CLASS-11 SUBJECT BIOLOGY CHAPTER-15PLANT GROWTH AND DEVELOPMENT,

 EVENTS CONVENT HIGH SCHOOL

26/10/2021      CLASS-11     SESSION 2021-22
SUBJECT :BIOLOGY

CHAPTER-15 PLANT GROWTH AND DEVELOPMENT

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1. Define growth, differentiation, development, dedifferentiation, redifferentiation, determinate growth, meristem and growth rate.
Solution: Growth is defined as a vital process which brings about an irreversible and permanent change in the shape, size, form, weight and volume of a cell, organ or whole organism, accompanied with increase in dry matter.
Differentiation is a localised qualitative change in size, biochemistry, structure and function of cells, tissues or organs, e.g., fibre, vessel, tracheid, sieve tube, mesophyll, leaf etc. Thus it is a change in form and physiological activity. It results in specialisation for particular functions.
Development may be defined as a process which includes growth, differentiation and maturation in a regular sequence in the life history of a cell, organ or organism viz., seed germination, growth, differentiation, flowering, seed formation and senescence. Dedifferentiation is the process by which the differentiated cells which have lost the ability to divide under certain circumstances, become meristematic and regain the divisibility. Redifferentiation is defined as maturation or differentiation of dedifferentiated cells to form cells which are unable to divide e.g., secondary xylem elements, cork cells etc., are formed by redifferentiation of secondary cambial cells.
Determinate growth is the ability of a cell, tissue or the organism to grow for a limited period of time. Meristem is a tissue consisting of unspecialised immature cells, possessing the power of continuous cell division and adding new cells to the body. Growth rate is defined as the increased growth per unit time.

2. Why is not any one parameter good enough to demonstrate growth throughout the life of a flowering plant?
Solution: A flowering plant consists of a number of organs viz., roots, stem, leaves, flowers, fruits etc. growing differently under different stages of life cycle. These plant organs require different parameters to demonstrate their growth. In plant organs like fruits, bulbs, corms etc. fresh weight is used for measuring their growth. In case of fruits, increase in volume, diameter etc., are also used as other parameters for the measurement of their growth. For flat organs like leaves, increase in surface area is used as the parameter. Stem and roots primarily grow in length and then in girth, thus increase in length and diameter are used for measuring their growth. Consequently, the flowering plants exhibit several parameters to demonstrate growth.

3. Describe briefly
(a) Arithmetic growth
(b) Geometric growth
(c) Sigmoid growth curve
(d) Absolute and relative growth rates
Solution: (a) Arithmetic growth: If the length of a plant organ is plotted against time it shows a linear curve, the growth is called arithmetic growth. In this growth, the rate of growth is constant and increase in growth occurs in arithmetic progression e.g., length of a plant is measured as 2,4, 6, 8,10,12 cms at a definite interval of 24 hrs. It is found in root or shoot elongating at constant rate. Arithmetic growth is expressed as Lt = L0 + rt Here, Lt = length after time t. L0 = length at the beginning, r = growth rate.

(b) Geometric growth: Geometric growth is the growth where both the progeny cells following mitosis retain the ability to divide and continue to do so. It occurs in many higher plants and in unicellular organisms when grown in nutrient rich medium. Number of cells is initially small so that initial growth is slow which is called lag phase. Later on, there is rapid growth at exponential rate. It is called log or exponential phase.

(c) Sigmoid growth curve: Geometric growth cannot be sustained for long. Some cells die. Limited nutrient availability causes slowing down of growth. It leads to stationary phase. There may be actually a decline. Plotting the growth against time will give a typical sigmoid or S-curve.

S-curve of growth is typical of most living organisms in their natural environment. It also occurs in cells, tissues and organs of plants.
(d) Absolute growth rate is the measurement of total growth per unit time. Relative growth rate is growth per unit time per unit initial growth.
Growth in given time period/ Measurement at start of time period
Suppose two leaves have grown by 5 cm2 in one day. Initial size of leaf A was 5 cm2 while that of leaf B was 50 cm2. Though their absolute growth is the same (5 cm2/day), relative rate of growth is faster in leaf A(5/5) because of initial small size than in leaf B(5/50).

