O-Level Biology Practicals

2020
BIOLOGY PRACTICALS
Mwl. Mukhtar Y.A
This handbook is written for teachers to acquire the knowledge and

skills needed to lead students in hands-on science learning.
While all of the experiments in this handbook may be
performed as demonstrations, the intention is for many of the activities
to be performed by the students themselves, individually or in small
groups, under the supervision of the teacher.
Every student in Tanzania should perform practical exercises,
not just the few tested on national exams, but the wider range of
hands-on activities teachers should employ to build a deep
understanding in their students.
O-Level Biology Practicals,

Mwl. Mukhtar Y.A
For comments and suggestions;
Phone: +255756988016
+255679380244
E-mail: ahmedmukhtar318@gmail.com
BIOLOGY PRACTICALS
INSTRUCTIONS:
This paper consists of several questions.
Designed for O-Level Biology Practicals
For comments and suggestions;
Phone: +255756988016
+255679380244
E-mail: ahmedmukhtar318@gmail.com
Part A: FOOD TEST

Food test:
Is the test conducted to determine whether a specific food substance is present or absent in a given food sample solution.
The major foods tested are:-
- Starch
- Reducing sugar
- Non-reducing sugar.
- Protein.
- Lipids.
When carrying out food test the following things should be noted:-
- The reagent used for corresponding type of food substance.

- Procedure to be followed during testing of a given type of food substance.
- Practical report should be in past tense.
- The appropriate colour should be observed.
- The inference should be made.
- A student is advised to start with those procedures which do not need heating/boiling during testing such as
Starch, Protein and lipids, then followed by those which requires heating i.e. Reducing sugar and non-reducing
sugar.
- For each food tested and found present in the sample solution or specimen, students should be able to know and
explain the following:-
 The natural sources of the food.
 The regions of the alimentary canal where the food is digested and the enzymes involved.
 The end product of digestion and its functions in the body.
 The age group of people that need the food mostly and the reasons for that.
 Malnutrition deficiency (disorder or disease) of the food.
PRINCIPLES OF WRITING FOOD TEST REPORT

a) Should be stated in past tense.
3
b) Both reagents should be quantified, this means not to say “small amount” just use “2ml, 2cm , two drops” or “equal
amount”
c) Solution should be subjected.
d) Don’t command markers (Don’t use command words example use, take etc.)
FOOD NUTRIENTS
STARCH
 Natural sources of starch are as follows :-
- Cassava
- Maize
- Yams.
- Millet.
Mwl. Mukhtar Y.A O-Level Biology Practical 1

- Irish potato
- Sweet potato
- Wheat.
- Rice
 Properties of starch are as follows:-
 They do not sweet taste.

 They are insoluble in water.
 They are non-crystalline.
 They are macromolecules.
It reacts with iodine to form polyiodide complex which is blue-black in colour. This is taken as the basic for testing
starch.
Only a little amount of Iodine should be added to the food sample (specimen) to avoid overstaining or better still
wash-off the Iodine before observing.
 Uses of starch are as follow:-
i) It provides the body with energy (major source of energy.)

ii) It is the food reserve in plant. It is stored form of carbohydrate in plant
iii) Starch is the component of cell membrane.
iv) In plants used to make cellulose and other materials needed for growth.
DIGESTION OF STARCH
FOOD SUBSTANCE SITE IN ALIMENTARY ENZYMES SOURCE OF ENZYMES PRODUCTS
CANAL
Mouth Salivary amylase Salivary gland Maltose
Starch Duodenum Pancreatic amylase Pancreatic gland Maltose
Ileum Maltase Wall of ileum Glucose
Hypoglycemia and Ketosis; are diseases caused by lack or inadequate amount of carbohydrates in the body.
Carbohydrates are digested in the body inform of starch.
PROTEIN
 Natural sources of protein are:-
- Beans
- Meats
- Peanuts
- Eggs.
- Fish
- Chicken
- Milk.
 Properties of protein are:-

 They coagulate on heating. This means that small particles of protein clump together to form bigger particles
when a mixture of protein and water is heated.
Protein reacts with sodium hydroxide and copper sulphate to produce violet colour/ purple colour. This is called
biuret test.
Note the following during testing of protein:

 Sodium hydroxide is used to provide alkaline medium for the copper sulphate to react with nitrogen
atoms of amino acids.
 The purple colour formed during the test of protein is the result of a complex between four nitrogen
2+
atoms in the peptide bonds and the copper (II) ion (Cu ) of Copper sulphate solution.
 Uses of proteins are as follows:-
i) They used for growth and repair of worn out body tissues.
ii) They provide body protection and defense against disease.
iii) They can be used to provide energy when the body lacks carbohydrate and fats.
iv) They form the structural components to various materials such as nails, hair and muscle fibres.
v) They are required for the formation of enzymes, hormones, and haemoglobin.
vi) They play role in clotting of blood. This is because the fibrinogen which control blood clotting is protein in nature.
vii) They transport oxygen in the blood. This is because the hemoglobin which transports oxygen is protein in nature.
viii) They are used in making white blood cells and antibodies.
ix) Used in making hormones as well as enzymes.
x) Protein is major component of cell membranes.
A deficiency of proteins results to Kwashiorkor. It affects children, mostly after stopping to breast feed.
Effects of excess (amino acid) in human body
 It can cause growth depression (reduced growth) to human body

 Excess end products (amino acid) is harmful or toxic, excess amino acid are transported to the liver from
small intestinal, the liver detoxify into less toxic compounds that is urea and water
DIGESTION OF PROTEIN
FOOD SUBSTANCE SITE IN ALIMENTARY ENZYMES SOURCE OF ENZYMES PRODUCTS
CANAL
Stomach Pepsin Gastric gland Peptides
Protein Duodenum Trypsin Pancreatic gland peptides
Ileum peptidase Wall of ileum Amino acid
Deamination: Removal of amino group from amino acid.

Detoxification: Conversion of ammonia into urea.
LIPIDS
 Natural sources of lipids are:-
- Groundnuts
- Coconuts
- Sunflower
- Beef fats (animal fats)
- Milk.
- Avocados
- Olive oil
 The properties of lipids are:-

 They are soluble in organic solvents such as alcohol, chloroform and ether.
 When oil is shaken in water, the oil breaks down into droplets which disperse in water. After few minutes water
and oil separates into two layers.
 When water is added to a lipid that has dissolved in an organic solvent a white milky suspension is formed. This is
an emulsion.

 When fats rubbed against paper, the paper became translucent. When the paper is dipped in ether, translucent
disappears because the oil dissolves in ether.
 In mixtures of lipid and water, the lipid separates and moves to the top. When shaken with Sudan III solution, this
lipid absorbs the dye of Sudan III solution, turns red, and produces a "red ring" at the top of the test tube.
Stained lipids globules will float on the top of water because they are less dense than water. This is the basis for
testing lipids by using Sudan (III) solution.
 Uses of lipids are as follows:-
i) They are source of energy. They can be broken down during respiration process to release energy.
ii) Fat adipose tissues below the skin insulate the body against heat loss (act as insulator).
iii) Lipids act as a source of metabolic water when fats and oils are oxidized.
iv) Fats deposited around the major organs such as kidney, liver and heart protect those organs and they act as shock
absorbers.
v) Fats make food testier.
vi) They form major structural component of the cell membrane.
vii) They are medium for storing fat soluble vitamins like vitamins A, D, E and K
FOOD SUBSTANCE SITE IN ALIMENTARY CANAL ENZYMES SOURCE OF ENZYMES PRODUCTS

Lipids - Duodenum Lipase - Pancreatic gland Fatty acid and glycerol
- Small intestine( ileum ) - Intestinal juice
Excessive amount of lipids in the body can cause Obesity.

Lack of lipids in the body can cause the deficiency of vitamin: A, D, E, and K.
REDUCING SUGAR
 Natural sources of reducing sugar are:-
- Carrots
- Apples
- Onions
- Pineapple
- Banana
- Grapes
- Honey
- Pears
- Mangoes
 Properties of reducing sugar are:-
 They are soluble in water.

 They have sweet taste. They form sweet tasting solutions.
 They are crystalline. They can form crystals.
 They are small molecule.
 They are reducing sugar.
To get good results, about equal volumes of Benedict’s reagent and the test solution should be added. To avoid
unnecessary wastage only small amounts should be used.
 Uses of reducing sugar are as follow:-
i) It provides the body with energy. For example glucose is the most common respiratory which is oxidized during
respiration to release energy.
ii) Play role in synthesis of disaccharides. For example when two molecule of glucose are combined through
condensation reaction, maltose is formed.

iii) They are used is synthesis of polysaccharides such as glycogen. Glucose is particularly important in this role.
FOOD SUBSTANCE SITE IN ALIMENTARY SOURCE OF ENZYMES PRODUCTS

CANAL ENZYMES
Reducing sugar Small intestine( ileum ) Intestinal juice Maltase Glucose
- maltose
Effect of excess monosaccharide’s e.g. glucose
 It cause obesity in human body

 It cause overweight in human body
 It can lead to type II diabetes excess sugar may cause liver to become resistant to insulin
 It causes depression in adult, excess sugar in human body, especially adults may lead to depression, it
alleviates mood.
NON-REDUCING SUGAR
 Natural sources of non-reducing sugar are:-
- Sugarcane
- Fresh milk
- Malt
 Properties of Non-reducing sugar are:-
 They are soluble in water.

 They have sweet taste. They form sweet tasting solutions.
 They are crystalline. They can form crystals.
 They are small molecule.
 They are called non-reducing sugar because they cannot reduce copper sulphate of Benedict’s solution.
Note the following during testing of non-reducing sugar:-
i) Dilute hydrochloric acid used to break down (hydrolyze) non-reducing sugars to reducing sugars.
ii) Sodium hydroxide is used to neutralize the dilute hydrochloric acid.
iii) In testing non-reducing sugar, to get the best results the volume of HCl should be less than that of NaOH
3 3
e.g. 1cm of HCl and 2cm of NaOH.
 Uses of non-reducing sugar are as follow:-
- It provides the body with energy.

- In plants, sucrose is the major storage of carbohydrates.
FOOD SUBSTANCE SITE IN ALIMENTARY ENZYMES SOURCE OF PRODUCTS

CANAL ENZYMES
Non-reducing sugar
- Sucrose Small intestine( ileum ) - Sucrase Intestinal juice - Glucose and
- lactose - Lactase Fructose
- Glucose and
Galactose
Adaptions of ileum (small intestine) to its functions:
 It is long to provide large surface area for digestion and absorption.

 It has secretory glands which produce digestive enzymes and mucus.
 It is highly coiled to increase the surface area for digestion and absorption.
 It has villi and micro – villi which increase the surface area for absorption.
 It has dense network of blood capillaries which facilitate easy diffusion of digested materials.

 The lining of the ileum is only one cell thick. Thus, the digested food diffuses through a short distance into the
capillaries.
Importance of using iodine solution in food test experiment:
 Iodine solution is used as an indicator to test for starch and lipids, where as it gives a red ring (droplets) with
lipids and a blue-black with starch.
 Iodine solution provides results much faster for lipids, usually within 10-20 seconds compared to Sudan (III)
solution.
SAMPLE QUESTIONS.
1. You are provided with the solution S1 containing unknown food substance, design and carryout an experiment to identify
food substance present in solution S1 and record your experimental work as in the table below.
Food tested Procedure Observation Inference
a) Mention food substances identified in solution S1.

b) (i) State the reason(s) why animals need food substances identified in solution S1
(ii) Explain the process taking place in the liver which enable the body excrete one of the food substances mentioned
(a) above.
c) Mention four sources for each food mentioned in (a) above.
d) Name the site of alimentary canal in which the food identified in (a) above is digested.
e) Mention the enzyme and end product of the food substance mentioned in (a) above.
f) Why the enzymes which digest protein cannot digest starch?
2. Read the practical details carefully and then answer the following questions:
You have been provided with solution N and five (5) test tubes labelled T, U, V, W and X.
3
 Pour about 2cm of solution N in a test tube labelled T; add three drops of iodine solution. Shake well and record your
observation.
3
 Pour about 2cm of solution N in a test tube labelled U; add equal volume of Benedict’s solutions. Heat gently to
boiling point and record your observation.
3
 Pour about 2cm of solution N in a test tube labelled V; add few drops of Sudan (III) solution. Shake well and leave the
mixture to stand for about 3 minutes. Record your observation.
3
 Pour about 2cm of solution N in a test tube labelled W; add few drops sodium hydroxide (NaOH) followed by drop
wise addition of copper (II) sulphate solution. The mixture was well shaken after each drop of copper (II) sulphate
solution. Record your observation.
3
 Pour about 2cm of solution N in a test tube labelled X; add few drops of dilute HCl acid; heat the mixture and let it
cool. Add few drops of Sodium Hydroxide followed by addition of equal amount of Benedict’s solution. Heat gently to
boiling point and record your observation.
(a) (i) What are the observations in each step?
(ii) What does each step suggest?
(b) Among the foods tested which one is digested first (before others). State where in the elementary canal is
(i) That food digested
(ii) The enzyme involved
(iii) The end products
(c) Mention at least two natural sources of each identified food substances.
Solution of Sample Question 02:
(a)
Test tube Food tested Procedure Observation Inference
3
2cm of solution N was poured into a The mixture was Starch was
dry and clean test tube; changed to blue-black

Test tube labelled Starch two drops of iodine solution were colour. present
T added.
3
2cm of solution N was poured into a The mixture retained Reducing sugar
dry and clean test tube; the blue colour of was absent.
Test tube labelled Reducing 3
2cm of Benedict’s solution was Benedict’s solution.
U sugar added. The mixture was then heated
to boil.
3
2cm of solution N was poured into a The colour of the Non reducing
dry and clean test tube; mixture was changed sugar was
Test tube labelled Non reducing two drops of dilute Hydrochloric acid, from blue, to green, present
X sugar HCl were added. The mixture was to yellow and finally
boiled and left to cool. to brick red.
Two drops of dilute sodium

hydroxide solution, NaOH were
added into the test tube followed by
3
2cm of Benedict’s solution and the
mixture was boiled.
3
2cm of solution N was poured into a The colour of the Protein was
dry and clean test tube; mixture turned to present
Test tube labelled Protein two drops of dilute Sodium purple colour.
W hydroxide, NaOH were added
followed by three drops of Copper (II)
sulphate solution drop by drop while
shaking.
3
2cm of solution N was poured into a The mixture retained Lipid was absent.
dry and clean test tube, the red colour of
Test tube labelled Lipids two drops of Sudan (III) solution were Sudan (III) solution.
V added and the mixture was shaken
vigorously and left to settle for five
minutes.
(b) Among the foods tested/ identified the one that is digested first is starch.
Part of alimentary canal Digested Enzymes End product
i. mouth Salivary amylase(ptyalin) Maltose
ii. duodenum Pancreatic amylase maltose
(c) Natural Sources of each identified food substances
Food sample identified Natural sources of food sample substances
i. starch Cassava, maize, wheat
ii. protein Egg, meat, milk
iii. Non reducing Sugar cane, malt, mammalian milk

sugar.

