MOROGORO FORM TWO REGIONAL TERMINAL EXAMINATION (With Marking Schemes)

"Think of these answer keys not just as lists of correct responses, but as powerful learning companions. When a student compares their own attempts with these solutions, it’s like having a helpful tutor right there. They immediately see what clicked and, even more crucially, where they might have veered off course. That instant feedback solidifies what they’ve learned and flags exactly which concepts need a second look.

It’s fantastic for spotting those tricky knowledge gaps. The schemes lay out the expected definitions, formulas, or step-by-step processes. If a student's answer doesn't quite match, it shines a light on a specific area they need to revisit. For subjects like math, chemistry, or physics, seeing the detailed workings in the solutions is invaluable. It’s like watching a seasoned professional tackle a problem, showing you the exact logical flow to get from question to correct answer. This really sharpens their own problem-solving muscles.

And let's be honest, we all learn best from our mistakes. These answer keys don't just say 'wrong'; they show the right way to think about it. This means students truly understand why their initial approach was off and how to correct it next time, helping them avoid repeating those same errors. It turns every slip-up into a valuable lesson.

Plus, it's brilliant for exam prep. Getting a feel for the types of questions asked and the level of detail expected in responses really helps students fine-tune their study strategies. They essentially learn the 'language' of the subject and how to articulate their knowledge effectively.

Ultimately, cracking those tough concepts and seeing their understanding grow, thanks to these tools, is a huge confidence booster. That positive feeling encourages them to dive even deeper. It also empowers them to take charge of their own learning – practicing, checking their work, and figuring things out independently. So, these aren't just answers; they're a springboard for deeper understanding and genuine academic progress."

HERE ARE THE SUBJECTS 

1. AGRICULTURE   [MARKING SCHEME]
2. KISWAHILI   [MUONGOZO WA USAHIHISHAJI]
3. ENGLISH LANGUAGE  [MARKING SCHEME]
4. HISTORY  [MARKING SCHEME]
5. GEOGRAPHY   [MARKING SCHEME]
6. CIVICS   [MARKING SCHEME]
7. BASIC MATHEMATICS  [MARKING SCHEME]
8. PHYSICS   [MARKING SCHEME]
9. CHEMISTRY  [MARKING SCHEME]
10. BIOLOGY  [MARKING SCHEME]
11. COMMERCE  [MARKING SCHEME]
12. BOOK KEEPING  [MARKING SCHEME]
13. INFORMATION AND COMPUTER STUDIES  [MARKING SCHEME]
14. BIBLE KNOWLEDGE  [MARKING SCHEME]
15. ELIMU YA DINI YA KIISLAM  [MUONGOZO WA USAHIHISHAJI]

ARUSHA MOCK EXAMINATIONS (with marking guides)

 

Why Arusha’s Form Four Mock Exams Are a Game-Changer for Students

Preparing for national exams like the Form Four Certificate can feel overwhelming, but the Arusha Regional Mock Examinations—especially in tough subjects like Basic Mathematics and Physics—give students the practice, confidence, and strategy they need to excel. Here’s why these mocks are more than just another test:

1. Spot Your Weaknesses Before It’s Too Late

No one wants to walk into an exam hall realizing they’ve neglected a key topic. Mock exams reveal gaps in knowledge, whether it’s algebraic formulas in Math or electromagnetism in Physics. Knowing where you struggle means you can focus your revision where it matters most.

2. Learn the Art of Time Management

Ever run out of time halfway through a paper? Mocks train you to pace yourself—whether it’s allocating minutes per question or deciding when to move on from a tough problem. This skill alone can make the difference between an A and a B.

3. No Surprises on Exam Day

National exams follow a predictable structure. By practicing with mocks, you get familiar with how questions are phrased, the weight of each section, and even how answers should be formatted. When the real exam comes, it feels like just another practice run.