4. List five main groups of natural plant growth regulators. Write a note on discovery, physiological functions and agricultural/ horticultural applications of any one of them.
Solution: There are five main groups of natural plant growth regulators which are very much recognised as natural hormones in plants. These are:

1.  Auxins
2. Gibberellins
3. Cytokinins
4. Abscisic acid
5. Ethylene

Discovery of auxin: In 1880, Charles Darwin and Francis Darwin worked with the coleoptile of canary grass (Phalaris sp.) and found the existence of a substance in coleoptile tip, which was able to recognise the light stimulus and leads to the bending of tip towards light. Boysen and Jensen (1910-1913) worked on Avena seedling and explained that the substances secreted in the tip are soluble in water (gelatin).
Paal (1919) reported that the substances secreted in the tip are translocated downwards and caused cell elongation in half portion which was on the dark side and hence bending was observed in opposite direction.
F.W. Went (1928) further refined this experiment and supported the observations of Paal. He was the first person to isolate and name these substances of tip as auxins (Greek Auxein – means ‘to grow’).
In 1931, Kogl and Haagen-Smith isolated
crystalline compounds from human urine.
These were named as auxin-a, auxin-b and
heteroauxin.

Physiological functions of auxins:

1. Auxins induce cambial cell divisions, shoot cell elongation and early differentiation of xylem and phloem in tissue culture experiments.
2. In general, auxins initiate rooting but inhibit the growth of roots. IBA is the most potent root initiator.
3. Auxins inhibit the growth of axillary buds (apical dominance) but enhance the size of carpel and hence earlier fruit formation.
4. Application of auxins retards the process of senescence (last degradative phase), the abscission of leaves, fruits, branches, etc.
5. Auxins induce feminisation, i.e., on male plant, female flowers are produced.

Agricultural/horticultural application of auxins:

1. Application of auxins like IAA, IBA, NAA induce rooting in stem cuttings of many plants. This method is widely used to multiply several economically useful plants.
2. Normally, auxins inhibit flowering however in litchi and pineapple, application of auxin promotes flowering thus used in orchards.
3. Auxin induces parthenocarpy in some plants including tomato, pepper, cucumber and Citrus, thus, produces seedless fruits of more economic value.
4. Auxins like 2, 4-D and 2, 4, 5-T are commercially used as weedicides, due to their low cost and greater chemical stability. They are selective herbicides (killing broad-leaved plants, but not grasses).
5. For checking premature fruit drop, auxins are applied which prevent the formation of abscission zone in the petiole or just below the fruit. Auxin regulates maturing fruit on the trees of apples, oranges and grape fruit. High doses of auxins can
   cause fruit drop. Thus, heavy applications of synthetic auxins are used commercially to promote a coordinated abscission of various fruits to facilitate harvesting.
6. Auxin, produced in the apical bud, suppresses the development of lateral buds, i.e., apical dominance. Thus practically used in prolonging the dormancy period of potato tubers.
7. Naphthalene acetamide is used to prevent the lodging (excessive elongation and development of weak plants, specially in gramineae) or falling of crops.
8. Auxin (2,4-D) promotes callus formation in tissue culture. Complete plantlets are regenerated from callus tissue, using auxins and cytokinin which are then transplanted into the soil. Now-a-days, this is a widely practised method of propagation in the field of agriculture and horticulture.

5. What do you understand by photoperiodism and vernalisation? Describe their significance.
Solution: The physiological mechanism for flower-ing is controlled by two factors: photoperiod or light period, i.e., photoperiodism and low temperature, i.e., vernalisation. Photoperiodism is defined as the flowering response of a plant to relative lengths of light/ dark period. Significance of photoperiodism is as follows:

1. Photoperiodism determines the season in which a particular plant shall flower. For example, short day plants develop flowers in autumn-spring period (e.g., Dahlia, Xanthium) while long day plants produce flowers in summer (e.g., Amaranthus).
2. Knowledge of photoperiodic effect is useful in keeping some plants in vegetative growth (many vegetables) to obtain higher yield of tubers, rhizomes etc. or keep the plant in reproductive stage to yield more flowers and fruits.
3. A plant can be made to flower throughout the year by providing favourable photoperiod.
4. Helps the plant breeders in effective cross-breeding in plants.
5.  Enable a plant to flower in different seasons.
   Vernalisation is promotion or induction of flowering by exposing a plant to low temperature for some time. Significance of vernalisation is as follows :
   (i) Crops can be grown earlier.
   (ii)Plants can be grown in such regions where normally they do not grow.
   (iii)Yield of the plant is increased.
   (iv)Resistance to cold and frost is increased.
   (v) Resistance to fungal diseases is increased.

6. Why is abscisic acid also known as stress hormone?
Solution: A fairly high concentration of abscisic acid (ABA) is found in leaves of plants growing under stress conditions, such as drought, flooding, injury, mineral deficiency etc. It is accompanied by loss of turgor and closure of stomata. When such plants are transferred to normal conditions, they regain normal turgor and ABA concentration decreases. Since the synthesis of ABA is accelerated under stress condition and the same is destroyed or inactivated when stress is relieved, it is also known as stress hormone.