3. You are provided with a beaker, tea bag and hot water. Carry out the following experiment
3
 pour about 100 cm of hot water into the beaker
 Put the tea bag into the beaker containing hot water.
 Observe carefully the experiment for a few minutes
(a) (i) What happened to the tea bag when it was put in hot water?
(ii) Explain why the changes you observed occurred?
(b) (i) What do you think was the aim of the experiment?
(ii) Draw a conclusion from the experiment.
(c) (i) Name the physiological process investigated in this experiment.

(ii) Define the process named in (c) (i) above.
(iii) What is the importance of this process in nature?
(a) (i) When tea bag was put in hot water, water rushed the tea bag into through Osmosis Process, after attaining
equilibrium water soluble ingredients(chemicals) from the tea bag started to go out (diffuses) slowly into the beaker
containing hot water and changes the color of hot water slowly from clear (colorless) to brown color through Diffusion
process.
(ii) The above change in (a) (i) occurred due to occurrence of both diffusion and osmosis. Osmosis process is when hot
water molecules entered(moved) into tea bag through selective permeable membrane (tea bag materials) and the
diffusion process is when aqueous solute (soluble chemicals ingredients) moved out (diffuses) from tea bag into the beaker
containing hot water and finally becomes brown in color.
(b) (i) The aim of this experiment was to demonstrate both Osmosis and Diffusion process.
(ii) In conclusion; tea bag acted like a cell membrane since it controlled what went in and out just like a cell. It also acted
like a cell membrane by keeping something in likes the tea leaves.
(c) (i) The physiological process investigated in this was either diffusion or osmosis.
(ii) Diffusion is the movement of substance from area of high concentration to an area of lower concentration
Osmosis is the movement of water molecules through across semi permeable membrane from where they are in high
concentration to where they are in lower concentration in order to reach equilibrium.
(iii) Importance of diffusion in nature
 Diffusion is importance to living things as it explains how useful materials and waste products can move into and
out the cells.
 Diffusion allows digested food molecules like amino acids, glucose move down a concentration gradient from the
intestine to the blood.
 Diffusion allows the exchange of substance, the entry of oxygen, protein e.t.c into the cell and the removal of
waste substances.
Importance of osmosis in nature
 Plants need osmosis since plants cells maintain their water content despite the loss of water to their air that is
constantly occurring.
 Osmosis provides turgidity to the softer tissues and essential for their mechanical support.
 Osmosis also controls the absorption of water by root hairs from the soil.
4. You have been provided with a variegated leaf and iodine solution. Carefully follow the instruction given below and answer
the questions that follow
 Heat little water to boiling point in a beaker and then turn off the source of heat
 Use forceps to dip the leaf in the hot water for about 30 seconds
 Remove the leaf from the beaker
 Push the leaf into the bottom of the test tube and cover it with alcohol (ethanol)
 Place the test tube in hot water until the alcohol boils together with leaf
 Remove the leaf from the test tube containing ethanol and dip it into hot water

 Spread the decolorized leaf on a white tile and drop iodine solution onto it.
a) What was the aim of the experiment?
b) Why was the leaf dipped into hot water for about 30 seconds?
c) Give reasons, why the leaf was boiled in ethanol?
d) Why was the leaf dipped once again in hot water?
e) Give the interpretation of the results observed when a few drops of iodine solution were poured onto the
decolorized leaf.

a) The aim of the experiment was to test the presence of starch on a variegated leaf
b) The leaf was dipped in hot water for 30 seconds in order to stop enzymes activities.
c) The leaf was boiled in ethanol so as to dissolve and extract chlorophyll from the leaf.
d) The leaf was dipped once again in hot water, so as to open the leaf and allow easy penetration of iodine
e) After adding the iodine solution on the variegated leaf the blue-black colour was observed due to the presence starch
in the leaf.
Green areas of the variegated leaf which consist of chloroplasts changed into the blue-black colour and in the white
areas of the variegated leaf retained brown detected that starch was not present due to absence of chloroplasts and
hence chlorophyll.
Therefore; starch was only produced in the areas which were green, in which was photosynthesized.
5. The aim of this experiment is to determine or to demonstrate osmosis in plant cell or to show the movement of water
through cells of Irish potatoes.
You have been provided with the following
 Three Irish potatoes labeled F of equal size and shape
3
 Three beakers(250 cm )
 Sharp knife
 Distilled water
Procedure
1. Peel F and prepare three pieces of equal size and shape. Cut out a central cavity in each
2. Boil one of the three; boil three minutes in boiling water
3. Place the pieces in separate beakers containing distilled water
4. Put table salt in central cavity of the boiled F and one of unboiled F
5. Leave them for 30 minutes and then make observation
Questions
i) What is the aim of the experiment?

ii) What do you observe? Account for these observations
iii) What is the function of the experiment of unboiled F without salt and boiled F with salt?
iv) What are phenomena investigated in this experiment
v) What is the importance of these phenomena in the life of plant?

i) The aim of this experiment is to show osmosis in plant cell or to show the movement of water through cells of Irish
potatoes.
ii) Observation;
For unboiled potato F without salt, there was no changes observed, it remained the same throughout the experiment
For unboiled potato F with salt, salt was dissolved to make salt solution due to movement of water molecules through
semi permeable membranes of Irish potato.
For boiled potato F with salt, salt was not dissolved due to lack of a concentration gradient (no movement of water
molecules through the wall of Irish potato (semi permeable membrane) since the nature of membrane has been
destroyed by boiling.
iii) The function of the experiment of unboiled F Irish potato without salt, this was control experiment, it acts as control
experiment.
The function of the experiment of unboiled F Irish potato with salt, this experiment was positive experiment since
water molecules managed to move into salt crystals through the walls of the Irish potato (semi permeable
membrane) to make salt solution.
iv) The phenomena being investigated in this experiment was Osmosis Process.
v) The importance of these phenomena (osmosis Process) in the life of plant

 Absorption of water in plants by roots hairs.
 Support plants by making cell turgid and firms.
 Opening and closing of stomata when guards cells becomes turgid
6. Read the practical details carefully and then answer the following questions:
You have been provided with a piece of raw cassava and a rubber band.
3
Take a piece of raw cassava, cut it into small pieces and grind it using a mortar and pestle. Then added 30cm of cold
water, decant the mixture into a beaker, and label the beaker "Cassava extract" or C.
3
Take a rubber band into your mouth and chew it so as to produce saliva, collect about 10cm of saliva in another beaker,
3
add 5cm of water, stirred the mixture, and label the beaker "Saliva solution" or S.
Then perform the following experiments:-
Experiment 1
3
Pour about 2 cm of the cassava extract into the test tube and test for the presence of carbohydrates.
Experiment 2
3 3
Pour about 2 cm of saliva solution; add 2cm of cassava extract in a test tube. Leave the mixture to stand for 3 minutes,
and then test for the presence of carbohydrates.
Experiment 3
3
Pour about 2 cm of cassava extract into the test tube and boil it for 3 minutes allow it to cool, and then test for the
presence of carbohydrates.
Experiment 4
3 3
Pour about 2 cm of cassava extract into the test tube and boil it for 3 minutes allow it to cool, add 2 cm of saliva solution
and after 3 - 5 minutes, test the mixture for the presence of carbohydrates.
a) Present your experimental work for experiments 1 to 4 in a table form as shown below.
Experiment Test for Procedure Observation Inference

1.
2.
3.
4.
b) Suggest the aim of the student's experiment.
c) Explain the difference in observations between experiments 2 and 4.
Table for the food type, Reagent used and Reagent colour
Food Tested/Food type Reagent used Reagent colour
Starch Iodine solution Brown
Reducing sugar Benedict’s solution Blue
Non reducing sugar Benedict’s solution Blue
Dilute Hydrochloric acid (HCl) Colourless
Dilute sodium hydroxide (NaOH) Colourless.
Protein Dilute sodium hydroxide (NaOH) Colourless.
1% Copper sulphate (CuSO4) Blue.

Lipids Sudan (III) solution Red.
Sample presentation of Food test Experimental Results
SAMPLE no 1
3
Starch 2cm of solution W was poured into a dry The mixture was changed to blue- Starch was present
and clean test tube; black colour.
two drops of iodine solution were added.
The mixture retained the Starch was absent
brownish/yellowish colour of
iodine solution.
3
Reducing sugar 2cm of solution W was poured into a dry A series of colour change was Reducing sugar was
and clean test tube; observed from blue, to green, to present
3
2cm of Benedict’s solution was added. yellow and finally to brick red on
The mixture was then heated to boil.
cooling.
The mixture retained the blue Reducing sugar was

colour of Benedict’s solution. absent
3
Non-reducing 2cm of solution W was poured into a dry The colour of the mixture was Non-reducing sugar
sugar and clean test tube; changed from blue, to green, to was present
two drops of dilute Hydrochloric acid, HCl yellow and finally to brick red.
were added. The mixture was boiled and
left to cool. The mixture retained the blue Non-reducing sugar
colour of Benedict’s solution. was absent
Two drops of dilute sodium hydroxide
solution, NaOH were added into the test
3
tube followed by 2cm of Benedict’s
solution and the mixture was boiled.
3
Protein 2cm of solution W was poured into a dry The colour of the mixture turned to Protein was present
and clean test tube; purple colour.
two drops of dilute Sodium hydroxide,
NaOH were added followed by three The mixture retained the blue Protein was absent
drops of Copper (II) sulphate solution colour of Copper (II) sulphate
drop by drop while shaking. solution.
3
Lipids 2cm of solution W was poured into a dry The red droplets formed at the top Lipid was present
and clean test tube, of the mixture.
two drops of Sudan (III) solution were
added and the mixture was shaken The mixture retained the red Lipid was absent
vigorously and left to settle for five colour of Sudan (III) solution.
minutes.
SAMPLE no 2

3
Starch 2cm of solution W was put into a dry and The colour of the mixtrure Starch was present
clean test tube; changed to blue-black.
two drops of iodine solution were added.
The mixture retained the Starch was absent
brownish/yellowish colour
of iodine solution.
3
Reducing sugar 2cm of solution W was put into a dry and The colour of the mixture Reducing sugar was
clean test tube; was changed from blue, to present
3
2cm of Benedict’s solution was added. green, to yellow and finally
The mixture was then heated to boil. to brick red on cooling.
The mixture retained the Reducing sugar was

blue colour of Benedict’s absent
solution.
3
Non-reducing sugar 2cm of solution W was put into a dry and The colour of the mixture Non-reducing sugar was
clean test tube; changed from blue, to present
two drops of dilute Hydrochloric acid, HCl green, to yellow and finally
were added. The mixture was boiled and to brick red precipitate.
left to cool.
The mixture retained the Non-reducing sugar was
Two drops of dilute sodium hydroxide blue colour of Benedict’s absent
solution, NaOH were added into the test solution.
3
tube followed by 2cm of Benedict’s
solution and the mixture was boiled.
3
Protein 2cm of solution W was put into a dry and The colour of the mixture Protein was present
clean test tube; changed to purple colour.
then equal amount of dilute Sodium
hydroxide, NaOH was added followed by The mixture retained the Protein was absent
three drops of Copper (II) sulphate blue colour of Copper (II)
solution drop by drop while shaking. sulphate solution.
3
Lipids 2cm of solution W was put into a dry and The red ring formed at the Lipid was present
clean test tube; top of the mixture.
3
1cm of Sudan (III) solution was added.
The mixture was shaken and allowed to The mixture retained the red Lipid was absent
settle. colour of Sudan (III) solution.
6. The table summarizing the digestion process
Part of the pH medium Source of Digestive Enzyme Food digested Products of digestion
alimentary canal (optimum enzyme juice
pH of the (secretion)
(Site of action ) substrate)
Mouth Alkaline Salivary Saliva Salivary Starch Maltose

gland amylase
(ptyalin)
Stomach Acidic Gastric Gastric juice Pepsin Protein Peptides

gland
Rennin Soluble milk Insoluble milk
protein

(caseinogens) protein (casein)
Duodenum Alkaline Pancreatic Pancreatic Pancreatic Starch Maltose

gland juice amylase
Pancreatic Lipids Fatty acids and

lipase glycerol
Trypsin Protein Peptides
Small intestine( Alkaline Intestinal Intestinal Erepsin Peptides Amino acids

ileum ) wall juice (Succus (peptidase)
entericus)
Maltase Maltose Glucose
Sucrase Sucrose Glucose and Fructose
Lactase Lactose Glucose and

Galactose
Lipase Lipids Fatty acids and

glycerol
NOTE:
Some of the reagents recommended to be used in Ordinary level secondary schools can test more than one food substance
giving the similar results as required.
Example of these reagents includes the iodine solution which can test both starch and lipids, and the Benedict’s solution which
can test reducing sugars, non-reducing sugars, and proteins.
NECTA QUESTIONS ON FOOD TEST

1. NECTA 2001 BIOLOGY 2A
Question no 1
You have been provided with paste S1. The paste was obtained by grinding solid food sample in a Mortar and mixing the
product with a little amount of water. Design and carry out experiments to find out the different food substances present
in S1.
a) Record your experimental work as shown in Table I below:
Table 1.
Tested food Procedure Observation Inference
b) Name the nutritional problems a child is likely to suffer if fed with a diet deficient/lacking
The food substances you have identified. Give reasons.
c) Give two natural sources of each of the food substances you have identified

Question no 1
You are provided with two plant organs: O1 and O2. Prepare separate extracts from O1 and O2. Carry out food test
experiments to identify the substances present in each organ. Tabulate your working as shown below.
Tested food Procedure Observation Inference

a) Name organs O1 and O2
.
b) State the functions of O1 and O2 in the life of the plant. Give reasons for your answer.
c) List down two ways m which specimen O2 is important to man.
d) Describe the path taken by a food molecule present in O1, from the time it is absorbed until it reaches the right atrium
(auricle).

