Here's the suggested answer for full [ 3 ] marks :

E1 : Multicellular organisms have many cells but unicellular organisms have one cell only
E2 : Multicellular organisms need specialised cells to perform different functions but unicellular organisms can perform different functions with its single cell
E3 : Cells of multicellular organisms are very far from environment and it's hard for diffusion but cells of unicellular organisms are near to environment to enable faster/easier diffusion

In a way , Terengganu's panel of question setters were quite stringent when they came out with the mark scheme . Normally , for Biology questions with the word 'explain' in it , there should be F , the main fact , and then E , explanations of the fact .

Back then , I used to write everything I knew ( in form four ) . After doing many trial papers , I have acquired the ability to structure my answers better ( still needs improvement ) according to sequence or facts . For example , if a question says ' Explain the effects of respiratory inhibitor like herbicide on Amoeba sp. ' , I sort my answers according to the sequence below :

1 . Respiratory inhibitor inhibits cellular respiration / Mitochondria cannot function
2 . Energy / ATP cannot be generated / produced
3 . Active transport cannot be carried out
4 . Contractile vacuole cannot contract to remove excess water
5 . Amoeba sp. dies / bursts / haemolyses

If the question awards 2 marks , any 2 would do . I would definitely write more than required for safety .

This comes from practice . I'd like to reiterate that I still need more practices as I've encountered many questions that tripped me off , for example , explain the process shown by Planarian sp. [ with a diagram of it dividing , 3 marks ] .

SPM Biology P2 is not a bed of roses . It requires high order thinking skills ( normally the last section of a question ) , where we need to apply what we've studied to come up with explanations . That's why I enjoy SPM Biology , it's not a swallow here puke there subject , it requires us to think . More examples of high order thinking skills questions :

Golgi apparatus is found abundantly in the cells of a root cap . Explain what happens to the root cap if Golgi apparatus fails to function . [2m] T'gannu 2012

Answer :

1 . Less slimy lubricant is produced
2 . Movement of root in between soil becomes more difficult

To highlight the plight I faced when answering this questions , here's my actual answer when I first encountered the question :

1 . Less mucus is produced because less extracellular enzyme is produced
2 . Root cannot penetrate deep into soil to absorb water

See ? I think everyone of us has difficulty coming up with perfect answers . If a student simply memorises the functions of organelles without knowing that mucus is an example of a protein , they wouldn't be able to answer this question . I'll try to highlight a few more , actual answers , and my answers :

If afferent neurone in spinal cord breaks down , what would happen ? [3 marks ] T'gannu 2012

Answer :

1 . Impulse cannot be transmitted from receptors to CNS / Brain and spinal cord
2 . Brain cannot detect / interpret / integrate the impulse / information
3 . Stimulus cannot be detected

My answer :

1 . Impulse cannot travel to the brain and spinal cord to be interpreted
2 . No impulse is sent to the effector
3 . No response is carried out

One example from SPM 2010 :

Silk is an example of protein . A silk garment crumples when it is washed with hot water at a temperature of 65 deg C . Explain this statement [3m] :

Answer :

1 . Silk is a protein fibre
2 . High temperatures will reduce the strength of the hydrogen bonds and disrupt the structure
3 . Denaturation of proteins occur

My answer :

1 . Proteins denature at high temperatures
2 . Three dimensional shape of protein molecule is altered

( my answer would only gain 1 mark . personally , I'd never have thought of hydrogen bonds , and wouldn't think that by mentioning the fact that silk is a protein fibre , 1 mark would be awarded as it's in the question !  )

In your answer , mentioning Amoeba sp. and humans is unnecessary . You've also rephrased your answer when you said that Amoeba sp. has higher TSA/V ratio , and humans have low TSA/V ratio . By mentioning higher , it's understood that the latter has a lower TSA/V ratio . Mentioning oxygen and carbon dioxide is also unnecessary .

When answering questions in all three sciences , I never care about grammar . In fact , if I can give a shorter answer with incorrect grammar , I'll gladly commit to it . For example , a student who wants to write in perfect grammar would answer like this :

The presence of respiratory inhibitor would inhibit cellular respiration , thus energy in the form of ATP will not be generated . This causes active transport to stop which causes the contractile vacuole of Amoeba sp. to stop functioning . Thus , Amoeba sp. dies due to excess water . [ I used to answer like this , in my first ever Biology exam when I was in form four .  ]

How I'd answer now , and in SPM :

Respiratory inhibitor inhibits cellular respiration . Energy cannot be produced . Active transport stops . Contractive vacuole cannot contract . Amoeba sp. dies .

Simple , saves time , saves space , win-win situation as examiners would prefer shorter answers . They look at the key points only to award marks . No point coming up with coherent sentences to sound fancy .

But when in doubt , always , always write everything you know . A+ students do this . In fact , if you look at Kupasan Mutu Jawapan SPM published by LPM , Excellent candidates never give 'ngam-ngam' answers . They always give more than required . In many cases , doing this would save you from scoring zero marks in Section A . I've even asked seniors and they consistently gave the same advice : In Biology , ALWAYS WRITE MORE !

To become more familiar with questions like this , practising trial papers / past years is absolutely vital . There are many students who didn't read reference books and relied solely on trial / past years' mark schemes and scored A+ in SPM . Why ? Answers are usually succinct ( when you ignore atrocious grammar ) , you're able to remember keywords and points . Reference books have paragraphs and paragraphs of incessant rambling sometimes .

I think that would be it for now .

A quick share : When asked to compare in Physics P2 , I always write like this :

Frequency of wave in  Diagram 1.1 > 2.1
Pressure at X > Y

I never write long sentences in Physics . If there's room for explanations using diagrams or equations , I'd gladly choose that . That's why I  love Physics . You can answer using diagrams and symbols , provided that you label them .

For definition questions , there are 2 ways .

1 . Write complete sentence --- Impulse is the product of force and time
2 . Equation --- I = Ft , where I = Impulse , F = Force , t = time

That's about it for now . I'm actually taking the time off from studying to share everything with all of you . I see no point in keeping them to myself ; we're all facing the same battle , one way or another . I hope some of you would do the same too , if you have stuff to share . I actually am planning to take photos of my BM Module KOMSAS questions and share them here tomorrow or the day after . And the IMBAKUP technique I mentioned , I'll try snapping photos of the papers and share them here also .