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Prepared By : Chia Lok Thye

Guru Cemerlang SMK Sultan Ismail, Johor Bahru.

2007 In collaboration with Jabatan Pelajaran Negeri Johor & Majlis Guru Cemerlang Negeri Johor

STPM Biology – “Getting Started & Moving Ahead”(Prepared by : Chia Lok Thye, Guru Cemerlang, SMK Sultan Ismail, Johor Bahru)

A. Suggested Programmes and Requirements For STPM Biology Curriculum1. Syllabus

2. Scheme of work

3. Standard Text – as in syllabus

4. Local references – Fajar Bakti, Longmans and Pelangi

5. Teaching CDs form KPM

6. Practical manuals from MPM

7. Files for student’s notes, assignments, tests, examinations and practicals

8. Theory & Practicals:

L6 : Chap 1 to Photosynthesis and Taxonomy and Ecology

towards the end of the year. Revelant practicals including 3 end-year projects

U6 : The rest of the chapters and practicals.

Practical assessment as in the manuals

9. Essential practical skills :

i. Microscope

ii. Dissection

iii. Biometrics

iv. Quantitative Ecology

v. Identification of flora & fauna

vi. Physiology

vii. Instrumentation

10. Suggested activities:

i. Discussions

ii. Hands-on teaching and learning

iii. Field work

iv. Problem-base-learning

11. Suggested examination preparations :

i. Revision

ii. Continual assessment

iii. Past-year questions

iv. Questions from other schools

v. Motivations

B. Topics to be covered during the period of Lower Six and Upper Six – suggested sequence and analysis. (These information should be used at the discretions of the teacher concerned)

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No. Topic Obj. Str. Essay Pract. Project Difficulty Note

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1 Cell Biochemistry √ √ √2 Cell Structures √ √3 Cell Dynamics √ √ √ √ (1)4 Cell Specialisation √ √ √ (3)5 Enzymes & Cellular

Control√ √ √ √ (4)

6 DNA & Protein Synthesis √ √ √7 Photosynthesis √ √ √ √ (6)8 Gaseous Exchange √ √ (9)9 Respiration √ √ √ √ (7)10 Nutrition, Techniques &

instrumentations in Cytology

√ √ √ (2), (5), (8)

11 Transport √ √ √ √ (10) (11)

12 Homeostasis √ √ √ √(12)13 Nervous System √ √ √14 Chemical Coordination √ √ √15 Immunity √ √ √16 Ecology Concept &

Qualitative Ecology√ √ √ (20)

17 Quantitative Ecology √ √ √ √ (20)18 Techniques in Quantitative

Ecology√ √ √ (20)

19 Taxanomy √ √ √ (16) √ (18), (19)

20 Biodiversity √ √ √ √ (13) (14), (17)

√ (18), (19)

21 Variation & Evolution √ √ √22 Inheritance Genetics √ √ √ √ (15)23 Population Genetics &

Mutation√ √ √

24 Genetic Engineering √ √ √25 Gene Expression √ √26 Reproduction √ √ √27 Development √ √ √28 Growth √ √ √

It’s about exam.Frequently Asked Questions (FAQs) :

Q1. Can a candidate answer in Bahasa Malaysia ?A.

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Q2. Can a candidate answer in mixed languages – English and Bahasa Malaysia ?A.

Q3. What about Abbreviations ?A.Q4. What about diagrams ?A.

Q5. What about calculations ?A.

Q6. How to answer genetic questions which involved any crosses ? E.g “ Explain how the genotype of an organism with known phenotype can be determined in a Mendelian Monohybrid cross ?”A.

Q7. How to answer questions with the word ‘Describe’?A.

Example: the graph shows the rate of reaction of an enzyme with different concentrations of substrate and how the rate is affected by the addition of a particular concentration of an inhibitor.

0 0.2 0.4 0.6 0.8 1 1.2 1.4 1.6 1.8 2.0 substrate concentration (mol dm -3)QuestionDescribe the effect of each of the following on the rate of reaction of the enzyme:a. the concentration of substrate;b. the inhibitor.Answers

Q8. What about ‘Explain’ ?A.

The following question uses the same graph and information as for 'Describe'.QuestionExplain if the inhibitor is competitive or non-competitive.Answer

Q9. What about ‘Suggest’ ?A.

The following question applies to an enzyme and its inhibitor.Question

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Two substances, X and Y, were investigated as possible rat poisons. Both inhibit the same enzyme in an important biological process. The diagrams show the structure of the enzyme, its substrate and the inhibitors. Use the information in the diagrams to suggest which inhibitor would be the best poison.

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Answer

Q10. Can a candidate answer essay questions in point form or flow chart or in a table form ?A.

“GETTING YOUR STUDENTS TO PLAN THEIR ANSWERS” (STUDENT X - NO PLANNING)

(STUDENT Y – GOOD PLANNING)

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THE DOs AND DON’Ts OF EXAMINATIONSWORKSHOP : TEST YOUR MARKING SKILLS

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Sample script 1.

Sample script 2

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Sample script 3‘Compare the photosynthetic pathway between C3 plants and C4 plants’ (5)

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Sample script 4

Sample script 5‘(a) What is meant by an enzyme (4) (b) Give an account of how substrate concentration, pH and temperature can affect the rate of enzyme-catalysed reaction. (11)

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Sample script 6

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Sample script 7 – CalculationsQ. Calculate the total number of ATP produced during aerobic respiration.

Sample script 8- Genetic crosses.1 a) Let NR represent long wings red eyes, Nr- long wings white eyes (1)

Parent: X NRY x X NrXNr (1)

Gametes: X NR Y XNr XNr (1)

F1: X NR XNr X NR XNr XNr Y XNr Y Long wings, Long wings, Long wings, Long wings, red eyed red eyed white eyed white eyed female female male male (1)

Cross among XNr Y x X NR XNr Gametes: XNr Y X NR XNr (1)

F2: X NR XNr XNr XNr X NR Y XNr Y (1)25% are long winged, red eyed females; 25% are long winged, white eyed females; 25% are long winged, red eyed males; 25% are long winged, white eyed males.

QUESTION TIME!

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LESSON FROM LIFE

Sometimes, struggles are exactly what we need in our life.If God allowed us to go through our life without any obstacles, it would cripple us. We would not be as strong as we could have been. I asked for Strength...And God gave me difficulties to make me strong.I asked for Wisdom...And God gave me Problems to solve.I asked for prosperity...And God gave me a Brain and Brawn to work.I asked for Courage…..And God gave me obstacles to overcome.I asked for Love...And God gave me Troubled people to help.I asked for Favors...And God gave me Opportunities.

“I received nothing I wanted...But I received everything I needed.”

“Live life without fear, confront all obstacles and evince that you can overcome them.”

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