Question no 1
You are provided with solution S. Carry out experiments to identify the food substances present in the solution. Record
your experimental work in a table as shown below:
a)
Test for Procedure Observation Inference
Solution S contains________________________
b) Suggest one natural food substance from which solution S might have prepared.
c) For each food substance identified, name the gland, digestive juice, enzyme and end product of digestion taking place
in the
(i) Stomach.
(ii) Duodenum.
d) Why it is important to include the identified food substance in the diet of a five-year-old child?

Question no 1
a) You are provided with solution S1. Carry out experiments to identify the food substances present in it. Record your
procedure, observations and inferences as shown in the table below.
b) (i) Give one biological importance of each food substance identified in solution S1 to the body.
(ii) Name the food substances to be added to the food substances identified in S1 to form a balanced diet.
(iii) Name the digestive juice that contains the enzymes which digest the food substances found in S1.

Question no 1
You have been provided with solution S1.
a) Carry out food test experiments to identify the food substances present in solution S1. Record your experimental
work as shown in table I below.
Table 1
a) Suggest one natural food substance from which solution S1 might have been prepared.
b) What are the functions of food substances present in solution S1 to human beings?

Question no 1
You have been provided with solutions X and Y.
a) Design and carry out experiments to identify the food substance(s) present in solutions X and Y.
Record your experimental work as shown in table I below,
Table 1
b) Name the enzymes concerned with the hydrolysis of food substances identified in solution X. Write an equation for
each hydrolysis in a mature human being.
7. NECTA 2007 BIOLOGY 2A (Alt)

Question no 1
You are provided with solution S.
a) Carry out experiments to identify the food substances present in solution S.
.
(i) Record your experimental work as shown in table 1 below.
(16 marks)
Table 1
(ii) Solution S contains ……………… ( 3 marks )

b) Suggest one storage organ in a plant from which solution S might have been prepared. (1 mark)
c) For each food substance identified in (a) (ii) above, name its end product(s) of digestion. (4 marks)
d) Which of the identified food substance is mostly needed by small children? (1 mark)

Question no 2
You have been provided with a variegated leaf and iodine solution. Carefully follow the instructions and answer the
question that follows.
(i) Heat some water to boiling point in a beaker and then turn off the source of heat.
(ii) Use forceps to dip the leaf in the hot water for about 30 seconds.
(iii) Remove the leaf from the beaker.
(iv) Push the beaker into the bottom of test tube and cover it with alcohol (ethanol).
(v) Place the tube in hot water until alcohol boils with the leaf.
(vi) Remove the leaf from the tube containing ethanol and dip it into hot water.
(vii) Spread the decolourized leaf on the white tile and drop the iodine solution on it.
a) What is the aim of this experiment?

b) Why leaf was dipped in hot water for 30 seconds?
c) (i) Give reason, why leaf was boiled in ethanol?
(ii) Why leaf was dipped once again in hot water?
d) Give the interpretation of the results observed when few drops of iodine solution were poured onto a decolourized
leaf.

Question no 1
a) You have been provided with solution S1. Carry out experiments to identify the food substances present in it. Record
your procedure, observation and inferences as shown in the table below.
b) (i) Name the food substances you have identified.

(ii) State two (2) sources of each food substance named in 1 (b) (i) above.

(iii) Mention one (1) role of each food substance you have identified
c) In which part of the digestive system are the above mentioned food substance digested? In each case mention the
enzyme and the products.

Question no 1
You have been provided with solution T1
a) Carry out experiments to identify the food substances present in solution T1. Record your work in a table as shown
below.
b) What is the function of the food substances identified in T1 in the human body?
c) (i) State the favourable /suitable pH condition at which the enzymes which digest the food substances present in T1
work best.
(ii) Which of the food substances present in T1 is not stored in human body?
(iii) What happens when the levels of this substance mentioned in (c) (ii) above, rises in the body?

Question no 1
The solution prepared contained various food substances
a) Use the chemicals and reagents provided to identify the food substances present in solution S1. Tabulate your work as
shown in the following table:
b) State the function in the human body each food identified in 1 (a) above.
c) Name two enzyme necessary for the digestion of food substance (s) identified in (a) above.
d) To each type of food identified above, name at least one source in which food substance has been extracted.
12. NECTA 2011 BIOLOGY 2B

Question no 1
Solution D contains different food substances.
a) Use the chemicals and reagents provided to identify the food substances present in solution D. Tabulate your work as
shown in the following table:
b) For each food substance identified in 1(a) above, name the end product after digestion.
c) For the food substance identified in 1(a) above, which one might be excreted out of the body by the kidney when it is
in excess?
d) Briefly explain what would happen when excess food named above is allowed to accumulate in the body?
13. NECTA 2012 BIOLOGY 2C

Question 1
You have been provided with solution N.
a) Using the chemicals and reagents provided, carry out food test to identify the food substances present in solution N.
Tabulate your work as shown :

b) For the food substance identified in 1(a).
(i) Name at least two sources for each food substance.
(ii) Name the food substance which play vital role in children growth.
(iii) Mention the disease which could develop to a child whose diet misses the food substance named in (b) (ii)
above.
(iv) State five symptoms of the condition that will happen to the child in (b) (iii).

Question no 1
a) Identify the food substances present in solution B by using the reagent provided. Tabulate your work as shown in
the following table.
b) For each food substance identified in 1 (a);

(i) Name two common sources.
(ii) State their role in human body.
c) The digestion of one of the identified food substance in 1 (a) starts in the mouth.
(i) Name this food substance.
(ii) Identify the enzyme responsible for its digestion in the mouth.
d) The digestive system in human being has several parts
(i) Name the part of the digestive system in which most of digestion and absorption takes place.
(ii) Explain how the named part in (d) (i) is adapted for absorption of digested food substances.

Question no 1
You are provided with specimens S1 and S2 for food substances identification.
a) Explain how you would prepare specimens S1 and S2 for identification of food substance they contains.
b) Carry out food test experiments to establish the food substances present in specimens S1 and S2. Tabulate your
experimental work as shown in the table below.
c) For the food substance identified in (b) above.

(i) Name the end product of their digestion.
(ii) State the part of the body where the excess end products in (i) are stored.
(iii) State the function in the human body of each food substance identified in (b).
(iv) Mention the enzymes responsible for their digestion.
(v) Name the medium under which the food substance S1 is favorable.
(vi) Name the part of alimentary canal in which absorption of the food substances identified in (b) above takes
place.

Question no 1
You have been provided with solution A contain various food substances.

a) Using the chemicals and reagents provided to identify the food substances present in solution A. Tabulate your work
as shown in the following table :
b) State the function of each food substance identified in 1(a)

c) To each food substances identified in 1(a), name at least two sources in which it has been extracted.
d) One of the foods identified in 1(a) is very important for child development.
(i) Mention one disease which can develop when the diet provided to a child lacks that food substance.
(ii) State the symptoms of the disease mentioned in (d) (i)

Question no 1
You have been provided with solution A4
a) Perform an experiment using the reagent provided to identify type of food substance (s) present in the solution.
Tabulate your results as shown in table 1
Table 1
b) State one function of food substance (s) identified in 1(a).

c) For food substance (s) identified in 1(a), name one source in which each substance is obtained.
d) One of the food substance contained in A4 is important for child’s development.
(i) Identify the food substance.
(ii) State the part of the alimentary canal where digestion of this food substance takes place.
(iii) In each part name the enzymes involved in the digestion.

Question no 1
You have been provided with solution N
a) Carry out food test experiments to identify food substance (s) present in solution N. Record your experimental work
as shown in table 1.
Table 1
b) State the role of food substance (s) identified in 1(a) above to a person who has just recovered from malaria.
c) Which enzymes in the small intestine are involved in the digestion of food substance(s) identified in 1(a)?
d) State four adaptive features which enable the ileum to absorb digested food efficiently.

Question no 1
You are provided with specimens X and Z.
a) Prepare solutions from specimens X and Z label them as solution X and Z respectively.
b) Write the procedure you followed to prepare solution X and Z.

c) Carry an out experiment to identify food substances presents in solution X and Z. Record your experimental work as
shown in table 1 below.
Table 1
d) State properties of food substances identified in solution X.

e) Name four other sources where other food substances identified in solution X and Z are found.
f) Mention parts of the alimentary canal in which digestion of food substance identified in solution Z takes place.
g) Name the enzymes responsible for the digestion of food substance identified in solution X and Z until the end product
is produced.
h) In which form the food substance identified in solution X is stored in human body.
i) State one function the food substance identified in each solution X and Y in human body.

Question no 1.
You are provided with solution Z
a) Perform the experiments using the reagent provided to identify type of food substance(s) present in solution Z.
Tabulate your result as shown in table 1.
Table 1
b) (i) Name two sources of food from which each of the food substances identified in 1(a) could have been extracted.
(ii) For each food substance identified in 1(a), give the name of the end product of digestion in human being.
c) Why it is important to used iodine solution in this experiment?
d) Explain what happens in human body when the end products named in b (ii) is in excess?

Question no 1.
You are provided with solution K.
a) Perform the experiments using the reagent provided to identify type of food substance(s) present in solution K.
Table 1
b) For the food substance(s) identified in 1(a)

(i) Name the end products of digestion in the alimentary canal of human beings.
(ii) Explain one function of each food substance in the body of human beings.
(iii) Mention which food substance identified in 1(a), its digestion starts at the mouth?
c) Name other type(s) of food which should be added to the food substance(s) identified in 1(a) to make a balanced diet.

Question 1
(a) You are provided with specimen J

(i) Prepare a solution from specimen J and label it as solution S1.
(ii) Outline the procedures you used to prepare the solution S1.
(iii) Carry out experiments to identify the carbohydrates present in the solution.
Record your experimental work as shown in table 1.
Table 1
(b) For each food substance identified in 1(a)(iii), name:

(i) The site of digestion.
(ii) Gland present in each site of digestion named in (b) (i).
(iii) Secretions produced by each of the glands named in (b) (ii).
(iv) Enzyme contained in each of the secretions named in (b) (iii).
(c) State three natural source of each of the food substance identified in S1.

Question 1
You have been provided with solution X
(a) Perform the experiments using the reagent provided to identify type of food substance(s) present in solution X.
Table 1
(b) (i) Name two sources of food from which each of the food substances identified in 1(a) could have being extracted.
(ii) Give the name of the end product after digestion for each food substance identified in 1(a)
(c) Explain the role(s) of each food identified in 1(a).
(d) Why it is important to use dilute hydrochloric acid in this experiment?

Question 1
(a) You are provided with specimen K. Prepare a solution from specimen K and label it as solution S1.
(i) Outline the procedures you used to prepare the solution.
(ii) Use the reagents provided to test all types of carbohydrates present in the solution S1.
Record your experimental work as shown in table 1.
Table 1
(b) Name the types of food substance (s) identified in solution S1.
(c) Name three parts of the alimentary canal where digestion process of the food substance identified in solution S1
starts until the end products of digestion is formed.
(d) For each part named in (c):
(i) Mention the gland (s) involved in the digestion of the food identified in S1.
(ii) Give the name of the secretion produced by each gland named in (i).
(iii) Name the enzymes contained in each secretion named in (ii).
Tabulate your answer for part (d) (i) to (iii) as shown in the table 2

Table 2
Part of the alimentary canal (i) (ii) (iii)

Question 1
You have been provided with solution A. The solution contains various food substances.
(a) Using the chemicals and reagents provided to identify the food substances present in solution A. Tabulate your work
as shown in table 1:
(b) State the importance of each food identified in 1(a) in the human body.
(c) Give two type of food sources from which each food substance identified in 1(a) could have been extracted.
(d) One of the food substances identified in 1(a) is very important for children under five years.
(i) Name the disease which develops when the diet provided to a child lacks that food substance.
(ii) State the symptoms of a disease mentioned in d (i)

Question 1
You are provided with solution X.
(a) Write the procedure you will follow to prepare a solution of specimen X for investigation.
(b) Using the chemical reagents provided, carry out experiments to identify the food substance(s) present in specimen X.
Record your experimental work as shown in Table 1:
(c) State two properties of the food substance(s) identified in specimen X.

(d) Name four other sources which contain the same food substances as that identified in specimen X.
(e) Mention the parts of the alimentary canal in which the digestion of the food substance in specimen X take place.
(f) Explain how the body store excess food substance(s) identified in solution X.
(g) Why the food substance(s) identified in solution X important in the human body?

Question no 1
You have been provided with solution A.
(a) Identify the food substances present in solution A by using the chemicals and reagents provided. Tabulate your
work as shown in table 1.
Table 1

(b) For each food substance identified in 1(a) above name three common sources.
(c) State the role of each food substance identified in 1(a).
(d) (i) The digestion of one of the food identified food substance in 1(a) starts in the mouth. Name this food
substance and the enzyme responsible for its digestion.
(ii) Name the part of a digestive system in which most of digestion and absorption take place.
(iii) Name two enzymes found in the part you named in (d) (ii) that are responsible for digestion of the food
substance identified in (a).
(iv) Explain how the named part in (d) (ii) is adapted for absorption of digested food substances.
(v) Mention the medium favourable for enzymes found in the part you named in (d) (ii) to work properly.
Question no 1
You have been provided with four test tubes labeled 1, 2, 3, and 4, a beaker, measuring cylinder, test tube rack, specimen
M and the table reagents. Carry out experiments using procedures (i) – (viii), then answer the questions that follow.
Procedures;
(i) Take all 5 specimens M provided, peel them to remove the outer cover, and grind them using mortar and pestle
to obtain a paste.
(ii) Put the paste in a beaker, then add 30 ml of water and steer a mixture.
(iii) Filter the mixture by using a sieve to obtain a clear solution of M.
(iv) Put 2 ml of solution M into each of the test tubes 1, 2, 3, and 4.
(v) Add 2 drops of iodine solution into the test tube 1.
(vi) Add 2 ml of Benedict’s solution into the test tube 2, and then warm the contents.
(vii) Add 2 ml of sodium hydroxide solution into the test tube 3, followed by 3 drops of copper (II) sulphate solution.
(viii) Add 2 ml of Sudan III solution into the test tube 4. Shake the mixture and leave it on the test tube rack to settle.
Questions;
(a) What was the aim of the experiment?
(b) Based on the observations in the test tubes 1, 2, 3, and 4, what are the types of food substances contained
in the specimens M?
(c) Why warmth is important in procedure (vi) of the experiment?
(d) Outline two importance of food substances identified in specimens M to the body of human being.
(e) Why the skills used in this experiment useful for preparation of balanced diet in your daily life?
Part B: CLASSIFICATION
Classification: is the grouping of organisms based on their similarities and differences.
There are seven (7) ranks of classification, these are:
i) Kingdom........the highest rank

ii) Phylum or division
iii) Class
iv) Order
v) Family
vi) Genus
vii) Species..........the lowest rank.
Major groups of Living things:
Organisms are classified into five major groups called kingdoms, these are:

1) Kingdom monera.eg bacteria
2) Kingdom protoctista.eg amoeba
3) Kingdom fungi.eg mushroom
4) Kingdom plantae.eg maize
5) Kingdom animalia.eg human being
NOTE:
Most of the questions of biology practical in classification are based on the last three kingdoms: Kingdom fungi, Kingdom
plantae, and Kingdom Animalia.
KINGDOM FUNGI
Representative organisms in this kingdom are: mushroom, mucor and yeasts.

