BIOLOGI KERTAS 2

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Section B
Bahagian B

‘Biologi Kertas 2, Percubaan SPM 2019, MRSM’
1. Diagram 3.1 shows a stomach in a human.

Diagram 3.2 shows longitudinal section of the stomach wall.
Rajah 3.1 menunjukkan perut manusia.
Rajah 3.2 menunjukkan keratan memanjang dinding perut.

Oesophagus
Esophagus

Gland P
Kelenjar P

Diagram 3.1 Diagram 3.2
Rajah 3.1 Rajah 3.2

(a) Explain what happens to the digestion process if gland P fails to function.
Terangkan apakah yang berlaku kepada proses pencernaan sekiranya
kelenjar P gagal berfungsi.
[6 marks]
[6 markah]

(b) The balanced diet of different people is varied according to their lifestyle,
health condition and specific nutrition needs.
Gizi seimbang setiap individu adalah berlainan bergantung kepada gaya
hidup, keadaan kesihatan dan nutrisi khas yang diperlukan.

Diagram 3.3
Rajah 3.3

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Discuss the importance of appropriate balanced diet for three individuals in
Diagram 3.3.
Bincangkan kepentingan gizi seimbang yang sesuai untuk ketiga-tiga individu
dalam Rajah 3.3.

[10 marks]
[10 markah]
(c) Diagram 3.4 shows the relationship between photosynthesis and respiration in
a plant.
Rajah 3.4 menunjukkan hubungan antara fotosintesis dan respirasi dalam
tumbuhan.

Diagram 3.4
Rajah 3.4

Predict what will happen to the plant that constantly remains at the
compensation point.
Ramalkan apakah yang akan terjadi kepada tumbuhan yang kekal berada
di titik pampasan.

[4 marks]
[4 markah]

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2. (a) Diagram 4.1 shows an advertisement of a special menu served at SugarBun.

Rajah 4.1 menunjukkan satu iklan menu istimewa yang dihidangkan di
SugarBun.

Nasi Lemak Classic & Nasi Lemak Chicken Curry
Nasi Lemak is the Malaysia’s national dish that can be eaten at any time; eg. for

breakfast, lunch, tea break, dinner or even supper.
Nasi Lemak Classic consists of Santan rice and the essential condiments such as
sambal ikan bilis, fried peanuts, hardboiled egg, cucumber slices and tomato slices.
Nasi Lemak Chicken Curry consists of all the ingredients of Nasi Lemak Classic

served with additional portion of Chicken Curry.
The aroma and fragrant of these dishes comes from the cooked coconut milk in the
santan rice and the hot & spicy anchovies sauce of the sambal ikan bilis. Santan rice
is the long grain rice cooked in 100% pure coconut milk which is fragrant, tender and

fluffy.
The mingling of rich flavors and textures of the creamy santan rice, hot & spicy
anchovies sambal sauce, chrunchy peanuts, nutritious egg, fresh vegetables of
cucumbers and tomatoes make this dishes simply irresistible and craving for second

helping.
Nasi Lemak Klasik & Nasi Lemak Kari Ayam
Nasi lemak merupakan hidangan rakyat Malaysia yang boleh diambil bila-bila masa,
contohnya untuk sarapan, makan tengahari, minum petang, makan malam mahupun

hidangan tengah malam.
Nasi Lemak Klasik terdiri daripada nasi lemak bersama bahan-bahan istimewa
seperti sambal ikan bilis, kacang goreng, telur rebus, hirisan timun dan hirisan

tomato.

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Nasi Lemak Kari Ayam mempunyai semua bahan seperti Nasi Lemak Klasik yang

dihidangkan bersama Kari Ayam.
Aroma dan bau wangi hidangan ini datang daripada santan kelapa yang dimasak
bersama nasi lemak dan pes ikan bilis yang pedas dalam Sambal Ikan Bilisnya.
Nasi lemak merupakan beras panjang yang dimasak bersama 100% santan kelapa

asli yang wangi, halus dan lembut.
Gabungan rasa mewah dan tekstur nasi lemak yang berkrim, sambal ikan bilis yang

pedas, kacang goreng rangup, telur yang penuh dengan khasiat, sayuran segar
timun dan tomato menjadikan hidangan ini begitu menarik dan mengidam untuk

merasa lagi kali kedua.
Diagram 4.1
Rajah 4.1

Puan Sally has taken Nasi Lemak Chicken Curry during her breakfast. Explain
the digestion of the nutrients contain in nasi lemak along the digestive tract.
Puan Sally mengambil Nasi Lemak Kari Ayam semasa sarapan. Terangkan
pencernaan nutrien yang terdapat dalam nasi lemak tersebut disepanjang
salur pencernaan.

[10 marks]
[10 markah]

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‘Biologi K2, SPM 2011’
(b) Greenhouse is used to control biotic and abiotic factors to increase the yield

of crops. Diagram 4.2 shows tomato plants grown in a greenhouse.
Rumah hijau digunakan untuk mengawal faktor biotik dan abiotik untuk
meningkatkan hasil tanaman. Rajah 4.2 menunjukkan pokok tomato yang
ditanam dalam rumah hijau.

Diagram 4.2
Rajah 4.2

Explain how the greenhouse influences the productivity of the tomato plants.
Terangkan bagaimana rumah hijau mempengaruhi produktiviti pokok tomato
itu.

[10 mark]
[10 markah]

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Cadangan Jawapan Section A
Bahagian A
Chapter 6 : Nutrition
Bab 6 : Nutrisi

No Criteria Marks
1(a) Able to name the structures labeled J and L. 2
Boleh menamakan struktur berlabel J dan L.
1
Sample answers: 1

J: Gall bladder
Pundi hempedu

L: Small intestine
Usus kecil

(b)(i) Able to explain the function of fluid released by J during food 2
digestion.
Boleh menerangkan fungsi cecair yang dibebaskan oleh J 1
semasa pencernaan makanan. 3

Sample answers:

P1: J / Gall bladder release bile (into duodenum) 1
J / Pundi hempedu membebaskan hempedu (ke dalam 1
duodenum) 1

P2: Bile emulsifies lipid into lipid droplet
Hempedu mengemulsikan lipid kepada titisan halus lipid

P3: Provides optimum pH / medium (for enzyme action)
Menyediakan pH / medium optimum (untuk tindakan
enzim)
Any 2

(b)(ii) Able to name the class of food being digested in K.
Boleh menamakan kelas makanan yang dicernakan di K.

Sample answer:

Protein 1
Protein

(b)(iii) Able to explain the digestion of the class of food which is
named in 1(b)(ii) in K.
Boleh menerangkan pencernaan kelas makanan yang
dinamakan dalam 1(b)(ii) di K.

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Sample answers: 1
1
P1: (Wall of ) K / Stomach has gastric glands
(Dinding)K / Perut mempunyai kelenjar gastrik 1
1
P2: Gastric glands secrete pepsin, (HCl and rennin) // Gastric
juice contains pepsin, (HCl and rennin)
Kelenjar gastrik merembeskan pepsin (HCl dan rennin) //
Jus gastrik mengandungi pepsin (HCl dan rennin)

P3: Pepsin hydrolyses / breaks down / digests protein into
polypeptide
Pepsin menghidrolisiskan / memecahkan / mencernakan
protein kepada polipeptida

P4: in acidic condition / pH2 // HCl provides acidic medium
Dalam keadaan berasid / pH2 // HCl menyediakan
medium berasid

(Any 3)

(c)(i) Able to state the process involved. 1
(c)(ii) Boleh menyatakan proses yang terlibat. 3

Sample answer: 12

Assimilation 1
Asimilasi

Able to explain what happen in his liver when the body of the
athlete requires energy.
Boleh menerangkan apa yang berlaku di hati apabila badan
atlet itu memerlukan tenaga.

