SPM Model Question: Paper 3

Question 1 (SBP 2010 Paper 3: Question 2)

Form 5 Chapter 1: Transport
[Transpiration: Effect of number of leaves on the rate of transpiration]
Transpiration is the loss of water vapour from plants, especially in leaves. Transpiration occurs mostly
through the stomata. The amount of water lost by a plant depends on its size, surrounding light
intensity, temperature, humidity and wind speed. Diagram 3 shows the movement of water in a
terrestrial plant.
Transpirasi ialah kehilangan wap air dari tumbuhan, terutamanya pada daun. Transpirasi berlaku
terutamanya melalui stomata. Jumlah air yang hilang dari tumbuhan bergantung kepada saiz
tumbuhan, keamatan cahaya sekeliling, suhu, kelembapan dan kelajuan angin. Rajah 3 menunjukkan
pergerakan air dalam satu tumbuhan darat.

Based on the information, design an experiment to be conducted in the laboratory to investigate the
effect of the number of leaves on the rate of transpiration in a hibiscus plant.
Berdasarkan maklumat ini, rancang satu eksperimen untuk dilaksanakan di dalam makmal untuk
mengkaji kesan bilangan daun ke atas kadar transpirasi satu pokok bunga raya.
The planning of your experiment must include the following aspects:
Perancangan eksperimen anda hendaklah meliputi aspek-aspek berikut:
Problem statement
Pernyataan masalah
Objective of investigation
Objektif kajian
Hypothesis
Hipotesis
Variables
Pemboleh ubah
List of apparatus and materials
Senarai radas dan bahan
Technique used
Teknik yang digunakan
Experimental procedures
Kaedah eksperimen
Presentation of data
Persembahan data
Conclusion
Kesimpulan
1

[17 marks]
[17 markah]
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Suggested Answer:
Problem
Statement

1. Does the number of leaves affect the rate of transpiration (in hibiscus plants)?
2. What is the relationship between the number of leaves and the rate of transpiration
(in a hibiscus plant)?
Aim
To investigate / determine the relationship between the number of leaves and the
rate of transpiration in a hibiscus plant.
Hypothesis 1. The more the number of leaves, the higher the rate of transpiration.
2. When the number of leaves increases, the rate of transpiration increases.
Variables
Manipulated variable: Number of leaves / stomata
Responding variable: Distance travelled by air bubble (in five minutes) // the rate of
transpiration
Controlled variable: Type of (terrestrial) plant / hibiscus // light intensity //
surrounding temperature
Materials
Materials: *Hibiscus shoot / plant, water and plasticine
and
Apparatus: *Ruler / weighing balance, capillary tube + rubber tubing // potometer //
Apparatus
stoppered conical flask, beaker / basin, (sharp) knife, stopwatch, string /
marker pen and tissue paper / filter paper
Technique Recording the distance travelled by air bubble in five minutes using a stopwatch.
Calculating (and record) the rate of transpiration by the formula:
Rate of transpiration =
Procedure

Example of
Procedure

Distance travelled by air bubble

Time

Able to state five procedures P1, P2, P3, P4 and P5 correctly.

P1: How to set up the apparatus (5P1)
P2: How to make constant the controlled variable (1P2)
P3: How to manipulate the manipulated variable (1P3)
P4: How to record the responding variable (2P4)
P5: Precaution / accuracy (2P5)
1. (Diagram of experimental set-up with at least 5 functional labels).
2. Obtain a hibiscus shoot and immediately immerse in water.
3. By using a sharp knife, cut off 4 cm of the hibiscus stem under water.
4. Fill in the capillary tube with attached rubber tubing / potometer with
water.
5. Fix in the stem of the hibiscus shoot into the rubber tubing / potometer.
Make sure no air bubble is trapped.
6. Immerse the capillary tube / potometer in a beaker of water.
7. Wipe dry the leaves with tissue papers.
8. Leave the set-up for 5 minutes (for the plant to adapt with the new
environment).
9. Lift the capillary tube from the water to trap a column of air bubble //
Trap an air bubble in the capillary tube / potometer.
10. Tie a string on the capillary tube to mark the initial position of the air
bubble.
11. Start the stopwatch.
12. After 5 minutes, tie another string to mark the final position of the air
bubble.
13. Repeat step 12 to get another reading.
2

P1
P1
P5
P5
P1
P1
P5
P1
P5
P5
P1
P1
P1
P1
P5

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14. Measure both distances by using a ruler.

