LEAVING CERT BIOLOGY HIGHER AND ORDINARY LEVEL:STUDENTS WHO had practised past papers while studying for the higher-level biology exam reaped their reward yesterday, while budding detectives got to stretch their muscles with innovative questions at ordinary level.

“Overall, the format at higher level was as we’d expect,” said Michael Fitzgerald, an ASTI representative and a teacher in Garbally College, Ballinasloe, Co Galway. “All the big topics were there.”

Mona Murray, a teacher in the Institute of Education, said: “The short questions were lovely,” adding that they had “a calming effect on students”.

Section B, in which students are examined on their knowledge of the 22 practical experiments they are required to carry out, held one surprise.

“Students would normally expect all of the questions in that section to be about those mandatory activities,” Mr Fitzgerald said.

“In fact, question seven was about scientific methodology, which maybe limited the choice slightly.”

Ms Murray felt that this was a bit unfair. “Candidates understand that this section would examine the 22 mandatory experiments,” she said.

The other two questions in the section drew no complaints, however.

The long answer questions were very well received. “The ecology question was lovely,” Mr Fitzgerald said.

“Part B of that question required candidates to have a good general knowledge of ecology,” Ms Murray said. “Candidates were required to have both the knowledge and the confidence to apply that knowledge to answer this part of the question effectively. Regurgitation of learned information would not have sufficed.”

The genetics question was, “very, very nice”, according to Mr Fitzgerald. “There were a lot of definitions asked.”

An absence of modern genetics was unusual but that question turned up in section B.

Question 12 is always about the human body and this year excretion and the kidney were the topics. “It was very much as you’d expect it to be,” Ms Murray added. “It required candidates to have an in-depth knowledge of the organ.”

Mr Fitzgerald said there was a nice choice in questions 14 and 15.

A graph detailing the results of a classroom photosynthesis experiment would have required candidates to really think the question through, in the first part of question 14, Ms Murray said.

“It was well within the abilities of most higher-level students,” Mr Fitzgerald said.

Ordinary level students faced a very fair paper, according to teachers.

“There was one question I particularly liked,” Mr Fitzgerald said.

“In the genetics question, students were asked about genetic profiling by means of a question about blood samples taken from a crime scene. They were asked to identify the perpetrator.

“Considering that so many of them watch CSI, I thought it was a good touch.”

TRY THIS AT HOME: LEAVING CERT BIOLOGY HIGHER LEVEL:

1. Answer five of the following:

(a) Which food type may be identified in the laboratory by the use of Sudan III or brown paper?

(b) Give one role for a named mineral in plants.

(c) What colour indicates a strong positive result of the Fehling’s or Benedict’s test for reducing sugar?

(d) Give a role of lipids in cells.

(e) Give a role of water in the human body other than as a component of cytoplasm and body fluids.

(f) How many common amino acids are found in proteins?