7. ‘Both growth and differentiation in higher plants are open’. Comment.
Solution: Plant growth is generally indeterminate. Higher plants possess specific areas called meristems which take part in the formation of new cells. The body of plants is built on a modular fashion where structure is never complete because the tips (with apical meristem) “are open ended – always growing and forming new organs to replace the older or senescent ones. Growth is invariably associated with differentiation. The exact trigger for differentiation is also not known. Not only the growth of plants are open- ended, their differentiation is also open. The same apical meristem cells give rise to different types of cells at maturity, e.g., xylem, phloem, parenchyma, sclerenchyma fibres, collenchyma, etc. Thus, both the processes are indeterminate, unlimited and develop into
different structures at maturity i.e., both are open.

8. ‘Both a short day plant and a long day plant can produce flower simultaneously in a given place’. Explain.
Solution: A short day plant (SDP) flowers only when it receives a long dark period and short photoperiod, e.g., Xanthium, Dahlia etc. On the other hand, a long day plant (LDP) will flower only when it receives a long photoperiod and short dark period, e.g., wheat, oat etc. Thus critical photoperiod is that continuous duration of light which must not be exceeded in SDP and should always be exceeded in LDP in order to bring them to flower. Xanthium requires light for less than 15.6 hrs and Henbane requires light for more than 11 hrs. Xanthium (a SDP) and Henbane (DP) will flower simultaneously in light period between 11 to 15.6 hrs.

9. Which one of the plant growth regulators would you use if you are asked to
(a) induce rooting in a twig
(b) quickly ripen a fruit
(c) delay leaf senescence
(d) induce growth in axillary buds
(e) ‘bolt’ a rosette plant
(f) induce immediate stomatal closure in leaves.
Solution: (a) Auxins like IBA, NAA.
(b) Ethylene
(c) Cytokinins
(d) Cytokinins
(e) Gibberellins
(f) Abscisic acid (ABA)

10. Would a defoliated plant respond to photo- periodic cycle? Why?
Solution: No, a defoliated plant would not respond to photoperiodic cycle because photoperiodic stimulus is picked up by the leaves only. Even one leaf or a part of it is sufficient for this purpose. For perception of photoperiodic cycle, there must be the presence of leaves under inductive photoperiod, so that, the hormone responsible for flowering can be produced.

11. What would be expected to happen if:
(a) GA3 is applied to rice seedlings
(b) dividing cells stop differentiating
(c) a rotten fruit gets mixed with unripe fruits
(d) you forget to add cytokinin to the culture medium.
Solution:
(a) The coleoptile will elongate rapidly, as GA3 helps in cell growth.
(b) The development of callus (mass of undifferentiated cells) will take place.
(c) The unripe fruits will ripe quickly because of the increased rate of respiration due to emission of ethylene from rotten fruit.
(d) Cell division will retard and shoot will not initiate from the callus.

CLASS-11 SUBJECT-BIOLOGY CHAPTER-12 MINERALS NUTRITION(TRANSPORT IN PLANTS)

 EVENTS CONVENT HIGH SCHOOL

29/09/2021      CLASS-11     SESSION 2021-22
SUBJECT :BIOLOGY

CHAPTER-12
TRANSPORT IN PLANTS

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Question 1.
“All elements that are present in a plant need not be essential to its survival”. Comment.
Solution:
Plants obtain their inorganic nutrients from the air, water, and soil. Plants absorb a wide variety of mineral elements. Not all the mineral elements that they absorb are required by plants. Out of the more than 105 elements discovered so far, less than 21 are essential and beneficial for normal plant growth and development. The elements required in large quantities are called macronutrients. While those required in fewer quantities or in the trace are termed micronutrients. These elements are either essential constituents of proteins, carbohydrates, fats, nucleic acid, etc. and/or take part in various metabolic processes.

Question 2.
Why is the purification of water and nutrient salts so important in studies involving mineral nutrition using hydroponics?
Solution:
The technique of growing plants in a nutrient solution is known as hydroponics. Since a number of improvised methods have been employed to try and determine the mineral nutrients essential for plants. The essence on all these methods involves the culture of plants in a soil-free, defined mineral solution. These method require purified water and mineral nutrients salts. Purification of water and nutrient salt is important to find out other influencing factors

Question 3.
Explain with examples:
Macronutrients, micronutrients, beneficial nutrients, toxic elements, and essential elements.
Solution:
Based upon the criteria only a few elements have been found to be absolutely essential for plant growth and metabolism. These elements are further divided into two broad categories based on their quantitative requirements,

1. Macronutrients
2. Micronutrients

Macronutrients must generally be present in plant tissues in the concentration of 1 to 10 mg/L of dry matter. The macronutrients include carbon, hydrogen, oxygen, nitrogen, phosphorous, sulfur, potassium, calcium, and magnesium. Of these, carbon, hydrogen, and oxygen are mainly obtained from CO2, and H20, while the others are absorbed from the soil as mineral nutrition.