4. Beat Exam Anxiety

Nervousness can ruin even the brightest student’s performance. But the more you simulate the exam environment, the less intimidating the actual day becomes. Mocks build confidence and mental stamina, so you stay calm under pressure.

5. Measure Your Progress

Are you improving, or just spinning your wheels? Mock exams track your growth over time. Did your Physics score jump after extra revision? Did Math word problems finally click? Seeing progress keeps you motivated.

6. A Second Chance to Get It Right

Unlike the final exam, mocks are a low-stakes trial. Failed a section? Now you know what to fix. Struggled with diagrams in Physics? Time to practice. Every mistake in a mock is a lesson learned—not a mark lost.

Final Thought: Practice Like You’re Taking the Real Thing

The students who treat mocks seriously—timing themselves, reviewing mistakes, and refining strategies—are the ones who walk into the national exams ready to win. So grab those past papers, sit down like it’s the real deal, and make every mock count.

EXAMINATIONS PAPERS

1. CHEMISTRY
2. PHYSICS
3. BASIC MATHEMATICS
4. ENGLISH LANGUAGE
5. GEOGRAPHY 
6. KISWAHILI
7. CIVICS
8. HISTORY 

Why the Arusha Mock Exam Marking Scheme is Your Secret Weapon

For teachers, it’s not just a grading guide—it’s a roadmap to fairer, smarter teaching. And for students, it’s the cheat code to cracking the exam code. Here’s why it’s a game-changer:

For Teachers: Grading Without the Guesswork

• No more "eye-balling" marks – The scheme breaks down answers step-by-step, so grading stays consistent (no favoritism, no confusion).

• Spot student struggles instantly – If half the class misses the same mark, you know exactly which topic needs a re-teach.

• Saves time (and sanity!) – Instead of debating "Should this be 2 marks or 3?", you follow clear rules—less stress, more efficiency.

For Students: The Hidden Rulebook to Scoring High

• Stop losing silly marks – Found out you missed a keyword? The scheme shows you exactly what examiners want.

• Work smarter, not harder – Why write a 10-line essay if 3 bullet points get full marks? The scheme teaches you where to focus.

• Learn from mistakes (not just cry over them) – Got a low score? The marking scheme reveals why, so you fix it before the real exam.

• Master "exam hacks" – Some answers just need a formula, others need explanations. The scheme unlocks the pattern.

The Bottom Line? Knowledge is Power.

Teachers, this is your blueprint for sharper lessons. Students, this is your backstage pass to the examiner’s mind. Use it—or lose marks you could’ve nailed.

EXAMINATIONS MARKING GUIDE

CHEMISTRY

GEOGRAPHY

PHYSICS

BASIC MATHEMATICS

ENGLISH LANGUAGE

KISWAHILI

CIVICS

HISTORY 

SINZA WARD MOCK EXAMONATION STANDARD SEVEN MARCH 2025

EACH PAPER WILL BE FOLLOWED BY THE MARKING SCHEMES

ENGLISH LANGUAGE 

SECTION A: LISTENING SKILLS, GRAMMAR AND VOCABULARIES

2. Complete the following sentences by filling in the blanks with the correct form of the word in brackets.

* i)  The team will **win** the May Day cup. (win)
* ii) Rashid **picks** mangoes and sold them to us every Monday morning. (pick)  (*Note:  "Picks" is present tense. If the context suggests past tense, it would be "picked"*)
* iii) "Joan, have you **washed** your school uniforms?" Her mother asked. (wash)
* iv) We will **elect** new leaders next Saturday. (elect)
* v) She was **cooking** makande when I arrived. (cook)

3. Give the opposite meaning of the following words.

* i)  Absent - **Present**
* ii) Dirty - **Clean**
* iii) Beautiful - **Ugly**
* iv) Come - **Go**
* v) Cheap - **Expensive**

4. Give one word for the following phrases.

* i)  A person who treats sick animals - **Veterinarian** (or Vet)
* ii) A place where books are kept - **Library**
* iii) A person who sells meat - **Butcher**
* iv) A person who teaches pupils - **Teacher**
* v) A person who treats sick people - **Doctor**

5. Re-arrange the following letters to form meaningful words.

* i)  T E A C H E R - **TEACHER**
* ii) S C H O O L - **SCHOOL**
* iii) P L A Y I N G - **PLAYING**
* iv) F A R M E R - **FARMER**
* v) N U R S E - **NURSE**

SECTION B: READING COMPREHENSION

• You need the passage to answer this section. I can't answer it without the text.

