1. Choose the incorrect statement about secondary xylem.
(i) There is no distinction into protoxylem and metaxylem
(ii) There is no endarch, exarch and mesarch condition
(iii) The trachieds and vessels are comparatively longer and narrow
(iv) The xylem fibres are abundant
(v) It does not show annual rings
(i) and (ii)
(i) and (iv)
(iii) and (v)
(i), (ii) and (iv)
Ans: C
Primary xylem is formed during primary growth from procambium. It includes protoxylem and metaxylem. Secondary xylem is formed during secondary growth from vascular cambium.
2. The structures that enable bees to see flowers are :
Blind spot
Eye spot
Jacobson's organ
Ommatidia
Ans: D
Compound eye
A pair of dark kidney shaped compound eyes is present on the dorsolateral sides of the head, one on each side. Each compound eye is composed of about 2000 functional units called ommatidia, which are optically independent. The outer surface of the compound eye is divided into about 2000 hexagonal areas called facets. Each facet is the outermost portion of a corresponding ommatidium.
Ommatidia are the basic structural units that make up the compound eyes of many arthropods, including insects like bees. Each ommatidium functions as a separate visual unit, contributing to the overall perception of the insect's surroundings.
The structure of an ommatidium typically consists of:
1. Cornea: The outermost layer that protects the eye and helps in focusing light.
2. Lens: Directly beneath the cornea, the lens helps to further focus incoming light.
3. Photoreceptor Cells: These are the light-sensitive cells responsible for detecting and transducing light into electrical signals. In insects, these cells are often called photoreceptor cells or photoreceptors.
4. Rhabdom: The photoreceptor cells are arranged in a tubular structure called the rhabdom, which helps in concentrating the incoming light onto the cells.
5. Axons: The electrical signals generated by the photoreceptor cells are then transmitted through nerve fibers, known as axons, to the insect's brain for further processing.
The compound eyes of insects, composed of thousands of ommatidia, provide a wide field of view and are well-suited for detecting motion and rapid changes in the environment. Each ommatidium contributes a small part of the overall visual information, and the brain processes this information to form a mosaic-like image. This type of visual system is particularly effective for tasks such as detecting movement, recognizing patterns, and navigating through the environment.
3. What is a prion?
A highly wound circle of RNA.
A virus that has not yet acquired its envelope.
A protein that can alter the shape of a second protein.
The protein associated with a latent virus.
Ans: C
A prion is a misfolded and infectious form of a protein. Proteins are large molecules made up of amino acids and play crucial roles in various biological processes. Normally, proteins have a specific three-dimensional structure that allows them to carry out their functions effectively.
However, prions are proteins that have undergone a conformational change, adopting an abnormal, misfolded structure. This misfolding can lead to a cascade effect where the normal proteins in the body are converted into the abnormal prion form. The accumulation of these misfolded proteins is associated with several neurodegenerative diseases in animals and humans, including Creutzfeldt-Jakob disease in humans, bovine spongiform encephalopathy (BSE or "mad cow" disease) in cattle, and scrapie in sheep.
What makes prions particularly unique and concerning is their ability to transmit their misfolded conformation to normal proteins, thereby spreading the disease within an organism. Unlike viruses or bacteria, prions do not contain genetic material (DNA or RNA); instead, they propagate by inducing the misfolding of normal cellular proteins.
Prion diseases are characterized by progressive damage to the nervous system, leading to neurological symptoms and, ultimately, death. The exact mechanisms behind prion misfolding and transmission are complex and not fully understood, making prion diseases a subject of ongoing research in the fields of neurobiology and infectious diseases.
4. The inner layer of skin is —---, whereas the outer layer is —----
dermis; epidermis
epidermis; epithelial tissue
epithelial tissue; connective tissue
epithelial tissue; epidermis
Ans: A
The inner layer of the skin is called the dermis, and the outer layer is called the epidermis. These two layers, along with the subcutaneous tissue beneath the dermis, make up the three main layers of the skin. The epidermis is the outermost layer and serves as a protective barrier, while the dermis provides structural support and contains various structures such as blood vessels, hair follicles, and sweat glands.
5. The cross-bridges of the sarcomere in skeletal muscle are made up of —-----
Actin
Myosin
Tropomyosin
Troponin
Ans: B
The cross-bridges of the sarcomere in skeletal muscle are made up of myosin molecules. The sarcomere is the basic functional unit of a muscle, and it is composed of overlapping actin and myosin filaments. During muscle contraction, the myosin heads (cross-bridges) interact with the actin filaments, leading to the sliding of the filaments and the shortening of the sarcomere, resulting in muscle contraction. The interaction between myosin and actin is a key mechanism in muscle contraction and is regulated by signals from the nervous system and the presence of calcium ions.
6. The Golgi complex is an organelle that participates in :
The breakdown of proteins and lipids.
Post-translational processing of proteins.
Energy production.
Transcription and translation.
Ans: B
The Golgi complex, also known as the Golgi apparatus or Golgi body, participates in several important cellular processes, primarily related to the modification, sorting, and packaging of proteins and lipids. Some of the key functions of the Golgi complex include:
1. Protein Modification: Proteins synthesized in the endoplasmic reticulum (ER) undergo modifications, such as glycosylation and addition of other molecular groups, within the Golgi complex.
2. Protein Sorting and Packaging: The Golgi apparatus sorts proteins based on their destination. It packages modified proteins into vesicles for transport to specific cellular locations, such as other organelles or the cell membrane.
3. Lipid Modification: The Golgi complex is involved in the modification and sorting of lipids. Lipids synthesized in the ER are processed in the Golgi before being transported to their final destinations.
4. Formation of Lysosomes: The Golgi plays a crucial role in the formation of lysosomes, which are membrane-bound organelles containing enzymes that break down cellular waste and foreign material.
5. Secretory Vesicle Formation: The Golgi apparatus is responsible for the formation of secretory vesicles that carry modified proteins and lipids to the cell surface for release into the extracellular space.
The Golgi complex is a central organelle in the cell's endomembrane system, where it processes and modifies molecules synthesized in the endoplasmic reticulum and prepares them for various cellular functions and destinations.
7. —----- is used for introducing sterile air in a bioreactor.
Baffles
Impeller
Sparger
Valves
Ans: C
Sparger is used for introducing sterile air in a bioreactor. A sparger is a device that allows the controlled introduction of gases, such as air or oxygen, into a liquid medium within a bioreactor. This is important in processes like aerobic fermentation where microorganisms or cells are grown in a liquid culture, and aeration is crucial for their growth and metabolism. The sparger ensures that the air is introduced in a controlled and sterile manner to support the biological processes occurring in the bioreactor.
1. Baffles: - Baffles are structures inside a bioreactor that are designed to control the mixing of the contents. They help in preventing the formation of vortexes and promote even distribution of gases, nutrients, and cells within the reactor. While they play a role in optimizing mixing conditions, they are not specifically used for introducing sterile air.
2. Impeller: - The impeller is a rotating component in a bioreactor that is responsible for stirring and mixing the contents of the reactor. It aids in maintaining a homogeneous environment for cells or microorganisms. Like baffles, the impeller is not directly involved in introducing sterile air; its primary function is to ensure proper mixing.
3. Valves: - Valves in a bioreactor control the flow of liquids, gases, or other materials. While valves are important for controlling various aspects of the bioprocess, they are not typically used specifically for introducing sterile air. Valves are more associated with regulating the flow of fluids within the system.
In the context of introducing sterile air into a bioreactor for processes like fermentation, the sparger is the dedicated component designed for this purpose. It allows the controlled release of gases, ensuring that they are sterile and evenly distributed within the liquid culture.
8. Which among the following is the recognition sequence of EcoRI ?
G↓GATCC
G↓AATTC
AG↓CT
CAG↓CTG
Ans: B
The recognition sequence of EcoRI, a commonly used restriction enzyme in molecular biology, is:
5' - GAATTC - 3'
This sequence is palindromic, meaning it reads the same backward as forward. The enzyme EcoRI specifically recognizes this sequence and cleaves the DNA at the position indicated by the arrow:
5' - G↓AATTC - 3'
3' - CTTAA↓G - 5'
The cleavage results in "sticky ends" with single-stranded overhangs, which can be useful for the insertion of foreign DNA into a plasmid vector during molecular cloning.
9. Fill in the blanks:
Glycogen is a storage form of glucose. —---- refers to the process of making glycogen and —--- refers to the process of breakdown of glycogen.
Glycogenolysis, glycogenesis
Glycolysis, glycogenolysis
Glycogenesis, glycogenolysis
Glycogenolysis, glycolysis
Ans: C
Glycogen is indeed a storage form of glucose, and the processes involved in its formation and breakdown are as follows:
1. Glycogenesis:- Definition: Glycogenesis is the process of synthesizing glycogen from glucose molecules.
- Occurrence: It primarily occurs in the liver and muscles when there is an excess of glucose in the bloodstream, typically after a meal.
- Enzyme involved: Glycogen synthase is the key enzyme responsible for catalyzing the formation of glycogen.
2. Glycogenolysis:- Definition: Glycogenolysis is the process of breaking down glycogen into glucose or glucose-1-phosphate.
- Occurrence: It occurs when the body needs glucose for energy, such as between meals or during periods of increased energy demand.
- Enzyme involved: Glycogen phosphorylase is the primary enzyme responsible for breaking the glycosidic bonds in glycogen, releasing glucose-1-phosphate.
These processes are regulated by hormones such as insulin and glucagon, which help maintain blood glucose levels within a narrow range. Glycogenesis and glycogenolysis are crucial for the dynamic regulation of glucose homeostasis in the body. Glycogen serves as a readily mobilizable source of glucose when energy demands are high, and it allows the body to store and release glucose efficiently as needed.
10. Fill in the blanks and choose the most appropriate answer.
Coriandrum : Cremocarp;
Оcimum : —--------
—----- : Amphisarca;
Citrus : Hesperidium
—------ : Balausta;
Cucumis : Pepo
Ficus: Syconus;
Lotus : ----------
Carcerulus, Aegle, Pomegranate, Etaerio
Cypsella, Brassica, Citrullus, Capsule
Lomentum, Citrullus, Ricinus, Achene
Samara, Ricinus, Pyrus, Follicle
Ans: A
Fruit is a product of fertilization in angiosperms. Consists ripened ovary of flower including seed. Important constituent of a balanced diet, rich source of carbohydrates, minerals and vitamins. Study of fruit and fruit bearing plants is called pomology.
CLASSIFICATION OF FRUITS
Three main types of fruits
SIMPLE FRUITS
AGGREGATE FRUITS (ETAERIO)
COMPOSITE FRUITS (MULTIPLE)
SIMPLE FRUITS
Develop from monocarpellary ovary or multicarpellary syncarpous ovary
Dry Fruits
Pericarp remains dry and undifferentiated into three layers:
Dehiscent or Capsular
Indehiscent or Achenial
Schizocarpic or Splitting
Succulent Fruits
Pericarp is fleshy or fibrous and remains distinguishable into three layers. These are indehiscent
Drupe
Berry
Pepo
Hesperidium
Balausta
Amphisarca
Pome
DRY FRUITS
Dehiscent Fruits (Capsular Fruits)
Legume or Pod: Fruit develops from monocarpellary superior ovary with marginal placentation.
• Ovary Is Unilocular With Many Ovules.
• The Fruits Dehisces Byboth Sutures.
• Examples–Pea,gram,redgram
Follicle:
Fruit Develops From Superior And Unilocular Ovary. Usually found in pairs or groups
• Fruits Dehisces Bone Suture
• Examples–Larkspur,Calotropis,Michelia,Vinca
Siliqua: Fruit Develops From Bicarpellary,syncarpous,superior ovary with parietal placentation.
Ovary remains unilocular in the beginning but becomes bilocularduetoformationoffalse septum, called replum.
Each Locule Has many Seeds.
On Maturity Fruit Dehisces From Below To Upwards.
Characteristic of family Cruciferae (mustard, raidsh, turnip etc.)
Silicula:
• Similar to siliqua but its width and length are equal.