P1: Glucose is stored in the liver as glycogen // Glucagon 1
converts glycogen into glucose
Glukosa disimpan di dalam hati sebagai glikogen // 1
Glukagon menukarkan glikogen kepada glukosa
1
P2: Glucose is distributed / transported / send by blood / 1
circulatory system to the body cells / tissues
Glukosa diagih / diangkut / dihantar oleh darah / sistem
peredaran ke sel / tisu badan

P3: Cellular respiration occurs // Glucose is oxidised
Respirasi sel berlaku // Glukosa dioksidakan

P4: to produce/generate energy
Untuk menghasilkan/menjana tenaga
(Any 3)

TOTAL

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No Criteria Marks
2(a) (i) Able to mark (√) for the types of digestive system of a goat 1
Dapat tandakan (√) bagi jenis sistem pencernaan seekor
kambing. 1

Sample answers:

Rodent √
Rodensia
Ruminant
Ruminan

(a)(ii) Able to name the part label P and Q. 1 2
(b)(i) Boleh menamakan bahagian berlabel P dan Q. 1 1
(b)(ii) 1
Sample answers: 1
1
P: Reticulum
Retikulum

Q: Abomasum
Abomasums

Able to name the enzyme that produced by bacteria found in
rumen.
Boleh menamakan enzim yang dihasilkan oleh bakteria yang
terdapat dalam rumen.

Sample answers:

Cellulase
Selulase

Able to state the function of enzyme that state in (b)(i).
Boleh menyatakan fungsi enzim yang dinyatakan dalam (b)(i).

Sample answers:

To hydrolyse / break down cellulose into glucose / simple
sugar / simple carbohydrate
Untuk menghidrolisiskan / memecahkan selulosa kepada
glukosa / gula ringkas / karbohidrat ringkas

(b)(iii) Able to explain what happen when food enter section P. 3
Boleh menerangkan apakah yang berlaku apabila makanan
memasuki bahagian P.
Sample answers:

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P1: Cellulose is hydrolysed / breaks down / digests 1
Selulosa dihidrolisiskan / dipecahkan / dicernakan 1

P2: The content of reticulum / cud is then regurgitated into the 1
mouth 1
Kandungan dalam reticulum / mamahan dimuntahkan ke
dalam mulut

P3: to be thoroughly chewed again
untuk dikunyah sekali lagi

P4: (The process helps) to soften / breakdown cellulose //
making the food more accessible to further microbial
action / enzyme reaction
(Proses ini membantu) untuk melembutkan /
memecahkan selulosa // menjadikan makanan lebih
mudah untuk tindakan mikroorganisma selanjutnya /
tindakan oleh enzim

(Any 3)

(c) Able to state two differences of digestive system between 2
human and goat.
Boleh menyatakan dua perbezaan sistem pencernaan antara
manusia dan kambing.

Sample answers:

Human digestive system Goat digestive system 1
Sistem pencernaan Sistem pencernaan 1
manusia kambing
1
D1: One chambered Four chambered stomach
stomach Empat ruang perut
Satu ruang perut Cellulose is digested
Selulosa dicernakan
D2: Cellulose is not
digested //Cellulose is Have bacteria / protozoa
undigested food / fibre / in rumen / reticulum
which are excreted / which produces cellulase
eliminated through Terdapat bakteria /
defaecation protozoa dalam rumen /
Selulosa tidak dicernakan retikulum yang
// Selulosa adalah bahan menghasilkan selulase
tidak tercerna / pelawas
yang akan dikumuhkan /
disingkirkan melalui
penyahtinjaan

D3: No bacteria / protozoa
which produced cellulase
Tiada bakteria / protozoa
yang menghasilkan
selulase

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D4: Does not carry out Carry out rumination / the 1
rumination / the process of process of regurgitating
regurgitating and and rechewing food
rechewing food Menjalankan peruminatan
Tidak menjalankan / proses memuntah dan
peruminatan / proses mengunyah semula
memuntah dan makanan
mengunyah semula
makanan

(Any 2)

(d)(i) Able to explain why rabbit need to ingest their faeces whereas 2
(d)(ii) goat does not need to do that.
Dapat menerangkan mengapa arnab perlu memakan semula 1
tinjanya manakala kambing tidak perlu berbuat demikian. 12

Sample answers:

P1: (In goat, cellulose is hydrolysed in the rumen while) in 1
rabbit cellulose is hydrolysed in the caecum 1
(Dalam kambing, selulosa dihidrolisiskan di dalam rumen 1
manakala) dalam arnab selulosa dihidrolisiskan di dalam
sekum

P2: Rabbit need to ingest the faeces pellet to recover the
nutrients initially lost in their faeces
Arnab perlu memakan semula tinjanya untuk memperoleh
semua nutrien daripada makanannya yang
berkemungkinan hilang melalui tinja kali pertama

P3: allows small intestine to absorbs more / excess nutrients
Membenarkan usus kecil menyerap lebih banyak nutrien

(Any 2)

Able to state the part which stores the cellulose-digesting
bacteria in a rabbit digestive system.
Boleh menyatakan bahagian yang menyimpan bakteria
pengurai-selulosa di dalam sistem pencernaan arnab.

Sample answer:

Caecum / appendix 1
Sekum / apendiks

TOTAL

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Section B
Bahagian B

No Criteria Marks
1(a) 6
Able to explain what happens to the digestion process if gland
(b)(i) P fails to function.
Boleh menerangkan apakah yang berlaku kepada proses
pencernaan sekiranya kelenjar P gagal berfungsi.

Sample answers:

P1: P is gastric glands 1
P adalah kelenjar gastrik 1
1
P2: No / less gastric juice is produced 1
Tiada / kurang jus gastrik dihasilkan 1
1
P3: No / less pepsin is produced 1
Tiada / kurang pepsin dihasilkan 1

P4: No hydrolysis of protein to polypeptide 1
Tiada hidrolisis protein kepada polipeptida

P5: No / less rennin is produced
Tiada / kurang renin dihasilkan

P6: No conversion of caseinogens into casein
Tiada penukaran kaseinogen kepada kasein

P7: No / less HCl is produced
Tiada / kurang HCl dihasilkan

P8: Medium become less acidic // less optimum reaction //
less bacteria killed
Medium menjadi kurang berasid // kurang tindak balas
optimum / kurang bakteria dibunuh

P9: Less mucus is produced
Kurang mukus dihasilkan

(Any 6)

Able to discuss the importance of appropriate balanced diet 10
for three individuals.
Boleh membincangkan kepentingan gizi seimbang yang
sesuai untuk ketiga-tiga individu

Sample answers: 1
1
Pregnant woman 1
Perempuan mengandung

F1: Need more proteins
Memerlukan lebih protein

P1: for foetus growth / build new cells
Untuk pertumbuhan fetus / membina sel-sel baru

P2: Insuffcient protein cause stunted growth in foetus

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Kekurangan protein menyebabkan pertumbuhan terbantut
dalam fetus

F2: Need more carbohydrate 1
Memerlukan lebih karbohidrat 1
1
P3: for more energy to mother
Untuk tenaga yang lebih kepada ibu

P4: Insuffcient carbohydrate cause tiredness to mother
Kekurangan karbohidrat menyebabkan keletihan kepada
ibu

F3: Need more vitamin D // vitamin C 1
Memerlukan lebih vitamin D / vitamin C 1

P5: Aid in absorption of calcium // maintains good health 1
Membantu dalam penyerapan kalsium // mengekalkan
kesihatan yang baik