6. Read the following poem carefully and answer the questions that follow...

* i)  What is the poem about? - The poem is about the **importance of education** and its value compared to money.
* ii) How many verses are there in the second stanza? - There are **four** verses in the second stanza.
* iii) From what type of death do people who lack education die? - People who lack education die **morally**.
* iv) Mention two rights that have been mentioned in the poem:
    * (a) **Right to education**
    * (b) **Right to life**
* v) What does education teach us? - Education teaches us **how to make money and how to use it wisely.**

SECTION C: (10 Marks)

7. Arrange the sentences so as to make a good composition by giving them letters A, B, C, D, and E.

* The correct order is:
    * i)  Salome was a very kindhearted girl in Kazamoyo village.  **[A]**
    * iv) It was a hot sunny day and what she wanted was some water to cool herself. **[D]**
    * iii) She jumped into the pool without reading the caution sign written "Crocodiles inside". **[C]**
    * v) She then... (*This sentence is incomplete in the original. Assuming it continues about the attack*) She was attacked by a crocodile and died immediately. **[B]**

So the order is A, D, C, B, (E missing)

MATHEMATICS 

SECTION A (10 MARKS)

1. Here are the solutions with steps to make them clear:

   • i) 6118 + 82 + 384 = 6584
   • ii) 13 + 24 ÷ 4 x 2 - 15 = 13 + 6 x 2 - 15 = 13 + 12 - 15 = 25 - 15 = 10 (Remember PEMDAS/BODMAS order of operations)
   • iii) 8.01 - 5.632 = 2.378 (Careful with the decimal places!)
   • iv) 5 1/3 ÷ 2 2/9 = 16/3 ÷ 20/9 = 16/3 x 9/20 = 4/1 x 3/5 = 12/5 = 2 2/5 (Convert to improper fractions, flip the second fraction and multiply)
   • v) 72 - (-18 + 13) = 72 - (-5) = 72 + 5 = 77 (Subtracting a negative is the same as adding)
   • vi) 16 2/3 - 13 = 50/3 - 39/3 = 11/3 = 3 2/3 (Convert to improper fractions)
   • vii) 3 1/7 x 8 2/5 = 22/7 x 42/5 = 22/1 x 6/5 = 132/5 = 26 2/5
   • viii) 1 3/5 ÷ 0.125 = 8/5 ÷ 1/8 = 8/5 x 8/1 = 64/5 = 12 4/5 (0.125 is equal to 1/8)
   • ix) 6002 - 718 = 5284
   • x) 1/2 - 202/10² = 1/2 - 202/100 = 50/100 - 202/100 = -152/100 = -1.52

SECTION B (30 MARKS)

2. Here are the answers with explanations:

   • i) Smallest number from 7, 0, 1, 3: 1037 (You can't start with 0)
   • ii) 1.5% as a decimal: 0.015 (Percent means "out of 100," so divide 1.5 by 100)
   • iii) LCM and GCF of 12, 18, and 30:
     • LCM (Least Common Multiple): 180
     • GCF (Greatest Common Factor): 6
     • Difference: 180 - 6 = 174
   • iv) Ester and Rozi share 30,000 in the ratio 11:4
     • Total ratio parts: 11 + 4 = 15
     • Value of one part: 30,000 / 15 = 2,000
     • Ester's share: 11 x 2,000 = 22,000
     • Rozi's share: 4 x 2,000 = 8,000
     • Difference: 22,000 - 8,000 = 14,000
   • v) Cow produces 42 liters/day, how many days for 168 liters?
     • Days = 168 liters / 42 liters/day = 4 days
   • vi) South Africa independence in 1998, Ally was 7. How old in 2025?
     • Ally's birth year: 1998 - 7 = 1991
     • Ally's age in 2025: 2025 - 1991 = 34 years old