• It is wide and flat
• Examples-Candytuft(Iberis amara) and shepherd's purse(Capsella bursa-pastoris)
Capsule
Develops from multicarpellary, syncarpous, superior ovary with several locules and axile placentation.
According to mode of dehiscence, these fruits are further classified as follows-
• Porous Dehiscence-Poppy (Papaver)
Loculicidal Dehiscence-Cotton(Gossypium) and Okra(Hibiscus esculentus)
•Septicidal Dehiscence–Aristolochia
• Septifragal dehiscence - Datura
• Transverse Dehiscence-Celosia
Indehiscent or Achenial Fruits
Pericarp does not rupture and seeds remains enclosed within it
Achene - Fruit Develops From Monocarpellary Superior Ovary.
Unilocular And Single Seeded.
The pericarp does not fuse with seed coat
Examples-Clematis and Naravelia
Caryopsis
Fruit develops from monocarpellary, superior ovary and it remains unilocular and single seeded.
• The pericarp remains fused with testa.
• Characteristic to family Poaceae(Wheat,rice,maize)
Cypsella
Fruits develop from bicarpellary, syncarpous,inferior ovary with basal placentation.
Fruits are unilocular and single seeded.
Persistent Hairy Calyx(pappus)are found at the apex of fruit.
Characteristic to family Compositae(Taraxacum and Cosmos)
Nut - Fruit Develops From Unilocular,syncarpous,multicarpellary,superior ovary.
• Single seeded fruit.
• Pericarp Becomes hard and stoney
• Examples - Cashew nut (Anacardium). Litchi, water chestnut (Trapa)
Samara - The fruits develops from bicarpellary, syncarpous, superior ovary.
• It is single seeded.
• The pericarp becomes flat like wings.
• Example - Chilbil (Holoptelea)
Schizocarpic or Splitting Fruits
Fruits are dry and multi seeded, and after ripening are divided into one seeded segments or mericarps. Mericarps do not rupture further
Lomentum - Fruit Develops From Monocarpellary,unilocular,superior ovary.
• It's A Modification Of Legume.
• Bisutural fruits which are divided into one seeded mericarps.
• Examples-Groundnut,Mimosa,Tamarindus
Cremocarp - Fruit Develops From Bicarpellary,syncarpous,inferior ovary. On maturation,these divide along with carpophore into two mericarps,each single seeded.
• Characteristic to family Umbelliferae(Coriander,carrot,fennel etc.)
Regma - Fruit Develops From Tricarpellary (Multicarpellary), syncarpous, multilocular, superior ovary.
On maturation,after splitting,these divide into as many parts as the number of carpels.
• Each part is known as coccus and has one seed.
• Example-castor(Ricinus) and Geranium.
Carcerulus - Fruits develops from bi- or multicarpellary, syncarpous, multilocular superior ovary.
• Number of locules may increase due to false septation.
• On maturity, single seeded mericarp splits away’
• Example - Althaea, Ocimum and Malva.
Double Samara - Fruits develops from bicarpellary, syncarpous, superior ovary.
• Pericarp develops into two wings.
• On maturation it is divided into two one seeded parts.
• Example: Acer (maple)
SUCCULENT OR FLESHY FRUITS
In these fruits, the pericarp is distinguished into three layers – epicarp, mesocarp and endocarp. Mesocarp is fleshy or fibrous. These are of following types:
Drupe
Fruits develops from mono or multicarpellary, syncarpous, superior ovary.
Fruits are single seeded, rarely more number of seeds.
Pericarp comprises three layers. The epicarp forms the skin of the fruit. Mesocarp is fleshy or fibrous and endocarp is hard and stoney.
Example - Mango, Coconut, peach, walnut, cherry, Almod etc.
Berry
Fruits develops from mono or multicarpellary, syncarpous, superior or inferior ovary with axile or parietal placentation.
Epicarp forms the rind of the fruit, mesocarp becomes fleshy and endocarp remains thin or membranous.
Examples- Tomato, brinjal, guava, date, papaya, chiku, areca nut etc.
Pepo
Fruits develops from tricarpellary, syncarpous, unilocular, inferior ovary with parietal placentation.
Fruits are full of swollen placenta and have many seeds.
Epicarp makes the hard rind, mesocarp and endocarp are fleshy.
Characteristic of family Cucurbitaceae as in bottle gourd, cucumber, muskmelon etc.
Hesperidium
Fruits develops from multicarpellary, syncarpous, multilocular, superior ovary with axile placentation.
Epicarp is firm, leathery and has several oil glands. Mesocarp is in the form of white, fibrous part fused with epicarp. Membranous endocarp projects inwards forming distinct chambers.
Many juicy unicellular hairs are found on the inner side of endocarp, as in lemon and orange.
Balausta
Fruits develops from multicarpellary, syncarpous, multilocular, superior ovary. It has many seeds.
The epicarp is rough and leathery, mesocarp is papery and thin and endocarp is hard and it forms chambers to enclose seeds irregularly.
The fruit has persistent calyx. Testa is red and fleshy whereas tegmen becomes hard
Example - Pomegranate
Amphisarca
The fruit develops from multicarpellary, syncarpous, multichambered superior ovary.
Epicarp is hard, mesocarp and endocarp are fleshy on which scattered numerous seeds are found.
Example - wood apple (Aegle marmelos)
Pome
The fruit develops from bi or polycarpellary, syncarpous, inferior ovary.
The thalamus becomes fleshy and swollen and surrounds the fruit. So it is a false fruit.
The pericarp is thin and papery. Fleshy swollen thalamus forms the edible part of the fruit.
Example - Apple and pear
AGGREGATE FRUITS
Groups of fruitlets developed from multicarpellary, apocarpous ovary of a single flower. This type of aggregate fruits is called etaerio, i.e. aggregate of fruitlets.
Types of Aggregate Fruits: 04
Etaerio of follicles:
• Each free carpel develops into a fruitlet which is known as follicle.
• Many follicles of a flower make it etaerio, i.e. etaerio of follicle.
• Examples - Calotropis and Catharanthus (aggregate of two follicles) and Michelia (aggregate of several follicles)
Etaerio of achenes:
• It is an aggregate of achene fruitlets developed from a single flower
• Example - Rose, strawberry, Clematis and Naravelia.
• Etaerio of berries:
• It is an aggregate fruitlets of berries developed from a single flower
• Example - Custard apple (Annona)
• Etaerio of drupes
• It is an aggregate of drupes fruitlets developed from apocarpous ovaries of a single flower.
• Example - Raspberry
COMPOSITE OR MULTIPLE FRUITS
These fruits develop from the complete inflorescence, and are known as
infructescence.
Types of Composite fruits
Syconus - Fruits are develops from hypanthodium inflorescence.
• The receptacle becomes fleshy and hollow cup-shaped with a narrow apical opening.
• Unisexual flowers are found on its inner surface, male flowers towards upper side and female flower towards lower side.
• The fruit is achene type.
• Fleshy receptacles form the edible part.
• Example - Fig (Ficus)
Sorosis: - This type of fruit develops from spike, spadix or catkin inflorescence, as in jackfruit, mulberry and pineapple.
The fruits are so compactly set that entire inflorescence appears as one fruit.
In jackfruit, stigma fuse with each other to make rough and spiny rind. Bracts, perianth and seeds become edible in jackfruits.
In mulberry, perianth present around the dry achenes is edible part.
11. Choose the asymbiotic bacteria from the following.
(i) Azomonas
(ii) Azotobacter
(iii) Clostridium pasteurianum
(iv) Klebsiella pneumoniae
(v) Synechococcus
(i) and (ii)
(ii) and (iii)
(iii) and (iv)
(iv) and (v)
Ans: B
12. Which of the following represents the correct order of organization of an animal's body?
Cells; organs; organ systems; tissues
Cells; tissues; organ systems; organs
Tissues; cells; organs; organ systems
Cells; tissues; organs; organ systems
Ans: D
The basic functional and structural unit of life is the cell. A group of similar cells again organise to perform a specific function. Such an organisation is called tissue. These tissues are organised in specific proportion and pattern to form an organ. When two or more organs perform a common function by their physical and/or chemical interaction, they together form organ system. Many organ systems are then organised and form an organism.
13. Match the following and choose the correct match.
Phytophthora infestans: Late blight of Potato;
—------ : Downy mildew of Brassica
Albugo candida
Cystopus candida
Pernospora parasitica
Pythium debarianum
Ans: C
14. In the following, the Figure 3 represents :
Cleft grafting
Crown grafting
Splice grafting
Whip and tongue grafting
Ans: A
Grafting: Grafting is a process by which two living parts are joined together in such a manner that they would unite together and subsequently grow into a composite plant. Usually graft has two parts, the scion and rootstock.
Scion: Scion refers to that part of a graft combination that becomes the top of the plant. Scion is the short piece of detached shoot containing 3 or more dormant buds, which when united with the rootstock or inter-stock, comprises the upper portion of the graft and from which will grow the stem or branches or both. It should be of the desired cultivar and free from diseases.
Rootstock: The rootstock is the lower portion of the graft, which develops into the root systems of the grafted plant. It may be seedling, a rooted cutting, or a layered or micro- propagated plant. Inter-stock: Inter-stock is a piece of stem inserted by means of two graft unions between the scion and rootstock. Inter-stocks are used to avoid an incompatibility between the rootstock and scion, to produce special tree forms, to control diseases or to take advantage of its growth controlling properties.
Splice or whip grafting:
In this method, it is essential that both the stock and scion should be of equal diameter. The various steps involved in splice grafting are shown in.
For this, about one-year-old rootstock is headed back at a height of 20-25 cm from the soil and a splice (diagonal) cut of 2.5 to 6 cm long is made at the distal end of the rootstock with the help of a sharp knife.
A similar slanting cut is made on the proximal end of the scion. The cuts should be smooth and the cut surface of both the rootstock and scion are bound together and tied firmly with polythene strip.
After the union has taken place, the rootstock above the union is lopped off gradually. Sprouts arising below the grafting union must be removed at regular intervals to divert flow of metabolites for the growth of scion only.
Whip and tongue grafting:
It is modified form of whip grafting. It differs from whip grafting that a reverse cut is made downward at a point about 1/3rd of the distance from the tip and should be about 1⁄2 the length of first cut.
The various steps involved in splice grafting are shown in Plate 7.2. To obtain a smooth-fitting graft, the cut should not split.
The rootstock and scion is then inserted into each other, with the tongues interlocking. It is important that vascular cambium layer match along at least one side, preferably along both sides.
The lower tip of the scion should not overhang the stock as there is a likely hood of the formation of large callus knots.
The use of scions larger than root stock should be avoided. After the scion and rootstock are fitted together, they should be securely held by tying with budding/grafting tape or polythene.
This method gives better success than splice grafting because of better cambial contact between stock and scion due to formation of tongue.
Regular de-shooting of sprouts on stock is required to obtain better growth of scion.
Cleft grafting:
It is one of the oldest methods of field grafting. It is used to top work trees, either in the trunk of a small tree or in the scaffold branches of a bigger tree.
In making the cleft-graft, a heavy knife is used to make a vertical split for a distance of 5 to 8 cm down the center of the stub to be grafted. This split is made by pounding the knife in with a hammer.
The branch is sawed off in such a way that the end of the stub is smooth and free from knots for at least 15 cm.
In this method, two scions are inserted, one at each side of the stock where the vascular cambium layer is located. The scions should be 8 to 10 cm long and 10-15 mm in thickness and should have two or three buds.
The side of the wedge, which is to go to the outer side of the rootstock should be slightly wider than the inside edge. When the knife is removed, a hard wooden wedge is inserted to keep it open for the subsequent insertion of the scion.
The graft should be wrapped with a polyethylene strip properly to prevent wilting of the scion. The scion starts growing after 2 to 3 months of grafting. The right time for cleft grafting is the later part of the dormant season or just before the start of active growth.
Pear, walnut, hazelnut, pecan nut and grapes are propagated by this method.
Wedge grafting (saw-kerf grafting):
It is performed in late winter or early spring before the bark begins to slip. A sharp, heavy, short bladed knife is used for making a V-wedge in the side of the stub or stock about 5cm long.
