Question 1

Failing to convert raw millimeter or centimeter measurements into standard micrometer units prior to performing magnification calculations.

Accepted Answer

Measure the image size in mm, multiply by 1000 to convert to micrometers ($\mu\text{m}$), and then divide by the actual size (using $I = A \times M$). Do not divide mismatched units.

Question 2

Stating that standard deviations overlap when there is a clear gap, or misinterpreting the significance of non-overlapping error bars.

Accepted Answer

Look closely at the error bars: if standard deviation ranges do not overlap, state clearly that the difference between the means is statistically significant and unlikely to be due to chance.

Question 3

Failing to convert area units correctly (e.g., converting $\text{cm}^2$ to $\text{m}^2$ in physiological calculations).

Accepted Answer

Remember that converting area units involves squaring the linear conversion factor. For example, $1\text{ cm}^2 = 100\text{ mm}^2$, and $1\text{ m}^2 = 10,000\text{ cm}^2$. Convert carefully before performing subsequent calculation steps.

Question 4

Failing to clearly state the rejection or acceptance of the null hypothesis after determining critical statistical values in Chi-Squared, Student's t, or Spearman's Rank tests.

Accepted Answer

Always compare your calculated value to the critical value at $p = 0.05$. If the calculated value is greater than the critical value, state explicitly: 'The calculated value is greater than the critical value, so we reject the null hypothesis as there is a significant difference/correlation.'

Question 5

Confusing the role of the smooth endoplasmic reticulum (SER) with rough endoplasmic reticulum (RER) in secretory protein synthesis pathways.

Accepted Answer

Always associate secretory protein synthesis and initial transport with the RER (due to the presence of ribosomes), whereas the SER is dedicated to lipid and steroid hormone synthesis.

Question 6

Inspections of pedigree charts often resulted in students missing sex-linkage proofs, confusing autosomes and sex chromosomes.

Accepted Answer

To prove a trait is recessive, show unaffected parents having an affected child. To prove it is not sex-linked (autosomal), show an affected father having an unaffected daughter (for dominant) or an affected mother having an unaffected son (for recessive).

Question 7

Providing absolute data values instead of comparative descriptors in questions focusing on concentrations and biological rate curves.

Accepted Answer

Always describe the trend and use comparative words like 'faster initial rate of respiration', 'reached the plateau sooner', or calculate the rate of change rather than just listing raw values.

Question 8

Losing precision marks by presenting chemical formulas incorrectly, such as writing $\text{Ca}^{2}$ instead of $\text{Ca}^{2+}$ or failing to name molecules like calcium pectate.

Accepted Answer

Ensure all ions have their correct oxidation states/charges (e.g., $\text{Ca}^{2+}$ or calcium ions), and refer to specific biological molecules (e.g., 'calcium pectate in the middle lamella') instead of general descriptions.

ฉบับ	เวลา	คะแนน	จำนวนข้อ	น้ำหนักคะแนน	ประเภทคำถาม
Advanced Biochemistry, Microbiology and Genetics (9BI0/01)	1ชม. 45นาที	90	9	35%	Multiple Choice, Short Answer, Extended Open Response / Discuss
Advanced Physiology, Evolution and Ecology (9BI0/02)	1ชม. 45นาที	90	9	35%	Multiple Choice, Short Answer, Extended Open Response / Discuss
General and Practical Principles in Biology (9BI0/03)	2ชม. 30นาที	120	11	30%	Practical Open Response, Graphical / Plotting, Extended Open Response / Discuss

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