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Education News West African
2025 WASSCE Biology Practical Specimen & Projected Practicals
The WAECEXAMTIPS has highlighted an important WAEC WASSCE Biology Practical Specimen and Essential Materials 2025/2026, which candidates of WASSCE need to keep an eye on as they prepare for their Science Biology examination. We have also tagged the information with the aid of AI to likely practicals to be carried out.
It is important to note that this information is provided to all prospective candidates writing the biology paper each year and several weeks before the practical paper to help them get the required items ready for the practicals.
Parents, teachers, and schools must always support their candidates to get the required materials ready for use on the set date for the practical test.
The specimen provided can offer learners and biology teachers a fair idea of the likely practicals and also help them prepare adequately for the practical test to be organized by WAEC.
WAEC WASSCE Biology Practical Specimen and Essential Materials for 2025/2026
Let us take a careful look at the Specimen sighted on Social Media.
Specimen | Description
Specimen A – Mature fresh eggs of catfish
Specimen B – Fresh egg of domestic fowl (raw, with shell intact)
Specimen C – Picture/model/chart of uterus containing a foetus
Specimen D – Longitudinal section of ovary of pride of Barbados flower
Specimen E – Leaf of pride of Barbados flower
Specimen F – Panicum plant/Guinea grass (whole plant)
Specimen G – Cocoyam plant/Caladium plant (whole plant)
Specimen H – Corm of cocoyam
Specimen I – Dry humus in a beaker
Specimen K – Moist humus in a beaker
Specimen L – Ripe orange fruit (whole)
Specimen M – Longitudinal section of coconut fruit
Specimen N – Longitudinal section of fresh chili pepper fruit
WASSCE Practicals Projected With AI Based on the Above Specimens
Based on the provided specimens and essential materials, biology students can be asked to perform a variety of experiences covering different areas of biology. Here are some possibilities, categorized by the specimen:
Specimen A—Mature fresh eggs of catfish
- Observation of egg structure: Using a hand lens, students can observe the external features of the catfish eggs, noting their shape, size, color, and any visible structures.
- Comparison with fowl egg: Students can compare and contrast the features of the catfish eggs with the fowl egg (specimen B), highlighting differences in size, shape, and likely texture.
- Hypothesizing about fertilization: Based on the appearance of the mature eggs, students can hypothesize about the mode of fertilization in catfish (external fertilization).
Specimen B – Fresh egg of domestic fowl (raw, with shell intact)
- External examination: Students can carefully observe the external features of the fowl egg, including the shell, its texture, color, and any markings.
- Measurement: Students can measure the length and width of the egg.
- Comparison with catfish eggs: As mentioned above, students can compare and contrast this egg with the catfish eggs.
- Relating to reproduction: Students can discuss the function of the shell in protecting the developing embryo and the overall process of reproduction in birds (internal fertilization followed by external development).
Specimen C – Picture/model/chart of uterus containing a foetus
- Identification of structures: Students can identify and label the key structures shown in the picture/model/chart, such as the uterus, foetus, placenta, and umbilical cord.
- Understanding foetal development: Students can describe the stages of foetal development depicted and discuss the role of the placenta in providing nutrients and oxygen to the foetus.
- Relating to mammalian reproduction: This specimen allows for a discussion of internal fertilization, gestation, and the importance of the uterus in mammalian reproduction.
Specimen D – Longitudinal section of ovary of pride of Barbados flower
- Observation of internal structure: Using a hand lens, students can examine the longitudinal section of the ovary and identify structures like ovules and locules.
- Drawing and labeling: Students can draw and label the observed structures.
- Relating to flower structure and reproduction: This allows for a discussion of the role of the ovary in plant reproduction, the development of ovules into seeds, and the process of pollination and fertilization in flowering plants.
Specimen E—Leaf of pride of Barbados flower
- Macroscopic observation: Students can observe the external features of the leaf, noting its shape, size, color, venation pattern, and arrangement on the stem (if a part of the stem is attached).
- Microscopic observation (if slides are available, though not listed as essential): If prepared slides are available, students could observe the epidermal cells, stomata, and internal tissues of the leaf.
- Relating to photosynthesis and transpiration: Students can discuss the functions of the leaf in photosynthesis and transpiration.
Specimen F—Panicum plant/Guinea grass (whole plant)
- Identification of plant parts: Students can identify and label the different parts of the grass plant, such as the roots, stem, leaves, and inflorescence (if present).