Two cuts are made, coming together at bottom and as far apart at the top as the width of the scion. These cuts extend about 2 cm deep into the side of the stub.
The base of the scion is trimmed and a wedge shape cut exactly the same size and shape as the opening. With the two vascular cambium layers matching the scion is tapped downward firmly into place and slanting outward slightly at the top so that the vascular cambium layers cross.
After all scions are firmly tapped into place, all cut surfaces including the tips of the scion, should be waxed thoroughly. It is called saw-kerf grafting because the cuts in the side of the rootstock can be made with a saw rather than the sharp knife.
Saddle grafting:
The saddle grafting can be bench grafted by hand or machine. The rootstock and scion should be of the same size. The scion is prepared by cutting upward through the bark and into the wood opposite sides of the scion.
The knife should penetrate more deeply into the wood as the cuts are lengthened. Before the scion piece, and the saddle shape is gradually formed by removing pieces of the wood.
The rootstock is cut transversely and then two upward cuts are made on either side. The apex of the rootstock is carved to fit the saddle so that vascular cambia of both stock and scion match.
The graft is tied and cut surfaces are sealed by polythene until the graft-union is formed.
It is used for the propagation of grape and rhododendron cultivars.
15. Breathing rate is mostly determined by :
The concentration of O2, in the air.
The concentration of O2, in the blood.
The concentration of CO2, in the blood.
The amount of haemoglobin in the blood.
Ans: C
The following are the primary factors that influence regular breathing:
Carbon dioxide concentration in the blood.
H+ concentration in the blood.
Stretching of the thoracic and pulmonary walls.
Oxygen saturation in the blood.
The breathing rate is primarily regulated by the concentration of CO2 (carbon dioxide) in the blood, rather than the concentration of O2 (oxygen). This process is known as respiratory regulation. The respiratory center in the brain, specifically in the medulla oblongata and pons, monitors the levels of carbon dioxide and hydrogen ions in the blood.
When the concentration of CO2 increases, it leads to the formation of carbonic acid in the blood, resulting in a decrease in blood pH. The respiratory center responds by increasing the breathing rate to eliminate excess CO2 through exhalation. Conversely, when CO2 levels decrease, the breathing rate decreases to retain more CO2.
While oxygen levels in the blood can influence breathing to some extent, it is not the primary regulator. Oxygen levels are typically sensed by peripheral chemoreceptors, such as the carotid and aortic bodies, which can modulate breathing rate, but the primary driver is the need to regulate carbon dioxide levels. The amount of haemoglobin in the blood also plays a role in oxygen transport, but it is not a direct determinant of the breathing rate.
16. The function of a ligament is to connect :
Bone to bone.
Bone to muscle.
Cartilage to bone.
Muscle to muscle.
Ans: A
Ligaments are made out of connective tissue that has a lot of strong collagen fibers in it. They are found in different shapes and sizes in the body. Some look like pieces of string, others look like narrow or wide bands. There are arch-shaped ligaments, too.
Ligaments often connect two bones together, particularly in the joints: Like strong, firmly attached straps or ropes, they stabilize the joint or hold the ends of two bones together. This ensures that the bones in the joint don’t twist too much or move too far apart and become dislocated.
17. Following gastrulation, the cells that have folded inward develop into :
Ectoderm.
Endoderm.
Mesoderm.
All of these are correct.
Ans: B
During gastrulation, cell movements result in a massive reorganization of the embryo from a simple spherical ball of cells, the blastula, into a multi-layered organism. During gastrulation, many of the cells at or near the surface of the embryo move to a new, more interior location.
The primary germ layers (endoderm, mesoderm, and ectoderm) are formed and organized in their proper locations during gastrulation. Endoderm, the most internal germ layer, forms the lining of the gut and other internal organs. Ectoderm, the most exterior germ layer, forms skin, brain, the nervous system, and other external tissues. Mesoderm, the the middle germ layer, forms muscle, the skeletal system, and the circulatory system.
This fate map diagram of a Xenopus blastula shows cells whose fate is to become ectoderm in blue and green, cells whose fate is to become mesoderm in red, and cells whose fate is to become endoderm in yellow. Notice that the cells that will become endoderm are NOT internal.
Although the details of gastrulation differ between various groups of animals, the cellular mechanisms involved in gastrulation are common to all animals. Gastrulation involves changes in cell motility, cell shape, and cell adhesion.
Below are schematic diagrams of the major types of cell movements that occur during gastrulation.
Invagination: a sheet of cells (called an epithelial sheet) bends inward.
Ingression: individual cells leave an epithelial sheet and become freely migrating mesenchyme cells.
Involution: an epithelial sheet rolls inward to form an underlying layer.
Epiboly: a sheet of cells spreads by thinning.
Intercalation: rows of cells move between one another, creating an array of cells that is longer (in one or more dimensions) but thinner.
Convergent Extension: rows of cells intercalate, but the intercalation is highly directional.
18. A mountain range separates a population of gorillas. After many generations, the gorillas on one side of the mountains cannot produce viable, fertile offspring with their counterparts on the other side. What has happened ?
Adaptive radiation
Allopatric speciation
Parapatric speciation
Sympatric speciation
Ans: B
Modes of Speciation:
The modes of speciation that have been hypothesized can be classified by several criteria including the geographic origin of the barriers to gene exchange, the genetic bases of the barriers, and the causes of the evolution of barriers. Speciation may occur in three kinds of geographic settings that blend one into another.
1. Allopatric speciation :Allopatric speciation is the evolution of reproductive barriers in populations that are prevented by a geographic barrier from exchanging genes at more than a negligible rate.
2. Peripatric speciation: Peripatric speciation (divergence of a small population from a widely distributed ancestral form).
3. Parapatric speciation: In parapatric speciation, neighboring populations, between which there is modest gene flow, diverge and become reproductively isolated.
4. Sympatric speciation : Sympatric speciation is the evolution of reproductive barriers within a single, initially randomly mating population.
Adaptive radiation: is a procedure in which living beings expand quickly from an ancestor species into a huge number of new structures, especially when an adjustment in the earth makes new assets accessible, makes new difficulties, or opens new ecological specialties.
19. Which hormones play central roles in both male and female reproductive function ?
Estrogen and testosterone
LH and FSH
Progesterone and LH
Testosterone and FSH
Ans: B
The correct answer is LH (luteinizing hormone) and FSH (follicle-stimulating hormone). These hormones play central roles in both male and female reproductive function.
In females, LH and FSH are essential for the regulation of the menstrual cycle and the development of eggs in the ovaries. LH triggers ovulation, the release of a mature egg from the ovary, and FSH stimulates the growth and maturation of follicles (structures that contain developing eggs).
In males, LH and FSH are crucial for the production of sperm and the regulation of testosterone. LH stimulates the Leydig cells in the testes to produce testosterone, while FSH stimulates the Sertoli cells to support sperm production (spermatogenesis).
Estrogen is primarily associated with female reproductive function, particularly in the regulation of the menstrual cycle and the development of secondary sexual characteristics. Testosterone is primarily associated with male reproductive function and the development of male secondary sexual characteristics. Progesterone is involved in the menstrual cycle and pregnancy but is more specific to female reproductive processes.
20. Suppose, A and B are two adjacent cells. In cell A, Ѱs= -16 and Ѱp=8; in cell B, Ѱs= -12 and Ѱp =2. Then,
The direction of flow of water is A→B
The direction of flow of water is B→A
No movement
Ѱ = 0
Ans: A
The movement of water between two adjacent cells is determined by the difference in water potential (Ѱ). Water moves from an area of higher water potential to an area of lower water potential.
Given the information:
- In cell A: Ѱs (solute potential) = -16 and Ѱp (pressure potential) = 8
- In cell B: Ѱs = -12 and Ѱp = 2
To find the overall water potential (Ѱ), you add Ѱs and Ѱp:
- In cell A: Ѱ = (-16) + 8 = -8
- In cell B: Ѱ = (-12) + 2 = -10
Since water moves from an area of higher water potential to an area of lower water potential, the direction of flow is from cell A to cell B. Therefore, the correct answer is:
The direction of flow of water is A→B.
21. —------ is localized in the unstacked membranes of thylakoids.
ATP synthase
Cytochrome b/f
Light Harvesting Complex (LHC)
Photosystem II
Ans: A
The chloroplast ATP synthase uses the electrochemical proton gradient generated by photosynthesis to produce ATP, the energy currency of all cells. Protons conducted through the membrane-embedded Fomotor drive ATP synthesis in the F1 head by rotary catalysis.
Green plants, algae and cyanobacteria generate ATP and NADPH by photophosphorylation. The chloroplast ATP synthase (cF1Fo) is located in the stroma lamellae and flat grana end membranes. It is spatially separated from the water-splitting photosystem II in the chloroplast grana. In contrast to mitochondrial ATP synthase dimers, cF1Fo is monomeric and does not bend the membrane. In terms of overall structure and subunit composition, cF1Fo closely resembles the ATP synthases of bacteria.
22. Which chamber of the human heart collects the oxygenated blood from the lungs?
Left atrium
Left ventricle
Right atrium
Right ventricle
Ans: A
The left atrium of the human heart collects oxygenated blood from the lungs. Blood returns from the lungs through the pulmonary veins, bringing freshly oxygenated blood back to the heart. The left atrium then contracts, pumping the oxygenated blood into the left ventricle. From the left ventricle, the oxygenated blood is pumped into the systemic circulation to supply oxygen to the rest of the body's tissues and organs.
23. The movement observed in many insectivorous plants where the touch of insects causes the movement to enable the plant to capture the insect is an example for movement.
Chemotropic
Thigmotropic
Haptonastic
Seismonastic
Ans: C
Thigmonastic (Haptonastic) movements: The movements of plant in response to touch stimulus is called thigmonastic movement. Insectivorous plants show thigmonasty.
e.g. when marginal glandular hair of Drosera come in contact with some foreign body i.e. body of insect, they show haptonastic movements.
24. How is lymph related to blood plasma?
Both contain white blood cells.
Both are fluids that are propelled by the heart.
Both are types of interstitial fluid.
Both (A) and (C) are correct.
Ans: A
Both blood plasma and lymph contain white blood cells. White blood cells are a crucial component of the immune system, and they are present in both the bloodstream (blood plasma) and lymph.
25. Choose the incorrect statement about anaerobic respiration.
(i) It is of rare occurrence
(ii) It occurs for a temporary phase of life
(iii) Energy is liberated in lesser quantity; only 2 ATP molecules are formed.
(iv) It is not toxic to plants.
(v) The process take place partly in the cytosol and partly inside the mitochondria.
(i) and (ii)
(i) and (iii)
(ii) and (iii)
(iv) and (v)
Ans: D
Anaerobic respiration occurs only in the cytoplasm of the cell. Glucose is not completely broken down, so much fewer ATP molecules are produced as compared to aerobic respiration. Anaerobic respiration does not need oxygen.
In anaerobic respiration ethanol or lactic acid is formed as a by-product. Ethanol is a two-carbon compound but lactic acid is a three-carbon compound.
2ATP of energy is released during the process of anaerobic respiration.
Glycolysis is a part of anaerobic respiration and during this phase of anaerobic respiration utilisation of energy in the form of ATP is seen.
26. What is the function of the tRNA during translation ?
It carries amino acids to the mRNA.
It triggers the formation of a covalent bond between amino acids.
It binds to the small ribosomal subunit.
It triggers the termination of the protein.
Ans: A
During translation, transfer RNA (tRNA) plays a crucial role in bringing the correct amino acids to the ribosome, where protein synthesis occurs. The main functions of tRNA during translation are as follows:
1. Amino Acid Transport: Each tRNA molecule is specific to a particular amino acid. It carries that amino acid to the ribosome during translation. The amino acid is attached to the tRNA at one end.
2. Recognition of mRNA Codons: At the other end of the tRNA molecule, there is an anticodon region. This region contains three nucleotides that are complementary to a specific mRNA codon. The tRNA "reads" the codons on the mRNA through base-pairing interactions between its anticodon and the corresponding codon on the mRNA.
3. Peptide Bond Formation: Once the correct tRNA aligns with the mRNA codon at the ribosome, the amino acid it carries is added to the growing polypeptide chain. This occurs through a process called peptide bond formation.
