spm model question: paper 3 - inti...

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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 [17 marks] Kesimpulan [17 markah]


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 and Apparatus

Materials: *Hibiscus shoot / plant, water and plasticine Apparatus: *Ruler / weighing balance, capillary tube + rubber tubing // potometer // 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 = Time

bubbleair by travelledDistance

Procedure 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)

Example of Procedure

1. (Diagram of experimental set-up with at least 5 functional labels). P1

2. Obtain a hibiscus shoot and immediately immerse in water. P1 P5

3. By using a sharp knife, cut off 4 cm of the hibiscus stem under water. P5

4. Fill in the capillary tube with attached rubber tubing / potometer with water.

P1

5. Fix in the stem of the hibiscus shoot into the rubber tubing / potometer. Make sure no air bubble is trapped.

P1 P5

6. Immerse the capillary tube / potometer in a beaker of water. P1

7. Wipe dry the leaves with tissue papers. P5

8. Leave the set-up for 5 minutes (for the plant to adapt with the new environment).

P5

9. Lift the capillary tube from the water to trap a column of air bubble // Trap an air bubble in the capillary tube / potometer.

P1

10. Tie a string on the capillary tube to mark the initial position of the air bubble.

P1

11. Start the stopwatch. P1

12. After 5 minutes, tie another string to mark the final position of the air bubble.

P1

13. Repeat step 12 to get another reading. P5


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.

P4 P4 P4

15. By using the same plant, repeat steps 7 until 13 by removing one leave each time.

P2 P3

16. Calculate the rate of transpiration. P4

Data Sample answer:

Number of leaves

Distance travelled by air bubble in 5 minutes (cm)

Rate of transpiration

(cm minute 1 ) First reading Second reading Average

or

Number of leaves

Distance travelled by air bubble in 5 cm (minutes)

Rate of transpiration

(cm minute 1 ) First reading Second reading Average

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

Conclusion 1. The more the number of leaves, the higher the rate of transpiration.

Planning the Experiment

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.


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]


Suggested Answer:

Problem Statement

What is the relationship between total surface area per volume ratio and the rate of 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 and Apparatus

Materials: Potato and coloured water Apparatus: Penknife, white tiles, beaker, forceps, basin and girded transparency

Example of Procedure

1. Potatoes are cut into 0.5cm, 2cm, 3cm and 4cm length of sides cubes each. 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:

takenTime

area coloured of Percentage diffusion of Rate

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)

Data Sample answer:

Cube Length of side (cm)

Total surface

area ( 2cm )

Volume

( 3cm )

TSA/V ratio

( 1cm )

Volume of stained

part

Percentage of coloured

area (%)

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

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.


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]


(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

Method to handle the variables Cara mengendali pemboleh ubah

Manipulated variable Pemboleh ubah dimanipulasi

______________________________

______________________________

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

= intake water drinking of Volume

collected urine of volume- intake water drinking of Volume 100%


Gunakan formula: Peratus air yang diserap semula oleh ginjal

=diambil yangminuman air padu Isi

dikumpul yang kencingair padu isi - diambil yangminuman air padu Isi 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.


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.


Apparatus Radas

Materials Bahan

Manipulated variables Pemboleh uhah dimanipulasi

Responding variables Pemboleh ubah bergerak balas

Controlled variables Pemboleh ubah dimalarkan

Suggested Answer:

(a)

Concentration of drinking water Kepekatan air minuman

(%)

Volume of urine collected Isi padu air kencing yang dikumpulkan

(ml)

0.0 94

5.0 62

10.0 46

(b) (i)

Observation / Pemerhatian 1: 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


(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

Method to handle the variable Cara mengendali pemboleh ubah

Concentration of drinking water / Concentration of sodium chloride solution (NaCl) Kepekatan air minuman / kepekatan larutan lanit

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%

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

• 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

%100 waterdrinking of Volume

collected urine of Vol. - water drinking of Vol.


Peratusan air yang diserap semula

%100minuman air padu Isi

dikumpul yang kencingair padu isi -minuman air padu Isi

Constant variable: Pemboleh ubah dimalarkan: Volume of drinking water / Time duration for the urine collected Isi padu air minuman / Masa yang diambil sebelum mengumpulkan air kencing

• Fix the volume of drinking water at 500ml Tetapkan isi padu air minuman pada 500ml • Fix the time duration at 30 minutes Tetapkan masa yang diambil pada 30 minit • Fix the student Tetapkan pelajar

(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) (ii)

Concentration of drinking water Kepekatan air

minuman (%)

Volume of drinking water intake Isi padu air

minuman yang diambil

(ml)

Volume of urine collected

Isi padu air kencing yang dikumpulkan

(ml)

Percentage of water reabsorbed by kidney

Peratus air yang diserap semula oleh

ginjal (%)

0.0 500 94 81.2

5.0 500 62 87.6

10.0 500 46 90.8


(f) • 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)


Apparatus Radas

Materials Bahan

Manipulated variables Pemboleh ubah dimanipulasi

Drinking cup Cawan minum

Sodium Chloride solution Larutan natrium klorida

Responding variables Pemboleh ubah bergerak balas

Measuring cylinder Silinder penyukat

Urine collected Air kencing yang dikumpul

Controlled variables Pemboleh ubah dimalarkan

Stopwatch Jam randik

Student Murid

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.


Pouch A: 50 red buttons + 50 white buttons Pouch B: 50 red buttons + 50 white buttons Uncang A: 50 butang merah + 50 butang putih 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:


(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: ____________________________________________________________________ Observation 2 / Pemerhatian 2: ____________________________________________________________________

[3 marks] (ii) 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: ____________________________________________________________________

Inference from observation 2 / Inferens daripada pemerhatian 2: ____________________________________________________________________

[3 marks] (b) Complete Table 2 based on this experiment.

Lengkapkan Jadual 2 berdasarkan eksperimen ini.



Method to handle the variables Cara mengendali pemboleh ubah

Manipulated variable Pemboleh ubah dimanipulasikan

______________________________

______________________________

Responding variable Pemboleh ubah bergerak balas

______________________________

______________________________

Constant variable Pemboleh ubah dimalarkan

______________________________

______________________________

Table 2 / Jadual 2 [3 marks]

(c) 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 Mendel’s First Law of Inheritance. Berdasarkan kepada eksperimen perwarisan warna bunga yang telah dijalankan oleh pelajar-pelajar, 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]


(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

Function Fungsi

Red button / Butang merah

White button / Butang putih

Pouch A and B Uncang A dan B

Pair of buttons drawn Pasangan butang yang dicabut

[3 marks]

Suggested Answer:

(a) (i)

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)

(ii) 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 Method to handle the variable

Manipulated variable: Number of draws

Take twenty different draws and one button each time from each pouch and return it back.

Responding variable: Combination of colours of the button drawn

Observe and record the combination of colours in each draw.

Constant variable: The number of red and white buttons / take one button from each pouch each time

Fix each pouch with 50 of red and 50 of white buttons / fix the number of buttons taken out from each pouch.

(c) 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.

(d) (i)

Genotype Phenotype Genotype Phenotype

Rr Red Rr Red

Rr Red RR Red

Rr Red rr White

Rr Red Rr Red

rr White rr White

Rr Red Rr Red

RR Red Rr Red

RR Red RR Red

rr White RR Red

rr White Rr Red


(ii) Red flower : White flower 15 : 5 3 : 1

(e)

(f) 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

(g) 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.

(h) 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 Function

Red button The red alleles

White button The white allele

Pouch A and B Nucleus / chromosome

Pair of button drawn Genotype / phenotype of offspring

spm model question: paper 3 - inti...

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