Micronutrients or trace elements are needed in very small amounts (equal to or less than 0.1 mg/L of dry matter). These include iron, manganese, copper, molybdenum, zinc, boron, chlorine, and nickel. In addition to the 17 essential elements named above, there are some beneficial elements such as sodium, silicon, cobalt, and selenium. They are required by higher plants.

Essential elements can also be grouped into four broad categories on the basis of their diverse functions. These categories are:
(1) Essentia] elements as components of biomolecules and hence structural elements of cells, (eg: carbon, hydrogen, oxygen, and nitrogen).

(2) Essential elements that are components of energy-related chemical compounds in plants, for example, magnesium in chlorophyll and phosphorous in ATP.

(3) Essential elements that activate or inhibit enzymes, for example, Mg2+ is an activator for both ribulose bisphosphate carboxylase-oxygenase and phosphoenolpyruvate carboxylase, both of which are critical enzymes in photosynthetic carbon fixation; Zn2+ is an activator of alcohol dehydrogenase and Mo of nitrogenase during nitrogen metabolism.

(4) Some essential elements can alter the osmotic potential of a cell. Potassium plays an important role in the opening and closing of stomata. Any mineral ion concentration in tissues that reduces the dry weight of tissues by about 10 percent is considered toxic. Such critical concentrations vary widely among different micronutrients. The toxicity symptom! are difficult to identify.

Toxicity levels for any element also vary for different plants. Many times excess of an element may inhibit the uptake of another element. For example, the prominent symptoms of manganese toxicity are the appearance of brown spots surrounded by chlorotic veins.

Question 4.
Name at least five different deficiency symptoms in plants. Describe them and correlate them with the concerned mineral deficiency.
Solution:

1. Chlorosis: Chlorosis is the loss of chlorophyll leading to yellowing in leaves. It is caused by a deficiency of N, K, Mg, S, Fe, Mn, Zn, and Mo.
2. Necrosis: It is the death of tissue. It occurs due to deficiency of Ca, Mg, Cu, K.
3. Inhibition of cell division: It occurs due to deficiency of N, K, S, Mo.
4. Stunted plant growth: It occurs due to deficiency of Ca, N, etc.
5. Premature fall of leaf and buds: It occurs due to deficiency of calcium, magnesium.

Question 5.
If a plant shows a symptom which could develop due to deficiency of more than one nutrient, how would you find out experimentally, the real deficient mineral element?
Solution:

1. The deficiency symptoms can be distinguished on the basis pf the region of occurrence, presence or absence of dead spots, and chlorosis of entire leaf or interveinal chlorosis.
2. The region of the appearance of deficiency symptoms depends on the mobility of nutrients in plants. The nutrient deficiency symptoms of N, P, K, Mg, and Mo appear in lower leaves.
3. Zinc is moderately mobile in plants and deficiency symptoms, therefore, appear in middle leaves.
4. The deficiency symptoms of less mobile elements (S, Fe, Mn, and Cu) appear on new leaves.
5. Ca and B are immobile in plants, deficiency symptoms appear on terminal buds.
6. Chlorine deficiency is less common in crops.
   

Question 6.
Why is it that in certain plants deficiency symptoms appear first in younger parts of the plant while in other they do so in mature organs?
Solution:
The deficiency symptoms tend to appear first in the young tissues whenever the elements are relatively immobile and are not transported out of the mature organs, for example, elements like sulphur and calcium are a part of the structural component of the cell and hence are not easily released.

Question 7.
How are the minerals absorbed by the plants?
Solution:
Uptake of mineral ions, by plants, occurs through
two main phases.
Passive Absorption: It is the process of absorption of minerals through it’s outer space(Intercellular space and cell wall) by physical process. Direct expenditure of metabolic energy is not involved. A substance moves from a region of higher chemical potential to lower chemical potential. It occurs through ion channels (transmembrane protein). The theories to explain the movement of ions:
(a) Ion exchange: Both cation and anion gets absorbed on the surface of cell wall. The absorbed ions are exchanged with ions present in soil solution.
(b) Mass flow hypothesis: According to this hypothesis mass flow of ions occur along with absorption of water as a result of transpirational pull.
Active Absorption: It is the process of movement of ions against a concentration gradient, by utilizing ATP as energy. Both influx and efflux of ions are carried out by carrier mechanism. The activated ions combine with carrier proteins and form ion carrier complex. This complex moves
across all the membrane and reaches inner surface, where it breaks and releases ions into the cytoplasm.