General characteristics of kingdom fungi
- They do not have chlorophyll have to get their own food by feeding on dead plants or animals.
- They are eukaryotes.
- They store food (carbohydrates) as glycogen.
- They are non-mobile.
- They are multicellular organisms.
- They have no roots, stems, or leaves.
- Most fungi have cell walls made of chitin, which is a polysaccharide.
- Their body is made of a network of small, tube-like laments called hyphae.
- They reproduce asexually by small structures called spores.
Distinctive characteristics of kingdom fungi
 Their cell wall is made up of chitin.

 They undergo external digestion.
 Their body is made up of mycelium.
 Have no true stem, leaves, or roots.
Phyla of kingdom fungi
a) Phylum Zygomycota.eg rhizopus/ mucor

b) Phylum Basidiomycota.eg mushroom
c) Phylum Ascomycota.eg yeast
NOTE:
At this Ordinary level, only the first two phyla appear to the practical: Zygomycota and Basidiomycota.
A. Phylum Zygomycota: eg rhizopus/ mucor and Bread Mould.
General features of zygomycota (rhizopus / mucor).
- They have septate hyphae (non- septate).

- They are saprotrophs.

- They reproduce very fast.
- Undergo extracellular digestion.
Economic importance of zygomycota (rhizopus/ mucor):
 They are important in the decomposition of dead organisms.

 They are used in genetic engineering and research.
 They are used in manufacturing of cheese.
 They cause food spoilage.
 They cause diseases both in plants and animals.
Observable features of zygomycota (rhizopus and mucor):
 They have roots like structure called rhizoids.

 They have spores
 The have hyphae.
Specimen; rhizopus/ mucor
Common name Habitat Mode of reproduction

Bread mould They grow on rotting material and Asexually through spores
looks like small white thread. Or sexually through formation of
zygospores.
Adaptations of Rhizopus and mucor
 Spores are light for easy dispersal by wind.

 They produce a large quantity of spores for the survival of species.
 They reproduce spores sexually and asexually.
 They have rhizoids which assist anchored.
Classification of rhizopus / mucor to their class level:
Specimen Kingdom Phylum Class

Rhizopus/ mucor Fungi Zygomycota Mucoromycotina
Structure of Rhizopus/mucor:

B. Phylum Basidiomycota. eg mushroom.
General characteristics of basidiomycota (mushroom).
 They have septate hyphae.

 They secrete enzymes for external digestion.
 They are saprophytic feeders.
 They grow on rotting wood or soil.
Economic importance of basidiomycota (mushroom):
 They are source of food to man and other species.

 They can prevent the accumulation of dead matters by decomposing them.
 Some of them are poisonous. eg amanita species
 They are used in genetic engineering and research
Observable features of basidiomycota (mushroom).
 They have gills.

 They have a ring.
 Have cap (pileus).
 Have stalk.
Specimen; Mushroom
Common name Habitat Mode of reproduction

Mushroom They can be found on dead and decaying Both sexually and asexually by
organic materials like logs in the forest. spores formation.
Adaptations of Mushroom
 Have the ability of secreting enzymes for extracellular digestion.

 Reproduce sexually and asexually to ensure survival.
 Have a cap (pileus) for protection of basidiospores.
 Some species are poison preventing them from being eaten by predator.
Classification of mushroom to class level:
. Specimen Kingdom Phylum Class

Mushroom Fungi Basidiomycota. Agaricomycete
The structure of Mushroom

KINGDOM PLANTAE
Representative organisms in this kingdom are: mosses, fern plant, flowering plants etc.
General characteristics of kingdom plantae
- They are multicellular

- They store food as starch
- They lack centrioles
- Their cell walls made up of cellulose
- They have chloroplasts; they manufacture their own food through photosynthesis.
- Plant body is separated into tissues, organs, and systems.
Distinctive features of kingdom plantae
 They have apical growth

 They store carbohydrates inform of starch
 Their cell walls are made up of cellulose
 They have large and permanent vacuole in their cells.
Divisions of kingdom plantae
a) Division Bryophyta. eg liverworts, mosses

b) Division Filicinophyta.eg ferns
c) Division Angiospermatophyta.eg flowering plants
d) Division Coniferophyta.eg conifers
A. Division Bryophyta.eg moss plant
General characteristics of bryophyta (mosses)
- They lack vascular tissues (xylem and phloem).

- They are small in size.
- They found in moist areas.
- They reproduce both sexually and asexually.
- They reproduce by using spores.

- They have no true roots, stems, or leaves.
- Rhizoids are multicellular.
Economic importance of bryophyta (moss plant):
 Help to decompose dead logs.

 Help to prevent soil erosion.
 Provide shelter for insect and small organisms.
 Moss is burned as fuel in some areas.
 Moss occurs as weeds in gardens and other places.
 Moss causing the area to become marshy.
Observable features of moss plant:
 Have rhizoids
 Have false roots, stem, and leaves
 Have stalk (seta)
Specimen; Moss plant
Common name Habitat Mode of reproduction Mode of nutrition

Moss plant Occurs naturally in damp, Both sexually and asexually by means They are autotrophs
shaded and moist areas. of generation alternations. eukaryotes.
Adaptation of moss plant:
 They are autotrophs eukaryotes. This enables them to synthesize their own food substances.
 They are relatively small in size. This signifies them to germinate even in restricted place.
 They possess rhizoids which give the plant anchorage and absorb water from the soil.
 They possess rigid capsule which stores spores.
 The male gamete is mobile and it can move toward the female gamete for fertilization purposes.
Classification of moss plant to class level:

Moss plant Plantae Bryophyta Musci
The structure of Moss plant

B. Division Filicinophyta (Pteridophyta) e.g fern plant
General characteristics of filicinophyta (fern plant)
- They have true roots, stem, and leaves.

- The leaves are called fronds.
- They grow in damp (moist) and shady places.
- They produce spores on the underside of leaves.
- They have vascular tissues (xylem and phloem).
- Mature leaves have sori on the lower surface.
- The sori will later produce spores so the fern can reproduce.
Economic importance of filicinophyta (fern plant):
 They are used as ornaments in homes and offices.

 They are used as a food for animal and human
 They are used as a biological fertilizer
 They can be found as weeds in many places.
Observable features of fern plant:
 Have leaves.
 Have roots
 Have stem called stalk
Specimen; Fern plant

Fern plant They grow in moist, shady environments Both sexually and asexually by means of They are autotrophs
like ground beds of forests. alternation of generations. eukaryotes.
Adaptations of fern plant
 Roots serve as penetrating organs for vegetation preparation.

 They need both dry and wet conditions through their life cycles.

 Their reproductive organs (sori) are well protected by the indusium (a thin membrane covering a sorus on a fern
frond).
 They possess vascular tissues for conduction.
 They have chlorophyll for photosynthesis.
Classification of fern plants to their class level

Fern plant Plantae Filicinophyta Filicinae
The structure of Fern plant
C. Division Angiospermatophyta.eg maize plant, bean plant
. General characteristics of Angiospermatophyta (flowering plant)
- The reproductive structure is the flower.

- They vary in size and habitats.
- They have well developed vascular tissue.
- They undergo double fertilization.
- After the fertilization the ovary develops into a fruit and ovules into seeds.
Classes of Angiospermatophyta
a. Class monocotyledonae.eg maize and grasses.

b. Class dicotyledonae.eg beans, mangoes, cashews, and okra.
A. Class monocotyledonae.eg maize plant
General characteristics of monocotyledonae (maize)
- Their seed have single or one cotyledon (seed leaf).

- Their leaves are long with parallel veins.
- The roots are fibrous lacking tape roof.
- The vascular tissues are scattered and random in the stem lacking cambium.
- The floral parts are arranged into 3 to 4 or multiple of 3 and 4.
Economic importance of monocotyledonae (maize):

 Used as a food for human and other animals.
 They serve habitat for many organisms.
 They produce oxygen and taking carbon dioxide and that serve as a balance for the ecosystem.
 They are the producers.
 They prevent soil erosion and conserving the environment.
Observable feature of maize plant
 Have long leaves with parallel veins.

 They have fibrous roots
 Their floral parts are arranged into 3 to 4 or multiple of 3 to 4.

Maize plant Grows well in savannah and tropical Both sexually and They are autotrophs
regions. asexually eukaryotes.
Are easily found in your surrounding
environment.
Adaptation of Monocotyledonae (maize plant):
 They have extensive roots system for anchorage and absorption.

 Have advanced and elaborated vascular system for translocation.
 Presence of stomata pores for the elimination of excretory wastes.
 They have ability to reproduce sexually without the need for water.
 Presence of cuticle to resist excessive water loss.
Classification of maize plant to class level

Maize plant Plantae Angiospermatophyta Monocotyledonae
The structure of Maize plant The structure of Maize seed

B. Class dicotyledonae.eg bean plant
General characteristics of dicotyledonae (bean plant)
- Their seed have double or two cotyledons (seed leaves).

- They have network of veins in their leaves
- They have vascular tissue arranged in a ring-form around the cambium.
- They have tap root system.
- They have cambium for secondary growth.
- Their floral parts are arranged in 4 or 5 or multiple of 4 or 5.
Economic importance of dicotyledonae (bean plant):
 Used as a food for human and other animals.

 They serve habitat for many organisms.
 They are the producers
 They prevent soil erosion and conserving the environment.
 They produce oxygen and taking carbon dioxide and that serve as a balance for the ecosystem.
Observable features of bean plant
 Have network of veins in their leaves.

 They have tap roots system.
 Their floral parts are arranged in 4 or 5 or multiple of 4 or 5.
Specimen; Bean plant

Bean plant Grows well in savannah and tropical regions. Both sexually and They are green
Are easily found in your surrounding environment. asexually. autotrophs.
Adaptations of bean plant
 They have extensive roots system for anchorage and absorption.

 Have advanced and elaborated vascular system for translocation.
 Presence of stomata pores for the elimination of excretory wastes.
 They have ability to reproduce sexually without the need for water.
 Presence of the cuticle to resist excessive water loss.
Classification of bean plant to its class level

Bean plant Plantae Angiospermatophyta Dicotyledonae
The structure of Bean plant The structure of Bean seed

The half structure of Hibiscus Flower
The structure of flower that shows male's parts. The structure of flower that shows female’s parts.
Economic importance of flower (hibiscus):
- Used as medicine
- It consist the reproductive parts of plant.
- Used as decoration.
- Assist pollination to take place by attraction of insects and birds.
- Used as sign of love to the people.
Classification of hibiscus flower:

Hibiscus flower Plantae Angiospermatophyta Dicotyledonae

KINGDOM ANIMALIA
General characteristics of kingdom animalia
- They are multicellular and eukaryotes.

- They exhibit heterotrophic mode of nutrition.
- They have sensory nervous system.
- They have mainly sexual reproduction.
- They store food in the form of glycogen.
Distinctive features of kingdom animalia
 They have limited growth

 They possess legs for locomotion.
 They have nervous system.
 They show heterotrophic mode of nutrition
 They have skeleton tissues
Phyla of kingdom Animalia
a) Phylum platyhelminthesis.eg worms

b) Phylum nematoda.eg ascaris
c) Phylum annelida.eg earthworm
d) Phylum arthropoda.eg insects
e) Phylum chordata.eg fish
NOTE:
At this level, we shall deal with the last three phyla that can appear at an exam due to their possibility of availability.
A. Phylum Annelida.eg earthworms.
General characteristics of annelida (earthworm)
- They have a closed circulatory system.

- They reproduce sexually, fertilization is external.
- They are hermaphrodite (two sexes in one organism)
- Have both circular and longitudinal muscles for movement.
- They are segmented. They have separate internal organs and body walls.
- They have a thin, moist, non-chitinous cuticle.
- Their body has external bristles (hair on an animal’s skin).
Distinctive features of annelida (earthworm)
 Has a long cylindrical body pointed at one end

 They have hydrostatic skeleton
 The segments are divided by a cross wall called septum.
 Excretion is mainly by nephridia (small tubes open to the exterior for excretion or osmoregulation).

Economic importance of annelida (earthworm)
 Their burrows provide natural drainage channels.

 Their burrows improve soil aeration.
 They increase the depth of topsoil.
 The constant passages through the soil reduce the particle to a fine state.
 Used in biological study.
 Used as food for some organisms.
 They burrowing breaks up the soil and allows plant roots to grow more easily.
Adaptation of earthworm to mode of life
 Lives mostly in barrows to avoid dehydration.

 They possess chaeta for locomotion.
 They are omnivorous mode of feeding, this ensure availability of food throughout so increase chance of survival.
 They have hydrostatic skeleton for support and locomotion.
 Similar colour with environment produces camouflage.
Specimen; Earthworm

Earthworm They live in moist soil. They reproduce sexually by producing egg and They are heterotrophs
sperm at the clitellum. Fertilization is external (omnivorous)
Classification of earthworm to class level

Earthworm Animalia Annelida Oligochaeta
. The structure of Earthworm
B. Phylum Arthropoda.eg insects
General characteristics of phylum Arthropoda
- They have exoskeleton

- They have segmented body
- The body consists of head, thorax and abdomen

- Have antennae
- Have simple or compound eyes
Advantages of exoskeleton
 Provide protection from mechanical or chemical injury.

