STUDY QUESTIONS – ORAL LITERATURE

1. Define the term oral literature. Spoken, acted and performed art whose transmission/ presentation/media is by word of mouth.
2. Identify three main genres/ categories/forms/types/ kinds/ classes of oral literature.

• Oral narratives
• Short forms
• Oral songs/ poems

3. State eight (8) types/ sub-genres/ sub-categories/ sub-classes of oral narratives.

• Legends
• Myths
• Dilemma
• Aetiological/ Explanatory/ Why stories (tales)
• Trickster narratives/ tales/ stories
• Ogre/ monster narratives
• Fables
• Parables

4. State all short forms:

• Proverbs
• Riddles
• Tongue twisters.
• Puns
• Jokes
• Idioms

5. State at least 5 key characteristics of the 8 sub-genres/ sub-categories of oral narratives.
6. Legends:

• They are historical.
• Based on community hero/ heroine.
• Hero/ heroine have supernatural powers/ abilities.
• True in nature.
• Hero/ heroine usually sacrifices a lot on behalf of the community.
• Have a moral lesson.

1. Myths:

• Are sacred/ religious.
• Tell about origin of a community; certain beliefs and customs.
• There is reference to superhuman being/ Involve superhuman being.
• Based on history of a community.

1. Dilemma tales/ narratives:

• Protagonist has to make a tough choice.
• None of the choice is easy to make.
• Protagonist usually regrets the choice made.
• Always ends with a question.
• Have a moral lesson.

1. Aetiological/ Explanatory narratives:

• Explain the origin of natural phenomena/ occurrences.
• Explain why things are the way they are.
• Deal with the question: Why?
• Heavily rely on the cultural background of the community.
• Have a moral lesson.

1. Trickster narratives/ tales/ stories

• Involve treachery/ deceit/ cunning; trickster tricks another, dupe is tricked.
• Involve small versus big animals.
• Small animals are usually intelligent and cunning.
• Big animals are usually mighty but gullible and foolish.
• Test brain (intelligence) versus brawn (strength/ power)
• Small animals always trick the big animals.
• Have moral lesson.

1. Ogre/ monster narratives

• Involve interaction between ogres/ monsters and human beings.
• Involve creatures from human imagination and fantasy (unreality).
• Creatures have the ability turn themselves into human forms.
• Creatures always take advantage of the vulnerable/ weak in the society.
• Monsters/ ogres are pursued/ hunted by heroes/ heroines.
• Teach a moral lesson.

1. Fables

• Involve animal characters.
• The animal characters give human qualities and attributes (traits) – personified.
• Derived from particular backgrounds.
• Politely teach social norms/ standards/ rules.
• Teach a moral lesson.

1. Parables

• Have a religious allusion/ reference.
• Used to teach a moral lesson.
• Are a form of education.
• Use human characters.

6. State the appropriate steps/ stages in a riddling process/ cycle.

• Invitation – Challenger draws the attention of audience using an opening formula, for instance: ‘Have a riddle.’
• Acceptance– Respondent responds or accepts to take the challenge, for instance: ‘Throw it.’
• Challenge/Riddle– Challenger poses/ gives the challenge (riddle) itself.
• Guesses or answers– Respondents try to answer; provide guesses.
• Prize – Challenger asks for a prize in order to provide a solution in cases where respondents fail to answer it correctly. The prize is given, challenger finally accepts it.
• Solution – Challenger gives the right answer.

7. Highlight reasons why we study oral literature.

• A form of education.
• To understand our culture.
• To understand our history.
• As a form of entertainment.
• For recreation; leisure.
• National integration.

8. Body languages:

• Nodding
• Smiling
• Sitting posture (upright or leaning forward)
• Dancing
• Clapping/ applauding
• Laughing
• Frowning
• Waving
• Stamping feet.

