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s.6 Bio2 Premock Set 10 - 2025@sseff

This document outlines the structure and instructions for the Uganda Advanced Certificate of Education Biology Paper 2 for August/September 2025. It includes two sections, with Section A containing a compulsory question on the effects of external factors on mineral salt uptake in crops and the importance of nitrogen and phosphorous, and Section B offering various topics for additional questions. The paper emphasizes the need for clear and logical presentation of answers, including the use of labeled diagrams where necessary.

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Fred Sseggirinya
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22 views4 pages

s.6 Bio2 Premock Set 10 - 2025@sseff

This document outlines the structure and instructions for the Uganda Advanced Certificate of Education Biology Paper 2 for August/September 2025. It includes two sections, with Section A containing a compulsory question on the effects of external factors on mineral salt uptake in crops and the importance of nitrogen and phosphorous, and Section B offering various topics for additional questions. The paper emphasizes the need for clear and logical presentation of answers, including the use of labeled diagrams where necessary.

Uploaded by

Fred Sseggirinya
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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P530/2

BIOLOGY
(Theory)
Paper 2
Aug./Sept. 2025
!
2 HOURS
"

Uganda Advanced Certificate of Education

BIOLOGY

Paper 2

2 hours 30 minutes

INSTRUCTIONS

• This paper consists of two sections A and B


• Attempt question 1 in section A and any three (3) from section B
• Any additional (s) will not be marked.
• You are advised to read the questions carefully, organize your answers and present
them precisely and logically. Illustrate your answers with clear labeled diagrams
where necessary.

©2025 SSEFF Page 1 of 4


SECTION A (40 MARKS)

Question 1 is compulsory

1. In an experiment, the effects of an external factor on the uptake of mineral salts by


crops and the importance of nitrogen and phosphorous in crop growth and
development were investigated.
In both investigations nutrient solutions and maize seedlings were used as follows.
In set up 1, the amount of mineral salts absorbed by the maize seedling were
determined over time in hours by measuring the amount of the mineral remaining
in the nutrient solution.
The results obtained are as shown in the figure 1 below.
Fig. 1
120
Amount of mineral salt remaining in nutrient solution (a.u)

100

80

Aeration tube absent


60

40

20

0
0 20 40 60 80 100 120 140 160
Time (Hours)

©2025 SSEFF Page 2 of 4


In set up 2, the importance of each of the elements nitrogen and phosphorous on
plant growth and development was established by measuring the change in mass of
the shoots and roots of maize crops after three weeks of growing under different
conditions. The results of the experiment are shown in the table 1 below.
Table 1

Nutrient solutions Change in fresh mass(g) of parts of maize seedlings

Shoot Root

Complete solution 2.84 0.61

Lacking nitrates 2.01 0.31

Lacking phosphates 1.80 0.06

(a) Using the graph in figure 1;


(i) Explain the differences in the absorption of the essential mineral element
used in the experiment. (14 marks)
(ii) Apart from the factor investigated in the first set up, give and explain how
two other factors may produce similar results in the absorption of
mineral element in the experiment. (08 marks)
(b) Using the results indicated in the table 1 above;
(i) Give four conclusions which can be drawn from the results obtained in
second set up the experiment. (04 marks)
(ii) Explain why mineral salts investigated could have led to the results
indicated in table 2 above. (10 marks)
(c) Outline human activities that may cause mineral deficiency in soil for
agricultural activity. (04 marks)

©2025 SSEFF Page 3 of 4


SECTION B (60 MARKS)
Answer any three questions from this section.
Any additional question(s) answered will not be marked.
2.
(a) Explain how lungs and ileum in humans fulfill the requirements for effective
exchange and absorption surfaces of substances respectively. (10 marks)
(b) Cystic fibrosis is a genetic disorder caused by an autosomal mutant gene and it is
expressed in homozygous recessive individuals, whereby excessive amount of
thick mucus is secreted in lungs and pancreas.
(i) Explain how such mucus secretion may affect the digestive function of the
pancreas. (03 marks)
(ii) Describe how the disorder is transmitted from parents to their offspring
in humans. (07 marks)
3.
(a) Compare the structures of the mitochondrion and chloroplast. (08 marks)
(b) Describe how the chloroplast is adapted to its main function. (08 marks)
(c) Illustrate the exchange of materials that occurs between the cytoplasm and the
stroma in chloroplasts. (04 marks)
4.
(a) Suggest the reasons why viruses are;
(i) Considered living organisms. (03 marks)
(ii) Considered non-living organisms (04 marks)
(b)
(i) Discuss the role of bacteria in ecosystems. (07 marks)
(ii) In what ways can human activities encourage the activity of beneficial
bacteria? (06 marks)
5.
(a) State the characteristics of predator-prey relationship. (06 marks)
(b) In what ways is the predator-prey relationship compare with the host-parasite
relationship? (08 marks)
(c) Explain the interactions that enable some crops growing in nitrogen deficient
habitats to survive. (06 marks)

6.
(a) Describe the structure and distribution of the stomata in terrestrial plants.
(08 marks)
(b) Describe the mechanism of stomatal movement influenced by time of the day.
(08 marks)
(c) Explain the environmental factors that influence the stomatal movements.
(04 marks)
END

©2025 SSEFF Page 4 of 4

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