 Prevent the entry of pathogens.
 It maintains the shape and support the body
 It helps in locomotion
Disadvantages of exoskeleton
 It is hard and not flexible

 It limits growth and size due to its hardness.
 It is less sensitive
 It is impermeable to gas i.e doesn't allow free gaseous exchange
Classes of phylum Arthropoda
a) Class diplopoda.eg millipede

b) Class chilopoda.eg centipede
c) Class arachnida.eg spider
d) Class crustaceans.eg crab
e) Class insecta.eg bee
A. Class Diplopoda.eg millipede
General characteristics of diplopoda (millipede)
- They have segmented body

- They have two pairs of legs in each segment
- Roll into ball when threatened
- Excretion is through Malpighian tubules
- The sexes are separate male and female
Adaptations of millipede
 They possess legs for locomotion

 Presence of exoskeleton which protect the internal organs from desiccation.
 They secrete a toxic fluid for protection from predators.
 They lives in soil and they are brown blackish in colour gives them camouflage.
 Have one pair of antenna for sensation
Observable features of millipede
 Have two pairs of legs in each segment

 Have one pair of antennae
 Body is divided in many segment

 Have simple eyes
Specimen; Millipede

Millipede They live in shady moist They reproduce sexually by They are heterotrophs
soils rich in organic matter. producing egg. (omnivorous)
Classification of millipede to class level

Millipede Animalia Arthropoda Diplopoda
The structure of Millipede
B. Class chilopoda.eg centipede
General characteristics of chilopoda (centipede)
- Have flattered body

- Have one pair of legs in each segment
- Have pair of poisonous claws to the appendages
- Have a pair of antennae in head region
- Have a pair of mandibles on the mouth part
Observable features of centipede
 Have one pair of legs in each segment

 Have simple eyes
 Have poisonous claws
 Have a pair of antennae
Adaptation of centipede
 Have pair of antennae for sensation

 Have many legs for locomotion
 Have pair of poisonous claws for locomotion
Specimen; Centipede

Centipede They live in sandy soil beneath stone, dry They reproduce sexually by They are heterotrophs
grass areas and barks of trees. producing egg. (omnivorous)
Classification of centipede to class level

Centipede Animalia Arthropoda Chilopoda
The structure of Centipede
C. Class Arachnida.eg spider, scorpion, and ticks
General characteristics of Arachnida (spider, scorpion, ticks)
- They have four pairs of legs

- The body is divided in two regions i.e the cephalothorax and abdomen.
- Gaseous exchange is by book lungs or trachea system
- Some members have poisonous claws
- Have simple eyes
Observable features of spider, scorpion and ticks
 Have four pair of legs

 Have simple eyes
 Body divided into two regions
 Have poisonous sting
Adaptations of spider, scorpion, and ticks
 Have legs for locomotion

 Have simple eyes for sight
 Have poisonous sting for protection
Habitat of spider, scorpion, and ticks
- They are terrestrial organisms live in rocks, roof of the walls and in the soil
Classification of spider, scorpion, and ticks to class level

spider, scorpion, Animalia Arthropoda Arachnida
or ticks
The structure of Scorpion The structure of Tick
The structure of Spider
D. Class crustaceans.eg crab
General characteristics of crustaceans (crab)
- Have exoskeleton
- Respiratory is by gills
- Have a pair of compound eyes
- Have four pairs of legs
- The body is divided into two main parts. i.e cephalothorax and abdomen
- Sexes separate.
- They have two pairs of antennae.
Observable features of crustaceans (crab)
 Have four pairs of legs

 Have compound eyes
 Have exoskeleton
 The body is divided into two parts

Adaptations of crab

 Have compound eyes for maximum sight
 Have exoskeleton for internal protection
Specimen; Crab

Crab. They can be found in most rivers, They reproduce sexually by They are heterotrophs
lakes, dams and swamps. producing egg. (omnivorous)
Classification of crab to class level

Crab Animalia Arthropoda Crustaceans
The structure of Crab
E. Class insecta.eg housefly, mosquito, beetles, houseflies, grasshoppers, ants, termites and
cockroach.
General characteristics of insecta (housefly, bee, mosquito, and cockroach)
- Body is divided into three main parts. i.e head, thorax, and abdomen.
- Gaseous exchange by trachea
- Have compound eyes
- Have three pairs of jointed legs
- Some have developed wings.
- They have one pair of antennae.
Observable features of housefly, bee, mosquito, cockroach, and grasshopper
 Have one pair of antennae

 Have jointed legs
 Have pair of wings
 Have compound eyes

 Body divided into three parts
Adaptations of bee, housefly, cockroach, grasshopper, and mosquito
 Have antennae for sensation

 Have wings for flying
 Have compound eyes for maximum sighting
 Have abdomen for reproduction and respiration
Habitat of bee, housefly, mosquito, cockroach, grasshopper
- They live in freshly water and terrestrial habitats.
Classification of bee, housefly, cockroach, mosquito, and grasshopper to class level

Bee, housefly, cockroach, mosquito, or Animalia Arthropoda Insecta
grasshopper.
The structure of Bee The structure of Housefly.
The structure of Grasshopper The structure of Cockroaches
Economic importance of bee, housefly, mosquito, cockroach, butterfly and grasshopper
 Acts as agent of pollination.eg bee

 Causative agent of diseases.eg mosquito
 Used in biological study
 Source of food.eg grasshopper
 Used for decoration.eg butterfly

C. Phylum Chordata.eg fish,
General characteristics of Chordata
- They have ventral heart

- They have a notochord in the embryonic stage.
- They have a nerve cord.
- They have gill slits during the embryonic stage.
- They have a tail which is behind the anus.
Classes of Chordata
a) Class chondrichthyes.eg shark

b) Class osteichthyes.eg tilapia and small fish.
c) Class amphibia.eg frog
d) Class reptilia.eg snake
e) Class aves.eg bird
f) Class mammali.eg bat
I. Class osteichthyes.eg tilapia
General characteristics of Osteichthyes (tilapia)
- Have a pair of eyes and nostrils

- They have two chambered heart
- They have terminal mouth with homocercal (equal) tail.
- The skeleton is made of bone.
- The body is covered with scales.
- The gills are covered by an operculum.
- The tail fin is symmetrical.
- Most have an air sac or swim bladder.
- They are cold blooded or ectothermic. This means their body changes temperature with the environment.
Adaptations of tilapia
 Have tail for swimming

 Have gills for gaseous exchange
 Have pair of eyes and nostrils for sensitivity
 Cycloid scales pointed backward to support movement during swimming
 Possess swim bladder for buoyancy maintenance
Observable features of tilapia
 Have eyes, and terminal mouth

 Have tail
 Have gills

 Have cycloid scales
 Have fins
Habitat of tilapia
- They are living in water (aquatic organism).
Classification of tilapia to its class level

Tilapia Animalia Chordata Osteichthyes
The structure of Tilapia Fish
II. Class amphibia.eg frog
General characteristics of Amphibia (frog and toad)
- The skin is moist and slippery to touch.

- The hind limbs are long and stronger
- The legs are webbed with five digit toes
- The fore limbs are short
- They appear mottled green with dark brown colour.
- Their life cycle involves a form called a tadpole.
- They are cold-blooded or ectothermic.
Adaptations of frog and toad
 With jumping and hopping, they are very fast in locomotion

 The hind limbs are long, muscular and strong for jumping and hopping
 Webbed feet support in swimming
 Have glands that secrete a milky substance so as to keep away predators
 Have ability to hibernate and search for food in night time.
Specimen; Frog

Frog They are found normally in damp situations on They reproduce sexually by They are heterotrophs
grass near water, damp ditches and swimming in producing egg. (omnivorous)
ponds or streams.
Classification of frog to class level

Frog Animalia Chordata Amphibia
The structure of Frog
III. Class reptilia.eg snake, chameleon, tortoise, and crocodile.
General characteristics of reptilia(lizard, snake, crocodile,)
- They have dry skin with horny scales.

- Internal fertilization and the eggs are amniotic.
- They lay their eggs on land and the eggs have a soft shell.
- Respiration by lungs only
- Have four chambered heart except the crocodile is completely four chambered heart
- They secrete nitrogenous wastes in form of uric acid.
- They are cold blooded or ectothermic.
Adaptations of reptilia (snake, crocodile, lizard, chameleon)
 Are webbed between toes, aids swimming in water (crocodile)

 Streamed lined body enables easy penetration in water
 Have toes with claws to dig and climb
 Nostrils present for smell
 Produce large number of eggs and protected sticky slimy jelly

Habitat of reptilian
- Most lives in terrestrial (lizard, snake, tortoise, chameleon), and some lives in aquatic habitat (crocodile, snake, tortoise).
Classification of snake, crocodile, chameleon, tortoise, lizard

Snake, crocodile, chameleon, Animalia Chordata Reptilia
tortoise or lizard.
The structure of Lizard
IV. Class aves.eg bird
General characteristics of aves (bird)
- The fore limbs are modified into wings

- The mouth is modified into a horny beak
- They lay hard-shelled eggs.
- They have scaly legs and claws on the digits
- They have four chambered heart.
- They are warm blooded or homothermic, which means they maintain a constant body temperature.
- Their body is covered with feathers.
. Adaptations of aves (birds)
 Body is covered with feathers for insulation and flight.

 The fore limbs are modified into wings for flight.
 The body is stream lined to reduce air resistance.
 They have hollow bones to keep weight to its minimum for efficient flight.
 Internal fertilization increase chance of survival.
Observable features of pigeon (bird)
 Have wings
 Have two hind limbs
 Have feathers
 Have beak mouth

 Have claws in their fingers
Habitat of pigeon (bird)
They live in almost every part of the world. They inhabit forests such as rainforests, temperate deciduous forests, swamp
forests and arboreal forests.
Classification of pigeon (birds) to class level

Pigeon (birds) Animalia Chordata Aves
The structure of Pigeon
V. Class mammalia.eg rat, bat, human being etc.
General characteristics of mammalian (rat, bat, human being)
- Have four chambered heart

- They have a developed brain.
- They have hair or fur on their body.
- They have mammary glands which in females produce milk.
- They have teeth.
- They have a diaphragm.
- They are viviparous, which means the fetus develops inside the mother’s body.
- They have sweat glands.
- They are warm blooded or homoeothermic.
Adaptations of mammalian (rat, bat, human being)
 Heterodent dentition a variety of teeth for variety of purpose

 Hairs and glands helps in maintaining body temperature
 Have internal fertilization hence increase chance of survival
 Have well developed blood circulatory system
 Have nervous and hormonal coordination
Specimen; Rat

Rat Most of them live in terrestrial habitat, and They reproduce sexually, they They are heterotrophs.
some lives in aquatic habitat. have internal fertilization.
Classification of rat, bat and human being to class level

Rat Animalia Chordata Mammalian
The structure of Rat
Economic importance of mammalian (rat, bat....)
 They are direct source of food. eg cow, rat...

 They are used in biological studies.eg rat
 They are used as guards and detection of drugs.eg dog
 They are used as biological control of pests.eg cat.
 They are used for transportation purpose.eg horse.
SAMPLE QUESTIONS
1. (a). you have been provided with specimen F,G,H, and J. stud them carefully, and then answer the questions given
F G H J
(I.) Identify the specimens by giving their common names

(II.) State three observable differences between specimens F and G
(III.) Classify each specimen from the kingdom it belongs to class level for specimens F,G,H and J
(IV.) Suggest the possible habitat of specimen H
(V.) Give another example of organism which belongs to the same kingdom as specimens G lives in water
(b).
(I.) Give two distinctive features of specimens J that makes it to be in its class
(II.) Draw a well labeled diagram of specimen G

Solution of Sample Question 01
(a) (i)
specimen Common name
F Spider
G Cockroach
H Millipede
J Monocot leaf
ii.
Specimen F (spider) Specimen G (cockroach)
Have four pair of legs Have three pair of legs
Body divided into two Body divided into three

parts parts
Lacks wings Have wings
Lack antennae Possess antennae
iii.
specimen kingdom phylum
F (spider) Animalia Arthropoda
G (cockroach) Animalia Arthropoda
H (millipede) Animalia Arthropoda
J (monocot leaf) Plantae Angiospermatophyta
iv. Terrestrial cool place
v. Crab
(b).
(i) -Leaves have no tap roots

-leaves have parallel venation
-it belongs to monocotyledonae class
(ii) Diagram of specimens G (cockroach)

2.
A. Observe specimens K and L
K L
I. State the common names of specimen K and L
II. Give the kingdom and phylum in which each specimens L and K belongs
III. Name the part form which specimen K is obtained
IV. Write down two functions of specimens K from the organisms it is obtained
V. Draw a well labeled diagram of specimen K
B. State four adaptations of organisms having specimen K which enable them to make their locomotion
C. i. State two distinctive features of specimen L in the kingdom it belongs
ii. Give two examples of organisms which belong to kingdom of specimen L
iii. Write four economics importance of specimen L including other member organisms in its kingdoms

A. i.
Specimen Common name
K (feather)
L (bread mould) mucor
ii.
Specimen Kingdom Phylum
K Animalia Chordata
L Fungi Zygomycota
iii. From the wings
iv. Function of specimen K
 Used for flying

 Protect cover the organism during cold
 Used for incubation
v. Diagram of specimen K (A student is required to draw a diagram)
B. Adaptation of specimen K for locomotion

 Have hollow bones which make them lighter for flying
 Have wings for flying
 Presence of feathers
 Have stream lined body
C. i. Distinctive features of specimen L
 have cell wall made up of chitin
 feed on dead organic matter
 store carbohydrate in form of glycogen
ii. Mushroom and yeast
iii. Economic importance of L
 decompose organic matter thus increasing soil fertility

 used as food e.g. mushroom
 spoil our food e.g. bread mould
 cause fungal disease in animal and plants
 produce antibiotic medicine E.g. penicillin from penicillium
3. Study the specimens J, K, L, M and N provided
J K L M N
A. Identify specimens J, K, L, M and N by their common names
B. Name the kingdom for each of specimens J and K
C. Suggest the possible habitats for specimens J and K
D. Draw and label specimen N
E. List four observable differences between specimens N and K

A.
Specimen Common name B. Kingdom Class
J Grasshopper Animalia Insecta
K Earthworm Animalia Oligochaeta
L Centipede Animalia Chilopoda
M Cocoyam (sweet potatoes) Plantae Dicotyledonae
N Simple leaf Plantae Dicotyledonae
C. Possible habitats for specimen J are dry and open habitats with plenty of grasses and other low plants, some live in
forest or jungles.
Earthworm moist soil and in dead plant materials, they are available in many forest areas as well as in freshwater.
D. Well labeled diagram of specimen N (leaf)
E. Four observable difference between specimen J and K are
Specimen J(grasshopper) Specimen K (earthworm)
They have legs They do not have legs
Able to jump They are not able to jump