9. Verbal skills/ devices/ cues:

• Voice projection; in order to audible.
• Tonal variation; to break monotony & create interest.
• Stress; to emphasize on certain issue/ point.
• Intonation; to express different feelings/ moods and meanings.
• Proper articulation (pronunciation)

10. Non-verbal cues/ devices/ para-linguistic; extra-linguistic features:

• Use of gestures (gesticulation); stretching hands, waving, swinging, pointing, clapping, thumbing, raising hand, spreading hands, shaking hands etc
• Facial expression; smiling, nodding, frowning, blinking, widening eyes, eye contact, winking etc
• Body movement; bending, stretching one’s body, enlarging stomach, curtsying ,bowing, shaking one’s body etc
• Dramatization/ dramatic aspects; acting out scenes like jumping etc
• Pregnant pauses; significant/ meaningful pauses (breaks) – to achieve certain effects such as suspense.
• Mimicry; imitation of sounds specific certain animals or beings during narration.

11. Oral devices:

• These are devices (signals that support the verbal communication) cues used during an oral presentation/ performance to achieve meaningful and effective/ successful presentation:
• NOTE: One must mention the exact cues and how they are applied practically.
• Verbal cues.
• Non-verbal cues.

12. Body languages that show alertness on the part of audience:

• Nodding
• Smiling
• Clapping
• Applauding
• Laughing
• Sitting upright
• Leaning forward

13. Ways in which the audience can contribute towards a successful delivery of a narrative:

• Joining in choral parts (singing).
• Clapping/ applauding.
• Telling parts of the story.
• Nodding in agreement.

14. Conventional ways of attracting attention:

• Telling a relevant proverb
• Giving an appropriate, summarizing riddle.
• Using an appropriate opening phrase/ introductory statement: “I have a story/ take a story/ story story”
• Challenging them with a tongue-twister.
• Posing/ asking a surprising question.
• Ringing a bell or drum
• Whistling
• Clearing throat
• Clapping

15. State at least 5 factors/ cues/ oral devices that make a story interesting/ thrilling/ captivating.

• Use of facial expressions; smiling, frowning, nodding, blinking, eye contact etc
• Use of gestures; waving, pointing, clapping, swinging hands, greeting, etc
• Use of mimicry; imitation – Imitating the sounds typical to different characters in order to play their role in the performance.
• Vary tone/ tonal variation; raising and lowering voice/pitch to express different moods/ atmosphere (lower voice for love and expressive situations; and high foranger and surprising/exciting/happy and joyous situations).

Voice projection – Say a word or line in a sharp, sudden and loud voice in order to reach the audience audibly and clearly as possible.

• Dramatization/ dramatic aspects – Enacting/ acting out scenes as if they are real ones. Performing scenes to make them appear real, memorable and exciting. For instance, jumping.
• Singing – Chanting/ singing in the course of narration in order to break the monotony of narration, enrich/ supplement the narration with certain information that would have otherwise been absent, allow audience participation in narration, capture the attention of the audience, allow smooth transition from one scene to another, help build audience-narrator rapport, sets the mood of the narrative and comic relief.

16. State story telling devices that would enliven the narrative; if employed.

• Use of facial expressions.
• Use of gestures.
• Use of mimicry.
• Change of tone/ tonal variation.
• Dramatization/ enactment of scenes.

17. State qualities of a good storyteller/ narrator: He/ should have;

• Good memory; must have good retention of the narrative.
• Recreates the story afresh/ anew every time it is narrated.
• Confident, courageous and determined; composed.
• Creative; original and imaginative – should think artistically and creatively.
• Should be able to use mimicry; imitate the speech and actions.
• Should know his/ her (their) audience in terms of age, motivational level and preferences.
• Observant; should be a good observer of what is happening in the immediate environment; should master elements in the community and use/ apply them appropriately and easily during narration.
• Knowledgeable in terms of culture; should have interest in culture.
• Open-minded
• Employs dramatization and other para-linguistic features to enhance performance.

18. State at least 12 typical features of narratives and songs/ poems.

• Timelessness: The exact time when narrative took place is not mentioned.