Question 8.
What are the conditions necessary for the fixation of atmospheric nitrogen by Rhizobium? What is their role in nitrogen fixation?
Solution:
Rhizobia are unique because they live in a symbiotic relationship with legumes. Necessary conditions:

• Requires a strong reducing agent and energy in the form of ATP.
• The enzyme nitrogenase which is very sensitive to oxygen is required.
• The processes take place in an anaerobic environment
• The energy is provided by the respiration of host cells.

The reduction of nitrogen to ammonia by living organisms is called biological nitrogen fixation. The enzyme, nitrogenase which is capable of nitrogen reduction is present exclusively in prokaryotes. Several types of symbiotic biological nitrogen-fixing associations are known. The most common association on roots is nodules. Their role in N2– fixation is to supply the plants with nitrogenase that converts nitrogen to amino acids.

Question 9.
What are the steps involved in the formation of root nodule?
Solution:
Nodule formation involves a sequence of multiple interactions between Rhizobium and the roots of the host plant. Stages in the nodule formation are summarised as follows:
Steps in the development of root nodules:
(a) When a root hair of a leguminous plant comes in contact with Rhizobium, it is deformed due to the secretion from the bacterium.
(b) At the site of curling Rhizobia invades the root tissue and proliferate within root hairs.
(c) Some bacteria enlarge to form membrane-bound structures, bacteroids which cannot divide.
(d) The plants form the infection thread, made up of plasma membrane that grows inward, separating the infected tissue from the rest of the plant.
(e) Cell division is stimulated in the infected tissue and more bacteria invade the newly formed tissues.
(f) It is believed that a combination of cytokinin produced by invading bacteria and auxins produced by plant cells, promotes cell division and extension, leading to nodule formation.
Question 10.

Which of the following statements are true? If false correct them:
(a) Boron deficiency leads to the stout axis.
(b) Every mineral element that is present in a cell is needed by the cell.
(c) Nitrogen as a nutrient element, is highly immobile in plants.
(d) It is very easy to establish the essentiality of micronutrients because they are required only in trace quantities.
Solution:
(a) True
(b) False
Correct sentence: Every mineral element that is present in a cell is not needed by the cell.
(c) False
Correct sentence: Nitrogen as a nutrient element is highly mobile in the plants.
(d) False
Correct sentence: It is very difficult to establish the essentiality of micronutrients because they are required only in trace quantities.

Class-11 Science Chapter-16 DIGESTION AND ABSORPTION

 

EVENTS CONVENT HIGH SCHOOL
02/09/2021                        CLASS-11                  SESSION2021-22
SCIENCE BIOLOGY (CHAPTER-16)

 DIGESTION AND ABSORPTION

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1. Choose the correct answer among the following:
(a) Gastric juice contains
(i) pepsin, lipase and rennin
(ii) trypsin, lipase and rennin
(iii) trypsin, pepsin and lipase
(iv) trypsin, pepsin and rennin.
(b) Succus entericus is the name given to
(i) a junction between ileum and large intestine
(ii) intestinal juice
(iii) swelling in the gut
(iv) appendix.
Solution: (a) (i) Pepsin, lipase and rennin
(b) (ii) Intestinal juice

2. Match column I with column II.
Column I                         Column II
(a) Bilirubin and           (i)Parotid biliverdin
(b) Hydrolysis of          (ii)Bile starch
(c) Digestion of fat       (iii)Lipases
(d) Salivary gland        (iv) Amylases
Solution: (a), – (ii),- (b) – (iv), (c) – (iii),- (d) – (i)

3. Answer briefly:
(a) Why are villi present in the intestine and not in the stomach?
(b) How does pepsinogen change into its active form ?
(c) What are the basic layers of the wall of alimentary canal?
(d) How does bile help in the digestion of fats ?
Solution: (a) The absorptive surface area of small intestine is enormously increased by microvilli and as maximum absorption
of digested food takes place in small intestine as compared to other organs, therefore, villi are present in small intestine and not in stomach. Moreover, stomach is primarily associated with temporary storage of food.
(b) The proenzyme pepsinogen, on exposure to hydrochloric acid, secreted by oxyntic cells of gastric glands gets converted into the active enzyme pepsin, the proteolytic enzyme of the stomach.
(c) The wall of alimentary canal from oesophagus to rectum possesses four layers, namely serosa, muscularis, sub-mucosa and mucosa. Serosa is the outermost layer and is made up of a thin mesothelium with some connective tissues. Muscularis is formed by smooth muscles. The sub-mucosal layer is formed of loose connective tissues containing nerves, blood and lymph vessels. In duodenum, glands are also present in sub-mucosa. The innermost layer lining the lumen of the alimentary canal is the mucosa. This layer forms irregular folds (rugae) in the stomach and small finger¬like foldings called villi in the small intestine.
(d) Bile has no enzymes but contains bile salts, namely, sodium bicarbonate, sodium glycocholate and sodium taurocholate that reduce the surface tension of large fat droplets and break them into many small droplets by a process known as emulsification. These small fat droplets present large surface area for lipase (fat digesting enzyme) to act upon them. Moreover, bile also activates lipases.