3. Let's solve these:

   • i) 18 : 36 = 1/2 : K
     • This is a proportion. Notice 18 is half of 36.
     • So, 1/2 is half of K. Therefore, K = 1
   • ii) Average of six numbers is 42. Five numbers are 48, 54, 18, 60, and 38. Find the sixth number.
     • Total of six numbers: 42 x 6 = 252
     • Sum of the five numbers: 48 + 54 + 18 + 60 + 38 = 218
     • Sixth number: 252 - 218 = 34
   • iii) Numbers divisible by 2 between 89 and 100:
     • These are the even numbers: 90, 92, 94, 96, 98, 100
     • There are 6 numbers.

4. And finally:

• i) Steven deposits 400,000, 10% interest per year. Find the amount he has now. (The question implies one year).
• Interest: 10/100 x 400,000 = 40,000
• Total amount: 400,000 + 40,000 = 440,000 shillings

KISWAHILI

• Remember: I can't do the listening section (Question 1).

2. Here are the answers for question 2:

   • i) (a) Nomino
   • ii) (a) Viazi vyangu vimeoza
   • iii) (d) Wao
   • iv) (e) Halisi
   • v) (a) N
   • vi) (e) Dagaa watapungua sokoni
   • vii) (a) Jumbe ni watu si kule

SCIENCE

1. Here are the answers for Question 1:

   • i) (c) Anemometer
   • ii) (b) Wind, sun, water falls, natural gas and fuel
   • iii) (d) Prevent it from rusting
   • iv) (b) Carrot and sweet potatoes
   • v) (d) To protect the body against disease causing germs
   • vi) (a) C
   • vii) (c) Computer
   • viii) (d) Being warm blooded
   • ix) (d) Magnet
   • x) (d) Vertebrates and invertebrates

2. Matching List A and List B:

   • i) Broom - B. Third class lever
   • ii) Internet webs - A. Google, Yahoo, asic.com
   • iii) Wheel barrow - F. Second class lever
   • iv) LAN - C. Local area network

SOCIAL STUDIES

4. Here are the answers for Question 4:

   • i) Factors affecting climate in Tanzania (any two):
     • (a) Altitude
     • (b) Latitude
   • ii) Map scale:
     • Map scale = Ground distance / Map distance
     • Map scale = 25 km / 5 cm
     • To make the units the same, convert km to cm: 25 km = 2,500,000 cm
     • Map scale = 2,500,000 cm / 5 cm = 500,000
     • Map scale is 1:500,000
   • iii) Impacts of climate change in Tanzania (any two):
     • (a) Drought
     • (b) Floods

5. Here are the answers for Question 5:

   • i) Things emphasized in instilling good morals in pre-colonial Tanzania (any two):
     • (a) Respect
     • (b) Honesty
   • ii) Effects of achieving independence through armed struggle (any two):
     • (a) Loss of life
     • (b) Destruction of property

6. Here are the answers for Question 6:

   • i) Importance of various means of transportation in Tanzania:
     • Transportation facilitates trade, movement of people, and economic development.
   • ii) The institution used by the British to recruit laborers:
     • Tanganyika Labour Recruitment Agency (TLRA)