It is indicated by the presence of opening and closing formula.

• Elements of fantasy: They have elements/ aspects of imagination; things beyond the experience of a normal human being; for instance animals or inanimate objects talking.

The presence of ogres.

• Moral lessons: Narratives have teachings (virtues/morals) drawn from them. They should be given positively. For instance, we should be honest.
• Direct Address/ direct speech: Speaker talks directly to another person, animal or inanimate object (apostrophe).
• Beginning/ opening formula:
• Long ago….
• Once upon a time….
• There lived….
• In older days….

Functions of opening formula:

• It announces the start of the narrative.
• It attracts the attention of the audience.
• It identifies the narrator.
• It takes the audience to the world of fantasy.
• Closing/ ending formula:
• That is the end of my story.
• And that is my story.
• Thereafter and they lived happily.
• My story ends there.

Functions of closing formula:

• It announces the end of the narrative.
• It releases the audience from concentration.
• It paves way for the next narrative.
• It brings back the audience to the world of reality.
• Ideophones: Repetition of actual natural sounds in which the words are not found in the dictionary. For instance, krrrr…Ouch! Hahaha…, tap tap tap….
• Dialogue:Conversation between characters is evident in narratives.

This is to make it live, real and captivating.

• Personification: Human qualities/ attributes are given to animals or inanimate objects. For instance, stone talking or hare laughing.
• Repetition/ Refrain/ Chorus// Repetition of action: Aspects of repetition of words, phrases, clauses or sentences are evident in order to:
• Emphasize on certain point(s), concept(s), issue(s), topic(s) or idea(s).
• It also creates rhythm in the narrative.
• It gives mood to the narrative.
• Use of local/ ethnic words: Use of vernacular language i.eWat, ‘Mikai, Misumba, chik, dak’ in order;
• Give the narrative a local flavour/ beauty.
• Provide setting; place where the story was set.
• Mimicry: Imitation of words or sounds of other characters.
• Use of proverbs: This is in order to precisely/ briefly capture the moral lesson of the narrative.
• Use of songs: This is in order to;
• Allows the audience to participate in singing.
• Creates rapport between the audience and the singer.
• Breaks the monotony of narration.
• It acts as a code/ system of communication between characters.
• It allows as a comic relief; makes audiences laugh hence relieving tension.
• Sets the mood of the narrative.
• Allows smooth transition between scenes.
• Lack geographical specificity:Narratives lack exact mention of particular places where the story is set. It just uses words such as:
• Far far away.
• In a distant place.

19. Highlight 10 general features of songs.

• Involves aspects of poetry and chants (singing and jumping).
• Community property.
• Have lots of traditional elements.
• Dynamic; keep on absorbing new themes.
• Reflect real experiences in contemporary society.
• Use images and symbols from the immediate environment.
• Have refrain/ chorus to allow audience participation.
• Are in verse form (group of lines that form a single unit).
• Use lots of repetition.
• Have rhetorical questions, similes, metaphors, rhyme and rhythm.

20. State 10 features of an oral song/poem.

• Repetition
• Transliteration/ direct translation
• Direct address/ Apostrophe
• Short stanzas/ lines
• Parallelism; uniformity in structure
• Simple vocabulary.
• Figurative language.

21. Describe the poetic language/structure evident in songs.

• Repetition/ refrain
• Rhetorical/ rhetoric questions
• Similes
• Metaphors
• Rhythm
• Rhyme
• Verse form

22. Explain the aspects of integration that exist between oral songs and oral poetry:

• Sound pattern; rhyme – creates rhythm leading to musicality and memorability.
• Repetition/ refrain. – creates emphasis and musicality and aid in memorability.
• Figures of speech/ figurative language; simile, metaphors, personification etc.
• Rhetorical questions

23. Highlight key themes typical to legends:

• Prophecy and supernatural powers.
• Important service to the community.
• Major struggles.
• Victory and defeat.