Calculate the average distance travelled by the air bubble in 5 minutes.
Record in a table // tabulate the data.
15. By using the same plant, repeat steps 7 until 13 by removing one leave
each time.
16. Calculate the rate of transpiration.
Data

Sample answer:
Distance travelled by air bubble in 5 minutes
Number
(cm)
of leaves
First reading Second reading
Average

P4
P4
P4
P2
P3
P4

Rate of
transpiration
(cm minute 1 )

or
Number
of leaves

Conclusion
Planning
the
Experiment

Distance travelled by air bubble in 5 cm

(minutes)
First reading Second reading
Average

Rate of
transpiration
(cm minute 1 )

(*First and second readings + average = 1P5 Procedure)

1. The more the number of leaves, the higher the rate of transpiration.
Able to plan the experiment based on 7-9 () of the following criteria:
Problem statement
Objective of investigation
Hypothesis
Variables
List of materials and apparatus
Technique used
Experimental procedures
Presentation of data
Conclusion

Question 2 (KEDAH 2013 Paper 3: Question 2)

Form 5 Chapter 1: Transport
[Importance of having a transport system in some multicellular organisms]
Multicellular organisms are bigger and complex. The cells cannot depend on diffusion alone to obtain
its requirements. Multicellular organisms need the transport system to transport respiration gaseous
and nutrient to the inner part of the body. Whereas, unicellular organisms get their gaseous and
nutrients supply by diffusion through their cell membrane because their total surface area per volume
are big.
Organisma multisel adalah besar dan kompleks. Sel-sel tidak boleh bergantung kepada proses
resapan sahaja untuk mendapatkon keperluannya. Oganisma multisel memerlukan sistem
pengangkutan untuk mengangkut gas-gas respirasi dan bahan nutrien ke bahagian datam seluruh
tubuhnya. Manakala, organisma unisel mendapatkan bekalan gas respirasi dan bekalan nutriennya
secara resapan menerusi membran sel kerana jumlah luas permukaan per isi padunya yang besar.
Based on the above information, plan a laboratory experiment to study the relationship between the
size of organisms and the rate of diffusion.
Berdasarkan maklumat di atas, reka bentuk satu eksperimen makmal untuk menentukan hubungan
antara saiz organisme dan kadar resapan.
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The planning of your experiment must include the following aspects:

Perancangan eksperimen anda hendaklah meliputi aspek-aspek berikut:
Problem statement
Pernyataan masalah
Hypothesis
Hipotesis
Variables
Pemboleh ubah
List of apparatus and materials
Senarai radas dan bahan
Experimental procedures
Kaedah eksperimen
Presentation of data
Persembahan data
[17 marks]
[17 markah]

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Suggested Answer:
Problem
What is the relationship between total surface area per volume ratio and the rate of
Statement diffusion?
Hypothesis The larger the total surface area per volume ratio / the smaller the size of cube, the
faster the rate of diffusion.
Variables
Manipulated variable: Total surface area per volume ratio / the size of cubes
Responding variable: Rate of diffusion
Fixed variable: Coloured water temperature / time taken
Materials
Materials: Potato and coloured water
and
Apparatus: Penknife, white tiles, beaker, forceps, basin and girded transparency
Apparatus
Example of 1. Potatoes are cut into 0.5cm, 2cm, 3cm and 4cm length of sides cubes each.
Procedure 2. Then the cubes are immersed into a basin containing 100ml of coloured water.
3. All the cubes are left for 30 minutes.
4. After 20 minutes, the outer surface of the cubes are dried with filter paper and cut
into two halves.
5. The percentage of coloured area in each cube is estimated by using a girded
transparency.
6. The rate of diffusion of each cube is calculated by using a formula:

Rate of diffusion

Data

Percentage of coloured area

Time taken

7. The results are recorded in the table.

8. Beware of using knife.
Note:
K1: Steps 1, 2, 3, 4, 5 (preparation of materials and apparatus)
K2: Steps 2,3 (operating fixed variable)
K3: Step 6 (operating responding variable)
K4: Step 1 (operating manipulated variable)
K5: Step 8 (precaution)
Sample answer:
Total
TSA/V
Volume of
Volume
Length of
surface
ratio
Cube
stained
side (cm)
( cm 3 )
part
area ( cm 2 )
( cm 1 )
A
0.5
1.5
0.125
12
B
1
6
1
6
C
2
24
8
3
D
3
54
27
2
E
4
96
64
1.5

