TEST OF PRACTICAL KNOWLEDGE QUESTION
1 (a) (i) identify specimens A and B without reasons (ii) Give four differences between specimens A and B.
Using a sharp knife, scalpel or blade, cut specimen B into two equal halves to expose the internal structures.
b. (i) Make a labeled drawing of 8 cm to 10cm long to show the observable internal structures of specimen B.
(ii) State the dispersal mechanism of specimen B.
(C)(i) Identify C, D and E without reasons. (ii) State two features, each of specimen C, D and E which adapt to their habitats.
2. The height (cm) of 20 students in a class are as follows:.155, 157, 151 169, 162, 151, 149, 165, 169,176.169, 179,173, 179, 173, 169, 157, 155, 165, 157, 197 and 162.
Use them to answer the following questions:
(a) Make a frequency distribution table of class interval of five of the different heights (b) what is the modal height? (ii) median height? (ii) mean height?
(c) (i) Construct a histogram showing the variation of height, amongst the students with the heights on the horizontal number of students on the vertical axis.
(ii) How many students fall into each or the height axis and number of students on the vertical axis.
(iii) How many students have height between 155 and 179?
(iv) Find the difference in height between shortest and the tallest students.
(d) (i)What type of variation is height? (ii) Mention three other examples of the type of variation in (d) (i) above.
3.(a) identify specimen F, G, H, I, J, and K without reasons. (b)(i) State one observable feature by which each of specimens F,G and H obtain their food.
(ii) State three observable features which contribute to the survival of specimen I.
(c)Mention two observable characteristics each, of specimens J and K. (ii) Name the two bones, each, which articulates with specimens J and K
(iii) Make a labeled drawing of 8cm to 10 cm long of specimens K.
This is a Test of Practical Knowledge question. Specimens A, B, C, D, E, F, G, H, I, J and K are physical objects that were provided in the examination hall and are not shown here, so their identities and observable features cannot be stated with certainty. Only the statistics sub-question (Q2) can be answered fully from the data given.
Q1 / Q3 (specimen work): Identification, differences, dispersal mechanisms, feeding features, habitat adaptations and articulating bones all depend on the actual specimens on the bench and cannot be reliably supplied without seeing them.
Q2 Statistics on the heights of 20 students
Taking the twenty valid readings and using a class interval of 5, a frequency distribution table is drawn:
| Class interval (cm) | Tally | Frequency |
|---|
| 149 - 153 | 151, 151, 149 | 3 |
| 154 - 158 | 155, 157, 157, 155, 157 | 5 |
| 159 - 163 | 162, 162 | 2 |
| 164 - 168 | 165, 165 | 2 |
| 169 - 173 | 169, 169, 169, 173, 173, 169 | 6 |
| 174 - 178 | 176 | 1 |
| 179 - 183 | 179, 179 | 2 |
Because the raw list in the question contains more than 20 figures with several repeats and unclear typing, the exact modal/median/mean values depend on which twenty readings are taken; candidates should read the values carefully from their own printed paper.
Method to be shown: the modal height is the class interval with the highest frequency (here 169 - 173). The median is the average of the 10th and 11th values when arranged in order. The mean is \(\bar{x} = \dfrac{\sum fx}{\sum f}\), using the mid-value of each class. A histogram is drawn with height (cm) on the horizontal axis and number of students on the vertical axis, bars touching. Height is an example of continuous variation; other examples are body weight, skin colour and intelligence.
This is a Test of Practical Knowledge question. Specimens A, B, C, D, E, F, G, H, I, J and K are physical objects that were provided in the examination hall and are not shown here, so their identities and observable features cannot be stated with certainty. Only the statistics sub-question (Q2) can be answered fully from the data given.
Q1 / Q3 (specimen work): Identification, differences, dispersal mechanisms, feeding features, habitat adaptations and articulating bones all depend on the actual specimens on the bench and cannot be reliably supplied without seeing them.
Q2 Statistics on the heights of 20 students
Taking the twenty valid readings and using a class interval of 5, a frequency distribution table is drawn:
| Class interval (cm) | Tally | Frequency |
|---|
| 149 - 153 | 151, 151, 149 | 3 |
| 154 - 158 | 155, 157, 157, 155, 157 | 5 |
| 159 - 163 | 162, 162 | 2 |
| 164 - 168 | 165, 165 | 2 |
| 169 - 173 | 169, 169, 169, 173, 173, 169 | 6 |
| 174 - 178 | 176 | 1 |
| 179 - 183 | 179, 179 | 2 |
Because the raw list in the question contains more than 20 figures with several repeats and unclear typing, the exact modal/median/mean values depend on which twenty readings are taken; candidates should read the values carefully from their own printed paper.
Method to be shown: the modal height is the class interval with the highest frequency (here 169 - 173). The median is the average of the 10th and 11th values when arranged in order. The mean is \(\bar{x} = \dfrac{\sum fx}{\sum f}\), using the mid-value of each class. A histogram is drawn with height (cm) on the horizontal axis and number of students on the vertical axis, bars touching. Height is an example of continuous variation; other examples are body weight, skin colour and intelligence.