24. Identify 15 types of oral/ poems songs with their respective alternative names if applicable:

• Work songs
• Love songs
• Political songs
• Religious/ sacred songs
• Wedding songs
• Topical songs.
• Initiation/ circumcision songs
• Funeral songs/ dirges
• War songs
• Teasing/ satirical songs
• Praise/ panegyric songs.
• Lullaby songs
• Children’s play songs/ singing games
• Chain songs
• Child naming songs

25. Highlight typical, key and specific features and functions of every type of song:

• Love songs;
• Express love for the opposite sex; woo them.
• They can express sorrow at being rejected.
• Either performed by a group or individual.
• They are romantic in nature.
• They can involve dialogue between lovers.
• Wedding songs;
• They are sung by the bride and/ or her companions.
• They are characterized by pomp/ show and celebration.
• They are usually accompanied by drums, shakers, jingles etc
• Praise the pride and groom and their family.
• Express the role of the bride and that of the groom.
• Express sorrow of leaving home and parting with friends.
• Warn of the challenges likely to be faced at groom’s place.
• Enhance happy mood during the wedding time.
• War songs: They are sung in preparation for, during and after war by warriors.
• They are highly repetitive.
• Express fighter’s prowess/ heroism and courage.
• Are exaggerated.
• May scorn/ condemn opponent.
• Praise political leaders.
• Sung with lots of gusto/ enthusiasm/ passion/ enjoyment/ delight/ pleasure/ zest.
• Sacred songs:
• They have stanzas and a chorus.
• They are structurally repetitive.
• They are slow and solemn.
• They have steady rhythm.
• They address a supreme being and emphasize people’s helplessness.
• Work songs:
• They are hardly accompanied except with sounds of work tools.
• They are fast so as to create rhythm for work.
• They are repeated over to last the duration of the job at hand.
• They may extol/ praise hardwork and denounce/ condemn laziness.
• They may ridicule/ condemn/ deride a known miser or lazy person in the community.
• Initiation/ Circumcision songs:
• They are sung by initiates and elders.
• They have elaborate accompaniments like shakers, horns, drums etc
• They encourage the initiates to be brave.
• They mock cowardice.
• They emphasize the new roles of the initiates as men and women the community.
• They appreciate forefathers of the community for upholding and bequeathing/ living this tradition for them.
• They raise the bravery of the initiates.
• Dirges/ Funeral songs:
• They are sung by mourners.
• They are somber/ sad/ melancholic.
• They are repetitive.
• They may be fast or slow.
• They are accompanied with a lot of drumming and dancing to cheer up the bereaved.
• They express sorrow and disbelief at the loss of loved one.
• They praise the achievement and virtues of the dead.
• Lullabies:
• They are sung softly.
• Are repetitive.
• Have slow rocking rhythm.
• Have soothing words that even lying to the child. Some lie that mother has gone away to bring the child a tantalizing/ enticing/alluring gift.
• Singing games:
• They are short and quick-changing from song to song to avoid children getting bored.
• They are repetitive.
• They are characterized with mockery/ ridicule.
• Are highly playful.
• Are rhythmic.

26. Compare and contrast myths and legends:

Similarities;

• They are stories- they have plot and characters.
• Based on oral tradition.
• They are mostly transmitted orally.
• Usually specific to a group of people.
• Involve things from the immediate environment; forests, lakes etc
• Involve gods and supernatural world.
• They are believed to be true.
• They tell about someone or events in the past.

Differences:

• Legends are solely based onexploits/ achievements of human characters while myths sometimes only involve gods and animals.
• Some legends are attributed to historical characters, like LwandaMagere while myths are purely fictional/ imaginary.
• Legends revolve around historical characters, events,their struggles and achievements while myths revolve around the origin/ creation of people and other things (customs, taboos etc), and events in their environment such as death.
• Myths are religious (sacred) while legends

27. Briefly describe the term didactic function in literature: They refer to educative function.
28. State the main features of panegyric (praise) songs:

• They use extensive metaphors; comparing people to animals to promote certain admirable/ valuable qualities.
• They glorify people especially good leaders with admirable qualities.