Percentage
of coloured
area (%)

Question 3 (MRSM 2012 Paper 3: Question 1)

Form 5 Chapter 3: Coordination and Response
[Osmoregulation]
A student needs to study about osmoregulation in human. An experiment is conducted to investigate
the effect of different concentration of drinking water on the volume of urine produced. A student does
not consume any food or drink after 10.00pm. In the morning, the student was given 500ml of distilled
water to drink. After one hour, the student empties his bladder and the urine sample is collected.
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Seorang murid perlu mempelajari tentang pengosmokawalaturan dalam manusia. Eksperimen

dijalankan untuk menentukan kesan kepekatan air minuman ke atas isipadu air kencing yang
dihasilkan. Murid tidak makan atau minum selepas pukul 10.00 malam. Keesokan harinya, murid
tersebut diberi 500ml air suling untuk diminum. Selepas satu jam, murid mengosongkan pundi
kencing dan sampel air kencing dikumpul.
The experiment is repeated on day two and day three but the student is given 500ml of 5.0% sodium
chloride solution (NaCl) and 500ml of 10.0% sodium chloride solution (NaCl) respectively.
Eksperimen diulang pada hari kedua dan ketiga tetapi murid diberikan masing-masing 500ml larutan
natrium klorida 5.0% dan 500ml larutan natrium klorida 10.0%.
Table 1 shows the result of experiment.
Jadual 1 menunjukkan keputusan eksperimen ini.

Table 1 / Jadual 1
(a) Record the volume of urine collected in the boxes provided in Table 1.
Rekod isipadu air kencing yang dikumpul pada kotak yang disediakan dalam Jadual 1.
[3 marks]
(b) (i) State two different observations made from Table 1.
Nyatakan dua pemerhatian yang berbeza yang dibuat daripada Jadual 1.
Observation 1 / Pemerhatian 1:
_______________________________________________________________________
Observation 2 / Pemerhatian 2:
_______________________________________________________________________
[3 marks]
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(ii) State the inferences for the observations in 1(b)(i).

Nyatakan inferens untuk pemerhatian di 1(b)(i).
Inference for observation 1 / Inferens untuk pemerhatian 1:
______________________________________________________________________
Inference for observation 2 / Inferens untuk pemerhatian 2:
______________________________________________________________________
[3 marks]
(c) Complete Table 2 based on this experiment.
Lengkapkan Jadual 2 berdasarkan eksperimen ini.
Variables
Pemboleh ubah
Manipulated variable
Pemboleh ubah dimanipulasi
______________________________

Method to handle the variables

Cara mengendali pemboleh ubah

______________________________

Responding variable
Pemboleh ubah bergerak balas
______________________________

______________________________

Constant variable
Pemboleh ubah dimalarkan
______________________________

______________________________

Table 2 / Jadual 2
[3 marks]
(d) State the hypothesis for this experiment.
Nyatakan hipotesis bagi eksperimen ini.
_________________________________________________________________________
[3 marks]
(e) (i) Construct a table and record all the data collected in this experiment.
Bina satu jadual dan rekodkan semua data yang dikumpul dalam eksperimen ini.
Your table should have the following aspects:
Jadual anda hendaklah mengandungi aspek-aspek berikut:
Concentration of drinking water
Kepekatan air minuman
Volume of drinking water intake
Isi padu air minuman yang diambil
Volume of urine collected
Isi padu air kencing yang dikumpul
Percentage of water reabsorbed by kidney
Peratus air yang diserap semula oleh ginjal
Use the formula:
Percentages of water reabsorb by kidney
Volume of drinking water intake - volume of urine collected
=
Volume of drinking water intake
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Gunakan formula:
Peratus air yang diserap semula oleh ginjal
Isi padu air minuman yang diambil - isi padu air kencing yang dikumpul
=
Isi padu air minuman yang diambil

100%

(ii) Use the graph paper provided to answer this question.