P6: Insuffcient in vitamin D cause stunted growth in baby //
Insuffcient in vitamin C cause cause scurvy for mother
Kekurangan vitamin D menyebabkan pertumbuhan
terbantut dalam bayi // Kekurangan vitamin C
menyebabkan skurvi kepada ibu

*Reject: vitamin only
*Accept: Any vitamins with correct effect

F4: Need more calcium / phosphorus / mineral salts 1
Memerlukan lebih kalsium / fosforus / garam mineral 1
1
F5: Need more iron 1
Memerlukan lebih ferum / besi
1
P7: for formation of teeth and bone in foetus 1
Untuk pembentukan gigi dan tulang dalam fetus

P8: Insufficient intake of calcium cause stunted growth of
bone and teeth in baby
Kekurangan pengambilan kalsium menyebabkan
pertumbuhan terbantut tulang dan gigi bayi

P9: Iron for building red blood cells
Ferum / besi untuk pembentukan sel darah merah

P10: Lack of iron leads to anaemia
Kekurangan ferum / besi menyebabkan anemia

Min 2F with 2P

Toddler / Child
Kanak-kanak

T1: Need more protein 1
Memerlukan lebih protein 1
1
P1: for growth / build new tissues
Untuk pertumbuhan / membina sel-sel baru

P2: Insufficient protein will cause kwashiorkor disease

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Kekurangan protein menyebabkan penyakit kwashiorkor

T2: Need more carbohydrate 1
Memerlukan lebih karbohidrat 1
1
P3: for more energy
Untuk lebih tenaga

P4: Insufficient carbohydrate cause marasmus disease
Kekurangan karbohidrat menyebabkan penyakit
marasmus

T3: Need more vitamin D / vitamin C 1
Memerlukan lebih vitamin D / vitamin C 1

P5: for absorption of calcium // maintains good health 1
Untuk penyerapan kalsium // mengekalkan kesihatan
yang baik

P6: Insufficient vitamin D cause stunted growth of bone
Kekurangan vitamin D menyebabkan pertumbuhan tulang
terbantut

T4: Need more calcium / mineral salts 1
Memerlukan lebih kalsium / garam mineral 1
1
P7: for strong bones
Untuk tulang yang kuat

P8: Lack of calcium cause stunted growth of bone and teeth
Kekurangan kalsium menyebabkan pertumbuhan
terbantut tulang dan gigi

Min 2T with 2P

Labour worker
Pekerja buruh

L1: Need more carbohydrate 1
Memerlukan lebih karbohidrat 1
1
P1: for more energy
Untuk tenaga yang lebih

P2: Insufficient of carbohydrate causes tiredness
Kekurangan karbohidrat menyebabkan keletihan

L2: Need more protein 1
Memerlukan lebih protein 1

P3: to repair damage tissue / build muscle
Untuk membaiki tisu rosak / membina otot

L3: Need more vitamin D 1
Memerlukan lebih vitamin D 1
1
P4: for absorption of calcium
untuk penyerapan kalsium

P5: Insufficient of vitamin D cause stunted growth of bone

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Kekurangan vitamin D menyebabkan pertumbuhan tulang
terbantut

L4: Need more calcium / mineral salts 1
Memerlukan lebih kalsium / garam mineral 1
1
P6: for strong bones
Untuk tulang yang kuat

P7: Insufficient calcium cause bones to be more porous /
brittle
Kekurangan pengambilan kalsium menyebabkan tulang
menjadi poros / rapuh
Min 2L with 2P

(c) Able to predict what will happen to the plant that constantly 4
remains at the compensation point.
Boleh meramalkan apakah yang akan terjadi kepada
tumbuhan yang kekal berada di titik pampasan.

Sample answers:

P1: less/ no growth of plant 1
Kurang / tiada pertumbuhan tumbuhan tersebut 1
1
P2: The rate of photosynthesis is equal to the rate of
respiration 1
Kadar fotosintesis sama dengan kadar respirasi 1

P3: No net gain / loss of carbon dioxide // Absorption of 1
carbon dioxide is equal to the release of carbon dioxide
Tiada untung / rugi bersih karbon dioksida // penyerapan
karbon dioksida sama dengan pembebasan karbon
dioksida

P4: No net gain / loss in sugar produced / consumption
Tiada untung / rugi bersih gula dihasilkan / digunakan

P5: No excess sugar can be used for growth / reproduction /
seed production / living processes
Tiada gula berlebihan boleh digunakan untuk
pertumbuhan / pembiakan / penghasilan biji benih /
proses hidup

P6: Minimum / less production of crop yield
Minimum / kurang penghasilan hasil pertanian

(Any 4)

TOTAL 20

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No Criteria Marks
2(a) 10
Able to explain the digestion of the nutrients contain in nasi
lemak along the digestive tract . 1
Boleh menerangkan pencernaan nutrien yang terdapat dalam
nasi lemak disepanjang salur pencernaan. 1
1
Sample answers: 1

F : Nasi lemak chicken curry contains carbohydrate / starch, 1
protein and lipid 1
Nasi lemak kari ayam mengandungi karbohidrat / kanji,
protein dan lemak 1

Digestion of carbohydrate
Pencernaan karbohidrat

C1: Digestion of starch start in the mouth
Pencernaan kanji bermula di dalam mulut

C2: Salivary glands secrete saliva contains salivary amylase
Kelenjar air liur merembeskan air liur yang mengandungi
amilase liur

C3: Salivary amylase hydrolyses starch to maltose //
Amilase liur menghidrolisiskan kanji kepada maltosa //

Salivary amylase

Starch + water maltose

Kanji + air Amilase liur maltosa

C4: In duodenum, pancreas secretes pancreatic juice

contains pancreatic amylase
Dalam duodenum, pankreas merembeskan jus pankreas
yang mengandungi amilase pankreas

C5: Pancreatic amylase completes the digestion of starch to

maltose // Amylase hydrolyzes starch into maltose
Amilase pankreas menghidrolisiskan kanji kepada
maltosa //

Pancreatic amylase

Starch + water maltose

Amilase pankreas
Kanji + air maltosa

C6: In ileum, gland in the wall of ileum / intestinal gland
secrete intestinal juice which contains digestive enzymes
needed to complete digestion of disaccharides / maltase /
sucrase / lactase
Dalam ileum, kelenjar dalam dinding ileum / kelenjar usus

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merembeskan jus usus yang mengandungi enzim yang 1
diperlukan untuk pencernaan lengkap disakarida /
maltase/sukrase/laktase
C7: Maltase hydrolyses maltose into glucose // Sucrase
hydrolyses sucrose into glucose and fructose // Lactase
hydrolyses lactose into glucose and galactose //
Maltase menghidrolisiskan maltosa kepada glukosa //
Sukrase menghidrolisiskan sukrosa kepada glukosa dan
fruktosa // Laktase menghidrolisiskan laktosa kepada
glukosa dan galaktosa

Maltase / Sucrase / Lactase

Maltose / + water glucose /

Sucrose / glucose + fructose /

Lactose glucose + galactose

Maltosa / + air Maltase / Sukrase / Laktase
glukosa /
Sukrosa / glukosa + fruktosa /
Laktosa glukosa + galaktosa

Digestion of protein 1
Pencernaan protein 1

P1: Digestion of protein start in the stomach 1
Pencernaan protein bermula di dalam perut 1

P2: Gastric glands secrete gastric juice which contains
pepsin, mucus, HCl and rennin
Kelenjar gastrik merembeskan jus gastrik yang
mengandungi pepsin, mukus, HCl dan renin

P3: HCl provides acidic medium for the action of pepsin
HCl menyediakan medium berasid untuk tindakan pepsin