4. State the role of pancreatic juice in digestion of proteins.
Solution: The pancreatic juice contains inactive enzymes – trypsinogen, chymotrypsinogen, procarboxypeptidases. Trypsinogen is acti¬vated by an enzyme enterokinase, (secreted by the intestinal mucosa) into active trypsin, which in turn activates the other enzymes of the pancreatic juice. Proteins, proteoses and peptones (partially hydrolysed proteins) in the chyme reaching the intestine are acted upon by these proteolytic enzymes of pancre¬atic juice.

5. Describe the process of digestion of protein in stomach.
Solution: The gastric glands of the stomach secrete gastric juice that contains HCl and proenzymes – pepsinogen and prorennin. The proenzyme pepsinogen, on exposure to HCl gets converted into the active enzyme pepsin, the proteolytic enzyme of stomach. The pepsin converts proteins into proteoses and peptones (peptides). Prorennin is found in gastric juice of infants and is activated by pepsin into active rennin. It helps in digestion of milk protein casein.

6. Give the dental formula of human beings.
Solution: The dental formula of human beings is

It shows arrangement of teeth in each half of
the upper and lower jaw.

7. Bile juice contains no digestive enzymes, yet it is important for digestion. Why ?
Solution: Bile has no enzymes but contains bile salts, namely, sodium bicarbonate, sodium glycocholate and sodium taurocholate that reduce the surface tension of large fat drop¬lets and break them into many small droplets by a process known as emulsification. These small fat droplets present large surface area for lipase (fat digesting enzyme) to act upon them. Moreover, bile also activates lipases.

8. Describe the digestive role of chymotrypsin. Which two other digestive enzymes of the same category are secreted by its source gland ?
Solution: Chymotrypsin is a proteolytic enzyme of pancreatic juice secreted by exocrine part of pancreas. It helps in digestion of proteins. It converts proteins, peptones and proteoses into oligopeptides and dipeptides. Two other proteolytic enzymes present in pancreatic juice are trypsinogen and procarboxypeptidase.

9. How are polysaccharides and disaccharides digested ?
Solution: Digestion of polysaccharides (starch and glycogen) starts from buccal cavity. In buccal cavity, polysaccharides are acted upon by salivary amylase or ptyalin which splits starch and glycogen into disaccharides and small dextrins called ‘a’ dextrin.

The digestion of carbohydrates does not occur in stomach because gastric juice itself has no carbohydrase.
In small intestine, the food mixes with two juices, pancreatic juice and intestinal juice. Pancreatic juice contains a carbohydrase named pancreatic amylase. This enzyme hydrolyses more starch and glycogen.

Intestinal juice contains carbohydrases; maltase, isomaltase, a-dextrinase, sucrase and lactase which act on disaccharides as follows:

fructose and galactose are monomers of carbohydrates. These are absorbed by intestinal mucosa.

10. What would happen if HCl were not secreted in the stomach?
Solution: HCl is secreted by parietal or oxyntic cells of gastric glands. It serves the following functions:

1. It activates the pepsinogen and prorennin into their active form pepsin and rennin.
2. It provides the acidic pH (pH 1.8) optimal for pepsin.
3. It kills the harmful bacteria present in the food.
4. It stops the action of saliva on food. Pepsin and rennin are the principle proteolytic enzymes of stomach. If these enzymes are not activated by HCl then digestion of protein will not take place in stomach, and also the harmful bacteria can cause various diseases.

11. How does butter in your food get digested and absorbed in the body ?
Solution: Butter is a saturated fat. Fats and oils of the ingested food are triglycerides.
They are digested by lipases. Small intestine is the principal organ for fat digestion.
In the small intestine food meets three secretions, bile, pancreatic juice and intestinal juice, all alkaline in nature.
Bile contains no enzyme but it contains bile salts which reduces the surface tension of large fat droplets and breaks them into smaller ones (emulsification).

Emulsified triglycerides Pancreatic juice contains pancreatic lipase, which is the principal fat digesting enzyme. It is activated by bile.