- Observation of adaptations: Students can observe any adaptations the grass plant might have for its environment (e.g., narrow leaves to reduce water loss).
- Relating to monocot characteristics: Students can note the characteristics of monocots visible in the grass, such as parallel venation and a fibrous root system.
Specimen G—Cocoyam plant/Caladium plant (whole plant)
- Identification of plant parts: Similar to the grass, students can identify and label the roots, stem (if visible above ground), leaves, and any reproductive structures.
- Observation of leaf structure: Students can observe the shape and venation pattern of the leaves.
- Comparison with grass: Students can compare and contrast the features of the cocoyam/caladium plant with the grass plant, highlighting differences between dicots and monocots.
Specimen H—Corm of cocoyam
- External observation: Students can observe the external features of the corm, noting its shape, size, and any buds or scales.
- Internal observation (if sectioned): If a sectioned corm is provided, students can observe the internal tissues.
- Relating to vegetative propagation: Students can discuss the role of the corm in vegetative propagation and food storage.
- Testing for starch: Students can use a scalpel to make a small cut on the corm and then use a spatula to transfer a small amount of the internal tissue to a petri dish. They can then add a few drops of iodine solution to test for the presence of starch. A blue-black color indicates the presence of starch.
Specimen I—Dry humus in a beaker & Specimen K—Moist humus in a beaker
- Observation and comparison: Students can observe and compare the physical characteristics of dry and moist humus, noting differences in color, texture, and smell.
- Understanding the importance of moisture: Students can discuss the importance of moisture for decomposition and nutrient availability in the soil.
- Relating to soil composition: Students can discuss the role of humus in soil fertility and its contribution to water retention.
Specimen L—Ripe orange fruit (whole)
- External observation: Students can observe the external features of the fruit, including its color, texture, and the presence of any remnants of floral parts.
- Longitudinal sectioning (optional, but beneficial): If students are allowed to section the orange, they can observe the internal structure, including the pericarp (exocarp, mesocarp, endocarp), seeds, and juice vesicles.
- Testing for reducing sugars: Students can squeeze a few drops of orange juice into a test tube, add Fehling’s solutions A and B, and heat gently in a water bath. A color change from blue to green, yellow, orange, or brick-red indicates the presence of reducing sugars.
Specimen M—Longitudinal section of coconut fruit
- Identification of parts: Students can identify and label the different parts of the coconut fruit in the longitudinal section, such as the exocarp, mesocarp (fibrous husk), endocarp (hard shell), endosperm (coconut water and flesh), and embryo.
- Understanding fruit structure and dispersal: Students can discuss the adaptations of the coconut fruit for dispersal (e.g., buoyancy due to the fibrous mesocarp).
Specimen N—Longitudinal section of fresh chili pepper fruit
- Observation of internal structure: Students can observe the internal structure of the chili pepper, including the pericarp, placenta, seeds, and any internal membranes.
- Drawing and labeling: Students can draw and label the observed structures.
- Relating to fruit development: Students can discuss the development of the fruit from the flower’s ovary.
General Experiences Applicable to Multiple Specimens:
- Drawing and labeling: Students can be asked to make accurate biological drawings of any of the specimens and label their important parts.
- Comparison and contrast: Students can be asked to compare and contrast the features of different specimens (e.g., monocot vs. dicot leaves, different types of fruits, animal vs. plant reproductive structures).
- Identification and classification: Students can be asked to identify the specimens and classify them into their respective biological groups (e.g., plant kingdom, animal kingdom, specific families).
- Relating structure to function: For each specimen, students can be asked to explain how its structure is related to its function.
However, it’s important to note that the specific instructions given to the students during an examination would be more focused and might combine observations, simple tests (like the starch and reducing sugar tests), and comparative analyses. The essential materials provided (hand lens, scalpel, forceps, etc.) are crucial for conducting these observations and simple investigations.
Essential Materials
Apart form the above, students are required to have the following important materials to aid in their practical biology section.
It is essential that each candidate come along with the following materials:
Hand lens/magnifying lens;
Scalpel/razor blade/knife;
Pair of forceps;
Hand gloves;
Spatula;
Petri dish;
Fehling’s solutions A and B
Iodine solution.
All General Science students offering biology are advised to secure these items for their biology test.
