WAEC SSCE - Biology - 2015 (Practical)

Question 1 Report

Study specimens T, V and W carefully and use them to answer questions 4(a) to 4(d)

(a) Classify Specimen T,V and W according to the following criteria: (i) Agricultural classification: (ii) Life cycle.

(b) State two ways in which specimen W is important to human nutrition.

(c) With a scalpel or knife, make a cross Section of specimen T.

(ii) What type of placentation is observed in the cut section of specimen T? Name one example of a fruit with similar placentation as observed in the cut section of specimen T.

Make a drawing 10 cm - 12 cm long of the transverse section and label fully.

(d) Make a transverse section of Specimen V and state: (i) Three Observable differences;

(ii) Three observable similarities; between the transverse section of specimen T and V.

Study specimen Xi and Xii and use them to answer question 4 (e) (i) to 4 (e) (ii)

(e) Carefully remove the bark of specimen Xi to expose the naked part.

(i) State two observable differences between Specimen Xi and Xii.

(ii) If Xi and Xii are planted, what difference will be noticed after a month? State one reason for the answer in 4 (e)(ii)

Answer

4(a) Classification of specimens

Criterion	Specimen T	Specimen V	Specimen W
Agricultural classification	Fruit crop	Vegetable crop	Root-tuber crop
Life cycle	Perennial	Annual	Biennial

4(b) Importance of specimen W to human nutrition

It is a source of starch/carbohydrate and therefore supplies energy.
It provides dietary fibre and vitamins which promote healthy digestion and general body health.

4(c) Transverse section of specimen T

The placentation is axile placentation. A fruit with similar placentation is tomato, pepper or garden egg.

Labelled drawing of the transverse section of orange/citrus fruit:

Labelled transverse section of a citrus fruit showing axile placentation.

4(d) Comparison of transverse sections of T and V

(i) Observable differences

Specimen T, orange/citrus	Specimen V, tomato
Has few or no seeds; seeds, where present, are relatively larger.	Has many relatively smaller seeds.
Epicarp and mesocarp form a thick, firm or leathery rind.	Epicarp and mesocarp are soft and juicy.
Endocarp consists of distinct juicy segments containing succulent hairs.	Endocarp is a uniform juicy pulp.

(ii) Observable similarities

Both contain seeds.
Both have fused epicarp and mesocarp.
Both have succulent endocarp/pulp.
Both show axile placentation.

4(e)

(i) Observable differences between X_i and X_ii

X_i	X_ii
Node is absent.	Node is present.
Scale leaf/bark is absent, exposing whitish wood.	Scale leaf/bark is present and the stem is brown or green.
No axillary bud is present.	An axillary bud is present.

(ii) Result after planting

X_ii will germinate and produce a shoot, whereas X_i will not germinate and may decay. This is because X_ii possesses an axillary bud which develops into a new shoot, while the bud was removed from X_i.

Read lesson note on Reproduction (JAMB)

Read lesson note on Biology And Agriculture (WAEC)

Answer Details

4(a) Classification of specimens

Criterion	Specimen T	Specimen V	Specimen W
Agricultural classification	Fruit crop	Vegetable crop	Root-tuber crop
Life cycle	Perennial	Annual	Biennial

4(b) Importance of specimen W to human nutrition

It is a source of starch/carbohydrate and therefore supplies energy.
It provides dietary fibre and vitamins which promote healthy digestion and general body health.

4(c) Transverse section of specimen T

The placentation is axile placentation. A fruit with similar placentation is tomato, pepper or garden egg.

Labelled drawing of the transverse section of orange/citrus fruit:

4(d) Comparison of transverse sections of T and V

(i) Observable differences

Specimen T, orange/citrus	Specimen V, tomato
Has few or no seeds; seeds, where present, are relatively larger.	Has many relatively smaller seeds.
Epicarp and mesocarp form a thick, firm or leathery rind.	Epicarp and mesocarp are soft and juicy.
Endocarp consists of distinct juicy segments containing succulent hairs.	Endocarp is a uniform juicy pulp.

(ii) Observable similarities

Both contain seeds.
Both have fused epicarp and mesocarp.
Both have succulent endocarp/pulp.
Both show axile placentation.

4(e)

(i) Observable differences between X_i and X_ii

X_i	X_ii
Node is absent.	Node is present.
Scale leaf/bark is absent, exposing whitish wood.	Scale leaf/bark is present and the stem is brown or green.
No axillary bud is present.	An axillary bud is present.

(ii) Result after planting

X_ii will germinate and produce a shoot, whereas X_i will not germinate and may decay. This is because X_ii possesses an axillary bud which develops into a new shoot, while the bud was removed from X_i.

Read lesson note on Reproduction (JAMB)

Read lesson note on Biology And Agriculture (WAEC)

Reproduction

Biology And Agriculture

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Question 2 Report

Study Specimen G and H carefully them to answer question 2 (a) to 2(c).

(a) (i) Name the phylum of specimens G and H.

(ii) State two reasons for the answer given in 2 (a)(i).