4. Translocation: After the amino acid is added to the growing polypeptide chain, the ribosome moves along the mRNA to the next codon. This movement, known as translocation, positions the next set of mRNA codons for decoding by tRNA.
In summary, tRNA acts as an adapter molecule during translation. It ensures the accurate and specific incorporation of amino acids into the growing polypeptide chain based on the information provided by the mRNA codons. This process ensures the fidelity of protein synthesis and the correct sequence of amino acids in the newly formed protein.
27. Which is the most suitable method of transfer of disease resistant character ?
Selection
Hybridization
Back cross
Test cross
Ans: C
Back Cross: - Description: Backcross involves crossing a hybrid with one of its parents or an individual with a specific desirable trait to reinforce that trait in the offspring.
- Suitability: Backcrossing is particularly useful when the goal is to transfer a specific trait, such as disease resistance, from one parent to a hybrid while retaining most of the desired characteristics of the hybrid.
Selection: - Description: Selection involves choosing individuals with desirable traits from a population and allowing them to reproduce, thereby increasing the frequency of those traits in the population.
- Suitability: Selection can be useful for enhancing disease resistance if there is natural genetic variation for resistance within the population. However, it may take longer to achieve significant improvement compared to other methods.
Hybridization: - Description: Hybridization involves crossing individuals from different populations or varieties to combine desirable traits from both parents in the offspring.
- Suitability: If there is genetic diversity for disease resistance in different populations or varieties, hybridization can be an effective method for introducing and combining these traits in a single organism.
Test Cross: - Description: A test cross involves crossing an individual with a dominant phenotype (e.g., disease resistance) but unknown genotype with an individual with a known recessive genotype to reveal the genotype of the first individual.
- Suitability: Test crosses are more about determining the genetic makeup of an individual rather than directly transferring disease resistance. They are not a primary method for introducing disease resistance.
28. Production of insulin by recombinant DNA technology steps are given below. Arrange them in correct order.
(i) Purification of insulin.
(ii) Culturing of recombinant E.coli in bioreactors.
(iii) Introduction of recombinant plasmid into E.coli.
(iv) Insertion of the human insulin gene into the plasmid.
(v) Extraction of recombinant gene product from E.coli.
(i), (iv), (ii), (iii), (v)
(ii), (iii), (iv), (v), (i)
(iii), (ii), (i), (iv), (v)
(iv), (iii), (ii), (v), (i)
Ans: D
The correct order for the production of insulin by recombinant DNA technology is as follows:
1. (iv) Insertion of the human insulin gene into the plasmid.
2. (iii) Introduction of recombinant plasmid into E.coli.
3. (ii) Culturing of recombinant E.coli in bioreactors.
4. (v) Extraction of recombinant gene product from E.coli.
5. (i) Purification of insulin.
29. What feature(s) do birds and crocodilians share?
Egg-laying
Four chambered heart
Scales
All of the above are correct
Ans: D
All of the above are correct. Birds and crocodilians share the features of egg-laying, a four-chambered heart, and scales. These shared characteristics are indicative of their evolutionary relationship.
30. The function of topoisomerase :
(i) Relaxes the supercoiled DNA
(ii) Rejoins the DNA strands and joins the okazaki fragments
(iii) Provides the starting point for DNA Polymerase
(iv) Unwinds the double helix at the replication fork
(i) only
(i) and (iv)
(ii) and (iii)
(iv) only
Ans: A
The correct function of topoisomerase is: Relaxes the supercoiled DNA
Topoisomerases are enzymes that play a crucial role in manipulating the structure of DNA. They can relieve the torsional strain in the DNA helix by breaking, unwinding, and rejoining the DNA strands, helping to relax supercoiled DNA.
31. What is the correct order of structures to develop after fertilization?
Foetus, zygote, morula, blastocyst, gastrula
Zygote, foetus, gastrula, morula, blastocyst
Zygote, gastrula, blastocyst, morula, foetus
Zygote, morula, blastocyst, gastrula, foetus
Ans: D
The correct order of structures to develop after fertilization is:
Zygote, morula, blastocyst, gastrula, foetus.
Let's go through the stages of development after fertilization:
1. Zygote: - Fertilization occurs when a sperm cell combines with an egg cell, forming a zygote. The zygote contains the complete set of chromosomes, half from the mother and half from the father.
2. Morula: - The zygote undergoes several rounds of cell division, resulting in a solid ball of cells called the morula. During this stage, the cells are undifferentiated and compacted together.
3. Blastocyst: - Further cell divisions lead to the formation of a blastocyst. The blastocyst has two distinct cell types: an outer layer (trophoblast) and an inner cell mass. The trophoblast will give rise to extraembryonic tissues, while the inner cell mass will develop into the embryo.
4. Gastrula: - The blastocyst undergoes a process called gastrulation, where the three primary germ layers (ectoderm, mesoderm, and endoderm) are formed. This stage marks the beginning of cellular differentiation, as cells start to take on specific roles and functions.
5. Foetus: - After gastrulation, organogenesis takes place, during which the major organs and tissues begin to develop. The term "fetus" is generally used to describe the developing organism after the eighth week of gestation.
So, the correct order is Zygote, Morula, Blastocyst, Gastrula, Foetus.
32. Choose the age pyramid with a zero growth.
Ans: C
Zero Population growth rate is a condition wherein the population neither grows, nor declines. It is because the number of pre-reproductive, reproductive and post-reproductive individuals are almost equal. Hence, the population size remains stable, neither growing nor declining.
Age pyramid for zero population growth rate:
The age pyramid for zero population growth rate is inverted bell-shaped.
33. The function of filiform apparatus is :
(i) Guide the pollen tube into the synergids
(ii) Creates an opening in the embryosac
(iii) Plays a role in seed formation
(iv) Secretes pollen tube attractant
(i) and (ii)
(i) and (iii)
(i) and (iv)
(i), (ii), (iii), (iv)
Ans: C
The synergids have cellular thickenings called filiform apparatus at the micropylar end. The function of the filiform apparatus is to guide the pollen tube into the synergids. The pollen tube creates an opening in the embryo sac with the help of certain enzymes and not the filiform apparatus.
34. Closely related, morphologically similar, reproductively isolated sympatric populations are designated as :
Clines
Clones
Demes
Sibling species
Ans: D
Closely related, morphologically similar, reproductively isolated sympatric populations are designated as: Sibling species
Sibling species are populations that are closely related, morphologically similar, and occur in the same geographic area (sympatric) but are reproductively isolated from each other. Reproductive isolation means that members of one population cannot successfully interbreed with members of another population, preventing gene flow between them.
Here's a breakdown of the terms:
1. Closely related: Sibling species share a recent common ancestry and have a high degree of genetic similarity.
2. Morphologically similar: Members of sibling species look alike in terms of their physical characteristics.
3. Reproductively isolated: Despite their similarities, there are barriers preventing interbreeding between sibling species. This isolation can be due to various factors such as differences in mating behaviors, genetic incompatibilities, or ecological factors.
4. Sympatric populations: Sympatric means occurring in the same geographic area. Sibling species are found in the same location, which makes their study and observation more accessible.
In contrast to sibling species, "clines" typically refer to gradual changes in a trait or traits across a geographical gradient, and "clones" refer to genetically identical individuals derived from a single ancestor. "Demes" are local populations that may or may not be reproductively isolated.
The concept of sibling species highlights the complexity of biodiversity, where species boundaries are not always easily defined, especially in cases where populations are closely related and share similar traits.
35. The part of the human brain involved in coordinating muscle movements is :
Cerebrum.
Cerebellum.
Medulla oblongata.
Hypothalamus.
Ans: B
The cerebellum is a crucial region in the brain responsible for coordinating muscle movements and maintaining balance and posture. It is located at the back of the brain, behind the brainstem.
Here are the key functions of the cerebellum related to muscle coordination:
1. Coordination of Movements: The cerebellum receives information from various parts of the central nervous system, including the spinal cord and sensory systems. It processes this information to fine-tune and coordinate voluntary movements of muscles throughout the body. This coordination is essential for smooth and precise motor control.
2. Balance and Posture: The cerebellum plays a vital role in maintaining balance and posture. It receives input about the body's position and movement from the inner ear and proprioceptors (sensory receptors in muscles and joints). Using this information, the cerebellum adjusts muscle activity to keep the body stable and upright.
3. Motor Learning: The cerebellum is involved in motor learning and adaptation. It helps the brain learn and store motor skills through a process called motor memory. This allows individuals to refine and improve their movements over time, such as when learning to ride a bike or play a musical instrument.
4. Timing and Precision: The cerebellum is crucial for the precise timing of muscle contractions. It ensures that movements are well-timed and coordinated, contributing to overall motor control.
While the cerebellum is primarily associated with motor functions, other brain regions, such as the cerebrum and the basal ganglia, also play roles in motor control and coordination. However, the cerebellum stands out for its specialized functions in refining and fine-tuning motor activities. Damage to the cerebellum can lead to motor coordination problems, affecting movements, balance, and posture.
36. How is the body structure of an annelid different from that of an arthropod ?
Annelids lack jointed appendages.
Annelids have a complete digestive tract.
Annelids have cephalization.
Annelids have bilateral symmetry.
Ans: A
The body structure of annelids and arthropods differs in several aspects. Let's compare these two groups:
1. Jointed Appendages:
- Annelids: Lack jointed appendages. Annelids, such as earthworms, have a long, segmented body with bristle-like structures called setae on each segment.
- Arthropods: Possess jointed appendages. Arthropods, including insects, spiders, and crustaceans, have specialized and jointed legs or other appendages.
2. Digestive Tract:
- Annelids: Have a complete digestive tract. Annelids typically have a mouth at one end and an anus at the other, allowing for unidirectional food movement through the digestive system.
- Arthropods: Also have a complete digestive tract. This means they have a separate mouth and anus, facilitating efficient digestion and absorption of nutrients.
3. Cephalization:
- Annelids: Generally exhibit less pronounced cephalization. Cephalization refers to the concentration of sensory and nervous structures at the anterior (head) end of an organism.
- Arthropods: Often display a higher degree of cephalization. Arthropods frequently have well-developed sensory organs, such as eyes and antennae, concentrated in the head region.
4. Bilateral Symmetry:
- Annelids: Exhibit bilateral symmetry, meaning their bodies are symmetrical along a central axis.
- Arthropods: Also display bilateral symmetry. The body plan is symmetrical along a single plane, dividing the organism into two mirror-image halves.
In summary, while both annelids and arthropods share certain features, such as a complete digestive tract and bilateral symmetry, they differ in terms of the presence of jointed appendages and the degree of cephalization. Annelids lack jointed appendages and often have less pronounced cephalization compared to arthropods.
37. Choose the DNA sequence from which this mRNA sequence was transcribed : 5' -AUACGAUUA-3'
3'-TATGCTAAT-5'
3'-UAUCGUAAU-5'
3'-UTUGCUTTU-5'
3'-CTCAGCTTC-5'
Ans: A
38. Gap junctions are intercellular connections that :
primarily serve to keep cells separated and allow for transport across a tissue barrier.
serve as a barrier to prevent protein movement within the cellular membrane.
are cellular components for constitutive exocytosis that occurs between adjacent cells.
serve as a regulated cytoplasmic bridge for sharing of small molecules between cells.
Ans: D
Gap junctions are intercellular connections that: Serve as a regulated cytoplasmic bridge for sharing of small molecules between cells.
Gap junctions are specialized protein channels that connect the cytoplasm of adjacent cells. These channels allow for the direct exchange of ions, small molecules, and signalling molecules between the connected cells. This intercellular communication is crucial for coordinating cellular activities in tissues and organs. Gap junctions play a role in the rapid transmission of signals, electrical impulses, and the coordinated contraction of cells, among other functions.
39. Match the following and choose the correct answer.
(i)-(a), (ii)-(b), (iii)-(c), (iv)-(d)
(i)-(b), (ii)-(a), (iii)-(d), (iv)-(c)
(i)-(c), (ii)-(a), (iii)-(b), (iv)-(d)
(i)-(d), (ii)-(c), (iii)-(a), (iv)-(b)
Ans: A
Here's the correct matching of the terms:
1. Culm - Bamboo:
- The term "culm" is commonly used to refer to the stem or stalk of bamboo plants.