P4: Pepsin hydrolyses protein into polypeptides //
Pepsin menghidrolisiskan protein kepada polipeptida

pepsin

Protein + water polypeptides
Protein + air
pepsin
polipeptida

P5: Rennin coagulates soluble milk protein / caseinogens into 1
the insoluble milk protein / casein 1
Renin menggumpalkan protein susu larut / kaseinogen 1
kepada protein susu tidak larut / kasein

P6: In duodenum, pancreas secretes pancreatic juice contains
trypsin
Dalam duodenum pankreas merembeskan jus pankreas
yang mengandungi tripsin

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P7: Trypsin hydrolyses polypeptides into peptides
Tripsin menghidrolisiskan polipeptida kepada peptida

Trypsin

Polypeptides + water peptides
Polipeptida + air
Tripsin
peptida

P8: In ileum, gland in the wall of ileum / intestinal glands 1
secrete intestinal juice which contains erepsin 1
Dalam ileum, kelenjar dalam dinding ileum / kelenjar usus
merembeskan jus usus yang mengandungi erepsin

P9: Erepsin hydrolyses the peptides into amino acids //
Erepsin menghidrolisiskan peptide kepada asid amino //

Peptides + water Erepsin
amino acids

Peptida + air Erepsin
asid amino

Digestion of lipid
Pencernaan lipid

L1: Digestion of fats / lipids / oily food start in duodenum 1
Pencernaan lemak / lipid / makanan berminyak bermula 1
dalam duodenum 1
1
L2: The bile stored in gall bladder // Bile produce by liver
Hempedu disimpan dalam pundi hempedu // Hempedu 1
dihasilkan oleh hati

L3: Bile emulsifies fats / lipids / oily food into lipid droplets
Hempedu mengemulsikan lemak / lipid / makanan
berminyak kepada titisan halus lipid

L4: Pancreas secretes pancreatic juice which contains lipase

into duodenum
Pancreas merembeskan jus pancreas yang mengandungi
lipase ke dalam duodenum

L5: lipase hydrolyses lipid (droplets) into fatty acids and

glycerol //
Lipase menghidrolisiskan (titisan) lipid kepada asid lemak
dan gliserol //

Lipase

Lipid + water glycerol + fatty acids

Lipid + air Lipase gliserol + asid lemak

(Any 10)

Biologi Kertas 2

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(b) Able to explain how the greenhouse influences the 10
productivity of the tomato plants.
Boleh menerangkan bagaimana rumah hijau mempengaruhi
produktiviti pokok tomato.

Sample answers:

Factors that can be controlled in the greenhouse
Faktor-faktor yang boleh dikawal dalam rumah hijau

F1: Concentration of carbon dioxide / CO2 gas 1
Kepekatan karbon dioksida / gas CO2 1
1
E1: Sufficient / 0.03% of CO2 gas is supplied all the time
Cukup / 0.03% gas CO2 dibekalkan sepanjang masa

E2: to increase the rate of photosynthesis
Untuk meningkatkan kadar fotosintesis

F2: Temperature 1
Suhu 1

E3: is kept up at the optimum level / between 15°C to 30°C all 1
the time
Dikekalkan pada paras optimum / antara 15°C hingga 1
30°C sepanjang masa

E4: for maximum/optimum enzyme activities
Untuk memaksimumkan/optimum aktiviti enzim

E5: to increase the rate of photosynthesis
Untuk meningkatkan kadar fotosintesis

E6: to minimize the water loss / rate of transpiration
Untuk meminimumkan kehilangan air / kadar transpirasi

F3: Light intensity 1
Keamatan cahaya 1

E7: Sufficient / maximum / optimum / correct wavelength of 1
light (that plants need) is supplied all time 1
Cukup / maksimum / optimum / panjang gelombang
cahaya sesuai dibekalkan sepanjang masa

E8: to increase the rate of photosynthesis
Untuk meningkatkan kadar fotosintesis

E9: Photosynthesis can be carried out by the plants all the
time / throughout the year / during the four season
Fotosintesis dapat dijalankan oleh tumbuhan sepanjang
masa / sepanjang tahun / semasa empat musim

F4: Nutrients 1
Nutrien 1

E10: Sufficient nutrients are supplied all the time
Nutrien secukupnya dibekalkan sepanjang masa

F5: Water 1
Air

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E11: Sufficient water is supplied all the time 1
Air secukupnya dibekalkan sepanjang masa 1

F6: Pest control // reduce / avoid use of pesticides / herbicides 1
Kawalan perosak // Mengurangkan / mengelakkan
penggunaan pestisid / herbisid

E12: to prevent the attack of pest / insect / disease / rat / snail
/ squirrels // any suitable examples // tomato produce is
more healthy / good / not contaminated by chemical
substances
Untuk menghalang serangan perosak / serangga /
penyakit / tikus / siput babi / tupai // mana-mana contoh
yang sesuai // tomato dihasilkan lebih sihat / baik / tidak
tercemar oleh bahan kimia

F7: Humidity 1
Kelembapan 1

E13: protect from bad weather / strong wind / any suitable 1
example / heavy rain / frost / snow / dust storm / light
intensity / high temperature
Melindungi daripada cuaca buruk / angin kuat / mana-
mana contoh yang sesuai / hujan lebat / salji / ribut /
keamatan cahaya / suhu tinggi

E14: avoid excessive water loss (through transpiration)
Mengelakkan kehilangan air berlebihan (melalui
transpirasi)
(Any 10)

TOTAL 20

Biologi Kertas 2

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Section A
Bahagian A
Chapter 7 : Respiration
Bab 8 : Respirasi
Biologi Kertas 2, Percubaan SPM 2019, MPSM Pulau Pinang
1. Respiration is a process that occurs in all living organisms. Diagram 1 shows two
individuals, P and Q in two different situations. P is sitting down while Q is running
in a 200 metre sprint event.
Respirasi ialah proses yang berlaku di dalam semua organisma hidup. Rajah 1
menunjukkan dua individu P dan Q dalam dua situasi yang berbeza. P sedang
duduk manakala Q sedang berlari dalam acara pecut 200 meter.

Diagram 1
Rajah 1

(a) Based on Diagram 3, identify the type of respiration for P and Q.
Berdasarkan pada Rajah 3, kenal pasti jenis respirasi bagi P dan Q.
P:_____________________________________________________________
Q:_____________________________________________________________
[2 marks]
[2 markah]

(b) (i) State two differences between the type of respiration that occurred in P and Q.
Nyatakan dua perbezaan di antara jenis respirasi yang berlaku dalam P dan Q.
________________________________________________________________
________________________________________________________________
________________________________________________________________
[2 marks]
[2 markah]

Biologi Kertas 2

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(ii) Write the word equation for the type of respiration that ocurred in P.
Tuliskan persamaan perkataan bagi jenis repirasi yang berlaku dalam P.

________________________________________________________________

[1 marks]
[1 markah]

(c) (i) At the end of the 200 metre sprint event., the man in situation Q experienced painful
leg cramps due to muscle fatigue.
Pada akhir acara lumba lari jarak jauh, lelaki dalam situasi Q mengalami
kekejangan kaki yang amat sakit akibat kelesuan otot .

Explain why muscle fatigue occurs.
Terangkan mengapa kelesuan otot berlaku.

________________________________________________________________

________________________________________________________________

________________________________________________________________

[3 marks]
[3 markah]

(ii) He then carried out the following actions
Dia kemudiannya melakukan tindakan-tindakan berikut:
● wearing his track suit
memakai sut trek
● taking a few long, deep breaths
menghela nafas panjang dan mendalam
● walk around
berjalan-jalan
Explain why the man in situation Q carried out the above actions.
Terangkan mengapa lelaki dalam situasi Q melakukan tindakan-tindakan di atas.