They have wings especially adult They do not have wings
Habitat for J is a dry and open space with plenty of Habitat for specimen K is mostly in moist soil and in dead organic
grasses water
Specimen J possess antennae Does not have antennae
4. You are provided with specimen A, B, C, D, E and F
A B C D E F
Study them careful and then answer the following questions
I. Identify specimen A to F by their common names
II. What are the observable features of specimens A and B?
III. Classify specimen A to F to class level
IV. What are the mode of nutrition of specimen A and B?
V. What are habitats of specimens A and B
I.
Specimen common name
A Giant Millipede
B centipede
C Lizard
D Beetle
E Cockroach
F Grasshopper
II.
Specimen Kingdom phylum class
A Animalia Arthropoda Diplopoda
B Animalia Arthropoda chilopoda
C Animalia Chlorate Reptilia
D Animalia Arthropoda insecta
E Animalia Arthropoda insecta
F Animalia Arthropoda Insecta

III. Observable features of A and B
 They have hard exoskeleton

 They have one pair of antennae
 Their bodies are divided into segments
IV. Mode of nutrition of specimen A and B
The mode of nutrition is heterotrophic nutrition
A. herbivorous
B. carnivorous
V. Habitat of specimen A and B
A_ moist shed place
B_ moist shed places (dark)
5. You are provided with specimen D1, D2, D3, D4 and D5 but D5 grown on bread
D1 D2 D3 D4 D5
Study them carefully and answer the questions that follow
o Give the common name of each specimen provided

o Classify specimen D1 to D5 to phylum/ division level
o Specimen D3 is a vector of much human disease. Identify any two diseases transmitted by specimen D3
o Give 3 adaptations features of specimen D2 to its survival in its habitat
o Draw a large diagram of specimen D1 and label the part involved in photosynthesis
o Write two economic importance of kingdom from which specimen D5 is obtained

I.
D1 Hibiscus leaf
D2 Tilapia fish
D3 House fly
D4 millipede
D5 Bread mould/Rhizopus
II.
Specimen kingdom phylum
Hibiscus leaf Plantae Angiospermatophyta
Tilapia fish Animalia Chordata

House fly Animalia Arthropoda
Millipede Animalia Arthropoda
Bread mould Fungi Zygomycota
I. Cholera, Trachoma, Typhoid

II.
 They have gills for gaseous exchange
 They have (paired pelvic and pectoral) fins for swimming
 They have cycloid scales which point backwards to avoid friction when moving in water
 They have streamlined body
 They have lateral line for detection
 They have swim bladder that is filled with air to regulate buoyancy
III. Diagram of hibiscus
Structure of specimen D1 showing a part moved in photosynthesis
VI. Economic importance of bread mould
 Spoil food substances

 Used as food e.g. edible mushroom
 Used in production of alcohol e.g. yeast
Used in production of medicine e.g. penicillin from penicillium
6. Read the practical details carefully and then answer the questions
You have been provided with specimen A, B, C,D and Z. Observe them carefully and then answer the following questions
A B C D Z
I. Identify the specimens by their common names
II. Classify each specimen to class level
III. Describe the types of germination exhibited by specimen A and B respectively
IV. Specimen Z and human being can be placed in the same class, mention that class
V. Mention four observable features that enables you to place specimen Z and human being in the class you have named in (V)
above

I.

A Been seedling
B maize seedling
C Toad/Frog
D Lizard
Z Rat/Mouse
II.
Specimen kingdom phylum/division Class
A Plantae Angiospermatophyta Dicotyledonae
B Plantae Angiospermatophyta Monocotyledonae
C Animalia Chordata Amphibia
D Animalia Chordata Reptilia
Z Animalia Chordata Mammalia
III. - The type of germination exhibited by specimen A was epigeal germination where by
cotyledons (seeds) are brought above grounds,
- Hypogeal germination is a type of germination where cotyledon (seeds) remain inside the soil or
below the soil (grounds)
IV. Specimen Z and human being shares the class called Mammalia
V. Four observable features of specimen Z
 They have Mammalia glands that produce milk (nourish their young with milk secreted from specialized
glands)
 Their skins are covered by hair/far
 They have external ears (pinnae)
 They have external nostrils open into internal nostrils
7. You have been provided with specimen M1, M2 , M3 and M4
M1 M2 M3 M4
Carefully observe them then answer the following questions
A. Identify the organisms by using their common name
B. Name the natural habitat of specimen M1, M2 M3 and M4
C. Name the kingdom, division/phylum to which each specimen belongs
D. State the importance of specimen M4 to organisms found in its habitats
E. Explain at least three general characteristics of the phyla in which specimen M2, M3, and M4 belongs.
F. Name the class in which specimens M1, M2, M3 and M4 belongs.
A.

M1 Fern plant
M2 Spider
M3 grasshopper
M4 honey bee
B.
Specimen natural habitat
M1 Tropical tree moist shady forest and rock faces
M2 almost everywhere except on polar regions like mountains and oceans
M3 They are found in dry open habitats with lots of grasses and other low plants places
At forests or jungle tree.
M4 Tropical climates and heavenly forested areas
They thrive in natural or domesticated environment e.g. garden
C.
Specimen kingdom phylum/division
M1 Plantae filicinophyta
M2 Animalia Arthropoda
D. Importance of specimen M4 to the organisms found in its habitat and human being
 Source of food to other organisms

 Produces honey which is consumed by human being (source of food)
 Source of tourism attraction
 Honey bees assist in pollination (pollinating agents to flowering plants)
E. At least three general characteristics of the Phyla in which specimens M2, M3 and M4 belongs
 Their bodies are divided into three parts such as head, thorax and abdomen
 They have exoskeleton (external skeleton)
 They have pairs of jointed appendages
F.
Specimen Class
M2 Arachnida
M3 Arthropoda
M4 Arthropoda

8. You have been provided with specimen B1, B2, B3 and B4
B1 B2 B3 B4
A. Study the specimens carefully of;
I. Identify each specimen by its common name
II. Classify specimen B1 and B2 up to class level
III. State the difference between specimen B1 and B2
B. I. State the economic importance of specimen B3 to human
II. State at least three adaptations features of B3 that suit to stay in its habitats
III. State the economic importance of specimen B4
A.I.
B1 Millipede
B2 centipede
B3 Tilapia fish
B4 Moss plant
II.
Specimen kingdom phylum/division class
B1 Animalia Arthropoda Diplopoda
B2 Animalia Arthropoda Chilopoda
III. At least two difference between B1 and B2
Specimen B1 Specimen B2
Sub cylindrical shape dorsoventrally flattened shape
it has rigid body it has flexible body
it has two pair of legs per body segment it has one pair of leg per body segment
B. I. Economic importance of specimen B3 to human
 Source of food (protein)

 Source of tourist attraction
 Used for biological control of aquatic plant problems(floating aquatic plants are consumed by Tilapia fish
e.g. duck weeds,)
 Used as medicine or medicinal value (In Brazil Tilapia fish treat burn injuries
 Adaptation features that suit to B3 to stay in its habitat

 It has fins for swimming (movement)
 It has gills for gaseous exchange in water
 It has lateral line to detect movement in water or sound waves
III. Economic importance of specimen B4 (moss plant)
 It provide shelter of insects and small animals (organism)

 Helps in process of soil formation as they are part of the pioneer plants inhabiting rocks or dump
 They form nesting materials for birds
 Help in water conservation because they retain soil moisture
 Helps to reclaim land at abandoned sites where mining has occurred
 Play a significant environment role in the global carbon cycle
9. You are provided with specimen K1, K2, K3 and K4
K1 K2 K3 K4
a. Identify each specimen by its common name

b. Mention only two distinctive features of the class which specimen K2 belongs
c. Classify specimen K1, K2, K3 and K4 to class level
d. Mention importance (s) of specimen K1
e. State the habitats of specimen K2, K3 and K4
a.
K1 Crab
K2 Snail
K3 Pine plant
K4 Beetle
b. Distinctive features of the class which specimen K2 belongs

 They have only one shell
 They move by muscular foot
 They are asymmetry
c.
Specimen kingdom phylum/division class
K1 Animalia Arthropoda Crustacea
K2 Animalia mollusca gastropoda
K3 Plantae Coniferophyta pinopsida
K4 Animalia Arthropoda insecta
d. Importance of specimen K1 (crab)

 Crab is a good source of food for both human being and other organisms in an ecosystem (food chain and food web)
 They are used as an sagging agent (when applied on the skin)
 Crab has medicinal value, protect against cancer in human being

e.
Specimen Habitat
K2(snail) They dwell in almost everywhere

They dwell in areas of high attitude(mountains regions)
K3(pine plant) They are found in sand soil

They survival in difference habitats in temperature and subtropical climate
They are found in attitude of up to 13000 feet
K4(beetle) They are found inside dead woods, inside fruit, maize, beans, inside animals waste
e.g. faeces
They are found in deep grounds
Summary:
Common name Kingdom Phylum/division Class
Fern plant Plantae Filicinophyta Filicopsida/hepartica/polypodiopsida
Bean Plantae Angiospermatophyta Dicotyledonae
Maize Plantae Angiospermatophyta Monocotyledonae
Grasshopper Animalia Arthropoda Insecta
Crab Animalia Arthropoda Crustacea
Cactus Plantae P. Tracheophyta Dicotyledonae/magnoliopsida

Div. Angiospermatophyta/anthophyta
Family. Cactaceae
Moss plant Plantae Bryophyta Musci
Butterfly Animalia Arthropoda Insecta
House fly Animalia Arthropoda Insecta
Spider Animalia Arthropoda Arachnida
Chameleon Animalia Chordata Reptilia
Quill feather Animalia Chordata Aves
NECTA QUESTIONS ON CLASSIFICATION
1. NECTA 2001 2A (Alt)
You have been provided with specimens A, B, C and D. Study them carefully and answer the following questions:
(a) (i) Identify specimens A and B using their common names.

(ii) Name the habitats of specimens A and B.
(iii) Briefly explain bow the different structures observed on A and B adapt the plants to their habitats.
(iv) What term is used to describe these plants in relation to water economy?

(b) (i) Identify specimens C and D.
(ii) To which kingdoms do specimens C and D belong?
(iii) In which way(s) is specimen C similar and yet different from specimen D?
NECTA 2001 2A (Alt): The Specimens and Solutions

a) Cactus twig ……………………………………………………………….A
b) Sisal plant ………………………………………………………………….B
c) Bread mould ……………………………………………………………..C
d) Moss plant ………………………………………………………………..D
e) Beans solution …………………………………………………………..S1
(a) Examine specimens T1 and T2 and then answer the following questions:
(i) Identify specimens T1 and T2.
(ii) Classify T1 and T2 into their respective kingdoms.
(iii) List down the common habitat for T1 and T2.
(iv) State the mode of nutrition in T1 and T2.
(v) Write down the economic importance of T1 and T2.
(b) Examine specimens Z and Y carefully and answer the following questions:
(i) Identify specimens Z and Y using their common
(ii) State the mall function of specimens Z and Y in a plant’s life.
(iii) Specimen Z is used by plants to respond to stimulus. State the stimulus and the type of response.
NECTA 2002 2A (Alt): The Specimens and Solutions

a) Onion leaf Foliage ………………………………………………………..O1
b) Ripe Banana ………………………………………………………………….O2
c) Mushroom ……………………..…………………………………………….T1
d) young Fern plant ……………..……………………………………………T2
e) Tendril …………………………………………………………………………..Z
f) Leaf of onion storage ………….…………………………………………Y
Study specimens E, F, G, H, I and J provided.
(a) Identify specimens E, F, G, H, I and J using common names.

(b) (i) Name the kingdoms for each of the specimens E, F, G, H, I and J.
(ii) Write down three characteristics that distinguish the kingdom(s) to which specimens E, F, G and H belong from members
of other kingdoms.
(c) Suggest the possible habitats for specimens F and G.

(d) (i) Suggest the method of dispersal for specimen I.
(ii) Draw and label specimen J.
You are provided with specimens M1, M2, M3, M4, M5 and M6. Observe them carefully and answer the questions that follow:
(a) (i) Identify specimens M1, M2, M3, M4, M5 and M6 by their common names.
(ii) To which kingdom do specimens M1 and M5 belong?
(iii) Make a longitudinal section (L.S.) of specimen M4 and make a large well labelled diagram to show the embryo.
(iv) State the habitat(s) for specimens M2 and M5
(v) Compare specimens M4 and M6.

(b) (i) State the economic importance of specimens M2 and M3
(ii) What are the adaptive features of specimen M2 to its mode of life?
NECTA 2004 2A (Alt): The Specimens
a) Humerus Bone …………………………………………………………………L

b) Cockroach ……………………………………….………………………………M1
c) Acacia twig ……………………………..………………………………………M2
d) Frog/Toad …………………………….………..………………………………M3
e) Bean Seed ………………………………………………………………………M4
f) Pistia (Water weed) ………………………………………………………..M5
g) Irish potato …………………………..………………………………………..M6
Study carefully specimens A, B, C and D.
(a) Give the common name of each specimen.

(b) Compare the modes of reproduction in A and B.
(c) Give three (3) differences between the modes of reproduction of specimens C and D.
(d) What are the merits and demerits of the modes of reproduction in C and D. (State 2 merits and 2 demerits).
a) Yeast ………………………………………………………………………………..A
b) Sprouting Irish Potato ………………………………………………………B
c) Vegetating Sugar Cane …………………………………………………….C
d) Germinating Maize Grain …………………………………………………D
e) Pawpaw Leaf Petiole ………………………………………………………..X
Study the organisms Q, R, S, T and V
(a) Identify specimens Q, R, S and V by their common names.

(b) Write down the differences between specimens Q and R with respect to;
(i) Type of storage organ,
(ii) Propagation
(c) Specimens S and T have some similarities and differences. List down their;
(i) similarities,
(ii) differences
(d) (i) What is the economic importance of V to human beings?
(ii) In which kingdom do specimens V and S belong?

a) Cassava Root …………………………………………………………………Q
b) Ginger …………………………………………………………………………..R
c) Acacia Twig ……………………………………………………………………S
d) Cactus Plant/Twig ………………………………………………………….T
e) Cockroach ……………………………………………………………………..V
Study the specimens J, K, L, M and N provided.
(a) Identify specimens J, K, L, M and N by their common names. (5 marks)

(b) Name the kingdoms for each of specimens J, K, L, M and N. (5 marks)

(c) Suggest the possible habitats for specimens J and K. (4 marks)
(d) Draw and label specimen N. (7 marks)
(e) List four (4) observable differences between specimens J and K. (4 marks)
You have been provided with specimen S1, S2, S3 and S4. Observe the specimens carefully and answer the following
questions:
(a) (i) What characteristics are common among specimens S1, S2, S3 and S4? (3 marks)
(ii) Name the kingdom and phylum/division to which specimens S1, S2, S3 and S4 belong. (4 marks)
(iii) Why are S3 and S4 placed in different classes? (2 marks)
(b) (i) What distinctive features place specimen labelled S2 in its respective kingdom? (2 marks)
(ii) Why are specimens S3 and S4 classified under the same phylum? (4 marks)
(c) (i) Suggest how the specimen labelled S1 is adapted to its mode of life. (4 marks)
(ii) Give reasons why specimen S1 cannot grow taller? (2 marks)
(d) Describe the advantages and disadvantages of the organisms which belong to the class into which S3 is found? (4
marks)
(a) Using a hand lens examine specimen A1.