2. Caudex - Coconut:
- The term "caudex" is used to describe the thickened, woody trunk-like structure at the base of certain plants, and it is applicable to coconut palms.
3. Decurrent - Dalbergia:
- "Decurrent" is a term used to describe the extension of plant parts downward along the stem. In the context of Dalbergia, it may refer to the arrangement of leaves or other structures.
4. Excurrent - Eucalyptus:
- "Excurrent" is used to describe a type of branching pattern where the main stem continues to grow and dominate the structure. Eucalyptus trees often exhibit an excurrent growth form with a dominant main stem.
So, the correct matching is:
- Culm - Bamboo
- Caudex - Coconut
- Decurrent - Dalbergia
- Excurrent - Eucalyptus
40. In the sequence of reactions of glycolysis, there is a net gain of —--- molecules of ATP and —---- molecules of NADH2.
2,2
2, 4
4, 6
4, 8
Ans: A
In the sequence of reactions of glycolysis, there is a net gain of 2 molecules of ATP and 2 molecules of NADH (which can also be expressed as NADH₂). Therefore, the correct option is:2, 2.
Glycolysis is the metabolic pathway that converts glucose into pyruvate, generating ATP and NADH in the process. Here's a brief explanation of the net gain of ATP and NADH in glycolysis:
1. ATP Production:
- Glycolysis involves the phosphorylation and cleavage of glucose into two molecules of pyruvate. During this process, energy is released and used to produce ATP. Specifically, there is a net gain of 2 ATP molecules per glucose molecule during glycolysis.
- However, four ATP molecules are generated through substrate-level phosphorylation (two ATP molecules are invested in the early steps of glycolysis, and four ATP molecules are produced later, resulting in a net gain of 2 ATP).
2. NADH Production:
- NADH is produced in glycolysis during the conversion of glyceraldehyde-3-phosphate to 1,3-bisphosphoglycerate. Each molecule of glucose yields 2 molecules of NADH.
- The NADH produced in glycolysis can be utilized in subsequent stages of cellular respiration to generate more ATP through oxidative phosphorylation.
So, the net gain in glycolysis is 2 ATP molecules and 2 NADH molecules for each molecule of glucose processed through the pathway.
41. —---- are intermediate forms found in the transitional region and produced by hybridization between two related ecotypes.
Ecophenes
Ecoclines
Ecospecies
Coenospecies
Ans: B
The population sampling and subsequent procedures that Turesson followed led him to conclude that species differ from one another morphologically, physiologically and in habitat requirements and on the basis of such studies he proposed the following classes of morphological forms within a species:
1. Ecads or Ecophenes or Habitat forms,
2. Ecotypes,
3. Ecoclines
4. Ecospecies, and
5. Coenospecies.
1. Ecads or Ecophenes:
These are also called epharmones or habitat forms which are environmentally induced variations. They belong to the same genetic stock or species and the variations in their morphology (in shape, size, number and reproductive capacity) are induced by the environmental influences. The variations are not fixed but are temporary, somatic and reversible. If one type of ecad is transplanted into environment of another type of ecad, the differences would disappear.
These morphological variations are not permanent because the genetic composition of ecads is not affected and so they are identical in their genetic behaviour and inter-fertile. The variants or ecophenes may differ to such an extent that they can be treated as separate species. Euphorbia hirta plants growing in the grassland are prostrate and profusely branched while the plants of the same species growing on the footpaths are compact, small leaved and cushioned.
When these forms are grown under identical habitat conditions, their differences disappear. In Bothriochloa pertusa and Dichanthium caricosum several distinct morphlogical forms of ecads have been noted under different habitats by Pandeya (1962).
In both the species there are two types of ecads:
(i) Basket form habit shown by the plants growing in protected areas, and
(ii) Saucer-shaped habit of the plants growing in over-grazed areas.
Grazing causes reduction in the size of erect stem, number of spikes per raceme, number of spikelets per spike and in length and breadth of lower glumes of spikelets. In addition to these morphological variations, some physiological variations are also noticed, as for example development of anthocyanine in the leaves and early initiation of flowers.
2. Ecotypes:
These are also called ecological or physiological races. The term ecotype was proposed by Turesson (1922) to the groupings of populations or ecological races or sub-species of a species in relation to different environmental or habitat conditions. These are inter-fertile forms or biotypes of a species which possess different genetic compositions or genotypes and arise due to mutations, hybridization and isolation.
Though the different ecotypes of a species are morphologically and genetically distinct, yet because of their inter-fertility, they are put into one taxonomic species. Ecotypes are morphologically, physiologically and developmentally adapted to live under varying environmental conditions. Ecotype is the product of genetic response of a population to a habitat. In ecotypes adaptations are irreversible, i.e., they retain their features even when planted in a neutral habitat.
The differences in the ecotypes are so marked that some of them are treated as separate species by old taxonomists. Mishra and Shiva Rao (1948) found Lindenbergia polyantha and L. urticaefolia to be the ecotypes of the same species. The two ecotypes differ from each other in respect of their tolerance to high doses of lime. L. polyantha can tolerate high doses of lime. In another study. Ramakrishnan (1959, 60) has shown that red and green populations of Euphorbia thymifolia are two ecotypes.
The red ecotype grows in calcium rich (calcicol) as well as calcium deficient soils and the green ecotype is a calcifuge i.e., it cannot grow in calcium rich soil. The red ecotype possesses a pair of dominant alleles whereas the green type possesses a pair of recessive alleles. Ecotypes have been reported in several species of plants, such as Euphorbia hirta. Cassia tora, Ageratum conyzoides, Cenchrus ciliaris.
During last two decades, many investigators have studied either only a few populations or several widely separated populations and have shown that each population was an ecotype and the term is now being widely used below the level of species. Our increasing knowledge of genecology and population differentiation has shown that an ecotype may be the ecological unit but not an evolutionary unit. According to McMillan (1969), the concept of genetically based variation that is habitat correlated or population differentiation or micro evolution is valid, but ecotype as a word has limited value in its application.
Consideration of the Turesson’s ecotype as a reliable ecological unit requires an assumption of environmental uniformity within climatic or altitudinal regions or habitat types. There is strong trend among evolutionary biologists to emphasize the importance of the local environment in shaping the population. Since the unit of study is the local population, it seems most appropriate if we present our information in terms of local population, rather than to imply that local population is an ecotype.
If the term “ecotype” is used as equivalent to ecological race or a taxonomic sub-species, we cannot consider the ecotype to be a basic evolutionary unit. Since the evolutionary unit is the population, the use of ecotype or genetically based variation that is habitat correlated cannot contribute additional information but will create confusion. Ecotype is now used by botanists and ecologists to indicate almost any degree of genetic difference below the level of species. According to Philips (1971), the ecotype has been used as the word for an abstract concept of an ecosystem type.
Ecotype is still considered on the basis of morphological, physiological or ecological evidences. According to Davis and Heywood (1963), ecotype is based on the reaction between genotype and prevailing environment. They defined ‘ecotype’ as a population distinguished by morphological and physiological characteristics most frequently of a quantitative and physiological characteristics nature; inter fertile with other ecotypes or the ecospecies, but prevented from freely exchanging genes by ecological biomass.
Characteristics of Ecotypes:
The characteristic features of ecotypes are mentioned below:
1. Ecotypes of a species, though genotypically distinct, are always inter-fertile.
2. They retain their original features when cultivated in a natural habitat.
3. Ecotypes are genetically fixed.
4. A species with wide ecological amplitude can be distinguished on the basis of morphological and physiological characters into different habitat forms or ecotypes.
5. They occur in distinct habitats.
6. Ecotypes are discrete entities with clear differences which separate one ecotype from another.
7. The differences are not due to plastic response to change in environment but are actually due to natural selection of locally adapted populations.
Formation or Origin of New Ecotypes:
Now ecotypes can be produced by the following methods:
1. Hybridization:
It is produced by the natural cross between two species. For example, when Spartia stricta is naturally crossed with S. altemiflora, the new hybrid S. townsendii results which eliminates both the parents from their natural habitats owing to its greater adaptability.
2. Mutation:
Due to natural mutation and recombination small gene pools accumulate in a segregating population which make it better adapted to the particular habitat or environment. Some new ecotypes also arise by cultivation or protected growth as it eliminates competitive selection.
3. Chromosomal changes:
Structural changes in the chromosomes such as translocation, inversions, and loss or addition of chromosome segments produce changes in genotypes and phenotypes resulting in the formation of new ecotypes. Polyploidy also leads to the formation of new ecotypes because polyploids hardly exhibit ecological tolerance as their parents do.
Kinds of Ecotypes:
Ecotypes have been observed in a large number of species and the cause of ecotype differention may be the latitude, altitude, light, soil, biotic interference, physiological changes, etc.
According to varying environmental conditions, ecotypes may be of following types:
1. Climatic ecotypes:
Ecotypes which are produced due to varying climatic factors as light, temperature, water and wind are called climatic ecotypes. Turesson (1930) has recorded the climatic ecotypes in Leontodon autumnalis.
2. Edaphic ecotypes:
Ecotypes which are produced due to differences in edaphic or soil factors, such as soil moisture, excess or deficiency of nutrients, change of soil pH, etc. are said to be edaphic ecotypes. Misra and Rao (1948) have studied Lindenbergia polyantha and Ramkrishnan (1961) has studied Euphorbia thymifolia and recorded several edaphic ecotypes in them.
3. Climatic-Edaphic ecotypes:
The ecotypes produced due to the influences of both climatic and edaphic factors are called climatic-edaphic ecotypes. Panday and Jayant (1970) have reported climatic-edaphic ecotypes in Cenchrus ciliaris.
4. Altitudinal and latitudinal ecotypes:
These ecotypes are produced due to change in altitude and latitude. Such ecotypes are found in Cassia tora, Anagallis arvensis, Pinus and many other gymnosperms.
5. Physiological ecotypes:
These ecotypes are produced due to physiological changes as in photoperiod, water absorption, nutrient uptake, etc., for example in Boutelona curtipendula, there are two photoperiodic ecotypes-short day and long day which are morphologically alike.
Delimitation of Ecotypes:
Ecotypes are not always based on morphological characters. Sometimes, single ecotype has several ecophenes which depend upon the habitats.
Now a days following techniques have been applied to differentiate ecotypes:
(i) Morphological features:
In this case morphological or physiological features of several individuals are studied at random in different populations of a species and one or few characters are considered and the results obtained are shown in the graph. Unimodal curve shows homogenous population, bimodal, trimodal and multimodal curves show two, three and many ecotypes in the population respectively.
(ii) Anderson’s Scatter Diagrams:
This was devised by Anderson (1940) to delimit ecotypes. For this some measurable characters are taken into consideration. One character (for example, leaf length) is plotted on one axis of the graph and other character (for example leaf breadth) is plotted on another axis. In this way large number of characters are taken from different localities.
(iii) Cytological behaviour.
In this case karyotypes and their behaviour are observed in different forms. The differences in cytological behaviour show the existence of distinct ecotypes.
(iv) Transplantation experiment:
In this experiment plants from all the different localities are grown under uniform environmental conditions and their morpho-physiological characters are compared with plants growing in natural habitat. If the characteristic features are not changed in the neutral area, the existence of particular ecotypes is confirmed.
(v) Breeding experiments:
In this case, crossing is done between different forms of variable nature followed by self-fertilization to determine the characteristic features of variable forms. If the characteristic features show segregation in the offspring’s, the presence of distinct ecotypes can be proved.
Significance of Ecotypes:
1. Cultivation of economically important plants has been made possible in different habitats.
2. New ecotypes of a species enable it to be adapted to climatically and edaphically different places.
3. Ecotypes help the species to extend its ecological range and spread to new areas.
4. Morphological variations can be marked in the species growing on varying habitats which lead to evolution.
3. Eco clines:
Eco clines are the intermediate forms which are found in the transitional regions between two adjacent regions occupied by separate ecotypes of a species. They are produced by hybridization between two related ecotypes and they survive under intermediate environmental conditions Thus a continuous change in the characteristics of plants from one region to another is apparent.