29. Similarities between tongue twisters and proverbs.

• They both use mnemonics, sound patterns, alliteration and assonance.
• They are brief.
• They are fixed.
• They are communally accepted.

30. Highlight the key features of short forms; proverbs, riddles, tongue-twisters, puns and jokes:

• Proverbs:
• Precise/ short
• Metaphorical; have hidden meanings
• Have fixed wordings.
• Express community’s wisdom and philosophy (principle)
• Serious statement in nature.
• Based on facts.
• They can have two parts; proposition and completion.
• Riddles:
• Short/ brief
• Metaphorical; have word puzzle that require solution.
• Require two people to complete
• Informal
• In question-answer format.
• Symmetrical (show balance and trimness in structure)
• Has opening formula
• Performed by children
• Tongue twisters:
• Are brief statements.
• Are alliterative
• May or may not make sense
• May be formed at any time as they are not hard and fast.

31. Define the terms: proverb, riddle, tongue-twister, pun, parable, idioms and joke.

32. Describe the key aspects of plot commonly evident in narratives.

• Exposition – The beginning
• Rising action
• Climax –   The middle
• Falling action (denouement)
• Resolution – The end.

33. Identify the things lost when a tongue-twister is translated:

• Authenticity; accuracy, originality
• Local flavour; beauty.
• Connotative
• Sound pattern; alliteration/rhythm/ musicality.

34. Define the term translation and transcription in orature.

Translation: changing oral literature material from original language to a language of study – for instance, English.

Transcription: writing down oral literature material from a tape without altering anything.

35. Explain the term respondent in two different contexts:
36. A person who accepts/ reacts to a challenge given by challenger in riddling process.
37. A person who answers the informant upon questioning during the interview.
38. Explain the importance of opening and closing formula:
39. Opening formula;

• Marks the start of the narrative.
• Takes the audience to the world of fantasy (imagination).

1. Closing formula;

• Marks the end of narrative.
• Brings the audience back to the world of reality.
• Invites another narrator to take his/ her turn.

37. State and explain 4 classification of proverbs:

• Advisory proverbs; advise/ counsel.
• Cautionary proverbs; warn/ caution.
• Normative proverbs; reinforce/ strengthen what the society considers desirable/ valuable: ‘All that glitters is not gold.’
• Summative proverbs; summarize words of wisdom to give moral lesson.

38. State 6 aspects of performance:

• Use of costume
• Intonation
• Sound track; recorded music accompanying performance.
• Gestures
• Movements
• Props/ décor; anything movable/ portable on stage.

39. State 5 ways of beginning a story in order to attract the attention of the audience:

• Telling a relevant proverb
• Giving an appropriate, summarizing riddle.
• Using an appropriate opening phrase/ introductory statement: “I have a story/ take a story/ story story”
• Challenging them with a tongue-twister.
• Ringing a bell or drum
• Whistling
• Clearing throat
• Clapping

40. Outline the social functions of all short forms:

Proverbs:

• Entertainment
• Recording history
• Cultural transmission
• For education purposes
• A measure of wisdom
• Promotion of morality/ social norms
• Enrich language
• To console
• To praise
• To compare situations and things
• To caution/ warn.

Riddles:

• Entertainment
• Recording history.
• A commentary on human life.
• Linguistic training
• A form of education
• To sharpen critical thinking/ wits.
• Tongue twisters:
• A pastime activity.

41. Identify some social/ socio-cultural, socio-economic and economic activities evident in some narratives:

• Farming
• Fishing
• Animal husbandry/ pastoralism
• Hunting
• Bee keeping
• Brewing
• Cattle raiding; social activity.

