A beaker of pond water containing few specimens of Euglena was placed in a dark room for two weeks. At the end of this period, the specimens of Euglena were still alive because they were
A.able to carry out holozoic nutrition.
B.able to carry out photosynthesis using carbon dioxide in the pond water.
C.better adapted to life in darkness than to life in light.
D.not overcrowded.
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Answer: A (able to carry out holozoic nutrition.)
Explanation
Without light Euglena cannot photosynthesise, but it can switch to feeding on organic matter (heterotrophic nutrition), so it survives in the dark.
Use the diagram (a thistle funnel containing sugar solution, with a membrane tied over the funnel, standing in distilled water) to answer this question. After an hour, the level of water in the thistle funnel will
A.rise.
B.fall.
C.remain the same.
D.double.
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Answer: A (rise.)
Explanation
Water moves by osmosis from the distilled water into the more concentrated sugar solution, so the level in the funnel rises.
Use the diagram (a thistle funnel containing sugar solution, with a membrane tied over the funnel, standing in distilled water) to answer this question. The experiment above is used to demonstrate the process of
A.transpiration.
B.water culture.
C.diffusion.
D.osmosis.
Show the answer and explanation
Answer: D (osmosis.)
Explanation
Water passing through a selectively permeable membrane from a dilute to a concentrated solution is osmosis.
Use the diagram (a thistle funnel containing sugar solution, with a membrane tied over the funnel, standing in distilled water) to answer this question. In plant cells the role of the membrane is played by the
A.nucleolus.
B.cell wall.
C.cytoplasm.
D.mitochondrion.
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Answer: C (cytoplasm.)
Explanation
The membrane in the funnel is selectively permeable. In a plant cell the cell wall lets everything through; it is the lining of cytoplasm (with the cell membrane and tonoplast) that acts as the selectively permeable membrane.
The graph in Fig. 1 shows the results of a laboratory investigation which measured the body temperatures of a lizard and a bird under changing artificial conditions. Which of the statements below is valid?
A.The bird's blood was always warmer than that of the lizard
B.The body temperature of the bird varied less than that of the lizard during changes in environmental temperature
C.The body temperature of the bird remained constant despite changes in environmental temperature
D.The body temperature of the lizard was always close to that of the environmental temperature
Show the answer and explanation
Answer: B (The body temperature of the bird varied less than that of the lizard during changes in environmental temperature)
Explanation
On the graph the lizard's temperature climbs steeply from about 60°F to above 110°F, while the bird's line rises only a few degrees. So the bird's temperature varied less, but it did not stay exactly constant, and the lizard was warmer than the bird at high temperatures.
The graph in Fig. 1 shows the results of a laboratory investigation which measured the body temperatures of a lizard and a bird under changing artificial conditions. What physiological term can be used to describe the regulation of the body temperature of the lizard?
A.Homeostasis
B.Homoithermy
C.Poikilothermy
D.Osmoregulation
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Answer: C (Poikilothermy)
Explanation
The lizard's body temperature changes with its surroundings; animals like this are poikilothermic (cold-blooded).
The allele responsible for sickle-cell anaemia first appeared in the tropical and subtropical regions of Asia, the Middle East and Africa. It entered the United States of America when individuals were forcibly brought over from Africa. In micro-evolutionary terms this is an example of
A.mutation.
B.gene flow.
C.genetic drift.
D.natural selection.
Show the answer and explanation
Answer: B (gene flow.)
Explanation
Gene flow is the movement of alleles from one population to another when individuals migrate, as happened here.
A man who is heterozygous for the disease haemophilia marries a woman who is double recessive for haemophilia. What percentage of their offspring would have the disease?
A.0%
B.25%
C.50%
D.75%
Show the answer and explanation
Answer: C (50%)
Explanation
Crossing Hh × hh gives Hh and hh in equal numbers, so half (50%) of the offspring are hh and show the disease.
A dairy farmer allowed only his best milk producing cows to mate. In succeeding generations of cows, milk production increased. This outcome is an example of
A.artificial selection.
B.natural selection.
C.competition.
D.cross fertilization.
Show the answer and explanation
Answer: A (artificial selection.)
Explanation
When humans choose which animals breed to get a desired trait, it is artificial selection.
Cytokinesis of mitosis is a process that ensures that
A.each daughter cells gets the necessary organelles.
B.there is distribution of a complete set of genes into each daughter cell.