Using the data in 1(e)(i), draw a graph of the percentage of water reabsorbed by kidney against
the concentration of drinking water.
Gunakan kertas graf yang disediakan untuk menjawab soalan ini.
Menggunakan data di 1(e)(i), lukis graf peratusan penyerapan semula air oleh ginjal melawan
kepekatan air minuman.
[3 marks]

(f) Based on the graph in 1(e)(ii), explain the relationship between the percentage of water
reabsorbed and the concentration of drinking water intake.
Berdasarkan graf di 1(e)(ii), terangkan hubungan antara peratusan penyerapan semula air dengan
kepekatan air minuman yang diambil.
__________________________________________________________________________
[3 marks]
(g) State the operational definition for osmoregulation.
Nyatakan definisi secara operasi bagi pengosmokawalaturan.
__________________________________________________________________________
[3 marks]
(h) After three hours, the student was given 500ml of coffee. Predict the volume of his urine output.
Explain your answer.
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Tiga jam kemudian, pelajar tersebut diberi minum sebanyak 500ml air kopi. Ramalkan isi padu
air kencing yang dihasilkan. Terangkan jawapan anda.
__________________________________________________________________________
[3 marks]
(i) The following lists are part of apparatus and materials used in this experiment.
Senarai berikut adalah sebahagian daripada radas dan bahan yang digunakan dalam eksperimen
ini.
Drinking cup, stopwatch, urine collected, measuring cylinder, sodium chloride
solution, student
Cawan minuman, jam randik, air kencing yang dikumpul, silinder penyukat,
larutan natrium klorida, murid
Complete Table 3 by filling each variable with the apparatus and materials used in this experiment
in the space provided.
Lengkapkan Jadual 3 dengan mengisi setiap pemboleh ubah dengan bahan dan radas yang
digunakan dalam eksperimen ini di dalam ruang yang disediakan.
Variables
Pemboleh ubah
Manipulated variables
Pemboleh uhah dimanipulasi
Responding variables
Pemboleh ubah bergerak balas
Controlled variables
Pemboleh ubah dimalarkan

Apparatus
Radas

Materials
Bahan

Suggested Answer:
(a)
Concentration of drinking water
Kepekatan air minuman
(%)
0.0

Volume of urine collected

Isi padu air kencing yang dikumpulkan
(ml)
94

5.0

62

10.0

46

(b) Observation / Pemerhatian 1:

(i) The volume of urine collected after taking distilled water is 94ml.
Isi padu air kencing yang dikumpulkan selepas minum air suling ialah 94ml.
Or / Atau
The volume of urine collected after taking distilled water is the highest compared to the volume
of urine collected after taking 5.0% and 10.0% concentration of drinking water.
Isi padu air kencing yang dikumpul selepas minum air suling ialah yang paling tinggi
berbanding isi padu air kencing yang dikumpul selepas minum air dengan kepekatan 5% dan
10%.
Observation / Pemerhatian 2:
The volume of urine collected after taking 5.0% concentration of drinking water is 62ml.
Isi padu air kencing yang dikumpul selepas minum air dengan kepekatan 5.0% ialah 62ml.
Or / Atau
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(ii)

The volume of urine collected after taking 10.0% concentration of drinking waler is 46ml.
Isi padu air kencing yang dikumpul selepas minum air dengan kepekatan 10.0% ialah 46ml.
Inference for observation / Inferens untuk pemerhatian 1:
At the concentration of drinking water is 0.0% distilled water, the volume of urine collected is
the highest, because osmotic pressure decreases, therefore the secretion of ADH //
permeability of kidney tubule towards water // volume of water reabsorb decreases.
Pada kepekatan air minuman 0.0% air suling, isi padu air kencing yang dikumpulkan ialah
paling tinggi, kerana tekanan osmotic rendah, rembesan ADH // ketelapan tubul ginjal
terhadap air // isi padu air yang diserap semula menurun.
Or / Atau
As the concentration of drinking water increases, the volume of urine collected is decreased,
because osmotic pressure increases, therefore the secretion of ADH // permeability of kidney
tubule towards water // volume of water reabsord increases.
Semakin meningkat kepekatan air minuman, isi padu air kencing yang dikumpul menurun,
kerana tekanan osmotic meningkat, rembesan ADH // ketelapan tubul ginjal terhadap air // isi
padu yang diserap semula meningkat.
Inference for observation / Inferens untuk pemerhatian 2:
At the concentration of drinking water is 5.0% / 10.0%, the volume of urine collected is lower /
the lowest, because osmotic pressure increases, therefore the secretion of ADH //
permeability of kidney tubule towards water // volume of water reabsorb increases.
Pada kepekatan air minuman 5.0% / 10.0%, isi padu air kencing yang dikumpulkan ialah
rendah / paling rendah, kerana tekanan osmotic menjadi tinggi, rembesan ADH // ketelapan
tubul ginjal terhadap air // isi padu air yang diserap semula meningkat.