________________________________________________________________

________________________________________________________________

________________________________________________________________

[2 marks]
[2 markah]

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(d) The results of an investigation on the percentage of oxygen and carbon dioxide in
inhaled and exhaled air is shown in Table 1.
Keputusan penyiasatan ke atas peratus oksigen dan karbon dioksida dalam
udara sedutan dan udara hembusan ditunjukkan dalam Jadual 1.

Type of gas Inhaled air (%) Exhaled air (%)
Jenis gas Udara sedutan (%) Udara hembusan (%)

Oxygen 21.09 16.40
Oksigen

Carbon dioxide 0.03 4.10
Karbon dioksida

Table 1
Jadual 1
Why is there a decrease in the percentage of oxygen in the exhaled air?
Mengapa terdapat kekurangan peratusan oksigen dalam udara hembusan?
________________________________________________________________

________________________________________________________________

________________________________________________________________

[2 marks]
[2 markah]

Biologi Kertas 2

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Biologi Kertas 2, SPM 2017
2. Diagram 2.1 shows a part of human respiratory system.

Rajah 2.1 menunjukkan sebahagian sistem respiratori manusia.

Diagram 2.1
Rajah 2.1

(a) (i) Name the tubes P and Q.
Namakan salur P dan salur Q?
P: ______________________________________________________________
Q: ______________________________________________________________
[2 marks]
[2 markah]

(ii) Explain a characteristic of P which is related to its function.
Terangkan ciri bagi P yang berkaitan dengan fungsinya.
________________________________________________________________
________________________________________________________________
________________________________________________________________
[3 marks]
[3 markah]

Biologi Kertas 2

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(b) (i) A heavy smoker is prone to persistent cough.
Explain how this habit reduces the effiency of respiratory system.
Seorang perokok tegar mudah mendapat batuk berterusan.
Terangkan bagaimana tabiat ini mengurangkan kecekapan sistem respirasi
berfungsi.

________________________________________________________________

________________________________________________________________

________________________________________________________________

[3 marks]
[3 markah]

(ii) Explain another possible disease which may be suffered by the heavy smoker.
Terangkan satu penyakit lain yang mungkin dihidapi oleh perokok tegar tersebut.

________________________________________________________________

________________________________________________________________
[2 marks]

[2 markah]

(c) Give one suggestion on how to increase the ventilation rate during breathing.
Explain your suggestion.
Berikan satu cadangan bagaimana untuk meningkatkan kadar ventilasi semasa
bernafas. Terangkan cadangan anda.

________________________________________________________________

________________________________________________________________
[2 marks]

[2 markah]

Biologi Kertas 2

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Section B
Bahagian B

Biologi Kertas 2, Percubaan SPM 2020, Kelantan
1. (a) Diagram 3.1 shows the respiratory system for fish.

Rajah 3.1 menunjukkan sistem respirasi pada ikan.

Diagram 3.1
Rajah 3.1

Explain how gills is adapted to increase the efficiency of gaseous exchange.
Terangkan bagaimana insang diadaptasikan untuk meningkatkan kecekapan
pertukaran gas.

[4 marks]
[4 markah]

Biologi Kertas 2

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(b) Diagram 3.2 shows a mechanism of gaseous exchange in fish.

Rajah 3.2 menunjukkan satu mekanisma pertukaran gas dalam ikan.

Diagram 3.2
Rajah 3.2

(i) Explain the mechanism.
Terangkan mekanisma ini.

[2 marks]
[2 markah]

(ii) Fish are exposed to infections of gill lice that cause their filaments to damage
and the operculum could not be completely closed.
Predict what will happen to inhalation mechanism of the fish.
Ikan terkena jangkitan penyakit kutu insang yang menyebabkan filamennya
rosak dan operkulumnya tidak boleh ditutup dengan sempurna.
Ramalkan apa yang akan berlaku kepada mekanisma tarik nafas pada ikan
tersebut.

[4 marks]
[4 markah]

Biologi Kertas 2

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(c) Diagram 3.3 shows some newspaper clipping about the earthquake that resulted

in the library ceiling for a school collapsed.
Rajah 3.3 menunjukkan sebahagian keratan akhbar mengenai gempa bumi yang
mengakibatkan siling perpustakaan sebuah sekolah runtuh .

Diagram 3.3
Rajah 3.3

If you are in that situation you will definitely run out of the library quickly.
Explain how your breathing rate is regulated to adapt the panic situation.
Sekiranya anda berada dalam situasi tersebut pastinya anda akan berlari keluar
dari perpustakaan itu dengan cepat.
Terangkan bagaimana kadar pernafasan anda dikawal atur untuk menyesuaikan
diri semasa situasi cemas tersebut.

[10 marks]
[10 markah]

Biologi Kertas 2

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Cadangan Jawapan Section A
Bahagian A
Chapter 7 : Respiration
Bab 7 : Respirasi

No Criteria Marks
1.(a) 2
Able to identify the type of respiration for P and Q
P : Aerobic respiration 1
1
Respirasi aerob
Q : Anaerobic respiration 2
1
Respirasi anaerob
1
(b)(i) Able to state two differences between the type of
respiration that occurred in P and Q 1

P Q 1
P1 Takes places in the Takes places in the
cytoplasm 1
mitochondria and Berlaku di dalam
cytoplasm sitoplasma
Berlaku di dalam
mitokondria dan
sitoplasma

P2 Occurs in the presence Occurs in the absence of

of oxygen oxygen
Berlaku dalam Berlaku dalam ketiadaan
kehadiran oksigen oksigen

P3 Glucose is completely Glucose is partially

broken down (into broken down (into lactic

carbon dioxide and acid with the release of

water with the release of energy)
Glukosa dioksidakan
energy)
Glukosa dioksidakan tetapi tidak lengkap
dengan lengkap (kepada asid laktik
(kepada karbon dioksida dengan pembebasan
dan air dengan tenaga)
pembebasan tenaga)

P4 A large amount of A small amount of energy

energy is released is released (150kJ

(2898kJ energy)// energy)// produces 2 ATP

produces 38 ATP molecules.
molecules. Amaun pembebasan
Amaun pembebasan tenaga rendah
tenaga tinggi (150kJ)// menghasilkan 2
(2898kJ)// menghasilkan molekul ATP
38 molekul ATP

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P5 Lactic acid is not Lactic acid is produced
produced Asid laktik dihasilkan
Asid laktik tidak
dihasilkan

Any 2P/ mana-mana 2P

b(ii) Able to write the word equation for the type of 1
3
respiration that ccurred in P. 1
2
Glucose + Oxygen Carbon dioxide + Water + Energy
Glukosa + Oksigen Karbon dioksida + Air + Tenaga

(c)(i) Able to suggest why muscle fatigue occurs

P1: The rate in which muscle cells uses oxygen is higher than 1
the quantity of oxygen supplied by the blood circulatory
system.
Kadar penggunaan oksigen oleh sel-sel otot melebihi
kuantiti oksigen yang dibekalkan oleh sistem peredaran
darah

P2 : Muscles are in a state of oxygen deficiency/ debt 1
Otot mengalami kekurangan oksigen / hutang oksigen

P3 : Muscles undergo anaerobic respiration 1
Otot berespirasi secara anaerob.

P4 : Glucose is partially broken down into lactic acid. 1
Molekul glukosa diurai secara separa kepada asid laktik

P5 : The high concentration of lactic acid causes muscular 1
fatigue.
Kepekatan asid laktik terkumpul yang tinggi
mengakibatkan kelesuan otot.

Any 3P / mana-mana 3P

(c)(ii) Able to explain why the man in situation Q carried out
those actions
1
P1 ; Keep warm to maintain body temperature so he is not
exposed to cold or virus
Mengekalkan suhu badan supaya tidak terdedah
kepada demam sejuk atau virus

P2 : Keep muscles warm to prevent injuries like muscle 1
strains /sprains
Mengekalkan kehangatan otot supaya tidak mengalami
kecederaan otot.