Fatty acid + Glycerol Intestinal lipase found in intestinal juice hydrolyses some triglycerides, diglycerides and monoglycerides to fatty acids and glycerol like pancreatic lipase.
Fatty acids, glycerol and monoglycerides are the end products of fat digestion and being insoluble in water cannot be directly absorbed from the intestinal contents. So they combine with the bile salts and phospholipids to form micelles (water soluble). From the micelles fatty acids, glycerides, sterols and fat soluble vitamins are absorbed into the intestinal cells by diffusion where they are resynthesised in the ER and are converted into very small protein coated fat molecules (droplets) called chylomicrons. The latter are released from the intestinal cells into the lymph present in the lymphatic capillaries, the lacteals. These lacteals ultimately release the absorbed substances into the blood stream.

12. Discuss the main steps in the digestion of proteins as the food passes through different parts of the alimentary canal.
Solution: Proteins of ingested food are broken down into amino acids by proteases (peptidases). Proteases are secreted in inactive forms called proenzymes which are converted into active forms at site of their action. Protein digestion starts in the stomach and is completed in the small intestine. Saliva contains no protease.
Digestion of proteins in stomach : Chief cells of gastric gland secrete pepsinogen and prorennin, which act as follows:

Digestion of proteins in small intestine: In small intestine, peptones and proteoses are acted upon by enzymes of pancreatic juice and intestinal juice.
Pancreatic juice contains 3 inactive proteases; trypsinogen, chymotrypsinogen and pro-carboxypeptidase. Their action is as follows:

Dipeptides + Amino acids Intestinal juice contains two digestive pro-teases; aminopeptidases and dipeptidases and a nondigestive enterokinase (enteropep- tidase).

Amino acids are the end products of protein digestion which are absorbed by intestinal cells.

13. Explain the term thecodont and diphyodont.
Solution: Thecodont: In human, each tooth is embedded in a socket of jaw bone. Such teeth are described as thecodont.
Diphyodont: Majority of mammals including human beings form two sets of teeth during their life, a set of temporary milk or deciduous teeth replaced by a set of permanent or adult teeth. This type of dentition is called diphyodont.

14. Name different types of teeth and their number in an adult human.
Solution: Adult human has 32 teeth with the

Human has heterodont dentition i.e., having four different types of teeth. The number of different types of teeth in human are as follows:incisors = 8, canines = 4, premolars = 8, molars = 12

15. What are the functions of liver?
Solution: Liver is the largest gland of the body and consists of hepatic cells. Besides being a digestive gland, the liver performs a number of functions for the welfare of body. Its varied functions are as follows

1. Secretion of bile.
2. Glycogenesis, gluconeogenesis and glycogenolysis.
3. Storage of fat, glycogen, vitamins like A, D, E, K and B12, blood, water, etc.
4. Deamination of amino acids.
5. Synthesis of urea.
6. Elimination of excretory substances.
7. Detoxification of harmful substances.
8. Formation and breakdown of blood
   corpuscles, i.e., in embryos, liver is haemopoietic (produces red blood corpuscles) and in adults its Kupffer cells phagocytise and destroy worn out and dead RBCs.
9. Secretion of blood proteins, i.e., prothrombin and fibrinogen.
10. Secretion of anticoagulant heparin.
11. Production of heat.
12. Secretion of enzymes.

Class-11 Subject-BIOLOGY Chapter-DIVERSITY IN THE LIVING WORLD

EVENTS CONVENT HIGH SCHOOL
18/08/2021           CLASS-11      SESSION2021-22(SLOT-1)
BIOLOGY
Chapter-1
DIVERSITY IN THE LIVING WORLD
                _______________________________________

1. Why are living organisms classified?

Soln. Living organisms are classified because of the following reasons:

(i) Easy identification.

(ii)Study of organisms of other places.

(iii)Study of fossils

(iv)Grouping helps in study of all types of organisms while it is impossible to study individually all of them.

(v) It bring sout similarities and dissimilarities. They help in knowing relationships among different groups.

(vi)Evolution of various taxa can be known.

2. Why are the classification systems changing every now and then?

Soln. From very early days till now biologists use several characters for classification system. These are morphology, anatomy, cytology, physiology, ontogeny, phylogeny, reproduction, biochemistry, etc. But day by day biologists are learning something new about organisms from their fossil records and using” advanced study techniques such as molecular phylogeny, etc. So their point of view about classification keeps changing. Thus the system of classification is modified every now and then.

3. What different criteria would you choose to classify people that you meet often?

Soln. The various criteria that may be chosen to classify people whom we meet often include behaviour, geographical location, morphology, family members, relatives, friends etc.

4. What do we learn from identification of individuals and populations?

Soln. The knowledge of characteristic of an individual or its whole population helps in identification of similarities and dissimilarities among the individuals of same kind or between different types of organisms. It helps us to classify the organisms in various categories depending upon these similarities and dissimilarities.