(c)
Variable
Pemboleh ubah
Concentration of drinking water
/ Concentration of sodium
chloride solution (NaCl)
Kepekatan air minuman /
kepekatan larutan lanit
Volume of urine collected //
Volume of water reabsorbed //
Percentage of water
reabsorbed
Isi padu air kencing yang
dikumpul //
Isi padu air yang diserap
semula //
Peratus air yang diserap
semula

Method to handle the variable

Cara mengendali pemboleh ubah
Use / prepare different concentration of drinking water //
sodium chloride solution (NaCl) such as 0.0%, 5.0% and
10.0%
Menggunakan kepekatan air minuman // larutan natrium
klorida yang berbeza seperti 0.0%, 5.0% dan 10.0%
Measure and record the volume of urine collected by
using a measuring cylinder
Mengukur dan merekod isi padu air kencing yang
dikumpul dengan menggunakan silinder penyukat
Calculate and record the volume of water reabsorbed by
using formula:
Mengira dan merekod isi padu air yung diserap semula
menggunakan formula:
Volume of water reabsorbed = Volume of drinking water
Volume of urine collected (ml)
Isi padu air yang diserap semula = Isi padu air minuman
Isi padu air kencing yang dikumpul (ml)
Calculate and record the percentage of water reabsorb
by using formula:
Mengira dan merekod peratusan air yang diserap
semula dengan menggunakan formula:
Percentage of water reabsorbed
Vol. of drinking water - Vol. of urine collected

100%
Volume of drinking water
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Peratusan air yang diserap semula

Isi padu air minuman - isi padu air kencing yang dikumpul

100%
Isi padu air minuman
Constant variable:
Fix the volume of drinking water at 500ml
Pemboleh ubah dimalarkan:
Tetapkan isi padu air minuman pada 500ml
Volume of drinking water / Time Fix the time duration at 30 minutes
Tetapkan masa yang diambil pada 30 minit
duration for the urine collected
Isi padu air minuman / Masa
Fix the student
yang diambil sebelum
Tetapkan pelajar
mengumpulkan air kencing
(d) 1. As the concentration of drinking water increases, the volume of urine produced decreases /
the volume of water reabsorbed increases.
Semakin meningkat kepekatan air minuman, semakin rendah isi padu air kencing yang
dihasilkan / isi padu air yang diserap semula meningkat.
2. The higher the concentration of drinking water, the lower volume of urine produced / the
higher the percentage of water reabsorbed.
Semakin tinggi kepekatan air minuman, semakin rendah isi padu air kencing yang
dihasilkan / semakin tinggi peratus air yang diserap semula.
(e)
(i)
Volume of drinking
Volume of urine
Percentage of water
Concentration of
water intake
collected
reabsorbed by kidney
drinking water
Isi padu air
Isi padu air
Peratus air yang
Kepekatan air
minuman yang
kencing yang
diserap semula oleh
minuman
diambil
dikumpulkan
ginjal
(%)
(ml)
(ml)
(%)
0.0
500
94
81.2
5.0

500

62

87.6

10.0

500

46

90.8

(ii)

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 The higher concentration intake of drinking water, the higher the percentage of water
reabsorbed.
Semakin meningkat kepekatan air minuman yang diambil, semakin meningkat peratus air
yang diserap semula.
This is because the osmotic pressure increases.
Ini adalah kerana tekanan osmotik meningkat.
Therefore secretions of ADH // permeability of kidney tubule towards water // volume of
water reabsorb increases.
Rembesan ADH // ketelapan ginjal terhadap air / isi padu air yang diserap semula
meningkat.
(g) Osmoregulation is a process of maintaining osmotic pressure / concentration of salt and water
in blood which can be determined by volume of urine collected / percentage of water
reabsorbed that is influenced / affected by concentration of drinking water.
Osmoregulasi ialah proses mengawal atur tekanan osmotik / kepekatan garam dan air dalam
darah yang boleh ditentukan oleh isi padu air kencing yang dikumpul / peratusan air yang
diserap semula yang dikawal / pengaruhi oleh kepekatan air minuman.
(h) The volume of urine collected will be more than 94ml because the caffeinated drink slowed
down the transmission of impulses through synapse // Therefore secretions of ADH //
permeability of kidney tubule towards water // volume of water reabsorbed decreases.
Isi padu air kencing yang dikumpul lebih dari 94ml kerana minuman yang mengandungi kafein
akan melambatkan penghantaran impuls melalui sinaps // Perembesan ADH // ketelapan tubul
ginjal terhadap air / isi padu air yang diserap semula menurun.
(i)
Variables
Apparatus
Materials
Pemboleh ubah
Radas
Bahan
Manipulated variables
Drinking cup
Sodium Chloride solution
Pemboleh ubah dimanipulasi
Cawan minum
Larutan natrium klorida
Responding variables
Measuring cylinder
Urine collected
Pemboleh ubah bergerak balas Silinder penyukat
Air kencing yang dikumpul
Controlled variables
Stopwatch
Student
Pemboleh ubah dimalarkan
Jam randik
Murid
(f)