(i) Identify specimen A1 by its common name.
(ii) Name the phylum and class to which specimen A1 belongs.
(iii) Give an example of another organism which belongs to the same phylum as specimen A1.
(b) Draw a well labelled diagram of specimen A1.
(c) How is specimen A1 adapted to its mode of nutrition?
(d) What is the economic importance of specimen A1?
(e) Where can specimen A1 be found?
10. NECTA 2010 2A (Alt)
You are provided with specimen A, B, C, D and E. Observe them carefully and answer the questions that follow:
(a) (i) Write down the common names of specimens A, B, C, D and E.

(ii) To which kingdom do specimen C and D belong?
(iii) Name one (1) common epidemic disease transmitted by specimen A.
(b) (i) Draw a large well labelled diagram of specimen C.
(ii) State the economic importance of specimen C.
(c) (i) What are the distinguishing characteristics of the phylum/ division to which specimen E belongs?
(ii) Where can specimen E be found?
11. NECTA 2010 2B (Alt)

Question No: 02
(a) You have been provided with specimen A1. Using a hand lens examine specimen A1.
(b) (i) Identify the specimen using its common name.
(ii) To what kingdom and phylum does specimen A1 belong?
(c) Draw a well labelled diagram to show the external appearance of A1.
(d) (i) Give distinguishing characteristics of the phylum to which specimen A1 belongs.
(ii) Mention the advantages and disadvantages of organisms belonging to the phylum mentioned in (d) (i)
above.
(e) Where can specimen A1 be found?

Question No: 01
Carefully observe specimen D1 and answer the questions which follow:
(a) Draw and label D1.
(b) What abnormality can you observe from specimen D1?
(c) Using a scalpel, carefully remove one of the structures used for ventilation.
(i) Name the structure.
(ii) Draw and label the structure identified in (c) (i) above.
(d) Describe the mechanism of ventilation in specimen D1.
12. NECTA 2010 2C (Alt)
Examine the specimens A, B, C, D, E provided and answer the questions that follow:
(a) (i) Identify specimens A, B, C, D, and E by their common names.
(ii) Mention the Phylum and class of each of the organisms.
(iii) Why are the specimens A and E classified under the same class?
(b) What distinctive features place specimens A, B and C into their respective classes?
(c) (i) Identify the habitats of specimens A, C, and D.
(ii) State the economic importance of specimens C.
13. NECTA 2011 2A (Actual)
Study specimen A, B, and C then:

(a) Write the common names of specimen A, B, and C.
(b) Classify specimen A and B to the phylum level.
(c) State the habitat and one economic importance of specimen A.
(d) Outline four economic importance of specimen B.
(e) Use the scalpel provided to cut specimen C longitudinally into two equal halves. Then, draw a neat, well labelled
diagram of a specimen.
(f) Name the division of specimen C.
(g) State the observable features you can use to place the specimen into its respective phylum/division.
14. NECTA 2011 2B (Actual)
You have been provided with specimens G1, G2, G3, G4 and G5.
(a) Using a hand lens, carefully study the specimens then:
(i) Identify each specimen by its common name.
(ii) Classify G1 and G5 to class level.
(iii) State two economic importance of specimen G2.
(iv) Draw a well labelled diagram of specimens G2.
(b) (i) State two differences between G4 and G5.
(ii) State two similarities between specimens G4 and G5.
15. NECTA 2011 2C (Actual)

Question No: 02
Study specimens R, S, T, U, V, W and X carefully, then answer the questions that follow:
(a) Identify the organism using their common names.
(b) (i) Mention the kingdom to which specimen R, S, W and X belongs.
(ii) Mention the feature which distinguishes specimens R and S.
(c) Name the phylum to which specimens T, U and W belongs.
(d) (i) What is the economic importance of specimen X?
(ii) State the features which places organism X and V into their particular kingdom.
Question No: 01

Study specimen A3 which is a dissection of a mammal.
(a) Carefully observe the dissected mammal using a hand lens without disturbing it in any way.
(i) Draw a labelled diagram of A3.
(ii) Name the system which have been displayed and pined to your right hand side.
(iii) Mention two processes which take place in the system named above.
(iv) What is the importance of the processes named in (a) (iii) above?
(b) Name the part of the system responsible for the food absorption.
(c) How the part named in (b) above is adapted for food absorption.
(d) Which part of a system is responsible for reabsorption of water?

Question No: 02
You are provided with specimens H, I, J and K.
(a) Study carefully specimens H and I then:
(i) Identify specimens H and I by their common names.
(ii) Suggest the mode of locomotion of specimens H and I. Give reason to support your answer.
(iii) State the features used to place specimen H in the kingdom Animalia.
(b) Use the hand lens to observe specimens J and K then:
(i) Identify specimens J and K by their common names.
(ii) Name the habitats for each of specimens J and K.
(iii) Briefly explain the features which enable specimen H to survive in its habitat.
(iv) Classify specimens J and K to the phylum level.
(v) Write down one advantage and one disadvantage for each specimen J and K.
Question No: 01
You have been provided with specimens F and G.
(a) Study specimens F and G carefully, then:
(i) Identify specimens F and G using their common names.
(ii) Compare specimens F and G, then state their observable differences.
(iii) Briefly explain the types of germination which occurs in specimens F and G.
(b) Using scalpel, remove the outer coat from specimen F. Split the two parts with the inner sides facing upwards. Then:
(i) Draw a well labelled diagram to the structures of one part of the split specimen F as would be seen from
above.
(ii) For each structure labelled in specimen F, state the role they play in seed germination.
(c) Using a scalpel, prepare a longitudinal section of specimen G.
(i) Draw a well labelled diagram of the cut surface of specimen G.
(ii) Identify the part used by specimen G to absorb water during seed germination.

Question No: 02
You have been provided with specimens E, F and G. Study these specimens carefully then:
(a) Identify specimens E and F by their common names.
(b) Observe specimens E and F then:
(i) State four observable similarities between these specimens.
(ii) Identify two observable differences between the specimens.
(iii) What is the disadvantage of each specimen?
(iv) Name the class in which each specimen belongs.
(c) Observe specimen G then answer the following questions.
(i) Name the part of the plant represented by the specimen G.
(ii) Identify the function of specimen G in living organism.
(iii) Draw a well labelled diagram of specimen G
(iv) Mention a class in specimen G which belongs.
(v) State one observable feature you used to place specimen G in the class you mentioned in (c) (iv).
(vi) Give four examples of organisms which belong to the class you mentioned in (c) (iv) above.

Question No: 01
You have been provided with specimens A, B, C, and D. study them carefully then answer the questions that follow:
(a) Identify specimens A, B, C, and D by their common names.
(b) State three similarities between specimens C, and D.
(c) Identify three types of movement exhibited by each specimen A, C, and D.
(d) Name the habitats for each of specimen A, B, C, and D.
(e) State two adaptations features which enable each specimen A, B, C, and D to move easily in their habitat.
(f) Why is it important for specimen A to move from one place to another?

(a) Observe specimens M1, M2, M3 and M4 then:
(i) Identify specimens M1, M2, M3 and M4 by their common names.
(ii) Use the scalpel provided to cut specimens M1 longitudinally into two equal halves. Then, draw a well
labelled diagram of one half of a cut section.
(iii) State one function of each part you have labelled in a diagram above.
(iv) State two advantages of specimen M1
(b) Study specimen M2 and M3 carefully, and then answer the following questions based on the observable
structures.
(i) How do the two specimens differ?
(ii) How similar are the two specimens?
(c) (i) Name the class in which specimen M4 belongs. Give two reasons to support your answer.
(ii) State one disadvantage of specimen M4

You have been provided with specimens S1, S2, S3 and S4.
(a) Use the hand lens to observe these specimens then:
(i) Identify specimens S1, S2, S3 and S4 by their common names.
(ii) Classify specimens S1, S2 and S3 to the Class level.
(b) Study specimen S3 carefully then answer the following questions:

(i) Draw a neat, large and well labelled diagram of specimen S3.
(ii) State the habitat of specimen S3.
(iii) In what ways is specimen S3 important to a farmer?
(c) State two advantages of specimen S1.
(d) State four advantages of specimen S4.
(e) Give reason why specimen S4 was formally placed in the Kingdom Plantae?
You have been provided with specimens K1, K2, X1 and X2.
(a) Study carefully specimen K1 and K2 then:
(i) Identify specimens K1 and K2 by their common names.
(ii) Name the habitats for each of specimen K1 and K2.
(iii) Briefly explain the features which enable specimen K1 to survive in its habitat.
(iv) What terms are used to describe these organisms in relation to water economy?
(v) Suggest the mode of reproduction of specimen K2. Give reason to support your answer.
(b) Study carefully specimen X1 and X2 then:
(i) Identify specimens X1 and X2 by their common names.
(ii) Classify specimen X1 to the Class level.
(iii) State the features used to place specimens X1 and X2 in their respective Kingdom.
(iv) Write down the advantages and disadvantages of each specimen X1 and X2.
NECTA 2013 2B (Actual): The Specimens

a) A piece of cassava ……………………………………………………..S1
b) Castor seeds ………………………………………………………………S2
c) Cactus stem ………………………………………………………………..K1
d) Fern plant with all parts intact ……………………………………K2
e) Housefly ……………………………………………………………………..X1
f) Bee ……………………………………………………………………………..X2
You have been provided with specimens B1, B2 and B3.

(a) Using a hand lens, study the specimens carefully and;
(ii) Name the Kingdom/ Division in which each specimen B1, B2 and B3 belongs.
(iii) State four advantages of specimen B3.
(iv) Draw a well labelled diagram of specimen B3.
(b) Study carefully specimen B1 and B2. Then:
(i) State four observable differences between B1 and B2.
(ii) State the habitats of specimen B1, B2 and B3.
You have been provided with specimens P, Q and R.

(a) study carefully specimen B1 and B2.then:
(i) Identify specimens P and Q using their common names.
(ii) Draw a well labelled diagram of specimen Q showing external structures.
(iii) Name the Kingdom and Class in which specimens P and Q belongs.
(iv) Give four examples of plants for each class you named in (a) (iii) above.
(v) State four distinctive features of the Classes in which specimens P and Q belongs.
(b) State the importance of each specimens P and Q.
(c) Observe the structure of specimen R.
(i) Give the name of specimen R.
(ii) Name the class of an organism from which specimens R was obtained.
(iii) Explain the advantages of specimens R to the organism.
NECTA 2014 2A (Actual): The Specimens and Reagents
a) Mixture of starch and milk solution ……………………………………..A4.

b) Pea seed ……………………………………………………………………………..P.
c) Maize grains ………………………………………..……………………………….Q.
d) Quill feather …………………………………………………….…………………..R.
Study specimens E1, E2 and E3 then answer the following questions.

(a) Name the Kingdom of each specimen E1, E2 and E3.
(b) State three characteristics of each kingdom you named in (a) above.
(c) State the differences between specimens E1 and E3 with respect to:
(i) Habitat
(ii) Mode of nutrition.
(d) State two advantages and one disadvantage for each of specimen E1, E2 and E3.

You have been provided with specimens B, C, D and E.
(a) (i) Identify specimens B, C, D and E by their common names.
(ii) To which Kingdom(s) do specimens C, D and E belongs?

(iii) Name the habitats of specimens B, C, D and E.
(iv) Write two adaptations of specimen E to its habitat.
(b) State two distinctive characteristics that place each of specimens C and D into their respective Kingdom.
(c) (i) List down two advantages of specimen E.
(ii) State two distinctive characteristics that place specimen E into their respective Class.
(iii) Draw a well labelled diagram of specimen E.

Question No; 02
You have been provided with specimens D, E, F and G.
(a) Observe these specimens then:
(i) Identify specimens E and G by their common names.
(ii) Classify specimens D, E, F and G to Class level.
(b) Study specimens D and G carefully then state why these specimens are said to belong to the same Kingdom but
not the same Class?
(c) State the advantage and disadvantage of specimen E and F.
Question No: 01
You have been provided with specimens A, B, and C.
(a) (i) Identify specimens A, B and C by their common names.
(ii) Name the agent of pollination in specimen A.
(iii) Give five reasons which suggest the pollinator you named in (a) (ii).
(b) (i) Briefly explain the importance of pollination in specimen A.
(ii) Describe how the process of fertilization is likely to occur in specimen A.
(c) Study specimens B and C carefully then:
(i) Identify which one developed from an ovum? Give two reasons.
(ii) Which one developed from the ovary? Give one reason.
(d) Using a scalpel, prepare a longitudinal section of specimen A. Then draw a well labelled diagram of the cut
surface of specimen A to show its internal and external structures.
NECTA 2015 2A (Actual): The Specimens and Reagents

a) Hibiscus flower………………………………………………………………..A
b) Mango fruit……………………………………………………………………..B
c) Bean seed………………………………………………………….…………….C
d) Maize plant……………………………………………………………………..D
e) Rat/ mice………………………………………………………..……………….E
f) Housefly …………………………………………………..……………………..F
g) Bean plant …………………………………………….………………………..G

Question No; 02
You have been provided with specimens W, X and Y.
(i) Identify specimens X and Y by their common names.
(ii) Classify specimens W, X and Y to Phylum/Division level.
(b) List three distinctive features used to place each specimen W, X and Y in their respective Kingdom.
(c) State where specimen X and Y could be found?
(d) State two advantages and one disadvantage of specimen X and Y.
Question No: 01
Study specimens R, S, T and U then answer the questions that follow.
(a) (i) Identify specimens R, S, T and U by their common names.
(ii) What part of a plant are specimen R, S, T and U?
(iii) Draw a label a diagram of specimen R.

(iv) Name the type of reproduction common in specimens R and S. Give reason to support your answer.
(v) Briefly explain three advantages and two disadvantages a farmer get in crop production by using a type
of reproduction you named in (a) (iv).
(b) Name the type of pollination which is likely to take place in specimen U. Give reason to support your answer.
(c) Carefully remove all the sepals, petals and the entire stamen tube from specimen U then:
(i) Give the name of the remaining part of a specimen U.
(ii) Draw a well labelled diagram to show the structures of the remaining part of a specimen U.