4. Ecospecies:
Ecospecies and coenospecies are two parallel terms. Gregor (1939) defined ecospecies and coenospecies purely on the basis of fertility-sterility criteria, eliminating any specific demand for morphological, physiological or cytological differences. According to him, ecospecies is a unit of gene ecological classification. An ecospecies has one or more ecotypes but ecotypes of one ecospecies do not produce viable offspring when crossed with the ecotypes of other ecospecies.
5. Coenospecies:
Different ecospecies which can undergo occasional crossing but do not produce viable offspring are collectively brought under coenospecies. In other words, populations incapable of exchanging genes with other populations of the same species are referred to as coenospecies.
42. HIV causes immunodeficiency by attacking:
Cytotoxic T cells
Helper T cells
Memory B cells
Plasma cells
Ans: B
HIV (Human Immunodeficiency Virus) primarily targets and infects Helper T cells (CD4+ T cells). This viral infection leads to a decline in the number and function of these immune cells, which play a crucial role in coordinating immune responses. As a result, the progressive loss of Helper T cells weakens the immune system, leading to immunodeficiency and making the individual more susceptible to opportunistic infections and other health complications associated with acquired immunodeficiency syndrome (AIDS).
43. According to IUCN threat status, when exhaustive surveys in known/ or unexpected habitats have failed to record an individual, it is considered as :
Extinct
Extinct in the wild
Endangered
Critically endangered
Ans: B
44. Smooth muscle is different from skeletal muscle because :
Smooth muscle contraction is involuntary.
Skeletal muscle is striated.
Smooth muscle contains actin and Myosin.
Both (A) and (B) are correct.
Ans: D
Both (A) and (B) are correct.
Smooth muscle is different from skeletal muscle in the following ways:
- Smooth Muscle Contraction is Involuntary: Smooth muscle contracts involuntarily and is not under conscious control. In contrast, skeletal muscle contraction is generally under conscious control, and movements are often initiated voluntarily.
- Skeletal Muscle is Striated: Skeletal muscle has a striated appearance due to the organization of actin and myosin filaments. This striation is visible under a microscope and is a characteristic feature of skeletal muscle. Smooth muscle lacks this striated appearance.
- Smooth Muscle Contains Actin and Myosin: Both smooth and skeletal muscles contain actin and myosin, which are the contractile proteins responsible for muscle contraction. However, their organization and appearance are different. In smooth muscle, actin and myosin filaments are not as highly organized as in striated skeletal muscle.
So, the correct statement is "Both (A) and (B) are correct."
45. Choose the correct answer.
Surface fibres : —-------,
Bast fibres: —-------
Cocos nucifera, Cannabis sativa
Linum usitatissimum, Gossypium sp.
Calotropis procera, Mahogani
Crocus capsularis, Vitis
Ans: A
Fibres
Fibres are very much elongated sclerenchyma cells with pointed tips. Fibres are dead cells and have lignified walls with narrow lumen. They have simple pits. They provide mechanical strength and protect them from the strong wind. It is also called supporting tissues. Fibres have a great commercial value in cottage and textile industries.
Fibres are of five types
1. Wood Fibres or Xylary Fibres
These fibres are associated with the secondary xylem tissue. They are also called xylary fibres. These fibres are derived from the vascular cambium. These are of two types. a. Libriform fibres b. Fibre tracheids
2. Bast Fibres or Extra Xylary Fibres
These fibres are present in the phloem. Natural Bast fibres are strong and cellulosic. Fibres obtaining from the phloem or outer bark of jute, kenaf, flax and hemp plants. The so called pericyclic fibres are actually phloem fibres.
3. Surface Fibres
These fibres are produced from the surface of the plant organs. Cotton and silk cotton are the examples.They occur in the testa of seeds.
4. Mesocarp Fibres
Fibres obtained from the mesocarp of drupes like coconut.
5. Leaf Fibres
Fibres obtained from the leaf of Musa, Agave and Sansevieria.
46. Transcription refers to :
The process where an mRNA is used as a template for protein production.
The process where a DNA sequence is copied into RNA for the purpose of gene expression.
The process where DNA wraps around histones to form a nucleosome.
The process of replication of DNA prior to cell division.
Ans: B
Transcription refers to the process by which genetic information encoded in DNA is used to synthesize a complementary RNA molecule. During transcription, a specific segment of DNA serves as a template for the synthesis of a complementary RNA strand. This RNA molecule, known as messenger RNA (mRNA), carries the genetic code from the DNA in the cell nucleus to the ribosomes in the cytoplasm, where protein synthesis (translation) takes place. In summary, transcription is the first step in the central dogma of molecular biology, where the information stored in DNA is transcribed into RNA before being translated into proteins.
47. The parathyroid gland releases hormones when :
blood calcium levels are too high.
blood calcium levels are too low.
blood sugar is too high.
blood sugar is too low.
Ans: B
The parathyroid gland releases hormones when blood calcium levels are too low.
The parathyroid hormone (PTH) is released by the parathyroid gland in response to low blood calcium levels. PTH acts to increase blood calcium levels by stimulating the release of calcium from bones, increasing calcium absorption in the intestines, and reducing calcium excretion in the kidneys. This hormonal regulation helps maintain the balance of calcium in the body, which is crucial for various physiological processes, including bone health and nerve function.
48. Tea yellow disease occurs due to the deficiency of :
Calcium
Nitrogen
Phosphorus
Sulphur
Ans: D
Tea: Sulphur deficiency is known as “tea yellows”. Leaves of S deficient bushes turn yellow, are reduced in size, the internodes are short and the entire plant appears shrunken. Under severe deficiency, leaves may curl up and their edges and tips turn brown. Axial buds produce dwarf yellow leaves.
49. Which among the following microbe is not used for sewage treatment?
Actinomyces
Bifidobacterium
Clostridium
Mycobacterium
Ans: D
Among the microbes listed, Mycobacterium is not commonly used for sewage treatment.
Actinomyces, Bifidobacterium, and Clostridium are examples of bacteria that can be used in sewage treatment processes. They are involved in the breakdown of organic matter and contribute to the treatment and purification of sewage. Mycobacterium, on the other hand, is not typically employed for this purpose. Each of these bacteria may have different roles and functions in various microbial processes related to sewage treatment.
50. First seral stage in a xerosere is :
Crustose lichens stage
Foliose lichens stage
Herbs stage
Forest stage
Ans: A
Xerosere is a plant succession that is limited by water availability. It includes the different stages in a xerarch succession. The xerarch succession of ecological communities originated in an extremely dry situation such as sand deserts, sand dunes, salt deserts, rock deserts etc. A xerosere may include lithosere (on rock) and psammoseres (on sand).
The stages in order are -
Crustose lichen stage->Foilose lichen stage->moss stage->herb stage>shrub stage->forest stage (climax community)
51. Which among the following is a guiding principle for the Science curriculum development according to NCF-2005 ?
Conducting learning as a solitary activity
Reproducing knowledge
Connecting knowledge to life outside the school
Participating learner in co-curricular activities
Ans: C
According to the National Curriculum Framework (NCF) 2005 in India, the guiding principle for science curriculum development is "Connecting knowledge to life outside the school." NCF-2005 emphasizes the need for making education more relevant and connected to the everyday experiences of students. The curriculum aims to bridge the gap between classroom learning and the practical application of knowledge in real-life situations. The focus is on developing a scientific temper and fostering a curiosity-driven approach to learning science.
NCF 2005 proposes five guiding principles for curriculum development: (i) connecting knowledge to life outside the school; (ii) ensuring that learning shifts away from rote methods; (iii) enriching the curriculum so that it goes beyond textbooks; (iv) making examinations more flexible and integrating them with classroom life; and (v) nurturing an overriding identity informed by caring concerns within the democratic polity of the country.
52. The method which involves the inference of general laws or principles from particular instances is:
Deductive method
Inductive method
Lecture method
Lecture-cum Demonstration method
Ans: B
The method which involves the inference of general laws or principles from particular instances is the Inductive method.
Inductive reasoning involves making generalizations based on specific observations or examples. It starts with specific observations and works towards a broader understanding or generalization. In contrast, the deductive method starts with general principles or hypotheses and applies them to specific instances to reach a conclusion.
53. A document which explains the summary of different topics covered or units that will be taught in a specific subject under a particular course :
Course
Curriculum
Programme
Syllabus
Ans: D
The document that explains the summary of different topics covered or units that will be taught in a specific subject under a particular course is called a Syllabus.
A syllabus typically outlines the content, learning objectives, assessments, and sometimes the schedule for a specific course or subject. It provides students and educators with a roadmap for the academic content and expectations within a particular educational program. While related terms like "curriculum" and "program" encompass broader aspects of education, a syllabus is a more detailed and specific document focusing on the content and structure of an individual course.
54. Which among the following is an objective of science teaching at the higher secondary stage?
Developing experimental, observational, manipulative, decision-making and investigatory skills in the learners
Engaging the learners in joyfully exploring the world around them
To nurture the curiosity of the learner about the world
To engage in exploratory and hands on activities to acquire the basic cognitive and psychomotor skills
Ans: A
The objective of science teaching at the higher secondary stage that aligns with the given options is:
Developing experimental, observational, manipulative, decision-making, and investigatory skills in the learners.
While all the options are valuable in science education, the specific focus on developing skills such as experimentation, observation, manipulation, decision-making, and investigation aligns with the objectives often emphasized at the higher secondary stage. This stage aims to not only impart theoretical knowledge but also to equip students with practical skills and a deeper understanding of scientific methods and processes.
55. A set of broadly transferable abilities, appropriate to many science disciplines and reflective of the behaviour of scientists is :
Insightful thinking skills
Resourceful thinking skills
Science Process skills
Scientific observation skills
Ans: C
The set of broadly transferable abilities, appropriate to many science disciplines and reflective of the behavior of scientists, is typically referred to as Science Process Skills.
These skills encompass a range of abilities that scientists use in their work, including but not limited to:
1. Observation: Noticing and recording details about phenomena.
2. Measurement: Quantifying observations using appropriate tools and units.
3. Classification: Grouping and categorizing objects or events based on shared characteristics.
4. Inference: Drawing logical conclusions based on evidence and reasoning.
5. Hypothesis Formulation and Testing: Proposing explanations for phenomena and designing experiments to test these hypotheses.
6. Experimentation: Conducting controlled investigations to gather data and test hypotheses.
7. Data Collection and Analysis: Gathering, organizing, and analyzing data using appropriate methods.
8. Problem Solving: Applying scientific knowledge and reasoning to solve problems.
9. Communication: Effectively communicating scientific findings through written or verbal means.
These skills are essential for students studying science as they foster critical thinking, scientific inquiry, and the ability to apply scientific methods across various disciplines.
56. Attitudinal domain includes :
Identifying alternative/ not usual uses for objects
Thinking rationally about individual values and taking decisions accordingly
Use the concepts and skills gained to solve problems related to life
Using space - time relationship
Ans: B
The attitudinal domain in education refers to the development of attitudes, values, and beliefs in learners. Among the given options:
- Thinking rationally about individual values and taking decisions accordingly.
This statement aligns with the attitudinal domain. Developing the ability to think rationally about one's values and making decisions based on that rational thinking is part of the attitudinal aspect of education. Attitudes are the feelings, beliefs, and values that influence behavior, and the attitudinal domain focuses on nurturing positive attitudes and values in learners.
57. Which of the following provides small step learning with immediate feedback for students ?
Collaborative learning
Co-operative learning
Project method
Programmed learning
Ans: D
The method that provides small step learning with immediate feedback for students is Programmed learning.
Programmed learning is an instructional strategy that involves presenting information to students in small, carefully sequenced steps, with immediate feedback after each step. The content is often delivered in the form of programmed instructional materials, which can be in the form of books, computer programs, or other media. This approach allows students to proceed at their own pace, reinforcing their learning through frequent feedback and assessments.