Question 4 (SBP 2009 Paper 3: Question 1)

Form 5 Chapter 5: Inheritance
[Inheritance, Mendel First & Second Law]
A group of students carried out an experiment to study the inheritance of colour in a flowering plant.
The colour of flower is controlled by a single pair of alleles, red and white. The students used red and
white button to represent flower colour, red alleles (R) and white alleles (r). Two black pouches, A and
B, each containing a mixture of 50 red buttons and 50 white buttons were used to illustrate the
crossing.
Sekumpulan pelajar menjalankan satu eksperimen untuk mengkaji perwarisan warna bunga dalam
tumbuhan. Warna bunga dikawal oleh sepasang alel iaitu alel merah dan alel putih. Pelajar-pelajar
menggunakan butang merah dan butang putih untuk mewakili warna bunga iaitu alel merah (R) dan
putih (r). Dua uncang hitam A dan B digunakan, setiap uncang diisi dengan 50 butang merah dan 50
butang putih yang akan digunakan untuk menerangkan kacukan.

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Pouch A: 50 red buttons + 50 white buttons

Uncang A: 50 butang merah + 50 butang putih

Pouch B: 50 red buttons + 50 white buttons

Uncang B: 50 butang merah + 50 butang putih

The students carried out the experiment as follows:

Pelajar-pelajar menjalankan eksperimen seperti berikut:
Step 1: One button was drawn at random from each pouch.
Langkah 1: Satu butang dikeluarkan secara rawak dari setiap uncang.
Step 2: The colour of the button was noted and recorded in a table.
Langkah 2: Warna butang dicatat dan direkod dalam jadual.
Step 3: The buttons were returned to their respective pouches.
Langkah 3: Butang dikembalikan semula ke dalam uncang yang sama.
Step 4: Pouch A and B were shaken to mix the button randomly.
Langkah 4: Uncang A dan B digoncang untuk memastikan butang bercampur secara rawak.
Step 5: Step 1 to 4 were repeated 20 times.
Langkah 5: Langkah 1 hingga 4 diulang sebanyak 20 kali.
Table 1 shows the results of the draws recorded by the students:
Jadual 1 menunjukkan keputusan dari cabutan yang direkod oleh pelajar-pelajar:

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(a) (i)

State two different observations from the experiment based on the results shown in Table 1.
Nyatakan dua pemerhatian yang berbeza daripada eksperimen berdasarkan keputusan
daripada Jadual 1.
Observation 1 / Pemerhatian 1:
____________________________________________________________________

(ii)

Observation 2 / Pemerhatian 2:
____________________________________________________________________
[3 marks]
State the inferences which correspond to the observations in 1(a)(i).
Nyatakan inferens yang sepadan dengan pemerhatian di 1(a)(i).
Inference from observation 1 / Inferens daripada pemerhatian 1:
____________________________________________________________________

(b)

Inference from observation 2 / Inferens daripada pemerhatian 2:

____________________________________________________________________
[3 marks]
Complete Table 2 based on this experiment.
Lengkapkan Jadual 2 berdasarkan eksperimen ini.