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P3 : Lactic acid accumulated can be removed quickly 1
Asid laktik yang terkumpul boleh diuraikan dengan lebih
cepat
Any 2P / mana-mana 2

(d) Able to explain why is there a decrease in the percentage 2
of oxygen in the exhaled air

P1 : Oxygen is used to oxidise glucose // Cellular respiration 1
occurs
Oksigen digunakan untuk mengoksidakan glukosa //
Respirasi sel berlaku

P2 : produce energy (and carbon dioxide) 1
menghasilkan tenaga (dan karbon dioksida) 12
TOTAL

No Criteria Marks
2(a)(i) 2
Able to name the tubes labelled P and Q
P: trachea 1
1
trakea
Q: bronchus 3
1
bronkus 1

(a)(ii) Able to explain the characteristic of P related to its 1
function
1
P1: has rings of cartilage 1
mempunyai gelang rawan 1
1
P2: keep P open (pemanently) // to avoid it from collapse // 1
support trachea (during inhalation)
memastikan P terbuka (kekal)//mencegah dari
runtuh//menyokong trakea (semasa menarik nafas)

P3: allow the flow of air (along the passage)
membenarkan udara mengalir (sepanjang laluan)

P4: continous / easy / proper breathing
berterusan/ mudah / pernafasan yang betul

P5: has cilia / mucus
mempunyai silia / mucus

P6: trap the dust / solid particles
memerangkap debu / partikel

P7: prevent / filter the dust // air enter is clean
mencegah/menapis habuk // udara menjadi bersih

P8: avoid lung infection / bronchitis / pneumonia
mengelak jangkitan peparu/ bronchitis/pneumonia

Any 3

Biologi Kertas 2

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(b)(i) Able to explain how this habit reduces the efficiency of 3
repiratory system to function 2

P1: the heat (from ciggarette smoke) increase the 1
temperature of respiratory tract / trachea
1
haba (dari asap rokok) meningkatkan suhu dalan salur 1
trakea 1
P2: dried up the wall of trachea / air passage / alveoli 1
mengeringkan dinding trakea / laluan udara / alveolus 1
P3: cilia damaged / destroyed 1
silia rosak / musnah
P4: the toxin / irritant particle cause inflamed reaction 1
toxin / zarah menyebabkan reaksi radang 1
P5: cause the production (lots of) mucus 1
menyebakan penghasilan (banyak) mukus 1
P6: cause swelling / narrowing of air passage 1
menyebabkan bengkak / laluan udara sempit
P7: coughing as a reflex action // to remove mucus / phlegm
batuk sebagai tindak balas reflek // untuk menyingkirkan
mucus/ kahak
P8: bronchitis (develops)
bronkitis (terbentuk)
P9: the structure of alveolus damaged
struktur alveolus rosak
P10: reduce the surface area
mengurangkan luas permukaan
P11: less gaseous exchange

pertukaran gas menjadi kurang
P12: lead to emphysema

membawa kepada emfisiema

Any 3

(b)(ii) Able to explain the other possible disease which may suffered
by a heavy smoker

P1: lung cancer 1
kanser peparu 1
1
P2: carcinogen /tar /benzene in the smoke
Karsinogen / tar / benzene dalam asap rokok 1
1
P3:causes the lung cell / alveoli become abnormal / mutant /
cancer cells develop
menyebabkan sel peparu / alveolus menjadi abnormal /
mutan / sel kanser terbentuk

P4: bronchitis
bronkitis

P5: bronchus tube swollen // diameter / lumen of bronchus
decrease
salur bronkus bengkak // diameter / lumen bronkus
berkurang

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P6: produce more mucus / thick lining of mucus 1
Menghasilkan banyak mukus / lapis mukus menebal 1
1
P7: difficulty in getting enough air 1
kesukaran untuk mendapat udara yang cukup
1
P8: pneumonia 1
pneumonia

P9: (accumulation of mucus) (leads to) growth of microbe /
causes infection
(pengumpulan mukus) (menyebabkan) pertumbuhan
bakteria/menyebabkan jangkitan

P10: any other disease related to smoking
apa-apa penyakit berkaitan rokok

P11: explaination to disease in P10
penerangan penyakit dalam P10.

Any 3 2

(c) Able to explain one suggestion on how to increase the
ventilation rate during breathing

Suggestion 1//Cadangan 1

P1: take deep breathe // inhale more air (into the lungs) 1
bernafas secara dalam // menarik nafas lebih banyak 1
udara (ke dalam peparu)

P2: more supply of oxygen // more oxygen enters the blood //
more carbon dioxide exit the lungs / alveoli // more
gaseous exchange
membekalkan lebih oksigen // lebih oksigen memasuki
darah// lebih karbon dioksida disingkirkan dari
peparu/alveolus// lebih pertukaran gas berlaku

Suggestion 2// Cadangan 2

P3: use inhalant /breathing aid - eg: nasal strip 1
menggunakan penyedut/alat bantuan pernafasan 1

P4: dilate (diameter of) the respiratory tubes 1
melebarkan (diameter) salur respirasi

P5: more supply of oxygen // more oxygen enters the blood //
more carbon dioxide exit the lungs / alveoli // more
gaseous exchange
membekalkan lebih oksigen // lebih oksigen memasuki
darah// lebih karbon dioksida disingkirkan dari
peparu/alveolus// lebih pertukaran gas berlaku

Suggestion 3//Cadangan 3

P6: (vigorous) exercise 1
senaman (kerap) 1

P7: rate and depth of breathing increase / panting
kadar pernafasan meningkat / tercungap-cungap

Biologi Kertas 2

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P8: (inflate the lung) with more oxygen // more gaseous 1
exchange 12
(peparu dipenuhi) dengan lebih oksigen // lebih
pertukaran gas berlaku

TOTAL

Section B
Bahagian B

No Criteria Marks
1.(a)
Able to explain how gills is adapted to increase the
efficiency of gaseous exchange.

P1: thin membrane 1
membran yang nipis 4

P2: facilitate the absorption of respiratory gases 1
memudahkan resapan gas respirasi

P3: has numerous blood capillaries 1
mempunyai jaringan kapilari darah

P4: to increase the efficiency transport of respiratory gases 1
menambahkan kecekapan pengangkutan gas respirasi.

P5: has numerous lamellae 1
mempunyai banyak lamela.

P6: Increase total surface area for absorption of respiratory 1
gases
menambahkan jumlah luas permukaan untuk resapan gas

Any 4P/ mana-mana 4P

(b)(i) Able to explain mechanism of gaseous exchange in fish. 2

P1: Mechanism of countercurrent flow // water flows in 1
opposite direction to the blood flows (deoxygenated
blood)
Mekanisma tukar ganti lawan arus // arah aliran air
adalah bertentangan dengan arah aliran darah (darah
terdeoksigen)

P2: creating gradient differences concentration of respiratory 1
gases
Mewujudkan perbezaan kecerunan kepekatan gas
respirasi

1

Biologi Kertas 2

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P3: Oxygen (from water) diffuse into blood capillaries more
quickly/easily // carbon dioxide (from blood) diffuse into
water more quickly//easily
Oksigen (dari air) meresap ke dalam kapilari darah
dengan lebih cepat / mudah // karbon dioksida (dari
darah) meresap ke dalam air dengan lebih cepat / mudah

Any 2P/ mana-mana 2P

b(ii) Able to predict what will happen to inhalation 4
mechanism of the fish.

P1 : fish have difficulties of breathing 1
Ikan sukar bernafas

P2 : the pressure in the buccal cavity is the same as the 1
environment.
Tekanan di dalam rongga mulut sama dengan
persekitaran.