42. Explain the meaning fieldwork.

43. State reasons why fieldwork is necessary:

44. Describe key stages in fieldwork:

45. State the problems faced during fieldwork.

46. State the importance of a song during narration:

• Allows the audience to participate in singing.
• Creates rapport between the audience and the singer.
• Breaks the monotony of narration.
• It acts as a code/ system of communication between characters.
• It allows as a comic relief; makes audiences laugh hence relieving tension.
• Sets the mood of the narrative.
• Allows smooth transition between scenes.

47. Describe some moral lessons derived from oral narratives appropriately.

NOTE: They must be framed/ written positively.Should not use NOT/ NEVER.

• We should (learn to) be honest.
• We should be generous.
• We should share what we have/ get.
• We should be obedient.
• We should choose friends wisely.

48. Based on some animals, describe their character traits appropriately.

• Hare; intelligent, wise.
• Hyena: greedy, gullible.

49. Identify some themes based on some oral narratives.

• Greed
• Disobedience
• Jealousy
• Betrayal
• Dishonesty
• Pride
• Hatred
• Gullibility

#CHECKED#

 #THE END#

Upper Primary Subjects (Grade 4, 5, 6)

Upper primary is part of middle school. Upper primary has Grade 4, 5, 6. Subjects taught in upper primary include:

•  English
• Kiswahili or Kenya Sign Language
• Home Science
• Agriculture
• Science and Technology
• Mathematics
• Religious Education (CRE or IRE or HRE)
• Creative Arts
• Physical and Health Education
• Social Studies

Optional subjects taught in upper primary include;

Foreign Languages (Arabic, French, German, Mandarin)

• Indigenous languages
• Kenyan Sign Language
• Braille literacy

NB: ICT should be included in all learning areas. There should also be pastoral program once in a week.

Name…MARKING SCHEME         adm no. ……………class…….

School …………………………………………………                    

231/1

BIOLOGY

PAPER 1

Time:  2 HOURS

                 MOKASAIIJOINTEVALUATIONEXAMINATION

KenyaCertificateofSecondaryEducation

INSTRUCTIONS TO CANDIDATES

• Answer ALL the questions.
• Answers must be written in the spaces provided in the question paper.
• Additional pages must not be inserted.
• The paper consists of 12 printed pages.

FOR EXAMINERS USE ONLY

1. Other than observation, name one other scientific skill developed by studying biology. (1mark)

Recording/analysing/drawing/collecting data; 

2. Name the branch of Biology that deals with the study of phylogenetic relationship among

Organisms.                                                                                                                      (1mark)

Evolution;

3. State three adaptations of the Red blood cell to its function. (3 marks)

• Bi-concave in shape;
• Flexible walls;
• Has haemoglobin ;
• Non- nucleated;

4. The following is a transverse section from a young root

(a)(i) Name parts Q and U                                                                                         (2marks)

Q root hair;

U xylem;

(ii) With a reason, name the class of the plant from which the root was obtained (2marks)

Dicotyledonae; star shaped xylem;

(b) State the function of the part labelled Q                                                              (1mark)

Absorption of water and mineral salts;

5. A little starch solution was kept in a water bath at 37ºC. After a few minutes, the same volume of saliva was added. The experiment was left to stand for 15minutes. The mixture was then tested with Benedict’s solution.
6. a) What would you do to the mixture after adding Benedict’s solution in order to get the valid results? (1mark)

Heatto boil/heat/place the mixture in a water bath;

1. b) What final color would the solution change to? (1mark)

Green/yellow/orange/brown;

1. c) If you added iodine solution instead of Benedict’s solution to the mixture of saliva and starch, what colour would the solution have? (1mark)

Brown colour is retained

6. A patient complained of frequent thirst. A sample of the patient’s urine was found not to have any sugar.

(a)Name the hormone the person was deficient of.                                                               (1mrk)

Antidiuretic hormone/ Vasopressin;

(b)Name the gland that secretes the above hormone.                                                           (1mrk)

Pituitary gland;

7. State the advantage of desert animals excreting their nitrogenous waste in form of urea and not ammonia. (1mrk)

Urea requires less water for elimination; hence assist desert animals to conserve body water;