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Variables
Pemboleh ubah
Manipulated variable
Pemboleh ubah dimanipulasikan
______________________________

Method to handle the variables

Cara mengendali pemboleh ubah

______________________________

Responding variable
Pemboleh ubah bergerak balas
______________________________

______________________________

Constant variable
Pemboleh ubah dimalarkan
______________________________

______________________________

Table 2 / Jadual 2
[3 marks]
State the hypothesis for this experiment.
Nyatakan hipotesis bagi eksperimen ini.
____________________________________________________________________
[3 marks]
(d) (i) If the allele of red flower (R) is dominant to the allele of white flower (r), record the genotypes
and phenotypes of all the draws in Table 1.
Jika alel untuk warna bunga merah (R) adalah dominan kepada alel warna bunga putih (r),
rekodkan genotip dan fenotip semua cabutan dalam Jadual 1.
[3 marks]
(ii) Using the data from Table 1, calculate the ratio of the phenotypes obtained from this
experiment.
Menggunakan data di Jadual 1, hitung nisbah fenotip yang diperolehi daripada eksperimen ini.
[3 marks]
(e) Explain the results obtained in 1(d)(ii) by using a genetic diagram.
Terangkan keputusan yang didapati di 1(d)(ii) dengan menggunakan gambar rajah genetik.
[3 marks]
(f) Based on Table 1, explain the relationship between the number of draws and the phenotype
ratio.
Berdasarkan Jadual 1, terangkan hubungan antara bilangan cabutan dengan nisbah fenotip.
______________________________________________________________________
[3 marks]
(g) Based on the experiment in the inheritance of colours in a flowering plant that the students
had done, deduce Mendels First Law of Inheritance.
Berdasarkan kepada eksperimen perwarisan warna bunga yang telah dijalankan oleh pelajarpelajar, rumuskan Hukum Mendel Yang Pertama.
______________________________________________________________________
[3 marks]
(h) The experiment is repeated by decreasing the number of draws from the pouches.
Predict the ratio of the phenotypes that you would obtain. Explain your prediction.
Eksperimen diulang dengan mengurangkan jumlah cabutan butang daripada uncang.
Ramalkan nisbah fenotip yang akan didapati. Terangkan ramalan anda.
______________________________________________________________________
[3 marks]
(c)

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(i)

Classify the list of materials shown below according to their function in the experiment.
Kelaskan senarai bahan di bawah mengikut fungsi dalam eksperimen.
Material
Bahan
Red button / Butang merah
White button / Butang putih
Pouch A and B
Uncang A dan B
Pair of buttons drawn
Pasangan butang yang dicabut

Function
Fungsi

[3 marks]
Suggested Answer:
(a)
(i)

(ii)

1. In the first draw, a red button is drawn from pouch A and a white button is drawn from
pouch B.
2. In the fifth draw, a white button is drawn from each bag. (Students can pick any pair from
the table but the two pairs must be of different combinations)
1. Pouches A and B contain the same number of red and white buttons, each button has the
same chance of being drawn.
2. The draw is made randomly and every button has the same chance of being drawn.

(b)
Variable
Manipulated variable:
Number of draws
Responding variable:
Combination of colours of the button
drawn
Constant variable:
The number of red and white buttons /
take one button from each pouch each
time
(c)

(d)
(i)

Method to handle the variable

Take twenty different draws and one button
each time from each pouch and return it back.
Observe and record the combination of colours
in each draw.
Fix each pouch with 50 of red and 50 of white
buttons / fix the number of buttons taken out
from each pouch.

1. No matter what is the number of draws, the ratio of the phenotype always 3 red flowers to
1 white flower.
2. After twenty draws the ratio of the phenotypes must be 3 red flowers to 1 white flower.
Genotype
Rr
Rr
Rr
Rr
rr
Rr
RR
RR
rr
rr

Phenotype
Red
Red
Red
Red
White
Red
Red
Red
White
White

Genotype
Rr
RR
rr
Rr
rr
Rr
Rr
RR
RR
Rr
16

Phenotype
Red
Red
White
Red
White
Red
Red
Red
Red
Red
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(ii)

Red flower : White flower

15 : 5
3 : 1

(e)

(f)
(g)

(h)

1. The bigger the number of draws, the more likely it is to get the phenotypic ratio of 3:1
2. The smaller the number of draws, the less likely it is to get the phenotypic ratio of 3:1
The colours of flower is controlled by a pair of alleles represented by R, for red button and r,
for white button. During the formation of gamete, the pair of red and white buttons (Rr) will be
separated only one of the buttons // only R allele or r allele will be found / carried in each
gamete.
The phenotypic ratio will not be / will not likely be 3:1
F: The less accurate result is due to
E: the lesser draws of the button.

(i)
Material
Red button
White button
Pouch A and B
Pair of button drawn

Function
The red alleles
The white allele
Nucleus / chromosome
Genotype / phenotype of offspring

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