Maintenance of the Organism | Practice Tests | Biology | Form 2 | CBC

KASEMPA DAY SECONDAY SCHOOL

NATURAL SCIENCE

FORM: 2 TERM: 2 YEAR: 2026

TIME: 1 HOUR 30 MINUTES TOTAL MARKS: 50

NAME OF PUPIL: ...............................................................................................

SUBJECT: BIOLOGY

INSTRUCTIONS:

1. Answer ALL questions in the spaces provided.

2. Show all working for calculations.

3. Use correct units where applicable.

4. Marks for each question are shown in brackets.

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SECTION A 1. A class collected samples from the school farm. They found a goat with ticks attached, a loaf of bread with white mould, and a child feeding on cooked nshima made from maize. For each organism below, classify the type of nutrition and give one reason from the scenario. (a) Tick on the goat. [1] .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... (b) Bread mould on the loaf. [1] .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... (c) Human child eating nshima. [1] .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... (d) Explain one way saprophytic organisms benefit the environment. [1] .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... 2. Your teacher shows a detailed diagram of a transverse section through a green leaf to the class.

TRANSVERSE SECTION OF A LEAF

(a) Name the structures labelled A, B, C and D on the diagram above. [4] .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... (b) Describe two leaf features shown in the diagram that help the plant carry out more photosynthesis. Give one sentence for each feature. [2] .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... 3. A neighbour uses fertiliser and better spacing to improve maize yields. He says photosynthesis is the main reason for the bigger crop and also keeps the air fresh. (a) Explain two ways photosynthesis helps the environment. [2] .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... (b) State three economic benefits of photosynthesis to farmers or the community. [3] .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... 4. During a school visit to a garden the learners discussed what happens to glucose made in leaves. (a) Name three ways plants use the glucose made in photosynthesis. [3] .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... (b) Give two examples of plant organs where products of photosynthesis are stored. Give one example of a crop for each organ named. [2] .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... SECTION B 1. The science club sets up three potted maize plants to test the effect of carbon dioxide on photosynthesis. Plant 1 is left in normal air. Plant 2 has a small bottle of soda lime in a jar to absorb CO₂. Plant 3 is the control kept in normal air but placed in the dark. (a) Describe the key steps you would use to show that lack of carbon dioxide reduces photosynthesis in Plant 2. Include one control variable to keep the test fair. [3] .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... (b) State the expected result for Plant 2 and the conclusion you would draw. [2] .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... 2. A student examined a transverse section of a young dicot root under the microscope. The teacher gives the class a clear diagram showing four labelled points around the centre.

CROSS-SECTION OF A YOUNG DICOT ROOT

(a) Name the structures labelled A, B, C and D on the diagram above. [4] .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... (b) Describe two structural features of root hair cells that make them efficient at absorbing water. [3] .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... 3. In the school garden learners noticed that on hot sunny days the potted plants lost water faster. They measured wilting and leaf temperature. (a) Explain the process of transpiration in plants in three clear steps. [3] .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... (b) State two environmental factors that increase the rate of transpiration and give one practical way farmers can reduce water loss from crops. [2] .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... SECTION C 1. A farmer wants to multiply his banana plants without changing the variety. He asks the class for simple asexual methods he can use. (a) Describe two asexual propagation methods suitable for banana or a similar crop. Give brief steps for each method. [3] .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... (b) State two advantages and one disadvantage of vegetative propagation for farmers. [2] .......................................................................................................................................................................... .......................................................................................................................................................................... .......................................................................................................................................................................... 2. A biology teacher draws a clear diagram of a typical bisexual flower and marks four positions with letters A, B, C and D.

PARTS OF A TYPICAL FLOWER

test — Biology (Maintenance of the Organism)

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