58. ‘Taxonomy of Science Education' contains :
Analysis Domain
Comprehension Domain
Evaluation Domain
Knowledge Domain
Ans: D
The "Taxonomy of Science Education" typically includes different domains of cognitive skills that students are expected to develop. Among the options provided:
- Knowledge Domain - The Knowledge Domain refers to the foundational level of cognitive skills, involving the recall of factual information and the comprehension of basic concepts.
It's worth noting that the other domains listed, such as Analysis, Comprehension, and Evaluation, are part of Bloom's Taxonomy, representing higher-order thinking skills.
According to Taxonomy of science education formulated by Mc Cormack and Yager (1989) science education emphasize five domains. They are:
• Knowledge Domain (Knowledge and Understanding)
• Process Domain (Exploring and Discovering)
• Creativity Domain (imaging and Creating)
• Attitudinal Domain (Feeling and Valuing)
• Application Domain (Using and Applying)
59. The planning of activities in a period to attain learning objectives is :
Course plan
Lesson plan
Programme outcome
Unit plan
Ans: B
The planning of activities in a period to attain learning objectives is generally referred to as a Lesson Plan.
A lesson plan is a detailed guide that outlines the content, instructional strategies, learning activities, and assessments for a specific period, typically a single class or lesson. It is designed to help teachers organize and deliver effective instruction, ensuring that the learning objectives are met within a specified timeframe. While other plans like a course plan or unit plan provide broader overviews, a lesson plan is more specific, focusing on the details of a particular instructional session.
60. Imaging comes under :
Attitude domain
Creativity domain
Knowledge domain
Process domain
Ans: B
Imaging, in the context of education, often falls under the Creativity domain.
The Creativity domain involves the ability to think innovatively, generate original ideas, and express oneself in imaginative ways. Imaging, in this context, refers to the mental process of creating or visualizing images, which is a component of creative thinking. Creative activities, such as visualizing, imagining, and generating mental images, are associated with the Creativity domain as they involve originality and expression of one's ideas.
61. Among the following which is an integrated process skill?
Experimenting
Inferring
Measuring
Observing
Ans: A
Among the given options, Experimenting is an integrated process skill.
Integrated process skills in science education often involve a combination of various individual skills. Experimenting, in this context, may include a range of activities such as planning and conducting experiments, making observations, measuring, and inferring. It integrates multiple skills to explore and understand scientific phenomena.
62. Which of the following can be used to monitor students learning to provide ongoing feedback?
Diagnostic test
Formative assessment
Peer assessment
Summative assessment
Ans: B
Formative assessment can be used to monitor students' learning and provide ongoing feedback.
Formative assessment is designed to evaluate students' understanding and learning progress during the instructional process. It provides feedback that can be used to make instructional adjustments, address misconceptions, and guide further learning. Unlike summative assessment, which is typically conducted at the end of an instructional period to evaluate overall learning, formative assessment is ongoing and occurs throughout the learning process. It helps both teachers and students identify strengths and areas for improvement in real-time, facilitating a more responsive and adaptive learning environment.
63. Which of the following is a best method to develop scientific skills?
Field trip
Laboratory experiments
Observation method
Science quizzes
Ans: B
The best method to develop scientific skills often involves a combination of various approaches. However, Laboratory experiments are particularly effective for developing scientific skills.
Laboratory experiments provide hands-on, practical experience that allows students to apply theoretical knowledge, develop experimental skills, and gain a deeper understanding of scientific concepts. Through experiments, students learn to make observations, collect and analyze data, draw conclusions, and refine their critical thinking and problem-solving abilities.
While field trips, observation methods, and science quizzes can also contribute to the development of scientific skills, laboratory experiments are considered a fundamental and essential component of science education for fostering practical skills and a deeper understanding of scientific principles.
64. Pedagogical practices which emphasizes the importance of human freedom from oppression and suffering :
Behaviourism
Constructivism
Critical pedagogy
Social constructivism
Ans: C
Pedagogical practices that emphasize the importance of human freedom from oppression and suffering are associated with Critical Pedagogy.
Critical pedagogy is an educational philosophy and approach that views education as a tool for social justice, liberation, and empowerment. It is rooted in the belief that education should not only transmit knowledge but also critically examine and challenge societal structures that perpetuate oppression. Critical pedagogy seeks to empower learners to become critically conscious of social issues and encourages them to take action to address injustice and inequality.
While both constructivism and social constructivism focus on learners actively constructing knowledge, critical pedagogy specifically addresses issues of social justice, oppression, and freedom from suffering. Behaviorism, on the other hand, is a psychological theory that emphasizes observable behaviors and external stimuli, which is not directly related to the themes of human freedom and social justice.
Critical pedagogy is a concept that has been developed and expanded upon by several scholars, but it is most closely associated with the work of Brazilian educator and philosopher Paulo Freire. Paulo Freire's groundbreaking book "Pedagogy of the Oppressed" (1968) is considered a foundational text for critical pedagogy.
In "Pedagogy of the Oppressed," Freire discusses the limitations of traditional education and introduces the idea of education as a liberating force. He argues for a participatory and dialogical approach to education, where learners are actively engaged in the learning process and encouraged to critically reflect on their own experiences and the societal structures that contribute to oppression.
While Paulo Freire is often recognized as a central figure in the development of critical pedagogy, it's important to note that the concept has evolved and been further developed by other scholars and educators worldwide. Various contributors have expanded on Freire's ideas, adapting them to different cultural and educational contexts. As a result, critical pedagogy is a dynamic field with diverse perspectives and applications.
65. An autonomous organisation which advises the Central and State Governments on policies and programmes for qualitative improvement in school education is :
NCTE
SCERT
NCERT
UGC
Ans: C
The organization that fits the description provided – advising the Central and State Governments on policies and programs for qualitative improvement in school education – is the National Council of Educational Research and Training (NCERT).
NCERT is an autonomous organization in India that plays a significant role in the development of school education policies and programs. It is responsible for creating educational resources, developing curriculum frameworks, and conducting research in the field of education. NCERT provides guidance and support to both the Central and State Governments in matters related to school education.
66. This pillar of education encourages individuals to reflect on their own values, beliefs and identity :
Learning to be
Learning to do
Learning to know
Learning to live together
Ans: A
The pillar of education that encourages individuals to reflect on their own values, beliefs, and identity is Learning to be.
The four pillars of education were introduced by the UNESCO Commission on Education for the Twenty-first Century, and they are:
1. Learning to be: Encouraging the development of one's personality, self-reflection, and a sense of one's own identity.
2. Learning to do: Developing practical skills and the ability to apply knowledge in various contexts.
3. Learning to know: Acquiring a broad and balanced body of knowledge.
4. Learning to live together: Fostering social skills, understanding, and respect for others, as well as the ability to work collaboratively.
In the context of your question, "Learning to be" specifically addresses personal development, self-awareness, and reflection on one's values and identity.
67. Which of the following provides more effective learning experience according to Dale's cone of experience ?
Demonstration
Exhibition
Field trip
Motion pictures
Ans: A
The Cone of Experience - In E. Dale's first edition of Audiovisual Methods in Teaching (1946), Dale introduced the ‘Cone of Experience’. The Cone placed different educational media and methods in a continuum from the most concrete experiences at the bottom to the most abstract at the top.
When a learner moves from direct and purposeful experiences to verbal symbols, the degree of abstraction gradually grows. And as a result, learners become spectators rather than participants.
Let’s have a look at each level individually, working our way down the Cone!
11. Verbal Symbols
As explored, each level of the Cone moves the learner a step further away from real-life experiences. As such, experiences focusing only on the use of verbal symbols are the furthest removed from real life.
Verbal symbols are highly abstract as they bear no physical resemblance to the objects or ideas they stand for. In fact, these verbal symbols provide no visual representation or clues to their meaning.
Dale used the word ‘horse’ to illustrate this. Writing the word ‘horse’ does not look like a horse, sound like a horse or feel like a horse. In fact, the letters H-O-R-S-E don’t look, sound, smell, taste, or feel anything like the actual animal.
This is true, regardless of the language you use. For instance, you spell a horse as ‘hevonen’ in Finnish, ‘cheval’ in French or ‘hest’ in Danish. Fun words, no doubt, but none of them resemble the animal itself. Instead, they share a common meaning that native speakers often learn at a very young age.
10. Visual Symbols
The other highly abstract level includes visual symbols, such as charts, maps, graphs and diagrams that are used for conceptual representation. These visual symbols help to make just about any reality into something easier to understand.
In fact, from sports team logos to traffic signs, we see symbols everywhere. These symbols help people understand the world. Just as with verbal symbols, visual symbols help drive understanding by conveying a meaning that is shared by the rest of society.
Visual symbols often include simple illustrations that do not include any unnecessary detail. This makes them relatively easy to procure and prepare. And that’s what every instructional designer wants to hear, right?
9. Recordings, Radio and Still Pictures
Edgar Dale first created this model in 1946. As such, he included the multimedia assets of his time, such as recordings, radio and still pictures. In more modern terms, this level could include photos, podcasts or audio files.
If you go back to the ‘corrupted cone’, one of the common misrepresentations treats ‘seeing’ as more effective than ‘hearing’.
Yet, Dale placed visual and auditory media on a similar level of abstraction. After all, in both cases, you are merely observing visual symbols (like still photos) or verbal symbols (like audio recordings). Neither example actively asks anything of the learner.
8. Motion Pictures and 7. Educational Television
Most recent publications combine levels eight and seven into one category. After all, motion pictures and television are similar mediums. They enable learners to process real-life processes or events through on-screen recordings.
Motion pictures and educational television include, for example, videos, animations and tv programmes, which imply value and messages through moving pictures. These are abstract experiences, as learners focus on observation instead of active participation.
As a result, learners have little or no opportunity to participate in or use senses other than seeing and hearing. But while streaming experiences can’t recreate the richness of reality, videos do present an on-screen abstraction of real-life processes and events.
In fact, videos are effective for presenting movement and continuity of ideas. You could even say that motion pictures and television provide a ‘window to the world’.
This has benefits when it comes to using videos in training. After all, you can edit out any irrelevant parts, zoom in on details, highlight information, or slow things down to provide focus. Learners can also rewind and replay the video as many times as they need to.
However, there is much controversy surrounding the benefits and disadvantages of television and motion pictures. Yet, research shows that educational programmes can enhance children’s intellectual development and provide experiences that are otherwise unreachable.
6. Exhibits
The sixth level of Dale’s Cone of Experience moves us away from the most abstract experiences. This is the first level that opens the door for an expanded range of sensory and participatory experiences.
In fact, this level can be summarised as meaningful displays with limited handling. After all, most exhibits are experiences that are for the eyes only. Yet, some exhibits include sensory elements that can be related to direct purposeful experiences. These exhibits are specifically designed for interactivity.
As a result, this experience allows learners to see the meaning and relevance of things based on the different pictures and representations presented. Visiting exhibits in educational outlets like museums are a common way to provide learning opportunities.
After all, exhibits are a great way to present students with exposure to new ideas, discoveries and inventions that would be more difficult to display in a classroom setting.
5. Study Trips
Study trips offer the sights and sounds of real-world settings. The main activity focuses on observing from the sidelines, aside from occasional opportunities to participate. Participation could include, for instance, hopping in a fire truck or milking a cow.
These rich experiences help learners to learn more about different objects, systems and situations. As such, study trips provide an opportunity to experience something that learners cannot be encounter within the traditional classroom space.
Similarly, field trips expand the social learning opportunities provided by online learning. As a result, the learning experience is not limited to the traditional training setting but rather extended to a more complex environment.
The effectiveness of field trips has been researched extensively. They are well regarded, given how easy it is to provide every student with the same real-life experience.
In addition, students can see connections between their training experiences and the ‘real world’. This type of elaboration is known to be an effective learning technique.
4. Demonstrations
A demonstration is a visualised explanation of facts, ideas or processes. They are a common way to train employees or students, as they require relatively little preparation and resources. After all, individuals observe a lot simply by watching others.
On top of that, demonstrations can include pictures, drawings, film and other types of media in order to facilitate clear and effective learning. This approach helps to showcase how individuals can complete these tasks in real life.