(b) Name the structures on specimen G and H that are used for defense.

(c)(i) State two habitat of each of specimen G and H. (i) State two ways in which each of specimen G and H are of economic importance.

Study specimen M, N and P carefully and use them to answer question 2 (d) and 2 (e).

(d) (i) Name the class of organisms to which each of the specimen M, N and P are associated. (ii) State one function common to the specimen named in 2 (d)(i).

(iii) In a tabular form, State four observable difference between specimen M and P.

(e) Explain three features of biological importance in Specimen M.

Answer

(a)(i) Phylum of specimens G and H: Arthropoda.

(a)(ii) Two reasons: presence of jointed legs (appendages) and a chitinous exoskeleton; the body is also segmented and bilaterally symmetrical.

(b) Structures used for defence:

G (honey bee): the sting (modified ovipositor).
H (termite): the strong, biting mandibles (jaws).

(c)(i) Two habitats of each

G (honey bee): the hive and flowering plants/gardens.
H (termite): the termitarium (anthill/mound) and soil, old logs or timber of wooden buildings.

(c)(ii) Two ways each is of economic importance

G (honey bee): it pollinates flowers and produces honey and wax; bee-keeping is also a source of income.
H (termite): it aids soil aeration and water penetration by tunnelling, but it also destroys wood, furniture, books and crops.

(d)(i) Class of each specimen

Specimen	Class
M (quill feather)	Aves
N (fish scale)	Osteichthyes
P (mammalian skin with hair)	Mammalia

(d)(ii) One function common to specimens M, N and P: they all form a body covering that protects the organism against mechanical injury and desiccation.

(d)(iii) Four observable differences between M and P

Specimen M (quill feather)	Specimen P (mammalian skin with hair)
Possesses a shaft (rachis) and quill (calamus)	No shaft or quill
Possesses barbs forming a vane	No barbs; bears hair/fur
Hard in texture when touched	Soft in texture when touched
Covering restricted to certain parts of the feather	Hair/fur covers the whole surface of the specimen

(e) Three features of biological importance in specimen M (feather)

The broad, flat vane provides a large air-tight surface for flapping and lift during flight.
The centrally placed rachis (shaft) provides a firm point of attachment for the barbs and strengthens the feather.
The overlapping arrangement of feathers over the body keeps the bird warm (insulation), is waterproof and gives a smooth, low-resistance surface for flight.

Read lesson note on Adaptation For Survival (WAEC)

Read lesson note on Classification (WAEC)

Answer Details

(a)(i) Phylum of specimens G and H: Arthropoda.

(a)(ii) Two reasons: presence of jointed legs (appendages) and a chitinous exoskeleton; the body is also segmented and bilaterally symmetrical.

(b) Structures used for defence:

G (honey bee): the sting (modified ovipositor).
H (termite): the strong, biting mandibles (jaws).

(c)(i) Two habitats of each

G (honey bee): the hive and flowering plants/gardens.
H (termite): the termitarium (anthill/mound) and soil, old logs or timber of wooden buildings.

(c)(ii) Two ways each is of economic importance

G (honey bee): it pollinates flowers and produces honey and wax; bee-keeping is also a source of income.
H (termite): it aids soil aeration and water penetration by tunnelling, but it also destroys wood, furniture, books and crops.

(d)(i) Class of each specimen

Specimen	Class
M (quill feather)	Aves
N (fish scale)	Osteichthyes
P (mammalian skin with hair)	Mammalia

(d)(ii) One function common to specimens M, N and P: they all form a body covering that protects the organism against mechanical injury and desiccation.

(d)(iii) Four observable differences between M and P

Specimen M (quill feather)	Specimen P (mammalian skin with hair)
Possesses a shaft (rachis) and quill (calamus)	No shaft or quill
Possesses barbs forming a vane	No barbs; bears hair/fur
Hard in texture when touched	Soft in texture when touched
Covering restricted to certain parts of the feather	Hair/fur covers the whole surface of the specimen

(e) Three features of biological importance in specimen M (feather)

The broad, flat vane provides a large air-tight surface for flapping and lift during flight.
The centrally placed rachis (shaft) provides a firm point of attachment for the barbs and strengthens the feather.
The overlapping arrangement of feathers over the body keeps the bird warm (insulation), is waterproof and gives a smooth, low-resistance surface for flight.

Read lesson note on Adaptation For Survival (WAEC)

Read lesson note on Classification (WAEC)

Adaptation For Survival

Classification

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Question 3 Report

Observe Specimen Q, under a microscope and specimen R, carefully. Use them to answer questions 3(a) to 3(e).

(a)(i) State the phylum to which each of specimen Q and R belong. (ii) State one reason each for the answers stated in 3(a)(i).

(iii) What is the symmetry of specimen Q and R?

(b)(i) State two observable features each of specimen Q and R. (ii) State one function each of the features mentioned in 3(b)(i).

(c)(i) Name the sex of specimen R. (ii) Give one reason for the answer given in 3(c)(i).