P3 : Water is difficult to flow out of operculum 1
Air sukar mengalir keluar dari operkulum.

P4 : Gases exchange in lamellae less efficient 1
Pertukaran gas di lamela menjadi kurang cekap 1

.
P5 : body’s cell receive less oxygen

Sel badan kurang menerima oksigen.

Any 4P/ mana-mana 4P

(c) Able to explain how breathing rate is regulated to adapt 10
the panic situation.

P1 : adrenal gland stimulated 1
Kelenjar adrenal diransangkan 1
1
P2 : adrenaline hormone secreted 1
Hormone adrenalin dirembeskan 1
1
P3 : breathing rate increase 1
Kadar pernafasan meningkat

P4 : more oxygen is taken
Lebih banyak oksigen diambil

P5 : ventilation rate increase
Kadar ventilasi meningkat

P6 : pulse rate increase
Kadar denyutan jantung meningkat.

P7 : more glycogen converted to glucoce//glucose level
incresase

Biologi Kertas 2

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Lebih glikogen ditukar kepada glukosa //Aras glukosa 1
dalam darah meningkat. 1
P8 : more oxygen//glucose is transported to body cells 1
Lebih oksigen // glukosa diangkut ke sel –sel badan. 1
P9 : respiration cell/metabolic rate increase
Kadar respirasi sel /metabolisme meningkat 20
P10 : more energy produced
Lebih tenaga dihasilkan
P11 : to face fight or flight situation
untuk menghadapi situasi lawan atau lari.

Any 10P/ mana-mana 10P
TOTAL

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Section A
Bahagian A
Chapter 8 : Dynamic Ecosystem
Bab 8 : Ekosistem Dinamik
KERTAS 2, SOALAN SEBENAR SPM 2012
1. Diagram 1.1 shows the consequences of change in a pond ecosystem
Rajah 1.1 menunjukkan urutan perubahan pada ekosistem sebuah
kolam.

Diagram 1.1
Rajah 1.1

(a) Name process K and process L.
Namakan proses K dan proses L.
Process K/ Proses K : ______________________________________
Process L/ Proses L : ______________________________________
[2 marks]
[2 markah]

(i) Explain how stage III is formed from stage II through process L.
Terangkan bagaimana peringkat III terbentuk daripada peringkat II
melalui proses L.
________________________________________________________
________________________________________________________
[2 marks]
[2 markah]

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(ii) At stage III, farming activities are carried out near the pond. Explain how
the farming activity affects the ecosystem.
Pada peringkat III, aktiviti perladangan telah dijalankan berhampiran
kolam. Terangkan bagaimana aktiviti perladangan mempengaruhi
ekosistem.
________________________________________________________
________________________________________________________
________________________________________________________
[2 marks]
[2 markah]

(iii) State two differences between stage I and stage IV.
Nyatakan dua perbezaan antara peringkat I dengan peringkat IV.
1._______________________________________________________
2._______________________________________________________
[2 marks]
[2 markah]

(c) A group of students carried out an activity to estimate the population of
plant P and plant Q in a school compound using the following procedure:
I. A quadrat (1m x 1m) is placed randomly at a site.
II. Plant P and Plant Q which are within the boundary of the
quadrat are counted.
III. Steps I and II are repeated five times as shown in diagram
1.2.
Sekumpulan pelajar telah menjalankan satu aktiviti untuk
menganggarkan populasi tumbuhan P dan Q di kawasan sekolah
menggunakan prosedur berikut.
I. Kuadrat (1m x 1m) diletakkan secara rawak di kawasan itu.
II. Tumbuhan P dan tumbuhan Q di dalam kuadrat dikira.
III. Langkah I dan II diulang lima kali seperti ditunjukkan dalam
Rajah 1.2.

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Diagram 1.2
Rajah 1.2

(i) Record the total number of plant P and plant Q in the five quadrats into
Table 1.
Rekod jumlah bilangan tumbuhan P dan tumbuhan Q dalam kelima-lima
kuadrat ke dalam Jadual 1.

Plant Total number
Tumbuhan Jumlah bilangan

P
Q

Table 1
Jadual 1

[2 marks]
[2 markah]

(ii) Based on the result in 1(c)(i), which plant is dominant?
Berdasarkan keputusan dalam 1(c)(i), tumbuhan manakah yang
dominan?
________________________________________________________
[1 mark]
[1 markah]

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(iii) Give one reason for the answer in 1 (c)(ii)
Berikan satu sebab bagi jawapan dalam 1 (c)(ii)
________________________________________________________
________________________________________________________

________________________________________________________
[1 mark]

[1 markah]

KERTAS 2, PEPERIKSAAN PERCUBAAN SPM 2017, SBP
2. Diagram 2.1 shows a food chain in an ecosystem.

Rajah 2.1 menunjukkan satu rantai makanan dalam sebuah ekosistem.

10% 10%

Energy Energy
Tenaga Tenaga

Plant Caterpillar Bird
Tumbuhan Ulat beluncas Burung

Diagram 2.1
Rajah 2.1

(a) State the trophic levels of plant and bird.
Nyatakan aras trofik bagi tumbuhan dan burung.

Plant/ Tumbuhan:_____________________________________________

Bird/ Burung:_________________________________________________
[2 marks]

[2 markah]

(b) (i) Explain one role of bird in the ecosystem.
Terangkan satu peranan burung dalam ekosistem tersebut.
___________________________________________________________

___________________________________________________________

[2 marks]
[2 markah]

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(ii) Explain the flow of energy from producer to primary consumer in the food
chain.
Terangkan aliran tenaga daripada pengeluar kepada pengguna primer
dalam rantai makanan tersebut.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
[2 marks]
[2 markah]

(c) Diagram 2.2 shows another type of caterpillar. This caterpillar has hairs of
hollow bristles which release toxins from the poison glands.
Rajah 2.2 menunjukkan sejenis ulat beluncas yang lain. Ulat beluncas ini
mempunyai bulu berliang yang mengeluarkan toksin dari kelenjar racun.

Poison hollow
bristles
Bulu berliang
yang beracun
Diagram 2.2
Rajah 2.2
This type of caterpillar replace the caterpillar in the food chain in Diagram
2.1. Explain how the population of plants in the ecosystem is affected.
Ulat beluncas jenis ini menggantikan tempat ulat beluncas dalam rantai
makanan pada Rajah 2.1. Terangkan bagaimana populasi tumbuhan dalam
ekosistem itu dipengaruhi.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

[2 marks]
[2 markah]

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(d) (i) The organisms in the first trophic level absorb 15 000 kJ solar energy.
Energy loss at each trophic level is 90%.
Calculate the total energy transferred to the organism in the third trophic
level.
Organisma pada tahap trofik pertama menyerap tenaga suria 15 000 kJ.
Tenaga hilang pada setiap tahap trofik adalah 90%.
Hitung jumlah tenaga yang dipindahkan ke organisma pada tahap trofik
ketiga.
___________________________________________________________

___________________________________________________________

___________________________________________________________

[2 marks]
[2 markah]

(ii) State two ways in which energy may be lost in the food chain.
Nyatakan dua cara kehilangan tenaga di dalam rantaian makanan.

1.__________________________________________________________

2.__________________________________________________________
[2 marks]

[2 markah]

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KERTAS 2, PEPERIKSAAN PERCUBAAN SPM 2020, JPN KELANTAN
3. Table 2 shows the hierarchy classification of maize and padi bukit.

Jadual 2 menunjukkan hierarki pengelasan bagi jagung dan padi bukit.