7. Here are the answers for Question 7:

   • i) The period when the earth is far from the sun: B
   • ii) The period when the earth is near the sun: A
   • iii) Distance of the earth from the sun during aphelion: This information is not provided in the document.
   • iv) Distance of the earth from the sun during perihelion: This information is not provided in the document.
   • v) Time in Kigali:
     • Difference in longitude: 45°E - 30°E = 15°
     • 15° of longitude = 1 hour difference in time
     • Kigali is west of Dar es Salaam, so it's earlier.
     • Time in Kigali: 6:00 pm - 1 hour = 5:00 pm
   • xi) Signs of puberty in both girls and boys: (c) growth of pubic hair and smooth skin
   • xii) Stage to consider when attaching buttons: (a) select the size of the needle according to the size of the button hole
   • xiii) Challenge facing entrepreneurs in Tanzania (EXCEPT): (b) absence of bureaucracy
   • xiv) Examples of man-made disasters: (a) war and accidents
   • xv) Ways to prevent fire hazards (EXCEPT): (b) avoiding to use the electronic

KILIMANJARO MOCK EXAMINATION GEOGRAPHY COMPREHENSIVE ANSWERS

KILIMANJARO MOCK EXAMINATION

GEOGRAPHY COMPREHENSIVE ANSWERS

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SECTION A (16 Marks)

Multiple Choice Questions

1. (i) Answer: B. Tropical forest

   • Explanation: Bugati village has year-round rainfall and dense forests, characteristic of tropical rainforests found near the equator (e.g., Amazon, Congo Basin).

   • Other options:

     • A. Temperate forests (moderate climates, e.g., Europe).

     • C. Mangrove forests (coastal saline water).

     • D. Coniferous forests (cold regions, e.g., Canada).

2. (ii) Answer: B. Presence of swallow holes

   • Explanation: In limestone regions (karst landscapes), water drains underground through swallow holes, leaving no surface drainage.

3. (iii) Answer: B. Forest, Tropical grassland, and thickets

   • Explanation: Tanzania’s natural vegetation includes montane forests, savannah grasslands, and miombo woodlands.

4. (iv) Answer: B. Soil creep

   • Explanation: Slow movement of soil causing bent trees/fences is soil creep, a mass wasting process due to gravity and water saturation.

5. (v) Answer: B. Overgrazing and deforestation

   • Explanation: Human activities like overgrazing and deforestation remove vegetation cover, exposing soil to erosion.

6. (vi) Answer: B. Bagamoyo 49°E

   • Explanation: Places farther east experience sunrise earlier due to Earth’s rotation. Bagamoyo (49°E) is east of Dar es Salaam (45°E).

7. (vii) Answer: B. Magnetic North

   • Explanation: A compass needle points to magnetic north, which differs slightly from true geographic north.

8. (viii) Answer: B. Subtracting 32 degrees and dividing by 0.6

   • Formula: °C = (°F − 32) ÷ 1.8 (or multiply by 5/9).

9. (ix) Answer: C. Freeze-thaw action resulting in sapping and plucking

   • Explanation: A cirque forms when freeze-thaw weathering enlarges a hollow at a glacier’s head.

10. (x) Answer: B. Fertility, mortality, migration

• Explanation: Population changes due to births (fertility), deaths (mortality), and movement (migration).

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SECTION B (54 Marks)

Question 3: Mapwork (Arusha Sheet 55/3)

i. Factors influencing Arusha’s location:

1. Water availability – Proximity to rivers (e.g., Themi River).

2. Transport routes – Major roads (e.g., A23 highway) and railways.

3. Economic activities – Tourism (near Serengeti/Kilimanjaro) and agriculture.

ii. Dominant transport:

• Road transport (evidenced by dense road networks on the map).

iii. Settlement pattern:

• Nucleated pattern (clustered settlements around resources like water and roads).

iv. Economic activities:

1. Agriculture – Presence of plantations (coffee, maize).

2. Tourism – Proximity to national parks.

3. Trade – Market centers along transport routes.

v. Distance calculation:

• Use scale (e.g., 1:50,000) to measure grid distance (e.g., 10 cm = 5 km).