Question No; 02
You have been provided with specimens R, S and T.
(i) Identify specimens R, S and T by their common names.
(ii) Classify specimens S and T to Phylum level.
(iii) Name the Class and state two distinctive features for each of Class of specimens R, S and T.
(b) Study specimens R, S and T carefully then answer the following questions:
(i) State the habitat of specimens R and S.
(ii) State four adaptation features which indicate how specimen S is adapted to its habitat.
(iii) In what ways are specimens S and T considered “useful” and “harmful” to human being and his
environment?
Question No: 01
You have been provided with specimens L, M, and N.
(a) (i) Identify specimens L, M, and N by their common name.
(ii) Which part of a plant are specimens L, M, and N?
(b) Observe specimen N carefully. Then;
(i) Name the structures which constitute the female and male parts of specimen N.
(ii) Explain how specimen N manages to attract insects for pollination.
(iii) Explain how fertilization process takes place in specimen N.
(c) Using a scalpel, remove all sepals and petals (including stamen tube) from specimen N. then;
(i) Draw a well labelled diagram of the specimen.
(ii) Identify which part of the specimen receives the male gametes during pollination.
(iii) Identify which part of the specimen transfers the male gametes to the place where fertilization takes place.
You have been provided with specimens R, S, T, and U.

(a) Study specimens R, S, T, and U carefully, then:
(i) Identify specimens R, S, T, and U using their common names.
(ii) Classify specimens S and U to Class level.
(b) (i) Draw a well labelled diagram of specimen R.
(ii) State six advantages of specimen R.
(c) Observe the structures of specimen T.
(i) Name the Kingdom and Division in which the specimen T belongs.
(ii) Explain five general characteristics of the Division in which specimen T belongs.
NECTA 2016 2A (Actual): The Specimens and Solutions

a) Mixture of milk and glucose solution…………………………………….Z
b) Moss plant ……………………………………………………………………………R
c) Grasshopper …………………………………………………………………………S
d) Fern plant ……………………………………………………………………………..T
e) Spider ……………………………………………………………………………………U

You have been provided with specimens W, X, Y, and Z.

(a) Study specimens W, X, Y, and Z carefully, then:
(i) Identify specimens W, X, Y, and Z using their common names.
(ii) State two observable similarities and differences between specimen W and X.
(iii) Classify specimens X and Z to Class level.
(iv) Give two examples of organisms belong to the same Class as specimen X.
(v) State two advantages of specimen W.
(b) Observe the structures of specimen Y.
(i) Name a Class in which the specimen Y belongs.
(ii) Draw a diagram of specimen Y and label any eight parts.
(iii) Outline three distinctive characteristics of the Class in which specimen Y belongs.
(c) Explain three ways in which specimen Z contributes to soil improvement?
NECTA 2016 2B (Actual): The Specimens and Solutions

a) Mixture of starch, milk and glucose solution ………………………………………….K
b) Rat …………………………………………………………………………………………………………W
c) Lizard ……………………………………………………………………………………………………..X
d) Tilapia fish ………………………………………………………………………………………………Y
e) Earthworm ……………………………………………………………………………………………..Z
You are provided with specimens A, B, C, D, and E.

(a) (i) State the common name for each specimen.
(ii) Classify each specimens B, C and E to the Class level.
(iii) State two observable features which have enabled you to place specimens B, C and E in their respective
Classes.
(b) (i) State the habitat of specimen C.
(ii) Explain two adaptations shown by specimen C to its environment.
(c) Name the lowest classification rank under which specimen A and D can be grouped together.
(d) Using examples, explain two advantages of the Kingdom in which specimen E belongs.
Study specimens K1, K2, K3, and K4.

(a) (i) Identify specimens K1, K2, K3, and K4 using their common names.
(ii) State the Phylum/Division of each specimen K1, K2, K3, and K4.
(b) (i) Name the Class (s) to which specimens K2 and K4 respectively belongs.
(ii) Give three distinctive characteristics which convinced you to agree with other scientists that specimens K2 and K4
must be placed in the Class (s) you named in (b) (i).
(c) (i) State one advantage and one disadvantage of specimens K1.
(ii) Explain three functions of specimen K3 to plants.
(d) Identify three observable structures which are typical characteristic of Kingdom Animalia in both specimen K1 and K2.
NECTA 2017 2A (Actual): The Specimens and Solutions

a) A mixture of sucrose and cooking oil solution ………………………………………..X
b) Grasshopper ………………………………………………………………………………………….K1
c) Killed/ preserved chicken or small bird ………………………………………………….K2
d) Pine leaf ………………………………………………………………………………………………..K3
e) Maize seedling ………………………………………………………………………………………K4

You have been provided with specimens L, M, N, and P.
(a) (i) Identify specimen L, M, N, and P by using their common names.
(ii) Observe the specimens M, N, and P carefully, and then classify each specimen to its respective group from
Kingdom to Class level.
(b) (i) State four observable features which prompted you and other scientists to place specimens L in the Class
Mammalia.
(ii) Give the reasons to why specimens N was formally placed in the Phylum you mentioned in (a) (ii)?
(c) Draw a diagram of specimen P and label the structures involved in locomotion only.
(d) With an example, explain why most of the members belonging to the Kingdom in which specimen L belongs are
of advantages to other living organisms.
You have been provided with specimens T1, T2, and T3.
(a) Using a hand lens, study the specimens carefully and:
(ii) Classify each specimen T1, T2, and T3 from Kingdom to Phyla/ Division level.
(iii) Why specimen T2 is said to have advantages to a farmer?
(iv) Identify four general characteristics which influenced you to place specimen T3 in the Phylum/ Division you
named in (a) (ii).
(v) Draw a well labelled diagram of specimen T3.
(b) Study carefully specimen T1 and T2 and:
(i) State two observable differences between T1 and T2.
(ii) State the habitats of each specimen T1, T2, and T3.
You have been provided with specimens C, D, and F.

(a) (i) Identify specimens C, D, and F by their common names.
(ii) To which Kingdom(s) do specimens C, D, and F belong?
(b) (i) Name the habitats of specimens C, D, and F.
(ii) How specimen D is adapted to its habitat?
(iii) Name the Classes in which scientists place specimens C and F.
(iv) State three distinctive characteristics that made you to agree with other scientists that specimens C and F
must dwell in the Class you named in (b) (iii) and not otherwise.
(c) (i) In which ways are specimens C and F of advantages to man?
(ii) Draw a diagram of specimen F and label the parts which are involved in sensitivity and locomotion.
NECTA 2018 2A (Actual): The Specimens

a) Orange fruits ……………………………………………………………………..X
b) Maize seedling …………………………………………………………………..C
c) Bread mould ………………………………………………………………………D
d) Grasshopper ………………………………………………………………………F
You have been provided with specimens L1, L2, L3 and L4.
(a) Use the hand lens to observe these specimens then:
(i) Identify each of the specimens L1, L2, L3 and L4 by their common names.
(ii) Classify specimens L1, L2 and L3 to the Class level.
(b) Study specimen L3 carefully then answer the following questions:
(i) Draw a diagram of specimen L3 and label three parts.
(ii) Identify the habitat of specimen L3.

(iii) In what ways is the specimen L3 important in nature?
(c) State two advantages of the specimen L1.
(d) State four advantages of the specimen L4.
You have been provided with specimens A, B, C and D. study them carefully, and then answer the following
questions:
(a) (i) Classify each of the specimens A and B to the Phylum level.
(ii) Why it is important to classify the specimens A and B to their respective Taxon? Give two reasons.
(b) (i) Identify the habitat of specimen B.
(ii) Draw a diagram of specimen B and label the locomotive structures.
(iv) Why specimen B should be placed in the Class Osteichthyes?
(c) Give two observable features which distinguish specimens C and D at class level.
(d) What are the advantages of members of Class Insecta in the growth and development of industry? Give
three points.
NECTA 2019 2A (Actual): The Specimens

a) Grasshopper ……………………………………………………………………………A
b) Tilapia ……………………………………………………………………………………..B
c) Maize seedling ………………………………………………………………………..C
d) Bean seedling ………………………………………………………………………….D
e) Castor seeds ……………………………………………………………………………M
Part C: PREPARATION OF CHEMICAL SOLUTIONS

Benedict’s Solution
Procedure:
 Dissolve 5 tea spoons of sodium carbonate, 3 tea spoons of citric acid, and one tea spoon of copper sulphate in
half a litre of water. Shake until everything is fully dissolved. OR
(i) Add 1 L of water to a cooking pot.
(ii) Add a box (70 g) of bicarbonate of soda.
(iii) Boil the mixture for 5-10 minutes. This makes sodium carbonate.
(iv) Let cool and transfer to a plastic water bottle.
(v) Add 3 spoons of citric acid.
(vi) Add one spoon of copper sulphate. Cap and shake to mix.
Note: The addition of the citric acid and sodium carbonate should be done slowly as they cause effervescence when mixed
quickly.
1% Copper (II) Sulphate

Procedure:
1
 Dissolve 1 spoonful of CuSO4 crystals in 2
litre of water. Dis-solve the CuSO4 completely. OR
(i) Add one spoon of copper (II) sulphate to a 1.5 L bottle.
(ii) Add 1 L of water and shake until chemicals are fully dissolved.
Iodine Solution
Procedure:
 Dilute 1 part concentrated iodine tincture with 9 parts water. OR
(i) Make sure to use iodine tincture from a pharmacy. The tincture must not contain ethanol/alcohol/spirit.
(ii) Add 1 part iodine tincture to 10 parts water.
Example: In a 500 mL bottle, add 40 mL iodine tincture, and then 400 mL of water.
(iii) Cap the bottle and shake.
Dilute Sodium Hydroxide, (NaOH)

Procedure:
 Combine 1 spoon of NaOH with 12litre of water. OR
(i) Using a plastic teaspoon, add one level tea spoon of NaOH to a 500 mL water bottle.
(ii) Caustic soda (NaOH) reacts with metal. Do not touch.
Safety Note:
 This reaction can cause the solution to become very warm. Avoid chemical burns by wearing gloves.
 Cap well and shake. This makes 1 M sodium hydroxide solution (corrosive).
 The solution will react with carbon dioxide in the air if not well sealed. Do not store in glass bottles with glass
stoppers as these will stick.
Safety Note:
 Prepare about 100 mL of citric acid or ethanoic acid solution to neutralize sodium hydroxide spills on skin or lab
tables. One spoon of citric acid in 100 mL of water is suitable.
 Ethanoic acid solutions are sold in stores as vinegar.
Sudan III Solution

Procedure:
 Combine 0.5 g of Sudan III powder with 100 mL of 70% ethanol solution (30 mL water and 70 mL ethanol).
 Place the solution in a warm water bath to help the Sudan III dissolve.
 Filter to remove any remaining solid.
Note:
Using Sudan III solution takes a long time to show results. It may be replaced by iodine tincture solution for the lipids test.
Dilute Hydrochloric Acid (HCl)

Procedure:
 Add 1 part HCl to 9 parts water.
Example: In a 1.5 L water bottle, add 900 mL of water, and then add 100 mL of HCl.
 Cap well and shake.
Dilute Citric Acid

Procedure:
 Dissolve 212 spoonful of citric acid in half a litre of water. OR
(i) Add 500 mL of water to a 1 or 1.5 L water bottle.
(ii) Add 5 spoons of citric acid.
(iii) Cap well and shake. This makes 0.5 M citric acid.
Use: To hydrolyses non-reducing sugars to reducing sugars.

O-Level Biology Practicals

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O-Level Biology Practicals

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2020

Mwl. Mukhtar Y.A

This handbook is written for teachers to acquire the knowledge and

O-Level Biology Practicals,

Part A: FOOD TEST

The major foods tested are:-

- The reagent used for corresponding type of food substance.

PRINCIPLES OF WRITING FOOD TEST REPORT

 Natural sources of starch are as follows :-

Mwl. Mukhtar Y.A O-Level Biology Practical 1

 Properties of starch are as follows:-

 They do not sweet taste.

 Uses of starch are as follow:-

i) It provides the body with energy (major source of energy.)

 Natural sources of protein are:-

 Properties of protein are:-

 They are insoluble in water.

Note the following during testing of protein:

Mwl. Mukhtar Y.A O-Level Biology Practical 2

 Uses of proteins are as follows:-

Effects of excess (amino acid) in human body

 It can cause growth depression (reduced growth) to human body

Deamination: Removal of amino group from amino acid.

 Natural sources of lipids are:-

 The properties of lipids are:-

 They are insoluble in water.

Mwl. Mukhtar Y.A O-Level Biology Practical 3

 Uses of lipids are as follows:-

FOOD SUBSTANCE SITE IN ALIMENTARY CANAL ENZYMES SOURCE OF ENZYMES PRODUCTS

Excessive amount of lipids in the body can cause Obesity.

 Natural sources of reducing sugar are:-

 Properties of reducing sugar are:-

 They are soluble in water.

 Uses of reducing sugar are as follow:-

Mwl. Mukhtar Y.A O-Level Biology Practical 4

FOOD SUBSTANCE SITE IN ALIMENTARY SOURCE OF ENZYMES PRODUCTS

Effect of excess monosaccharide’s e.g. glucose

 It cause obesity in human body

 Natural sources of non-reducing sugar are:-

 Properties of Non-reducing sugar are:-

 They are soluble in water.

Note the following during testing of non-reducing sugar:-

 Uses of non-reducing sugar are as follow:-

- It provides the body with energy.

FOOD SUBSTANCE SITE IN ALIMENTARY ENZYMES SOURCE OF PRODUCTS

Adaptions of ileum (small intestine) to its functions:

 It is long to provide large surface area for digestion and absorption.

Mwl. Mukhtar Y.A O-Level Biology Practical 5

Importance of using iodine solution in food test experiment:

Food tested Procedure Observation Inference

a) Mention food substances identified in solution S1.

Solution of Sample Question 02:

Test tube Food tested Procedure Observation Inference

Mwl. Mukhtar Y.A O-Level Biology Practical 6

Two drops of dilute sodium

Part of alimentary canal Digested Enzymes End product

i. mouth Salivary amylase(ptyalin) Maltose

ii. duodenum Pancreatic amylase maltose

(c) Natural Sources of each identified food substances

Food sample identified Natural sources of food sample substances

i. starch Cassava, maize, wheat

ii. protein Egg, meat, milk