Classification Maize Padi bukit
Pengelasan Jagung Padi bukit
Plantae
Kingdom Plantae
Alam Tracheophyta
Magnoliophyta
Phylum Angiospermae
Filum Liliopsida
Glumiflorae
Class Maydeae Cyperales
Kelas Gramineae
Zea
Order Oryza
Order mays
sativa
X
Genus
Genus

Species
Spesies

Table 2
Jadual 2

(a) (i) What is X.
Apakah X.
__________________________________________________________

[1 mark]
[1 markah]

(ii) Based on Table 2, give the scientific name of maize.
Berdasarkan Jadual 2, berikan nama saintifik bagi jagung.

_________________________________________________________
[1 mark]

[1 markah]

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(b) A study on competition between maize plants and padi bukit was
conducted by a group of students.
Suatu kajian tentang persaingan antara tanaman jagung dan padi bukit
telah dijalankan oleh sekumpulan murid.

Diagram 3.1 shows the growth rate of maize plants and padi bukit planted
in two seedling trays.
Diagram 3.2 shows the growth rate of maize plants and padi bukit planted
in the same seedling trays.
Rajah 3.1 menunjukkan kadar pertumbuhan pokok jagung dan padi bukit
yang ditanam di dua kotak semaian yang berbeza.
Rajah 3.2 menunjukkan kadar pertumbuhan pokok jagung dan padi bukit
yang ditanam di satu kotak semaian yang sama.

The plants are given the same amount of nutrients, light intensity and
water.
Pokok-pokok tersebut diberi jumlah nutrien, keamatan cahaya dan jumlah
air yang sama.

Diagram 3.1 Diagram 3.2
Rajah 3.1 Rajah 3.2

(i) State two differences between Diagram 3.1 and Diagram 3.2 based on
the following aspects:
Nyatakan dua perbezaan antara Rajah 3.2 dan Rajah 3.3 berdasarkan
aspek berikut:

Aspect Diagram 3.1 Diagram 3.2
Aspek Rajah 3.1 Rajah 3.2

Type of competition
Jenis persaingan

Explanation
Penerangan

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[2 marks]
[2 markah]
(ii) Explain one abiotic factor that causes the growth rate of maize plants
higher than padi bukit in Diagram 3.2.
Terangkan satu faktor abiosis yang menyebabkan kadar pertumbuhan
jagung lebih tinggi berbanding padi bukit dalam Rajah 3.2.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

[3 marks]
[3 markah]
(c) Diagram 3.3 shows a type of pest Green leafhopper, Nephotettix
nigropictus that sucks results of photosynthesis from rice stalks then
resulting in stunted rice growth.
Rajah 3.3 menunjukkan sejenis serangga perosak Bena hijau, Nephotettix
nigropictus yang menghisap hasil fotosintesis daripada batang padi lalu
mengakibatkan pertumbuhan padi terbantut.

Diagram 3.3
Rajah 3.3

(i) Explain the interaction.
Terangkan interaksi tersebut.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
[3 marks]
[3 markah]

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(ii) The farmer is advised not to use pesticide to control this pest population.

Explain why.
Petani dinasihatkan untuk tidak menggunakan pestisid untuk mengawal
populasi serangga perosak ini.
Terangkan mengapa.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

[2 marks]
[2 markah]

Biologi Kertas 2

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Section B
Bahagian B
KERTAS 2, PEPERIKSAAN PERCUBAAN SPM 2019, JPN TERENGGANU
1. Diagram 4.1 shows a type of interaction between two organisms.
Rajah 4.1 menunjukkan sejenis interaksi antara dua organisma

Diagram 4.1
Rajah 4.1

(a) (i) Name and describe the interaction shown in Diagram 4.1
Namakan dan huraikan interaksi yang ditunjukkan dalam rajah 4.1

[4 marks]
[4 markah]

(ii) Diagram 4.2 shows the dynamic equilibrium between the population of rats
and owls.
Rajah 4.2 menunjukkan keseimbangan dinamik antara populasi tikus dan
burung hantu.

Diagram 4.2
Rajah 4.2

Explain how this interaction takes place in a cycle that keeps the population
of rats and owl in a dynamic equilibrium.

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Terangkan bagaimana interaksi ini mengekalkan populasi tikus dan burung
hantu dalam keseimbangan dinamik.

[6 marks]
[6 markah]
(b) Diagram 4.3 shows a food web in a paddy field ecosystem.
Rajah 4.3 menunjukkan suatu siratan makanan dalam ekosistem sawah
padi.

Diagram 4.3
Rajah 4.3

(i) Based on the above diagram, construct:
Berdasarkan rajah di atas, bina :
a) Two food chains from the food web.
Dua rantai makanan daripada siratan makanan.
b) A pyramid numbers consisting four trophic levels.
Satu piramid nombor yang mengandungi empat aras trof
[4 marks]
[4 markah]

(ii) Aphid is a pest for paddy plants.
How can the population of aphids can be controlled and explain the effect
of the control methods on the paddy field community.
Afid merupakan perosak bagi pokok padi.
Bagaimanakah populasi afid dapat dikawal dan terangkan kesan kaedah
pengawalan itu ke atas komuniti sawah padi.
[6 marks]
[6 markah]

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2.(a) Diagram 5.1 shows the mangrove swamp ecosystem.

Rajah 5.1 menunjukkan satu ekosistem paya bakau.

Diagram 5.1
Rajah 5.1

Mangrove tree is the main biotic component in the mangrove swamp.
Explain the adaptation of this biotic component in the extreme
environment.
Pokok bakau adalah komponen biosis yang utama dalam paya bakau.
Jelaskan adaptasi komponen biosis terhadap persekitaran yang ekstem.

[10 marks]
[10 markah]

(b)

Diagram 5.2
Rajah 5.2

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Based on Diagram 5.2, explain the changes in habitat caused by pioneer
species, successors at every level of succession until a climax community
is reached.
Berdasarkan Rajah 5.2, terangkan perubahan dalam habitat yang
disebabkan oleh spesies perintis, penyesar pada setiap aras penyesaran
sehingga terbentuk komuniti klimaks.

[10 marks]
[10 markah]

Biologi Kertas 2

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Section A
Bahagian A
Chapter 8 : Dynamic Ecosystem
Bab 8 : Ekosistem Dinamik

NO. CRITERIA MARKS
KERTAS 2, SOALAN SEBENAR SPM 2012

1.(a) Able to name process K and Process L 2
Boleh menamakan proses K dan proses L

Process K/Proses K : Colonisation/ Pengkolonian 1
Process L/Proses L : Succession / Sesaran 1

(b)(i) Able to explain how stage III Is formed from stage II through process 2
L.
Boleh menerangkan bagaimana peringkat III terbentuk daripada
peringkat II melalui proses L.

P1: When submerged plant / pioneer species die / decompose 1
Apabila tumbuhan terapung / spesies perintis mati / terurai

P2: deposit at the base of the pond 1
terenap di dasar kolam

P3: Pond becomes shallower / Sediments become thicker 1
Kolam menjadi lebih cetek / Sedimen menjadi lebih tebal

P4: More nutrients (in the pond) 1
Lebih banyak nutrien (di dalam kolam)

P5: It becomes more favourable for floating plants. 1
la menjadi lebih sesuai untuk tumbuhan terapung

(Any 2/mana-mana 2)

(ii) Able to explain how the farming activity affects the ecosystem. 2
Boleh menerangkan bagaimana aktiviti pertanian mempengaruhi
ekosistem.

Suggested answer/Cadangan jawapan:

P1: Excess fertilisers (such as nitrates and phosphates) from 1
farming activities dissolve in rain water / wash away /
leached / flow into the pond
Baja berlebihan (seperti nitrat dan fosfat) daripada aktiviti
pertanian larut dalam air hujan / mengalir masuk ke dalam
kolam

P2: Increase the population / growth rate of algae 1

Biologi Kertas 2