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Question 4: Data Interpretation (Coastal Region Crops)

(a) Mean cotton production:

• Calculation: (5,200 + 4,700 + 9,800 + 7,000 + 5,700) ÷ 5 = 6,480 tons.

(b) Trend analysis:

• Sisal: Steady increase (21,250 → 23,100 tons).

• Cotton: Fluctuating (peak in 2002 at 9,800 tons).

• Coffee: Declined after 2002 (8,500 → 4,660 tons).

(c) Divergent line graph:

• X-axis: Years (2000–2004).

• Y-axis: Production (tons).

• Plot points for cotton and label axes.

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Question 5: Research on Biodiversity Loss

(a) Type of research:

• Field research (primary data collection).

(b) Research problem:

• "What are the causes and impacts of biodiversity loss at Mkombozi Secondary School?"

(c) Research objectives:

1. Identify human activities causing biodiversity loss.

2. Assess the ecological impact of species decline.

(d) Reasons for preliminary study:

1. Understand existing knowledge.

2. Identify research gaps.

3. Plan methodologies.

4. Save time/resources.

(e) Research stage:

• Literature review (secondary data collection).

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Question 6: Land Surveying in Tanzania

(a) Purposes:

1. Land ownership documentation (reduce disputes).

2. Urban planning (e.g., infrastructure development).

3. Resource management (e.g., agricultural zoning).

(b) Preparations:

1. Obtain government permits.

2. Train survey teams.

3. Gather tools (GPS, theodolites).

(c) Team duties:

1. Leader: Coordinate fieldwork.

2. Technician: Operate equipment.

3. Recorder: Document measurements.

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Question 7: Photograph Analysis

(a) Type of photograph:

• Ground-level photograph (shows detailed crop close-up).

(b) Title:

• "Cashew Nut Plantation in Coastal Tanzania."

(c) Regions for cultivation:

1. Mtwara

2. Lindi

3. Pwani

4. Tanga

(d) Growth conditions:

1. Climate: Hot, humid (25–30°C).

2. Soil: Well-drained sandy loam.

(e) Scale:

• Large scale (shows fine details of crops).

(f) Economic contributions:

1. Exports: Tanzania is a top global cashew producer.

2. Employment: Supports 300,000+ farmers.

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Question 8: Physical Geography

(a) Exfoliation dome formation:

1. Diurnal temperature changes cause rock layers to expand/contract.

2. Outer layers peel off (exfoliate) due to pressure release.

3. Result: Dome-shaped rock (e.g., Half Dome, USA).

(b) Weathering factors:

1. Climate: Freeze-thaw in cold areas; chemical weathering in tropics.

2. Rock type: Limestone dissolves easily; granite resists weathering.

3. Vegetation: Roots accelerate mechanical weathering.

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SECTION C (30 Marks)

Question 9: Agriculture & Tanzania’s GDP

Key Points:

1. Cash crops: Coffee, cotton, cashews dominate exports.

2. Employment: 65% of Tanzanians work in agriculture.

3. Challenges: Climate change, poor infrastructure.

4. Market access: EAC/SADC trade agreements boost demand.

Conclusion:
Agriculture drives Tanzania’s economy, but diversification is needed for sustainability.

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Question 10: Environmental Conservation

Advice for Citizens:

1. Reforestation: Plant trees to combat soil erosion.

2. Waste management: Recycle plastics/glass.

3. Water conservation: Fix leaks, harvest rainwater.

4. Renewable energy: Use solar/wind power.

5. Sustainable farming: Avoid overgrazing/pesticides.

6. Awareness campaigns: Educate communities.

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Question 11: Mining in South Africa

(a) Mineral distribution:

• Gold & Platinum: Witwatersrand Basin.

• Diamonds: Kimberley.

• Coal: Mpumalanga.

(b) Favourable factors:

1. Rich deposits: Abundant mineral resources.

2. Infrastructure: Railways/ports for export.

3. Skilled labour: Long mining history.