F2 BIOLOGY COMPETENCE BASED QUESTIONS AND ANSWERS

1. A student in your village has been complaining of itching and a ring-shaped rash on his foot. He visited a local herbalist who gave him an unknown concoction, but the condition has persisted for three weeks.
(a) Identify the most likely causative agent of this condition and the kingdom to which it belongs.
(b) Explain three distinctive features that confirm this organism belongs to Kingdom Fungi.
(c) Advise the student on the appropriate steps to take, giving reasons for each step.
(d) Explain why the herbalist's treatment may not have been effective.

2. A local bakery in your town produces bread and other baked goods. The owner has noticed that during the rainy season, some bread gets spoiled quickly with dark, thread-like growth appearing on the surface. However, the same owner also uses a type of fungus to make the bread dough rise.
(a) Identify the fungus responsible for making the dough rise and name its phylum.
(b) Describe the process by which this fungus causes the dough to rise.
(c) Identify the organism responsible for the spoilage of bread and name its phylum.
(d) Explain how the bakery owner can prevent the spoilage while still using fungi beneficially in production.
(e) Compare and contrast the two fungi mentioned in (a) and (c) in terms of their structure and mode of nutrition.

3. A pharmaceutical company is investigating local fungi for the production of new antibiotics. They have collected several fungal specimens from decaying organic matter and soil.
(a) Name one fungus that is already known to produce antibiotics and state the phylum it belongs to.
(b) Explain the ecological role of the fungus you named in (a) in its natural habitat.
(c) Describe how the company would test whether a newly collected fungus produces an antibiotic.
(d) Discuss three other beneficial uses of fungi to human beings, giving specific examples.
(e) Explain why some fungi are considered a threat to human health despite their medicinal value.

4. A farmer has been experiencing poor crop yields on his farm. An agricultural extension officer advises him to plant leguminous crops and also informs him that certain fungi can form beneficial relationships with plant roots.
(a) Name the symbiotic relationship formed between fungi and plant roots.
(b) Describe the structure formed by this relationship.
(c) Explain how this relationship benefits both the fungus and the plant.
(d) State two other examples of symbiotic relationships involving fungi.
(e) Explain how the farmer can use this knowledge to improve crop yields on his farm.

5. During a nature walk, a student collected the following plant specimens: a moss plant from a damp rock surface, a fern from a shaded forest floor, a pine branch with cones, and a hibiscus flower with leaves.
(a) Classify each specimen into its respective division of Kingdom Plantae.
(b) For each specimen, state two distinctive features that justify its classification.
(c) Arrange the four divisions in order of increasing complexity, giving reasons for the order.
(d) Explain how each plant is adapted to its specific habitat.
(e) Which of the four plants is best adapted to survive in a dry environment? Give reasons for your answer.

6. A farmer has two plots of land. In Plot A, he has planted maize, and in Plot B, he has planted beans. He notices that the two crops have different root systems, leaf venation patterns, and flower arrangements.
(a) Classify each crop as either monocotyledonous or dicotyledonous.
(b) Describe three structural differences between the two crops based on the farmer's observations.
(c) Explain how the root system of each crop affects the way the farmer should apply fertiliser.
(d) If the farmer wants to intercrop maize and beans, explain two advantages and two disadvantages of this practice.
(e) Describe one disease that affects each crop and state the causative agent.

7. A community living near a riverbank has been experiencing soil erosion. A biologist advises them to plant certain types of plants to control the erosion. The community members are hesitant because they believe all plants are the same.
(a) Name three types of plants from different divisions of Kingdom Plantae that could be used to control soil erosion.
(b) For each plant, explain how its structure helps in controlling soil erosion.
(c) Explain why bryophytes are considered important pioneer species in ecological succession.
(d) Discuss the role of conifers in carbon sequestration and climate change mitigation.
(e) Explain the disadvantages of planting water hyacinth (an angiosperm) in a water body.