(d) In tabular form, state four observable differences between specimen Q and R.

(e) Make a drawing 10 cm-12 cm long of the lateral view of specimen R and label fully.

Answer

Answer Details

Model Answer

(a)(i) Specimens Q and R belong to Phylum Arthropoda.

(a)(ii) Each specimen has a hard chitinous exoskeleton and jointed appendages.

(a)(iii) Both specimens possess bilateral symmetry.

(b)(i) Observable features and their functions

Specimen	Observable feature	Function
Q, cockroach	Long, segmented antennae	They detect touch, odours and vibrations in the surroundings.
Q, cockroach	Flattened body with a hard exoskeleton	The exoskeleton protects the body and reduces water loss.
R, grasshopper	Large, muscular hind legs	They are used for jumping and escape from danger.
R, grasshopper	Two pairs of wings	They aid movement by flight.

(c)(i) Specimen R is female.

(c)(ii) It has a distinct ovipositor at the posterior end of the abdomen for laying eggs.

(d) Observable differences between specimens Q and R

Feature	Specimen Q, cockroach	Specimen R, grasshopper
Body shape	Body is dorsoventrally flattened.	Body is elongated and laterally compressed.
Hind legs	Hind legs are not greatly enlarged.	Hind legs are long, enlarged and adapted for jumping.
Wings	Forewings are leathery and lie flat over the abdomen.	Forewings are narrow tegmina; the broad hind wings are folded fanwise.
Antennae	Antennae are very long and thread-like.	Antennae are relatively short and stout.

(e) Lateral view of specimen R

Title: Lateral view of a female grasshopper, specimen R.

Drawn to a length of 10–12 cm and fully labelled:

Lateral view of a female grasshopper, with major external features labelled.

Read lesson note on Tissues And Supporting Systems: (WAEC)

Tissues And Supporting Systems:

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Question 4 Report

Study Specimens A and B carefully and use them to answer question 1 (a) to 1 (e).

(a) Classify Specimen p no its division and class.

(b) (i) State the types of leaf arrangements in specimens A and B.

(ii) Name the leaf shape of specimens A and B.

(c)(i) State the type of leaf margin in specimen A. (ii) State the types of venation found in the leaves of specimens A and B.

(d)(i) List three observable similarities found in specimen A and E. (ii) In a tabular form, state four observable differences between specimens A and B.

(e) Make a drawing 8-10 cm long of the leaf of specimen A and label fully.

Answer

Answer Details

(a) Classification of specimen A

Division: Angiospermophyta (Angiospermatophyta or Magnoliophyta)
Class: Dicotyledoneae (Magnoliopsida)

(b)(i) Leaf arrangement

Specimen A: alternate or spiral.
Specimen B: opposite or decussate.

(b)(ii) Leaf shape

Specimen A: lanceolate or sword-like.
Specimen B: ovate or oval.

(c)(i) The margin of specimen A is entire (smooth).

(c)(ii) Venation

Specimen A: netted or reticulate venation.
Specimen B: netted or reticulate venation.

(d)(i) Observable similarities between specimens A and B

Both are simple leaves.
Both have a petiole (leaf stalk).
Both are green in colour.
Both have reticulate venation.
Both have an entire margin.
Both have a prominent midrib and a pointed apex.

(d)(ii) Observable differences between specimens A and B

Feature	Specimen A (mango)	Specimen B (Ixora)
Petiole	Long	Short
Apex	Long, drawn-out or acuminate	Short or acute
Lamina	Narrow	Broad
Leaf arrangement	Alternate or spiral	Opposite or decussate

(e) Labelled drawing of specimen A: mango leaf, 8 to 10 cm long

A fully labelled 9 cm drawing of a mango leaf (specimen A).

Read lesson note on Tissues And Supporting Systems: (WAEC)

Read lesson note on Morphology Of Monocotyledonous And Dicotyledonous Plants (WAEC)

Tissues And Supporting Systems:

Morphology Of Monocotyledonous And Dicotyledonous Plants

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WAEC SSCE - Biology - 2015 (Practical)

4(a) Classification of specimens

4(b) Importance of specimen W to human nutrition

4(c) Transverse section of specimen T

4(d) Comparison of transverse sections of T and V

(i) Observable differences

(ii) Observable similarities

4(e)

(i) Observable differences between Xi and Xii

(ii) Result after planting

4(a) Classification of specimens

4(b) Importance of specimen W to human nutrition

4(c) Transverse section of specimen T

4(d) Comparison of transverse sections of T and V

(i) Observable differences

(ii) Observable similarities

4(e)

(i) Observable differences between Xi and Xii

(ii) Result after planting

Model Answer

(b)(i) Observable features and their functions

(d) Observable differences between specimens Q and R

(e) Lateral view of specimen R

Model Answer

(b)(i) Observable features and their functions

(d) Observable differences between specimens Q and R

(e) Lateral view of specimen R

(i) Observable differences between X_i and X_ii

(i) Observable differences between X_i and X_ii