C.daughter cells inherit new genetic combinations.
D.worn out organelles are excluded from daughter cells.
Show the answer and explanation
Answer: A (each daughter cells gets the necessary organelles.)
Explanation
Mitosis has two parts: the nucleus divides first, giving each cell a full set of chromosomes, then cytokinesis divides the cytoplasm so each daughter cell gets its share of organelles.
Evidence for evolution include the following except
A.fossil records.
B.comparative anatomy.
C.mutation of genes.
D.geographical distribution of organisms.
Show the answer and explanation
Answer: C (mutation of genes.)
Explanation
Fossils, comparative anatomy and geographical distribution are lines of evidence; mutation is a cause of variation, not evidence that evolution happened.
(a) What is a sense organ? (b) List four sense organs found in mammals. (c) Describe the processes that will cause a person who has been spinning to feel dizzy. (d) State two functions each of the following structures: (i) Cerebellum; (ii) Cerebrum; (iii) Medulla Oblongata.
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Model answer
(a) An organ made of specialised receptor cells that detect a particular stimulus and send impulses to the nervous system. (b) Any four: eye, ear, nose, tongue, skin. (c) Spinning sets the fluid (endolymph) in the semicircular canals moving; when the person stops, the fluid keeps moving; it bends the sensory hairs in the ampullae; impulses go along the auditory nerve to the cerebellum/brain; the brain reads this as the body still turning while the eyes say it is still; the conflicting messages cause dizziness. (d)(i) Cerebellum: keeps balance and posture; coordinates voluntary muscle movement. (ii) Cerebrum: controls voluntary actions; seat of memory, intelligence, reasoning and interpretation of senses. (iii) Medulla oblongata: controls involuntary actions such as heartbeat and breathing; controls reflexes such as coughing, sneezing and swallowing; regulates blood pressure by constricting/dilating vessels.
Explanation
For (c) link the moving inner-ear fluid to the brain's wrong reading of body position.
(a) Explain why an athlete in a race would be given a glucose drink rather than a piece of bread. (b) Outline the test for starch in a given food substance. (c) State five reasons why water is important in human diet.
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Model answer
(a) Glucose is a simple sugar that needs no digestion; it is absorbed quickly into the blood and oxidised in respiration, giving energy almost at once. Bread contains starch, a complex carbohydrate that must first be digested (mouth to small intestine) before it can be absorbed, so its energy is released slowly. (b) Crush the food and add a little water to make a suspension (or use a piece of the food); place some on a white tile or in a test tube; add a few drops of iodine solution; a blue-black colour shows starch is present (it stays brown if absent). (c) Any five: main part of protoplasm, blood and tissue fluid; solvent for chemical reactions; transports digested food, hormones and gases; carries away excretory wastes (urine, sweat); helps regulate body temperature (sweating); lubricates joints (synovial fluid) and moistens food for swallowing; aids movement of food through the gut and prevents constipation; protects organs (e.g. cerebrospinal and amniotic fluid).
Explanation
In (a) contrast 'no digestion needed' with 'must be digested first'.
(a) What is meant by the term Food chain? (b) Draw a food chain involving four trophic levels which can be found in a terrestrial habitat. (c) Explain (i) the flow of energy through the food chain drawn in 3(b) above; (ii) how energy in the chain is lost to the environment.
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Model answer
(a) A linear feeding relationship in which energy passes from a producer through a series of organisms, each feeding on the one before it. (b) e.g. Grass (producer) → Grasshopper (primary consumer) → Lizard (secondary consumer) → Hawk (tertiary consumer), with arrows pointing towards the eater. (c)(i) Sun's light energy is trapped by chlorophyll in grass and stored as chemical energy in food (photosynthesis); the grasshopper gets it by eating grass; the lizard by eating the grasshopper; the hawk by eating the lizard; flow is one-way (non-cyclic), and decomposers finally obtain energy from dead remains. (ii) At each level energy is lost as heat in respiration; in movement and other activities; in undigested food (faeces) and excretory products; parts of the organism are not eaten (bones, roots); so only about 10% passes on to the next level.
Explanation
Remember: energy flows one way and decreases at each trophic level.
(a) What is variation? (b) State five advantages of variation within a species. (c) In a tabular form, outline four differences between continuous and discontinuous variations. (d) Explain the following terms: (i) Sex-linked characters; (ii) Co-dominance; (iii) Hybrid vigour.
