2021 JUNIOR CERTIFICATE EXAMINATION

CHIEF EXAMINER’S REPORT

BIOLOGY
A. GENERAL COMMENTS

The paper for Biology JCE for 2021 was appropriate for candidates at Junior
level. All the questions were extracted from the Junior syllabus for Biology.

The paper tested all core elements in the syllabus. It also covered adequately
the skills required by a Junior Certificate candidate. Its level of difficulty was
appropriate for the candidates.

There was no question that was too easy or too difficult for candidates
evidenced that each question had candidates that ably responded to it as well
as some who failed.

The paper adequately tested all levels of Bloom’s Taxonomy ranging from
knowledge to application. However, only a few candidates were unable to
adequately respond to comprehension questions that demanded them to
explain; for example, question 24 (b).

General performance of candidates was average as most were able to give the
correct answer while some had spelling difficulties for Biology terms like
short/long sight writing it as long site or short site which takes a different
meaning for question 32.

Others writing skave for scurvy for question 28 a

B. COMMENTS ON GENERAL PERFORMANCE OF CANDIDATES ON

INDIVIDUAL QUESTIONS
 SECTION A
MULTIPLE CHOICE

Question 1: Fairly done; above 50% passed

Question 2: Poorly done, many failed

Question 3: Poorly done a number of candidates failed

Question 4: Average, fairly half of the candidates passed

Question 5: Poorly done; many failed

Question 6: Poorly done: many failed

Question 7: Was fairly done most candidates got it

Question 8: Poor performance; many failed

Question 9: Average performance: about 50% passed

Question 10: Good, more than 50% passed

Question 11: Poor; many failed

Question 12: Fair performance

Question 13: Poor performance: many failed

Question 14: Fairly done: many got it right

Question 15: Poor performance: a good number failed

Question 16: Good performance: a good number passed

Question 17: Fair performance: around half the candidates got it

Question 18: Was done well: most candidates failed

Question 19: Poor performance: many candidates failed

Question 20: Poor performance: many failed as well

 SECTION B
Free response questions

Question 21a

The general performance was good, this demanded candidates to use the
diagram to state groups of animals in the figure.

The correct answer was X, a vertebrate Y was an invertebrate which many

managed with a few who were stating classes e.g. fish, annelids, reptiles etc.

Question 21 b

Performance was average

It required candidates to state how Y reproduces. The correct response was

regeneration but only 60% of the candidates got it. With some strange
responses like, sexual intercourse.

Question 21 c

It demanded candidates to state the structure for locomotion for X which was
fins.

A good proportion of candidates managed to get it with a few who were off-point
with responses e.g. wings, feathers, walking.

Question 21 d

It required students to state features, that could be used to classify X which

included fins, scales, eyes etc.

The responses which were wrong included “live in water”, “lay eggs”, etc.
However it was fairly done by candidates.

Question 22 a

Candidates performance was poor. In this they were required to state the three
components of the circulatory system which are Heart, Blood and blood
vessels.

However, most candidates gave responses like blood cells, arteries plasma etc.

Question 22 b (i) and (ii)

Candidates were asked to state the function of arteries and capillaries
respectively.

Performance was poor as many were saying arteries pump blood to the heart
and capillaries transport deoxygenated blood.

The correct responses were:

Arteries - transport oxygenated blood to body parts

Capillaries - allow exchange of materials between blood and tissues

Question 23 a (i) and (ii)

Asked candidates to mention parts of the ear that help to maintain balance and
equalize air pressure on the sides of the eardrum respectively.

For a (i) the correct response was the semi circular canals

For a (ii) it was supposed to be the Eustachian tube

Candidates performed poorly in both cases as a lot of them did not attempt the
items while those who tried them had challenges with spellings.

Question 23 (b)

The question required candidates to explain two ways of caring for eyes.

The correct responses included:

- Not reading in dim light to avoid straining eyes

- Avoid reading in very bright light to avoid damaging the retina and
others

Candidate’s performance was poor as some were failing to explain how to read
in dim or very bright light affects eyes, others explained care for ears.

Question 24 a

Candidates were asked to state two sexually transmitted diseases that cause
blindness.

These are (i) syphilis and (ii) Hepatitis B. A number of candidates gave
syphilis but very few gave Hepatitis B or both for 2 marks. The majority did
not understand the question and were giving cause of blindness e.g. lack of
vitamin A.
Question 24 b

It required candidates to explain ways of preventing sexually transmitted

infections. Correct, expected responses were:

- Being faithful so that you do not contract STI from multiple sexual
partners
- Using condoms which prevent you to contract the disease
- Abstinence to protect oneself from contracting the STI

Most candidates could mention the ways but failed to explain

Question 25

This required candidates to state four features of a good report in biology

experiments.

The expected responses were:

- Aim of experiment
- Procedure or method
- Hypothesis
- Results
- Conclusion

However, the candidates poorly performed in this question because some left it
blank while others were giving materials, observation, introduction etc.

Question 26 a

Candidates were given a diagram of the brain. They were asked to name the
part labeled D which was the cerebellum.

A good number of candidates attempted the question but a lot of them gave
wrong spellings while others stated it was hypothalamus.

Question 26 b

It required candidates to state two functions of part labeled E (cerebrum).

Candidates performed fairly well however some gave wrong answers like for
balance. But the correct responses were thinking, intelligences, memory
control, speech etc.
Question 26 c

Candidates were required to mention two effects of alcohol on the nervous

system.