8. In an investigation, the pancreatic duct of a mammal was blocked. It was found that the blood sugar regulation remained normal while, food digestion was impaired. Explain these observations.                                                                                                              (2 mks)

Pancreatic juice containing digestive enzymes is blocked, from reaching food through

the pancreatic duct; insulin and glucagon which regulates sugar is released directly to

the Bloodstream and reaches the liver where it regulates sugar in the body;

9. Explain why glucose does not appear in urine of a healthy person even though it is filtered in

the Bowman’s capsule of a mammal.                                                                                    (1mks)

All glucose is selectively reabsorbed at the proximal convoluted tubule back to the blood in the body system;

10. Explain why Lamarck’s theory of evolution is not accepted by biologists today (1mark)

Phenotypically acquired characteristics cannot be genetically inherited;

11. Distinguish between survival of the fittest and struggle for existence (2mrks)

Survival of the fittest is a mechanism by which beneficial variations in a population are perpetuated while the disadvantageous variations are eliminated; struggle for existence is where members of a population are constantly competing with each other in an effort to survive;

12. The diagram below illustrates a U-tube whose arms are separated by a membrane that allows water molecules only to pass.
13. State how the levels of the liquids in the arms would be after several hours. (1mks)

Arm ADrop

Arm B   Rise

1. Explain the process taking place in the arms of the U-tube                               (3mks)

The concentrated solution has a higher osmotic pressure; water molecules are drawn across the membrane; by osmosis;

13. The equation below represents a physiological process that occur in plants.

6CO_{2 +} 6H₂O                                                          C₆H₁₂O_{6 +} 6O₂

1. Name two conditions necessary for the process to occur (2mks)

Light; Chlorophyll;

1. Identify two adaptations of the leaf for the process indicated by the equation above. (2mks)

• Broad flat lamina to provide a large surface area for absorption of carbon IV oxide and sunlight;
• The thinness of the leaf allows light and carbon IV oxide to pass through a short distance to reach the photosynthetic cells;
• Presence of stomata ensures the efficient diffusion of carbon IV oxide to the leaf,
• The cuticle and epidermis are transparent o allow penetration of light to the palisade cells;
• The palisade cells contain numerous stomata and their arrangement and position next to the upper epidermis enables them to receive maximum sunlight;
• The existence of extensive veins which conduct water and mineral salts to the photosynthetic cells and removes the products of photosynthesis;
• The air spaces in the spongy mesophyll layer are large enough to allow gases to circulate easily;

14. (a)Explain the observation made on the shoot when a seedling is placed on a horizontal position (3marks)

Gravity causes auxins to accumulate on the lower part; High concentration of auxins on the shoot stimulate faster elongation of cells on the lower side; causing the seedling to bed upwards;

1. b) Black ants will always move to where there is sugar.name the response (1mark)

Black ants by the sugar which they feed on; hence being positively chemotropic;

15. The diagram below shows a nerve cell. Study it and answer the question that follow.
16. Identify the type of neurone                                             (1mk)

Sensory neurone;

1. Give reasons for your answer in 17 (a) above                               (1mk)

The cell body is situated off the axon;

1. c) Using an arrow show the direction of flow of impulse on the diagram (1mk)

On the diagram;

16. The diagram below is simple illustration of central nervous system and nerve supply system to the arm. The parts A, B, C and D represents points the nervous system which can be blocked.

Identify the part that is blocked when

1. The hand is withdrawn but no pain is felt (1mk)

A

1. The pain is felt when the hand is withdrawn (1mk)

B

1. The pain is felt but the hand cannot be withdrawn (1mk)

C

1. The pain is not felt but the hand can be withdrawn at will (1mk)

D

17. Explain how knowledge of genetics can be applied in blood grouping and transfusion (2mks)

Can help in ensuring compatibility between donors and recipients to avoid agglutination; determination of disputed paternity;

18. The table below is a representation of a chromatid with genes along its length. It undergoes mutation to appear as shown below.