Like exhibits and field trips, demonstrations may or may not include an element of participation. As such, demonstrations sit in the middle of the Cone based on their abstraction.
Demonstrations are especially useful if a hands-on activity is logistically unfeasible. However, demonstrations don’t come without limitations! Learners may not interpret or conceive the information as well as intended. Other factors affect the learning experience too. For instance, some learners may have worse visibility of the demonstration.
Similarly, demonstrations alone may not be enough in all learning situations. After all, seeing how a task is done is rarely as good as trying to do it ourselves.
3. Dramatised Experiences
Dramatised experiences can be seen as role-play exercises. This means reconstructing situations for learning purposes. As a result, the third level involves shifting learners — at least some of them — from observers to active participants.
This enables learners to participate in reconstructed experiences that could give them a better understanding of the idea or concept. In this manner, dramatising real-life experiences can help learners to get closer to certain realities that are not easily available first-hand.
They also provide a safe environment for experimentation. For instance, it’s much better to fail in a sales negotiation role-play than it is to fail in real life.
Learners can become more familiar with the concepts as they emerge themselves into the “as-if” situation. Similarly, learners can observe their peers to take their learning even further! This enables them to compare and contrast what they may have done differently.
2. Contrived Experiences
The second level is called contrived experiences, which focuses on the ‘editing’ of reality. At this level, teachers use representative models and mock-ups to provide an experience that is as close to reality as possible.
This can make the concept easier to grasp. After all, some realities are far too complex to take in all at once. As such, contrived experiences are imitations that sometimes teach better than the realities they imitate.
Contrived experiences are very practical and make the learning experience more accessible. After all, they have a concrete nature that permits easy visualization and helps to foster a better understanding of the concept at hand. And on top of all that, contrived experiences are easier to manipulate or operate!
1. Direct Purposeful Experiences
The bottom level of Dale’s Cone of Experience is also the least abstract. Direct purposeful experiences are hands-on activities that grant us responsibility for driving a specific outcome. We are active agents in the learning experience. In a sense, direct purposeful experiences are an unabridged version of life itself.
These rich, full-bodied experiences can be considered the bedrock of all education. After all, learners can see, handle, taste, feel, touch and smell these experiences. As such, at this level, learners use more senses in order to build up their knowledge.
Learners learn by doing tasks themselves. As a result, learning happens through actual hands-on experiences.
68. Which of the following is most correct about a project method ?
Promotes habit of critical thinking
Promotes competition among students
Helps to score high marks
Helps to cover lots of topics within shorter time
Ans: A
The most correct statement about a project method is: Promotes habit of critical thinking.
The project method is an instructional strategy that involves students working on a specific project or task over an extended period. This approach encourages students to actively engage in problem-solving, research, and critical thinking. It promotes a deeper understanding of the subject matter and helps students develop analytical and problem-solving skills rather than focusing solely on rote memorization. While collaborative projects may involve group work, the primary emphasis is on fostering independent thinking and inquiry.
69. "Curriculum is a tool in the hands of an artist, to mould his material, according to his ideal in his studio" - in this definition 'ideal' stands for :
Attitude
Belief
Nature
Objective
Ans: D
In the given definition, "ideal" would most likely stand for Objective.
The quote suggests that the curriculum serves as a tool for an educator (the artist) to shape and mold the educational material according to their objectives or ideals in the teaching environment (studio). It refers to the goals, aspirations, or desired outcomes that the educator aims to achieve through the curriculum. While "ideal" can sometimes be associated with personal beliefs or attitudes, in the context of education and curriculum development, it often refers to the educational objectives and goals set by the instructor.
70. Which curriculum is based on the cognitive theory of Jerome S. Brunner?
Concentric Curriculum
Core Curriculum
Integrated Curriculum
Spiral Curriculum
Ans: D
The curriculum that is based on the cognitive theory of Jerome S. Bruner is the Spiral Curriculum.
Jerome S. Bruner proposed the idea of a spiral curriculum, where key concepts are introduced at an early stage and revisited and built upon in a structured and repeated manner over time. This approach is designed to reinforce learning and deepen understanding gradually. The spiral curriculum aligns with Bruner's cognitive theories, emphasizing the importance of structuring learning experiences to facilitate the development of cognitive structures and understanding.
71. An advisory body for the Central and State Governments on all matters concerning to teacher education :
National Center for Teacher Education
National Convention for Teacher Education
National Council for Teacher Education
National Council for Teaching and Education
Ans: C
The advisory body for the Central and State Governments on all matters concerning teacher education is the National Council for Teacher Education (NCTE).
72. Who among the following is the proponent of Cognitive Constructivism?
Pavlov
Piaget
Skinner
Throndike
Ans: B
The proponent of Cognitive Constructivism is Jean Piaget.
Jean Piaget was a Swiss psychologist who is best known for his work in developmental psychology. He proposed the theory of cognitive constructivism, which emphasizes that individuals actively construct their knowledge and understanding of the world through their experiences and interactions. Piaget's stages of cognitive development describe the progression of cognitive abilities from infancy through adolescence, highlighting the ways in which individuals assimilate and accommodate new information to build their mental structures.
73. A register maintained in the Science laboratory which contains details of chemicals and other fluids likely to be used up is :
Breakable stock register
Consumable stock register
Order register
Requirement register
Ans: B
The register maintained in the Science laboratory that contains details of chemicals and other fluids likely to be used up is typically called the Consumable Stock Register.
This register helps in keeping track of the consumable items or supplies, such as chemicals, that are expected to be used up during laboratory experiments or activities. It is an essential tool for managing and replenishing laboratory resources.
Breakable Stock Register: This register is used to record items in the laboratory that are breakable or fragile. It helps in keeping track of delicate equipment or glassware that may need special handling or care.
Order Register: An Order Register is used to record details of orders placed for laboratory supplies. It includes information such as the date of the order, the items ordered, quantities, and suppliers. It helps in tracking the procurement of new stock.
Requirement Register: This register is used to list the ongoing or anticipated requirements of the laboratory. It includes items that may be needed in the future, allowing for proactive planning and ordering of supplies to meet upcoming needs.
74. A taxonomy which gives more importance to Science process skills is :
Blooms Taxonomy
McCormack and Yagers Taxonomy
Revised Blooms Taxonomy
SOLO Taxonomy
Ans: B
A taxonomy that gives more importance to Science process skills is McCormack and Yager's Taxonomy.
McCormack and Yager's Taxonomy is specifically designed for science education. It emphasizes the importance of science process skills, which include skills related to scientific inquiry, experimentation, observation, and analysis. While Bloom's Taxonomy and Revised Bloom's Taxonomy provide a comprehensive framework for cognitive skills across various domains, McCormack and Yager's Taxonomy focuses more specifically on the skills relevant to the practice of science. SOLO Taxonomy (Structure of the Observed Learning Outcome) is another taxonomy that focuses on the levels of understanding and complexity in student learning outcomes but may not be as science-specific as McCormack and Yager's Taxonomy.
75. Youtube channel of First Bell programme is —------
it@school
it@victers
itsvicters
Kite Victers
Ans: C
First Bell's YouTube channel is named 'itsvicters'.
76. A progressive educational model created by Helen Parkhurst:
Dalton Plan
Deductive method
Project method
Problem solving method
Ans: A
The progressive educational model created by Helen Parkhurst is known as the Dalton Plan.
The Dalton Plan is an educational philosophy and method developed by Helen Parkhurst in the early 20th century. It is named after Dalton, Massachusetts, where Parkhurst first implemented the approach. The Dalton Plan emphasizes individualized learning, student autonomy, and a flexible curriculum. Students are given the responsibility to manage their own time, set learning goals, and progress at their own pace. The Dalton Plan aims to foster self-discipline, independence, and a love for learning in students.
77. Science as a product comprises :
Concepts
Experimentation
Observation
Reasoning
Ans: A
Science as a product comprises the Concepts:
Concepts are fundamental ideas or principles that form the basis of scientific understanding. These are the theoretical frameworks that help explain and organize observations and phenomena.
NATURE OF SCIENCE
Science has certain characteristics which distinguish it from other spheres of human endeavor. These characteristics define the nature of science. These also set the terms on which you can engage with science. These are discussed below.
Science is a particular way of looking at nature
Science is a rapidly expanding body of knowledge
Science is an interdisciplinary area of learning
Science is a truly international enterprise
Science is always tentative
Science promotes scepticism; scientists are highly sceptic people
Science demands perseverance from its practitioners
Science as an approach to investigation and as a process of constructing knowledge
DEFINITIONS
Science is defined in several ways by different individuals. Let us examine a few definitions.
According to Fitzpatrick: Science is a cumulative endless series of empirical observations which result in the formation of concepts & theories, with both concepts & theories being subject to modification in the light of further empirical observations. Science is both a body of knowledge & the process of acquiring it.
Conant defined science as: An interconnected series of concepts & conceptual schemes that have developed as a result of experimentation & observation & are fruitful of further experimentation & observation.
From the various definitions, the three fold nature of science is explained as:
Science is a body of knowledge
Science is a method of inquiry, a way of investigating
Science is an attitude towards life: a way of thinking.
a. Science as a body of knowledge – science has been characterized as a body of knowledge obtained by scientists. Various types of scientific in the form of facts, concepts, principles, laws, hypothesis & theories.
- Science as a process – In science, the ways of gathering information, thinking, measuring, problem solving are called process of science. Basic processes of science are observation, comparison, classification, communication, measurement, estimation & prediction. The quality of knowledge acquired in science depends on the quality of process skills applied. The various processes of science can be classified into five categories:
Collection of data
Analysis of data
Synthesis of data
Evaluation of data
Application of generalizations to new situations
- Science as a product – Whatever information or ideas we acquire through various processes of science form the product of science. The basic components of the product of science are facts, concepts, principles, theories & laws.
- Science as both a process and a product – Science is both a body of knowledge & the process of acquiring it. Science is both a verb & a noun. These two aspects are interdependent & inseparable.
b. Science viewed as a method of inquiry – according to Karl Pearson the scientific method involves the following six steps:
Identification of the problem
Gathering observations relevant to the problem on hand
Statement of a hypothesis based on observations gathered
Testable predictions of other related observable phenomena are
developed from the hypothesis
The hypothesis is tested through observations
As a result of empirical observations, the hypothesis is supported, rejected or modified. Science teachers should emphasize to their students that scientists do approach the solution of any specific problem in an organized manner.
78. Which among the following comes under the characteristics of a curriculum ?
Clarifies specific course objectives, expectations and rubrics.
Gives a list of topics to cover and details about assignments, assessments, etc.
Outlines the content to be covered in a particular course.
Totality of student experiences that occur in the educational process.
Ans: D
The characteristic that most directly aligns with the overall and holistic view of a curriculum is: Totality of student experiences that occur in the educational process: This represents a broader view of curriculum, often referred to as the holistic or experiential aspect. It encompasses all aspects of students' educational experiences, including not only the formal instruction but also extracurricular activities, social interactions, and the overall learning environment.
79. Which is most appropriate about Biographical method ?
Based on real-world problems and issues
Promote teamwork and social skills
Promotes learning by doing
Unlocks the evolutionary nature of science
Ans: D
The most appropriate description for the Biographical method among the options provided is: Unlocks the evolutionary nature of science.
The Biographical method involves studying the lives, experiences, and contributions of individuals in the scientific community. It provides insights into the personal and intellectual development of scientists, their influences, and the historical context in which they worked. This approach helps to understand the evolution of scientific ideas and the interconnectedness of scientific progress over time.
80. Teacher uses audio-visual aids in the classroom because it:
Facilitates effective evaluation
Offers help to the teacher
Provides entertainment to learners
Uses multisensory learning
Ans: D
The most appropriate reason why a teacher uses audio-visual aids in the classroom is:Uses multisensory learning.
Audio-visual aids engage multiple senses, such as seeing and hearing, making the learning experience more dynamic and effective. They can enhance comprehension, retention, and overall understanding by appealing to different learning styles and preferences. While audio-visual aids may offer help to the teacher, facilitate effective evaluation, and provide some level of entertainment, the primary benefit is often associated with supporting multisensory learning experiences for students.
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