Expected answers were:

- reduces balance
- reduces sense of judgment
- slows down reaction time etc
- causes loss of memory

Candidates did well in this question with very few failures.

Question 27 a (i)

This was accompanied by a diagram of the lung model.

Candidates were asked to give a representation of

(i) glass tubing

(ii) diaphragm
(iii) lung

The performance was good. Above 90% of the candidates attempted the
question with the challenge of wrong spellings.

The question was done well.

Question 27 b

Candidates were asked to give one limitation of the lung model.

The correct response was “no movement of the bell jar”

This question was poorly done by a lot of candidates as most did not attempt
it. Others gave responses like “it is expensive”, “it easily breaks”, etc.

Question 28 a

Candidates were asked to state the deficiency disease that is shown by

(i) bleeding of gums

(ii) enlargement of thyroid gland

The correct responses were

 (i) scurvy
(ii) goitre

Candidates performed well with a few who gave responses like kwashiorkor,
marasmus. However a big number had poor spellings such as scave and some
spellings in banthu language and local names like chiseyeye came up.

Question 28 b

Candidates were asked to explain one effect of deficiency diseases.

The correct responses were:

- retarded growth due to lack of proteins

- loss of body parts due to lack of calcium

Candidates did poorly as a lot of them could not give the responses and those
that attempted failed to explain.

Question 28 c

The question required candidates to give one way of preventing obesity.

The correct responses were

- doing physical exercises

- avoiding overeating

Students performed exceptionally well in this question.

Question 29

A table provided required candidates to fill in blanks with food substance,

enzyme and product appropriately.

The responses were

(i) amylase
(ii) glucose or fructose
(iii) peptides

This was poorly done by most candidates showing lack of content mastery.

They failed to identify and link food, enzyme and product.

Question 29 b

Candidates were asked to explain any one function of small intestines

The correct answer was

- produces enzyme to complete digestion

- absorbs food nutrients for body use

Candidates performed poorly as most failed to explain the function.

Many gave function of large intestine i.e. absorb water

Question 30 a

The diagram of the head of the tapeworm was provided.

Candidates were asked to name part Q which was the neck. However, some
candidates gave responses like scolex, proglottide, genital leg etc.

This was poorly done.

Question 30 b

Asked symptoms of the tapeworm whose responses were:

- abdominal pain
- intestinal obstruction
- loss of weight etc

Candidates performed well, many gave two correct responses only a few failed
and some had problems with spellings.

Question 30 c

It asked candidates to state the part of the human body where the tapeworm
lives.

The correct response was small intestines.

Candidates performed fairly well with a few who stated stomach.

 SECTION C

ESSAYS QUESTIONS

Question 31

Candidates were asked to describe characteristics of living things for 10 marks.

Candidates were required to mention each characteristic and explain it for the
award of 2 marks.

Expected answers included:

Growth: which is the irreversible or permanent increase in mass and size of

an organism

Reproduction: where organisms produce young ones either sexually or

asexually

Movement: where organisms move their whole bodies or part of the bodies

Sensitivity: in which organisms sense changes in the environment and

respond to them

Feeding: in which organisms obtain food from the environment etc.

Candidates were being awarded a mark for mentioning a characteristic and

another mark for explaining it.

The question was very well done by candidates with only a few that could just
list the characteristics but failed to explain them.

Question 32

The question asked candidates to explain any five defects of the eye.

The expected responses included:

Long sight: where a person is able to see distant objects clearly only or a
person is unable to see clearly near objects.

Short sight: Where an individual can see near objects clearly and not far
objects.

Astigmatism: Where the cornea of the eye is rough or uneven.

Cataract: In which the lens become opaque and less or no light passes through
it
Old sight: Occurs when the lens lose their elasticity due to old age

Glaucoma: Is where there is increased pressure inside the eyeball.

Candidates’ performance was poor. Only a few attempted the question and
those that attempted had challenges with spelling e.g. short site instead of
short sight. Some wrote care for the eyes others gave functions of parts of the
eye.

Question 33

The question asked candidates to explain the methods of preserving food.

The essay should have included the following:

- Boiling which destroys/kills microorganisms with high temperatures.

- Drying which removes water from food that reduces or stops
multiplication or growth of microorganisms
- Salting where microorganisms become dehydrated thereby killing them
- Freezing where low temperatures inactivate microorganisms
- Pasteurization

This question was not done very well by candidates. Some would mention
boiling, drying and freezing but failed to explain how they help to preserve food.

A lot of candidates wrote methods of storing food e.g. granary, applying actellic
while others explained methods of preparing food e.g. frying, roasting etc.

RECOMMENDATIONS

To Schools

- Teachers should strive to teach in English not in local language

- Schools should be supplied with syllabi and appropriate textbooks
- Schools should ensure complete syllabus coverage
- Teachers should be encouraged to read Chief examiner’s reports to
improve performance of learners in National Examinations.
- Teachers should train candidates on how to write and respond well to
questions e.g. in essays, there should be no bullets, no heading, no
emphasizing points. This has costed candidates marks.
- Teachers should teach in line with syllabus demand not just following
the books
Candidates must be told to encircle not shade when answering multiple choice
questions

To Ministry of Education

- There is serious need for qualified science teachers in schools

- Caretakers who are not science majors are leaving our candidates half
baked and unable to do well in National Examinations.
-

To Curriculum Developers

- Cross cutting issues should be looked into e.g. Methods Of Food

Preservation had a lot of concepts from Home Economics.