5. Given below is the scientific name of mango. Identify the correctly written name.

Mangifera Indica Mangifera indica

Soln. The correctly written scientific name of mango is Mangifera indica.

6. Define a taxon. Give some example of taxa at different hierarchical levels.

Slon. A taxonomic unit in the biological system of classification of organism is called taxon (plural taxa). For example a phylum, order, family, genus or species represents taxon. It represents a rank. For example, all the insects form a taxon. Taxon of class category for birds is Aves and taxon of Phylum category for birds is Chordata. The degree of relationship and degree of similarity varies with the rank of the taxon. Individuals of a higher rank, say Order or Family, are less closely related than those of a lower rank, such as Genus or Species.

7. Can you identify the correct sequence of taxonomical categories?

(a) Species —> Order —> Phylum —> Kingdom

(b) Genus—) Species—> OrderKingdom

(c) Species —> Genus —>Order —> Phylum

Slon. The correct sequence of taxonomical categories is

(c) i.e., Species —>Genus —> Order —> Phylum.

8. Try to collect all the currently accepted meanings for the word ‘species’. Discuss with your teacher the meaning of species in case of higher plants and animals on one hand, and bacteria on the other hand.

Slon. Species occupies a key position in classification. It is the lowest taxonomic category. It is a natural population of individuals or group of populations which resemble one another in all essential morphological and reproductive characters so that they are able to interbreed freely and produce fertile offsprings. Each species is also called genetically distinct and reproductively isolated natural population. Mayr (1964) has defined species as “a group of actually or potentially interbreeding populations that are reproductively isolated from other such groups”

In higher plants and animals the term ‘species’ refers to a group of individuals that are able to interbreed freely and produce fertile offsprings. But, in case of bacteria interbreeding cannot serve as the best criteria for delimiting species because bacteria usually reproduce asexually. Conjugation, transformation and transduction, which are termed as sexual reproduction methods in bacteria, also do not correspond to true interbreeding. Thus, for bacteria many other characters such as molecular homology, biochemical, physiological, ecological and morphological characters are taken into consideration while classifying them.

9. Define and understand the following terms:

(i) Phylum (ii) Class (iii) Family

(iv) Order (v) Genus

Slon. (i) Phylum – Phylum is a category higher than that of Class. The term Phylum is used for animals. A Phylum is formed of one or more classes, e.g., the Phylum Chordata of animals contains not only the class Mammalia but also Aves (birds), Reptilia (reptiles), Amphibia (amphibians), etc. In plants the term Division is used in place of Phylum.

(ii) Class – A Class is made of one or more related Orders. For example, the Class Dicotyledoneae of flowering plants contains all dicots which are grouped into several orders (e.g., Rosales, Sapindales, Ranales, etc.).

(iii) Family, – It is a taxonomic category which contains one or more related genera. All the genera of a family have some common features or correlated characters. They are separable from genera of a related family by important and characteristic differences in both vegetative and reproductive features. E.g., the genera of cats (Fells) and leopard (Panthera) are included in the Family Felidae. The members of Family Felidae are quite distinct from those of Family Canidae (dogs, foxes, wolves).

Similarly, the family Solanaceae contains a number of genera like Solanum, Datura, Petunia and Nicotiana. They are distinguishable from the genera of the related family Convolvulaceae (Convolvulus, Ipomoea).

(iv) Order – The category includes one or more related families. E.g., the plant Family Solanaceae is placed in the Order Polemoniales alongwith four other related families (Convolvulaceae, Boraginaceae, Hydrophyllaceae and Polemoniaceae). Similarly, the animal families Felidae and Canidae are included under the Order Carnivora alongwith Hyaenidae (hyaenas) and Ursidae (bears).

(v) Genus – It is a group or assemblage of related species which resemble one another in certain correlated characters. Correlated characters are those similar or common features which are used in delimitation of a taxon above the rank of species. All the species of genus are presumed to have evolved from a common ancestor. A genus may have a single living species e.g., Genus Homo. Its species is Homo sapiens – the living or modem man. The Genus Felis has many species, e.g., F. domestica – common cat, F. chaus (jungle cat) etc.

lO.How is a key helpful in the identification and classification of an organism?

Slon.‘Key is an artificial analytic device having a list of statements with dichotomic table of alternate characteristics. Taxonomic

keys are aids for rapid identification of unknown plants and animals based on

the similarities and dissimilarities. Keys are primarily based on stable and reliable characters. The keys are helpful in a faster preliminary identification which can bebacked up by confirmation through comparison with detailed description of the taxon provisionally identified with. Separate taxonomic keys are used for each taxonomic category like Family, Genus and Species.