8. A group of students is conducting a survey of plants in their community. They find that most of the plants grown are angiosperms, including maize, beans, mangoes, and ornamental flowers. They also find a few conifers used for timber.
(a) Explain why angiosperms are the most successful group of plants on Earth.
(b) Describe five ways in which angiosperms are important to the local community.
(c) Compare the wood of conifers and angiosperms in terms of structure and uses.
(d) Describe two disadvantages of angiosperms to the community.
(e) Suggest three ways in which the community can sustainably use their plant resources.

9. A community health worker has reported an outbreak of a disease characterised by abdominal pain, diarrhoea, and fatigue. The disease is suspected to be caused by a parasite transmitted through contaminated food and water. Laboratory tests reveal the presence of a flatworm.
(a) Identify the possible causative organism and the phylum to which it belongs.
(b) Describe four structural adaptations of this organism to its parasitic mode of life.
(c) Explain the life cycle of this parasite, including how it reaches the human host.
(d) Suggest four preventive measures the community can take to control the spread of this disease.
(e) Distinguish between this organism and a roundworm in terms of body structure and mode of transmission.

10. A farmer has a problem with insect pests destroying his crops. He decides to use a broad-spectrum insecticide to kill all insects on his farm. A neighbour advises him against this practice, saying that not all insects are harmful.
(a) Name three classes of Phylum Arthropoda and give one example of each.
(b) Explain three ways in which arthropods are beneficial to the farmer.
(c) Explain three ways in which arthropods are harmful to the farmer.
(d) Discuss the disadvantages of using broad-spectrum insecticides as a method of pest control.
(e) Suggest alternative methods the farmer could use to control pests while conserving beneficial arthropods.

11. In a biology laboratory, students are given three preserved specimens: a tapeworm, an earthworm, and a roundworm. They are asked to observe and compare their external features.
(a) Classify each specimen into its respective phylum.
(b) Draw a table to compare the three specimens based on: body shape, segmentation, presence of chaetae, and mode of life.
(c) Describe how the earthworm is adapted to its habitat in the soil.
(d) Explain the economic importance of earthworms to agriculture.
(e) Explain why tapeworms are considered more harmful to humans than earthworms.

12. A student visits a zoo and sees the following animals: a fish, a frog, a lizard, a bird, and a monkey. She is asked to classify them based on their external features and adaptations.
(a) State four distinctive features that all these animals share as members of Phylum Chordata.
(b) Classify each animal into its respective class.
(c) Describe two adaptations of each animal to its specific habitat.
(d) Explain how the heart structure differs among the five animals.
(e) Discuss three ways in which chordates are important to human beings.

13. A village is experiencing an outbreak of malaria and sleeping sickness. The village leader has called a meeting to discuss ways to control these diseases.
(a) Identify the causative agent and the vector for each disease.
(b) Classify each causative agent into its respective phylum.
(c) Describe the life cycle of the malaria parasite.
(d) Explain four methods the village can use to control the vectors.
(e) Discuss why controlling the vector is more effective than treating the disease after infection.

14. A farmer has a problem with aphids attacking his tomato plants. He has heard that lady beetles can be used to control aphids, but he is skeptical about using living organisms instead of chemicals.
(a) Classify the aphid and the lady beetle into their respective phyla and classes.
(b) Explain the relationship between the aphid and the lady beetle.
(c) Discuss three advantages of using biological control over chemical pesticides.
(d) Explain two disadvantages of biological control.
(e) Design an integrated pest management plan for the farmer, combining biological, cultural, and chemical methods.

15. A national park is home to a variety of animals including elephants, lions, snakes, frogs, and birds. A proposal has been made to convert part of the park into agricultural land.
(a) Classify each of the mentioned animals into its respective phylum and class.
(b) Explain the ecological importance of each animal in the park's ecosystem.
(c) Discuss the potential effects of converting part of the park into agricultural land on the animal populations.
(d) Suggest three ways in which the community can benefit from the park without destroying it.
(e) Explain why the conservation of biodiversity is important for human survival