arrange your answers in numerical order.

Arahan kepada calon:

JANGAN BUKA KERTAS SOALAN INI SEHINGGA ANDA DIBENARKAN BERBUAT
DEMIKIAN.

Jawab semua soalan dalam Bahagian A. Markah tidak akan ditolak bagi jawapan yang salah.
Bagi setiap soalan, empat cadangan jawapan diberikan. Pilih jawapan yang betul dan buat bulatan
pada jawapan tersebut.

Jawab semua soalan dalam Bahagian B. Tulis jawapan anda di ruang yang diberikan.
Jawab mana-mana dua soalan dalam Bahagian C. Semua jalan kerja yang sesuai hendaklah
ditunjukkan. Bagi jawapan berangka, unit hendaklah dinyatakan di mana-mana yang sesuai.
Mulakan setiap jawapan pada helaian kertas jawapan yang baharu dan susun jawapan anda
mengikut tertib berangka.

This question paper consists of printed pages and blank page.
(Kertas soalan ini terdiri daripada halaman bercetak dan halaman kosong.)

© Majlis Peperiksaan Malaysia

STPM 964/2

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Section A [15 marks]

Answer all questions in this section.

1 The graph below shows the oxygen dissociation curves for myoglobin, maternal haemoglobin and
foetal haemoglobin.

Percentage of
oxygen saturation

Partial pressure of oxygen/mm Hg

Which curves correspond to myoglobin, maternal haemoglobin and foetal haemoglobin?

Myoglobin Maternal haemoglobin Foetal haemoglobin

AP Q R

BP R Q

CQ R P

DR P Q

2 Which factor causes the stomata to close?
A Water stress
B Low temperature
C High light intensity
D Low carbon dioxide concentration

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