biology coursework stpm sem 1 experiment 1

STPM Biology

The STPM Biology syllabus is designed to enhance candidates’ knowledge and understanding of biology and biological issues, to prepare and equip the candidates for their tertiary education, to pursue careers in related fields and to promote continuous awareness of the importance of biology in life.

The STPM Biology syllabus enables candidates to: (a) understand the biological phenomena, principles and theories; (b) evaluate biological information critically and deduce logical conclusion; (c) plan and carry out experiments scientifically and make deductions; (d) develop abilities and skills in handling materials and apparatus correctly and safely, and; (e) cultivate proper attitudes and values on social, technological, and environmental issues in biology.

Semester-Based

The latest STPM Biology is of semester-based. It is divided into three semesters which are: (i) Term 1 / Sem 1: Biological Molecules and Metabolism STPM Biology Term 1 / Sem 1 has six chapters, namely biological molecules; structure of cells and organelles; membrane structure and transport; enzymes; cellular respiration; and; photosynthesis.

(ii) Term 2 / Sem 2: Physiology STPM Biology Term 2 / Sem 2 has seven chapters, namely gas exchange; transport in animals and plants; control and regulation; reproduction, development and growth; homeostasis; immunity; and; infectious diseases.

(iii) Term 3 / Sem 3: Ecology and Genetics STPM Biology Term 3 / Sem 3 has six chapters, namely taxonomy and biodiversity; ecology; selection and speciation; inheritance and genetic control; gene technology; and; biotechnology.

SYLLABUS OF STPM BIOLOGY

STPM Biology Term 1 / Sem 1: Biological Molecules and Metabolism

1.1 Water 1.2 Carbohydrates 1.3 Lipids 1.4 Proteins 1.5 Nucleic Acids 1.6 Analytical Techniques

2.1 Prokaryotic and Eukaryotic Cells 2.2 Cellular Components 2.3 Specialised Cells

3.1 Fluid Mosaic Model 3.2 Movement of Substance across Membrane

4.1 Catalysis and Activation Energy 4.2 Mechanism of Action and Kinetics 4.3 Cofactors 4.4 Inhibitors 4.5 Classification of Enzymes 4.6 Enzyme Technology

5.1 The Need for Energy in Living 5.2 Aerobic Respiration 5.3 Anaerobic Respiration

6.1 Autotroph 6.2 Light-Dependent Reactions 6.3 Light-Independent Reactions 6.4 Limiting Factors

STPM Biology Term 2 / Sem 2: Physiology

7.1 Gaseous Exchange in Humans 7.2 Breathing Cycle 7.3 Gaseous Exchange in Plants 8.1 Transport System in Mammals 8.2 Transport System in Vascular Plants 9.1 Nervous System 9.2 Hormones 10.1 Sexual Reproduction in Humans

10.2 Sexual Reproduction in Flowering Plants 10.3 Seed Germination 10.4 Growth Curves and Patterns of Growth 11.1 Importance of Homeostasis 11.2 Liver 11.3 Osmoregulation in Mammals 11.4 Osmoregulation in Plants 12.1 Immune System

12.2 Development of Immunity 12.3 Concept of Self and Non-Self 12.4 Immune Disorder 13.1 Infectious Disease 13.2 Dengue 13.3 Cholera 13.4 Tuberculosis (TB) 13.5 Malaria

STPM Biology Term 3 / Sem 3: Ecology and Genetics

14.1 Taxonomy 14.2 Diversity of Organisms 14.3 Biodiversity in Malaysia 14.4 Threats to Biodiversity 14.5 Conversation of Biodiversity 15.1 Levels of Ecological Organisation 15.2 Biogeochemical Cycles 15.3 Energy Flow

15.4 Population Ecology 15.5 Carrying Capacity 15.6 Quantitative Ecology 16.1 Natural and Artificial Selection 16.2 Speciation 17.1 Types of Genetic Crosses and Breeding System 17.2 Non-Mendelian Inheritance 17.3 Genetic Mapping

17.4 DNA Replication 17.5 Gene Expression 17.6 Gene Expression 17.7 Regulation of Gene Expression 17.8 Mutation 18.1 Recombinant DNA Technology 19.1 Roles of Biotechnology 19.2 Applications of Biotechnology

My Core Objectives

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Creative thinking, mental arithmetic, computer literacy.

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Tuesday, August 29, 2006

Stpm practical biology – assessment and summary of experiments.

• Data, presentation, analysis, and others
• Creativity/Innovation
• Overall quality of report

5 comments:

Well, I have this great fear for frogs. I really really am very afraid of amphibians. But we do have to dissect frogs right for the biology practical? So, is this carried out individually or in a group? Oh my god, So, i am going to fail huh?

hi..em last practcl,we done individually on hamster..dnt skip that practical,u cn do that..it is only for about an hour...all the best!chayo2 fighting!!hehe

where can i find readily preserved insects?

well u can find ppreserve insect in Batu Caves. There are few shops which presere insects. Hope this info help you :D

Just a matter of asking. May I know whether should STPM Biology consists of hypothesis, variables and problem statement? If we put this into the report, what will happen?

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Vgrow Art Learning Center

Stpm biology sem 1 b5: cellular respiration, course curriculum, 5: cellular respiration.

5.1 Glycolysis

5.2 Krebs Cycle

5.3 Electron Transport System (Part I)

5.4 Electron Transport System (Part II) & ATP Calculation

5.5 Anaerobic Respiration & Ending

About this course

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STPM Semester 1 Chemistry Experiment 1 : Volumetric Analysis - Stoiciometry

• A spatula was used to transfer solid sodium hydroxide, NaOH, into a 50cm3 beaker placed on a electronic balance. 5.02 g* of solid sodium hydroxide, NaOH was weighed.
• Distilled water was added into the beaker containing the solid sodium hydroxide, NaOH. The solid was then stirred by using a glass rod until it was completely dissolved.
• The sodium hydroxide solution was then transferred into the 250cm3 volumetric flask througha filter funnel.
• Distilled water was added into the volumetric flask until the level was within about few centimetres below the calibration mark. A dropper was used to add in the distilled water into the volumetric flask, drop by drop, until it reaches the calibration mark.
•  The volumetric flask was shaken and inverted to make sure the solution mix well and a homogenous 0.502 mol dm-3 * sodium hydroxide, NaOH solution was obtained.
• 100 cm3 of monobasic acid, HX and 100 cm3 of sodium hydroxide, NaOH solution was poured into two separate beakers.
• 25.0 cm3 of the monobasic acid, HX was the pipetted into a clean conical flask. By using a clean dropper, two drops of phenolphthalein were added into the conical flask containing the monobasic acid, HX as an indicator.
• The burette was filled with the prepared sodium hydroxide solution and the initial reading was recorded.
• The apparatus was set up as shown in the diagram. The burette was clamped to a retort stand.
• The sodium hydroxide solution was then added into the conical flask containing monobasic acid, HX, from the burette, until a hint of a very fade pink starts to appear. Then, the sodium hydroxide solution was added drop by drop until the solution in the conical flask changed from colourless to light pink. Make sure to swirl the conical flask during this particular step to make sure the solution is evenly mixed.
• Final burette reading was recorded.
• Step 1 to 7 in part B was repeated twice to obtain a total of sets of data.
• The data was recorded and tabulated. Calculation was made to determine the average titre value and the exact concentration of monobasic acid, HX solution was provided.

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