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Model answer
(a) The differences in features (structure, function, behaviour) between members of the same species, which may be inherited or caused by the environment. (b) Any five: produces new varieties; allows natural selection (survival of the best-adapted); some individuals resist diseases; population can adapt to environmental change; reduces competition by using different resources; allows breeders to select desired traits; helps identification (fingerprints, blood groups). (c) Table — Continuous: shows a range of intermediate forms / Discontinuous: clear-cut groups with no intermediates; Continuous: controlled by many genes (polygenic) / Discontinuous: one or few genes; Continuous: strongly affected by environment / Discontinuous: little or not affected; Continuous: gives a normal distribution curve / Discontinuous: bar chart of distinct classes; Continuous: e.g. height, weight / Discontinuous: e.g. blood group, tongue rolling. (Answer must be in a table.) (d)(i) Characters whose genes are carried on the sex chromosomes (usually the X), e.g. haemophilia, colour blindness, so they show different patterns in males and females. (ii) Both alleles in a heterozygote are fully expressed, neither dominant, e.g. AB blood group or roan coat in cattle. (iii) The increased vigour, yield or disease resistance of offspring from crossing two genetically different (unrelated) parents.
(For candidates in Nigeria only) (a) With the aid of annotated diagrams only, outline the water cycle. (b) Describe an experiment to show that water is conducted in the xylem tissue of flowering plants.
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Model answer
(a) Labelled/annotated diagram showing: evaporation from seas, rivers and lakes; transpiration from plants; evaporation from soil; respiration, sweating and excretion by animals; water vapour rising and condensing into clouds; precipitation (rain) falling; run-off into streams and water bodies; infiltration into underground water; absorption by plant roots; drinking by animals; decay returning water. (b) Cut a young herbaceous shoot (e.g. balsam) under water; wash the roots/stem; stand it in a beaker of dilute dye (eosin or red ink) in sunlight for a few hours; remove, wash, and cut thin transverse sections of the stem; view under a microscope: only the xylem is stained red, showing water travels up in the xylem.
Explanation
For (a) the marks are in the arrows and labels on the diagram, not in written paragraphs.
(For candidates in Nigeria only) (a) What is growth? (b) State two differences each between: (i) growth in plants and animals; (ii) metamorphosis in housefly and toad. (c) Name two hormones each involved in: (i) plant growth; (ii) animal growth. (d) State the effects of the hormones named in 8(c) above. (e) Name the type of germination which takes place in: (i) monocotyledonous plants; (ii) dicotyledonous plants. (f) In a tabular form state four differences between the forms of germination named in 8(e) above.
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Model answer
(a) A permanent (irreversible) increase in size or dry mass of an organism due to the addition of new protoplasm. (b)(i) Plants: growth restricted to meristems (tips) / animals: growth occurs all over the body; plants grow throughout life / animals stop growing at maturity; plants have an indefinite number of parts / animals a definite number. (ii) Housefly: complete metamorphosis with a pupa (egg-larva-pupa-adult) / toad: no pupa (egg-tadpole-adult); housefly develops on land / toad's young develop in water; housefly is quicker. (c)(i) Any two: auxin (IAA), gibberellin, cytokinin. (ii) Any two: growth hormone (somatotrophin), thyroxine, testosterone/oestrogen. (d) Auxin: cell elongation, tropisms, root formation; gibberellin: stem elongation, breaks seed dormancy, larger fruits; cytokinin: cell division, growth of lateral buds. Growth hormone: growth of bones and muscles (too little causes dwarfism, too much gigantism); thyroxine: controls metabolic rate, growth and development (lack causes cretinism); sex hormones: development of secondary sexual features. (e)(i) Hypogeal germination. (ii) Epigeal germination (most dicots, e.g. bean). (f) Table — Hypogeal: cotyledons stay below ground / Epigeal: cotyledons are carried above ground; Hypogeal: epicotyl elongates / Epigeal: hypocotyl elongates; Hypogeal: cotyledons do not become green or photosynthesise / Epigeal: cotyledons turn green and photosynthesise; Hypogeal: plumule emerges first, protected by coleoptile (maize) / Epigeal: hypocotyl hooks out of the soil first; e.g. maize / e.g. bean.
Explanation
Note some dicots (e.g. pea) germinate hypogeally; give the common case for each group.