1. Name the type of chromosomal mutation represented (1mk)

 Inversion

1. Name one mutagenic agent                                                     (1mk)

Mustard gas/Colchicine/Thalidomide/DDT

19. A certain species of a flowering plant has 46 chromosomes in the somatic cells. State and explain the number of chromosomes present in the endosperm nucleus. (2mks)

69; the endosperm nucleus is triploid (46/2×3)

20. The diagram represents a stage in cell division. Study it and answer the questions that follow

1. Identify the stage of cell division shown in the diagram above (1mk)

Anaphase I

1. Give a reason for your answer in 22 (a) above (1mk)

Bivalents separates and each move to the opposite poles of the cell

21. The diagram below illustrates a mature embryo sac.
22. Name the structures labelled:        (2mks)
    A Synergids
    BPolar nuclei
23. What does structure C transform after fertilization (1mk)

Embryo

22. Explain why pregnancy is not lost after the first trimester even if the ovaries are removed .

(2mks)

Progesterone is the hormone responsible for maintainance of pregnancy;during the first trimester it is produced by the ovaries;after three months the placenta is fully developed and takes up the role of production of progesterone;

23. Identify two adaptations of a gaseous exchange surface (2mks)

• Have a large surface area for efficient diffusing of gases;
• Moist to dissolve respiratory gases
• Have thin epithelium for faster diffusion of respiratory gases
• Highly vascularized to maintain a steep concentration gradient

24. (i) Identify the function following parts of a microscope (2mks)
25. Diaphragm

An aperture that regulates the amount of light passing through the condenser to illuminate the specimen

1. Condenser

Concentrates light onto the stage

(ii) Explain the term resolution as used in microscopy                                                (1mk)

The ability of a microscope to distinguish two very close structures as separate entities

25. Name two supportive tissues in plants that are lignified (2 marks)

Sclerenchyma;xylem;

26. The diagram below represents nitrogen circulation in an ecosystem.

(a) Identify the following organisms                                                          (3marks)

Arhizobium ;( acc clostridium and azotobacter; acc plural) rej wrongsp;

BFungi; acc bacteria;

(b) Name process E

Nitrification;

27. (a) Name the type of muscles found in the gut. (1 mark)

Smooth muscles

(b) Give one difference between the muscles above and the one found in the heart   (1 mark)

28. State two methods of preventing malaria. (2 marks)

Use treated mosquito nets; slash bushes to prevent mosquito breeding; drain stagnant water;

29. A process that occurs in plants is represented by the equation below.

C₆H₁₂O₆                     2C₂H₅OH + 2CO₂ + Energy

(a) Name the process.                                                                                                        (1 mark)

Alcohol fermentation/anaerobic respiration ;( rej fermentation)

(b) State the economic importance of this process.                                                       (1 mark)

Bread making/baking; manufacture of dairy products; production of biogas ;( any 1)

30. State any two rules of binomial nomenclature. (2marks)                   Genus is written first followed by species; Genus starts with a capital letter; Genus and species are underlined separately when handwritten or italicized in printed work;
31. (a) Name the causative agents of the following human diseases (2 marks)

(i) Bilharzia……Schistosomamansoni/Schistosomajaponicum/Schistosomahaematobium ;(Rules apply)

(ii)Amoebic Dysentery…Entamoebahystolytica;

(b) State three methods of controlling air pollution                             (3 marks)

Use of lead free fuel/petrol; scrapped chimneys in factories; fossil fuels e.gbiogas; biological methods of controlling pests and diseases ;(owtte)

32. The diagram below represents a bone and synovial joint. Use it to answer questions that follow.

• Name the bone that articulates with bone labelled K anteriorly                           (1 mark)

Pelvic girdle;

• Name the part labeled N                                                                    (1 mark)

Ligament;

• Identify the synovial joint above (1 mark)

Ball and socket joint ;

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